Google Is Changing Everything

Google Is Changing Everything 1. Use Google to conduct a search. What advertisements appear next to the search results? Answer: Advertisements related to the search keyword. 2. What is Google trying to do with spreadsheets? Answer: Google try to provide spreadsheets to compete Microsoft products as well as to be able to provide online spreadsheets where people could share and collaborate instantly to the spreadsheets and store the file online instead in local computer 3. What is an enterprise search? Answer: Enterprise search is the practice of making content from multiple enterprise-type sources, such as databases and intranets, to be indexed, searched and displayed to authorized users 4. Identify potential revenue models in Google’s activities described here and on Google’s Web site. Answer: Google potential revenue model is through advertisement. Therefore we can said that Google Revenue = Time Spend On Web. The more time people spent on the web means more exposure to Google ads. For the advertisement, the advertisers pays Google for every person clicks on the ad which lead to the advertiser’s website. . How do Google’s services benefit a company such as Kaiser? Answer: From the case study, we can see that Kaiser developed clinical knowledge portal for their 50,000 doctors, nurses and other caregiver, which main purpose is to allow right information be able to be accessed quickly and easily. Therefore with the combination of knowledge which stored in the po rtal and the advancement of Google Search Appliance, Google able to provide them with reliable indexing and also strong search capability. Furthermore by using Google’s spell checking, problem with doctor handwriting and pharmaceutical products name can be easily overcome. 6. Why is Google considered a Web 2. 0 company? How is it related to social networking? Answer: According to Wikipedia, Web 2. 0 is associated with web applications that facilitate participatory information sharing, interoperability and collaboration on the World Wide Web. Based on the characteristic of web 2. 0, Google can be considered as Web 2. Company because it can be accessed from anywhere, have strong data which supporting their company, periodically updated, and have good user interface. Google can be considered to web 2. 0 company not only related to their social networking product, but also to their other product such as Gmail, Google Maps, etc. Through Orkut, which already being replaced with Google Plus, which is Google social networking product. From Google Plus user will be able to interact with others and create network with othe rs 7. Enter google. om and identify all wireless activities. Answer: Google try to move all the desktop application to web based application. In the google. com site, the wireless activities that can be found are search maps, Google Plus, Google Mail, You Tube, Google Groups, Google Document, etc. 8. Google derives most of its income from advertisement. Yet, it provides many other services for free. Speculate on the reasons. Answer: It is believed that anything that related to digital networks quickly feels the effect of falling cost. According to basic economic theory, in a competitive market, price falls to marginal cost. And this also applies to Internet, however in this sector every day marginal cost of digital information comes closet to nothing. And in my opinion why Google provides their service free is in order to build their reputation. I believed that once people already gained trusted, feel comfortable and feel that this service provide lots of benefit, they will not be oppose if they need to pay for this service eventually. For example in Google web advertisement, it all started with their good reputation in searching keyword based on their PageRank technology, which lead to attention, which mean increase in traffic, and as a return, money come to Google through advertisement. 9. Identify Google’s activities related to e-commerce. Answer: Related to e-commerce, Google facilitates advertising through Google AdSense. In addition to that, Google also facilitate online selling and buying by introducing Google Product Search.

Corruption: Essay and Students

GEORGIA | 45 Youth Against Corruption: An National Essay Contest (Georgia) Summary The project Youth Versus Corruption consisted of a series of discussions culminating in a school essay contest for 14-15 year olds. Students were encouraged to develop and express their attitudes towards corruption and lawfulness, whilst raising their awareness on the issue through discussions with guest speakers and by writing creative essays. This empowering project captivated the interest of students by providing an opportunity for their opinions to be heard at national level, and by inviting famous people to attend discussions at schools.The project was carried out by Transparency International Georgia between September 2003 and February 2004 in 19 schools in six regions of Georgia1. TI-Georgia worked closely with the Georgian Ministry of Education’s Culture of Lawfulness Project. 2 Background â€Å"During this period of injustice in the country ordinary citizens were hurt most. They longed for money to buy bread, and this is the reason why people started mass protests against the government. The government was unable to use force against its people.High officials had committed so many crimes that they could no longer redeem themselves. Each one of them was involved in corruption and everyone was aware of this fact. After the change of government all the corrupt people became very scared, some of them fled the country, others were arrested†¦ â€Å" Zaza Datukshvili (15) Recent research leaves little doubt that the difficult economic and political situation in Georgia can be attributed largely to high levels of corruption. The attitude of citizens to corruption has also been problematic.Although the negative impact of corruption on a larger scale is widely accepted, its effect on everyday life often remains obscured. Where it is recognised, people are generally pessimistic about the prospects of fighting corruption successfully. Consequently, there is an urgent n eed for awareness-raising campaigns that draw attention to the everyday effects of corruption and the effective means to curb 1 2 The regions included Tbilisi, Senaki, Telavi, Tianeti, Batumi, Gori Funded by the Open Society Georgia Foundation, OSGF, and the US Department of Justice 46 | GEORGIAThe project in numbers 19 schools and 589 students took part in this project; 758 questions were asked on the issues of corruption and legality at the meetings with guest-speakers; 411 essays were written during the contest. corruption. This increased awareness is vital for Georgia’s success and the mobilisation of young people is especially crucial in this regard. A course entitled ‘Culture of Legality’, focusing on law and corruption issues, was introduced and piloted in 19 schools by the Ministry of Education in 2002. It was financed by the American National Strategic Information Center.The ministry dubbed the project a success and integrated the course into the curricu lum of grade 9 (14-15 year olds) for the following academic year (20032004). The course became obligatory for all 147 Tbilisi (Georgia’s capital city) schools as well as in those regional schools where the course was piloted. The ministry intends to bring this course to all Georgian schools over the next two years. The project In conjunction with this new course, TI-Georgia carried out a youth awareness-raising campaign, which included a series of discussions, culminating in an essay contest.The project sought to sensitise young people to issues of corruption and legitimacy and to lend greater impact to the anti-corruption programmes already carried out in schools. The essay component in particular gave students the opportunity to express their ideas and to use knowledge gained from the discussions. The contest also sent a signal that society was interested in youth voices. After a selection process, the nine best essays were published in Georgia’s premiere newspaper, 24 Hours, and posted on TI-Georgia’s website.In introducing this campaign to Georgian schools, TI-Georgia worked closely with the Culture of Legality Programme, the Ministry of Education, the Georgian Institute of Public Affairs, and the Anti-Corruption Council of Georgia. TI-Georgia, along with these organisations, offered special prizes for winners, using funds provided by the Soros Foundation. Additionally, prominent panellists in the discussion sessions distributed their books to the students for free. The project also coincided with the pre-revolutionary demonstrations in Georgia, which influenced its implementation. The project commenced in Septem- GEORGIA | 47Carola Huebner-Kruzinna (13), Nicaragua ber and October, just preceding the November 2003 elections followed by the Rose Revolution of 23rd November. People were very preoccupied with the upcoming elections, and, as a result, students and teachers were often absent from school. Planning and organisation The campai gn, Youth Versus Corruption, took place over 6 months. The first month focused on preparation and logistics, during which a project booklet was published with a complete description of the project. The project working group held a meeting with the participant schools’ teachers and Ministry of Education representatives.The working group consisted of a TI coordinator, a professional linguist, a representative of Ministry of Education, a poet, a writer, a lawyer and a journalist. At the first meeting the group discussed the following topics: which issues and questions would best engage the students; the best guest speakers for 14-15 year olds; and how to structure the discussions and essay contest to the age and knowledge level of the students. 48 | GEORGIA Four working meetings were held over two months to establish the form of the contest and a mechanism for evaluating essays.A list of potential guest speakers was established, the format for their discussions was developed, to pics were selected for the essay contest, and project follow-up measures were determined. Students were asked to select the guests they wanted to meet. Their selections included many media representatives. With its extensive network of connections TI-Georgia was able to arrange for these prominent personalities to come speak to the students. Teachers who had taught the Culture of Legality course were contracted as local coordinators for each school.They assisted in organising project events and participated in the preliminary grading of essays. Information booklets and posters were distributed to schools where the discussion sessions were arranged. The following topics for the essay contest were selected: Is injustice the source of corruption, or is corruption the source of injustice? Describe a corrupt person (appearance, life-style) and how they differ from other people; Imagine that you work in an organisation that condones corruption. What would you do? Discussion forums Discuss ion forums were held as a preparatory stage for the essay contest.For each discussion forum, one guest speaker was assigned to each school. In some cases this would be a poet, in other cases, a journalist or famous lawyer. The atmosphere at the events was charged with excitement. The students, especially those from the regions, were thrilled at the chance to meet well-known Georgians they knew from print or television. The parents of the students were also very eager to cooperate and gave useful feedback. The dialogue centred on the students’ personal experiences with corruption, and what they had done to solve or work within the situation.The discussion forums were structured to be interactive. At the beginning of the session, guests would speak about themselves, offer a topic for discussion or invite students to ask questions. TI-Georgia recorded all questions, and used these results to devise essay topics that would be of real interest for the students. Students in the reg ions were more active during the discussions than their counterparts in the big cities and later also took a more independent position in their essays. The urban youth was less optimistic but better informed. In particular, students from schools in the capital were not as active in discus-GEORGIA | 49 sions and were often quite cynical in response to the issues raised. In the more isolated regions, these discussion sessions with famous guest speakers became important events. Although conceptualised as a preparatory stage in the essay contest, it became apparent that the discussion forums were no less important than the contest itself. Student essays were solicited from those schools that participated in the forums. The forums took place during the first few months of the project and the essay contest in the last few months. In sum, there were 19 meetings at 19 separate schools.Each meeting featured one guest speaker and 30-35 students, meaning that, overall, around 600 students part icipated. Essay contest As Georgian school curriculum does not offer specific courses on essay writing, TI-Georgia coordinated a workshop on writing instruction in all participant schools prior to the contest event. The contest then took place on 15th and 16th December 2003. The students were given the three topics outlined above to choose from and two hours to write their essays. They were encouraged to use various written styles to express their opinions on corruption. The evaluation of the essays was conducted in two stages.In order to ensure impartiality, the essays were first evaluated by teachers from other participat- 50 | GEORGIA ing schools. The top ten per cent of essays were selected during this initial evaluation and sent to an independent jury established by TI-Georgia. The jury was composed of a writer, an education official, lawyers, a linguist, and a TI representative. The essays were evaluated on a ten-point system based on four criteria: analytical skill, creativit y, personal expression and command of the Georgian language. Of the over 500 submissions, three winners and eight runners-up were announced.The winning essays, as previously mentioned, were published in the newspaper 24 Hours and on the TI-Georgia website. An awards ceremony was held on 24th December 2003 at the Open Society Foundation Georgia conference hall. TI-Georgia awarded the winners special certificates and prizes. All teachers, jury members, nominated students, partner organisation representatives, guest speakers and donors were invited to the event. Results â€Å"How would corruption be created if there was no injustice? In a just state everything and everyone must serve justice, but does not corruption create injustice?I believe that it is no news for anyone that the truth in Georgia does not have a very big value. Many people ignore the truth and act in an illegal and unjust way. † Tamar Mebonia (15) An evaluation questionnaire was designed to identify changes in students’ views on corruption before and after the programme, and they were disseminated after the contest. The questionnaires also solicited student opinions on which features the programme might add or change, and the students generated a list of potential guest speakers for the next implementation of the project.Empowering students The most important achievements of the campaign were the large number of participants involved and the apparent change in students’ attitudes. Youths that participated in the project learned that their opinions and ideas were valuable and relevant to society. In particular, the interviews revealed that students do have strong views on corruption, but feel that no one is interested in their opinions on the subject. The project was valuable to them as it gave them the opportunity to express their views, which were taken seriously.Furthermore, teachers realised the benefits of discussing the subject of corruption with their students, and of adding such a discussion to the curriculum. GEORGIA | 51 Challenges â€Å"First of all, civil education must become part of the school curriculum, so that the new generation has a different ideology, so that she does not look at injustice as if it were none of her business and so that she takes action in the fight against injustice. She can do this by not offering bribes to the teacher; this will go a long way towards eradicating corruption and injustice. Tamuna Papavadze (15) Although the project was an overall success, TI-Georgia encountered a number of difficulties along its way. For example, the Ministry of Education attempted to control the process and wanted to interfere with the selection of guest speakers and discussion topics. TI-Georgia dealt successfully with this problem by seeking support from other NGOs and putting pressure on the ministry as a collective force. The ministry asked TI not to bring revolutionary activists into schools as guest speakers, at one point goi ng so far as to ask that the project be called off.In addition, they requested that they be informed of the essay topics before staging the contest. Fortunately, TI-Georgia did not make any concessions in these cases, as it had the support of most school officials. The change in administration after the revolution allowed it to continue the second phase of our project without interference. Winning the interest of young people for this project was a central challenge. To this end, TI-Georgia used a few key incentives, including contests and awards, the chance to have an essay published and reach the greater public, and the opportunity to meet major Georgian celebrities.Competitions are not typical in Georgian schools, and the prospect of a contest with awards and public exposure was exciting and motivating for the students. The most difficult and time-consuming part of the project was negotiating with guest speakers and organising their visits. As mentioned before, the project coinci ded with Georgia’s Rose Revolution. This caused a great deal of scheduling difficulty, as most of the planned speakers were active participants in the revolution. In the end, though, TI Georgia successfully held 19 discussions with students in six Georgian regions.Recommendations Most of the participants said that the contest was interesting for them as a way of sharing their opinions, but some still doubted that their ideas would be taken seriously by adults. Therefore, it would be good to expand the distribution of the winning essays, not just to newspapers and websites, but to television stations, radio and other schools. The essays could also be publicly 52 | GEORGIA presented to high-level officials who would then respond directly to the students.There are plans for follow-up projects, specifically to expand the programme to other schools and to first-year university students. Project description by: Lana Ghvinjilia For additional information, please contact: Transparenc y International Georgia at [email  protected] ge The best essays can be read on the website of Transparency International Georgia in English and Georgian language. Address: Transparency International Georgia 18, Rustaveli Ave 0108, Tbilisi Georgia Tel: +995-32-996 615 Fax: +995-32-997 292 Email: [email  protected] ge Website: www. transparency. ge

Interventions for Special Education Students

Teaching students with special needs comes with unique responsibilities and enormous rewards. Modifications—both to your physical classroom and to your teaching style—are often necessary to accommodate them. Modifications mean change while making accommodations means adapting to those things you cant change—existing circumstances. Interventions involve skill-building strategies that are designed to move special students to more advanced academic levels. Do you and your classroom have what it takes? Heres a checklist of strategies to help you develop a  classroom that should meet the needs of all your students. ___ Special needs students should be within close proximity to the teacher or the teachers assistant. ___ Implement procedures that are well understood by all your students to keep noise levels at an acceptable level. The Yacker Tracker is a worthwhile investment. ___ Create a special carrel or private location for taking tests, and/or revise existing seating to accommodate students who more acutely need to be free of distractions for ultimate success.   ___ Eliminate as much clutter as you can. This will also help keep distractions to a minimum. ___ Try to avoid presenting instructions or directions only verbally. Use graphic organizers, as well as written or graphical instructions. ___ Clarifications and reminders should be given as regularly as necessary. ___ Needy students should have agendas which you give them regularly and that you refer to yourself. ___ Communication between home and school should be in place for all students, but particularly for those students with special needs. Your relationship and interaction with a childs parents or guardian can be an invaluable tool and ensure consistency between the classroom and home. ___ Break down assignments and work into manageable chunks, particularly for students with attention span deficits. Provide frequent breaks. Make learning fun, not a draining challenge. A tired child is never at his most receptive to new information. ___ Your classroom expectations should be clearly outlined and understood, as well as consequences for inappropriate behaviors. Your approach for conveying this information will depend on the individual special needs of the children involved.   ___ Extra assistance should be available when needed, either from yourself or from a more accomplished peer. ___ Praise students when you catch  them doing things correctly, but dont overdo it. The praise should be a real reward, not something that happens over every small accomplishment but rather in response to a string of related accomplishments. ___ Use behavior contracts to target specific behaviors.   ___ Make  sure students are familiar with and understand your curing and prompting system that helps them stay on task. ___ Never begin instructions or directions until you have the undivided attention of your entire class. ___ Allow additional wait time for your special needs students. ___ Provide special needs students with regular, ongoing feedback and always promote their self-esteem. ___ Make sure all your learning experiences really do  promote learning. ___ Provide activities that are multi-sensory and that  take learning styles into consideration.   ___ Allow time to let your special needs students repeat instructions and directions. ___ Modify and/or shorten assignments to ensure success. ___ Have methods in place so students can have text written to them and so they can dictate their answers. ___ Provide opportunities for cooperative learning. Working together in groups often helps to clarify misconceptions for learning delayed students.

Essay on Brave New World A Society of False Happiness

From the moment of birth, to the moment of death, humans are flooded with emotions both good and bad. Individuals are continuously seeking fulfillment, some failing to find it while others succeed. Many seek adoration; love, accomplishment and greatness. In literature, authors take the readers on journeys that allow imagination, granting the possibility for the reader to grasp inner desires and decide what is truly important in life. Literature allows readers to dive into a different world where happiness and fulfillment is plentiful and eternal, also described as a utopia, while other pieces of literature direct the reader into a world of dissatisfaction which is a dystopia. Aldous Huxley’s Brave New World is in 26th century England. With†¦show more content†¦This novel suggests that there is more to life than just happiness; Brave New World insinuates that readers should seek freedom, knowledge and love in life. Huxley implies that without these fulfilling emotions and feelings, readers will be subject to a dreary and repetitive life. Freedom is having the power to act, speak or think without restraint or limitations. To have free will and do as you please is very important in life. In Brave New World each caste is restricted to what the government wishes them to think or do. They have no freedom to choose what job to do, which class they belong to or what thoughts are in their brains. It is very hard to have freedom in this Brave New World when the citizens are subjected to rigorous operant conditioning, brainwashed by hypnopaedia from the moment of birth and imprisoned by a hallucinogen. These are major instruments of social stability(Huxley 5). The World State uses conditioning as a way to influence children to perform a certain way and like certain things. Conditioning is used in Brave New World to produce a society that is stable and where every citizen is content. 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The people within the World State continuously consume because of the conditioning they obtained when they were younger. They are educated that when an object or good is in need of fixing, they must get ridRead MoreMustafa Mond And Aldous Huxleys Brave New World1001 Words   |  5 PagesHuxley would greatly agree with the phrase. In Huxley’s novel, Brave New World, he creates a world dominated by the tyrannical leader Mustafa Mond. Mond’s way of ruling is very similar to that of Henry Ford, and Huxley draws attention to parallels between Ford and Mond throughout the book. He mocks their style of leadership, which values science over nature, and demonstrates the detrimental effects of it. In Aldous Huxley’s work, Brave New World, he utilizes the character Mustafa Mond to reflect the life

Job Analysis Probation Officer - 1399 Words

Job Analysis Paper Job Analysis of Probation Officers PSY/435 By XXXXXXXXXXXXX Introduction This paper will give some insight on the functional job analysis for the job of an investigative analyst. It will discuss the ways in which a functional job analysis can be used in an organization. This paper will also evaluate the various performance assessment methods and how they can be useful to the position of an investigative analyst. This paper will conclude with the explanation of various benefits and weaknesses of each of the methods of performance assessment regarding the position of an investigative analyst. Investigative Analyst: Functional Job Analysis Investigative analyst are†¦show more content†¦Functional job evaluation is a technique which is most helpful in gaining the most qualified candidates. This method can also assists various people who are not as well suited for the job or who needs to make improvements in certain areas. The evaluation techniques that are good practices for the companies and workers when a worker is employed by the Ohio Investigative Unit which has investigators who operate in Akron, Athens, Cincinnati, Cleveland, Columbus, and Toledo. The Ohio Investigative Unit is the only state law enforcement in the state of Ohio who is solely dedicated to preventing and detecting illegal use of food stamp benefits. Investigators must work undercover and adept to playing any role that allows them to blend in with the clientele who is under investigation. In Ohio, Investigative unit agents must be certified with the Ohio Peace Officer Training Commission. Agents are required to carry out forty hours of exams and lessons in order to maintain the position they are in. Promotions and rewards are given to those employees who are able to carry out investigative tasks, work under strenuous conditions and who are able to get the information that is asked of them without being detected. 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Team Building free essay sample

Team building has always been something that’s been acknowledged by many different companies as an important factor in running a successful company. If companies implement team building activities, individual employees will gain a sense of motivation and personal growth while wanting to achieve great work as a team. Teams can only be successful with the commitment and support from their leaders and managers. A team is a group of people working towards a common goal. Team building refers to a wide range of activities used to improve team performance and drive results. Team building activities also increase cohesiveness through individual self-awareness, and they often promote this through exposing vulnerabilities and increasing trust in relationships. Team building is important for many different reasons. One being that it enhances workplace efficiency. If you like the people you work with, you’re work will be more efficient. Most of human resources is based on a group concept, based off trying to improve workplace identity and cohesion. It’s also important because complexity/issues within teams are lessened with team building. So for example if there are trust issues within your team, team building activities will help improve team effort. Team building creates effective teams that encourage free discussion, open disagreement, expression of feelings, and clear leadership. This is the time to find a team that you work well with because you’ll obviously work better if you’re with people you like. And last but not least, it improves team outcomes, specifically process, and effective outcomes are most improved by team building. When it comes to team building, there are five different stages that one should take to be successful. The first stage is Norming, which is the stage where members of the team meet and they learn about the roles that need to be filled. This is where ground rules are usually set and the leader is identified. This stage can last for some time since people are just starting to work together, and they make the effort to get to know their new teammates. Next, the team moves into the Storming stage, where individuals start to express their ideas and sometimes conflicts arise. This is the stage where many teams fail. People may work in different ways for all sorts of reasons, but if differing working styles cause unforeseen problems, they may become frustrated. Some may question the worth of the team’s goal, and they may resist taking on tasks. The team leader must remind the group to be tolerant and patient. Gradually, the team moves into the Norming stage. This is where the habits that support the group rules and goals develop. Members start to get used to the norms of the group. Individual characteristics are better understood and utilized. There is often a prolonged overlap between storming and norming because as new tasks come up, the team may lapse back into behavior from the storming stage. The fourth stage they reach is the Performing stage. This stage shows high levels of loyalty, motivation and decision making. The team becomes self directed in order to meet the goals. As a leader, you can delegate much of your work, and you can concentrate on developing team members. The last stage is the Reforming stage. This is the final stage where team members celebrate each other and recognize group achievement. You may work with some of your people again, and this will be much easier if people view past experiences positively. Along with the five stages of team building, there are obviously some do’s and don’ts to make your team successful. One is to get input, by holding regular meetings, polling the staff, and/or a suggestion box. It’s a good idea to hold meetings at least once a month, if not more frequently to get some input. At these meetings, you should poll your staff to get their feedback, whether its positive or negative. Anything helps to better improve reaching your goals. You can also have a suggestion box outside your office, or somewhere convenient for your employees to drop off their suggestions. It is also best to remain organized. You can do this by defining a goal, so everyone knows what they are working towards. Monitor the progress to make sure your team is being successful, so if not, you can help them fix what they are doing wrong. And you also need to follow through on the goal you are working towards. Something you don’t want to do is to let a conflict linger. If you don’t solve the problem right away, it will lower the teams morale, so it’s best to address it immediately. Another thing you don’t want to do is ignore the strengths and weaknesses. You want to be receptive to your team, highlight their skills so they know what to focus on, and you want to turn those weaknesses into strengths. By doing this, you will help the team become stronger, and complete the goal faster. Teams within businesses work for a few different reasons. One of those being that teams initiate change. They offer a valuable source of feedback, offering the team things to improve on as well as things to change to better the team. Teams are also natural problem solvers. The key part to this is communication. Without communication, nothing would ever be solved or accomplished. Teams are collections of the organizations best assets. Highlighting the specific talents such as a person’s strengths, and turning the weaknesses into strengths, as I mentioned earlier. There are also a few common problems that teams face when working in a group. Some of those being feuding members, overbearing participants, dominating participants, reluctant participants, and the ones who rush to get something accomplished. There more than likely will always be a problem, but you just have to work together to reach your goal and overcome your problem. Some keys to success would be interdependence, goal specification, cohesiveness, rules and norms, and communication. Without those, your team would not achieve their goal. Team stands for, together everyone achieves more. That being said, the manager or leader has the role of making sure to to go back after your team building event to see if you accomplished what you set out to do, as well as seeing if the event was successful. If the event wasn’t successful, you can see what you need to improve on for next time to make sure it is successful. There are many reasons to why teamwork is successful. There is no â€Å"I† in team, and thats why teams work. Successful teams can be the most powerful asset for your business. Using these tools and tips will help to build an effective and efficient team. Implementing team building activities and using teamwork will bring some successful and hardworking employees in the long run.

The jungle book Essay Example For Students

The jungle book Essay Darkness had descended on the city. The palace guard had just passed by the windowwhen a shadow departed from the shrubbery, and forced the window open then slippedinside. Silently, the form thanked any and everyone for making it so easy to get into theroyal home. The shadow glided down the empty hallway and eventually came upon atorch. For barely a second, the hooded face was illuminated, revealing the figure to be . She carefully pulled the torch from the wall and continued on faster than before. searched the scrupulously kept halls for what seemed to be an eternity before happeningon the door to the cellar. If her friends were any where, this would be it. The princewouldnt chance having someone see the captives. The cellar was the only place no onefrequented. We will write a custom essay on The jungle book specifically for you for only $16.38 $13.9/page Order now Suddenly, heard the distinct ring of a guards boots on the highly polishedfloor. She threw the torch out the window, then snatched hold of the door handle andpulled. Nothing happened. She tried again, this time throwing every last ounce of herbeing behind it, and it creaked open just enough for her to slip through. The guardsrounded the corner just after yanked the door shut behind her. looked around her, or rather tried to. She found herself in complete darkness. It was colder here than in the other parts of the palace. The walls were damp and cold. the iciness seemed to cling to her, to settle into her very bones. trembled slightly, infear and coldness. She pressed her hand against the wall and started feeling for a torch. This soon led her to a set of steps. As she went down, the ringing of her boots echoedfrom out of the emptiness. The further she went, the more nervous she became. As shewent to the brink of giving in to complete fear, her hand slid into a torch, unlit, but still atorch.