Imagery in Dante’s Inferno

Robert Herrick, an English poet, once said, â€Å"Hell is no other but a soundlesse pit, where no one beame of comfort peeps in it. † Picture any type of Hell with relief, happiness, or even the smallest crack of a smile. There is no place. In fact, one can only think of the complete opposite, whether it is a Hell filled with neglect, pain, disgust, or a never-ending life of horror. This is the place created by Dante Alighieri; The Inferno is exactly the type of Hell where no person would want to be. Even those who acted upon the lightest of sins suffered greatly.While each realm contained a different sinner, the punishment that each were forced to face was cruel, repulsive, and sometimes rather disgusting. Through grieving tears without an exit, unbearably itchy scabs, and a putrid, slushy ground, Dante uses vivid imagery to describe the various realms of Hell. As Dante passes through each realm, he uses organic and visual imagery to describe the sinners’ lives in Hell . When people feel an immense amount of pain, physically or mentally, they usually cry.Those treacherous to their country could not bear to handle their grief. However, as freezing rain and wind whipped their faces, their tears froze in their eyes. Dante used organic imagery to give a clear impression of the suffering these sinners dealt with: â€Å"Their very weeping closes up their eyes; / and the grief that finds no outlet for its tears / turns inward to increase their agonies† (Alighieri XXXIII. 94-96). Dante made it apparent that the sinners’ actions made their bodies filled with grief, a feeling that is painful enough for anyone.However, as if mental pain is not enough, Dante assures the reader that the sinners’ grief was thrown directly back into their bodies since they could not cry. Because of this, the reader cannot picture the sinners’ pain, but actually feel what it would be like to be unable to release grief through tears. In the realm of the alchemists, Dante uses visual imagery to portray their horrific pain. Cursed with leprosy and irritating scabs, the alchemists constantly picked at themselves in hopes of relieving their bleeding, itchy skin. Dante gives a picture perfect example of their torment.It was said that, â€Å"And as they scrubbed and clawed themselves, their nails / drew down the scabs the way a knife scrapes bream / or some other fish with even larger scales† (Alighieri XXIX. 82-84). The impression that Dante gives forces the reader into picturing the sinners drag their dirty nails into their prickly, scabbed skin, so rapidly and intense, that he compares it to a knife grating the scales of a fish. Dante also uses visual imagery to describe the lives of the gluttons. Since the gluttons spent their lives consuming massive amounts of food and drink, they represented themselves as garbage.Therefore, they were treated as such in Hell. The reader is able to visualize the punishment of a glutton throug h Dante’s vivid expression: â€Å"Huge hailstones, dirty water, and black snow / pour from the dismal air to putrefy / the putrid slush that waits for them below† (Alighieri VI. 10-12). The reader can obviously picture the clean ground beneath all of the disgusting dirt, mold, mud, and rancid slush. Dante also puts the image of the rotting gluttons that lie under this filthy mess into the reader’s mind. Each realm contains something different, and Dante clearly proves to give the sense of a different image every time.While every person has a different depiction of Hell, Dante provides fascinating imagery of his portrayal, so the reader can truly experience the same sense as he did. It may seem shocking, but even Dante was surprised to see what he found in each realm. Imagery not only creates a picture, but it also tells a story. When Hell is involved, both are needed to understand the full effect. Through grief, scabs, and garbage, Dante takes the reader on a ho rrifying, yet interesting ride through Hell that no one would ever believe he or she could imagine.

Steinand The Lost Generation essays

Steinand The Lost Generation essays If one wishes to use it properly, the term avant-garde should meet three criteria when used to describe works of art. First and foremost it must defy artistic trends of the time, distancing itself as far as possible from established trends of the time. It also must take considerable time to find a significant audience. Lastly, it will most likely inspire future groundbreaking endeavors, by artists in whatever medium. Gertrude Steins work as an author and poet satisfies all of these criteria. Her writings were unlike anything written in their time, and still to this day scholars debate their literary merit. The influence and inspiration that her writing lends to later authors gives Steins work its most weight. The first task of sifting through Steins work to find its purpose and value is indeed a difficult one. Her writing looks and sounds primitive, almost as if a child is trying to draw out of her mind some long-buried memory. But like in a childs pure words, it is in her own unsophisticated language that the reader finds the purpose and value of her works: the truth. Sherwood Anderson, a contemporary of Ms. Stein articulated the ultimate accomplishment of her work. I think that these books of Gertrude Stein do in a very real sense is recreate life in words. This aspect of her writing is the most obvious and prevalent common-thread in the work of all Ms. Steins contemporaries. The pupils of Ms. Stein lived in a frighteningly precarious time. The first World War had only recently ceased, the excesses of the Prohibition-era began appearing across the United States, and young men could not reconcile the values with which they had been raised, and the world outside their childhood homes that blatantly contradicted them. It was in such a climate that aspiring writers in search of truth began reading Ms. Steins works. Her words provided them with the truth; nothing morally concrete, bu...

Systems of Equations on ACT Math Algebra Strategies and Practice Problems

Systems of Equations on ACT Math Algebra Strategies and Practice Problems SAT / ACT Prep Online Guides and Tips If you’ve already tackled your single variable equations, then get ready for systems of equations. Multiple variables! Multiple equations! (Whoo!) Even better, systems of equations questions will always have multiple methods with which to solve them, depending on how you like to work best. So let us look not only at how systems of equations work, but all the various options you have available to solve them. This will be your complete guide to systems of equations questions- what they are, the many different ways for solving them, and how you’ll see them on the ACT. Before You Continue You will never see more than one systems of equations question per test, if indeed you see one at all. Remember that quantity of questions answered (as accurately as possible) is the most important aspect of scoring well on the ACT, because each question is worth the same amount of points. This means that you should prioritize understanding the more fundamental math topics on the ACT, like integers, triangles, and slopes. If you can answer two or three integer questions with the same effort as you can one question on systems of equations, it will be a better use of your time and energy. With that in mind, the same principles underlying how systems of equations work are the same for other algebra questions on the test, so it is still a good use of your time to understand how they work. Let's go tackle some systems questions, then! Whoo! What Are Systems of Equations? Systems of equations are a set of two (or more) equations that have two (or more) variables. The equations relate to one another, and each can be solved only with the information that the other provides. Most of the time, a systems of equations question on the ACT will involve two equations and two variables. It is by no means unheard of to have three or more equations and variables, but systems of equations are rare enough already and ones with more than two equations are even rarer than that. It is possible to solve systems of equations questions in a multitude of ways. As always with the ACT, how you chose to solve your problems mostly depends on how you like to work best as well as the time you have available to dedicate to the problem. The three methods to solve a system of equations problem are: #1: Graphing #2: Substitution #3: Subtraction Let us look at each method and see them in action by using the same system of equations as an example. For the sake of our example, let us say that our given system of equations is: $$3x + 2y = 44$$ $$6x - 6y = 18$$ Solving Method 1: Graphing In order to graph our equations, we must first put each equation into slope-intercept form. If you are familiar with your lines and slopes, you know that the slope-intercept form of a line looks like: $y = mx + b$ If a system of equations has one solution (and we will talk about systems that do not later in the guide), that one solution will be the intersection of the two lines. So let us put our two equations into slope-intercept form. $3x + 2y = 44$ $2y = -3x + 44$ $y = {-3/2}x + 22$ And $6x - 6y = 18$ $-6y = -6x + 18$ $y = x - 3$ Now let us graph each equation in order to find their point of intersection. Once we graphed our equation, we can see that the intersection is at (10, 7). So our final results are $x = 10$ and $y = 7$ Solving Method 2: Substitution Substitution is the second method for solving a system of equations question. In order to solve this way, we must isolate one variable in one of the equations and then use that found variable for the second equation in order to solve for the remaining variable. This may sound tricky, so let's look at it in action. For example, we have our same two equations from earlier, $$3x + 2y = 44$$ $$6x - 6y = 18$$ So let us select just one of the equations and then isolate one of the variables. In this case, let us chose the second equation and isolate our $y$ value. (Why that one? Why not!) $6x - 6y = 18$ $-6y = -6x + 18$ $y = x - 3$ Next, we must plug that found variable into the second equation. (In this case, because we used the second equation to isolate our $y$, we need to plug in that $y$ value into the first equation.) $3x + 2y = 44$ $3x + 2(x - 3) = 44$ $3x + 2x - 6 = 44$ $5x = 50$ $x = 10$ And finally, you can find the numerical value for your first variable ($y$) by plugging in the numerical value you found for your second variable ($x$) into either the first or the second equation. $3x + 2y = 44$ $3(10) + 2y = 44$ $30 + 2y = 44$ $2y = 14$ $y = 7$ Or $6x - 6y = 18$ $6(10) - 6y = 18$ $60 - 6y = 18$ $-6y = -42$ $y = 7$ Either way, you have found the value of both your $x$ and $y$. Again, $x = 10$ and $y = 7$ Solving Method 3: Subtraction Subtraction is the last method for solving our systems of equations questions. In order to use this method, you must subtract out one of the variables completely so that you can find the value of the second variable. Do take note that you can only do this if the variables in question are exactly the same. If the variables are NOT the same, then we can first multiply one of the equations- the entire equation- by the necessary amount in order to make the two variables the same. In the case of our two equations, none of our variables are equal. $$3x + 2y = 44$$ $$6x - 6y = 18$$ We can, however, make two of them equal. In this case, let us decide to subtract our $x$ values and cancel them out. This means that we must first make our $x$’s equal by multiplying our first equation by 2, so that both $x$ values match. So: $3x + 2y = 44$ $6x - 6y = 18$ Becomes: $2(3x + 2y = 44)$ = $6x + 4y = 88$ (The entire first equation is multiplied by 2.) And $6x - 6y = 18$ (The second equation remains unchanged.) Now we can cancel out our $y$ values by subtracting the entire second equation from the first. $6x + 4y = 88$ - $6x - 6y = 18$ $4y - -6y = 70$ $10y = 70$ $y = 7$ Now that we have isolated our $y$ value, we can plug it into either of our two equations to find our $x$ value. $3x + 2y = 44$ $3x + 2(7) = 44$ $3x + 14 = 44$ $3x = 30$ $x = 10$ Or $6x - 6y = 18$ $6x - 6(7) = 18$ $6x - 42 = 18$ $6x = 60$ $x = 10$ Our final results are, once again, $x = 10$ and $y = 7$. If this is all unfamiliar to you, don't worry about feeling overwhelmed! It may seem like a lot right now, but, with practice, you'll find the solution method that fits you best. No matter which method we use to solve our problems, a system of equations will either have one solution, no solution, or infinite solutions. In order for a system of equations to have one solution, the two (or more) lines must intersect at one point so that each variable has one numerical value. In order for a system of equations to have infinite solutions, each system will be identical. This means that they are the same line. And, in order for a system of equations to have no solution, the $x$ values will be equal when the $y$ values are each set to 1. This means that, for each equation, both the $x$ and $y$ values will be equal. The reason this results in a system with no solution is that it gives us two parallel lines. The lines will have the same slope and never intersect, which means there will be no solution. For instance, For which value of $a$ will there be no solution for the systems of equations? $2y - 6x = 28$ $4y - ax = 28$ -12 -6 3 6 12 We can, as always use multiple methods to solve our problem. For instance, let us first try subtraction. We must get the two $y$ variables to match so that we can eliminate them from the equation. This will mean we can isolate our $x$ variables to find the value of our $a$. So let us multiply our first equation by 2 so that our $y$ variables will match. $2(2y - 6x = 28)$ = $4y - 12x = 56$ Now, let us subtract our equations $4y - 12x = 56$ - $4y - ax = 28$ $-12x - -ax = 28$ We know that our $-12x$ and our $-ax$ must be equal, since they must have the same slope (and therefore negate to 0), so let us equate them. $-12x = -ax$ $a = 12$ $a$ must equal 12 for there to be no solution to the problem. Our final answer is E, 12. If it is frustrating or confusing to you to try to decide which of the three solving methods â€Å"best† fits the particular problem, don’t worry about it! You will almost always be able to solve your systems of equations problems no matter which method you choose. For instance, for the problem above, we could simply put each equation into slope-intercept form. We know that a system of equations question will have no solution when the two lines are parallel, which means that their slopes will be equal. Begin with our givens, $2y - 6x = 28$ $4y - ax = 28$ And let’s take them individually, $2y - 6x = 28$ $2y = 6x + 28$ $y = 3x + 14$ And $4y - ax = 28$ $4y = ax + 28$ $y = {a/4}x + 7$ We know that the two slopes must be equal, so we will find $a$ by equating the two terms. $3 = a/4$ $12 = a$ Our final answer is E, 12. As you can see, there is never any â€Å"best† method to solve a system of equations question, only the solving method that appeals to you the most. Some paths might make more sense to you, some might seem confusing or cumbersome. Either way, you will be able to solve your systems questions no matter what route you choose. Typical Systems of Equations Questions There are essentially two different types of system of equations questions you’ll see on the test. Let us look at each type. Equation Question As with our previous examples, many systems of equations questions will be presented to you as actual equations. The question will almost always ask you to find the value of a variable for one of three types of solutions- the one solution to your system, for no solution, or for infinite solutions. (We will work through how to solve this question later in the guide.) Word Problems You may also see a systems of equations question presented as a word problem. Often (though not always), these types of problems on the ACT will involve money in some way. In order to solve this type of equation, you must first define and write out your system so that you can solve it. For instance, A movie ticket is 4 dollars for children and 9 dollars for adults. Last Saturday, there were 680 movie-goers and the theater collected a total of 5,235 dollars. How many movie-goers were children on Saturday? 88 112 177 368 503 First, we know that there were a total of 680 movie-goers, made up of some combination of adults and children. So: $a + c = 680$ Next, we know that adult tickets cost 9 dollars, children’s tickets cost 4 dollars, and that the total amount spent was 5,235 dollars. So: $9a + 4c = 5,235$ Now, we can, as always, use multiple methods to solve our equations, but let us use just one for demonstration. In this case, let us use substitution so that we can find the number of children who attended the theater. If we isolate our $a$ value in the first equation, we can use it in the second equation to solve for the total number of children. $a + c = 680$ $a = 680 - c$ So let us plug this value into our second equation. $9a + 4c = 5,235$ $9(680 - c) + 4c = 5235$ $6120 - 9c + 4c = 5235$ $-5c = -885$ $c = 177$ 177 children attended the theater that day. Our final answer is C, 177. You know what to look for and how to use your solution methods, so let's talk strategy. Strategies for Solving Systems of Equations Questions All systems of equations questions can be solved through the same methods that we outlined above, but there are additional strategies you can use to solve your questions in the fastest and easiest ways possible. 1) To begin, isolate or eliminate the opposite variable that you are required to find Because the goal of most ACT systems of equations questions is to find the value of just one of your variables, you do not have to waste your time finding ALL the variable values. The easiest way to solve for the one variable you want is to either eliminate your unwanted variable using subtraction, like so: Let us say that we have a systems problem in which we are asked to find the value of $y$. $$4x + 2y = 20$$ $$8x + y = 28$$ If we are using subtraction, let us eliminate the opposite value that we are looking to find (namely, $x$.) $4x + 2y = 20$ $8x + y = 28$ First, we need to set our $x$ values equal, which means we need to multiply the entire first equation by 2. This gives us: $8x + 4y = 40$ - $8x + y = 28$ - $3y = 12$ $y = 4$ Alternatively, we can isolate the opposite variable using substitution, like so: $4x + 2y = 20$ $8x + y = 28$ So that we don't waste our time finding the value of $x$ in addition to $y$, we must isolate our $x$ value first and then plug that value into the second equation. $4x + 2y = 20$ $4x = 20 - 2y$ $x = 5 - {1/2}y$ Now, let us plug this value for $x$ into our second equation. $8x + y = 28$ $8(5 - {1/2}y) + y = 28$ $40 - 4y + y = 28$ $-3y = -12$ $y = 4$ As you can see, no matter the technique you choose to use, we always start by isolating or eliminating the opposite variable we want to find. 2) Practice all three solving methods to see which one is most comfortable to you You’ll discover the solving method that suits you the best when it comes to systems of equations once you practice on multiple problems. Though it is best to know how to solve any systems question in multiple ways, it is completely okay to pick one solving method and stick with it each time. When you test yourself on systems questions, try to solve each one using more than one method in order to see which one is most comfortable for you personally. 3) Look extra carefully at any ACT question that involves dollars and cents Many systems of equations word problem questions are easy to confuse with other types of problems, like single variable equations or equations that require you to find alternate expressions. A good rule of thumb, however, is that it is highly likely that your ACT math problem is a system of equations question if you are asked to find the value of one of your variables and/or if the question involves money in some way. Again, not all money questions are systems of equations and not all systems of equation word problem questions involve money, but the two have a high correlation on the ACT. When you see a dollar sign or a mention of currency, keep your eyes sharp. Ready to tackle your systems problems? Test Your Knowledge Now let us test your system of equation knowledge on more ACT math questions. 1. The sum of real numbers $a$ and $b$ is 20 and their difference is 6. What is the value of $ab$? A. 51B. 64C. 75D. 84E. 91 2. For what value of $a$ would the following system of equations have an infinite number of solutions? $$2x-y=8$$ $$6x-3y=4a$$ A. 2B. 6C. 8D. 24E. 32 3. What is the value of $x$ in the following systems of equations? $$3x - 2y - 7 = 18$$ $$-x + y = -8$$ A. -1B. 3C. 8D. 9E. 18 Answers: E, B, D Answer Explanations: 1. We are given two equations involving the relationship between $a$ and $b$, so let us write them out. $a + b = 20$ $a - b = 6$ (Note: we do not actually know which is larger- $a$ or $b$. But also notice that it doesn't actually matter. Because we are being asked to find the product of $a$ and $b$, it does not matter if $a$ is the larger of the two numbers or if $b$ is the larger of the two numbers; $a * b$ will be the same either way.) Now, we can use whichever method we want to solve our systems question, but for the sake of space and time we will only choose one. In this case, let us use substitution to find the value of one of our variables. Let us begin by isolating $a$ in the first equation. $a + b = 20$ $a = 20 - b$ Now let's replace this $a$ value in the second equation. $a - b = 6$ $(20 - b) - b = 6$ $-2b = -14$ $b = 7$ Now we can replace the value of $b$ back into either equation in order to find the numerical value for $a$. Let us do so in the first equation. $a + b = 20$ $a + 7 = 20$ $a = 13$ We have found the numerical values for both our unknown variables, so let us finish with the final step and multiply them together. $a = 13$ and $b = 7$ $(13)(7)$ $91$ Our final answer is E, 91. 2. We know that a system has infinite solutions only when the entire system is equal. Right now, our coefficients (the numbers in front of the variables) for $x$ and $y$ are not equal, but we can make them equal by multiplying the first equation by 3. That way, we can transform this pairing: $2x - y = 8$ $6x - 3y = 4a$ Into: $6x - 3y = 24$ $6x - 3y = 4a$ Now that we have made our $x$ and $y$ values equal, we can set our variables equal to one another as well. $24 = 4a$ $a = 6$ In order to have a system that has infinite solutions, our $a$ value must be 6. Our final answer is B, 6. 3. Before we decide on our solving method, let us combine all of our similar terms. So, $3x - 2x - 7 = 18$ = $3x - 2y = 25$ Now, we can again use any solving method we want to, but let us choose just one to save ourselves some time. In this case, let us use subtraction. So we have: $3x - 2y = 25$ $-x + y = -8$ Because we are being asked to find the value of $x$, let us subtract out our $y$ values. This means we must multiply the second equation by 2. $2(-x + y = -8)$ $-2x + 2y = -16$ Now, we have a $-2y$ in our first equation and a $+2y$ in our second, which means that we will actually be adding our two equations instead of subtracting them. (Remember: we are trying to eliminate our $y$ variable completely, so it must become 0.) $3x - 2y = 25$ + $-2x + 2y = -16$ - $x = 9$ We have successfully found the value for $x$. Our final answer is D, 9. Good job! The tiny turtle is proud of you. The Take-Aways As you can see, there is a veritable cornucopia of ways to solve your systems of equations problems, which means that you have the ability to be flexible with them more than many other types of problems. So take heart that your choices are many for how to proceed, and practice to learn the method that suits you the best. What’s Next? Ready to take on more math topics? Of course you are! Luckily, we've got your back, with math guides on all the different math topics you'll see on the ACT. From circles to polygons, angles to trigonometry, we've got guides for your needs. Bitten by the procrastination bug? Learn why you're tempted to procrastinate and how to beat the urge. Want to skip to the most important math guides? If you only have time to tackle a few articles, take a look at two of the most important math strategies for improving your math score- plugging in answers and plugging in numbers. Knowing these strategies will help you take on some of the more challenging questions on the ACT in no time. Looking to get a perfect score? Check out our guide to getting a 36 on the ACT math section, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

13 Skills You Need to Put On Your Resume

13 Skills You Need to Put On Your Resume You got skills. And you know how to use them. Presumably, that’s why you’re trying to get someone to pay you for them. Your resume is nothing if not a fancy package of your skills- but did you know that not all skills are created equally? Skills that helped you win your college ping pong championship are not necessarily the same ones that will land you the new job you want, so you have to be discerning. Here are 13  skill types, and how to use them on your resume if you have them.The Hard Skillsâ€Å"Hard† skills are the ones that can tie most directly to the job you’re seeking. They’re easy for a recruiter or an interviewer to recognize and quantify, and they tell a lot about you. These include:1. Foreign language fluency2. Specific certifications you may have3. Computer programming skills4. Typing speed (words per minute)5. Specific software proficiency and training6. Proofreading and copyediting skillsHard skills don’t leave a lot of wig gle room, so this is not an area you want to fudge. If you put on your resume that you speak excellent French, when your experience is really limited to 8th  grade lessons, you run the risk of interviewing with someone who spent a semester in Paris. And when that happens†¦c’est dommage, mon ami.Building hard skills is pretty straightforward as well. If you want to learn HTML coding to add it to your resume, you can take any number of online courses or tutorials. If you want to get your typing skills up to 80 words per minute, you can drill yourself until you get up to speed (ha). These are specific skills with specific goals.The Soft Skillsâ€Å"Soft† skills are less tangible abilities. They’re just as important, because they tell the resume reader more about what you could bring to the job on a day-to-day basis. Soft skills include things like:7. Teamwork/collaboration8. Time management9. Flexibility and adaptability8. Communication skills9. Problem solv ing10. Conflict resolution11. NegotiationUnlike hard skills, soft skills do often leave a bit of room for interpretation. You can adapt all sorts of real world scenarios to back them up. For example, if you brokered peace between feuding teams in your last job, boom- negotiation skills. Where hard skills tell the reader information right away, soft skills are more about showing. Always have specific examples of your soft skills in mind, so that you can come up with evidence on the spot if necessary.If you want to build soft skills, it might not be as easy as with the hard skills, but it can be done. You can take public speaking courses to improve your communication skills, or sign up to volunteer in order to gain experience. Another great way to boost soft skills is to pick a mentor, and work with that person on areas where you could use some enhancement/improvement. Downloading someone else’s expertise can help you see what you need, and can help you brainstorm ways to get t here.The Skills to AvoidRemember when I said not all skills are created equally in resume world? There are some skills that don’t necessarily belong on your resume, no matter how awesome you are at them. Unless they apply directly to the job at hand, there’s no reason to include skills like these:Personal/hobby skillsSports skillsAcademic skillsWhile these are all great, and probably show how well-rounded you are as a person, they undermine your resume as a lean, mean, job-specific machine. Unless you’re applying for grad school or a volunteer position based on your extra-professional hobbies, these types of skills shouldn’t be on your official resume.Your resume should be a snapshot of the best of your abilities, as they pertain to your next job opportunity. You already have a ton of skills, so it’s just a matter of rounding them up and figuring out which ones make for the best applicant package.

Smith Systems Consulting Essay Example | Topics and Well Written Essays - 250 words

Smith Systems Consulting - Essay Example e there is an inevitable need to have a reliable password security system that encompasses the properties of both safety and simplicity in the most balanced manner. At smith Systems Consulting, we have been in the business of offering lasting solutions to business information through installation of security passwords that are hard to hack. The proposal we are offering to incorporate in your company uses the most recent art of technology to ensure that only responsible people are allowed to company information. For simplicity and unification, we propose to install touch-screen password system that allows access via approval by at least two company signatories. The number can though be varied to suit the convenience of operation yet still not compromising the safety aspect. With the increasing worth of Riordan Manufacturing, this system guarantees safety and accountability into accessing company information. The additional material needed to implement the system are few as it uses most of the already in use items within the company. This lowers both cost of installation and maintenance. The touch-technology simplifies the system making it the most effective user-friendly password security system which can be unified easily to close all the loopholes that might be used by

INTERNSHIP Essay Example | Topics and Well Written Essays - 500 words

INTERNSHIP - Essay Example I did get in touch with (name of the person) concerning the issue of internship in (company name). Who briefed me on the need to have a Human Resource Generalist so as to enhance customer services and relations between patients and the staff. During the internship, I would have to perform the following tasks in order to gain the required knowledge. First, I would strive to improve the client staff relation with each other. I would also ensure that we provide quality services to the customers every time. I would also channel for the advocacy of patients with an aim of improving medical providence in the hospitals. My supervisor during the internship period would be (name of the person). He or she would ensure that I carry out my actions as per the guidelines through the evaluation he will submit to my educational institution. The internship is quite beneficial to me as it will help me gain the knowledge and experience of a healthcare administrator in the future. I will utilize the skills acquired from my internship once I complete my studies at the university. It will be upon me to ensure that the relations between the customer and the hospital personnel has improved. The right form of communication will be used whenever passing on information from one section to the other. Would also ensure that the services offered by the company have risen to a considerable level. Together with Master’s degree, I also have other educational qualifications that give me an upper hand in the above-described job opportunity. I graduated from the Gardner-Webb University College Boiling Springs, NC with a Bachelor degree of Science in Health Care Management in December 2012. Personality is vital in the medical field to enhance the success. I am confident of my communication skills both in written and verbal form thus making it easier for me to communicate efficiently with the patients. I also have the

Business strategy Assignment Example | Topics and Well Written Essays - 2000 words

Business strategy - Assignment Example One of the reasons for this ambiguity can be the lack of a productive identification process (Whiddett and Hollyforde, 1999). Core competencies are often recognized in forms of intangible and tangible assets. Equivalent attention should be paid to both intangible and tangible competencies in order to gain sustainable competitive advantage (Bergenhenegouwen, Horn and Mooijman, 1996). This is because the value added and intangible contributions are much influential and critical (Hafeez and Abdelmeguid, 2003). It has also been pointed out that competitive advantage decreases as a result of the tangible assets. Thus, it can be said that the overall competency of an organization cannot be completed unless the personal competencies are also taken into consideration (Whitehill, 1997). This paper will analyze the core competencies in details. The various benefits and drawbacks of the concept will be explained. The paper will also incorporate expert opinions and critics from various researche rs and academics regarding concepts of core competencies as well as paradoxes. The next part of the paper will try to examine any relationship between concepts of core competency and Icarus paradox. Core competency Model Core competencies can be described as deep proficiencies enabling an organization to deliver quick and unique value to its customers. It symbolizes a firm’s collective experience and learning. It also helps in understanding the coordination of diverse manufacturing and production skills as well as integration of multiple technologies. This type of competency creates sustainable and long term competitive advantage for an organization and helps it in branching out into a broader category of related markets (Collis, 1991). The best advantage of having core competency is that it is very difficult for competitors to procure or copy. Understanding and evaluation of core competencies permit an organization to invest in various strengths which differentiates them and implement strategies for unifying the entire organization (Agha, Alrubaiee and Jamhour, 2012). The concept of core competency was first introduced in the framework of Prahalad and Hamel. They defined core competency as â€Å"An organisation’s major value-creating skills, capabilities, and resources that determine its competitive weapons.† (Hamel and Prahalad, 1990). According to this framework, competition cannot be considered as a market power in the long run. This can be derived from the fact that even though organizations have survived in tough global competition, they are all converging towards similar as well as formidable standards for quality, product cost and timeliness. Thus, managers now need to investigate their internal competencies as well as resources and capabilities for securing sustainable and long-term survival (Eden and Ackermann, 2000). According to the model, core competency can be recognized by application of three tests. These are: Firstly, with the help of a core competency, potential access to a wide market area can be gained. Secondly, core competencies significantly contribute in the creation of perceived consumer benefits of the end service or product. Thirdly, it is hard for competitors to copy or imitate as it involves complex harmonization of production skills and individual technologies. In other words, the understanding of the significance of the competence for competitive differentiation, whether the