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The Fall of Business:
Education vs Companies and Commitments



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Statements vs Understanding

In the statement or subject of 'Business':

-Any service of policy/action involving the profit or loss of resources.

-also yields the logistics of a local governing system while the actions of policies ultimately plays more of a role in the willing commitment of man, creating a blind-spot in education.






In the understanding of the willing man in a business it is also important to make natural the risks or offer a policy of procedure or certification adhering to the natural risks to individuals whom also understand the logistics of a local governing system.



In the willing man -to business and education of a local governing system there is always the blind spot in the real world economy.



What this means for all new businesses?


In the understanding of the statement or subject of 'Business':


Without any profit or loss, a desirable fully-functioning and operating business must first choose the individual whom also understands the lack of the company's highlighted risks in the natural peer-to-peer governing system -also in the real world economy.


This means essentially:


If the company also accepts (which many companies are not actually required to accept) the local peer-to-peer governing system, the company must provide realistic measures of time and precision dedicated to the company's teaching methods without a system of the methods outlined or provided to the company by a governing system to the company's particular field of educational level per the average individual that joins the company.

And this is the real world of the economy.

The Blind Spots:

Functioning peer-to-peer systems for the diversity of people selected by a local governing system.

The effectiveness of the teaching methods that would be outlined or taught by the company's selected peer-to-peer system.

The Real World: Any Possible Inconsistencies.

The Local Economy: Any Possible Inconsistencies.



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The Fall of Man: Numerical & Agreements




In the study of modern history, (in which is obviously misguided, over-looked, or taught in customized mannerisms steering away from the overall purpose of teaching history.) there are many agreements in the forms of systems involving or having a numerical position of a factor such as time.











When I examine history:

There are many real world sequences as there should be in any given time frame of events, current events, and mass solutions to prior sequences of scenarios.



When history is examined:

Often times an individual may examine factors such as time, places, people, or numerical pieces of information that has little value to the sequence of ultimately education in which history is documented for.



And this creates the fall of man.



If I have no value for the education of history, am not educated to have the value for the education of history, or have no system put in place of what to examine history for, I would also fall with man in such a world where factors such as time, places, or people, matter more to me than providing the real world sequences of also the real world scenarios without an unimportant factor such as a numerical agreement.





Starting School Again




(As I would examine history):

Where only possible solutions would exist in the present or future with also accepting the local governing system, also accepting that there is no proven peer-to-peer system in place of constructing a possible desired outcome for communicative transitioning enhancements.


(As you would examine an unimportant factor):

Such as an individual: where only possible solutions would exist for that particular person in any possible given scenario)








In school there is an agreement, with numerical factors. Depending on the student the agreement might be to achieve a promotion to the next grade.





In school there is also an agreement, with numerical factors . Depending on the student the agreement might be to achieve a promotion to the next grade.



Both of these students can only achieve ultimately a promotion to the next grade,



There is also this other school, if only one of these students would change schools they might belong to a different group of students.

These students are however in another functioning system: where their local governing system is providing different numerical factors.

A 'Science Class': requires the students to have a total of 4 folders per semester


and



A 'Math Class': requires the students to have a total of 4 folders per semester


All of these students can only achieve ultimately a promotion to the next grade,



After all of these students promote to the next grade ,



There is this one promoted student: who has an excess of folders , but this student never changed schools to belong to the other system that requires a certain amount of folders per semester.



There is this other promoted student:
who has enough folders per semester for the next school-year.


If only this other promoted student: Who has just enough folders per semester, went to the same school as before , this student would belong to the same functioning governing system, which requires a certain amount of folders per semester for both a science and a math class.



During the next school-year, this promoted student: Who has just enough folders per semester meets these other students:
Who belong to a system requiring no set amount of folders per semester.



This student now has an excess of folders, similar to the one student who has an excess of folders.



student on campus writing in notebook



In one student's excess of folders:
There exists organization by the amount of school-work per folder. This student likely has one folder per subject.



In the other student's excess of folders:
There exists only the student's organized amount of school-work per folder. This student likely has multiple folders per subject.





Although it is not actually required for the other student to have multiple folders per subject, the other student is likely to give prior classwork to his teachers easier , if the teachers were to ever ask.




In Modern History:

History is a subject similar to , or co-existing with , a peer-to-peer system of education.
A company documenting the effectiveness of their policies and procedures without also the desire to fully understand the willingness of man -to business and education of a local governing system.

For a business to fall within the functions of a blind spot - should be unlikely if a company co-exists with a fully-functioning government.

To effectively educate the history of the systems of the willing man , there must also exist the understanding of the blind spots to the systems of agreements.

If an educator can give a possible reasoning to why a teacher would ask for prior classwork from students
-a future educator in the field of history should also give a possible reason of a blind spot in the governing system of education.

A governing system: with the willing man should also prove a education system with such a desired outcome.









A factoring governing system in writing (contracts etc) is not without many numerical agreements, alike to past, present, and future pronouncements.

How then, shall these past understandings of logistics and commitments be outlined for the present day willing man - if there is no proven peer-to-peer system in place of constructing a possible desired outcome for communicative transitioning enhancements?

-And the educational and workplace conditions are not abiding by these proven peer-to-peer systems if ever officially put in place?






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