My Life as a Teenage Mother essays

My Life as a Teenage Mother essays Hi! My name is Karina Rosales I am 22 years old and I am a teen parent. I was 13 years old when I found out I was pregnant. At first I was in denial until a pregnancy test confirmed it. I could not believe what that pregnancy test said because I never planned to be pregnant or had even thought of. I always thought being young and pregnant couldnt happen to me; also I had little information about how to prevent pregnancy and even less about being a parent. When I told my mother that I was pregnant, she was in shock - she couldnt believe it. Eventually, she accepted what was happening and was there to support me. My father, however, didn't speak to me when he found out. I continued to go to school as an eighth grade student at Spring Woods Middle School. I was the only pregnant eighth grader and the other students stared at me and that made me feel sad. When I was about seven months pregnant I had to leave school because I became sick from my pregnancy, so I went to a school that I could attend only two days a week. Finally, I went into labor on Tuesday, January 29, 2003. I was in severe pain so I decided it was time to go to the hospital. At 9am, my mother picked me up from my boyfriends house and took me to the hospital. When I arrived at the hospital, the pain had gotten worse I was in so much pain that all I could do was cry. The nurses checked me in and found that I was 5cm dilated. An hour passed and I was ready to get an epidural to help ease the pain. Giving birth was one of the most difficult things I have ever done. My baby, Ruth Michelle Perez was born on January 30, 2003 at 1:03pm. Her dad was not at the birth because he was in school and he didnt see her until she was a week old. Time has passed and I've had two more babies. I was only 15 and I had three children. If you ask me why I had more children, my answer would be, 'I dont know'. Maybe it was because I lived through an...

Changing Your Address With the Canada Revenue Agency

Changing Your Address With the Canada Revenue Agency When you move, you should notify the Canada Revenue Agency  as soon as possible. Keeping your address up to date will make sure that you receive your income tax refund and benefit payments, including related provincial payments, such as GST/HST credit payments, universal child care benefit payments, Canada child tax benefit payments and working income tax benefit advance payments, without interruption. You cant change your address as youre using NETFILE to file your income taxes online. Personal information is not passed along with the online return. You must change your address before you submit your income tax return by NETFILE. There are several ways to inform the CRA of your change of address. Online Use the My Account Tax Service. By Phone Call the Individual Income Tax Enquiries telephone service at 1-800-959-8281. Complete an Address Change Request Form You can print and complete the address change request form and mail it to the appropriate tax center listed on the bottom of the form. You can fill it in online, then save it to file or print it, sign it and then send it to your tax center, following the CRA instructions. Write or Fax the CRA Send a letter or fax to your CRA tax center. Include your signature, social insurance number, old and new address and the date of your move. If you are including other people in your change of address request, such as your spouse or non-married partner, be sure to include information for each person and make sure each person also signs the letter to authorize the change.

Behavioural Studies Essay Example | Topics and Well Written Essays - 1000 words

Behavioural Studies - Essay Example The definition highlights that organisational stakeholders will have similar overall goals and objectives but there will be some key differences not only in the importance placed on each but also how the organisation achieves them. An organisation's stakeholders can include an almost endless list of employee's, suppliers, customers, shareholders etc that can be broken down and sorted into various groups with independent goals and objectives designed to meet their own view of effective organisational behaviour. An example of stakeholder conflict can be seen at The Countryside Agency, a government body with the aim of 'improving the quality of the Countryside for those who use it and the quality of life for people in rural communities'. Simply by dissecting the aim of the body it is possible to see that there are clearly conflicting interests at an organisational level because it is trying to satisfy two major external groups at the outset by balancing the needs of those who live in Th e Countryside with those who visit it. Internal stakeholders such as the finance department view their role as ensuring that any public money that has been spent was justifiable and recorded and stored accurately. This is often to the annoyance of the Policy work areas who feel stronger about improving the countryside than the bureaucratic process of justifying and recording public spending often seeing the financial procedures as a time consuming hindrance. This conflict means that each stakeholder will have a different view of whether the organisation is successful or not and will have different solutions to what they individually see as being the key obstacles to success. When looking at how the management of people can contribute to effective organisational behaviour, development and good health through leadership it is important to establish the differences between management and leadership. Some theorists hold the opinion that leadership is one area of the management role and in order to be a successful manager they must possess some leadership skills by default. The argument for differentiating between leaders and managers was started by Zaleznik (1977, 2004) in 'Manager and Leaders: Are they different' where he argued "the difference between managers and leaders lies in the conceptions they hold, deep in their psyches, of chaos and order". A more recent argument suggests that "a manager can be regarded as someone who by definition is assigned a position of leadership in an organisation" (Buchanan and Huczynski, 1985). This definition suggests that managers are in positions of leadership but may not necessarily be leaders. The definition therefore suggests that leadership is in some way an extension of the management function. In 'what leaders really do' Kotter (1990, 2001) argues that "Leadership is not necessarily better than management. Rather leadership and management are two distinctive and complementary systems of action. Each has its own function and characteristic activities". In the article Kotter identifies what he sees as the key functions of leadership and management. Management roles are concerned with "bringing a degree of order and consistency to key dimensions like the quality and profitability of products" (Kotter, 1990, 2001). Key aspects of the management

Scholarship, Practice, and Leadership Essay Example | Topics and Well Written Essays - 750 words

Scholarship, Practice, and Leadership - Essay Example Students need to be motivated to acquire knowledge through the use of scholarly material and develop appropriate skills of critical thinking to synthesize information to optimize learning experience. The role of education leaders therefore becomes hugely important for creating a facilitating environment of learning within and outside academia for students. Significance of Information literacy Turusheva (2009) has broadly defined information literacy as the ability of individual to locate information and critically evaluate it for using it efficiently to improve learning experience. Scholarly material is important for advancing knowledge and technology greatly helps to access myriad information at the shortest possible time. Google has become major platform for accessing information on internet, both by students and people at large. The teachers become key facilitators for imparting skills and promoting effective mechanisms of locating pertinent information in academia. Indeed, the le adership initiatives of educators have increasing become critical paradigm that shapes the mindset of young scholars and encourage them for information literacy that can exploit their ability to think critically. Indeed, it has been acknowledged as important educational goal that promotes critical thinking and effective decision making for solving problems based on informed choice (Li & Lester, 2009). Information literacy has therefore emerged as vital tool for developing skills and capabilities for mastering the academic content and applying the same in learning processes as well as in their lives. The purpose is to enhance scholarship through practice and inculcate skills for life long learning. Information literacy is intrinsic part of education that should be fostered from the early education so that later on, students are better equip to synthesize information from various sources for maximising their academic achievements (Badke, 2009). This is a very pertinent issue because u nless the habit of information literacy is inculcated within students from their early years, they would not be able to discern the importance of credible information and apply it successfully within their education or use it in their lives. Russell (2009) has also corroborated that many students lack information competencies when they go for higher education. The gap makes it difficult for them to maintain their grades. Thus, it needs to be part of curricula as it broadens perspective of education and offers students with more opportunities to differentiate the important issue from the irrelevant ones. Technology has considerably contributed to information literacy. The Google search engine is the most popular tool to locate academic and no-academic source of information. But internet needs to be used judiciously for optimizing learning. While it has made it easy for students to seek information, it has also reduced one’s power of concentration and reshaped intellectual capa bilities. Carr (2002) says that internet surfers have increasingly developed the habit of skimming the text. This adversely impacts their learning processes as lack of focus and concentration also leads to lack of in-depth knowledge about important issues. Scholars’ concern on the validity of the same is therefore genuine when they question the accuracy or credibility of the information and critical evaluation of the same (Badke, 2009;

1984 by George Orwell Essay Example for Free

1984 by George Orwell Essay Winston made up his mind, he would defiantly come back to this place after a suitable interval. He would take the risk of visiting the shop again. He would look around more, find other interesting things from the mysterious past. He was even considering of renting that nice little room above the shop. And he would definitely drag the rest of that song out of Mr. Charringtons memory. Almost cheerfully and while humming the rhyme to an improvised tune, he left the shop. After reading through the extract I must come to the conclusion that Winston must have had a nice, if not great experience visiting the shop. The objects in the shop and especially in the living room upstairs made Winston long to the mysterious past, the very thing he desperately wants to discover more about. The atmosphere in the extract reflects this in the mysterious way that it is written by George Orwell. The reader can actually share the impression of the cozy room with its sweet fire place and go through the same emotions as Winston, due to the detailed description by the author. In this passage we deal with something that is called a time-delay. The actions in this passage are described more detailed than in the passage that comes before it. There is also a lot of thinking and reflection involved. To make an end to this essay I would like to discuss one more thing. In this extract Mr.Charrington appears as a nice old grandfather kind of man that obviously has experienced a lot during his live and fortunately is somehow preserved from the bad influence Big Brothers regime. We get the impression that Mr. Charrington could know things about the past of great value to Winston. We want to read ahead and find out if our impressions will be realized. We also want to know how Winston will develop through this obtained knowledge, what his opinion will be on the present government when he finds out the truth about the past.

The Evils Of To Kill A Mockingbird :: essays research papers

Has evil always been around, or did man create it? One could trace evil all the way back to Adam and Eve; however, evil came to them, but it was not in them. When did evil become part of a person? No one knows, but evil has been around for a long time and unfortunately is discovered by everyone. In many great classics in literature evil is at the heart or the theme of the novel, including Harper Lee’s novel To Kill a Mockingbird. This classic book demonstrates the growing up of two children in the South and illustrates the theme of evil by showing how they discover, how they deal, and how they reconcile themselves to the evils they experience. First, the trial of Tom Robinson is an eye-opening experience for Jem and Scout; there they discover hatred, child abuse, and lying. Seeing pure hate is new and strange for Jem and Scout. They know that prejudice does exist, but listening to and watching Bob Ewell during the trial is astounding to them because Bob Ewell abhors all blacks, especially Tom Robinson. Bob’s daughter, Mayella, makes an advance on Tom, which is absolutely unspeakable and shameful at that time. In addition, Bob Ewell’s hate grows (especially for Atticus) because after the trial his reputation and respect is ruined, even though he does not have a high degree of integrity to begin with. Also, through the Jones 2 verdict of the trial, Jem and Scout see the hate in jurors for blacks, for it is obvious that Tom Robinson is innocent. Another new and disturbing element that Jem and Scout discover is child abuse. Having never been hit by Atticus, the children know nothing of physical, mental, emotional, or sexual abuse. However, Mayella Ewell knows too well of these abuses and is a victim of them from her own father. Bob Ewell shows he has no consideration for her by his actions or words, and this is clearly displayed during the trial when he is being asked on the stand, "Are you the father of Mayella Ewell?" (172) His crude reply is, "Well, if I ain’t I can’t do nothing about it now"(172). This shows he has no class or respect, while on the other hand, Jem and Scout are used to seeing the example of their tactful father. Also, during the trial it becomes lucid that Bob Ewell beat Mayella up and not Tom Robinson.

War Poetry Wilfred Owen

War Poetry I have studied two poems, ‘Dulce et decorum est' and ‘The Sentry' both by the poet Wilfred Owen. The first one I will study is ‘Dulce et Decorum est'. The first thing Owen does is to give us a vivid description of what is happening, he tells us that he and his men are marching away from the trenches, and the way Owen describes his men gives us a clear picture of what they have been through. â€Å"Bent double, like old beggars under sacks, knock-kneed, coughing like hags† They had been in the trenches, terrible places, with bullets and shells flying constantly overhead, explosions all around, the constant fear of death.These men were leaving the hell of the front, they were going to rest. But they still have a long way to go before they are safe, they are still within the range of artillery. Despite of this, they march on â€Å"towards their distant rest†, they are walking in deep mud, which covered most of the battlefield, and for this reaso n, there are some of the men have no boots on, but still they â€Å"limp on, blood shod†. They are described as being â€Å"drunk with fatigue†, they are exhausted, but still, they march on. Then suddenly, the call â€Å"Gas!Gas! Quick boys! â€Å", a gas shell had dropped nearby. Gas was the most brutal of weapons used in the war, it burned the skin, the eyes, and when breathed in, it burnt the lungs, which the body then filled with water, bringing on a slow agonising death for the unfortunate victim. The soldiers' reaction to this attack is described as â€Å"an ecstasy of fumbling†, which is a great way of describing what is happening, the men are trying desperately to get out their gas masks before they are engulfed by the cloud.

Living Like a Weasel

A mind-changing unexpected encounter Didn't we all had one or several moments in life that made you see yourself, the way you live in a whole new perspective? That special moment where it felt like lightning struck you and you changed your perspective of life? For some of you might have been the birth of your child or the moving to a different country? To Dillard it was the unexpected encounter with a weasel. Annie Dillard was born in 1945 and it seems like she always had a thirst for reading, writing and overall literature.She studied literature and creative writing and has wrote several books, novels and essays and even won the Pulitzer Price for â€Å"Pilgrim at the Creek†. Thus I think it was really interesting to read one of her shorter works â€Å"Living Like a Weasel†, a story in which Annie Dillard describes her magical unexpected encounter with a Weasel in six parts. Dillard starts out by directly pointing to the ‘weasel topic' by introducing it with a sh ort 4 word sentence â€Å"A weasel is wild†(Diyanni, p. 97).She goes on with a question to get the readers' attention and let them be part of her journey, â€Å"Who knows what he thinks† (Diyanni, p. 97). A detailed description of a weasel's hunting habit follows. It almost come across as a beast in a horror movie and the adjectives intensify the mental image, â€Å"he bites his prey by the neck, either splitting the jugular vein at the throat or crunching the brain at the base of the skull†(Diyanni, p. 97). She uses the two comparisons of a rattle snake and a sticky label to enhance the image of the weasel that will never let go once it sunk its teeth in something.The first part creates a negative image of a wild weasel. In the second part Dillard explains why she knows all the previous stated facts in the introduction because she recently saw a weasel. After she briefly mentions this fact she guides us in to her world away from civilization. â€Å"Hollis Pond , †¦ also called Murray's Pond†. Her description is again very detailed, such as including the number 6 two times, â€Å"With six inches of water and six thousand lily pads†.Six is considered to be the most harmonious number, with â€Å"a loving and caring nature† (www. numerology. com) and underlines the cozy impression the reader gets when she describes the peaceful, to Dillard even magical pond, â€Å"from the distant shore they look like miracles itself, complete with miracle's nonchalance† (Diyanni, p. 98). Even though suburbia is a common term Dillard almost makes it seem like Hollis Pond is an own little world named suburbia, â€Å"This, mind you, suburbia† (Diyanni, p. 98), placed in the middle of civilization.However when you are there you feel like you are in a completely different place, where nothing of the rest of the world is noticable. She even defines frontiers of her â€Å"suburbia†, â€Å"there is a 55 mph highway at o ne end of the pond, and a pair of nesting wood ducks at the other† (Diyanni, p. 100). Furthermore Dillard repeats the number five twice, â€Å"It is a five-minute walk†, â€Å"55mph highway†. The number five symbolizes dynamic and energy, it represents the life style of every day's life, that is mostly hectic and fast, people do not rest and take in the moment.Dillard bans this hectic environment from her world, in which she is the queen. It seems like she is above it and sits on a throne-like bench, which is supported by several adjectives such as â€Å"upholstered bench†, â€Å"upper†, â€Å"plush jetty raised†,†watching the lily pads at my feet† (Diyanni, p. 99). Then all of a sudden she has an unexpected encounter with the weasel. Her upper dominant position is mentioned once more, â€Å"I was looking down at the weasel, who was looking up at me† (Diyanni, p. 99).The third part of Dillard's essay begins with the descrip tion of the weasel. However it is not nearly as negative as it was in the beginning but rather positive, â€Å"thin as a curve, a muscled ribbon, brown as fruitwood, soft furred† (Diyanni, p. 99). Both, human and animal, exchange glances and hold eye-contact for several seconds. For Dillard it seems to be a magical moment as if the two have a mutual, unspoken understanding and goes on with emphasizing this for her extremely special meeting.The weasel is the one to break off the eye contact, but Dillard tries to gain it again. This is the first clear moment where the theme wildness and necessity versus consciousness and choice comes up. For the weasel it was nothing special, it only checked if the human would harm it in any way. However due to the human's consciousness Dillard interprets a whole new meaning into this encounter, for a minute she was mentally connected with an wild animal. She even asks herself what a weasel might think and thus puts it on the same level as huma n.Part four continues with the change that the unexpected meeting has caused in Dillard. It seems like her mind switched and experienced an eye-opener. Now Dillard is aware of the fact that she should live life to the fullest, just like the weasel does â€Å"I would like to live as I should† (Diyanni, p. 100), that she needs to change her previous life style, â€Å"I would like to live as I should† (Diyanni, p. 100). Part five begins with regrets that she has about her life, â€Å"I missed my chance†. The whole two paragraphs are marked with ways she could life.She uses various metaphors and comparisons as if she was a weasel but those stylistic device do not necessarily explain how she wants to change her life style, but rather establishes the question of the social interaction and living with each other â€Å"Could two live under the wild rose†¦?†¦ We could you know. † She answers all questions in the second paragraph that she asked herself as ked in the first, â€Å" A weasel doesn't ‘attack' anything; a weasel lives as he is meant to† (Diyanni, p. 101) The sixth and last part is about Dillard's conviction, that the weasel's life can be used as an example.That you should free yourself from all consciousness and live in necessity, to open up and enjoy life, to put your inside and your feelings to the outside and strip down to the bones, â€Å"let your musky flesh fall off in shreds† (Diyanni, p. 101). I enjoyed reading this essay and for myself gained a different perspective off of it. However I think Dillard saw something that was not there. She interpreted a new life perspective into her encounter with a weasel. It is a good example of that human beings are superior to all other animals.We have consciousness and try to connect events and make sense out of them. We constantly look for change and strive for better. To me Dillard took it a notch to far with the mind connecting, however it made me think, it convinced me that sometimes that you need to grab life by its throat and take it all in without thinking too much, seize the day and once in a while, live a little mindless. References: Annie Dillard: Living like a Weasel in: Diyanni, Robert:50 Great Essays. 4th. New York City: Penguin Academics, 2010. Print. http://www. anniedillard. com/ http://www. numerology. com/numerology-numbers/6

Words to Use Instead of Said

Words to Use Instead of Said Its common to use the verb say over and over again when writing dialogue. Not only is he said she said repetitive, but its also not very descriptive. To better describe the feelings behind the reported speech and other statements in narrative writing, its important to use vocal verbs and adverbs. Vocal verbs and adverbs help provide motivation behind statements, questions, and replies and convey important information to readers. Each vocal verb and vocal adverb has a short description of typical usage, as well as an example statement illustrating how to replace he said she said with something much more descriptive. Vocal Verbs Vocal verbs provide information on the tone of the statement. For example, the vocal verb moan indicates that something is said in a complaining fashion in a low voice. These vocal verbs are grouped by a general indication of the type of statement made. Speaking Suddenly blurtexclaimgaspsnap Examples: Alison blurted out the answer.Jack gasped in reaction to the scene.I snapped a quick response to his question. Providing Advice or an Opinion advisearguecautionnoteobservewarn Examples: Pete cautioned the children to be careful.The teacher observed that the exercise was difficult.The driver warned his passengers about the noise. Being Loud exclaimbellowcallcryscreamshoutyell Examples: She shouted out the answer.The boys screamed as they dived into the cold water.The mother cried out in disdain when her son was accused of the crime. Complaining The following four vocal verbs are often used to describe someone complaining:   groanmoanmumblemutter Examples: Jack mumbled his responses to the questions.He muttered so badly that they couldnt understand him.I moaned that I was hurt. Speaking with Authority or Command announceassertorder Examples: The teacher announced the exam at the end of the week.Jane asserted her rights as a voter.The police ordered the protesters away from the area. Vocal Adverbs Vocal verbs provide information on the manner in which the statement is made. Vocal adverbs are often used to provide additional information on the feeling that the speaker has when making a statement. For example, the vocal adverb joyfully indicates that something is said with great joy. For example, He joyfully exclaimed the news! indicates that the speaker is happy when making the statement. Compare this to He arrogantly exclaimed the news,  which conveys very different information about the speaker. Common Vocal Adverbs admiringly: indicates respect for someoneExample:Alice admiringly noticed his clothes. angrily: indicates angerExample:She angrily denounced his crimes. casually: without much importanceExample:She casually conceded her mistake. cautiously: in a careful mannerExample:She cautiously mentioned the extra homework. cheerfully:  indicates joy, happinessExample:Frank cheerfully agreed to do the job. decisively:  indicates a belief in the statement madeExample:Ken decisively replied to the question. defiantly: indicates a challenge to somethingExample:Peter defiantly taunted his classmates. formally: proper, through official channelsExample:Josh formally complained to the personnel department. harshly: indicates critical judgmentExample:The teacher harshly scolded the children. meekly: indicates quietness, shynessExample:Jennifer meekly mumbled her apology. offensively:  indicates rudenessExample:Alan offensively argued his point about schooling. sternly: indicates authorityExample:The teacher sternly stated that all reports were due on Friday. thankfully: indicates gratitudeExample:Jane thankfully accepted the job offer. wisely: indicates  experience or intelligenceExample:Angela wisely commented on the situation.

Learn the Spanish Abbreviations You Should Know

Learn the Spanish Abbreviations You Should Know Spanish has dozens of abbreviations, and theyre common in both formal and informal writing. Differences Between Abbreviations in English and Spanish Unlike in English, where most abbreviations are capitalized, many Spanish abbreviations are not. Generally, abbreviations that are capitalized are personal titles (such as Sr. and Dr., even though the words themselves are not capitalized when spelled out) and those derived from proper nouns. But there are exceptions. Note also that, as in English, some abbreviations are used with or without periods varying with the style of writer or publication. The points of the compass usually arent abbreviated in running text. List of Spanish Abbreviations Here are the most common Spanish abbreviations. This list is far from complete, as Spanish has hundreds of abbreviations. Among those not listed here are those that are common in only one country, including acronyms for government agencies such as JUJEM for Junta de Jefes del Estado Mayor, the Spanish Joint Chiefs of Staff. This list shows the Spanish abbreviation in boldface, the Spanish meaning and the corresponding English abbreviation or translation. A/A - a la atencià ³n - to the attentiona.C., a. de C., a.J.C., a. de J.C. - antes de Cristo, antes de Jesucristo - B.C. (before Christ), BCE (before Common Era)a. m. - antes del mediodà ­a - a.m. (before noon)apdo. - apartado postal - P.O. Boxaprox. - aproximadamente - approximatelyAv., Avda. - avenida - Ave. (avenue, in addresses)Bs. As. - Buenos Aires - Buenos Airescap.o - capà ­tulo - chapterc.c. - centà ­metros cà ºbicos - c.c. (cubic centimeters)Cà ­a - compaà ±Ãƒ ­a - Co. (company)cm - centà ­metros - cm. (centimeters)c/u - cada uno - apieceD. - don - SirDa. - doà ±a - Madamd.C., d. de C., d.J.C., d. de J.C. - despuà ©s de Cristo, despuà ©s de Jesucristo - A.D. (anno domini), CE (Common Era)dna. - docena - dozenDr., Dra. - doctor, doctora - Dr.E - este (punto cardinal) - E (east)EE. UU. - Estados Unidos - U.S.esq. - esquina - street corneretc. - etcà ©tera - etc.f.c., F.C. - ferrocarril - R.R. (railroad)FF. AA. - fuerzas armadas - armed forcesGob. - gobierno - Gov.Gral. - general - Gen. (military title)h. - hora - hour Ing. - ingeniero - engineerkg - kilogramos - kg (kilograms)km/h - kilà ³metros por hora - kilometers per hourl - litros - litersLic. - licenciado - attorneym - metros - metersmm - milà ­metros - millimetersm.n. - moneda nacional - sometimes used to distinguish the national currency from others, especially in areas used by foreign touristsms. - manuscrito - manuscriptN - norte - N (north)no., nà ºm. - nà ºmero - No. (number)O - oeste - W (west)OEA - Organizacià ³n de Estados Americanos - OAS (Organization of American States)ONU - Organizacià ³n de Naciones Unidas - UN (United Nations)OTAN - La Organizacià ³n del Tratado Atlntico Norte - NATO (North Atlantic Treaty Organization)pg. - pgina - pageP.D. - postdata - P.S.Pdte., Pdta. - presidente (masculine), presidenta (feminine) - presidentp.ej. - por ejemplo - e.g. (for example)p. m. - post meridien - p.m. (after noon)Prof, Profa. - profesor, profesora - Professorq.e.p.d. - que en paz de scanse - R.I.P. (rest in peace)S - sur - S (south)S.A. - Sociedad Anà ³nima - Inc. S.L. - Sociedad Limitada - Ltd.Sr. - seà ±or - Mr.Sra. - seà ±ora - Mrs., Ms.Srta. - seà ±orita - Miss, Ms.s.s.s. - su seguro servidor - your faithful servant (used as a closing in correspondence)tel. - telà ©fono - telephoneUd., Vd., Uds., Vds. - usted, ustedes - youv. - và ©ase - go seevol. - volumen - vol. (volume)W.C. - water closet - bathroom, toilet Abbreviations for Ordinal Numbers Just as in English we might use a spelling such as 5th for fifth, Spanish speakers often abbreviate ordinal  numbers using the numerals themselves. A big difference in Spanish is that the abbreviations vary with gender. For example, octavo (eighth) is written as 8o if its masculine and 8a if its feminine. Such forms arent common for numbers above 10. Note that in masculine forms a superscripted zero is used rather than a degree symbol.

Human Resources Within The Company Research Paper

Human Resources Within The Company - Research Paper Example The goals of PAC Resources Inc. have been met to a certain degree through the development and implementation of new training programs in the company. The severe employee unrest in PAC which occurred three years ago made it clear that the company needed to change its human resource policies and programs. The new training programs including in-house training activities have helped the employees of PAC to remain well informed about the human resource initiatives taken by the company and as a result driven the growth of motivation among the employees. The training programs of PAC Resources Inc. have been suitably established but a number of scopes for improvement can be identified in the existing training programs. Firstly, the company should facilitate better communication between the employees and the upper management to ensure that the training programs can be easily assimilated by the employee groups and actually bear results. Secondly, the aggressive training programs should be made more employees friendly so that the employees are encouraged to attend the training programs regularly. Knowledge management has been identified as a key area within the organizational capabilities of PAC Resources Inc. that needs extensive improvement. Therefore, the management of PAC has included a functional knowledge management system within the human resource management processes. This is aimed at improving the maintenance and transfer of knowledge within the company. The company has taken steps to improve communication among the employee groups as well as between the individual employees and the line managers and the upper management. An open door policy has been introduced within the company with the aim of facilitating better communication level within all levels of employees in PAC.