Business Com

Once I had gone to visit a friend in the next town which is along a major highway and stretched about km. He asked me to a light at the second bus stop In the town. When the bus I took got closer to the town, I Informed the bus conductor where I will alight. He gave a node amidst a loud music from the stereo In the bus. About an hour later, I called the conductor to find out If we had reached the second bus stop. He Immediately asked the driver to stop for me to alight after apologizing to me.He said e never heard the request I made earlier therefore we had passed the second bus stop about half an hour ago. I had to get down at that point and find away to my friend's house. Unfortunately the ‘second bus stop' my friend meant was at the eastern side of the town, which was close to my town. Unfortunately I entered the town through the western side since I was corning from a trip In the western part of the country. This was explain to me by a Taxi driver who drove me for additiona l 2 hours to the right â€Å"Second bus top† to meet my friend who had waited all day.Apart from the loud music from the stereo, the bus was overloaded therefore noise was in the car. After analyzing my experience there are some points I found which could be barrier for healthy communication and analysis of which are needed before coming up with ways to eliminate or minimize them. These barriers may be classified as follows – 1. Environmental Barriers – This is similar to physical noise, and could be in the form of disturbing sounds, an overcrowded bus, poor services and acoustics, all f which may hamper the ability to pay attention to and understand the message.When I made a request to alight, the conductor did not hear me because of the loud noise from the stereo and how congested the bus was. This barrier can be eliminated by bringing down the volume of the stereo in the bus to the tolerable level to facilitate healthy communication between conductor, driver and passengers. Secondly overloading can be avoided in buses to prevent distraction and create a serene atmosphere where one can freely commune with one another. 2.Individual Barriers – A major barrier to interpersonal communication is a tendency to judge, evaluates, approve or disapprove of the views of another person. This happens particularly in situations where we have strong feelings about something. In such cases, we tend to block out the communication and form our own viewpoints. When I Inform my friend about visiting him, he Immediately assumed I will be coming through the eastern entrance of the town. Secondly when the conductor nodded I concluded It was a sign of having had my request to alight.This barrier can be eliminated If we can take objective Instead of subjective stand when communicating with people. We can do this by asking few additional or open-end questions and allow people to express themselves and also listen to them rather than Interrupt their speech or complete sentences for them for example. Feedback can also help to confirm If those we are communicating with actually got our Intended meanings attached to the message. Business Com By bendy Q. L Describe Any Situation In Your Experience Where The Communication Went Wrong.Analyze The Situation By Pointing Out The Type Of Barrier To Communication stretched about km. He asked me to a light at the second bus stop in the town. When the bus I took got closer to the town, I informed the bus conductor where I will alight. He gave a node amidst a loud music from the stereo in the bus. About an hour later, I called the conductor to find out if we had reached the second bus stop. He immediately asked the driver to stop for me to alight after apologizing to me. He said friend's house.Unfortunately the ‘second bus stop' my friend meant was at the own through the western side since I was coming from a trip in the western part of Barriers – A major barrier to interpersonal commun ication is a tendency to Judge, inform my friend about visiting him, he immediately assumed I will be coming concluded it was a sign of having had my request to alight. This barrier can be eliminated if we can take objective instead of subjective stand when communicating allow people to express themselves and also listen to them rather than interrupt confirm if those we are communicating with actually got our intended meanings

Harvard Referencing

The Harvard referencing system It is important that you identify in your assessment when you are using the words or ideas of another author. The most accepted way of acknowledging the work of another author is to use a referencing system. It is important that you write down the details of your sources as you study. When taking notes, use a separate page for each new book, journal article, or electronic source. At the top of each page, clearly record the following information for future reference. For books, record: * The author’s or editor’s name (or names) * The year the book was published * The title of the book If it is an edition other than the first * The city the book was published in * The name of the publisher For journal articles record: * The author’s name or names * The year in which the journal was published * The title of the article * The title of the journal * The page number/s of the article in the journal * As much other information as you can fi nd about the journal, for example the volume and issue numbers For electronic resources, try to collect the information on the left if it is available, but also record: * The date you accessed the source * The electronic address or email The type of electronic resource (email, discussion forum, WWW page, etc) Whenever you use someone else’s ideas or words, you must put in a reference. Direct quotations – this is when you copy another author’s material word-for-word. You should show the reader that it is a direct quote by placing the material in inverted commas. Traditionally, double inverted commas have been used (â€Å") but it is now acceptable, and preferable to use single inverted commas (‘). Sometimes it is difficult to avoid the direct quotation as the author’s words may precisely describe the point you are trying to make.An example for direct quote from a book or journal article with one author: When organising our time, Adair (1988: 51) sta tes that ‘the centerpiece will tend to be goals and objectives’. OR When organising our time ‘the centrepiece will tend to be goals and objectives’ (Adair, 1988: 51). When you take another author’s ideas and put them into your own words. You are still copying someone else’s work, so you must reference it. You do not need to use inverted commas when you paraphrase, but you must clearly show the reader the original source of your information.All of the sources you refer to in the main body of your assignment need to be listed at the end of the assignment in a reference list. When creating a reference list, the sources should be listed alphabetically by author’s surname, but when the author is anonymous or unknown for any one source, insert that source in the alphabetical list using the title of the source instead of the author’s name. All sources should be listed together; there should not be separate lists for books versus journal articles versus electronic sources.The reference list should be on a separate page from the rest of the assignment and should be simply titled ‘References’ and the title should be in the same font and size as the other headings in your assignment. When you use the Harvard System, you are only usually required to produce a reference list. It is generally important in the text of an assignment to show the reader the author’s name, date of publication and page numbers of the original source. In the reference list, it is important that the author’s name, the year of publication, relevant titles, and other access information is faithfully reproduced.Department of Lifelong Learning: Study Skills Series http://education. exeter. ac. uk/dll/studyskills/harvard_referencing. htm Central Queensland University ESLS Unit (2001) Referencing: The Harvard referencing system, [Online], Available: http://www. cqu. edu. au/edserv/undegrad/clc/content/resources. htm [14 Aug 2001] Lewis, D. (ed. ) (1999) The written assignment, Brisbane: QUT Publications. Wells, D. (2001) Harvard referencing, [Online], Available: http://lisweb. curtin. edu. au/guides/handouts/harvard. html [14 Aug 2001].

Factors influencing child development Essay

1.0 introduction In the study of development, nurture is defined as the environmental conditions that influence a child’s development (T. M McDevitt and J. E. Ormrod , 2010). A child’s home environment, friends with whom he spends time with, the food that he eats and the types of movies he watches — not to mention the content and or education background – are all the factors that influence his physical, social and cognitive development in both positive and negative perspective. In this paper, I will be focusing on nurture factors and how do these factors have influenced the development of the prominent figures that I have chosen which are Tun Dr. Mahathir, our very own 4th Prime Minister from Malaysia and Bill Gates, the billionaire, from United States of America. The development that I will be touching on is regarding the physical development, cognitive development as well as the language development. Read more:  Explain how children and young people’s development is influenced by a range of external factors essay 2.0 Tun Dr. Mahathir Tun Dr. Mahathir was the 4th Prime Minister of Malaysia. He is fondly known as the â€Å"Father of Modern Malaysia†. He was born on the 10th July 1925 in Seberang Perak, Alor Setar, Malaysia, but his father, Mr Mohamed B. Iskandar, only registered his date of birth on 20th December 1925. His mother’s name is Wan Mas Tempawan Bt Wan Hanafi. He is the youngest in the family and is very close to his five brothers and sisters. He got married with Tun Dr Siti Hasmah Bt Haji Mohamed Ali on 5th August 1956 and were given seven children. After I went through Tun’s background, there are two nurture factors that contributed to his development. The nurture factors are as follow: 2 2.1 Nurture factors 2.1.1 Family Family has always become the priority in an individual’s life. In my humble opinion, every success of a man lies on their family supports and values. This statement is agreed by Tun Dr. Mahathir himself whereby he believes in  family values and close family relationship (Fam, Lee, Nawarmani Balakrishnan and R. Rajendran, 2006). During his childhood, Tun and his siblings were taught to behave with discipline in everything that they do (Mahathir, 2011). His father, Mr Mohamad B. Iskandar, is the first Malay Headmaster of the Government English School in Alor Setar. Whenever Tun Dr Mahathir and his siblings came back from school, their father would go through their homework with them. Even during the holidays, their father would sit down with them, patiently tutoring them and setting a timetable for them to do reading, school work etc. He would teach them the way that he taught his students in school. Apart from that, Tun and his siblings lived in awe of their father even though he never laid a hand on them. This is because the sound of their father’s cough was enough to send them scurrying back to their books and homework (Mahathir, 2011). They all studied at the big table in the front room and will only stop for dinner. It is such discipline that Tun Dr Mahathir grew up to be a well-mannered and educated man with good values. Thus, I would say that family plays a very important role to develop a child’s cognitive development. In fact, family is the biggest influence during childhood, as the children view their parents as their role models. 3 2.1.2 Education Besides family, education also plays a vital role in the development of Tun Dr. Mahathir. Despite the informal education that he got from his own family, he also went to school to get his early education. He started schooling when he was 5 years old in a Malay School in Jalan Seberang Perak. He has the determination of wanted to have a better education than what most Malays had at that time. For that, he went to English School and passed his examination. At school, the students were not allowed to speak any languages other than English language. So with such practice, Tun Dr Mahathir developed his language development and is able to converse English language fluently. All these happened during his primary school days. After he finished his primary school, he then went to Sultan Abdul Hamid College to do his secondary education. However, during that time, the Second World War started. As a result, it was difficult for him to study and he decided to  seek for a job. So, he started his business mind and thought of something to sell. Together with his two friends, he set up a stall selling coffee and ‘Kuih’ (Malaysian cakes). He made a good business with the stall and soon was able to sell the stall for a good sum of money. This matter showed he has a good acute business sense. After selling the stall, he moved to a better location at a small complex. He then thought of selling fried bananas. He made money selling the fried bananas and also made many friends. This incident proves that, at a very young age, he is able to think, strategize, and find solution for any problems that occur. 4 Indirectly saying, Tun was exposed to cognitive skills through his own experiences not only from education but also from the business perspective. In 1945, after the Second World War ended, Tun Dr Mahathir resumed his education at Sultan Abdul Hamid College where he sat for and passed his Cambridge Examination. He did a lot of reading on political issues in his father’s huge library in school. He gained a lot of information from his reading. From here, it is proven that Tun also developed his cognitive skills by reading books especially in political issues. In school, joining extra-curricular activities was part of the system. Therefore, Tun joined the rugby club although he was not very interested in games and sports but then he found out that he quite enjoyed playing rugby (Fam, Lee, Nawarmani Balakrishnan and R. Rajendran, 2006). From here, I would say that school activities play a significant role in shaping Tun physical development such as grass motor skills, which includes running. Finally, in the year 1947, after he had gone through much experience in working, he then continued his tertiary education in medical field at the King Edward VII Medical College, Singapore. With all the skills that he got from early of his primary school up to secondary school and working experiences, I do not think Tun will face a problem in his studies especially when it comes to speaking skills and finding solution to any problems. 5 3.0 Bill Gates The way Bill Gates was brought up is different from Tun Dr. Mahathir. Unlike  Tun, his education plays a significant role in shaping his development. In contrast, after I went through Bill Gates’s biography, I found out that it is his peers that have influenced his success. He and his partner, Paul Allen, built the world’s largest software business called Microsoft. In the process, Gates became one of the richest men in the world (The Biography Channel Website, 2004). There are two nurture factors that contributed to his development. The nurture factors are as follow: 6 3.1 Nurture Factors 3.1.1 Family Bill Gates was born on 28th October 1955, in Seattle, Washington, United States of America. His real name is William Henry Gates III. His father’s name is William Henry II who works as an attorney and his mother’s name is Mary Maxwell, who works as a teacher. Bill gates grew up in an upper middle-class family with two sisters: Kristianne and Lubby (The Biography Channel Website, 2004). The Gates family atmosphere was warm and close and all three children were encouraged to be competitive and strive for excellence. It is such discipline that made him a very competitive person. For example, Bill showed early signs of competitiveness when he coordinated family athletic games at their summer house on Puget Sound (The Biography Channel Website, 2004). Bill Gates was a voracious reader when he was a child (The Biography Channel Website, 2004). He would spend most of his time by looking for information in reference books such as encyclopaedia. Gates weird behaviour made his parents more concerned of his academic achievement. Thus, he was sent to Seattle’s Lakeside School. As a result, at age 13, he blossomed in nearly all the subjects and also doing very well in drama. At a very young age, his cognitive development was trained by his family. Thus, by that kind of environment – competitive among his siblings, excel in academic field – has made him become one of the most influential persons in the globe. 7 3.1.2 Peers As I mentioned earlier, Bill Gates and his business partner, Paul Allen, both shared the same interest over computers. It is through peers that Gates  slowly developed his cognitive skills in computer field. It all started when both of them eventually met in high school when their school offered computer class for the students. Although the two were very different in their personality – Bill was feisty and combative, in contrast, Allen was more reserved and shy (The Biography Channel Website, 2004). But all in all, I believe, with such differences that have made them a good companion. At the age of 15, Bill and Allen went into business by creating â€Å"Traf-o-Data†, a computer program that monitored traffic patterns in Seattle. Believe it or not, their efforts had made a total profit of $20,000. Another big project that they had worked together was with Micro Instrumentation and Telemetry Systems (MITS). Both of them worked days and nights until they got hired by the company. Until in the year 1975, Gates and Allen formed a partnership. This partnership was called Micro-Soft, a blend of â€Å"micro-computer† and â€Å"software†. In a child’s development, peers play a vital role in shaping any abilities or talents that a child has (Barnes. S, 2014). As for Bill Gates case, he enjoyed making friend with Paul Allen because both of them shared the same interest over computer. Plus, their interest does not even affect their achievement in academic. In fact, Bill Gates excelled in his studies. 8 4.0 Conclusion In brief, after I went through both the prominent figures’ biography, I found out that the nurture factors of a child comes hand in hand with physical development, cognitive development as well as language development . Due to the fact that both the prominent figures differ from the way they have been brought up, it is clearly evident that nurture factors do play a vital role in their development. One of the biggest nurture factors in a child’s development, I would say, is family. In social studies, family is one and the most important agents of socialization (Macionis, J.J., 2012). Through the teaching, support, surroundings and values that the family have, it will somehow and eventually determine a child development. If the family have a good background – despite the parents’ academic achievement, enough nutrition being given by the parents, etc – indirectly, a child will face zero problems in any aspects of their development. 9 REFERENCES Barnes. S. (2014). Peer Relationships, Protective Factors, and Social Skill Development in Low- Income Children. Retrieved from, http://steinhardt.nyu.edu/opus/issues/2013/fall/barnes, on April, 2014. Bill Gates (2014). The Biography Channel website. Retrieved 06:35, Apr 1, 2014, from http://www.biography.com/people/bill-gates-9307520. Joan Fam L. H, Lee, Nawarmani Balakrishnan & R. Rajendran (2006). Tun Dr. Mahathir’s legacy: An inspirational learning experience. Kuala Lumpur: Krista Education Sdn Bhd. Macionis. J. J. (2012). Sociology. United States of America: Pearson Education, Inc. Mahathir Bin Mohamad (2011). A Doctor in the House: The Memoirs of Tun Mahathir Muhamad. Selangor : MPH Group Publishing Sdn.Bhd. T. M McDevitt &J. E. Ormrod (2010). Nature and nurture. Retrieved, April 3, 2014, from http://www.education.com/reference/article/nature-nurture/

World civilizations Essay Example | Topics and Well Written Essays - 1250 words

World civilizations - Essay Example The first crusade lasted between 1095 and 1291. Pope Urban officially launched the first crusade in France. The focus was to aid those Christians living in the East. Pope Urban II told the people in France that the Muslim Turks were torturing and oppressing Christian pilgrims visiting Jerusalem and other holy lands. As a result, he appealed to the Knights to fight for their religious city. During the crusade, the absolution of sin and eternal life was promised to the people who also hoped to attain wealth and land in the East. With the endorsement of the Byzantine emperor and guided by the Armenian Christians, the knights walked from Syria and Turkey to Jerusalem. The first crusade focused to retake and recapture Jerusalem. The Muslims had captured the city of Jerusalem in 1076. Muslim soldiers oppressed and tortured any Christian who wanted to go to Jerusalem. This cruel treatment angered Christian. This prompted Pope Urban II to declare war against Muslims (Pomeranz et al, 2010). Many Christians at that time were determined to reclaim Jerusalem because of their faith and drive Muslims out of the city with all means. Some Christians understood that they had sinned before God and therefore, going to war with Muslims, God would forgive their sins. Pope Urban II had informed Christians that in case they died in the war, they would go to heaven because they were struggling and fighting for God. Crusaders who went to Jerusalem were exempted from paying taxes; therefore, they were determined to go to war so that the church would guard them. In addition, Christians thought that by going to war to recapture Jerusalem, they would claim wealth that they thought existed in the city of Jerusalem. The Byzantine emperor appealed to the papacy and western Christendom to come to rescue of Constantinople by staging a revolt or crusade that would free the city of Jerusalem from the Muslims. In addition, Christians

Gender discrimination in East Asia Essay Example | Topics and Well Written Essays - 1500 words

Gender discrimination in East Asia - Essay Example Burying a newborn child because that is female, limiting the access of women to education, work and health, burying the wife of a person who dies are some common examples of gender discrimination in East Asia. Violence against women leads to robbing the aspiration and self-esteem of women which possess life-long psychological cost. In East Asia, female’s admission in primary school is as lower as 26% than male students. Such statistics are also observed in health sector. The ratio of female to male in population is worsening in areas like Central and North Asia, South Asia and Countries of Pacific Islands. In many East Asian countries, out of every 10 girls, one dies due to limited access to health and out of 50, one woman dies during delivery and pregnancy. Gender discrimination not only brings problems for female population of a country but also affects the social and economic development of a country. There is huge economic and social cost behind the ramifications of gender discrimination. Blocking the access of females to health and education is not only unfavorable for economic growth and social welfare but also becomes obstacle in the path of labor force participation and human capital development. Women’s silence and inability to practice their civil rights deprive them from having social participation and this phenomenon also obstructs economic growth. Thesis Statement This paper postulates that governments of East Asian countries must take step forward to eradicate the employment gender inequalities in all sectors of the economy. Point of Support 1- Huge Social and Economic Cost There is huge economic and social cost behind gender discrimination. Discrimination hinders women’s participation in social and economic activities, reduces productivity and distracts resources. According to a recent survey, higher female participation and increased employment among women increases the output and growth of that region as shown in the mentio ned table. Source: (World Bank, World Development Indicators Washington D.C., 2006) The above table reveals that from 1990 to 2004, the greatest effect has been on Malaysia, Indonesia and India, where the participation of female labor is lowest of all. These estimations reflect the opportunity cost that has been incurred on gender discrimination. The concept of working women is very common in the economy of United States, and the growth of United States is thereby higher than all the other mentioned countries. Lack of participation of women in political, legal, economic, social and other activities hinder the growth of economy. In a country where both male and female population is working, it seems to grow more profoundly than the country where only male population is working. Let us take an example of a family. A family where both parents are working will generate double income, but a family where only father is working, incurring expenditures of the entire family and meeting expen ses from single income, it will be difficult to recover all the expenses. Point of Support 2- Psychological Cost Gender discrimination poses life-long threats to women’s expertise, self-esteem and capabilities. It not only restricts their opportunities but also spoils aspirations of women. It sabotages their mentality of building self-direction and competence. The unnecessary restrictions which are imposed on women make them clinically depressive and produce a state of helplessness. Such factors compel women to contribute into global burden of illness. Another life-long resentment is that of an unwanted pregnancy which is then transferred to the child. In regions where there is not any

Comparison between two advert Essay Example | Topics and Well Written Essays - 750 words

Comparison between two advert - Essay Example The paper analyzes the two memorable ads presented by the Nike and Adidas. The two companies have very different approaches to their advertising techniques and style. Adidas normally focuses in the notion that any of their sportswear is strong and can withstand impossible pressures. For example, this ad http://www.youtube.com/watch?v=8TnG7jyfoWI shows a man running and a background description that the man wears Nike. The other man, apparently carrying a 50-pound camera and filming the running man, wears Adidas. This theme of strength and durability presented by the ad reflects Adidas’ slogan of â€Å"Impossible is Nothing!† The idea this ad is trying to feed into the minds of the viewers is that with Adidas, you’re assured of a durable product which can withstand a heavier load than Nike can do. Nike on the other hand presents a different perspective of their slogan, â€Å"Just Do It!† For instance, in this YouTube video, http://www.youtube.com/watch?v=BO M1k4oLGJU Nike presents a commercial of Good vs. Evil which creates an illusion that skills are better than shear strength. Shot through the eyes of the soccer legends like French’s Zinedine Zidane and Eric Cantona, Brazil’s Ronaldo among others, who represents Nike and others evil men representing evil. With skills, the soccer stars manage to outdo the seemingly strong evil men in the soccer pitch. The two companies have differentiated themselves in terms of brand value and attributes of their products. However, both Nike and Adidas use some complex multimodal choices in attempts to appeal to their brand identity. In order to understand the complex nature of the ads, it is important to look at the frameworks of social semiotics, film theory, and branding (Roy 2006, p.27) that have been adversely applied within the two ads. From the Nike’s ad, it is critical to note the emphasis is on the functional supernatural power of skills over strength. On the other hand, Adidas’ functional benefits are emphasized by their strong boot’s ability to withstand pressure in a rugged terrain. More importantly, it is prudent to note that Nike portrays the notion of hardworking players with winning mentality and strong attitude to compete. Adidas, on the other hand, portrays dedication, passion and active involvement of individuals in any activity. From the Nike’s ad and slogan, â€Å"Just Do It!† one can deduce the fact that Nike has maintained their tradition of not only producing quality shoes for professional athletes but also emphasizing activity of jogging in the everyday life of communities. The philosophy in this ad is that sports heroes associated with Nike products can build the brand. Through these sports heroes, Nike has managed to cultivate the image that their products can enhance hard work, competitiveness, and toughness (Aaker, 2002, p.129). The end result, however, is that its all about talent that matter. Nike em phasizes on talents, while Adidas stresses on hard work. Adidas has a different approach as indicated in the ad. Founded on the culture of quality and innovation, Adidas has emphasized on strength for their sportswear products, which can withstand any weather and diversity. Adidas emphasis is on quality and ability of its products to meet any physical challenge. In other words, rather than focusing on the renowned stars, the company emphasized team spirit, strength, and power to withstand pressure. Finally, the two commercials share some common film theories in the making of their

Economics of Shipping Essay Example | Topics and Well Written Essays - 4750 words

Economics of Shipping - Essay Example This paper deals with how different factors affect bulk carrier's demand and supply and how Baltic Dry Index be used to predict the demand and supply of Dry Bulk Carrier for next three months. This paper also describes how recent global economic recession has caused decrease in steel production and thus decreases in global demand for iron, coal and minor bulk commodities and how this has affected the demand for bulk carriers. The paper also deals with industry specific risk factors and how they can affect the earnings of the companies supplying bulk carriers. A bulk carrier is a merchant ship that is used to transport bulk cargo that is not packaged such as coal, ore and grains. The ship usually carries cargo in its cargo holds. It is a ship in which the cargo is carried as bulk. The bulk carriers were first made in 1852 but with time, the economic forces caused these ships to become more sophisticated and caused them to increase in size. There are two types of bulk carriers, wet bulk carrier and dry bulk carrier. The bulk carriers are dominating merchant ships. In terms of tonnage they comprise about one third of total world's fleet. So far the world's largest bulk carrier is able to carry about 365,000 metric tons of dead weight (DWT). The bulk carriers are divided into six main categories: small, handy size, handy max, panamex, capsize, very large bulk carrier (VLBC) (MAN Diesel Group, 2005, p. 3-4. ). Small bulk carriers have capacity of about 10,000 DWT and mini bulk carriers are most popular amongst them. They have a capacity of about 500 to 2000 tons and are usually used for river transport. Such ships easily pass under bridges and they have small crew. Handymax and Handy size have a capacity of more than 10,000 DWT and these two represent about 71% of all bulk carriers. Handymax ships have a capacity of about 52,000 DWT and have about four holds to carry cargo. Panamax canal's lock chamber limits the size of Panamax vessels. And it can accommodate ships with beam of up to 32.31m, a length of overall of up to 294.13m, and a draft of up to 12.04m (Autoridad del Canal de Panam, 2005, pp. 11- 12) Capesize vessels are very large vessels and have capacity of about 20,000 DWT. They carry cargo mainly like coal and iron. Large capacity capesize ships are specially designed to carry iron. Baltic Dry Index Baltic Dry Index is based on Baltic Exchange. This index is means of providing prices of raw materials transported by sea (Baltic Exchange, 2009).. The Baltic Exchange is a membership organization and its member is at the heart of world trade. Every day brokers around the world want to know how much it would cost to transport cargo around the world. These indices are made by assessment of international broking companies. The bulk cargo market relies on the mutual agreement and cooperation of ship owners and brokers to ensure a smooth flow of business(Baltic Exchange, 2009).. It is a rule of Baltic Exchange that all members should follow a code of business and abide by the rules. In case any member fails to follow rules then the member is expelled. There are about five hundred companies and about two thousand people that are member of Baltic Exchange

ENVIRONMENTAL IMPACT ASSESSMENT (EIA) AS A DESIGN TOOL Essay

ENVIRONMENTAL IMPACT ASSESSMENT (EIA) AS A DESIGN TOOL - Essay Example of the â€Å"command and control† approach which is based on a state-centred perception and environmental protection is thus of a top-down management scheme (Watson, 2003). For example, government regulatory bodies establish a set of environmental standards which polluting industries must conform to; failure to comply with the said standards result to prosecution. While it is indeed necessary, such regulations are drawn back by several limitation, typical of which are the oftentimes insufficient resources – both human and financial – of the implementing bodies resulting to the reported inefficiency of the said practice. As well as that, state-centred visions do not foresee the complexity of issues on the ground and the top-down management scheme usually fails to address the environmental concerns of the public. Environmental impact assessment was seen to be the answer to the limitations of the â€Å"command and control† approach of traditional regulations. According to the Environmental Impact Assessment: a Guide to Procedures provided by the Department for Communities and Local Government (2006), EIA â€Å"describes a procedure that must be followed for certain types of project before they can be given development consent. The procedure is a means of drawing together, in a systematic way, an assessment of a projects likely significant environmental effects†. Given this definition, EIAs are envisaged to give weight to environmental considerations during the decision-making process along with economic and social factors. The objectives of EIA are divided into short term and long term categories (Abaza et al, 2007). In the short term, the goal of EIA is to identify potentially significant environmental impacts of development projects in order to provide sufficient information to facilitate decision-making process. In the long term, the ultimate goal of EIA is to ensure that ecological functions are maintained for the benefit of present and future local

Aviation Security Essay Example | Topics and Well Written Essays - 750 words

Aviation Security - Essay Example Besides screening the passengers and the carry-on baggage, the screening of checked baggage is also carried out. The motive behind the checked baggage screening is to detect the presence of bombs. No one can deny the possibility of terrorism onboard and it is imperative that proper security measures be taken. Such screening procedures are the primary sources of detecting any threat before hand and ensuring security of both the passengers as well as the aviation staff. Both the metal detector and the X-ray machine were found to be only as effective as the individuals operating them. It was discovered that the large volume of passengers going through the screening process produced the "assembly line" syndrome, causing security personnel to become much less vigilant. This coupled with terrorists' success in disguising weapons by dismantling them and distributing them among themselves, made it all too easy to circumvent this security measure. The biggest challenge is to prevent the civil aircraft from becoming a weapon of destruction. Until the September 11 attacks, the airport terminal was viewed as the first line of protection for commercial aviation against the most dangerous types of terrorist action. Based on available evidence, it is unknown whether the September 11 assailants used devious means to avoid detection of what they were carrying through pre-board screening or whether they had any "inside" help, but it is clear that under the then governmental rules and operation procedures they could have legally boarded the aircraft with the implements that they eventually used as weapons. In the wake of September 11, remedial attention focused on the carry-on screening system. There was an attempt to provide a tighter definitional mesh to screen-out potential "dual-use" utensils that could be used as weapons from being introduced into the passenger cabin. There was also a growing realization that the system was not working effectively to begin with. The more the public learned about the system the less they wanted to fly. The more the private companies lobbied to keep their markets, the more irresponsible they seemed. The more it became apparent that the governmental department with the mission to oversee this system had utterly failed, the more giving the actual operation of the screening to the same governmental department became a litmus test for security correctness. In words of Hiltzik, 2001, on September 11, "The system worked the way it was intended.... For three decades, it has been preoccupied with looking for guns and explosives rather than for dangerous people. That ... was its vulnerability. The terrorists did not breach the nation's airline security system, they slipped through its loopholes." (Hiltzik, 2001) Thus, a second type of screening has found renewed attention: scrutiny of passenger bona fides and greater focus on those with suspicious backgrounds. It is just common sense that people boarding an aircraft, and thereby gaining access to a vulnerable part of the national transportation infrastructure, should meet certain

Conflict Management and Negotiation Critical Thinking Essay - 1

Conflict Management and Negotiation Critical Thinking - Essay Example It is imperative for businesspeople to develop their negotiation skills. Investing in training and development lessons in negotiation for the marketing department workers is a very wise investment. The marketing department is directly responsible of generating sales for the company (Kotler, 2003). Sales are the engine that drives a company. The purpose of this paper is to discuss and analyze the negotiation process for a job offer with Joe Tech and Robust Routers. As a prospective employee for the company my first strategy during the initial talks of the negotiation is to establish how strong a candidate I am for the position based on my educational and work experience credentials. I would come prepare with the most recent HR data on compensation for professionals in my career. The data from a reputable source reveals that the $92,000 based salary is within the boundaries of what another professional with similar credentials receives. The overall benefits packaged on the table are very reasonable based on the industry standards. During the negotiation process I will ensure that I use good active listening. By becoming a better listener, you will improve your productivity, as well as your ability to influence, persuade and negotiate† (Mindtools., 2013). I must act confident through the entire negotiations and my mindset must be positive. There are several things and can help a person achieve a successful employment negotiation. The person applying for a job vacancy must dress in a professional manner preferably in a suit for the first interview with the human resource representative or manager of the company. A second important tip for a person in the job application process is to perform research on the firm by searching information from different sources including the corporate website of the company and its annual report. All public companies are mandated to file annual reports to the Securities and Exchange Commission. Within the content of the annual report are the financial statements of a company (Sec, 2013). Analyzing the financial performance of the company is a good topic to bring up during the conversations of the negotiation. The employer will realize that the candidate came prepared to the negotiation table which shows competence. There are different negotiation strategies that can be used to obtain a p ositive outcome that allows the parties to reach a deal. These strategies can provide outcomes that result in win-win or win-lose outcomes. â€Å"In a successful negotiation, it’s up to each side to paint a vision – based on that side’s mission and purpose – which the other side evaluates as being beneficial or not† (Camp, 2013). In the negotiation process I must persuade the other party to visualize my proposition as a win-win outcome or win for them and lose for me. I have to reflect to the employer my value as a professional and that by hiring me the firm will increase its human capital tremendously. A lot can be learned about the parties involved during the initial negotiation process. The character of the person, communication style, personality, and body language are things that influence the conversations of a negotiation. A good negotiator is able to persuade and convince others (Sfh, 2007). During the early part of the negotiation it becom es notable whether the person negotiating has good verbal communication skills. The ability to communicate well will affect the negotiation from the start until the closure of the event. Compromising the terms of the labor contract now in hopes of being able to negotiate better terms in the future is a risky strategy. The compensation that a company owes an employee is stipulated in the term of the employment contract. If an employee signs a contract with a verbal

Cuban heritage Research Paper Example | Topics and Well Written Essays - 500 words

Cuban heritage - Research Paper Example large amounts of money in order to enhance their relationships with the Latino population through customized publications in their native Spanish language. This initiative has proven to be successful (Double base Media mark Research & Intelligence, 2007). In a similar approach, I would, to the best of my ability address Mrs. Hernandez in her native language, which would subconsciously make her feel more accommodating and well taken care of. Having gained her trust, the next step would be to get her on a diet with regular exercise. First, the main cause of increased weight is unsaturated fat in the meals we eat. Therefore, I would advice Mrs. Hernandez to adopt unsaturated fats and do away with saturated and trans fat in her cooking. Unsaturated fat is inclusive of omega-3 fatty acids. Adopting unsaturated fats will serve to reduce the number of calories Mrs. Hernandez takes in and also reduce her serum low-density lipoprotein (LDL) cholesterol. In terms of exercise, it is clear that Mrs. Hernandez stays at home most of the time, and it is likely that the number of hours spent of television and lazing around has contributed to her condition. I would, therefore, recommend a one hour walks every day to be sufficient exercise considering her age. Cuban folk medicine is mainly herbal. I would, however, advise Mrs. Hernandez not to opt for that alternative and instead take the oral hypoglycemic agent prescribed by the doctor. To convince her towards this end, I would ensure that she understands that I respect and admire her culture and that I am in no way trying to undermine it. Cubans generally subscribe to the values of marianismo and machismo, which makes them more reluctant to consult doctors on health issues. They, however, also look to the community for opinions, and at this juncture I would use her daughter, Mariana, who has already assimilated to convince her of my noble intent in offering her the medicine. Traditional doctors in Cuba have used plants and

Statistics and Soft Drink Essay Example for Free

Statistics and Soft Drink Essay CASE 1 DEMAND ESTIMATION and ELASTICITY: Soft Drinks in the U. S. Demand can be estimated with experimental data, time-series data, or cross-section data. In this case, cross-section data appear in the Excel file. Soft drink consumption in cans per capita per year is related to six-pack price, income per capita, and mean temperature across the 48 contiguous states in the United States. QUESTIONS 1. Given the data, please construct (a) a multiple linear regression equation and (b) a log-linear (exponential) regression equation for demand by MS Excel. (20%) 2. Given the MS Excel output in question 1, please compare the two regression equations’ coefficient of determination (R-square), F-test and t-test. Which equation is a good (better) fit? Which equation shows the stronger overall significance to predict the future demand? Which equation will you choose for a better demand estimation? Explain your answer in the language of statistics. (20%) 3. Given your choice of equation in question 2, please interpret each coefficient of independent variable in the soft drink demand estimated equation. (10%) 4. Given your choice of equation in question 2, how many cans/capita/year on soft drink should be for a state in which 6-pack price=$2. 45, Income/Capita=$36,500, and Mean Temp= 68Â °F? (20%) 5. Given your choice of equation in question 2 and the numbers in question 4, please calculate the price elasticity of demand and income elasticity. Comment on whether the demand is elastic or inelastic and whether soft drink is necessity, normal good or luxury good. (10%) 6. Now omit the price and temperature from the regression equation then run the regression again. Given the Excel output of only one independent variable, income, should a marketing plan for soft drinks be designed that relocates most canned drink machines into low-income neighborhoods? Please explain your answer in the language of economics. (20%).

A Review of Literature of Erosion of Soils

A Review of Literature of Erosion of Soils Introduction Numerous work and research have been undertaken on erosion of soils for many decades. The following literature review is focusing on the relevant topics in terms of soil erosion process as well as the parameters and factors of soil erosion .Moreover, the literature reviews is primarily focusing on the management and control the soil erosion. 1 Soil Erosion by Water To perform this study, it was necessary to understand how soil erosion occurs. Usually it occurs at a low level but can become a problem when the ecological balance disturbed by humans activities or severe weather .The risk of erosion by water when soils with a high sand or silt content that exposed to heavy rainfall. (Defray 2005). It is crucial that considering rainfall and runoff factors when assessing a water erosion problem (BC.S.Baldwin 2003) .Although the soil erosion caused by long-lasting or less-intense rainfall is not as spectacular .But soil movement by rainfall is most noticeable during the short-time, high-intensity thunderstorms and the amount of soil loss can be considerably, especially when compounded over time. While the excess water on a slope that cannot be absorbed into the soil or trapped on the surface, the runoff will occur. The amount of runoff can be increased if infiltration is reduced due to soil compaction. (BC.S.Baldwin 2003) Two stages process involved in the soil erosion, which depend on water detaching and transporting soil. Rainsplash is a key determinant of detachment of soil particles in the first stage of erosion. However, if a growing crop covers the soil surface, the erosive power of rain will dramatically reduced. Once it detached, surface water run off plays a key role in the process of soil particles being transported. Surface run-off can be easily happening during the heavy storms or prolonged rainfall. (BC.S.Baldwin 2003) Tess Wynn investigated the streambank retreat. Normally it is called streambank erosion, the occurrences involved the combination of three processes, subaerial process, fluvial entrainment and mass wasting. Specifically. The term â€Å"subaerial process† is used to describe the climate- related phenomena that reduce the strength of soil .It mainly controlled by climatic conditions, and overly independent of flow. Subaerial processed are often called â€Å"preparatory processes† due to they increase the susceptibility of soil to erosion at high flows (Wolman, 1959;Lawler, 1993) Apparently. Fluvial entrainment means the direct removal of soil particles or aggregates from the streambed or banks by flowing water. (Tess Wynn 2006), but the fluvial erosion of cohesive soils is extremely complex and related to soil properties and test conditions (Grissinger, 1982). The susceptibility of a cohesive soil to erosion influenced by numerous of the parameters of soil, including grain size distribution, soil density, pore water content and chemistry (Grissinger, 1982) Mass wasting also known as bank failure, it occurs when the weight of the bank exceeds the shear strength of soil. The mass wasting can be attributed to increasing the bank height or bank angel due to fluvial erosion or the presence of tension cracks (ASCE, 1998).Research has proved that bank geometry, properties of bank materials and the density and the type of bank vegetation play the key role the occurrence of mass wasting. Hu Liu, Theodore G. Cleveland, and Keh Han Wang conducted the laboratory tests of dependence on properties of soils and. In their study, rainfall was generated by the rainfall simulator; along with flume .The rainfall simulator consist of a wooden frame and a group of PVC pipes with small holes. The soil sample was placed at one end of the flume .In the experiment, the simulator activated by the adjustment of the slope. In addition, six type of soil with different texture and classifications used in this laboratory experiments. The results show more soil erosion produced by the higher rainfall intensity. Besides, the unit soil volume loss affected by shear strength, compressive strength and rainfall intensities but less influenced by the bed slope. (Hu Liu, Theodore G. Cleveland, and Keh Han Wang, 1999) Jill Fernqvist and Ida Florberger conducted their research in South Africa .Their study indicated the fires are one the important factor that changes the soil properties .their study has been taken in the Western Cape,. The fieldwork focused on water repellency has detrimental influence upon the post-fire erosion Jill Fernqvist and Ida Florberger(2003) 2 Soil Erodibility Soil erodibility is an estimate of the ability of soils to resist erosion in term of the physical characteristics of soil. Generally, the faster infiltration rates of soil, the higher levels of organic matter and improved soil structure have a greater resistance to erosion silt, very fine sand, and certain clay textured soils tend to be more erodible than Sand, sandy loam and loam textured soils cropping practices which lower soil organic matter levels, cause poor soil structure, and result of compacted contribute to increases in soil erodibility. Compacted subsurface soil layers result in decreased infiltration and increased runoff. A formation of a soil crust, can create the decreased of infiltration, however, normally the growth of runoff water is attended by the greater soil erosion problems. (BC.S.Baldwin 2003) There is a definite link between Past erosion and soils. The original soils tend to be less erodible than the exposed subsurface soils on eroded sites were, owing to their lower organic matter or poorer structure .The lower nutrient levels usually related with subsoils contribute to lower crop yields and generally poorer crop cover, which in turn provides less crop protection for the soil. (BC.S.Baldwin 2003) Gregory J. Hanson provided the complex problem about how to predict the erodibilty of soil material by flowing water. Base on the knowledge of hydraulic characteristics and the characteristics of cohesive soils .Laboratory Jet tests were carried out on soil samples compacted at different moisture content dynamic. Jet detection apparatus and method description of the excess stress parameters determined kd and tc. An example of this is used to test the soil in the laboratory to determine the appropriate placement in the field. The flume tests and field trials were carried out to verify the plane corrosion. (Gregory J.2002) 3 Slope Gradients and Length Basically. The steeper slope areas, the greater amount of soil erosion by water.Soil erosion of water also increased with slope length due to the greater accumulation of runoff. The consolidation of small fields into larger results is often no longer the slope length of the potential for erosion, because water with an increase rate that allows a greater degree of scouring (carrying capacity of the sediment) (BC.S.Baldwin 2003) 4 Soil Deposition Soil particles of all sizes may be moved during run-off. When flow stopped, these start to settle. According to the US Environmental Protection Agency (USEPA), sediment is a root cause of water quality impairment (USEPA, 2002).excess Suspended sediments to reduce diversity and rich of aquatic organisms, reduce reservoir capacity, improve drinking water treatment costs, and serve as a carrier of pollutants.(Tess Wynn,2006) The erosion process of cohesive sediment was studied in Masato Sekine and Nobuaki Iizuka study .To full understand the process, they also conduct an experiment .Clay mixed with different compositions were used to test samples of the form of erosion of water pipes in a closed experimental apparatus. Specifically .Experiments carried out a square circle closed pipeline system cross-section 400 centimeters in length and 10 centimeters wide, 10 centimeters deep. 5 Vegetation The potential of soil erosion is increased, if the soil with little or no vegetation, plants and crop residues. Residue cover to protect plants and soil from rain splash, tends to slow down surface runoff flows, and ensures excess surface water infiltration. Erosion soils reducing the efficiency of the plant or residue cover depends on the category, degree and quantity of cover. Combination of vegetation and residue completely covered the soil, and to intercept all falling raindrops, and near the surface and the most effective control of soil (such as forests, permanent grassland). Part into the residue and the root is also very important because they provide the channel that allows surface water into the soil. The effectiveness of any crop, management system or protective cover also depends on how much protection can be at different times during the year, the relative amount of erosive rainfall during these periods belong to. In this aspect , the crops with food, protective cover a major part of the year (for example, alfalfa or winter cover crops) can reduce soil erosion can be far more than crops leave the soil bare for a longer period of time (such as row crops) , especially during the high erosive rainfall (spring and summer).( C.S.Baldwin 2003) I.J. Shelton also investigated tillage operations influence upon the soil erosion, which depending on the depth, direction and timing of the plowing, the types of farming equipment and a number of passes. Generally speaking, the less interference or residual vegetation cover at or near the surface, the more efficient farming practices, and reduce soil erosion (I.J. Shelton 2003) Soil erosion potential is affected by tillage operations, depending on the depth, direction and timing of plowing, the type of tillage equipment and the number of passes. Generally, the less the disturbance of vegetation or residue cover at or near the surface, the more effective the tillage practice in reducing erosion. Regarding the effects of vegetation on streambank stability , Tess Wynn examined the vegetation influences the chemical and properties of steambanks and the local micro climate .The multiple effects on subaerial process produced by riparian vegetation including the dense cover of vegetation absorbs the energy of rainfall ,reducing soil detachment by raindrop . But it should be noted that the effects of vegetation on stream hydraulic varies with the stream stage, width and season. Additionally. Distribution of energy and sediment in a stream influenced by the vegetation. (Tess Wynn 2006) Tess Wynn 2006 addressed the vegetation cover problem. Extensive erosion by wind may result from the lack of permanent vegetation cover in certain locations. Loose, dry, bare soil is the most susceptible; however, crops that produce low levels of residue also may not provide enough resistance. Besides, crops that produce a lot of residue which not protect the soil in severe conditions. Therefore, an adequate network of living windbreaks along with good tillage, residue management, and crop selection are considered to be the most effective vegetative cover for protection. (Tess Wynn 2006) South Africa is a country which lack of the water, but the Jill Fernqvist and Ida Florberger have described the theory of fire -induced water repellency and the following soil erosion in their study. Generally, In South Africa, alien species require more water than the indigenous one. Therefore, alien vegetation provides a poor ground cover compared to the indigenous vegetation, which could result in surface run off and soil erosion (.Jill Fernqvist and Ida Florberger 1996). Jill Fernqvist and Ida Florberger observed the Alien vegetation apparently has been considered as a key issue in the ecosystem of Western Cape. Water yield was decreased in the long term due to the alien vegetation consume a large amount of water, as a result, the biodiversity is threatened. In addition, fire in the alien vegetation for the results of erosion-prone slopes. (Jill Fernqvist and Ida Florberger, 2003) Defra (2005) summarized the Management Practices using Vegetables and Salad Crops in soil erosion Control. And offered some solutions to prevent the soil erosion when undertaking the cultivations, irrigation and harvest. (Defra 2005) 6 Soil Erosion by Wind Soil is also erosion by wind, although the effect is not noticeable like the erosion by water. C.S.Baldwin studied the rate and magnitude of soil erosion by wind is decided by many factors: Erodibility of Soil The wind suspends very fine particles and then transported great distances. Fine and medium size particles can be lifted and deposited by wind. While coarse particles can be blown along the surface (commonly known as the saltation effect). Soil Surface Roughness Soil surfaces only provide little resistance to the wind. However, ridges can be filled in and the roughness broken down by abrasion to produce a smoother surface susceptible to the wind in a long time. Excess tillage is a threat to soil, because it breakdown the soil structure and increased erosion. Climate There is a define link between the speed and duration of the wind and extent of soil erosion. The levels of Soil moisture can be very slightly low at the surface of excessively drained soils or during periods of dro ught, and releasing the particles for transport by wind. It occurs in freeze drying of the surface in winter. Adverse operating conditions maybe created by wind erosion in the field. Crops can be completely ruined so that costly delay and reseeding is necessary (C.S.Baldwin 2003) 7 Effects of Soil Erosion The negative changes from bank erosion including farmland productivity losses, damage to building structures such as bridges, roads etc. I.J. Shelton defined the on-site effects and off-site effects. On-site effects mean extension of the elimination of the impact of soil erosion of valuable topsoil. Crop emergence, growth and yield a direct impact on the loss of, natural and applied fertilizer and soil nutrients. Seeds and plants may interfere with or completely abolish the erosion site. Organic matter in soil, residues and any applicable fertilizer, a relatively light weight, can be transported off-site, especially in the spring thaw conditions. While the off-site effect is not always obvious as on-site effects, but Eroded soil, deposited down slope can inhibit or delay the emergence of the seed, bury small seedling, need to replant in the affected areas. Soil quality, structure, stability and texture can be affected by the loss of soil. The breakdown of aggregates and the removal o f smaller particles or entire layers of soil or organic matter can weaken the structure and even change the texture. Textural changes can in turn affect the water-holding capacity of the soil, making it more susceptible to extreme condition such a drought. (I.J. Shelton 2003) According to the C.S.Baldwin (2003), Sediment can contribute to road damage, accelerate bank erosion, and reduce downstream water quality. What is worse, Pesticides, and fertilizers, which contained in the soils. They frequently transported with eroded soil pollution or contamination of water downstream and entertainment district. 8 Conservation Measures While, based upon research, various conservation measures can be taken to reduce soil erosion by both water and wind. Tillage, cropping practices, and land management practices, have a direct impact on the overall soil erosion problem and solutions to a farm. When crop rotations or changing tillage practices are not enough areas where erosion control method or a combination of more extreme measures may be necessary. For example, contour plowing, strip cropping, or terracing may be considered. (C.S.Baldwin 2003) The defra (2005) advised measures about how to control the soil erosion. In their study, four categories of solution were presented. It is crucial to understand that erosion control on susceptible soil types can be successfully achieved to reduce the impact of rainfall erosion and maintain soil infiltration rate, so that the surface flow are avoided. It can be achieved by 1 To protect the soil from rainfall impact, whether it is permanent vegetation cover or land rotation, timely crop establishment and retention of surface crop residues. 2 Avoiding smooth, flat finishes to exposed field surfaces, so that good water seepage rates remain unchanged. 3 Avoiding tramlines, wheeling or cultivation features that can channel surface flow. 4 Seeking to increase the organic matter content in the means of improving the stability of the soil in the longer term. Steep slope and erosion because of increased risk, the efficiency of these measures is becoming increasingly important. When deciding on the combination of measures to apply in any particular situation, consideration should always be the serious erosion that may occur, if the case happened. In some cases, a measure aimed at controlling erosion may increase. For example, work along the contour is sometimes used to reduce runoff, but if the profile is not strictly followed, the accumulation of water at low points which might break over the cultivation features. (Defra 2005) Meanwhile, good management practices play a pivotal role in the control of soil erosion. Some examples and considerations were presented in defra (2005) study. In order to minimize the soil erosion when soil in the most vulnerable condition, the different type and timing of cultivations should be planned. Obviously, the overall aim should be the soil maintain in a less vulnerable condition as long as possible .Therefore, defra (2005) provided the good management of the farm to reduce erosion risks in terms of seedbed preparation, directions of cultivations and irrigation. 9 Conclusion Soil erosion is a natural and slow process. It has the detrimental effect on the environmental. Normally the agents of soil erosion are water and wind, the soil erosion is affected by many factors .But soil erosion could be effectively controlled and minimized by taken appropriate measures. References Abernethy, B. and I. D. Rutherfurd. 1998. Where along a rivers length will vegetation most effectively stabilize stream banks? Geomorphology. 23(1):55-75 ASCE. 1998. River width adjustment. I: Processes and mechanisms. Journal of Hydraulic Engineering. 124(9):881-902. Coppin, N. J. and I. G. Richards. 1990. Use of Vegetation in Civil Engineering. Butterworths.London Department for environment food and rural affairs .2005 .Controlling soil erosion, Defra Publications, London. G.J.de Boer .2002.on the consolidation and erosion of cohesive sediments.Deflt University of Technology .Civil Engineering and Geosciences G. Wall, C.S. Baldwin and I.J. Shelton. 2003. Soil Erosion Causes and Effects .Face Sheet.Queen`s print for Ontario Jill Fernqvist, Ida Florberger 2003. Fire and post-fire soil erosion in the Western Cape, South Africa: Field observations and management practices. Committee of Tropical Ecology, Uppsala University, Sweden. Tess Wynn.2006. Streambank Retreat: A Primer. Vol. 4, No.1 January March 2006. Watershed Update Thorne, C. R. and N. K. Tovey. 1981. Stability of composite river banks. Earth Surface Processes and Landforms. 6(5):469-484

Criticisms Of Symbolic Interactionism Sociology Essay

Criticisms Of Symbolic Interactionism Sociology Essay This chapter will outline the research methods which are used to explain procedures for collecting data. In addition, it discusses literature which underlies the methods and reasons for the chosen data collection procedures. The chapter presents an outline of research methodology (qualitative approach) and the tools for data collection which are commonly used with each particular method. The chapter focuses on the research setting, instruments for data collection, data analysis, issues of validity and reliability, and ethical issues. This chapter will clearly define the research methods used to perform the study. The researcher will provide an explanation as to the collection methods of the data and information which was necessary to address the research objectives. As such, all data sources, instruments for research, data collection and analytical techniques, and research design, will be given. Research design There are many methodologies for collecting data, and it can be collected from many different sources. By research methodology, it is meant a set of techniques which are used in certain areas of research activity (Nachmias and Nachmias, 1996.) Methodologies do not fall into categories of right and wrong; it is the duty of the researcher to seek the most appropriate method, according to the questions being researched. Huberman and Miles, in 2002, in addition to Blaxter et al, in 2001, said that data collected is qualitative when it is in word and describes situations, circumstances of phenomenon, or individuals. Data are quantitative if they are represented in the form of numbers, counts, or measurements which attempt to provide precision to the observation set. Hence, the classification between quantitative and qualitative is most commonly used (Smeyers, 2002.) According to Denzin and Lincoln (1994) both quantitative and qualitative approaches can be applied within any philosophy of research. The approach that all genuine knowledge is ultimately grounded in sensory experience is called the positivist approach. This approach also says that knowledge can only be advanced through experimentation and observation. The interpretivist approach, in contrast, holds that only through the standpoint of individuals who are part of the action being investigated, can the social world be understood (Cohen et al. 2008.) Therefore, the nature of the problem being researched will have a direct effect on the choice of research methods being employed. Also, practical consideration, such as funding and time, may influence a researchers choices. Also, when applying the scientific method, the researcher must keep certain considerations in mind, such as the investigators own involvement in the usage of the results, the precision of measuring devices, time constrai nts for obtaining results, difficulty in designing experiments which adequately test hypotheses, and the relative complexity of the subject being investigated. In 1994, Gable reported that literature marked a distinction between the two approaches, but that the approaches are not mutually exclusive. Rather, sometimes researchers apply both. Qualitative and quantitative approaches and techniques may be conceptualized as opposite poles on a continuum (Gable, 1994.) The differences between the approaches are detailed on Table 4-1. Remenyi (1998) argued that the two approaches can be used together due to the complexity of answering how, why, and what questions. Selection Criteria Denzin and Lincoln (1994) defined qualitative research as follows: The word qualitative implies an emphasis on processes and meanings that are not rigorously examined or measured (if measured at all), in terms of quantitative, amount, intensity or frequency à ¢Ã¢â€š ¬Ã‚ ¦ Qualitative researchers stress the socially constructed nature of reality, the intimate relationship between the researcher and what is studied and the situational constraints that shape inquiry. Such researchers emphasize the value-laden nature of inquiry. They seek answers to questions given meaning (p. 124). Qualitative research sits within the phenomenological viewpoint, and involves at least some interaction between the researcher and the situation or individual which is being researched (Hussey and Hussey, 2003.) According to Morgan and Smircich (1980) the qualitative approach to research is not a set of techniques but an approach. As such, the appropriateness of using it is based on the phenomena being studied, and the questions being asked. Additionally, Kirk and Miller (1986) set forth the following steps to describe the qualitative approach to research: invention, discovery, interpretation, and finally, explanation. Other views of the qualitative research approach note its possible design constraints. For example, an individuals own account of attitudes, motivations, and behaviours, may be an influencing factor (Hakim, 2000.) Qualitative research has the problem of subjectivity. This is because the researcher is involved personally in the operation of the measurement tools (Walter and Gall, 1989.) There are several features which distinguish the nature and design of studies which use the qualitative approach, such as a holistic investigation of a particular phenomenon and the understanding of the study itself in its natural setting (Walter and Gall, 1989.) The very nature of the qualitative approach allows for some flexibility and responsiveness to multiple realities and complexity. Purposely selecting the sample, rather than selecting it randomly, can help the researcher avoid missing sample data which could otherwise be considered as outliers, and hence unimportant. Purposive sampling can allow the researcher to enrich the outcome of their research by designing a study which will include both non-typical and typical subjects (Tashakkori and Teddlie, 1998.) Hakim (2000) indicates that the validity of the data being collected has a direct effect on the strength of the qualitative research itself. Data are usually collected in adequate detail so as to allow the results to be considered correct, complete, true, and believable accounts of the views and experiences of the participants. However, sample size continues to be a concern. A qualitative project will normally have a lower number of participants, which cannot be taken as representative (Hakim 2000.) This fact remains even when a fair cross-section of subjects has be carefully assembled. Qualitative design methods usually include: 1) a case study providing data which describes the subject of the study; b) a meta-analysis designed to analyse statistical outcomes of previous research from diverse sources; c) research analysis on relevant administrative records; d) a record of focus group discussions which serve to bring together a group of informants, serving the investigated issue; and d) unstructured, semi-structured, or structured in-depth interviews (Silverman,2000; Kruger, 2001). Qualitative research can be considered an independent field of inquiry, as it is focused on studying objects in their natural settings. It also attempts to make sense of various phenomena in terms of their meanings as related to a set field (Denzin and Lincoln, 1994.) This form of research examines activity which is situated, in which an opportunity is presents to both participate in, and then reflect on, the knowledge production process (Flick, 2002.) Denzin and Lincoln (2003) state that the potential for the interpretation of phenmoena is presented by qualitative research which takes place in a natural setting. The use of multi-methods may be used to provide interpretation and focus on individuals (Denzin and Lincoln,1998.) Additionally, qualitative research usually includes interviews, the practical components of a case study, a life story, observations, and personal experience. It can also involve descriptions of routines or moments which were problematic, and even the meaning in the lives of individuals (Denzin and Lincoln, 2003). Qualitative studies, then, are ultimately concerned with both how its participants fit into their environments, and how they make sense of their individual experiences. Symbolic interactionism The fundamentals of symbolic interactionism as a perspective have been shaped by the work of Mead (1932; 1934) who is acknowledged for his alternate views toward understanding human society (Blumer, 1969; Charon, 2004). Blumer (1969) expanded on Meads work to develop symbolic interactionism into a perspective with a methodology to investigate and interpret the interactions of individuals in a social context. Because we live in a complex, industrialized society, and come from different ethnic, racial, and social class backgrounds, it is unrealistic to think that we all share the same sets of norms, beliefs, and values. People will often have competing and conflicting beliefs rather than shared goals and interests. Instead of being the product of consensus, organized behavior may be the result of self-interested negotiations between two or more parties or the product of coercion on the part of more powerful individuals. Herman-Kinneys observation reflects the appropriateness of symbolic interaction as a suitable framework for this study: acknowledgement that social contexts are complex entities that involve complex interactions between individuals and groups of individuals. The context of a university in Japan that employs individuals with a range of cultural and social attributes reflects Herman-Kinneys intention that people within a specific context carry conflicting beliefs and values, yet can function effectively as a group. Symbolic interactionism provides greater scope to explore such complexity. While other perspectives have made significant contributions to our understanding of the concept of identity, a noticeable absence from analysis of identity formation is the notion of the self as a separate concept to identity (Herman-Kinney, 2003: p.708; Beijaard et al., 2004). One of the fundamentals of symbolic interactionism is its emphasis on the notion of self and its relationship to the concept of identity. The notion of self tends to be overlooked in the literature on teacher identity largely because self and identity can tend to be used interchangeably. Other perspectives imply that an individual is a composite of multiple identities, a view shared by symbolic interactionism. Symbolic interactionism further contends that behind the multiple identities is the notion of self: a core entity that in many ways gives life to those multiple identities. This study is limited to exploring the nature of professional identities and not the nature of self. However, the distinction needs to be made that symbolic interactionism views self and identity as two separate but related concepts. THE EMERGENCE OF SYMBOLIC INTERACTIONISM Symbolic interactionism is a down-to-earth approach to the scientific study of human group life and human conduct. (Blumer, 1969: p.47) Symbolic interactionism is a perspective that emerged chiefly from the work of American tradition of pragmatism, philosophy and social psychology (Fidishun, 2002; Charon, 2004: p.28). It challenged the mechanistic world view and dualistic assumption of classic rationalism (Shalin, 1991: p.223). One of the most recognised challengers was Mead (1932; 1934) who viewed human group life as the essential condition for the emergence of core attributes that characterise an individual. Blumer (1969) identified the core attributes as consciousness, the mind, a world of objects, human beings as organisms possessing selves, and human conduct in the form of constructed acts. From these core attributes, Blumer (1969: p.6) proposed a number of basic ideas or root images to frame human societies: human groups or societies, social interaction, objects, the human being as an actor, human action, and the interconnection of the lines of action. Together, these root images represent the way in which symb olic interactionism views human society and conduct. Symbolic interactionism is used in this study to focus on the interactions of teachers with objects in a specific context. Core to symbolic interactionist principles is a focus on social interaction and meanings that result from the process of interpreting these interactions. The significance of symbolic interactionism, according to Rosenberg and Turner (1981), is that it places emphasis on researching real-life events, such as the practice of teaching. Within an educational context, Hargreaves (1995: p.11) argues that symbolic interactionism helps clarify why teachers (and others) do what they do and that à ¢Ã¢â€š ¬Ã‚ ¦ it addresses the practical realities rather than holding people to perspectives ideals or moral exhortation concerning human change and development. Exploring the identity of teachers who teach English in the context of this study lends itself well to the principles of symbolic interactionism, due to the highly interactive nature of the context that is rich in symbo ls: language, objects and social interactions. CORE IDEAS OF SYMBOLIC INTERACTIONISM As mentioned previously, symbolic interactionism emerged from the work of Mead who viewed human society differently from the traditionally held views of his time. Through his interpretation of Meads work of interpreting human society, Blumer developed three premises that characterise the fundamentals of symbolic interactionism. In his first of three premises, Blumer begins with the nature of meaning that human beings hold towards things that are socially defined. Human beings act toward things on the basis of the meanings that the things have for them (Blumer, 1969: p.2). According to Blumer, meaning is not implicit in humans at birth, instead emerges through social interactions and interpretations of those interactions. Meaning is established in communication (Mead, 1932). Blumers explanation illustrates a divergence from traditional approaches to explain meaning. By traditional, Blumer referred mainly to the fields of psychology and sociology, which were predominant at the time of his writing. From a psychological perspective, factors such as attitudes and conscious or unconscious motives were featured in attempts to understand human conduct, while sociological perspectives relied on factors such as social position, social pressures and cultural prescriptions in its attempt to explain human conduct (Blumer, 1969: p.3). According to Blumer (1969: p.3), the meanings that things have for human beings are central in their own right. That is, instead of focusing on factors that are alleged to produce behaviour, meaning is the focus of analysis itself. Th e process of meaning refers to the act of interpretation, which has implications on our understanding of human beings, human action and human association (Blumer, 1969: p.79). Blumer argues that other research traditions6 bypass a focus on meaning. It is either taken for granted and pushed aside as unimportant or it is regarded as a more neutral link between the factors responsible for human behaviour and the product of such factors (Blumer, 1969: p.3). According to Blumer, these perspectives are more concerned with the behaviour of individuals and with the factors regarded as producing the behaviour. However, while differences remain between symbolic interactionism and other research traditions, similarities are becoming more common, such as both stress the importance of language, the dynamic character of social and cultural life, and the unstable relations of difference (Dunn, 1997: p.689). The source of meaning emerges from social interactions between individuals and things within social contexts and situations. Blumers (ibid: p.3) explanation of things, or objects, reflects the down-to-earth nature of symbolic interactionism to include: physical objects (such as classrooms, office space, textbooks), other human beings (such as a wife, an officemate), categories of human beings (such as friends, management, students, native English-speaking teachers of English, native Japanese-speaking teachers of English), institutions (such as university, government), guiding ideals (such as individual independence, approach to teaching, university policy), activities of others (such as demands from management or requests from colleagues), THE APPROPRIATENESS OF SYMBOLIC INTERACTIONISM Symbolic interactionism is concerned with people, the meaning that people have towards things, and that these meanings are subjected to a process of interpretation within social contexts. Woods provides a convincing argument, claiming that: à ¢Ã¢â€š ¬Ã‚ ¦ the emphasis is upon the construction of meanings and perspective, the adaptation to circumstances, the management of interests in the ebb and flow of countless interactions containing many ambiguities and conflicts, the strategies devised to promote those interests, and the negotiation with others interests that is a common feature of all teaching situations. (Woods, 1996: p.7) Woods account of symbolic interaction reflects the complexity of social situations, viewing symbolic interaction as a perspective that offers flexibility to explore the mysteries of social interaction in educational contexts. Woods was attracted to symbolic interactionism because it offered the kind of intellectual equipment needed to explore some of the mysteries of social interaction in the school (Woods, 1996: p.7). This study recognises that other research perspectives are equally suitable to explore the concept of professional identity. Symbolic interaction, however, allows meanings to be explored in the richness of the context: individuals hailing from broad cultural, educational and personal backgrounds. If identity is formed through relationships and interactions in a social context, a symbolic interactionist perspective is appropriate for exploring the negotiating of identities of EFL teachers in a Japanese higher education context. The nature of teaching English in higher e ducation in Japan is highly interactive between students and colleagues within a context rich in symbols open to complex processes of interaction and interpretation. CRITICISMS OF SYMBOLIC INTERACTIONISM Symbolic interactionism has changed considerably since its emergence as a perspective, becoming fragmented at times as a result of conflict from different schools of thought and interpretation (Fine, 1993). It, however, is not without its imperfections or its critics, of which many emerged from within the perspective itself as well as from other research traditions. The criticisms toward symbolic interactionism were more intense earlier in its history than of late due to its perceived departure from scientific methodology that was dominant at the time of its emergence. Criticisms emerged at a time when qualitative research was seen to be unscientific, with positivist research dominating approaches to research (Meltzer et al., 1975). Rogers (1973) accused interactionists of examining human interaction in a vacuum, focusing on small-scale face-to-face interaction, with little concern for its historical or social setting. Skidmore (1975) found that interactionists failed to explain why people consistently chose to act in given ways in certain situations. While the criticisms are valid, they were made at a time when symbolic interactionism had barely established itself as a theoretical perspective. There is an argument developing that the differences between symbolic interactionism and other perspectives are narrowing (Dunn, 1997). The criticism from within symbolic interactionism is characterised by the four main schools of thought that have been identified under the umbrella of symbolic interactionism: the Chicago school, the Iowa/Indiana school, ethnomethodology, and dramaturgy. The differences are largely methodological, between preferences for more humanistic, qualitative approaches to researching social interactions and those that were more scientific and quantitative (Meltzer et al., 1975). Blumer (1969) argues the case for a distinctive methodology in the study of human behavior that made modern society more intelligible (Meltzer et al., 1975). Regardless of methodology or school of thought, however, symbolic interactionism encompasses both a qualitative and quantitative tradition, reflecting an approach that strives to understand human behavior, not to predict and control it, nor to have more statistical knowledge of it (Musolf, 2003: p.91). Kuhn (1964) argued symbolic interactionism should reflect quantitative methodology, stressing the importance of unity of method in all scientific disciplines. Reflecting on its short history at the time, Kuhn (ibid) identified a number of problems that stunted the growth of symbolic interactionism and its acceptance by other research traditions as a credible research perspective. One of the main issues was lack of scientific credibility, which characterised the schism between the two schools. Kuhn attempted to elaborate Meads view on social behaviorism in an effort to establish a theory of self that was both testable and usable. Kuhns 20-point test to measure the self reflected the leaning toward scientific quantitative methodology of exploring self. According to Dunn (1997) there are critics who claim that symbolic interactionism provides little indication of sources of meanings. While these criticisms are valid, they were made not long after symbolic interactionism emerged as its own perspective and had yet to fully utilise the way in which other perspectives have developed over the past few decades. Dunn (1997) documents recent comparisons between symbolic interactionism and other research traditions to illustrate narrowing differences and shared fundamentals, such as importance of language. Likewise, Callero (2003) argues that recent sociological approaches to self within a symbolic interactionist paradigm reflect emphases on power, reflexivity, and social constructionism. Recent literature on teachers professional identities provides evidence that symbolic interactionism has survived the criticisms to prosper and prove it to be a suitable framework for this area of research (Swann, 1987; Beijaard et al., 2000). Methods of data collection Primary data There are several types of collection methods involved in qualitative research. The Interview Method The definition of an interview is the interchange, between two or more persons, of views on a topic of mutual interest. This enables both the discussion of individual points of view, and the expression of points of view (Cohen et al., 2008.) Cohen et al. note that the interview serves three distinct purposes: 1) as the primary means for gathering information that directly affect research objectives; 2) for the purpose of either testing a hypothesis, or suggesting a new one, also, as an explanatory method for the identification of variables and their relationships; 3) for use in conjunction with other methods. The three types of interviews are: unstructured, semi-structured, and structured. The unstructured interview contains questions which are open-ended, allowing the question to be adapted, according to the intelligence, beliefs, and understanding of the respondent. These interviews are more flexible and may be used for probing issues in greater depth than the other interview types, though it can take more time and involve greater difficulty to analyse (Kidder et al., 1986.) In the semi-structured interview, both open-ended and close-ended questions are employed. This means that not all questions are designed in advance. The semi-structured interview technique has some of the advantages of the other two techniques (Kidder et al., 1986.) This technique has the flexibility of allowing the interviewer to formulate new questions during the interview, as a result of the respondents answers to previous questions. This allows the interviewer to seek additional illumination and information. The interviewer usually has a framework of themes to be explored in a semi-structured interview (Blackman, 2002.) The structured interview, also known as the standardized interview, employs closed ended questions, and a standard sequence which is used in every interview. This approach has the aim of presenting the very same questions, in the very same order, in every interviewing session, and for every interviewee. Though this approach is not very flexible, its data is more easily analysed, and is considered to be more objective (Nachmias and Nachmias, 1996.) Blackman (2002) cites three essential characteristics which can be used to distinguish between the unstructured and the structured interview. 1) A highly structured interview requires that all interviewers present the same set of questions to all interviewees, with use of follow-up questions being prohibited. 2) Structured interviews form the foundation for tighter analysis. 3) Interviewers are trained to use both a priori rules and a standardized rating form in order to strictly rate and score question responses. Researchers choose between several strategies when planning an interview, including (Thomas, 2003, p. 63): An approach of loose questioning, which is meant to elicit the respondents interpretation of a general situation or circumstance. An approach of tight-questions, using a limited number of options (e.g. Yes/no, like/dislike) to discover a respondents preferences. An approach of converging-questions. This is designed to blend the advantages of the loose method and the tight method. At first broad questions are asked, in an open-ended manner. These are followed up with additional questions to more thoroughly explore the interviewees opinions. An approach of response-guided questions. This approach includes the interviewer beginning with prepared questions, which are spontaneously follow-up by questions created as logical extensions of the given answer. This strategy allows the researcher to delve more deeply into the respondents opinions relating to the issues presented in the original question. Focus group interviews A focus group is a special type of group which has more involved as its purpose than simply getting people to have a conversation. It is special in terms of its purpose, composition, size, and procedures, which guides, through interaction, to outcomes and data (Cohen et al., 2008.) Listening to information, and gathering information, is the purpose of this interview, as well as to understand peoples thoughts and feelings about particular issues (Krueger and Casey, 2000.) Focus groups can encourage an environment which allows participants to share their points of view and perceptions without pressure. Researchers may be able to identify patterns and trends from the group discussion. This may lead to a systematic and careful analysis (Krueger and Casey, 2000.) According to Cohen et al. (2008,) focus groups are good for: Orienting to a specific field of focus. The development of topics, schedules, and themes which can be used in subsequent questionnaires or interviews. Use insights and data, collected from the group, to generate hypotheses. Producing and evaluating data relating to differing subgroups of a given population. Assembling feedback related to previous studies. Kruger and Casey (2000) specified some of the characteristics of a focus group. A focus group involves a limited quantity of participants, so that every person has a chance to share; participants should have similar characteristics, so that the researchers my accomplish the purpose of the study; collection of qualitative data, of interest to the researcher, is the primary purpose of the focus group usually to discover the range of opinions between several groups; the group must have a focused discussion; the group should ultimately help to understand the topic of interest. Researchers (Krueger and Casey, 2000; and Cohen et al., 2008) indicate that the data which is collected from a focus group may be negatively influenced by two kinds of participant: a) close friends who may inhibit free expression on a given topic; b) participants who may be difficult to join with others. For this reason, it is considered more useful when the data is triangulated by using traditional interviewing forms, observation, documentation, and questionnaires (Cohen et al., 2008.) Observation methods Observation is routinely used in everyday life (Frank, 1999,) but it is multi- faceted as a scientific method (Wajnryb, 1992.) Bohem and Weinberg (1987) stated that techniques for observation are key to the developments in the sciences, and this is because data which is collected is more likely to lead to decisions, conclusions, and new ideas. Obaidat et al (2002) made the claim that many phenomena and ideas, which are the subjects of study interviews and questionnaires, are selected because of the need to test them and understand them by field researchers. So, observation is considered a prime tool for the gaining of both information and experience. According to Cohen et al (2008,) observation enables researchers to gain understanding of the context which is being investigated, to be more inductive and open-ended, and to see certain aspects which otherwise may have been missed. It also allows for the discovery of issues that participants may not have wanted to discuss in their interviews. While observation in a social context can easily be accomplished, scientific observation may require more detailed planning, and defined recording protocols (Summerhill and Taylor, 1992.) Cohen et al (2008) refer to observations in many settings: physical, human, group or individual, gender, class, and even interaction in settings which may be formal or informal, planned or unplanned, verbal or non-verbal. Additional settings would include programme settings, such as school resources, curricula, and style. Secondary data The analysis of secondary data, involving the analysis of data collected by other institutions and researchers, will be part of the basis for this research. Additionally, by treating this undertaking with diligence and care, an efficient method or learning about research questions, which are both time saving and cost effective, will be gained. The major sources of secondary data, which are used in this research, are: Official stats. This comprises of statistics collected by various bureaus, departments, agencies, and the government. Because this information is easy to obtain and easy to comprehend, it is considered an important secondary data source. Scholarly Journals (Peer Reviewed) As they contain reports of both original research and reports of experimentation, scholarly journals are important to this study. Experts review scholarly journals in order to check their accuracy, originality, and hence relevance. Literature Review Articles these articles review and arrange original research about a particular subject of interest. For this research the researchers consulted online databases and the library, in order to find the requisite relevant pieces of data to be used in this research. Data analysis Qualitative research findings, methods, disciplinary orientation, and types of findings represent great diversity (Yardley 2000). Qualitative research has many traditions. These include, as a partial listing, cultural ethnography (Agar 1996; Quinn 2005), institutional ethnography (Campbell and Gregor 2004), analyses for historical comparison (Skocpol 2003), case studies (Yin 1994), focus groups (Krueger and Casey 2000), interviews (in-depth) (Glaser and Strauss 1967; McCracken 1988; Patton 2002;

Terrorism Essay -- essays research papers

Terrorism JUNE 1914: a young man in Sarajevo steps up to a carriage and fires his pistol. The Archduke Ferdinand dies. Within weeks, the first world war has begun. The 1940s: the French resistance kill occupying troops when and how they can. June 1944: at Oradour-sur-Glane, in central France, German SS troops take revenge, massacring 642 villagers. August 1945: the United States Air Force drops the world's first nuclear weapons. Some 190,000 Japanese die, nearly all of them civilians. Within days the second world war has ended. Which of these four events was an act of terrorism? Which achieved anything? Which, if any, will history judge as justified? And whose history? Terrorism is not the simple, sharp-edged, bad-guy phenomenon we all love to condemn. No clear line marks off politics from the threat of force, threat from use, use from covert or open war. Who is or is not a terrorist? The suicide bomber, the rebel guerrilla, the liberation front, the armed forces of the state? Terrorism is fundamentally a political act. Terrorists act to advance a cause they mean to create tyranny, either directly or indirectly, so that the political order that they prefer can take the place of the current one. Terrorists can be either rebels seeking to overthrow a state or states seeking to overthrow the international order or states seeking to maintain privilege for rulers and stifle dissent among the people. In every case the motivation for terrorism is explicitly without an exceptio...

education :: essays research papers

Many people think that they are not college material when struggling the first couple of years. Not being able to set their goals and know what they want to be could be very frustrating for them. College helps you figure out who you really are and who you want to be. Not all college students will know exactly what they want to study after high school, not all college students will know during college. By exploring different classes and careers you will find out what makes you happy. Happiness varies from person to person. For one person having a career they love will bring happiness, for others money is the only means of their happiness. Happiness comes from the persons standards and goals a person has set for themselves. Happiness is reached when goals are accomplished or are on pursuit of being achieved. When in high school most students are trying to personally develop on who they are. Once they are in college they start to develop personally on whey will be, and what they plan on doing for the rest of their lives. I like many students did not know what to do out of high school, I wanted to go off to college with my friends but my parents had other plans. They knew I was not ready for a four-year college. They knew me better than I knew myself, if I had gone straight to a university I would have made the same mistakes I made here at Imperial Valley College. My first year here at IVC I had no interest in classes, I was mostly interested in hanging out with my friends. It took me a year and a half of messing around to figure out what I wanted to do. When I had a moment of enlightenment on my future it was in my elected human relations class. During the semester we would visit the career center often searching professions that are available. There was a program that we would use called Eureka that was like an assessment test on what might like to do as a career. It would ask an endless number of questions on your likes and dislikes. You would input on what goals you might have for yourself such as how much money you would like to make, how many hours you wanted to work, and what kind of settings you would work in.