Prozac: Fluoxetine Essay -- Depression Psychology Medications Essays

Prozac: Fluoxetine Many people, both those who have experienced the illness and families and friends that have helped loved ones cope with it, are familiar with the far reaching effects of depression. Depression is one of the most common medical conditions in United States and around the world. At some point in their lives one in four, approx 18 million, Americans will experience some episode of depression. For people struggling with depression there is help available. Antidepressant medications and other treatments can often make an astonishing difference in depressive symptoms within a few weeks. With the right treatment eight out of ten people improve. Before the 20th century, most people experiencing depression went without diagnosis and treatment. Early, crude forms of sedatives were given to people with severe agitation, anxiety or psychotic depression. Like many other aspects of science there has been an evolutionary growth of the quality and range of availability of help for illnesses like this. The involvement and evolution of anti-depressant drugs is an important role in the fight against depression. In the 1950s the fist generation of anti depressants was discovered. It was not until the 1980s that a newer class of antidepressants revolutionized the treatment of depression. Selective serotonin reuptake inhibitors (SSRIs) were the first of these medications to be available in the United States. Fluoxetine (Prozac) was the first of its kind. (Kramlinger, 2001) Fluoxetine first appeared in scientific literature as Lilly 110410 (the hydrochloride form), a selective serotonin uptake inhibitor, in August 15, 1974 issue of, Life Sciences (Wong,... ...el A., (2001).Understanding Drug Interactions. Proffesional Psychology: Research and Practice, Vol.32, No.5, 543-547: American Physiological Association Inc. Sanchez, Connie, & Hyttel, John, (1999). Comparison of the Effects of Antidepressants and Their Metabolites on Reuptake of Biogenic Amines and on Receptor Bindings. Cellular and Molecular Neurobiology, Vol.19, No.4.Denmark: Plenum Publishing Co. Science Direct, (2003).Fluoxetine inhibits A-type Potassium Currents in Primary Cultured Rat Hippocampal Neurons. Department of Physiology, Medical Research Center, South Korea. http://www.sciencedirect.com/science?_ob=ArticleURL. Wong, David T., (1995).Prozac (Fluoxetine, Lilly 110140), The First Selective Serotonin Uptake Inhibitor and Antidepressant Drug. Life Sciences, Vol.57, No.5. Indianapolis, In: Elserver Science Ltd.

Mock-heroic features of Pope’s “The Rape of the Lock” Essay

Mock-epic, also known as mock-heroic poetry is a juxtaposition of trivial subject matter and grandeur epic style. From the fundamental point of view, mock-epic is nothing but the most popular neo-classical burlesque used as a double-edged satirical weapon. Batrachomyomachia, an anonymous parody, attributed to Homer, is most probably the earliest example of mock-epic genre. Alexander Pope was the central figure of Augustan Age, for his best mock-heroic poetry The Rape of the Lock, written based on a contemporary scandal. It deals with the journey from an insignificant event of cutting hair lock of a belle, to a Trojan war. Pope’s The Rape of the Lock, published in 1712(revised version in 1714 with five cantos), is like a literary heterogeneous architecture that offers a multi-dimensional flow of phenomena. This poem nurtures the every sphere of emotions. The poem is just to bring out a serious enmity between two Catholic land lord families-the Petres and the Fermors derived from a ‘dire’ offense by the young lord Petre. He takes revenge by cutting the lock of hair of Arabella Fermor, a lady from Fermor family, as his amourous proposal was strongly shunted aside by the lady. The entire poem is decorated with super-natural characters like sylphs, gnomes and their magical activities. From the beginning, Pope created a sarcastic atmosphere with the luxurious, idle lifestyles of lord families. At last but not the least, this mock-heroic poetry, written in iambic pentameter, also leaves a great literary value with its enriched rhetoric and prosodic features. The features of a mock-epic would be almost same as the epic but it should be clearly distinguished by its dissimilarity between subject and style. The features of The Rape of the Lock as a mock-epic, are depicted below: The Title: A mock-heroic poetry must be beautified with a grand title. Rape is a serious moral violation which means the seizure of a lady against his consent. In this case, Pope brought such very word to describe the possession of Belinda’s hair-lock by Baron, just to produce a mock-heroic  sensation. Variation of Style and Subject: Mock-epic is a good example of ‘high-burlesque’. This means, the rhyme-scheme of a mock-epic would be grand but the subject would be ridiculous. In this poem, Pope’s subject matter is insignificant but the style is very high like an epic saga. The rape of the lock is not so rich in content to fit with the epic-rhythm. Structural Form: Like an epic, this poem is also divided in several Cantos and episodes that filters The Rape of the Lock as a mock-heroic epic. Pope also began this poem with an invocation in first stanza, that fits the style appropriately. Supernatural Activities: Being an epic, The Rape of the Lock is presented with supernatural activities. As an epic feature, an explicit difference between heaven and hell is shown in this poem. Belinda plays the role of a divine ore from the celestial chastity of sylphs. In other hand, Baron is the spokesman of gnomes like Milton’s ‘Satan’. Pope’s The Rape of the Lock, a tribute to friend Caryll, is a superlative piece of mock-epic that delivers charms at first glance with its inherent intellectual tricks at its fullest, as Pope describes in his own way-â€Å"Charms strike the sight, But merit wins the soul† (in â€Å"The Rape of the Lock†). BIBLIOGRAPHY Main text: Page-56, â€Å"An Anthology: Poems, Plays and Prose† by Board Of Editors. The University Of Burdwan, Burdwan, June2013 Albert Edward. History of English Literature. City: New Delhi, Oxford University Press, 2014 www.britannica.com. The Rape of the Lock. 24 November 2014 www.writework.com. Discuss Alexander Pope’s ‘The Rape Of The Lock’ as a ‘Mock Heroic Poem’ By Kellee. April 2005 http://education-portal.com/academy/lesson/mock-heroic-poetry-definition-examples-style.html#lesson www.en.wikipedia.org. Mock-Heroic www.goodreads.com www.scribd.com. Pope Rape of the Lock-Mock Heroic Features www.crossref-it.info. Mock Heroic http://www.sparknotes.com. THE RAPE OF THE LOCK

Leadership Is “Having an Irrational Sense of Hope”

NANYANG BUSINESS SCHOOL MBA 2012-2013 TRIMESTER 1 B6018 LEADERSHIP AND ORGANIZATIONAL BEHAVIOR Course Coordinator/Instructor: Assoc. Prof Lim Beng Chong Office: S3-B2B-63 / E-mail : [email  protected] edu. sg Class Schedule: Wed evenings 6:15pm – 9:30 pm (or Saturday mornings 9:00 am -12:00 noon for extra/postponed sessions) Class Venue: NTU @ one-north SR 502 COURSE DESCRIPTION A leader is a man (woman) who has the ability to get people to do what they don’t want to do, and like it – Harry S. Truman (1954) Few organization and management issues have attracted as much interest and research work as leadership.From politics to the business world to military institutions, people are always searching for that someone, whom they called LEADER, to lead and inspire the people to achieve success or to bring about change. So what is leadership? There are many definitions of leadership in organizations. Almost every author of books has one. Bass (1990), after reviewing t he literature, suggests that there are at least 12 different approaches to the definition. What is your definition of leadership? What type of leader are you?How can you be a better leader to your work team or organization? I hope you will begin to think about these questions as you embark on your leadership journey with me in this course. Essentially, effective leaders are those who can mobilize others to get extraordinary or exceptional things done in their work teams or organizations. In today’s organizations, managers are not only responsible for the planning, organizing and controlling functions in their work teams or organizations; they have to accomplish these goals by leading their people.Hence, their success as managers is dependent on their ability to motivate and inspire others. In other words, being leaders of their people. From this perspective, success and failure as managers rest squarely on the ability of the managers to understand and manage people at work. T herefore, critical to leadership success is a good knowledge of managing people in organizations or a good grounding in the fundamentals of work behaviour in organizations.Given the above, this course will bring together the leadership literature and the insights on human nature at work from Organization Behaviour. The learning objectives are: †¢ Increase participants’ understanding of people at work as well as of organizations as complex systems by examining organizational behaviour at 3 levels: the individual (self and others), the work team and the larger organizational context. †¢ Increase participants’ understanding of leadership processes and how these are intertwined with an understanding of organizational behaviour. Develop participants’ repertoire of leadership capabilities through greater self-awareness a deeper understanding of the impact of their actions on others – and building leadership habits to better equip them to lead and take effective actions in today’s organizations. Leadership Develops Daily, not in a Day – John Maxwell 1 COURSE OUTLINE â€Å"The Law of Intentionality – Growth doesn’t just happen† Life is now in session. Are you present? – Maxwell (2012) The appendix provides a summary of the topics that would be covered for each session.The approach to all sessions will be grounded on participation-centered learning and the course design includes a range of participation-centered activities such as case studies, group exercises and assignments, peer conversations, debates, self-reflection activities and talks by invited guest speakers. [See attached Course Outline table] READINGS & PRE-CLASS PREPARATION The study of leadership and work behaviour, given its multidisciplinary nature, entails a fair amount of reading in preparation for the classes.Pre-class readings are essential and participants are expected to prepare the case studies or exercises prior to di scussion in class. Two books have been prescribed and each covers different topics and levels of analysis. The relevant chapters for reading from each textbook and additional readings will be given in the detailed course outline. RECOMMENDED TEXTBOOKS IVANCEVICH, J. M. , KONOPASKE, R. and MATTESON, M. T. (2011). Organizational Behavior and Management 9th edition. McGraw – Hill Internation. New York. ULRICH, D. (2010). Leadership in Asia. McGraw-Hill –OPTIONAL REFERENCES – JOHN MAXWELL (2007). The 21 irrefutable laws of leadership. Thomas Nelson – DANIEL LEVI (2007). Group Dynamics for Teams. 2nd edition. Sage Publication – ROB GOFFEE and GARETH JONES (2006). Why should anyone be led by you? Harvard Business Press PARTICIPATION & ASSESSMENT Class Participation/Sharing. The course is designed to provide ample opportunities for participants to contribute to the class learning by participating actively in the various class activities and by offering pr oactively their own experiences and insights for the benefits of other participants.This will constitute an important component of participants’ continuous assessment (10% of the total marks). â€Å"The law of Contribution – growing yourself enables you to grow others† – Maxwell (2012). Class Quizzes. Weekly seminars may commence with a short quiz to assess participants’ basic understanding of the concepts and key terms in the prescribed readings for that week. The purpose is to help participants develop a habit of continuous learning- a critical leadership habit.Hopefully, by the end of the course, participants will have built up a repository of knowledge on leadership and organizational behavior. Again, this will constitute another component of the participants’ Leadership Develops Daily, not in a Day – John Maxwell 2 continuous assessment (10% of the total marks). â€Å"the law of Consistency: motivation gets you going – Di scipline keeps you growing. † Self Case Study (real life leadership/OB challenge). John McDonnell once said, â€Å"Every problem introduces a person to himself†.As a leader/manager, you are likely to encounter different types of work situations – both positive and negative. As leaders, we can make the mistake but not lose the lesson. Hence there is much to be learned from one’s experiences especially from less positive ones. The objective of this individual assignment is to provide an opportunity for participants to learn from their experience at work or working with others by overlaying the concepts and theories covered during the course on the real life challenges. (10% of the total marks). The law of Pain: good management of bad experiences leads to great growth. † Reflection PaperLeadership Journaling. As we embark on this learning journey together, I strongly encourage course participants keep a journal to note their reflections and thoughts thr oughout the course. These reflections and thoughts on leadership and organizational behaviour can form the basis for the reflection paper (less than 1000 words) to be submitted at the end of the course (10% of the total marks). â€Å"The law of Reflection: learning to pause allows growth to catch up with you. Up to 4 x Mini-Group Assignments. Working in teams is part and parcel of organizational life. As leaders, we are expected to lead a team of diverse individuals to achieve a common goal. Many times, we are also members of other teams. Hence being able to lead and willing to be led is an integral part of being a manager. These mini-team assignments are designed to allow participants to work together to achieve a common goal. Hopefully, they can apply the science of leadership and OB in the process and hone their leadership skills (20% of the total marks). The law of influence: the true measure of leadership is influence – nothing more, nothing less. † Final Examinat ion. The examination will be an open-book exam of two and a half hours. Summary of Course Assessment and Requirements: B6018 Max pts Class Participation / Sharing 100 Class Quizzes 100 Self Case Study (real life leadership/OB challenge) 100 Reflection paper/leadership journaling 100 Up to 4 x Mini-Group Assignments 100 Final examination (open-book) 100 Total 600 ? subject to changes by the instructor during the course % Final score 10 10 10 10 20 40 100Leadership Develops Daily, not in a Day – John Maxwell 3 ASSESSMENT PLAN Learning Goal Course Learning Objectives Assessment Method -class Quizzes -Self Case Study -Reflection Paper – min-group assignments -Open-book examination -Self Case Study -Reflection Paper – mini-group assignments -Open-book examination -Peer assessments of the skills demonstrated during Mini-group assignments Acquiring & Applying Knowledge To gain an understanding of various concepts of leadership and organisational behaviour, such that st udents can use the â€Å"most useful† concepts for their professional lives.Assessment Rubrics* Written Assignment Rubric Critical/Creative Thinking To show critical/creative thinking in the evaluation of written ideas and case examples about leadership/OB. Written Assignment Rubric Teamwork and interpersonal skills To improve students’ skills for working with others. Peer Assessment Rubric Leadership Develops Daily, not in a Day – John Maxwell 4 Written Assignment Rubric Criteria Acquiring knowledge and Critical Thinking Description This refers to the breadth and depth of understanding and analysis of the subject/content.Quality of answer assessed by well-considered and supported assertions, arguments, explanations, logic and inferences drawn from accurate interpretation and appropriate use/citation of literature. Range Poor Answer and/or literature cited do not address the question well. Answer is descriptive rather than analytical. Arguments are implicit rath er than explicit. Logic and inferences are not clear. Average Answer and/or literature cited generally address the question. There is analysis and arguments but they are weak and broad. Arguments and logic are piece-meal and not integrated.Some issues are discussed adequately and others, less adequately. Minimum description of appropriate application of knowledge, experience and insights. Good Answer addresses the question directly. Literature is appropriately cited to support assertions and arguments. Writing is generally logical and integrated. Nonetheless, answer falls short of the highest standard in some ways, e. g. possible lines of assertion or argument may be missed or neglected. Well argued application of knowledge with clear and logical linkage to personal experience. Relevant insights and new ideas that have considered the practical constraints.Nonetheless, answer falls short of the highest standard in some ways, e. g. , lapses in one or more arguments, inadequate descrip tion. Excellent Answer addresses the question directly with breadth and depth. Literature is appropriately cited to support assertions and arguments. Writing is relevant, logical, and well integrated. Mark Awarded Application of knowledge and Creative thinking This refers to the appropriate application of knowledge and linkages to personal insights and experience. Creative insights and ideas are welcome when they are relevant and anchored to realistic/practical challenges. Inappropriate application of knowledge.Inadequate description of experience and insights. Little or no insights. Irrelevant or impractical ideas. Very well argued application of knowledge and boundaries, with clear and logical linkage to personal experience. Relevant insights and new ideas that have considered the practical constraints. Leadership Develops Daily, not in a Day – John Maxwell 5 Quality of Writing – clarity of expression Quality of Writing – Organization and Formatting This refer s to how effectively arguments, ideas and thoughts put forth in the essay are communicated and comprises word usage, sentence usage, paragraphing and fluency of expression.This refers to the overall organization, integration and flow of the essay. Format following the submission guidelines and proper use of footnotes/endnotes; references and bibliography. Has difficulties expressing ideas. Expresses ideas fairly clearly and coherently. Expresses ideas fluently and eloquently. Expresses ideas very fluently and eloquently. Has some limitations organising the ideas and following submission guidelines. Satisfactorily organized. Integration and flow can be better. Some lapses in following submission guidelines. Well organized, integrated and flowing.Format follows guidelines almost completely. Very well organized, integrated and flowing. Format follows guidelines completely. Leadership Develops Daily, not in a Day – John Maxwell 6 Teamwork & Interpersonal Skills Rubric (For Peer R ating) Learning Objective: The ability to work effectively with others in a group setting. Your ratings will not be revealed to your team members. Group Name: _______________________________________________ Name of Rater: ______________________________________________ Fill in your members’ names below and Rate on a scale of â€Å"1† to â€Å"6† for each trait Name1 Name2 Name3 Name4Traits Roles and Responsibility Behaves professionally by upholding responsibility and assuming accountability for self and others in progressing towards the team’s goal. Communication Identifies appropriate mechanisms to coordinate and correspond with team members. Performance Scant Unclear about his/her own role; refuses to take a role in the group; insists to work individually and has limited coordination or communication with others. Evaluation: Scant 1 2 3 4 5 Scant Modes of communication are not appropriate, causing confusion and miscommunication among team members.Evalua tion: Scant 1 2 3 4 Scant Does not recognize conflicts or is unwilling to resolve conflicts. Evaluation: Scant 1 Substantially Developed Always fulfills responsibilities; performs his/her role within the group with enthusiasm and demonstrates willingness to work collaboratively. Name5 6 Substantially Developed Substantially Developed Modes of communication are appropriate, and maintains timely communication and correspondence with team members. 5 6 Substantially Developed Substantially Developed Consistently resolves conflicts through facilitating open discussion and compromise.Conflict Resolution Resolves conflicts using a variety of approaches. Contributions Contributes positive input for the team; effectively utilizes one’s knowledge and expertise. 2 3 4 5 6 Substantially Developed Substantially Developed Actively attends and participates in all activities and provides meaningful contribution in articulating ideas and opinions. Scant Largely disinterested in working in a g roup and refuses to participate; observes passively or is unwilling to share information with other team members. Evaluation: Scant 1 2 3 4 Scant Rarely listens to others and does not acknowledge the opinions that differ from his/her own. 6 Substantially Developed Substantially Developed Engages in respectful relationships with all other members in the team. Embraces and accepts diverse points of view without prejudice. Relationship Maintains cooperative interaction with other team members regardless of individual /cultural differences and respects diverse perspectives. Evaluation: Scant 1 2 3 4 5 6 Substantially Developed Leadership Develops Daily, not in a Day – John Maxwell 7 Self Case Study The law of Pain: Good management of bad experiences leads to great growth. † – Maxwell (2012)The objective of this individual assignment is to provide an opportunity for participants to learn from their experience at work or working with others by overlaying the concepts a nd theories covered during the course on the real life challenges. There are two parts to this individual assignment. a. Part 1. To be handed in on Week 3 of the course. The participants will describe some of the challenges/issues/problems about people’s behaviors they encountered at work or when working with people. As a guide, try to limit to not more than 3 challenges. Part 1 should not be more than 1500 words.Try to identify for yourself what you want to learn from this course which will be useful in helping you understand and deal with people you work with in an effective manner. While the list of questions below may not exhaustive, I hope it will help you identify some of the potential issues/problems/challenges you may want to consider: o Think about a conflict which has arisen with one of your co-workers o Do you or your company have any major problems in motivating your or its work force? o How effective is your work group? o Describe your relationship with your boss – do you find it satisfying/dissatisfying? Are there problems in the way in which people use power and influence in your company? o How is change brought about in your company? b. Part 2. The complete assignment is to be handed in during Week 10. In total, this should be no more than 4000 words. The assignment should have the following sections a. Part 1 i. Title of the case ii. Description of the case (from week 3) iii. Why it happened the way it did? iv. What was done about it? b. Part 2 i. Your own analysis of the situation ii. What theories, concepts and frameworks covered in LOB course that may be useful here? iii.Based on your analysis and the theories, concepts and frameworks highlighted, how should the case be resolved? iv. What is your biggest takeaway from this case as a leader? Leadership Develops Daily, not in a Day – John Maxwell 8 OTHER ADMINISTRATIVE MATTERS Late Submission of Assignments Penalties will be imposed for late submissions that are not suppo rted with valid reasons. A penalty of 10 marks will be imposed for each day that the assignment is submitted late. For example, a mark of 65% would become 55% if the assignment is submitted a day late and 45% if it is two days late.In order to ensure equity, students are reminded to stay within the word limit set for each assignment. Academic Integrity Truth, Trust and Justice are at the core of NTU’s shared values. Good academic work includes to a very large extent, honesty and ethical behaviour. The quality of your work as a student is therefore subjected to adhering to principles of academic integrity and to the NTU Honor Code, a set of values shared by everyone in NTU. The content of assignments submitted for grading purposes must be that of your own.You should therefore be diligent in identifying and acknowledging the sources of information used in completing your work (full details must be provided in your reference section). If you feel that the use of the exact wordin gs from a reference source is the best way to present the ideas, then you must use quotation marks and acknowledge the source. If you choose to summarise the words from a reference, the source must also be acknowledged, as this is not an original piece of work from you. Submitted work must be your own effort and must not duplicate (in whole or in part) the work of others (including other students).As a student, the responsibility falls on you to be familiar with and to apply the principles of academic integrity in all the work you do at NTU. Hence you will need to proactively familiarise yourself with the strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud, collusion, cheating, etc. Detailed information can be obtained via the academic integrity website at http://academicintegrity. ntu. edu. sg. Pleading ignorance or claiming that one is unaware of the requirements for maintaining academic integrity does not excuse academic dishonesty.As member s of the NTU family, this is a responsibility that students and faculty staff alike must uphold at all times. Use of edveNTUre (Blackboard) The edveNTUre system (Blackboard) will be used to facilitate the posting of assignments, course materials and announcements, as well as for interacting with your coursemates and myself. Do ensure that your personal particulars especially your hand-phone number (if you have one) is updated in edveNTUre. This will allow you to receive urgent messages e. g. change in timing for lessons, via SMS from me. Leadership Develops Daily, not in a Day – John Maxwell 9 Overview of Class Schedule Date Mar 13 Mar 20 Mar 27 Mar 3 April 10 April 17 April 24 April 2 May 8 May 15 May 22 May Topic Overview of Organizational Behaviour and Leadership Process Know Yourself: You as a leader (I) Know Yourself: You as a leader (II) Understanding Others: Your Followers (I) Understanding Others: Your Followers (II) Dialogue with A Group Executive Chairman Overview o f Team Effectiveness Leadership in Teams Overview of Organizational Effectiveness Leadership in Organizations Conversation with a Leadership Coach Conclusion: Leadership in An Age of Uncertainty Leadership Develops Daily, not in a Day – John Maxwell 10

Essay Sample on the Nature of Translation

Essay Sample on the Nature of Translation Many people think that any educated person who knows more than one language can translate and interpret. It is far from the truth. Only translators with good background knowledge, subject knowledge, social and cultural competence and, of course, advanced language skills will be always needed. Translation is a process of conveying information with the help of linguistic and cultural knowledge. The fact that we are able to produce equivalent in English for every word does not mean that we can give an adequate translation of the text. Translation implies that we have capacity to enter into the mind, the world, and the culture of the speakers or writers and we can express their thought in a manner that is not only parallel to the original, but also acceptable to the target language. (A. Duff). While translating we need to be faithful to the original and try to fit into the context in the target language. It is not right to focus on the surface meaning only. Words, sounds and grammar are important, but the attention should also be paid to the ideas and concepts, so called deep meaning. Trying to translate as well as possible, transformation shouldnt be forgotten. The structure of the sentence is different in different languages, so the goal is to find the equivalent surface structure in two languages which correspond to the common deep meaning. Translation involves changing the form of the message from one language to the appropriate form in the second language without changing the deeper meaning (M.Larson). Word for word translation is a result of a wish to be very close to the meaning in the source language, but it is no good. This kind of translation will definitely ruin the real deep meaning and even the surface structure in the target language. Adequate translation means a conceptual identity in both, the source and target languages. Culture in translation plays the biggest and the most important role. It can help in communication and translation, but the lack of knowledge of it can be a great barrier. Wierzbicka argues that we are different people not only because we speak different languages, but we think differently, feel differently and relate to other people differently (A. Wierzbicka). The choices of how to translate should be made very carefully, it requires theoretical knowledge and an understanding of how choices in texts reflect other relationships between senders and receivers of the information. To be a good translator it is one of the most challenging tasks, as it requires switching safely between two universes of discourse. If you need a custom essay, research paper, thesis, term paper, dissertation on Education or other discipline feel free to contact our professional custom writing service.

RICCI Surname Meaning and Family History

RICCI Surname Meaning and Family History Derived from the Italian adjective ricco, meaning curly, the Ricci surname  and its variations are a nickname for someone with curly hair. A patronymic or plural form of Riccio. Surname Origin:  Italian Alternate Surname Spellings:  RICCIO, RIZZI, RIZZO, RIZZA, RISSO, RICCELLI, RICCIARELLI, RICCETTI, RICCINI, RICCIOLI, RICCIOLINO, RICCIULLI, RICCIOTTI, RICCIONI, RICCIUTO, RICCERI, RICCITIELLO, RIZZELLO, RIZZIELLO RIZZETTI, RIZZETTO, RIZZINI, RIZZOLI, RIZZOLA, RIZZOTTI, RIZZONI, RIZZONE, RIZZARI, RIZZATO, RIZZIERI, RIZZUTI, RISSOLO   Famous People with the Surname RICCI Christina Ricci - American actressRuggiero Ricci - American violinist Genealogy Resources for the Surname RICCI Meanings of Common Italian SurnamesUncover the meaning of your Italian last name with this free guide to Italian surname meanings and origins for the most common Italian surnames. Ricci  Family Crest - Its Not What You ThinkContrary to what you may hear, there is no such thing as a Ricci  family crest or coat of arms for the Ricci surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male line descendants of the person to whom the coat of arms was originally granted. RICCI  Family Genealogy ForumThis free message board is focused on descendants of Ricci  ancestors around the world. Search the archives for messages related to your Ricci ancestors, or join the group and post your own query. FamilySearch - RICCI  GenealogyExplore over 680,000  results from digitized  historical records and lineage-linked family trees related to the Ricci  surname and variations on this free website hosted by the Church of Jesus Christ of Latter-day Saints. RICCI  Surname Mailing ListThis free mailing list for researchers of the Ricci  surname and its variations offers subscription details and a searchable archives of past messages. DistantCousin.com - RICCI  Genealogy Family HistoryExplore free databases and genealogy links for the last name Ricci. GeneaNet - Ricci RecordsGeneaNet includes archival records, family trees, and other resources for individuals with the Ricci  surname, with a concentration on records and families from France and other European countries. The Ricci  Genealogy and Family Tree PageBrowse genealogy records and links to genealogical and historical records for individuals with the Ricci  surname from the website of Genealogy Today.- References: Surname Meanings Origins Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967. Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998. Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003. Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989. Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003. Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997. Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997. Back to  Glossary of Surname Meanings Origins

Unit 6 Proposal Designs Blog Research Paper Example | Topics and Well Written Essays - 250 words

Unit 6 Proposal Designs Blog - Research Paper Example The main aim of the program is addressing unfit behaviors in the community and emphasizing on the important of fitness as well as helping in the reduction of obesity and other health related issues associated with sedimentary lifestyles (Karsh & Fox, 2009). Information should be included in a grand proposal that makes it more appealing and convincing to the funders. This includes provision of a good statement need. It provides a rationale and a background for the proposal. It should establish the importance and needs for the project. Objectives and goals of the grand proposal need to be included. The objectives should be measurable, attainable, specific, and time bound. The methodology and ways to implement the project should be convincing and possible. The methodology gives an insight of how the problems addressed are solved. The evaluating tools should be well outlined and analyzed. Funding agencies want their grants to produce a maximum impact. Thus, the proposal should disseminate methods of maximum utilization of funds with accountability (Kaplan,

Investment management Case Study Example | Topics and Well Written Essays - 2000 words

Investment management - Case Study Example Institute of Financial Services (IFS): Regulatory body for accreditation of fund managers Chartered Institute for Bankers (CIB) Financial Services Skills Council (FSSC): accredits competence of brokers, sales staff, and managers of financial services firms U.K.-based NGOs and lobby groups, such as Friends of the Earth, WWF, etc. Descendants of customers and shareholders Activist shareholder groups Local media Competitors (Schroders plc) Stock Exchanges: New York and Toronto International Financial Reporting Standards (IFRS): EU-wide accounting standards International NGOs European Union (Brussels) and its Directorate in Finance Other national governments of countries where customers and shareholders live International media People and Communities affected by natural disasters Competitors (FMR, Merrill Lynch) The focus on these two stakeholders is evident from the opening statement of its CEO in the latest Interim Report (AVZ, 2006a, p.1): "AMVESCAP continues to make good progress in our efforts to become a premier global investment management organization for our clients and shareholders." This can be classified as its mission, whilst its vision is captured by the words that appear below its corporate logo: "Helping people worldwide build their financial security". Still under this first group but next to the two most important stakeholders are the employees whose classifications are clear-cut as to behavioural standards established by the company. The "External-National" stakeholders include those who do business with the company, such as suppliers and sub-contractors, public and private institutions that perform specific regulatory functions over AVZ, and all other groups that may have a direct or indirect influence over how...This means that we can divide AVZ stakeholders (Freeman, 1984) into three groups: "Internal", "External-National", and "External-International". The "Internal" stakeholders are those who work for or are employed by the company, from the lowest (say, a temp secretary) to the highest (Chairman and CEO). Included are the shareholders, or owners of shares of AVZ in the London, New York, and Toronto stock exchanges, and AVZ's customers. The focus on these two stakeholders is evident from the opening statement of its CEO in the latest Interim Report (AVZ, 2006a, p.1): "AMVESCAP continues to make good progress in our efforts to become a premier global investment management organization for our clients and shareholders." This can be classified as its mission, whilst its vision is captured by the words that appear below its corporate logo: "Helping people worldwide build their financial security". The "External-National" stakeholders include those who do business with the company, such as suppliers and sub-contractors, public and private institutions that perform specific regulatory functions over AVZ, and all other groups that may have a direct or indirect influence over how the company is run and managed (Williamson, 1996).