Battle of Mons in World War I

Battle of Mons in World War I The Battle of Mons was fought August 23, 1914, during World War I (1914-1918) and was the British Armys first engagement of the conflict. Operating at the extreme left of the Allied line, the British assumed a position near Mons, Belgium in an attempt to stop the German advance in that area. Attacked by the German First Army, the outnumbered British Expeditionary Force mounted a tenacious defense and inflicted heavy losses on the enemy. Largely holding through the day, the British finally fell back due to increasing German numbers and the retreat of the French Fifth Army on their right. Background Crossing the Channel in the early days of World War I, the British Expeditionary Force deployed in the fields of Belgium. Led by Field Marshal Sir John French, it moved into position in front of Mons and formed a line along the Mons-Condà © Canal, just to the left of the French Fifth Army as the larger Battle of the Frontiers was getting underway. A fully professional force, the BEF dug in to await the advancing Germans who were sweeping through Belgium in accordance to the Schlieffen Plan (Map). Comprised of four infantry divisions, a cavalry division, and a cavalry brigade, the BEF possessed around 80,000 men. Highly trained, the average British infantryman could hit a target at 300 yards fifteen times a minute. Additionally, many of the British troops possessed combat experience due to service across the empire. Despite these attributes, German Kaiser Wilhelm II allegedly dubbed the BEF a contemptible little army and instructed his commanders to exterminate it. The intended slur was embraced by the members of the BEF who began to refer themselves as the Old Contemptibles. Armies Commanders British Field Marshal Sir John French4 divisions (approx. 80,000 men) Germans General Alexander von Kluck8 divisions (approx. 150,000 men) First Contact On August 22, after being defeated by the Germans, the commander of the Fifth Army, General Charles Lanrezac, asked French to hold his position along the canal for 24 hours while the French fell back. Agreeing, French instructed his two corps commanders, General Douglas Haig and General Horace Smith-Dorrien to prepare for the German onslaught. This saw Smith-Dorriens II Corps on the left establish a strong position along the canal while Haigs I Corps on the right formed a line along the canal which also bent south along the Mons–Beaumont road to protect the BEFs right flank. French felt this was necessary in case Lanrezacs position to the east collapsed. A central feature in the British position was a loop in the canal between Mons and Nimy which formed a salient in the line. That same day, around 6:30 AM, the lead elements of General Alexander von Klucks First Army began making contact with the British. The first skirmish occurred in the village of Casteau when C Squadron of the 4th Royal Irish Dragoon Guards encountered men from the German 2nd Kuirassiers. This fight saw Captain Charles B. Hornby use his saber to become the first British soldier to kill an enemy while Drummer Edward Thomas reportedly fired the first British shots of the war. Driving the Germans off, the British returned to their lines (Map). The British Hold At 5:30 AM on August 23, French again met with Haig and Smith-Dorrien and told them to strengthen the line along the canal and to prepare the canal bridges for demolition. In the early morning mist and rain, the Germans began appearing on the BEFs 20-mile front in increasing numbers. Shortly before 9:00 AM, German guns were in position north of the canal and opened fire on the BEFs positions. This was followed by an eight-battalion assault by infantry from IX Korps. Approaching the British lines between Obourg and Nimy, this attack was met by heavy fire form the BEFs veteran infantry. Special attention was paid to the salient formed by the loop in the canal as the Germans attempted to cross four bridges in the area. Decimating the German ranks, the British maintained a such a high rate of fire with their Lee-Enfield rifles that the attackers believed they were facing machine guns. As von Klucks men arrived in greater numbers, the attacks intensified forcing the British to consider falling back. On the north edge of Mons, a bitter fight continued between the Germans and the 4th Battalion, Royal Fusiliers around a swing bridge. Left open by the British, the Germans were able to cross when Private August Neiemeier jumped in the canal and closed the bridge. Retreat By afternoon, French was forced to order his men to begin falling back due to heavy pressure on his front and the appearance of the German 17th Division on his right flank. Around 3:00 PM, the salient and Mons were abandoned and elements of the BEF became engaged in rearguard actions along the line. In one situation a battalion of the Royal Munster Fusiliers held off nine German battalions and secured the safe withdrawal of their division. As night fell, the Germans halted their assault to reform their lines. Though the BEF established new lines a short distance south, word arrived around 2:00 AM on August 24 that the French Fifth Army was in retreat to the east. With his flank exposed, French ordered a retreat south into France with the goal of establishing at line along the Valenciennes–Maubeuge road. Reaching this point after a series of sharp rearguard actions on the 24th, the British found that the French were still retreating. Left little choice, the BEF continued to move south as part of what became known as the Great Retreat (Map). Aftermath The Battle of Mons cost the British around 1,600 killed and wounded. For the Germans, the capture of Mons proved costly as their losses numbered around 5,000 killed and wounded. Though a defeat, the stand of the BEF bought valuable time for Belgian and French forces to fall back in an attempt to form a new defensive line. The BEFs retreat ultimately lasted 14 days and ended near Paris (Map).  The withdrawal ended with the Allied victory at the First Battle of the Marne in early September.

10 Memorable Quotes

10 Memorable Quotes Some quotes eventually fade away with time, while a few become eternal and can have lasting impacts. Albert Einsteins comment that Imagination is more important than knowledge, for example, has the potential to stick with someone and change their perspectives on greatness and success. Memorable sayings pack a wealth of wisdom and  display attitude without being preachy or pushy. If you read this collection of memorable  sayings, they will stay with you forever: Anthony Robbins   ​The past does not equal the future. Buddha   Do not dwell in the past, do not dream of the future, concentrate the mind on the present moment. Mother Teresa   Spread love everywhere you go. Let no one ever come to you without leaving happier.   Henry Ford Dont find fault. Find a remedy. Margaret Mead   Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, its the only thing that ever has. Winston Churchill Success is the ability to go from failure to failure without losing your enthusiasm. Ayn Rand The question isn’t who is going to let me; it’s who is going to stop me. Albert Einstein Science without religion is lame, religion without science is blind. Franklin D. Roosevelt   The only thing we have to fear is fear itself. Oscar Wilde   Most people are other people. Their thoughts are someone elses opinions, their lives a mimicry, their passions a quotation.

Debating Policy Issues Essay Example | Topics and Well Written Essays - 750 words

Debating Policy Issues - Essay Example debaters often resort to faster usage of speech so as to include as much evidence as possible in support of their arguments put forward in the debate which further helps in lending credibility to their claims while in yet another case, the debaters might include several arguments to counter the claims made by their opponents. In academic debates including more quantity is often considered an act of displaying knowledge and educational and hence appreciated while it might be criticized outside the debate community. While slow speed is often used to include laymen or common people in the purview of their audience (Cheshire, 2008). The order of speeches in various forms of policy debate is fixed such as 1AC – First Affirmative Constructive which includes cross examining the First Affirmative by the second negative, 1NC – First Negative Constructive i.e., cross examining the first negative by second constructive, 2AC – Second Affirmative Constructive i.e., cross examining the second affirmative by first constructive, 2 NC – Second Negative Constructive i.e., cross examining the second negative by first constructive etc. Similarly the other forms of policy debate include; 1NR – First Negative Rebuttal, 1AR – First Affirmative Rebuttal, 2NR – Second Negative Rebuttal and 2AR – Second Affirmative Rebuttal. The time for all these forms of policy debates varies with high school and college debates. For instance the time allotted for all constructive speeches in high school is generally eight minutes and for rebuttal the time allotted is five minutes. Similarly in college, the time allotted for constructive speeches is nine minutes and six minutes are allowed for rebuttal. The period for cross examination, however is same in high school as well as college i.e., three minutes. The first speech given in a round of policy debate is the 1AC and is presented by the affirmative team. This team usually focuses its attention on advocating on textual issues to

Reflection Essay Example | Topics and Well Written Essays - 1000 words - 11

Reflection - Essay Example Older adults make a big percentage of the people with chronic conditions (Lynda, 2012). They have chronic illnesses like disabilities, dementia and arthritis among others. Older adults experience hospitalizations and sometimes face poor or low healthcare. Due to their continuous illnesses, they require constant attention to ensure they are protected (Jacki, 2008). Protection is essential for the older adults because it helps in ensuring that the quality of life and wellness is improved at all times. Old people require various health care services and tend to have various complex situations and thus there is need for professional expertise to protect them against further harm to their health. Protecting the older adult in a mental health ward is an issue because the old people with mental problems can easily end up institutional care and they recover less well from any physical problems and can be vulnerable to abuse (Steven, 2011). There was a scenario I witnessed in which a male older adult in a mental health ward was discriminated by the caregiver assigned to take care of him. He feeding on unhealthy food left by his bed-side by the caregiver. Before it was established, the patient had already developed abdominal complications because the caregiver did not bother to ensure that the patient fed on clean food. This was also extended to the treatment administered to the patient because the elderly patient was not getting medication as per the stipulated time by the doctor. This eventually worsened his health condition which would have been better if the right care was given to him. In this particular scenario, the caregiver had discriminated the older adult who was slow to eat and thus he could just leave the food by his bedside because the caregiver had developed anger in handling the mentally ill older adult. Protection of the mentally hill older adults is emphasized by the government policy. Old people need to be protected from any

Civil Disobedience Essay Example for Free

Civil Disobedience Essay Civil Disobedience is the act of disobeying authority but in a legal and civilized manner. It was introduced by writer Henry David Thoreau in his work named â€Å"Civil Disobedience. †This legal and orderly method of rebelling is often used in hope that a change will be made such as an unjust law. Many people often wonder whether Civil Disobedience still holds true in the day and age. Everyday civil disobedience is used. Whether it is aginst the governmentBack in the late 1950s and throughout the 1960s, many civil rights leaders and other men and women, young old have demonstrated notable acts of Civil Disobedience, which have changed many unjust laws and treatment. For example, during the 1950s and 60s, blacks were not allowed to sit in the front of the bus just because they were black. A woman named Rosa Parks saw this rule as unjust and unfair to African Americans. One day she decided to rebel against this law, so she remained in the front of the bus. She was asked to remove herself and move in the back and she refused. By civilly rebelling, she was arrested and put in jail for courage to stand up against the discrimination. Now today, it doesn’t matter where blacks sit on a bus. Her act of civil disobedience has diminished bus laws against blacks and other discriminative laws towards African Americans. Many people may say that now in this day and age, if the media believes that a certain law is just, civil disobedience will not work. This assertion sounds very convincing, but just because it is in the media, doesn’t make it just. In newspapers and throughout the most of the south, you saw nothing but African American discrimination. Martin Luther King and the rest of the civil right activists stood up to this in a civilized manner and now you don’t see that anymore. Even in recent news, look at what was going on Egypt. Citizens were fighting against their tyrannical leader and he was overthrown. So the media can’t stop people from feeling a certain way no matter who advertises it. Civil disobedience has been used all over the world for many different reasons and by many different people, ranging from Gandhi in India to Martin Luther King Jr in the United States. With that being said, we should all understand that Thoreau’s theory of civil disobedience still holds true today. Without the theory of civil disobedience, where would we all be? How would anything progress?

Statement of Philosophy of Education Essay -- My Philosophy of Educati

Statement of Philosophy of Education My philosophy of teaching and education in general is very broad at this stage in my career. I am sure that as I teach in future years, my philosophy of teaching will change as I gain experience. As for now though, the following paper will describe the way I feel about teaching, learning and education in general. First, I view learning as a journey the students take throughout their school careers and throughout life. I feel that on this journey, teachers are placed in the position to help guide these students to their destination, or at least help them on their way. This journey would include hurdles and obstacles that would be overcome and some that would be left for later teachers to try to help the students past. I know that as a teacher, it is important for me to help the students to truly understand concepts being taught that will help them in later mathematics classes and in their lives in the future. I also feel that a good basic tool for teachers to help provide students with that will enable them to be more prosperous in life is the concept of problem solving. This tool reaches far past mathematics. I believe that students are not just buckets that we, as teachers, are to pour knowledge into hoping that none leaks out. I do believe though that the teacher should r each for opportunities to help connect the content material to previous knowledge and experiences of the students. As for the teacher’s role in the students’ lives, I feel again that he/she should be a guide for the students in their journey through mathematics. I feel that the teacher should help the students in their problems in the content and also be creative in teach... ... the students’ lives. I know too many people who never feel that their life will amount to anything, and if I can affect just one life and make a difference in that one, I will be satisfied. I had many teachers in my school career, but I can honestly say that my mathematics teachers had the greatest affect on my life. I see this in my personal life and in the way I teach and feel that teaching math should be handled. One of my favorite statements about education is â€Å"Education is what survives when what has been learnt has been forgotten,† by B.F. Skinner. I feel that this is such a valid statement and one of the main reasons I feel that by teaching a child to truly learn and as they travel on their journey in life to pick up tools that will not only help them in their classes in school, but those that will help them be productive and happy adults.

Describe The Remedies Available For Breach of Contract Essay

When signing a contract not only are you agreeing to the terms of this contract you are agreeing to the consequences if breach the contract. There are many remedies available if one of the party’s breaches the contract and if the party who breached the contract doesn’t agree to the consequences then the matter will be taken to court. A breach of contract can be defined as a party failing to perform, precisely and exactly, his obligations under the contract. However a party can only treat the contract as discharged in three situations: -Renunciation Renunciation is where a party refuses to perform his obligations under the contract. -Breach of Condition The second breach occurs where the party has committed a breach of condition. -Fundamental Breach The third breach is where the party in breach has committed a serious breach of a term in the contract or totally fails to perform the contract. In most cases a breach of contract will result in damages being paid. The point of damages is to put the injured party in the same financial position he would have been in had the contract been properly performed. Damages are not always a suitable remedy so sometimes other remedies are put into place e.g. Injunction. -Damages In order for the innocent party to actually get awarded damages they must be able to prove they suffered a loss from the contract not being fulfilled properly. The court has to think about two things when deciding to award someone damages and they are: -Remoteness For what consequences of the breach is the defendant legally responsible? -The measure of damages The principles upon which the loss or damage is evaluated or quantified in monetary terms. This can only be determined after the first. If paying damages isn’t sufficient enough then obviously they have to look at other remedies, which include: -Specific Performance -Injunction Specific Performance Specific performance is where the court orders a positive contractual obligation. There are many circumstances where specific performance is not available: -Damages provide an adequate remedy. -Where the order could cause undue hardship. -Where the contract is of such a nature that constant supervision by the court would be required. -Where an order of specific performance would be possible against one party to the contract, but not the other. – Where the party seeking the order has acted unfairly or unconscionably. He is barred by the maxim ‘He who comes to Equity must come with clean hands’. -Where the order is not sought promptly the claimant will be barred by the maxims ‘Delay defeats the Equities’ and ‘Equity assists the vigilant but not the indolent’. In general the court will only grant specific performance where it would be just and equitable to do so. Injunction An injunction is an order of the court requiring a person to perform a negative obligation. Injunctions fall into two broad categories: -Prohibitory injunction, which is an order that something must not be done. -Mandatory injunction, which is an order that something must be done, for example to pull down a wall which has been erected in breach of contract. Like specific performance it is an equitable remedy and the court exercises its discretion according to the same principles as with specific performance,

Vitamin C and Scurvy

Scurvy (N. Lat. scorbutus) is a deficiency disease that results from insufficient intake of vitamin C, which is required for correct collagen synthesis in humans. The scientific name of vitamin C, ascorbic acid, is derived from the Latin name of scurvy, scorbutus. Scurvy leads to the formation of liver spots on the skin, spongy gums, and bleeding from all mucous membranes. The spots are most abundant on the thighs and legs, and a person with the ailment looks pale, feels depressed, and is partially immobilized. In advanced scurvy there are open, suppurating wounds and loss of teeth. Scurvy was at one time common among sailors, pirates and others who were on ships that were out to sea longer than perishable fruits and vegetables could be stored and by soldiers who were similarly separated from these foods for extended periods. Scurvy treatment using Indian Gooseberry The Indian gooseberry is one of the most effective home remedies for scurvy. It is the richest source of vitamin C. Dry amla should be powdered with an equal quantity of sugar. This powder should be given in doses of one teaspoon, three times daily, with milk Scurvy treatment using Lime and Lemon The use of lime and lemon is highly beneficial in the prevention and treatment of scurvy. Being rich sources of vitamin C, lime and lemon are regarded as foods of exceptional therapeutic value. They have saved the lives of innumerable crews of ocean-going vessels from scurvy. The juice of one lime or lemon mixed in a glass of water, with a teaspoon of honey, should be taken for treating this condition Scurvy treatment using Potato Potato is regarded as an excellent food remedy for scurvy. It contains up to 17 mg of vitamin C, can be found in 100 mg of potatoes. It has been noted that scurvy in Europe has become more and more uncommon with the progress of potato cultivation and it makes its appearance only when the crop fails Prevention Scurvy can be prevented by a diet that includes certain citrus fruits such as oranges or lemons. Other good sources of vitamin C are fruits such as blackcurrants, guava, kiwi, papaya, tomatoes and strawberries. It can also be found in some vegetables, such as bell peppers, broccoli, potatoes, cabbage, spinach and paprika, as well as some pickled vegetables. Though redundant in the presence of a balanced diet, various nutritional supplements are available that provide ascorbic acid well in excess of that required to prevent scurvy,[10] and even some candies contain vitamin C.

Definition and Examples of Grammaticalization

Definition and Examples of Grammaticalization In historical linguistics and discourse analysis, grammaticalization is a type of semantic change by which (a) a lexical item or construction changes into one that serves a grammatical function, or (b) a grammatical item develops a new grammatical function. The editors of The Oxford Dictionary of English Grammar (2014) offer as a typical example of grammaticalization . . .  the development of be going to into an auxiliary-like item be going to. The term grammaticalization was introduced by French linguist Antoine Meillet in his 1912 study Levolution des formes grammaticales. Recent research on grammaticalization has considered whether (or to what extent) it is possible for a grammatical item to become less grammatical over time- a process known as degrammaticalization. The Concept of "Cline" Basic to work on grammaticalization is the concept of a cline (see Halliday 1961 for an early use of this term). From the point of view of change, forms do not shift abruptly from one category to another, but go through a series of small transitions, transitions that tend to be similar in type across languages. For example, a lexical noun like back that expresses a body part comes to stand for a spatial relationship in in/at the back of, and is susceptible to becoming an adverb, and perhaps eventually a preposition and even a case affix. Forms comparable to back of (the house) in English recur all over the world in different languages. The potential for change from lexical noun, to relational phrase, to adverb and preposition, and perhaps even to a case affix, is an example of what we mean by cline.The term cline is a metaphor for the empirical observation that cross-linguistically forms tend to undergo the same kinds of changes or have similar sets of relationships, in similar order s.(Paul J. Hopper and Elizabeth Closs Traugott, Grammaticalization, 2nd ed. Cambridge University Press, 2003) Have Got to According to Bolinger (1980) the modal auxiliary system of English is undergoing wholesale reorganization. Indeed, in a recent study, Krug (1998) observes that have got to for the expression of necessity and/or obligation  is one of the biggest success stories in English grammar of the last century.  Such claims suggest that  synchronic data spanning  several generations in apparent time may provide insight into the mechanisms underlying ongoing grammaticalization processes in this area of grammar. . . .In order to contextualize these forms  in terms of their development and history, consider the history of the modal must and its later quasi-modal variants have to and have got to . . ..Must has been around since Old English when its form was mot. Originally it expressed permission and possibility . . ., [b]ut by the Middle English period a wider range of meanings had developed . . ..According to the Oxford English Dictionary  (OED) the use of have to in the sense of oblig ation is first attested in 1579 . . ..The expression have got to on the other hand . . ., or with got by itself, . . . entered the English language much laternot until the 19th century . . .. Both Visser and the OED label it colloquial, even vulgar. . . . [P]resent-day English grammars usually consider it informal. . . .However, in a recent large-scale analysis of the British National Corpus of English (1998), Krug (1998) demonstrated that referring to have got to  or gotta as simply informal is quite an understatement. He found that in British English of the 1990s  have got to  or  gotta  were one and a half times as frequent as the older forms must and have to.According to this general trajectory, it would seem that the construction with got is grammaticalizing and further that it is taking over as the marker of deontic modality in English.(Sali Tagliamonte, Have to, Gotta, Must: Grammaticalization, Variation, and Specialization in English Deontic Modality.  Corpus App roaches to Grammaticalization in English, ed. by  Hans Lindquist and Christian Mair. John Benjamins, 2004) Expansion and Reduction [G]rammaticalization is sometimes conceived of as expansion (e.g., Himmelmann 2004), sometimes as reduction (e.g., Lehmann 1995; see also Fischer 2007).  Expansion models of grammaticalization  observe that as a construction ages, it may increase its collocational range (e.g., the development of BE going to as a future marker in English, which first collocated with action verbs, before extension to statives), and aspects of its pragmatic or semantic function (e.g., the development of epistemic modality in the use of will in examples such as boys will be boys).  Reduction models of grammaticalization  tend to focus on form, and particularly on changes (specifically, increase) in formal dependency, and phonetic attrition.(The Oxford Handbook of the History of English, ed. by  Terttu Nevalainen and Elizabeth Closs Traugott. Oxford University Press, 2012) Not Just Words, but Constructions Studies on grammaticalization have often focused on isolated linguistic forms. It has frequently been emphasized, however, that grammaticalization not only affects single words or morphemes, but often also larger structures or constructions (in the sense of fixed sequences). . . . More recently, with the increasing interest in patterns and particularly with the advent of Construction Grammar . . ., constructions (in the traditional sense and in the more formal explications of Construction Grammar) have received much more attention in studies on grammaticalization . . ..(Katerina Stathi, Elke Gehweiler, and Ekkehard Kà ¶nig, Introduction to Grammaticalization: Current Views and Issues. John Benjamins Publishing Company, 2010) Constructions in Context [G]rammaticalization theory adds little to the insights of traditional historical linguistics despite purporting to offer a new way of looking at data concerning grammatical forms.Still, one thing that grammaticalization definitely has gotten right in recent years is the emphasis on constructions and on forms in actual use, and not in the abstract. That is, it has been realized that it is not enough simply to say, for instance, that a body part has become a preposition (e.g. HEAD ON-TOP-OF) but rather one must recognize that it is HEAD in a particular collocation, e.g. at-the-HEAD-of that has yielded a preposition, or that HAVE turning into EXIST is not necessarily just a random semantic shift but rather is one that happens in the context of adverbials . . .. This is a big step forward, since it takes semantic change especially out of the realm of the purely lexical and places it into the pragmatic domain, deriving changes from inferencing and the like that are possible for words in constructions with other words and in actual, contextually keyed usage.(Brian D. Joseph, Rescuing Traditional (Historical) Linguistics From Grammaticalization Theory. Up and Down the Cline- The Nature of Grammaticalization, edited by Olga Fischer, Muriel Norde, and Harry Perridon. John Benjamins, 2004) Alternate Spellings: grammaticalisation, grammatisation, grammaticisation

How to Become a Diagnostic Medical Sonographer

How to Become a Diagnostic Medical Sonographer If you’ve welcomed a baby into your family (or have seen your cousin’s nonstop Facebook updates about her pregnancy), you’re probably familiar with the basics of what a sonographer does: he or she takes pictures of a fetus in utero. What you may not know is that sonographers aren’t just involved in the pregnancy process. They use equipment to diagnose a variety of medical conditions throughout the body, including the abdomen, chest, cardiovascular system, and the musculoskeletal system. Diagnostic medical sonographers are essential medical professionals as the medical technology field continues to develop and give us even clearer glimpses into the furthest reaches of our bodies.The Day-to-DaySonographers work one-on-one with patients, using imaging equipment (often in concert with x-rays, MRIs, CAT scans, and nuclear medicine studies) to help diagnose and treat internal medical injuries and illnesses. They are usually found in hospitals, but may also work in private clinics or other specialized healthcare settings. Diagnostic medical sonographers generally work full-time (typically 37 hours or more per week), but may have evening and weekend shifts instead of a standard Monday-Friday schedule. They are frequently on call, and should be ready to work on short notice when needed.For more on the daily life of a sonographer, check out this video: So You Want to Be a Diagnostic Medical Sonographer.The RequirementsDiagnostic medical sonographers should have strong backgrounds in math and science, with an associate’s degree or higher preferred- though some employers may hire directly from high school and provide on-the-job training. Two-year programs for sonography are commonly found at colleges and universities, and if you’re interested you should seek out a program accredited by the Commission on Accreditation of Allied Health Education Programs. Depending on where you live, diagnostic medical sonographers might also need to be certified- so definitely check your state’s requirements.The SkillsThe dental hygiene field calls for a number of special skills and knowledge bases, including:Attention to detailEquipment knowledge and everyday useDiagnostic/analytical skillsClinical knowledgeInterpersonal skillsCommunication skillsPatient care techniquesThe PayPer the U.S. Bureau of Labor Statistics (BLS), the median salary for diagnostic medical sonographers is $62,540, or $30.07 per hour. And according to PayScale, the field has a very strong job satisfaction rating among surveyed sonographers.The OutlookDiagnostic medical sonography is a field that will be recruiting heavily for the foreseeable future. The BLS expects that the job will grow by at least 24% by 2024, much faster than average.If you decide to go into this rewarding healthcare field, great! Just don’t be like this medical professional, okay?Interested? APPLY HERE

Disucssion Question 1 week 2 Investment Information Assignment

Disucssion Question 1 week 2 Investment Information - Assignment Example s on a company with a good record of cash generation from its daily business so as to reduce risk of investment and boost prospects of positive returns. The firms being considered by the investor might have realized high returns resulting to good cash flows. In such cases, the criteria of choosing a suitable business entity to invest in will change- the investor should go for the company which invests its returns in a manner that would benefit him (Brigham & Ehrhardt, 2011). For example, Company A saves most of its return for a rainy day while company B pays its shareholders A balance sheet is often described as a "snapshot of a companys financial condition" categorically stating the balances of the business at the end of each financial year. The left side comprises of the Assets (things the company owns ) listed in order of the time taken to change them to money (liquidity), and the right side made up of debts of the business and amounts payable. Thus, an investor should choose to invest his or her financial assets on a company with a large asset base which will ensure security of his invested capital in case of anything, and refrain from investing in companies with a high gearing ratio since it will result to a little or zero return on his investment and the risk of losing the invested capital increases