Turkey And The European Union - A Unique Case In The Process Of Enlarg

Turkey And The European Union - A Unique Case In The Process Of Enlargement The European Union, formerly known as the European Community until the Treaty of Maastricht in 1992, has undergone massive changes since its inception. The European Community was an institution primarily designed to achieve Franco-German reconciliation, but has since grown to become a powerful economic and political bloc worldwide, with a diverse range of member states and objectives. The project of the European Community changed dramatically after the demise of the USSR, with the establishment of policy favouring the accession of the Central and Eastern European States. Fundamentally, for accession to the EU, this new wave of applicant states had to possess a ?European Identity', be able to maintain a stable Democracy and market economy. At this point, it is interesting to introduce the question of Turkey. Turkish involvement with, and desire to join, the European Union is a long-running episode in the history of post-war Europe. However, it was only this year that the EU attributed ?Applicant State' status to Turkey. The issue of Turkey as possessing a ?European Identity' raises various doubts; due mainly to Turkey's predominantly Muslim population, and it's geopolitical position. The EU insists that various issues require resolution before Turkish accession can take place. Such issues include Turkey's unsatisfactory human rights record, such as the treatment of the Kurdish minority and the undemocratic penal system. The issue of Turkish accession is thus proving to be a unique case in the process of EU enlargement. It is necessary, if Turkish accession to the EU is to take place, for Turkey to be seen as possessing a ?European Identity' . Although it has never been stipulated in any of the agreements formed between Turkey and the European Community, it is vital that the present constituency of the EU regards this as so. It is therefore necessary to look at the strength of Turkey's relations to Europe in recent history. The Republic of Turkey was founded in 1923 from Turkish remnants of the Ottoman Empire, which in turn created the only Muslim State with a secular democracy. The Ottoman Empire was a key player in the ?Concert of Europe', and in the aftermath of World War II, Turkey ? albeit mainly in an attempt to guard itself against an invasion from the USSR ? became eager to anchor itself in various European institutions. Turkey has since built a diverse network of bonds with Europe, and regards these ties as signs of a European Identity. Turkey was included in the post-WWII Marshall Plan, ho lds Association Status in the WEU, is a founder member of the UN, holds NATO membership, and is a member of the Council of Europe. Relations between Turkey and the EU are governed by the Ankara Agreement of 1964; which envisaged the establishment of a Customs Union, and eventual Turkish membership of the Community. This Agreement got off to a shaky start, but since January 1996 there has existed a Customs Union between Turkey and the EU. However, very few citizens of the EU are aware of such ties , so it is necessary for both Turkey and the EU Member States to educate their respective constituencies of the extent to which such mutual ties expand if integration of Turkey into the EU is to take place. Another reason for the lack of faith in Turkey's Europeanness is its geography. Turkey lies at the southeastern periphery of Europe, and is part of both the Asian and European Continents, the major part of which lies in Asia . Its neighbour states include Greece and Bulgaria to the West, Cyprus to the South, as well as Georgia, Armenia, Iran, Iraq and Syria to the East. It is nonetheless situated on all major trade routes, and during the Cold War, Turkey's geopolitical position meant that she played a great role in countering the strategic threat from the East, which as a result strengthened her ties with the USA, and in turn NATO. In spite of Turkey's numerous ties to Europe and the USA, opponents to Turkish accession contend that Turkey's close proximity to other Muslim countries is a security concern. A closer analysis of Turkey's relations with its neighbours

American World War essays

American World War essays Americans fought very had to receive their independence from England. Their determination of self-rule was evident from the very beginning. From early settlement, the colonists gave evidence to this determination. The increase in control of England increased their desire to be treated fairly as English citizens, but England did not give them the feeling of fair treatment. Ever since the beginnings of settlement, England and America had been growing apart. England was still an aristocracy, ruled by men born and bred to a high station in life. The society was one of culture and refinement. Deprived of abundant opportunity at home, the common people accepted a position of dependence rather than independence. But in America, things had gone differently. The society was rather democratic. There were no lords or hereditary officers. The wilderness had attracted men of independent spirit, and the stern conditions of the frontier had bred self-reliance and self-respect. The New World made men enterprising, energetic, and aggressive. The distance between the colonists and England was as equally wide as their political thinking. British statesmen believed that Parliament had complete authority over the colonies. It could make laws for them, tax them and even abolish their elected assemblies. But, patriot leaders in America denied all this. They believed Parliament was bound to respect certain natural rights of man. The colonists did not think Parliament represented them, therefore they did not respect the taxes it imposed. The English leaders, on the other hand, thought members of Parliament looked after the best interests of the whole empire. People all over the world believe that government protects life, liberty, and property. Were it not for government, the world would soon run into all manner of disorders and confusions, (136,Text). The idea that stable and enlightened government could be achieved by ...

Criminal Justice communication 4 Essay Example | Topics and Well Written Essays - 250 words

Criminal Justice communication 4 - Essay Example One should refuse to engage in unnecessary arguments or debates. This method avails time for cooling off so that both parties can approach the conflict with some sobriety. Secondly, another method would entail competition or assertiveness. This method is better applicable where a person knows that they are right or where it is needed to protect against people who take advantage of non-competitive behavior. Thirdly, a person can be accommodative especially where they know they are wrong, and particularly where it is more pertinent to preserve a relationship than the issue at hand or where continued competition would be damaging to a person’s case. To add, a person could compromise or negotiate where both parties would be willing to cede ground, to arrive at a middle position acceptable to all. This will be applicable where a compromise would advance and serve the interests of each party well. Lastly, parties could collaborate when there is effective communication and concerns are too valuable, for example, to compromise or when the problem is common and thus fundamental to merge insights. Communication is paramount to achieve the above strategies. One need to be objective as a failure of objectivity affects communication. Moreover, parties should start from the common ground, that they both agree and share, slowly delving into the conflict. Conflict avoidance is also a strategy to avoid escalation of a conflict. In avoiding, there are no winners or losers. One simply withdraws sidesteps or postpones addressing the conflict. It is critical also when relationships are at stake, to provide time for cooling off or when one is faced with a more pressing issue and, therefore, has no time to deal with this particular one or where more information is needed. Nevertheless, this strategy has the drawback in that critical decisions could be made by default and moreover, postponing the dace may just make matters worse or

Reflect on your learning experiences during the semester Essay - 1

Reflect on your learning experiences during the semester - Essay Example That is why on my first week I am very excited in immersing myself in a university learning setup. However even from the start I had trouble balancing work and university life. My busy schedule in my work had given me very limited time in my studies. From the start I have doubts on whether I can fully absorb what the instructor is teaching. Also, knowing my tendency to jump into any activity without clearly thinking on the possible loopholes and disadvantages in embarking on this undertaking has intensified my fear that I might have wrongfully chosen the course that I enrolled in. I also felt that I might fail to observe and reflect on the inputs that I should have received. Kolb and Fry’s Experiential Learning theory provides a clear strategy on how to fully immerse myself into the lessons that I really want to learn. It is a learning cycle that starts from one’s concrete immersion to the knowledge and skills that I want to learn. After one’s immersion, a person should observe and reflect on the stimuli that he received. This time, his analytical mind should work to pick up the loopholes and the flaws in learning the skills. The holistic mind accumulates these loopholes and mistakes. It will then use these in laying down fresh guidelines in performing things. Practical testing of one’s newly ratified procedures in carrying out things is the last part of the cycle. This will continue to a lifetime upward cycle of personal renewal and development until a person actualizes his fullest potential. I realized in the second week in this course that there are several theories on how an individual learn individually and in an organizational setup. From sensory stimulation, reinforcement theories to experiential and adult learning, numerous learning theories, I have learned in a brief amount of time the explanations done by psychologists that lay down why and

Airports and ground handling Essay Example | Topics and Well Written Essays - 1500 words

Airports and ground handling - Essay Example Various studies suggest that privately owned firms can realize higher levels of operating efficiency compared to state owned firms (Megginson et al., 2004). In the UK, there are various ownership structures of airports which include complete private ownership, local government ownership and public-private ownership. While there are several airports which are individually owned, there are also many airport operator groups in the UK. The privatisation of the UK airports is not an isolated case since the move has been embraced by other governments globally. For instance, Austria commercialised and privatised the Vienna International Airport; Australia privatised Melbourne or Tullamarine (Baird, 1996) while New Zealand privatised the ports of Wellington and Auckland international airports. Ideally, many governments globally have leased out their airports on a long-term basis to private entities to operate them to enhance their efficiency and effectiveness (Assaf, Gillen, & Barros, 2012). It is also crucial to note that this kind of arrangement has been extended to the management of sea ports and terminals across the world to enhance efficiency by easing congestion in the port facilities. A good example was the privatisation of nine UK ports in 1983 that formed the Associated British Ports (Haarmeyer, &Yorke, 1993). The privatization enabled the ports to increase capital investment, diversify assets and adopt effic ient practices (Haarmeyer, &Yorke, 1993). Thus, it is evident that privatisation of government owned entities is crucial in improving their operational efficiency and effectiveness. It is important, however, to note that privatisation of airports has not taken place in all parts of the UK and the world. Some airports such those in the Islands of Scotland, which are not busy or desirable are usually funded by the state to facilitate the movement of people

Strengths And Weaknesses Of The Ontological Argument

Strengths And Weaknesses Of The Ontological Argument The a priori and analytic argument posed by Anselm states that God must exist solely by definition; it uses the subject of God and predicate of perfection. In Proslogian 2 Anselm defines God as being than which no greater can be conceived  [1]  . Strengths of the Ontological Argument The main strength of Anselms argument is showing that the concept of God is not illogical, though explaining that everyone, even a non-believer must have a concept of God in the mind and because of this have a concept of God existing in reality. By definition, God cannot exist in the mind alone, as no greater can be conceived as something greater could be thought of, namely that same thing existing in both mind and reality. Hence, God must exist in reality by the meaning of the word God. The argument succeeds as it is deductive and clear conclusions can be drawn from it, this leaves the argument with only one answer; God exists. Because of its a priori nature It also offers an actual proof for Gods existence which can be logically debated rather than relying on changeable evidence. Weaknesses of the Ontological Argument The main weakness of Anselms argument is posed by Gaunilo of Marmoutier, a contemporary of Anselm, Gaunilo posed, using reductio ad absurdum, that if the logic of the argument were applied to anything other than God, its conclusion would be unreasonable. The analogy of a perfect island was formulated, and using the same argument as Anselm reasoned that as the perfect island could be thought of, then it also must exist. Though Gainilos perfect island does have flaws itself as it pointed out by Rowe if we follow Anselms reasoning exactly, it does not appear that we can derive an absurdity from the supposition that the island than which none greater is possible does not exist.  [2]  It does highlight the many flaws in Anselms, mainly that something cannot be thought into existence, as Russell states the argument does not, to a modern mind, seem very convincing, but it is easier to feel convinced that it must be fallacious than it is to find out precisely where the fallacy lies.  [3]  Russell draws a clear distinction between existence and essence and argues that the essence of something can be defined but this does not constitute existence. Russell argues that the word exist is used incorrectly in Anselms argument  [4]  . Russell states that to define something is to provide an intention and to add existence would be an extension of that intention, Anselm does provide both as the idea which is said to exist, then that which nothing greater can be conceived must exist, as it is the totality of all ideas. Russell believes that this only constitutes God being the greatest thing one can think of, but does not prove God exists in realily. Anselm responds to this with Proslogian 3, by explaining that something that cannot not exist (necessary existence) is greater than something which could not exist (contingent existence), That God Cannot be Thought Not to Exist  [5]  . This however can be disputed is God is not thought of as a necessity and also as necessary existence can only be applied to God then it is unverifiable. Another weakness in Anselms argument is posed by St Aquinas, as Anselm states God is that which nothing greater can be conceived then to understand God in this way is to be equal to him, which Anselm cannot be, as he is human. Descartes begins his argument from the position that he has certain ideas that have necessary qualities; necessary  [6]  meaning a priori. For example, it is necessary of a triangle that it has three sides and three angles totalling 180 degrees. Because these properties are demonstrably undeniable, he could not have invented such ideas himself. These ideas possess their own undisputable nature which is, regardless of will, perceived clearly and distinctly. Because of this, they must be true. So, if one is able to draw such an idea from ones mind, then whatever one predicates of that thing is truly a predicate of it. Because it is clearly and distinctly recognised that actual existence is a property of God, actual existence is truly of Gods nature. Therefore, Descartes reasons, God exists. This argument only succeeds if existence is regarded as a predicate; Descartes argues that God possesses necessary existence in the same way that a triangle does three sides; this analogy is a main weakness of Descartes argument. It may be easy to understand what it means for a triangle to have three sides, but if the properties of a triangle, such as the number of its sides, then the mental concept of the triangle changes (and becomes a square/rhombus/etc.) it is very difficult to see how existence, or the lack of it, changes the mental concept of God, and so we may be reluctant to say that it is necessary of God. Kant argues that there are differences between something having certain predicates, such as in the case of the triangle, and something existing, in the case of God. Kant argues that the examples given by Descartes are of judgements  [7]  and it is not necessarily true that three sides exist at all. It is only necessarily true that, given a triangle, there are three sides consisting in it. By this understanding, existence is separate from the predicates that determine how a subject is. If Kants view is correct then The Ontological Argument fails, if existence is not a real predicate that is added on to the subject then to deny existence you take away the whole subject. The principle of the Ontological Argument regards this as being as an attribute. The Ontological argument can only succeed using faith in something which cannot be quantified, therefore can only really be used to prove the existence of God by someone who is already a believer, as Barth suggests it can tell what theists believe about God but not whether he exists  [8]  . Because of this the argument ultimately fails, as it claims to be a proof but that proof will never be able to be measured.

George Washington Carver :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  George Washington Carver, most referred to the â€Å"Peanut Man† was born into slavery around 1864 in Diamond, Missouri. His birth date is not known for sure because birth records were not properly kept by the slave owners. As a child, he was very sick and no one ever thought that he would grow to be one of the most distinguished agriculturists in America.   Ã‚  Ã‚  Ã‚  Ã‚  Unfortunately, George never got to know his parents. His father was killed in an accident and his mother was kidnapped by night raiders. So, George was raised by his owners; Moses and Susan Carver. They treated George and his brother Jim as their own sons. As a child, George had exceptional observational skills and a keen curiosity. His love for nature and animals was beyond his age. Moses and Susan tried very hard to satisfy his needs. But, they realized that he needed to go to a regular school. Since colored children were not allowed in the schools for white children, George had to leave the town and go to Neosho, Missouri to attend school. Later he moved to Fort Scott, Kansas to attend High school.   Ã‚  Ã‚  Ã‚  Ã‚  School was full of hardships and struggle for George. Since he never had enough money to pay his fees, he often had to drop out temporarily to earn and then enroll again. During this period he worked many odd jobs as a housekeeper, cook, gardener, and launder. He did every job with devotion and tried to achieve perfection. Thus he gained recognition everywhere he went. After finishing high school, he applied to Highland University and was accepted until the college later learned that he was black and therefore refused his entrance. Finally, at the age of thirty, Carver was finally accepted to Simpson College in Iowa. After a year there, he left to attend the Iowa Agricultural College where he received his Bachelor of Science degree in 1894, and his Masters Degree in 1896. George was the first black American to graduate from this college.   Ã‚  Ã‚  Ã‚  Ã‚  Carver was offered a number of jobs because of his wonderful work ethic, but he accepted the invitation of Booker T. Washington to teach at the Tuskegee Institute, where he accepted a position as an instructor at the Tuskegee Institute of Technology.   Ã‚  Ã‚  Ã‚  Ã‚  At Tuskegee, Carver developed his famous crop rotation method. Nitrate producing legumes like peanuts and sweet potatoes were planted during alternate years. The peanuts and potatoes put nutrients back in the soil that had been taken away when

Management Consultancy Services Essay

Following the Enron case and others, the place and role of professional advisers within corporate governance was thrown into public focus and as a result the professional management bodies across the world revisited their policies on various regulatory mechanisms. The policies formulated by ‘Institute of Management Consultancy’, United Kingdom is taken as a reference in the discussions below. The general principles are summarized. – Self-regulation is best delivered through a modern, professional approach, i.e. through standards backed by disciplinary arrangements that are supported by external validation and a Code of Professional Conduct and Ethical Guidelines that apply to all members. – A framework is required at the organizational and individual level to ensure that clients are able to make an informed decision about their choice of consultancy advice. – A sector-wide definition of management consultancy should be developed that will assist in a number of ways, including the debate around self-regulation, and be sufficiently flexible to accommodate new providers of consultancy. – The sector-wide definition should be â€Å"Management consultancy is the provision to management of objective advice and assistance relating to the strategy, structure, management and operations of an organization in pursuit of its long-term purposes and objectives. Such assistance may include the identification of options with recommendations; the provision of an additional resource and/or the implementation of solutions.† – The definition of a management consultant should be â€Å"Management consultants are those organisations and/or individuals that participate in the process of management consultancy within a framework of appropriate and relevant professional disciplines and ethics designed for the activity of management consultancy.† – The principle of detailed technical regulation of management consultancy should be rejected and that the essential skills of consulting are primarily behavioral, stressing the importance of competences and ethical standards. – Any regulatory regime requires a significant element of independence from the profession in terms of membership and operation. – The option of a regulatory system that provides easily accessible information from clients on the performance of firms and individuals should be considered carefully. – The global nature of consultancy means that the complexities of jurisdiction and applicable law need to be taken into account and the dangers of regulatory systems being used as restraints on trade or for the furtherance of the interests of trade blocs recognized. – The question of the interaction of parallel regulatory systems needs to be explored thoroughly with a wide range of professional and trade bodies. – Management consultancy is immensely competitive. Any self-regulatory regime must not fetter the ability of management consultants to compete for business, with the opportunities for other companies that they may bring. – The Government does not have a formal role in regulating the profession of management consultancy. Its role is to encourage and support stakeholders in management consultancy, including clients and other institutes, to develop a system that protects users and enables the UK profession to compete in a global market. 2. PROFESSIONAL CONSULTANCY ORGANIZATIONS & CHALLENGES â€Å"Traditionally the state has awarded associations of professionals the privilege of self-regulation in return for an assurance that members abide by a set of standards and an ethical code of conduct to ensure protection of the public interest. As increasing levels of education and social awareness give rise to greater expectations†¦ traditional structures, rules and regulations are challenged and justification for privilege is questioned†. The position of trade and professional bodies is also made more complex by the increasing demand from members for such bodies to defend them from these pressures. This representational role has to be balanced carefully against the public protection responsibility. The regulatory function itself is not without its pitfalls. They are cent red on â€Å"†¦ensuring that everyone in the market is covered, how any regulations are to be enforced and also possibly ensuring that restrictive trade practices legislation is not used again st them. All such arrangements are potentially unstable and perhaps are held together predominantly by the fear of more onerous statutory regulation†. But these difficulties are compounded in an international environment. The increasing globalization that result in emergence of a single market mean that â€Å"†¦the developments of rules and regulations concerning two issues – competition amongst professionals and standardization of qualifications – are of particular concern†. But the profession is also global in nature and regulation has also to be seen in against a shifting pattern of international trading and political structures. One driver for change is seen as â€Å"..deregulation and privatization, combined with a gradual shifting of policy-making to the global level†. If regulation is the key, what form should it take? It can be introduced at a number of levels, i.e. the activity (technical regulation); individuals (standards and qualifications); firms (the trade association model) or the profession as a whole (ethics and principles). All of them have their difficulties. Some believe that the accounting profession in the USA had the wrong approach, i.e. â€Å"Based on strict adherence to rules, it inadvertently encouraged innovations of the worst kind; creative accounting†. 3. SHOULD MANAGEMENT CONSULTANCY BE REGULATED? There is, equally, the view that regulation is not needed at all. The market will regulate itself. This, of course, ignores that fact that business takes place within a societal framework and the view that the market is the ultimate regulator is, surely, flawed. It is based on the notion, sound in theory but questionable in practice, that the market is a perfect mechanism. Others suggest that the secret lies in the education of the client to make it an informed marketplace. It also has to balanced with the view that, if management consultancy wishes to be seen as professional, â€Å"Professional awareness and behavior come when the early juggling with a little knowledge gives way to skilled application of a generally accepted body of knowledge according to accepted standards of integrity†. It is also the case that the development of partnerships between clients and professional service firms (including investment by the latter in the former) may well limit the willingness of c lients to ‘shop around’. The key question then is what is regulation for. In essence of course it is to ensure that the customers or stakeholders receive the goods and services that they need and that the suppliers claim to provide. In the case of management consultancy this must mean that clients receive the best possible advice to help them in taking their organizations forward. In a market dominated by a few global brands, it is about extending the transparency and extent of choice to enable clients to choose on the basis of expertise, quality of delivery and cost. It is also about balancing the need to extend these principles down from the firm to the individual and the costs of any system. The government view has been that good self-regulation coupled with demanding industry and people standards help companies compete in a global marketplace. When combined with effective self-regulatory systems and where appropriate supporting mechanisms exist to encourage good practice and resolve cross-border disputes, this development will reduce barriers and realize a single market worldwide. 4. STEP 1 IN REGULATAION – WHO ARE MANAGEMENT CONSULTANTS? A number of definitions have been developed in recent years. The following is a small selection: Management consultants are used first to provide wider additional expertise than is available within a single organization. Thus a change in production or marketing may require expertise in designing and implementing a new system. Secondly, management consultants are used to provide objective appraisals where it is often easier for the expert outsider to see the broader picture and recognize the long-term requirements. Thirdly, the management consultant may be needed to provide additional assistance where there is a temporary increase in the management workload. This may be to cope with a major change or new development in any area of management responsibility.† The rendering of independent advice and assistance on management issues. This typically includes identifying and investigating problems and/or opportunities, recommending appropriate action and helping to implement those solutions. Management consulting is an independent professional advisory service assisting mangers and organizations in achieving organizational purposes and objectives by solving management and business problems, identifying and seizing new opportunities, enhancing learning and implementing changes. The term â€Å"Management Consultancy† applies when a firm is engaged for a definitive duration to undertake specific enquiries, conduct studies, identify options and make recommendations or give advice of a strategic nature relating to the organization, management and operation of [the organization] for consideration/implementation. These definitions or descriptions have a number of threads in common. They are concerned with management issues of a significant, although not necessarily strategic, importance. Secondly, they are concerned with the role of the expert outsider. Finally, they extend the role of management consultants beyond advice and into implementation. Taking these threads into account the Institute believes that the sector-wide definition should be â€Å"Management consultancy is the provision to management of objective advice and assistance relating to the strategy, structure, management and operations of an organization in pursuit of its long-term purposes and objectives. Such assistance may include the identification of options with recommendations; the provision of an additional resource and/or the implementation of solutions.† Some have raised the issue of whether, if the professional activity is defined, the role of the individual management consultant also needs to be placed within a definitional framework. 5. REGULATION – WIDER ISSUES Conversely, it is likely to be the case that others, even if introduced for the best of reasons, may see any system of regulation, as a restraint of trade. The danger is that the introduction of any self-regulatory system may also require an accompanying increase in bureaucracy and industry overheads and that the perceived failure of any such system may provoke a call for statutory intervention. The potential costs of any regulatory regime, however light its touch, are also of concern when Government does not seem to appreciate the costs, whether financial or opportunity, that may arise. Additional administration for practices and activity by professional bodies require resourcing and, in many cases, it is practitioners who have to bear the burden. The reality is that management consultancy, like every other business, is immensely competitive. Any regulatory proposals must take into account the need for the consulting profession to retain flexibility to adapt to a new global and technology-driven world. While global practices dominate the market, internal consultancies within domestic companies are turning to external – and, hence, foreign – markets, for business and small practices in niche markets are also competing on a global stage. The key is responding to the needs of clients rather than a regulatory regime that will always be behind developments in the marketplace. 6. CODE OF ETHICS – INSTITUTE OF MGMT CONSULTANTS, USA All IMC USA members pledge in writing to abide by the Institute’s Code of Ethics. Their adherence to the Code signifies voluntary assumption of self-discipline. The Code specifies: Clients * Members will serve their clients with integrity, competence, and objectivity, using a professional approach at all times, and placing the best interests of the client above all others. * Members will establish realistic expectations of the benefits and results of their services. * Members will treat all client information that is not public knowledge as confidential, will prevent it from access by unauthorized people, and will not take advantage of proprietary or privileged information, either for use by them, their firm or another client, without the client’s permission. * Members will avoid conflicts of interest, or the appearance of such, and will disclose to a client any circumstances or interests that might influence their judgment and objectivity. * Members will refrain from inviting an employee of an current or previous client to consider alternative employment without prior discussion with the client. Engagements * Members will only accept assignments which they possess the expertise to perform, and will only assign staff with the requisite expertise. * Members will ensure that before accepting any engagement a mutual understanding of the objectives, scope, work plan, and fee arrangements has been established. * Members will offer to withdraw from a consulting engagement when their objectivity or integrity may be impaired. Fees * Members will agree in advance with a client on the basis for fees and expenses, and will charge fees and expenses that are reasonable, legitimate and commensurate with the services delivered and the responsibility accepted. * Members will disclose to their clients in advance any fees or commissions that they receive for equipment, supplies or services they could recommend to their clients. Profession * Members will respect the individual and corporate rights of clients and consulting colleagues, and will not use proprietary information or methodologies without permission. * Members will represent the profession with integrity and professionalism in their relations with their clients, colleagues and the general public. * Members will report violations of this Code to the Institute, and will ensure that other consultants working on behalf of the member abide by this Code. The Institute of Management Consultants USA, Inc. (IMC USA) adopted its first Code of Ethics in 1968. Since that time IMC USA has modified the wording of the Code for additional clarity and relevance to clients. The current Code was approved February 22, 2002. It is consistent with the International Code of Professional Conduct published by the International Council of Management Consulting Institute (ICMCI) of which IMC USA is a founding member. Members who apply for the CMC (Certified Management Consultant) designation must pass a written examination on the application of the IMC USA Code of Ethics to client service. The CMC mark is awarded to consultants who have met high standards of education, experience, competence and professionalism. 7. CODE OF ETHICS – THE GROUND REALITY This paper is based on an Ethics Survey conducted by the Institute of Management Consultants among American business consulting clients of IMC members who are Certified Management Consultants (CMCs). Results * Over-promising expected results and/or benefits (Nearly half of the respondents-46%) * Not serving the best interest of the client (32%) * Under-delivering results vs. commitment (31%) A high percentage of respondents–40%–indicated that they believe professional service firms would lie to protect themselves. Thirty-nine percent (39%) also indicated that they think employees would lie to protect themselves. Counterbalancing this, however, was the expression of 54% of the respondents who indicted that in a difficult situation, they believe employees will behave honorably. Half of the respondents also believe that professional service firms do place a high value on the welfare of the client’s organization. It can therefore be concluded that while business executives believe that both employees and professional service firms do have an interest in the success and welfare of the organization/enterprise, they also feel that both groups would be inclined to act to protect their own interest or enhance their own position-an action which could inevitably be to the detriment of the enterprise. Two additional issues in which professional service firms can be faulted by business executives included: * Allowing the project’s scope to expand/creep. (One-fourth of the respondents indicated this was happening frequently.) * Being imprecise or non-specific when setting expectations. (Only 19% indicated that this happens frequently, yet 68% indicated this occasionally happens.)

Definition of Auxiliary Verb

Definition of Auxiliary Verb A verb that is used with a main verb that follows to help indicate its tense or some other way in which the verb is understood. As such, the auxiliary verb often doesnt have any meaning in itself, only in how it affects the main verb. The auxiliary verb and the main verb together form what is known as a compound verb. Auxiliary verbs are used much more often in English than they are in Spanish ​since Spanish is able to use conjugation to indicate tenses that sometimes are expressed in English with auxiliary verbs. For example, the future tense in English uses the auxiliary verb will as in I will study. But Spanish needs no auxiliary verb in this case, as the future is expressed through a verb ending: estudiarà ©. English also uses the auxiliary verb do to form many questions, as in Do you study? Such an auxiliary isnt needed in Spanish:  ¿Estudias? Two very common English auxiliaries have equivalents in Spanish: In English, forms of to have are combined with the past participle to form the perfect tenses; in Spanish, haber is used. In English, forms of to be are combined with the present participle to form the progressive (or continuous) tenses; in Spanish, forms of estar are used with the gerund. Also Known As Helping verb. The Spanish term is verbo auxiliar. Examples of Auxiliary Verbs Auxiliary verbs are in boldface; note that sometimes an auxiliary is used in one language but not the other. I have bought the medicine. (He comprado los medicamentos.)We are celebrating. (Estamos celebrando.)He does not work. (No trabaja.)I can swim. (Puedo nadar.)I usually drive fast. (Suelo manejar rpido.)

Heart of Algebra Key Strategies for SAT Math

Heart of Algebra Key Strategies for SAT Math SAT / ACT Prep Online Guides and Tips On the newly redesigned 2016 SAT, the math section content is divided into four categories by the College Board: Heart of Algebra, Problem Solving and Data Analysis, Passport to Advanced Math, and Additional Topics in Math. Heart of Algebra accounts for the largest part of the SAT math section (33% of the test), so you need to be well prepared for it. In this post, I’ll be discussing this category's content and question types, working through practice problems, and giving tips on how to ace these questions. Heart of Algebra: Overview Content Covered Just as the name would suggest, Heart of Algebra covers algebra content, but what algebra content specifically? These questions cover: Linear Equations System of Equations Absolute Value Graphing Linear Equations Linear Inequalities and Systems of Inequalities I’ll delve into each one of these content areas below. I’ll explain exactly what you need to know in each area, and I’ll walk you through some practice problems. NOTE: All of the practice problems in this article come from a real College Board SAT practice test (Practice Test #1). I’d recommend you don’t read this article until after you’ve taken Practice Test #1 (so I don’t spoil it for you!). If you haven’t taken Practice Test #1, bookmark this article and come back after you’ve completed it. If you’ve already taken Practice Test #1, then read on! Heart of Algebra Question Breakdown As I mentioned at the start of the article, Heart of Algebra makes up 33% of the math section, which works out to 19 questions. There will be eight in section 3 (the non-calculator math test) and in section 4 (the calculator math test). Heart of Algebra questions vary in presentation. Because there are so many, the College Board needed to mix up how they ask you these questions. You’ll see multiple-choice and grid-in Heart of Algebra questions. You may simply be presented with an equation(s) and need to solve or you might be given a real world scenario as a word problem and need to create an equation(s) to find the answer. The SAT math section presents questions in order of difficulty (defined by how long it takes an average student to solve a problem and the percentage of students who answer the question correctly). You will see Heart of Algebra questions throughout the section: the straightforward, â€Å"easy† ones will appear at the beginning of the multiple choice and grid-ins while the more challenging ones that require you to create an equation or equations to solve will appear towards the end. I’ll give examples of each type of question (easy and hard) as we learn about each content area in the next section. We're on the path to conquering algebra! Content Area Breakdowns Linear Equations Linear equation questions can be presented in a couple of ways. The easier linear equation questions will ask you to solve a linear equation that is given to you. The harder linear equation questions will ask you to write a linear equation to represent the given situation. No Calculator Practice Problems This question is one of the simplest, easiest and most direct Heart of Algebra questions that you’ll see. The question just asks you to solve a linear equation without situating it in a real world situation that would require you to make sense of the context as well as the equation. Answer Explanation: Since $k=3$, one can substitute 3 for k in the equation, which gives ${x-1}/{3}=3$. Multiplying both sides of ${x-1}/{3}=3$ by 3 gives $x-1=9$, and if you add 1 to each side, then the result is $x=10$. D is the correct answer. Tip: If you struggled with this question, you could also solve it by plugging in the answer choices for x and seeing which one worked. Plugging in will work but will take you more time than simply solving the equation. If you solve the equation to find x, you can double check your answer by then plugging it in. If you plug in your answer choice for x, and both sides of the equation are equal, you know you have the right answer! The following question is slightly more challenging since it asks you to create a linear equation to represent the real world scenario it presents. Answer Explanation: There are two ways to approach this problem. Approach 1: The total number of messages sent by Armand is equal to his rate of texting (m texts/hour) multiplied by the 5 hours he spent texting: m texts/hour Ãâ€" 5 hours = $5m$ texts. Similarly, the total number of messages sent by Tyrone is equal to his rate of texting (p texts/hour) multiplied by the 4 hours he spent texting: p texts/hour Ãâ€" 4 hours = $4p$ texts. The total number of messages sent by Armand and Tyrone is equal to the sum of the total number of messages sent by Armand and the total number of messages sent by Tyrone: $5m+4p$. C is the correct answer. Approach 2: Pick numbers and plug them in. For example, I'm going to pick numbers and say Armand sends 3 texts per hour and Tyrone sends 10 texts per hour. Based on the given information, if Armand texts for 5 hours, Armand sent (3 texts per hour)(5 hours) texts or 15 texts; if Tyrone texts for 4 hours, Tyrone sent (10 texts per hour)(4 hours) texts or 40 texts. Therefore, the total number of texts sent by Armand and Tyrone is $15+40=55$ texts. Now, I plug in the numbers I chose to the answer choices and see if the number of texts matches 55 texts, so for answer C, $5(3) +4(10)=15+40=55$ texts. Therefore, C is the correct answer. NOTE: for this question, this strategy was slower, but for more complicated questions, this can be a faster and easier approach. Tip: Take these problems one step at a time. Figure out Armand’s total number of text messages, then figure out Tyrone’s total number of text messages, and then, combine them into one expression. Don’t rush to jump to the final answer. You might make a mistake along the way. Systems of Equations System of equations questions will be presented in similar ways as linear equation questions; however, they’re more difficult because you now have to do more steps and/or create a second equation. The easier system of equation questions will ask you to solve for one variable when you’re given two equations with two variables. The harder system of equation questions will require you to write a system of equations to represent the given situation and then solve for one variable using the equations you created. No Calculator Practice Problems This question is arguably the simplest, easiest and most straightforward systems of equation questions that you’ll see. It sets up the equations for you, and simply asks you to solve for x. Answer Explanation: Subtracting the left and right sides of $x+y=−9$ from the corresponding sides of $x+2y =−25$ gives $(x+2y)−(x+y)=−25−(−9)$, which is equivalent to $y=−16$. Substituting $−16$ for $y$ in $x+y=−9$ gives $x+(−16)=−9$, which is equivalent to $x=−9−(−16) =7$. The correct answer is 7. Tip: Plugging in may be a good option if you’re given this question in the multiple-choice (which isn’t the case here). However, you could have also plugged in your answer to double check your work! Here is another fairly straightforward system of equation question, but it is slightly more difficult since you need to provide the answer for both x and y (which creates more potential for error). Answer Explanation: Adding x and 19 to both sides of $2y−x=−19$ gives $x=2y+19$. Then, substituting $2y+19$ for x in $3x+4y=−23$ gives $3(2y + 19)+4y=−23$. This last equation is equivalent to $10y+57=−23$. Solving $10y+57=−23$ gives $y=−8$. Finally, substituting −8 for y in $2y−x=−19$ gives $2(−8)−x=−19$, or $x=3$. Therefore, the solution $(x, y)$ to the given system of equations is $(3, −8)$. Tip: Plugging in would have also been a quick way to solve this one! When asked to solve for both variables in a system of equation question, always try plugging in! The following is a bit more difficult. Even though you’re given the equations, you still need to determine what the question is asking you (which variable you need to solve for) which is slightly more challenging since it asks you the question using a real world scenario. Also, you need to solve it using mental math (since it’s in the no calculator section). Answer Explanation: To determine the price per pound of beef when it was equal to the price per pound of chicken, determine the value of x (the number of weeks after July 1) when the two prices were equal. The prices were equal when $b=c$; that is, when $2.35+0.25x=1.75+0.40x$. This last equation is equivalent to $0.60=0.15x$, and so $x={0.6}/{0.15}=4$. Then to determine $b$, the price per pound of beef, substitute 4 for $x$ in $b=2.35+0.25x$, which gives $b=2.35+0.25(4)=3.35$ dollars per pound. Therefore, D is the correct answer. Tip: Take your time working through each step. It’s easy to make a small mistake and get the wrong answer. Calculator Practice Problem The following is one of the hardest Heart of Algebra questions. Based on the real world scenario that you’re given in the question, you need to create two equations and then solve them. Answer Explanation: To determine the number of salads sold, write and solve a system of two equations. Let $x$ equal the number of salads sold and let $y$ equal the number of drinks sold. Since the number of salads plus the number of drinks sold equals 209, the equation $x+y=209$ must hold. Since each salad cost 6.50, each soda cost 2.00, and the total revenue was 836.50, the equation $6.50x+2.00y=836.50$ must also hold. The equation $x+y=209$ is equivalent to $2x+2y=418$, and subtracting each side of $2x+2y=418$ from the respective side of $6.50x+2.00y=836.50$ gives $4.5x=418.50$. Therefore, the number of salads sold x was $x={418.50}/{4.50}=93$. Therefore, B is the correct answer. Tip: Take these problems one step at a time. Write out the equation for the total number of salads and drinks sold, then figure out the equation for revenue, and then, solve. Don’t rush it or you might make a mistake. Absolute Value There will typically only be one Absolute Value question in the SAT math section. The question is usually pretty easy and straightforward, but it requires you to know the rules of absolute value to answer it correctly.Anything that is an absolute value will be bracketed with absolute value signs which look like this: || For example, $|-4|$ or $|x-1|$ An absolute value is a representation of distance along a number line, forward or backward. This means that whatever is in the absolute value sign will become positive since it represents distance along a number line and it is impossible to have a negative distance. For example, on the above number line, -2 is 2 away from 0. Anything inside of the absolute value becomes positive. This also means that an absolute value equation will always have two solutions. For example, $|x-1|=2$ will have two solutions $x-1=2$ and $x-1=-2$. Then, you solve each separate equation to find the two solutions, $x=3,-1$. When working on absolute value problems, remember that you need to create two separate solutions the positive and the negative as we did above. Calculator Practice Problem Answer Explanation: If the value of $|n−1|+1$ is equal to 0, then $|n−1|+1=0$. Subtracting 1 from both sides of this equation gives $|n−1|=−1$. The expression $|n−1|$ on the left side of the equation is the absolute value of $n−1$, and, as I just mentioned, the absolute value can never be a negative number since it represents distance. Thus, $|n−1|=−1$ has no solution. Therefore, there are no values for n for which the value of $|n−1|+1$ is equal to 0. D is the correct answer. Tip: Remember the rules of absolute value (it’s always positive!). If you remember the rules, you should get the question right! Graphing Linear Equations These questions test your ability to read a graph and interpret it into $y=mx+b$ form. A quick refresher, $y=mx+b$ is the slope-intercept equation of a line, where m represents the slope and b represents the y-intercept. In these questions, you’ll typically be presented with the graph of a line, and you’ll need to determine what the slope and y-intercept are to write the equation of the line. Calculator Practice Problem Answer Explanation: The relationship between h and C is represented by any equation of the given line. The C-intercept of the line is 5. Since the points $(0, 5)$ and $(1, 8)$ lie on the line, the slope of the line is ${8-5}/{1-0}={3}/{1}=3$. Therefore, the relationship between h and C can be represented by $C=3h+5$, the slope-intercept equation of the line. C is the correct answer. Tip: Have the slope-intercept form ($y=mx+b$) and the slope equation $m={y_2-y_1}/{x_2-x_1}$ memorized. Know what each variable in the equations means. If you know all of this, you should be able to ace any graphing linear equation problem that you’re given. Linear Inequalities and Systems of Linear Inequalities These are arguably the most challenging Heart of Algebra questions because many students struggle when variables are combined with inequalities. If you need a quick but in-depth refresher on inequalities, check out our inequalities guide. These questions typically appear towards the end of the multiple-choice and grid-ins in each section. These questions will be presented as straightforward already set up inequalities (you won’t be asked to create inequalities nor will you be presented with a real world scenario using inequalities). Although they’re presented in a straightforward way, these questions are challenging, and it’s easy to make a mistake, so take your time! Calculator Practice Problems Answer Explanation: Subtracting $3x$ and adding 3 to both sides of $3x−5≠¥4x−3$ gives $−2≠¥x$. Therefore, x is a solution to $3x−5≠¥4x−3$ if and only if x is less than or equal to −2 and x is NOT a solution to $3x−5≠¥4x−3$ if and only if x is greater than −2. Of the choices given, only −1 is greater than −2 and, therefore, cannot be a value of x. A is the correct answer. You could also try to answer this by plugging in the answer choices and seeing which one didn't work. If you plug in A into the inequality, you'd get $3(-1)-5≠¥4(-1)−3$. Simplifying the inequality, you'd get -8≠¥-7, which is not true, so A is the correct answer. Tip Remember the rules of inequalities! Take your time working your way through each step so that you don’t make any mistakes. Also, remember to try plugging in the answer choices to find the correct answer! Let's take a look at another example. Answer Explanation: Since (0, 0) is a solution to the system of inequalities, substituting 0 for x and 0 for y in the given system must result in two true inequalities. After this substitution, y −x + a becomes 0 a, and y x + b becomes 0 b. Hence, a is positive, and b is negative. Therefore, a b. Choice A is correct. Tip: Treat this system of inequalities with four variables the same as you’d treat a system of inequalities with two variables. Remember that if (0,0) is a solution that means that when x=0, y=0. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! 4 Key Strategies for Heart of Algebra I've interspersed the strategies for attacking these questions throughout this article in the "tip" sections, but I'll summarize them here now. Strategy #1: Memorize the Rules and Formula You need to know the rules of inequalities, the rules of absolute value, and the formula for the intercept-slope version of a line ($y=mx+b$) to answer those types of algebra questions correctly. Without the rules and formula, these questions are pretty much impossible. If you need more assistance with any of the concepts, check out our in-depth guides to linear equations, systems of equations, absolute value, intercept-slope form, and linear inequalities and systems of inequalities. Strategy #2: Plugging in Answers On the multiple-choice questions, you should always check to see if you can plug in the answer choices to the given equation(s) or inequality to find the correct answer. Sometimes this approach will be much simpler than trying to solve the equation. Even if you find that plugging in answers is slowing you down, you should, at least, consider using it to check your work. Plug in the answer choice that you find and see if it results in a balanced equation or correct inequalities. If it does, you know you have the correct answer! Plug it in! Plug it in! Strategy #3: Plugging in Numbers If plugging in answers isn't a possibility, plugging in numbers is often a possibility such as in question 2 above. When you pick numbers to plug in, in general, I do not recommend using -1, 0, or 1 (as they can result in wrong answers), and make sure to read the question to see what numbers you should pick. For example, in question 2, the numbers represented the number of text messages sent, so you shouldn't use a negative number to represent the number of text messages since it's impossible to send a negative number of text messages. For inequalities this is especially important, often the question will say "the following is true for all $x0$." If that's the case, you can't plug in 0 or -5; you can only plug in numbers greater than 0 since that's the parameter set by the question. Strategy #4: Work One Step At a Time For Heart of Algebra questions, you need to take your time working through each step. These questions can involve 5, 10, 15 steps, and you need to take your time to make sure you don't make a small mistake in step 3 that will result in an incorrect answer. You know your stuff, so don't let small mistakes cost you points! What’s Next? Now that you know what to expect on Heart of Algebra questions make sure you’re prepared for all of the other math topics you'll see on the SAT. All of our math guides will take you through strategies and practice problems for all the topics covered in the math section, from integers to ratios, circles to polygons (and more!). Feeling anxious about test day? Make sure you know exactly what to do and bring to ease your mind and settle your nerves before it's time to take your SAT. Running out of time on the SAT math section? Look no further than our guide to help you beat the clock and maximize your SAT math score. Angling to get a perfect score? Check out our guide to getting a perfect 800, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, 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:

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