Finance and Surplus Funds Assignment Example | Topics and Well Written Essays - 500 words - 3

Finance and Surplus Funds - Assignment Example Finance companies can facilitate Carlsons expansion by providing long-term loans to meet the company's fund requirement that is used to buy the long-term assets such as machinery, equipment, land and building. The funds provided by financial institutions are essential to finance the fixed assets procurement necessary for the expansion of the existing business or for totally a new line of business. Commercial Banks are depository institutions. Deficit units such as Carson are provided loans by commercial banks. Commercial banks have large assets generated by providing the deposit accounts to surplus units. The financial institutions look at financial leveraging of the firm such as debt ratio, debt-equity ratio, interest coverage, that decides company’s capacity to pay the interest and original debt over a long period of time. Obviously, that hinders Carson to access more debt funds for further expansion and growth. The primary market can support expansion program of Carson by absorbing their issued stocks and bonds to the common investors at the predetermined price. The money thus garnered falls under the category of equity or debt as the case may be and can be used to meet the expansion needs. The financial institutions work as financial intermediaries especially, when the market is imperfect. When the market is perfect, information is available free to buyer and seller and market settles at the lowest possible cost of funds discarding the need of any financial institutions for they cannot give any benefit to either buyer or seller. Every commercial bank would like to review the risk profile of the business and the company to whom they have provided the line of credit. Accordingly, it is quite obvious that in case of Carson undertaking any large expansion, commercial banks would like to know how the line of credit provided by them will be used and in what way the new expansion will alter the risk profile of the company. Banks would also  like to assess about how the expansion plan of Carson will affect the fund security and the ability of the Carson to pay them the due interest on the borrowed funds.

Dealing With Disease in Uige, Angola :: Health Medical Personal Narrative Essays

Dealing With Disease in Uige, Angola Journal Entry for April 21, 2005 Yesterday, Angola's Ministry of Health announced that there have been 266 documented human infections of the Marburg epidemic since the current outbreak began in October of last year. 244 of these cases have been fatal, providing a horrific mortality rate which can be attributed both to the largely unknown and uncontrollable nature of this disease, and the impoverished state of the nation it is afflicting. Unfortunately, it took us five months from the first suspected cases of the outbreak to positively identify the cause as the Marburg virus. The region's medical facilities are severely overburdened and under-staffed due to the decades of civil war which have plagued Angola. So, when the epidemic began late last year early cases were mistaken for other more common diseases such as typhoid and malaria--which have similar symptoms to the Marburg virus. On the first symptomatic day, an infected person suffers from an extremely high fever. The extent of this fever quickly drains the individual of energy, leaving them in a weakened state. By the third day extremely watery diarrhea has begun which will last for a week if the infected is lucky enough to survive so long. The diarrhea also comes with intense abdominal cramps, nausea, and vomiting. The result is a patient left in a state of dehydration and excruciating pain, weakened and unable to clean the contaminated fluids he or she is expelling. Now having faced days of extreme fever and fatigue, the person resembles a corpse with an expressionless face, deep-set eyes and total lack of energy. Between the fifth and seventh days hemorrhages appear on the body, often open to bleeding. Additional blood is excreted in the individual's vomit and feces, as well as from the nose, and gums. This prevalence of contaminated bodily fluids has been part of the reason why reason the epidem ic has continued to spread despite our efforts to contain it. Death generally occurs within about two week of symptoms. There is no known cure, so the most our team can do for the infected is to keep their fluid levels high in order to counteract the effects of fever and diarrhea. The Marburg epidemic is a RNA virus of the filovirus family--whose only other known members are the four Ebola viruses.

Policies and Procedures for Promoting Positive Behaviour

Policies and procedures for promoting positive behaviour Policy/procedure |Summary | | | | | |Self esteem | | | | | |Valuing each child’s individuality, | | |Believing that children are capable of making choices, accepting responsibility and acting accordingly, | |Behaviour policy |Providing opportunities for success, | | |Viewing success in terms of personal progression rather than being in competition with others, | | |Praising achievements, | | |Promoting the acceptance of others, | | |Clearly demonstrating that we value their work, | | |Building into the curriculum activities which develop the child’s ability to express his/her feelings, through the sharing circle, co-operative games | | |and Drama. | | | | | |Physical environment | | | | |Attractive, comfortable well-resourced and well managed classrooms, | | |Displays of children’s work to show it is highly valued, | | |Tidy and accessible resources demonstrate that children are trusted to organis e themselves for work and that they know how to use and care for things. | | | | | | | | | | |Classroom management | | | | | |Work must be matched to their ability so that success is possible for all, | | |Children must know what they are doing and why, | | |Classroom rules are devised by children themselves to ensure standards of behaviour, | | |Rules should be few in number, prominently displayed and referred to often, | | |We must set high standards, praise quickly and consistently – looking out for and rewarding good behaviour, | | |We must be firm, fair and supportive, | |Know children as individuals, to be active listeners, to refer to the behaviour rather than the child, | | | | | |Be polite to everyone | |Code of conduct |Talk quietly and listen carefully | | |Always tell the truth | | |Treat others as you would wish them to treat you | | |Be patient and wait your turn | | | | |Rewards and sanctions |House points | | | | | |The children can earn house poi nts for:- | | | | | |Quality of work Good Behaviour | | |An excellent piece of work Being polite, etc. | |An improving piece of work | | | | | |Dinner Supervisors Stickers | | | | | |Dinner supervisors can award stickers for good behaviour during lunchtime. | | | | | | | |Barney Stickers | | | | | |This is Crooksbarn School’s main method of rewarding positive behaviour. It is used by the class teacher throughout the school and indicates | | |excellent standards of work and/or behaviour by a child. Only 1 may be awarded each day, the children can wear them for 1 day then they are | | |transferred to a collecting chart displayed in the classroom.Once the child has succeeded in gaining 3 ‘Barnies’ he/she is awarded a ‘Head Teacher’s| | |Barney that is presented by the Head Teacher at the whole school assembly on Monday Mornings. An additional award is given out by the Head Teacher to| | |any child who has gained 9 ‘Barnies’ during the course of the school year | | | | | |Get rid of anyone not involved in the conflict as violence thrives on witnesses. | |Don’t put yourself at risk, alert colleagues, enlist their help. | |Dealing with conflict and inappropriate behaviour |Asses a situation first. | | |Be calm, don’t take it personally. | | |Use verbal intervention first. | | |It may be worse to add another person to a gang situation, if it cannot be sorted out and the conflict/inappropriate behaviour goes out of your | | |control call another member of staff and in the worse case scenario call the police. | | | | |Positively encourage the caring and nurturing side of children whilst openly and actively discourage bullying | | |Work for a caring, cooperative ethos (home corner, paired, group work etc. ) | |Anti-bullying |Discuss friendships – this should be covered through PSHE and citizenship scheme of work. However, children should receive regular reminders of this. | | |Ensure adequa te supervision in playgrounds. | |Value and encourage being different and having high self-esteem. | | | | | | | | |Helping to create a pattern of regular attendance is everybody’s responsibility, parents, pupils and all members of school staff, | |Attendance |To help us focus on this we will report to arents/carers annually on their child’s attendance with the annual school report, | | |Contact the parent/carer if their child’s attendance falls below the school’s target for attendance, | | |Celebrate good attendance by displaying individual and class achievements, | | |Reward good or improving attendance through class competitions, certificates and outings/events. | | |Every half-day absence from school has to be classified by the school (not the parents), as either AUTHORISED or UNAUTHORISED.This is why | | |information about the cause of any absence is always required, | | |Any periods of leave taken without the agreement of the school, or in excess of that agreed, will be classed as unauthorised and may attract sanctions| | |such as a Penalty Notice. | | |The minimum level of attendance for any child at Crooksbarn School is 90% attendance |

Post Traumatic Stress Disorder ( Ptsd ) - 1568 Words

Post-Traumatic Stress Disorder, a mental health condition brought upon by a traumatic event occurring either to oneself or a loved one, is a result of a change or damage to a person’s natural fight-or-flight response. When a trauma victim comes across a trigger, they have a neurological response that forces their body to react as if they were still experiencing their original traumatic event. In an attempt to help trauma victims cope with PTSD, trigger warnings are commonly put into place to warn them of any content in the media they are about to consume that may be triggering. Over time the meaning of the phrase â€Å"trigger warning† has shifted from the actual neurological response to having a painful memory or a reminder of a traumatic†¦show more content†¦It is impossible to predict what may trigger any painful memories for the student as memories can be triggered by anything that is feasibly detected by any of the five senses. This makes it difficult for professors to know when it would be appropriate to have a trigger warning for upcoming assignments. With trigger warning policies in place, forgetting to place or misplacing a trigger warning would leave professors open to complaints from both trauma victims and students who claim to be offended by content simply to get out of completing the coursework, creating an unnecessary hassle for both parties involved (7 Humanities Professors 2014). The unpredictability of what may cause a trigger response leaves no room for error on the professor’s part to decide when and where to place trigger warnings. Furthermore, there is no evidence that trigger warnings are helpful since there is no way of knowing when or what may trigger a traumatic response. Oftentimes trigger warnings may even be counterproductive to the healing process of an individual by denying them an opportunity to confront the issue head-on and share their experience with others. If they are unable to talk with someone, they will remain victims to the trauma until they can have a place to talk through their experience. Policies force students to avoid their own traumatic experiences and enable universities to avoid the fact that the issue