Gestion de La Informacion Financiera free essay sample

Fundamentals of Financial Mangement,Estados Unidos: Editorial The Dryden Press,6a ed Lancaster Engineering Inc. (LEI) has the following capital structure, which it considers to be optimal: Debt 25% Prefered stock 15 Common equity 60 - 100% LEI’s expected net income this year is $34,285,72; its establish dividend payout ratio is 30 percent; its federal-plus-state tax rate is 40%; and investors expect earnings and dividends to grow at a constant rate of 9 percent in the future. LEI paid a dividend of $3. 60 per share last year and its stock currently sells at a price of $60 per share. LEI can obtain new capital in the following ways: Common: New common stock has a flotation cost of 10% for up to $12,000 of new stock and 20% for all common over $12,000. Preferred: New preferred stock with a dividend of $11 can be sold to the public at a price of $100 per share. IOS Schedule for Lancaster Engineering Inc. e. Using the graph constructed in Part d, which projects should LEI accept? Why? Elegimos los proyectos A, B y C ya que tienen un rendimiento por encima del WACC, con ello no ponemos en riesgo nuestra inversion y con un menor numero de proyectos obtenemos mayor tasa de retorno. We will write a custom essay sample on Gestion de La Informacion Financiera or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

Most useful tips for productivity from incredibly busy people

Most useful tips for productivity from incredibly busy people Productivity throughout the day starts with you. Time is something we never seem to have enough of but with organization and time management you can help boost productivity throughout the day. With simple changes such as wake up earlier or even make a priority to-do list you will be surprised on how much more you can fit into your day. These 5 productivity  tips from leaders and entrepreneurs can help you organize  your time throughout the day to best maximize it.  Source [ American Express Open Forum ]

Compare and Contrast two Counterinsurgency campaigns Research Paper

Compare and Contrast two Counterinsurgency campaigns - Research Paper Example They used various tactics to win the support of the people; both policies of attraction and chastisement. After taking over, the Americans, set their bases in Philippines and colonized it. The Americans used the policies of attraction and chastisement to woo the support of the locals. This paper is going to highlight the application of policies of attraction and chastisement in both Cuba and Attraction. The policy of attraction was an appealing message, while the policy of chastisement was using of force. It will show how Americans were trying to bring change in a short time. Spanish were failing the economies of both Cuba and Philippines and this paper will highlight the reason Americans removed Spanish authorities in these two countries. Spain was in the war with Cuba. They had invaded the territory of the South American nation. Americans used their press called the yellow papers to spread the news of the war all over the world (Company, 1999). American policy makers felt the investments, which Americans had invested in Cuba would face destruction. Many people lost their lives. The European countries put in place the Monroe Doctrine that prohibited any form of war, whether internally or externally. European countries felt they had to react and stop the war too. There was pressure from all quarters towards Spain, so that they stopped the war. The American government sent a warship to Cuba as a warning to Spain as they wanted a lasting peace. The ship sent to deliver the warning was bombed (Archives, 2014). American press sent out rumors that the Spanish troops destroyed the ship. In reality, Cuban rebels were responsible for the ambush. This triggered American congress to declare war against the Spanish forces in Cub a (Blumenfeld, 2003). US wanted the Spanish to withdraw its troops immediately. America declared war. It was the first time for almost eighty years since US was in the war against a European country.

Discussion Essay Example | Topics and Well Written Essays - 500 words - 51

Discussion - Essay Example My knowledge of what to do in the organization and an understanding of the distinction between right and wrong helps me perform my duties in an ethical and virtuous manner. My strict self-control and conscience also help portray a high ethical standard at my workplace. My ability to avoid unethical temptations in the organization is key to my high virtuous behavior. Ethical characters reject individual gains if such benefits are not in line with organizational benefit and goodwill. I need to close any gap between knowledge about what I need to do and the actual actions, in order to improve my ethical behavior. According to John Maxwell (2007), there are diverse causes that lead to unethical behavior including the fact that individuals just legitimize their actions with relativism. Accountability and follow-up measures are important for the improvement of ethical behavior and instilling virtuous values into practice. The human resource personnel of the companyhas to p ut up systems and procedures that can remind me of the commitments to ethical behavior and help me connect my actions with virtuous deeds. The duty of a leader in an organization such as the human resource manager is the provision of opportunities and an enabling environment in which all employees of the organization can realize and develop their talents and potential. My organization encourages a culture of ethics among its leadership where their ethical role is not to satisfy self-interests but creating necessary conditions employees to achieve their full potential. It is a requirement and a standard of leadership in my organization that has enabled many employees to nurture their talents and realize their full potential. My organization is alive to the fact that the key to the growth of a firm is the identification and nurturing of the high potential and talent of

Incivility in Nursing: Causes and Intervention Strategies

Incivility in Nursing: Causes and Intervention Strategies Review of related literature a. Definition of incivility Incivility is defined as an uncivil behavior towards a person whether physical or verbal. Incivility is often seen in different environment and venue such as inside the classroom, clinical setting, community, and workplace. Incivility is always a major issue that affects the relationship between a student and a teacher. According to Clark (2008) she defined incivility as an â€Å"interactive and dynamic process that both parties are responsible†. She also stated that it creates a barrier between the teaching-learning environment. The most common issues about incivility between a student and a teacher are that teachers treat students unfairly and teachers pressure students to meet faculty demands. Faculty incivility is unprofessional and unethical, it is a behavior that compromises a students learning ability and decision making in the classroom or clinical setting. Incivility lowers one’s self esteem and self confidence that hinders the student’s ability to perfo rm in the classroom or clinical setting. Faculty incivility leaves a mark to a student, it makes a student feel bad of themselves. According to Clark (2008) students are helpless, powerless, and traumatized. Students’ performance will suffer drastically, she stated that students will have a harder time finishing the nursing program. According to Marchiondo (2010), she stated that faculty incivility will result into extreme cases like depression and violence. A student that feels depressed might have a hard time coping inside the classroom. The students’ safety is a main priority for faculty members, a result to violence may affect the environment in school and in the clinical setting. The American Nurses’ Association’s (2004) Nursing: Scope and Standards of Practice stated that professionalism is important in interactions with others, it also stated that the art of nursing is based on caring and respect for others. Marchiondo (2010), she also stated that long term faculty incivility may result in program dissatisfaction and withdrawal. She also stated that faculty incivility ignored is also an act of incivility as well. Ignoring a negative behavior is an act of negative behavior as well. She also stated that there is a high chance of incivility in an educational setting if there are no rules or regulations regarding faculty incivility. Perpetrators of supervision fail to detect incivility or uncivil behavior and will be held responsible for their actions. According to Bautista (2013) posted journal, student behaviors most commonly reported as discourteous by faculty included making negative groans, making ironic comments or gestures, not interested in class, dominating class discussions, using gadgets in class, and cheating on tests and exams. The greater part of faculty reported that unethical or uncivil student behaviors occurred rarely or sometimes. Samples of faculty behaviors considered unethical or uncivil by students incorporated suspension of classes without warnings, being not ready for class, disallowing open discussions, being not interested or cold in class, mocking or provoking students, conducting fast-paced discussions and lectures, and being unavailable or unreachable outside class. Students think faculty incivility as a reasonable problem in the nursing education environment. Therefore, it is very important that nurse educators and administrators assist students and faculty handle efficiently with these behaviors. (Ba utista, 2013). According to Davis, Karen (2005) she confirmed that the notion of faculty incivility in nursing education is old. However, it has generated much conversation at nationwide conferences, faculty meetings and in the press. What’s disturbing the most is nurse educators are the frequency of faculty incivility being witnessed in every day encounters by teachers who teach students in the clinical setting and the class room. If these actions are not mentioned during the academic process, they can simply go beyond to health care environments.An incorporated assessment of the literature from five years ago, which included nursing students and faculty from programs conferring associate to doctoral degrees, recognized general unethical or uncivil behaviors from students: late in class, being noisy and inattentive in class, dominating class, shouting at professors, threatening and provoking, physical abuse, and threatening or blackmailing to give bad teacher evaluations. Behaviors of the t eachers most often measured unethical or uncivil by students were mocking or provoking students, being distant or unreachable, and being unavailable outside the class room. No wonder nursing education is now being considered by a society of incivility.(Davis, 2005). According to Marchiondo et. al. (2010) he stated that the unethical or uncivil behaviors can have many harmful effects on both faculty and students. Sufferers of incivility may feel symptoms such as pressure, stress and anxiety, fatigue, insomnia, sadness, annoyance and humiliation. One study found a strong connection between a student’s fulfillment and incivilitywith his or her nursing education. Incivility correlates strongly with program dissatisfaction. As the incivility goes up, a student’s fulfillment with the course some students finally leave their nursing course for another course; and some students decide not to enter the nursing career. (Marchiondo, Lasiter, 2010). B. Student incivility According to the book of Lower J. (2007) usually â€Å"bullies† don’t know their own attitude and behavior as being immoral or uncivil. They may depart one position, only to cause disorder anywhere else. Their insight truly becomes their reality. Incivility can become the standard for a class room, clinical setting, and workplace, which makes it harder to modify. Dealing with the negative behavior in a sensible way, will stop incivility from becoming the standard. Once incivility is permitted to become the standard, it takes time to get the place of work back to an optimistic, healthy atmosphere. Experts concur that it takes about 2-5 years for a group to change its customs. Policies are a must to stop and/ or progress incivility. A policy of behavior is essential to describe the behaviors that are considered troublesome. The system needs to deal with all employees in a group such as non employees such as providers, and nurses. In order for a policy of behavior to be ef ficient, it must be applied in all situations. Leadership needs to be not only implicated in the process, but dedicated to reinforcing its significance. With no enforcement, the policy is useless. All members of the team, including leadership, need to be responsible for enforcing and modeling the policy of behavior. Similarly important is assessing incidents and complaints in an appropriate method, and taking counteractive action so workers see it is not tolerated or condoned. Nurse leaders need to set the nature and outlook for the type of proficient communications that will occur in the workplace. Words can be typed in a mission statement, but the truth is that nurses and students will copy the behaviors they view and practice from the faculty and nurse leaders. If my nurse leader does not â€Å"walk the talk,† I am going to disregard the policy and act what I know I can get away with. We all float irregularly and that is human nature. However as nurses, we are responsible for our own behaviors and actions. Education is the key to serving others. Some health settings are looking for to teach nurses on how to get better at social communications, proper etiquette, and promote optimistic skills in the place of work. People may not understand they show unethical or uncivil behavior. People consider this is â€Å"not about me.† Many times people need insight or self-awareness, and have no idea how to modify behavior that may be embedded. Teaching everyone on the new code of conduct will assist produce an accepting, friendly, and an open atmosphere. It may be needed to offer guiding and coaching as desired to help develop the attitudes and behaviors of others. There should be a no acceptance for incivility. It’s significant for all of us to educate respect and teach others to know and react to incivility. Nurse leaders must get complaints critically and not let off the messenger. It takes great effort to tell incivility. Don’t make excu ses such as â€Å"that’s just the way she is, but you will get used to it† or â€Å"the unit cannot afford to lose him even though he makes worry on the unit.† As a nurse leader it’s vital to collect information swiftly, shake-up the facts, and act upon when needed. It’s important to carry out post-departure interviews, not at the time a student leaves, but weeks after leaving. This will give you an improved image as to what other essentials may have been concerned in the worker exit his or her situation. It’s significant to maintain the latest traditions by obliging open communication so that civility becomes the custom. Nurse leaders require showing dependably and making a safe atmosphere so nurses are not afraid when giving out complaints and concerns or telling reports. Nurse leaders also need to endorse positive and open response so nurses learn how to show common courtesy and respect. It’s significant to be tolerant of each othe r’s opinions and ideas. Nursing academic programs need to contain incivility issues and topics in the program. It’s also supportive to have students’ role play specific situations. It has been found that former students are able to feel unethical or uncivil behaviors in a more suitable approach, with the use of play-acting. C. Faculty incivility Regarding to the definition of Clark, et.al. â€Å"Incivility in the nursing education is perceived as impolite or troublesome behaviors which often effects in psychological or physiological suffering for people concerned and if left with no action, may develop into a provoking condition† (Clark, Farnsworth Landrom, 2008). Regarding to the â€Å"US National Library of Medicine National Institutes of Health† the incivility in the nursing education is a developing crisis and one that gravely affects the learning-teaching atmosphere and frequently outcomes in problematic and stressful faculty-student relationships. Nursing professors, who show constructive, ethical behaviors, support similar attitudes and behaviors from their students. Furthermore, professors who are unfriendly, not interested, and humiliating may call upon resentment. The document that was written by Cynthia M. Clark (2008) made a phenomenological research to observe nursing students view of faculty incivility and its effect on the students. Students recognized 3 major themes of faculty incivility: Professors behaving in humiliating and mocking ways, Treating students unjustly and personally, and Obliging and pressuring students to conform to difficult school demands. Furthermore, students felt helplessness and hopelessness to speak to the problem and described faculty superiority and misuse of power as main factors to the problem. (Clark, 2008) Regarding to the piece written by Susan Luparell (2008) â€Å"Incivility in Nursing Education: LET’S PUT AN END TO IT† she confirmed that both students and faculty have addressed that incivility is a reasonable problem in the nursing education. Fortunately, faculties will tell that they see incivility by only rare occasions. Yet addressing with these unusual problem students take an uneven number of their time and effort, and frequently ends up depriving diligent students of excellent educational experiences. Impolite behavior to faculty is not partial to being noisy in class, loud voices, and ironic comments. Nursing faculty have also implicated being pressed, having school stuff thrown at them, vandalizing their stuff and being stalked around and outside the classroom, and obtaining threats. Regrettably, the incivility matter isn’t one-sided. Students also indicate that they also feel disrepected. The people involved may be other students, professors, or staff. It’s not astounding to feel that students find mocking comments and provoking by professors to be unethical or uncivil. (Luparell, 2008) Regarding to the book of Carter, he confirmed that to make a more civil surroundings, he tells Americans to raise ordinary good over selfishness, to push wider civic contribution, and to renovate social standards. Carter feels that impoliteness and disregard are â€Å"the merest graze of the surface of problem† and proof of our nation’s rising incivility. According to Carter, self-interest and stealing one’s own desires met are crowding into the community of America, including our nation’s schools and classrooms. As Forni (2008) confirmed, â€Å"incivility frequently occurs when people are worried, stressed, miserable, or hurried. When these match, something can occur. Incivility affects self-confidence, damages relations, increases anxiety and stress, contaminates the work atmosphere, and may rise into cruelty.† It’s significant to note that many times the faculty showing the unethical or uncivil behavior is ignorant of how his/her behavior, actions or words may be upsetting others. The outcomes of incivility take a toll on us. It affects our self-confidence by affecting our mentality. When we feel susceptible, there is a rise in stress and anxiety, which can develop to anger and violence. It also affects our relations by causing depression, loss and isolation. It also increases anxiety and stress, which lowers the immune system, it greatly affects our body, soul and spirit. Furthermore, the effects can result to despair and post-traumatic stress disorder (PTSD). It also affect s the atmosphere of the workplace by lowering confidence. Nurse leaders can also be in a difficult situation. For nurses in a management and leadership position, to stay still is to ignore the behavior. If leadership allows the behavior, it makes it difficult for others to tell the same kind of attitudes and behavior. The nurse may think his/her leadership accepts of the behavior. Furthermore, leadership may not understand incivility is happening. The behavior wishes to be told to the nurse leader’s notice for more action. Don’t presume the behavior has possibly been reported by a different nurse. Incivility also happens with student nurses. It results in students having lowered self-esteem and confidence, rage, disappointment, insomnia, stress, anxiety and worry. When student nurses are bullied by staff nurses, they are more suitable to imitate the attitudes and behaviors and result in bullying behavior themselves. (Forni, 2008) Incivility is defined as an uncivil behavior towards a person whether physical or verbal. Incivility is often seen in different environment and venue such as inside the classroom, clinical setting, community, and workplace. Incivility is always a major issue that affects the relationship between a student and a teacher. According to Clark (2008) she defined incivility as an â€Å"interactive and dynamic process that both parties are responsible†. She also stated that it creates a barrier between the teaching-learning environment. The most common issues about incivility between a student and a teacher are that teachers treat students unfairly and teachers pressure students to meet faculty demands. Faculty incivility is unprofessional and unethical, it is a behavior that compromises a students learning ability and decision making in the classroom or clinical setting. Incivility lowers one’s self esteem and self confidence that hinders the student’s ability to perfo rm in the classroom or clinical setting. Faculty incivility leaves a mark to a student, it makes a student feel bad of themselves. According to Clark (2008) students are helpless, powerless, and traumatized. Students’ performance will suffer drastically, she stated that students will have a harder time finishing the nursing program. According to Marchiondo (2010), she stated that faculty incivility will result into extreme cases like depression and violence. A student that feels depressed might have a hard time coping inside the classroom. The students’ safety is a main priority for faculty members, a result to violence may affect the environment in school and in the clinical setting. The American Nurses’ Association’s (2004) Nursing: Scope and Standards of Practice stated that professionalism is important in interactions with others, it also stated that the art of nursing is based on caring and respect for others. Marchiondo (2010), she also stated that long term faculty incivility may result in program dissatisfaction and withdrawal. She also stated that faculty incivility ignored is also an act of incivility as well. Ignoring a negative behavior is an act of negative behavior as well. She also stated that there is a high chance of incivility in an educational setting if there are no rules or regulations regarding faculty incivility. Perpetrators of supervision fail to detect incivility or uncivil behavior and will be held responsible for their actions.

The Relationship Between Richard II and The Myrroure for Magistrates Es

The Relationship Between Richard II and The Myrroure for Magistrates The relationship between Richard II and The Myrroure for Magistrates is considered here predominantly in the context of the differences between the two texts.[1] The function of each text is discussed initially, the didactic purpose of the Myrroure contrasted with the function of Shakespeare’s play as, primarily, theatrical entertainment. The conflicting accounts of certain events from Richard’s reign are looked at subsequently and the manner in which they reflect the different function of the texts. Finally, consideration is given to the different way in which the Myrroure and Richard II each reflect upon the theme of kingship through their portrayal of Richard’s reign. In relation to each of these points of discussion, it is argued that Richard II delivers a more complex, multi-dimensional portrayal of character, events and themes than the Myrroure. The Myrroure is imbued with moral didacticism and Richard II’s reign is employed to encourage rulers to govern virtuously and lawfully. Rulers must abide by ‘right’ and ‘lawe’ (l. 32), observe ‘faythful counsayle’ (ll. 35) and beware ‘false Flatterers’ (l. 33). Richard, however, is portrayed as a king who ‘ruled all by lust’ (l.31), ‘passing not a straw’ (l. 35) to those who sought to counsel him. He himself recounts how ‘I set my mind to feede, to spoyle’ (l. 37) and ‘my realme I polde’ (l.41), as a result of which he was ‘brought to care’ (l. 30). The form of the poem reinforces its didactic function. The use of a single voice results in a largely one-dimensional portrayal of Richard, no allowance made fo... ... Johnson (eds.), A Shakespeare Reader: Sources and Criticism, Macmillan Press Ltd., London: 2000, pp.7-9. Throughout this discussion the extract is referred to as ‘the Myrroure’. [2] ‘Telling’ refers to the technique of having a narrator telling what happens while ‘showing’ permits the reader to see the character act and speak. For a discussion of these two terms, applied in the context of Jane Austen’s Pride and Prejudice, see Pam Norris, ‘Reading Pride and Prejudice’, in Dennis Walder, The Realist Novel, Routledge, London: 1995, pp. 33-34. [3] See Margaret Healy, ‘Richard II’ in Kiernan Ryan (ed.), Shakespeare: Texts and Contexts, Macmillan Press Ltd., Basingstoke: 2000, p. 50. [4] Ibid., p. 53. [5] See Katherin Eisman Maus, ‘Richard II’ in The Norton Shakespeare, p. 948. [6] Ibid., p.943.

Animal Farm Dialectic Journal Essay

Directions:Find the quote in the novel, put it into context, add the page number from your book and then respond insightfully. Chapter 1 â€Å"And remember also that in fighting against Man, we must not come to resemble him. Even when you have conquered him, do not adopt his vices.† Chapter 2 â€Å"Their most faithful disciples were the two cart-horses, Boxer and Clover. Those two had great difficulty in thinking anything out for themselves, but having once accepted the pigs as their teachers, they absorbed everything they were told, and passed it on to other animals by simple arguments.† Chapter 3 â€Å"Mollie, it was true, was not good at getting up in the mornings, and had a way of leaving work early on the ground that there was a stone in her hoof. And the behavior of the cat was somewhat peculiar. It was soon noticed that when there was work to be done the cat could never be found.† Chapter 4 â€Å"And yet the song was irrepressible. The black birds whistled it in the hedges, the pigeons cooed it in the elms, it got into the din of the smithies and the tune of the church bells. And when the human beings listened to it, they secretly trembled, hearing it in a prophecy of their future doom.† Chapter 5 â€Å"At the meetings Snowball often won over the majority by his brilliant speeches, but Napoleon was better at canvassing support for himself in between times. He was especially successful with the sheep. Of late the sheep had taken to bleating, ‘Four legs good, two legs bad’ both in and out of seasons, and they often interrupted the meeting with this.† Chapter 6 ‘â€Å"Comrades,’ he said quietly, ‘do you know who is responsible for this? Do you know the enemy who has come in the night and overthrown our windmill? snowball  !’ he suddenly roared in a voice of thunder.† Chapter 7 â€Å"Once again it was being put about that all the animals were dying of famine and disease, and that they were continually fighting among themselves and had resorted to cannibalism and infanticide. Napoleon was well aware of the bad results that might follow if the real facts of the food situation were known, and he decided to make use of Mr. Whymper to spread a contrary impression.† Chapter 8 â€Å"On Sunday morning Squealer, holding down a long strip of paper with his trotter, would read out to them lists of figures proving that the production of every class of food stuff had increased by two hundred percent, three hundred percent, or five hundred percent as the case might be. Then the animals saw no reason to disbelieve him, especially as they could no longer remember very clearly what conditions had been like before the Rebellion.† Chapter 9 â€Å"Fools! Fools! Shouted Benjamin, prancing around them and stamping the earth with his small hoofs. ‘Fools! Do you not see what is written on the side of the van?’† Chapter 10 â€Å"Twelve voices were shouting in anger, and they were all alike. No question, no, what had happened to the faces of the pigs. The creatures outside looked from pig to man, and from man to pig, and from pig to man again, but already it was impossible to say which was which.†