Education †learning Essay

Education is not only cognitive and intellectual learning, and learning of skills and work-related competences. It is much broader to include moral and ethical issues, values, attitudes, religion, spiritualism, art and more. It is, indeed, important to focus on this when education in schools and universities has become a large â€Å"industry† and when the world, instead of becoming more peaceful, seems to be more confrontational than before. The main reason behind this scenario, that I see, is that students are being taught and not trained and also the fact that teachers do not have any target for teaching instead they teach for the pay they get and sincerity with the profession is waning very fast. EDUCATIONAL SYSTEM The educational system that I see should be one that suits all the citizens of the country. It should consider the cultural, ethical, moral, religious and economical norms of the society and should produce respectable and responsible citizens for the society as a whole and a dignified and confident person. |This point arises due to the fact that every country consists of multi-cultural and multi ethical societies with different religious and economic backgrounds. Thus the system should have contents that may not hurt the morals and values of any person and also produce effective results that can be calculated as per the prosperity of that particular society or country as a whole. PURPOSE OF EDUCATION The foundation of our work as educators is moral and ethical education. We must teach the right values and the right ways of analyzing issues. We must seek what is true and act accordingly. Part of that is to learn that we are all responsible for our own attitudes, decisions and actions. We must use education to foster equality between sexes, classes, people of different geographic areas, creeds, colors, cultures and religions. We must learn to understand the importance of solidarity among groups at home and across the borders in order to create peace, development and prosperity. Besides this we are also imparted with the responsibility of teaching science, commerce and arts subjects to the students using latest techniques, information and research to enable our students to prepare themselves to be a productive part of the society and compete with the world in the respective fields of their study. Major areas that a teacher may address are as follows: 1. To help students gain literacy: This is supposed to be the top most priority as if a student is literate he or she may mold in any society and get adapted to its culture and norms without losing its own. 2. To enable students to use and enjoy their learning experiences: Here a student gets in hand expertise to use what it learned during the schooling period to better their social and personal life in a given environment. 3. To teach students to believe and respect others, to contribute to the well-being of their community: A learned person better knows whom to respect and whom not too, who deserves to be valued and who does not, and gets bold enough to express its feelings in a dignified and respectful way in the society. He is able to distinguish between duties bestowed upon him by the community and tries to serve the community within available resources. 4. To give students the opportunity to learn how to inquire and discover new information: When a student learns through experimentation and reasoning he tries to use the same technique throughout his life and does not accepts all and sundry information without analyzing it. 5. To help students develop broader understandings of new information: This enables a student understand and characterize given information and then apply it in his daily life. 6. To help students develop the skills and values they will need to function in a free and just society: Last but not the least it makes sure that a student is made aware of the morals and values of religion and society and to act accordingly not hurting any ones feelings and making progress accordingly in the society individually and as a community as a whole. In the process of enabling the students to get all the above qualities they are supposed to be taught different subjects but should be encompassed under the umbrella of a just religion and that is Islam not because we live in the Islamic Republic Of Pakistan but due to the fact that Islam is the only religion that addresses to all the matters discussed with command and covers all the topics amicably, may it be the moral, cultural, and or ethical values or upbringing, or the contemporary studies of science, commerce and arts. Reference: 1. http://www. intime. uni. edu 2. www. nation. com. pk †º Columns.

Relative Reactivity of Alkyl Halides

Relative Reactivity of Alkyl Halides Introduction Nucleophilic substitution of alkyl halides can proceed by two different mechanisms – the SN2 and the SN1. The purpose of the experiment was to identify the effects that the alkyl group and the halide-leaving group have on the rates of SN1 reactions, and the effect that the solvent has on the rates of SN1 and SN2 reactions. The SN1 mechanism is a two-step nucleophilic substitution, or unimolecular displacement. In the first step of the mechanism, the carbon-halogen bond breaks and the halide ion leaving group leaves in a slow, rate-determining step to form a carbocation intermediate.The carbocation intermediate is then immediately detained by the weak nucleophile in a fast, second step to give the product. A solution of ethanol with some silver nitrate may be added provided the weak nucleophile – the alcohol. If an SN1 reaction occurs, the alkyl halide will dissociate to form a carbocation, which will then react with the ethanol to form an ether. Since there is not a strong nucleophile present, the cleavage of the carbon-halogen bond is encouraged by the formation and precipitation of silver bromide.The halide ion will combine with a silver ion from the silver nitrate to form a silver halide precipitate, which will advise that a reaction has occurred. + AgBr + NO3- Figure 1: The SN1 mechanism of 2-bromo-2-methylpropane and silver nitrate. The nucleophile would have been ethanol while the silver nitrate would have disassociated to form a silver halide precipitate. The more stable the carbocation, the quicker the reaction. Therefore, SN1 reactions desire tertiary substrates most, followed by secondary, and lastly primary.Because the strength of the nucleophile is unimportant, an ionizing solvent is needed. Water is the best solvent, followed by methanol, ethanol, propanol, and lastly acetone. In experiment two, the tertiary 2-bromo-2-methylpropane was the most favored reactant followed by the secondar y 2-bromobutane, the primary 1-bromobutane, and the primary 1-chlorobutane. This order is determined by whether the molecule is primary, secondary, or tertiary. 2-bromo-2-methlypropane + AgNO3 + (CH3)2CO AgBr + ethyl-t-butylether + isobutylene Figure 2: The SN2 mechanism of 2-bromo-2-methlypropane with AgNO3 in (CH3)2CO.The SN2 reaction mechanism is a one-step, bimolecular displacement in which the bond-breaking and bond-making processes occur simultaneously. The SN2 reaction requires a strong nucleophile. The order of reactivity is the opposite of the SN1 reaction because the nucleophile must attack from the back, and is favored with the least steric hindrance. The halide attached to a primary carbon is easier to attack from the back. In experiment one, the 1-chlorobutane was the most favored reactant followed by the primary 1-bromobutane, the secondary 2-bromobutane, and the tertiary 2-bromo-2-methylpropane.This order is determined by whether the molecule is primary, secondary, or tertiary. â€Å"SN2 reactions are particularly sensitive to steric factors, since they are greatly retarded by steric hindrance (crowding) at the site of reaction. In general, the order of reactivity of alkyl halides in SN2 reactions is: methyl > 1 ° > 2 °. The 3 ° alkyl halides are so crowded that they do not generally react by an SN2 mechanism. †1 1-chlorobutane and NaI-acetone ——> 1-iodobutane + NaCl (precipitate) In general, weaker bases make better leaving groups.SN1 and SN2 reactions show the same trends, but SN1 is more sensitive. The reactants favored in the SN2 mechanism are the opposite of the SN1 reaction. the primary 1-chlorobutane was most favored, followed by the primary 1-bromobutane, the secondary 2-bromobutane, and tertiary 2-bromo-2-methylpropane. Table 1: Table of Reagents with molecular weight, density, melting point, and boiling point. Name| Molecular Weight (g/mol)| Density (M/V)| Melting point ( °C)| Boiling point ( °C)| 2-bromo -2-methylpropane| 137. 02 g/mol| 1. 22 g mL? 1 | -16  Ã‚ °C| 73 °C| 2-bromobutane| 137. 02 g/mol| 1. 55 g mL? 1| -113 °C| 91 °C| 1-bromobutane| 137. 02 g/mol| 1. 2676 g mL? 1| -112  Ã‚ °C| 99-103 °C| 1-chlorobutane| 92. 57 g mol? 1| 0. 89 g/mL | -123. 1  Ã‚ °C| 78 °C| NaI| 149. 89 g/mol| 3. 67 g/cm3| 661  Ã‚ °C| 1304  Ã‚ °C| AgNO3| 169. 87 g mol? 1| 5. 35 g/cm3| 212  Ã‚ °C| 444  Ã‚ °C| Methanol| 32. 04 g mol? 1| 0. 7918 g/cm3| -97. 6  Ã‚ °C| 64. 7  Ã‚ °C| Ethanol| 46. 07 g mol? 1| 0. 789 g/cm3 | ? 114  Ã‚ °C| 78. 37  Ã‚ °C| Propanol| 60. 10 g mol? 1| . 803 g/mL| -126  Ã‚ °C| 97-98  Ã‚ °C| Acetone| 58. 08 g mol? 1| 0. 791 g cm? 3| -93  Ã‚ °C| 56-57  Ã‚ °C,| NaOH| 39. 9971 g mol-1| 2. 13 g/cm3| 318  Ã‚ °C| 1388  Ã‚ °C| Phenolphthalein| 318. 2 g mol? 1| 1. 277 g cm? 3| 260  °C| NA| Experimental For part A, four clean test tubes were acquired and numbered 1-4. Five drops of each of the following reagents were added to the test tubes in numer ical order: 2-bromo-2-methylpropane, 2-bromobutane, 1-bromobutane, 1-chlorobutane. Twenty drops of NaI in acetone were added to each test tube, the time of the first drop was recorded, and the tubes were mixed. The exact time of the first sign of cloudiness in each test tube was noted. The exact time of the first sign of precipitation was noted.If no reaction occurred within five minutes, the test tube was placed in a warm water bath. No color change was observed, only a change in cloudiness of the solutions. For part B, the test tubes were rinsed with ethanol and then the same amount of each alkyl halide was placed into each test tube. Twenty drops of silver nitrate in ethanol was added to each of the four test tubes, and the exact time that the first drop was added to each test tube was noted. The exact time of the first sign of cloudiness in each test tube was noted. The exact time of the first sign of precipitation was noted.If no reaction occurred within five minutes, the test tube was placed in a warm water bath. No color change was observed, only a change in cloudiness of the solutions. For part C, four clean test tubes were acquired and numbered 1-4. 1 mL of 1:1 methanol and water was added to the first test tube; 1mL of 1:1 mixture of ethanol/water was added to the second test tube; 1mL of 1:1 mixture of 1-propanol/water was added the the third test tube; and 1 mL of 1:1 mixture of acetone/water was added to the fourth test tube. Three drops of . 5M NaOH and three drops of 1% phenolphthalein were added to each test tube.Three drops of 2-bromo-2-methylpropane were added to each test tube, and the exact time that the first drop was added to each tube was noted. The tubes were swirled, and the disappearance of the pink color was observed. The final color of each solution was yellow. Results Table 2: Reaction times pertaining to SN2 reactions, SN1 reactions, and the solvent effects on SN1 reactions. Part A (SN2 reaction with NaI)| Time in seconds| 2-bromo -2-methylpropane| 97 seconds| 2-bromobutane| 95 seconds | 1-bromobutane| 71 seconds| 1-chlorobutane| 86. 7 seconds|Part B (SN1 reaction with AgNO3 in ethanol)| Time in seconds| 2-bromo-2-methylpropane| 34. 6 seconds| 2-bromobutane| 49 seconds| 1-bromobutane| 80 seconds| 1-chlorobutane| 905 seconds| Part C (Solvent effects on SN1 reaction with. 5M NaOH and phenolphthalein)| Time in seconds| Methanol/water 1:1| 129 seconds| Ethanol/water 1:1| 97 seconds| Propanol/water 1:1| 93 seconds| Acetone/water 1:1| 90 seconds| Discussion In experiment A, the results followed the trend hypothesized for SN1 reactions in the introduction. The primaries finished first, followed by secondary, and lastly tertiary.The primary 1-bromobutane completed first, followed by the primary 1-chlorobutane. The secondary 2-bromobutane completed third, and the tertiary 2-bromo-2-methylpropane finished last. The 1-bromobutane finished before the 1-chlorobutane because bromine was a better leaving group than chlorine . This is because bromine is bigger and less electronegative than chlorine. Therefore the bromine did not form as tight of bonds with carbon as chlorine, and could more easily leave the group. In experiment B, the results followed the trend hypothesized for SN2 reactions in the introduction.The tertiary finished first, followed by secondary, followed by the primaries. 1-bromo-1-methylpropane finished first because of its tertiary nature. The secondary 2-bromobutane finished second. The primary 1-bromobutane finished third, followed by primary 1-chlorobutane. The rate-limiting formation of the carbocation decided this pattern. The 1-bromobutane finished before the 1-chlorobutane because bromine was a better leaving group than chlorine. In experiment C, the results did not follow the trend hypothesized for the solvent effects on the SN1 reaction.Methanol should have finished first, then ethanol, then propanol, and lastly acetone. The results were the exact opposite; acetone finished f irst, then propanol, then ethanol, and lastly methanol. The boiling points of the solutions were responsible for this result. The bottles containing the solutions must have been left open for a prolonged period of time before use to allow evaporation. The acetone, propanol, and ethanol must have been mainly water, and thus finished earlier than methanol. The first error pertained to experiment C. The results were backwards, and had to have been due to the boiling points of the solutions.The solutions that evaporated the most before the experiment finished quickest because of the ratio of water to the specific solution. The error could have been corrected by remaking the solutions before lab. The second error pertained to experiment B. The experiment was performed twice because the test tubes were not washed with ethanol between uses. The use of water to wash the test tubes sped up the reactions because water was the best solvent for the SN1 reactions. The use of ethanol to wash the test tubes had little effect on the rate of the reactions because it was the third best solvent after water and methanol.Conclusion The purpose of the experiment was to identify the effects that the alkyl group and the halide leaving group had on the rates of SN1 and SN2 reactions, and the effect that the solvent had on the rates of SN1 reaction. The purpose was achieved because the tertiary alkyl group sped up the SN1 reaction most, while the primary alkyl group sped up the SN2 reaction most. The effect of the halide-leaving group was established because bromine was bigger and less electronegative than chlorine, which allowed bromine to leave the group sooner than chlorine due to the less strong bonds of bromine.The solvents’ effect on the rates of the SN1 reaction was due to the encouragement of the cleavage of the carbon-halogen bond, instead of the use of a strong nucleophile. An improvement for the experiment would have been to mix the solvents just before lab to reduce the amount of solvent that boiled off at room temperature. More accurate measurements such as 1 mL measured in the graduated cylinder would have been more precise and consistent than the addition of a specific number of drops. References The SN2 Reaction. University of Texas Educational Website. 11 September 2012. Web. 1 March 2013. http://iverson. cm. utexas. edu/courses/old/310N/spring2008/ReactMoviesFl05%20/SN2text. html Questions 1. What would be the major product if 1-bromo-3-chloropropane was to react with NaI in acetone? Explain. 1-iodo-3-chloropropane would be the major product. This substitution reaction works best for primary alkyl halides. The bromide ion is a better leaving group than chloride ion. 2. In the reaction of 1-chlorobutane with CN-, the reaction rate is increased by the addition of catalytic amount of NaI. Explain the result. The I- ion replaces the Cl to form 1-iodobutane.The iodo group is a better leaving group than the chloro group and hence the reaction g oes faster. 3. What would be the major product if 1,4-dibromo-4-methylpentane was allowed to react with: a. ) One equivalent of NaI in acetone? Iodide is a strong nucleophile but a weak base, so SN2 is the preferred reaction. Only the bromine on C1 is eligible to undergo SN2, so it will be replaced by iodide. b. ) One equivalent of silver nitrate in ethanol? Silver ion tends to receive a halide ion and leave a carbocation, which means E1 and SN1. If there's only one equivalent, then the tertiary bromide on C4 is the one that will go.The resulting carbocation can give: E1 products 5-Br-2-Me-2-pentene (major, trisubstituted) and 5-Br-2-Me-1-pentene (minor, disubstituted). SN1 product 5-bromo-2-ethoxy-2-methylpentane. 4. What causes the color change in part C? The formation of the acid after the addition of the base NaOH and an acid-base indicator may be visibly observed when the reaction has completed. As the reaction proceeds, for every molecule of alcohol produced, there is one mole cule of acid produced as well. This means that as the reaction proceeds the acid begins to neutralize the base, once enough product and

Globalisation of Trade Literature review Example | Topics and Well Written Essays - 2500 words

Globalisation of Trade - Literature review Example The very idea eliminated international trade barriers which in turn intensified liberalised cross border trade. As Cairola (2007) points out, developed countries dramatically increased their production levels during the 1950-70 by through international diffusion of mass production and assembly lines; hence, there arose a need for finding new markets to supply excess products and services. Companies believed that exporting of these excess items to foreign needy markets would be a potential strategy to promote growth (ibid). In addition, intra-firm trade also contributed to the current international trade. On the other hand, developing nations also supported the idea of internationalisation of global production since they find it as a way to enhance their growth by supplying raw materials and labour to multinational enterprises. As the author points out, between the 1960s and the 1980s, developing economies started to change their focus from import substitution to export promotion poli cies with intent to enhance economic stagnation. They also gave specific importance on their industrial development. Thus, developing economies eventually began to integrate into the global trading system even though their participation is still lower as compared to other developed economies (ibid). In order to take advantages of the trade liberalisation, organisations today are trying to become less hierarchical and more decentralised. Undoubtedly, multinational corporations obtain more advantages of trade globalisation as they get free access to global markets despite cross border barriers. In order to enhance foreign investments, governments are promoting development of transnational corporations. Even though countries like China put obstacles to foreign investment, currently they are softening their attitude towards multinational enterprises. Globalisation critics argue that multinational corporations take unfair advantages over poor countries by exploiting their physical resour ces and labour. This criticism seems to be true to some extent while analyzing regions like Africa and Latin America. As Domer (1999) points out, African countries still remain underdeveloped whereas the Latin American region is still dependant on Western economies. The author points out that the African economy’s growth rate stood at around 2% over the 1984-1993 period and this poor rate was not enough to meet even increasing needs of the African population (ibid). The increased European influence and lack of an effective leadership significantly contributed to Africa’s stunted growth. Weakening commodity prices was the major growth impediment to Latin American countries in 1990s; and many of the Latin American countries still heavily depend upon capital inflows from industrialised countries due to their huge external debts (ibid). Arguments for globalisation of trade The process of trade globalisation has benefited economies across the globe to obtain uninterrupted s upply of different goods and services and take advantages of improved overseas facilities. Some of the benefits of globalisation are listed below. 1. Improvement in international relations As a result of globalisation of trade, the concept of global economy came into existence which in turn enhanced the growth of different segments of the international market. In addition, the globalisation process resulted in the creation of a global market and a global system of production. Evidently, capital marketers also enjoy far reaching benefits of globalisation as this concept has led to the integration of financial systems. With the emergence of globalisation, dramatic developments took place in the area of telecommunications media which

Collaborative learning in the virtual Workplace Article

Collaborative learning in the virtual Workplace - Article Example As a learning facilitator my goal and therefore ultimate expectation is for students to collaboratively get the course content and concepts. I will therefore expect the design of an online learning program to facilitate participant engagement, concentration and lively participation. The technology should allow me a facilitator and to monitor and track every individual student’s activity respond to their learning concerns and therefore meet their expectations. The program should therefore encourage me as the facilitator to pull more are as opposed to pushing as this is the only way to gauge whether the learners are progressing (Brindly and Walti, 2009). My other expectation of an online learning program is the technology should be user friendly and offer a platform for groups to build social networks in that the entire experience is anchored on experimentation with ideas that assist the organisation. The program should also create an enabling environment for continuous improvement by spreading the events over time. The program should also put into considerations the unique situations such as differences in time zones, work schedules and availability so that no learner is left behind. Virtual instructor-led trainings will define the future of learning and therefore the goal should to identify technologies that enable improved collaboration and interactive

History Essay Example | Topics and Well Written Essays - 4250 words - 1

History - Essay Example Most important, however, was institutionalization, a further component of ‘religion-building’, to give these fledgling belief systems stability and resilience. Thus Buddhism underwent this process in India, well into the second decade of its existence, from where it emerged a world religion and in the case of Christianity and Islam, Constantine and the Abbasids performed this function. 2. 2Older religions were more localized and lacked the institutional underpinning that can be found in Buddhism, Christianity and Islam. Each of these religions in turn facilitated its broad geographical spread through institutional mechanisms, such as monastic communities in the case of Buddhism, the church for Christianity and an efficient communication network along the trade routes, based on merchant networks, for Islam and Buddhism. In addition, older religions were elite structures, excluded the masses from their power structure and usually had a large number of gods that need to be satisfied. In contract, the three big religions facilitated a more direct access to one God via easy to understand rituals. In the case of Hinduism, the attraction of Buddhism also included a departure from the caste system. 3. 3Rulers often used religion to underpin their power with divine approval. By claiming divine endorsement, they were able to obscure the boundaries between secular power and divine sanction. By claiming to derive power directly from God, the ruler was not accountable to anyone else, not subject to criticism by any other than God. More significant was that critique of the ruler amounted to critique of God and was therefore heresy. This royal absolutism began with Constantine and Theodosius but references can be found as early as Peter 2:13-17 in the New Testament. 4. 4An anthropological view of the Japanese religious structure points out that Japanese society operates a

The use of isotopes in medicine Essay Example | Topics and Well Written Essays - 1250 words

The use of isotopes in medicine - Essay Example This physical difference explains why a process like fractional distillation can be used to separate isotopes. According to Van der Merwe (2002), due to the difference, a single element has the capability of existing in many forms for instance oxygen can exist as oxygen- 15, oxygen- 16 or oxygen- 17. This paper aims having a comprehensive discussion of isotopes, outlying their uses in archeology as well as looking at the future of isotopes in this area of interest. Isotopes are categorized into two main groups; stable and unstable. White (1998) asserts that stable isotopes are those that do not decay over time, while the unstable ones undergo through an ionizing radiation referred to as radioactivity. Isotopes that give off this ionizing radiation are called radioisotopes, for example, carbon- 14 is a carbon radioisotope. In fact, the radioactive process differs from one isotope to the other hence some isotopes have a higher radioactive rate than others. The difference in the radioac tivity rate depends on the ratio between neutrons number and proton number. The higher the ratio the faster the rate and vise versa. Ambrose (2003) explains that the decay rate of isotopes can easily be predicted and determined, thus has widely been used in determining age mostly in archeology. Uses in Archeology Carbon Dating Carbon dating is the most common use of isotopes in archeology where age of organisms is determined in the process (McKinney, et al, 1995). The isotope used in this case is carbon- 14. Normally carbon exists in the C- 12 form, but in few occasions it also exists as C- 14. C- 14 are radioisotopes hence can undergo a radioactive process at a specified rate of the half-life. According to the half-life rate, the proportion of decay is in such a way that the C- 14 to C-12 proportion is always constant. However, this is an unproven assumption that archeology attach to this theory of dating in order to assign ages to their discoveries (Van der Merwe, 2002). The theor y is based on the changes that occur to a living organism when it dies and the process of decay starts. According to the theory, during the living period of an organism, the carbon (C-12 and C-14) proportion in the organisms’ body and that in the environment is equal (White, 1998). This is so because the organism exists in an equilibrium environment as different metabolic processes take place within the organism, causing exchanges between the organism and its environment. In the process organisms are constantly replacing body molecules, a process that is faster in some tissues (skin), and slow in others (bone). However, upon death, the unstable form of carbon (C- 14) will start decaying without being replaced from the environment through radioactivity. Consequently, if some parts of the organism such as bones are found by an archeologist, the ratio of C-12: C- 14 at the time can be used to ascertain when the organism died (Van der Merwe, 2002). An organism that died recently will have a lower ration than the one that died ages ago. Material Classification The isotopes used in this process are mainly those of oxygen through a closer analysis of the ratio of O- 18: O- 16. Ambrose (2003) contends that archeologists use this method in the classification of the different types of glasses as well as in the analysis of mollusk shells as they try to determine their origins and sources. In

Critically evaluate Lord Hoffman's assessment of the appropriate Essay

Critically evaluate Lord Hoffman's assessment of the appropriate relationship between Parliamentary Sovereignty and principles of constitutional;ity in the UK t - Essay Example Therefore in the UK, the supremacy of Parliament often rises in conflict with the issue of constitutionality or the rights granted to individual citizens. This was elucidated by Lord Hoffman in 2000, when he pointed out the differences in the powers of the legislators, which were limited in other countries through the Constitution, but which was not the case in the UK, where Parliamentary Sovereignty subordinated the power of the judiciary that upholds the rights of individual citizens. In the United Kingdom, the three branches of Government are not granted equal powers. Parliament has been deputed as the supreme authority to make the laws of the land, through the principle of Parliamentary Sovereignty. Parliament comprises the King, The House of Lords and the House of Commons, who acting together jointly, enjoy undisputed power. In essence this means that Parliament is not subject to any limitations or checks and balances by the Courts. In fact the Courts have no power to overturn any of the laws laid down by Parliament or to declare them invalid. This has been amply stated by AV Dicey1 as follows; â€Å"In theory Parliament has total power.   It is sovereign.† In reference to the 1950 Commons Resolution attributing Parliamentary sovereignty, it has been suggested that they be viewed as â€Å"co-extensive with the scope of Article 9.†2 This addresses the need for Parliamentary Sovereignty to take into account the factors of rights of individuals an d human rights. However, this raises the issue of Constitutionality. Most Governments such as those in the United States are characterized by the distribution of power equally between the three branches of Government – the legislature, the executive and the Judiciary. In the event of an abuse of legislative power through an infringement upon individual rights of citizens, the Constitution imbues the Judiciary with the power to challenge the law. But this is not the case in the

Charitable Contributions Essay Example | Topics and Well Written Essays - 750 words - 1

Charitable Contributions - Essay Example ndation, n.d.) Public charities are made up of churches, hospitals and qualified medical research organizations affiliated with hospitals, schools, colleges and universities. Similar among all these institutions are: a) they receive contributions from many sources and have active program(s) for fundraising; b) their income is generated by activities that enhance and promote their purposes; and, c) they actively work in relationship with another public charity. To be a public charity, organizations mentioned above should submit documents that â€Å"must contain purposes and powers of an organization and disposition of its assets under dissolution, in order to qualify for exemption under Internal Revenue Code section 501 (c)(3).† (Sample Organizing Documents – Public Charity, 2009) In short, they must comply with the language the IRS requires. These documents may be, but are not limited to, the trust instrument, corporate charter, articles of incorporation, articles of association, or other written instrument by which the organization is created under state law. It should be remembered that these requirements may vary among states and/or countries as well. Public charities must ensure that the purpose and assets stated in these documents are dedicated to charitable purposes. To be exempt under IRS section 501(c)(3) of the Code, initially, a public charity must file IRS Form 1023.This and other forms can be acquired online or from a cd, both available on the IRS website (www.irs.gov), by calling 1-800-TAX-FORM (1-800-829-3676) or visiting local IRS offices. There are certain organizations that are already considered tax exempt even without the filing of Form 1023. These are a) churches, b) their integrated auxiliaries or associations of churches and c) any organization with a gross income of not more than $5,000 in a taxable year. Applicants must ensure that their organizing documents comply with the IRS requirements. The IRS will not process incomplete

Expansion of an Irish College IBAT into Mexico Essay

Expansion of an Irish College IBAT into Mexico - Essay Example Strategic and operational management are linked with each other. Strategic management aims to provide direction, guidance and boundaries of operational management (Steiner, 1997, p.4). Therefore Strategic planning is the process of developing and maintaining a strategic fit in between the organizations capabilities and goals along with the changing marketing opportunities (Kotler, 2008, p.34). The project report is about the expansion of an Irish Collage ‘IBAT’ in Mexico. Thus for this reason PESTEL analysis is carried out to understand the macro environment of Mexico, along with an analysis is conducted upon the education sector of Mexico. When a brand move into a new place it has to face cultural difference which needs to be tackle properly and for which human resource team needs to work effectively so that the business and the employees can adapt to the new culture and environment. Thus IBAT can take the opportunity of the growing education sector of Mexico and add to its advantage. Macro Environment The Macro environment consists of framework, PESTEL. The PESTEL framework aims to categories the environmental influences into six main types which include political, economical factors, social, technological factors, environmental and legal factors. It is essential for mangers to understand the key drivers of change and also the impact of these factors on market, industries and also on individual organization (Johnson, 2008, p.65). Political factors: The basis of Mexican politics lies in the context of modernizing the elements. With the above context certain ongoing trends have appeared in the recent years such as modernization of politics and anchoring of democracy. Regional politics is widely dominated by the local entrenched strongmen who often tend to represent families who have been powerful during the colonial times (Klepak, 2008, p.3). But the country faces some political risk which is based on many possibilities. The first and foremost risk arises from terrorism and drug violence, corruption, congressional Stalemate and Guerrilla activity and sabotage. Therefore, the above factors may put an immense risk on the political condition of Mexico (Schtulmann, 2010). Economical factors: Mexico is ranked as an upper middle income country by the World Bank. In Mexico poverty is widespread, about 44% of the Mexican population lives below the poverty line. The economy of Mexico grew by 5% in 2010 after a recession experienced by the Mexican in 2009 during the phase of global economic crisis. The country’s tax revenue as a percentage of GDP was about 17.5% during the recession which was recorded the lowest among the OECD members. Mexico is among the popular tourist destinations across the globe. It has attracted about 21.3 million tourists in 2010 and has become the tenth most popular tourist destination. Thus tourism has contributed to the economy of the country and has recorded about $11.8billion (US State Department, 20 11). Social Factors: Mexico is one of the most populous Spanish countries in the world. About 76% of the Mexican people live in the urban area. The population of Mexico City is about 22million making it one of the largest concentration of population in Western Hemisphere. Mexico has been able to made significant changes in education sector and the literacy rates over the past few decade have decreased drastically. According to a report of World Bank, enrollment at the primary level is universal and more amounts of children are completing their primary education. Technological Factors: The future of Mexican population depends largely on the utilization of knowledge so that the country is able to meet the economic,

Master Student Strategies Multiple Choice Questions Essay Example for Free

Master Student Strategies Multiple Choice Questions Essay Which of the following is not a strategy of a master student? C a. Setting short term goals b. Setting long term goals c. Assessing your positive traits d. Avoiding an open? minded approach to problem solving 2. Completing self? discovery exercises assists students in C a. Assessing employment locations b. Assessing computer programs c. Assessing themselves as students/employees d. Assessing travel itineraries 3. Characteristics of a master student include B a. an unwillingness to change b. a willingness to take responsibility for actions in one’s life c. extreme focus on one’s grades d. positive attitude 4. The three sensory modes of learning discussed in class include: B a. Vivid, action, knowing b. Visual, auditory, kinesthetic c. Vital, anxious, kinesthetic d. Verbal, auditory, kinesthetic 5. When exhibiting master student strategies, one might demonstrate all of the following except: C a. Avoiding â€Å"thinking outside of the box† b. Self direction c. Optimism d. Goal setting 6. The term â€Å"metacognition† is defined as: C a. Learning about objects b. Learning about science c. Learning about learning d. Acting without thinking 7. There are four questions connected to the modes of learning. They include all of the following except: D a. Why? b. What c. How? d. When? 8. Strong self motivation encourages all of the following except: B a. Changing one’s mind b. Ignoring goals c. Comparing benefits d. Requesting help 9. When attempting to bring about change in one’s behavior one should not consider: D a. Affirmations b. Requesting help from friends c. Starting with minor changes d. Setting unrealistic goals 10. Strategies for time management include all of the following except: D a. Monitoring work related tasks b. Setting a stopping time c. Maintaining a clear desk or work area d. Procrastination True/False Questions 11. Mnemonic Devices may not assist one in recalling information Flase 12. There is only one approach to becoming a critical thinker False 13. Successful students should try to connect their learning style to their education and their future career choices. True 14. Spending time with someone who demonstrates the types of success strategies that you are trying to implement is probably not a good idea. False 15. Feeling uncomfortable in a learning situation is not a normal part of the learning cycle. False 16. Motivation may result from clarifying one’s goals and acting upon them. True 17. Learning styles may be connected to study strategies that can be used to help a student succeed in a course. True 18. Visual learning means one is focusing on the kinesthetic section of the learning styles 19. A benefit of keeping a journal during the semester is that it may allow one to write about the connections between courses being studied. True 20. In an effort to become a master student, one should try to make predictions based on the strategies one has learned and check to see if his/her life experiences coincide with those predictions. True 21. Time is considered to be a renewable resource. False 22. Becoming aware of one’s particular style of procrastination may not assist in changing one’s behavior. True 23. Graphic signals are used to enhance a student’s class notes Flase Short Answers: 24. Please describe four characteristics of a master student. Provide specific examples of how these characteristics may be demonstrated. Set goals, achieving the goals in the time frame. Be able to manage time effectively. 25. Decision making skills are important for master students. Please explain how one may improve his/her skill at making decisions in life. By setting goals for their self.

Mill Compared To Plato, Locke, Marx And Machiavelli

Mill Compared To Plato, Locke, Marx And Machiavelli In this paper, I will argue that John Stuart Mills theories are the most reasonable compared to Plato, Marx, Locke, and Machiavelli. Moreover, Mills theories allow mankind to exercise individual rights to a greater extent than the theories of the other mentioned philosophers. More than those of Plato, Marx, Locke, or Machiavelli, John Stuart Mills theories are compelling because they are the most logically sensible and provide for the welfare of the people. As mentioned, my standard for judging these theories is the extent to which they make logical sense and promote the welfare of the people. A good political system promotes the welfare of the people, so it follows that a political theory would also support this same goal. As far as making logical sense is concerned, a political theory that is logically constructed with sound reasoning is more likely than not to be well thought, feasible, and true. I will start with explaining why I do not find the other theorists compelling, and end with explaining why I find Mill the most compelling in the bounds of the criteria just explained. The philosophies of Marx and of Plato are inherently idealistic, which in itself does not necessarily discredit the theories. Idealistic visions of the most perfect type of government are helpful in testing the efficacy of a political theory in the theoretical realm. Moreover, political philosophies are not created with direct implementation in mind. It is wrong to expect a political theory to be intended for direct application in politics. A discourse on political theory is intentionally distinct from a law or a constitution. It is wrong to confuse a law or constitution, which is intended for immediate implementation in politics, with a political theory, which is intended usually to influence opinion and real political policies. Although I have offered this argument that suggests the theories of Plato and Marx are not to be judged by their implementation, it is worthwhile to note that their implementation would depend on an evolved type of human nature, one that would recognize ones place in society and the benefit to society of fulfilling ones duty. This evolved human nature simply does not exist even today, much less to mention during the time of Plato. Plato maintains that democracy is one of the lowest forms of government, and that it can decay into despotism is fairly clear (Plato 288). Plato thinks the best government is aristocracy (Plato 267). Part of my criteria for judging these theories is how well it provides for the welfare of the people. Granted, Plato has a somewhat valid argument that a great amount of freedom in a democracy may lead to undisciplined behavior. But an aristocracy is much less likely to have the welfare of the people in mind than a democracy. While democracy is not perfect, it by nature follows the will of the greatest number of people. Assuming that the majority of people act in their own best interest, then at least the majority is ensured its own welfare. With an aristocracy, there is no such insurance of general welfare. The only thing that is certain is that the aristocrats will rule, presumably according to their own interests. Additionally, Plato is willing to censor artistic materials. This assum es infallibility in the republics ability to discern whether works are beneficial to the state. I will discuss later in this paper about this concept, in reference to Mill. Most of the autocratic elements of Platos philosophy depend on a fundamental assumption that the governments judgments are infallible, which is logically incorrect. Marx maintains that everything in society is based on economics and production. This also forms the theoretical basis for many of his other theories. But this is a generalization that has many exceptions. The religious and charitable elements of society are not driven by capitalist economy; they are based on unrelated concepts of giving and kindness. Granted, religious houses and charitable institutions are fueled by monetary donations, but the fact that people are willing to relinquish their capitalist earnings for which they have toiled demonstrates even further the existence of a charitable or non-selfish motive. Additionally, as briefly mentioned earlier, both Plato and Marx have twisted views of human nature that dont correlate with reality to the extent that Mill does. Platos theories depend on the idea that people will somehow fall into their duty in society, and if they dare overstep their bounds, they are committing an injustice. Marxs theories depend on the assumption that people will not be disheartened by the prospect of never owning property. Mill formulated his theories with a view of human nature that seems more accurate. Mill believed that humans were individuals and respected the inherent individual nature of man. In his discussion on the fallacy of custom, he noted that man is not a machine to be built after a model, and set to do exactly the work prescribed for it, but a tree, which requires to grow and develop itself on all sides according to the tendency of the inward forces which make it a living thing (Mill 114). This is most in contrast to Plato and Marx, whose theories r est on the assumption that people will fall into their positions in life without following any inward forces that may motivate them to want more. Mill said that impulses are equally a part of human nature as are restraints (115). This is a true statement of human nature; one cannot ignore the existence of human impulses and emphasize restraints. Lockes ideas are not very realistic. There are issues with Lockes theory of property, namely the labor theory of property, and there are issues with Lockes natural rights theory. With the labor theory of property, which states that man makes something his property only when he has used his labor to take it out of nature (Locke 11), there is an issue that arises from the fact that the majority of the labor today uses machinery, factories, and various means of production. Someone must own these means of production. Lockes labor theory of property does not account for ownership of the means of production. Locke championed the theory of natural rights, rights endowed by God that are inalienable. The whole concept of natural rights is, as Jeremy Bentham said, rhetorical nonsense (Anarchical Fallacies). Natural rights never truly existed in the first place. Natural rights are imaginary, so it is impossible for an imaginary object to be taken away. The notion of natural rights may be useful to society, but the apparent usefulness of an idea is never enough reason to overlook the truth value of the idea. A political theory based on these unrealistic concepts are difficult to take seriously in political situations that affect many people. Machiavellis Prince was meant for distribution to those in positions of power. Accordingly, it deals exclusively with the interests of a single powerful person. Whereas the theories of Marx, Plato, Aristotle, Locke, and Mill dealt with the welfare of all society, Machiavellis ideas have but one persons welfare in mind. Granted, Machiavelli did advocate the prince to care for the welfare of the people, but Machiavelli makes it clear that this is a self-interested tactic aimed at perpetuating the Princes leadership. Caring for the welfare of the people in The Prince is about avoiding hatred of the Prince and maintaining good relations with the people (Machiavelli 64). Indeed, The Prince seems to be an accurate and probably very useful handbook for the autocrat. Benito Mussolini praised The Prince as the statesmans supreme guide (Arditti). Although The Prince supports the welfare of the people, it only supports the welfare of the citizens as an auxiliary tactic for keeping the prince in power. The welfare of the people is not a primary objective of the prince. Therefore, as a mere tactic, the emphasis on the welfare of the people may be easily disposed of and replaced with another tactic. An ideal system of government would revolve around the welfare of the people as a matter of necessity. The first part of my criteria for judging these theories is how much logical sense it makes. In this section, I will look at how John Stuart Mills theories make sense logically. Mills comments about the flaws of democracy and republics are logical. A paradox of republics is that although they are often commonly referred to as exercises in self-government or government by the people for the people, the government does not always reflect the wishes of all the people. There are a few reasons for this that Mill wisely points out. Firstly, what seems to be the will of the majority is truly the will of only the most active part of society (Mill 66). These people are simply those who succeed in making themselves accepted as a majority (66). What is perceived as the majority, particularly concerning certain ideas about which people feel strongly, is often a false majority. Secondly, in a republic, those who exercise the power are not those over whom the power is exercised (65). Looking at the workings of a republic, this point becomes obvious as we see the political class making decisions that affect the rest of the public, without necessarily requiring the permissi on of those their decisions affect. Moreover, a democratic republic may give rise to a new kind of tyranny, which is what it was adopted to avoid. Democracies are apt to give way to a tyranny of the majority, a term coined by Alexis de Tocqueville and repeated by Mill. This special kind of tyranny is practiced not by an authority acting independently, but by society itself. Although less threatening in terms of penalties than a dictatorial tyranny, the tyranny of the majority is more dangerous because it is the more difficult to escape. In this case, the party imposing tyranny does not live in a castle far away, but rather is your neighbors. Toppling this kind of tyranny would be more complex than assassinating a single dictator. Mills harm principle as the basis for society taking action over the individual makes logical sense. We can start with a brief explanation of the harm principle. Society has jurisdiction over individual conduct only in so far as it affects the welfare of others. Accordingly, society can legitimately punish offenders after the fact, or place necessary restrictions on individual freedom as a preventative measure. But this does not apply to circumstances when a persons conduct affects the interests of no persons besides himself, or needs not affect them unless they like (130). This is the essence of the harm principle. The harm principle generally relates to the justice system, a governments institution for punishing people. The purpose of a criminal justice system is to prevent or at least minimize damage done to society. Damage done to an individual by the same individual, self-harm, is not within the scope of duty for a justice system; harm inflicted upon oneself is, under most pract ical circumstances, not harm inflicted upon society. Punishing the activities one does to oneself would require a separate institution from the justice system, and adding such a duty to the responsibility of a justice system would be a perversion of the justice system. In order for a governments justice system to accomplish its goal of regulating harm upon society, it almost by definition has to follow the harm principle. Issues regarding the harm principle necessarily arise when one thinks about how it may be applied. Mills answers to these issues are logical and consistent with his original theory. One issue is that there are some bad social institutions that necessarily involve harm being done to some party, such as in a contest, an overcrowded profession, or a competitive examination (Mill 148). Mill says the suffering these social institutions bring is unavoidable. When, however, the competition is won by cheating or force, is the only circumstance that allows for society to interfere (148). This view on necessary harm makes logical sense; there are no ways to mitigate the suffering of the loser without diminishing the prospect of reward in competition which brought the loser into the game in the first place, only ways to keep the competition fair. Mill has an answer to another issue that concerns the harm principle as it relates to restraint on trade of certain commodities. This also relates to that which is only potentially harmful to society, namely how far liberty may legitimately be invaded for the prevention of crime, or of accident (149). Although it is likely for the government to abuse their preventative role, it is a necessary one. It is within the governments power to regulate, but not ban, the sale of poison. It is also within the governments power to prevent accidents, such as by enforcing fire precautions. Mill notes that the governments preventative measures against accidents do not infringe upon liberty. Liberty is the right to do what one pleases, and falling upon an accident most unlikely to be something one would wish to do (149). In regard to goods or services which can cause harm or evil, such as prostitution, gambling, or alcohol, Mill believes that the end users should not be punished, but instead the sellers, or those who profit from the activity perceived as evil. The profiteer has a vested interest in people committing this evil. Unlike the user, w ho is only harming himself, the profiteer might as well be instigating the harm upon others, making the actions of the profiteer under the jurisdiction of society. Mill is also in favor of sin taxes, because they limit the availability of an evil product to the very few without enacting full-fledged prohibition (153). In describing various applications of his harm principle, he brings the theoretical harm principle to life and clarifies common questions. They also logically follow from his original theory, so they make logical sense. It is never appropriate to assume infallibility. This is a theory of Mill that is well founded and rational. Here is the line of logic that rationalizes the notion that we must always assume fallibility. Few will deny that they are immune to mistakes, that their judgment is absolutely impeccable (Mill 78). If one is liable to make an error in judgment, then it is reasonable to say that all of their judgments are equally liable to this possibility for error; that is, every opinion held to be true has a probability, however small, to be false. Consequently, it is never correct to maintain an opinion or an idea to be absolutely true with no possibility for it to be false. To say that ones opinion can be absolutely true is to say that ones judgment is absolutely infallible. So this leads us to the conclusion that we can never be absolutely sure that an apparently false idea is indeed false. Besides, as a further proof of the subjectivity of opinions, people in different geographic region s of the world hold starkly different views on the same matters. It is the same accident which makes one a Churchman in London [that] would have made him a Buddhist or a Confucian in Peking (78). Thus we have the sound basis for assuming infallibility. Following from the notion of assuming fallibility, it is equally wrong to assume a particular way of life as wrong. In so far as it does not affect others, the right to individuality of action is just as important as the right to individuality of thought. People should be permitted to try various modes of life and various experiments of living (Mill 112). Diversity, in contrast to homogenous adherence to custom, is good for society. Diversity is especially beneficial because mankind is imperfect and incapable of fully realizing all sides of the truth (112). In the absence of a superhuman ability to recognize truth, it is necessary for there to be a broad pool of choices in ways to conduct ones life, gathered through experimentation. For there to be such a pool of choices, needless to say, there must be liberty of action. The second part of my criteria for judging these theories is the extent to which it promotes the welfare of the people. In this section, I will show that Mills theories are more likely to lead to a high level of human welfare. Mills harm principle is the antidote to tyranny. If government is permitted to interfere with individual rights only in cases where harm to others is involved, then under such a doctrine, it would be hard for a would-be tyrant to justify infringing upon the rights of the citizens. Assuming that the harm principle is enforced in its truest form, all incidents of government interference would be justified. So Mills harm principle naturally gives way to individual rights. Individual rights is inextricably tied to well-being of the citizens, because individual rights allows people the freedom to carry out the activities associated with happiness. Consequently, the harm principle leads to the welfare of the people, making it a very beneficial political theory. Moreover, the harm principle directly benefits the welfare of people by preventing people from being harmed by a persons actions. This is a benefit of Mills harm principle, although it is not exclusive to Mill since punishment of offenders was a practice long before Mill wrote down this theory. To be precise, the harm principle was intended to place limits on the punishment system already in place. Nevertheless, the harm principle sets a rather specific and appropriate standard for the use of punishment-for the purpose of preventing damage and thus promoting the welfare of general society. Mills theory that infallibility should never be assumed is conducive to liberty. It allows for liberty of thought, liberty of discussion, and all other liberties which follow from these two. When a government never assumes infallibility in opinions, then it will permit free discussion of all topics, even of its policies. A society that understands the fallibility of its opinions would tolerate opinions to the contrary of the established opinions. In this ideal state, the government and society at large would necessarily grant equal rights to all opinions in terms of their permission to be voiced. If all mankind minus one were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person than he, if he had the power, would be justified in silencing mankind (Mill 77). So a consequence of assuming infallibility is to never stifle an opinion, however false it may appear. Since one may never truly be confident about the t ruth value of an opinion, the truth or falsity of that opinion is equally likely. Every opinion has a likelihood of being either true or false, so no opinion is exempt. If one stifles a true opinion, then the damage is obvious: one loses an opportunity for truth (Mill 77). If one stifles a false opinion, then one loses something just as important: the opportunity to illuminate the truth by its contrast with error (Mill 77). Thus an adherence to the constant assumption of infallibility would insure liberties to free thought and discussion. A great part of the welfare of a people is securing their liberties to free expression, so this theory is beneficial to the welfare of the people. All of Mills arguments are further strengthened by his apparent rigorous evaluation of his arguments. Fitting with his philosophy which discusses this point itself, Mill carefully examines all sides of his statements and arguments. He even makes strong arguments for the opposing side that are nearly as convincing as his own side of the argument. The discipline with which he examines his arguments makes them seem highly likely to be true. Almost all, if not all, of the major points that Mill makes in On Liberty are preceded or followed by a counter argument. Neither Plato, Locke, Machiavelli, or Marx use this extent of rigorous detail in their arguments. Mill also explains various aspects of his arguments at great length, although he isnt the only theorist among this group to do so. In conclusion, Mills theories are the most compelling compared to those of Plato, Locke, Marx, and Machiavelli. Mills theories make logical sense and provide for the welfare and individual liberty of the people. The theories of Plato, Marx, Locke, and Machiavelli either do not make logical sense or do not provide adequately for the welfare of the people. Thus the theories of Mill prevail as the most compelling according to this criteria for judging the theories.

Sexual Education for Children Essay -- Sex Ed Education Essays

Sexual Education for Children Sex education materials for children more often serve to confuse than to inform. These materials generally present females as passive and males as active. The books describe heterosexual norms while ignoring the existence of homosexuality and bisexuality. Many books describe sexual intercourse as existing for the purpose of procreation only. Pictures and descriptions of this sex act more often mystify than inform. Finally, these materials target young children and assume that these children are incapable of understanding most elements of sex. Children can often understand far more than they are given credit for. Most materials offer descriptions of sexual intercourse as an act devoid of passion involving an active male partner and a passive female partner. Across publication dates, sexual education materials portray women as passive and men as active. Dr. Block’s Do-It-Yourself Human Sexuality Book portrays the girl as passive when she says â€Å"He’ll never leave me now† after she and the boy have sex (18). She has no active control over her life—rather, she waits to see whether or not the boy will stay or leave (Block, 18). In So That’s How I Was Born, the father explains that the â€Å"daddy puts his penis inside the†¦ vagina† (Brooks, 28). Thus, the man is the active partner while the woman is passive. Brooks further emphasizes that the woman’s passive role exists in all areas of life when, at the end of Brooks’ story, the boy’s mother satisfies stereotypes of docile women by speaking â€Å"softly† (28). Many of these authors further perpetuate stereotypical gender roles in their stories. In his book, Brooks shows the mother wearing an apron (25). In her book Mommy, Where Do Babies Come F... ..., far more conservative than those of some of the other, earlier works. The earliest works appear to be the most progressive. Is society adopting an increasingly restrictive and negative view of pre-marital sex, or is this merely a coincidence? Aside from these observations, it is difficult to make generalizations about the works according to dates of publication because there do not seem to be any other strong chronological trends. Sex education does not appear to be growing more comprehensive with time. Sex education books continue to omit crucial information. They confuse children, (and sometimes even teens,) with cryptic descriptions and diagrams. Feminine and masculine stereotypes, while not acknowledged in any constructive way, are strongly perpetuated. Sex education materials, such as those cited above, fail to provide comprehensive sex education.

The Battle of the Pacific Essay -- Military History

Introduction April 1, 1945 the United States Military had its sights set on a small island chain known as the Ryukyu Islands. The main island of Okinawa would be the primary target. Sixty miles long and two to eighteen miles wide, this island was only three hundred and forty miles from mainland Japan. This island would put U.S. forces in air bombing range of mainland Japan. The Tenth Army, commanded by Lieutenant General Simon Bolivar Butler, consisted of two Army divisions and Two Marine divisions. Also the United States Navy 5th Fleet commanded by Admiral Raymond Spruance. The thirty second Japanese Army, commanded by General Mitsuru Ushijima, would try to defend Okinawa. United States forces were met with little resistance during the invasion however this battle would prove to be one of the fiercest in the Pacific. A cost that did not have to be paid considering the atomic bomb would end the war weeks after the fighting had halted. History On December 7th 1941, the Japanese military attacked Pearl Harbor and Americans were caught completely off guard. Eight United States Navy ships were damaged and five were sunk. 2,403 Americans lost their lives with 1,178 wounded. This incident thrust the U.S. military into World War 2. The next three years the United States found themselves in fierce battles throughout the Pacific. The technique used is referred to as island hopping. After Midway, the Philippines, the Marianas, and Iwo Jima it was now time for Okinawa. Okinawa its self is a territory of Japan. The civilian populous, once a monarchy, was caught in the middle of a bloody battle. Planning and Preparation The original plan was to take the Island of Formosa, or Taiwan as it is commonly known. After... ... The staggering cost of this battle was one that didn’t necessarily have to be paid. On August 6th the first atomic bomb named Little Boy, was dropped on Hiroshima. Three days later a second atomic bomb, named Fat Man, was dropped on Nagasaki. On August 15th, just six weeks after the fighting on Okinawa was over, Japan announced its surrender. On September 2nd the official declaration of surrender was signed by the Japanese. References Fiefer, George Tennozan the Battle of Okinawa and the Atomic Bomb, Ticnor and Fields 1992 Leckie, Robert Okinawa the Last Battle of World War II, Viking Penguin 1995 Pryce, Richard O.K.K.A. â€Å"The Battle of Okinawa†, www.okka.co.uk/battleofokinawa.html Thomas, Evan Sea of Thunder, Simon and Schuster 2006 â€Å"World war II in Europe†, History Place 1997, www.historyplace.com/worldwar2/timeline/pearl.html

Brazilians in Michel de Montaignes Essay Of Cannibals -- Montaigne Es

Brazilians in Michel de Montaigne's Essay "Of Cannibals" When describing native Brazilian people in his 1580 essay, â€Å"Of Cannibals,† Michel de Montaigne states, â€Å"Truly here are real savages by our standards; for either they must be thoroughly so, or we must be; there is an amazing distance between their character and ours† (158). Montaigne doesn’t always maintain this â€Å"amazing† distance, however, between savages and non-savages or between Brazilians and Europeans; he first portrays Brazilians as non-barbaric people who are not like Europeans, then as non-barbarians who best embody traditional European values, and finally as barbarians who are diametrically opposed to Europeans. First, Montaigne portrays Brazilians as non-barbaric people who are not like Europeans. He asserts, â€Å"I think there is nothing barbarous and savage in that nation†¦except that each man calls barbarism whatever is not his own practice† (152). Through his discussion of certain salient qualities that define these â€Å"other,† non-barbaric, Brazilian people, Montaigne actually elevates the Brazilians above Europeans. For example, he writes, â€Å"Those [Brazilian] people are wild, just as we call wild the fruits that Nature has produced by herself and in her normal course; whereas really it is those that we have changed artificially and led astray from the common order, that we should rather call wild† (152). After likening wild Brazilians to wild fruits, he implies that they both â€Å"retain alive and vigorous their genuine, their most useful and natural, virtues and properties, which we have debased in the [artificial fruits] in adapting them to gratify our corrupted taste† (152). For Montaigne, wildness and natural virtues are characteristics that are u... ...s the superiority of the former to the latter; in the second case, he greatly decreases the distance between the two groups and the level of superiority that Brazilians have over Europeans. Finally, his essay, as a whole, ultimately reinstates a great distance between the two groups, and Europeans reclaim superiority over Brazilians. Notably, in the first two cases, nature is also elevated above art, but art finally subjugates nature. Perhaps this is because Montaigne identifies with â€Å"Lycurgus and Plato†¦ [who] could [not] believe that our society could be maintained with so little artifice and human solder† (153). Montaigne’s essay suggests that he relies on the artifice of his writing and interpretations to explore and define social groups, explore and establish social hierarchies, and maintain social order in a manner that ultimately favors him and his people.

The Learners and The Lesson

During this class I could notice that the students are able to communicate in an efficient way in simple and routine tasks requiring a simple and direct exchange and interaction of information requested by the teacher. They were able to use and apply the prepositions of place accordingly; however, I believe they should focus more on using the language in other contexts in order to have them practice more and facilitate the recognition of the given structures.Their interaction with the teacher and among each other showed grammar, lexis, and pronunciation mistakes and errors, but this is a crucial part of the learning process, so I believe it is appropriate to their level. CONCLUSION The importance of evaluating the learner's spoken language is greatly high since we need to be aware of their needs in order to plan lessons that truly help our students. We should take into consideration that it is very important to make feel our students comfortable and in a safe environment so they can practice the language without fear and nervousness.Developing productive skills always suppose a challenge for both learners and teachers. If we have a good class atmosphere, students will perform freely and enthusiastically.

Private tuition should be banned Essay

Our educational system is made in such a way that it favours the elite. The elites are rewarded by a laureate system that put emphasis on the results obtained by simple intelligence tests. The ‘classes’ are rewarded by scholarships. No wonder that from such a system, children also come out of primary education without knowing to write or read. That’s because our eyes are always focused on the top rather than the bottom. Based on this system, what is left for parents to ensure that their ward gets the eye rather than trailing at the bottom? They are forced to find the best for their children. The best should have been coming from the schooling system and teachers of an institution but somehow or the other; some have found a way of perverting the system. Some have found a way of making it a lucrative business by purposely creating a lack of knowledge in class so that what is missing is covered in tuitions. No wonder teachers are fighting so that the system remains the same. For example, no extension of class hours in the afternoon, no reduction of school holidays because, according to them, the children need to recuperate to enjoy their holidays, but to others, there is a need to cram up the students more during holidays to justify the wages obtained from it. Let us now look at the abuses. Tuition may lead to too much of pampering and may kill the self effort of the student. The student would not touch the book unless the tuition master turns up. Instead of his working and learning on his own he becomes so dependant on the tuition master that ultimately the gain would be perceptibly nil. There are also pupils adopting devious means through the tuition masters to get a pass. The poor tuition master makes himself cheap and worries more about the promotion of his ward than about his own children. Often, it is not uncommon to see a boy having more than one tuition master for each one of his subjects. Because he pays for the tuition, he looks down upon the poor teacher who is likely to lose his dignity. The Minister is trying to put a brake to this system but is he going to succeed? No way, as the demand is such that the pressure will come from parents and not from the teachers. But then, one may ask, so what do we do? Well, give equal opportunities to all children to attend 2 to 3 years of pre-primary education. Then we also have to get rid of this elitist system, where the best are rewarded at all levels of education. Oh, some will say that our elite will disappear. No the best will always remain the best  whether they are rewarded or not, because their motivation are intrinsic. But who is going to take the risk of breaking that system that has created such a lot of harm to our children and to society? Will the Minister take of the risk of doing it? Will his Political party take the risk? If not, then why all this hypocrisy about abolition of private tuition? In order to avoid the evils of private tuition, educational institutions themselves may arrange tutorial classes. If the regular teachers cannot attend to the tutorials special tutors may be appointed to attend to very small groups of needy students. Such contacts may help build confidence in the student. Such tutorial classes may be complementary as well as supplementary. The tutorial system when properly organised will go a long way to improve the efficiency of the student.

A Study of Najdi Arabic & Arabic Language (Saudi Arabia)

If you ask a question to a Saudi Arabian, an Egyptian, an Algerian and a Syrian that which thing makes you an Arab? They will answer in just a second that speaking Arabic makes us an Arab. This language makes the Arab world and it binds the whole Arab world from Morocco to Kuwait.This language gives identity to the Arab society and makes them aware about the history of the Arab. Since the inception of Islam Arabic is the speaking language of the Islamic world. Islamic holy book the Qur’an was initially written in Arabic.There is a great religious significance of this language in the Islamic world. According to Muslims – if you want to understand properly the messages of Qur’an, you should read it in Arabic language. That’s why Arabic is not only the language of Arab world. (Seikaly, 2001)Arabic language is not only official language of Saudi Arabia, but it is also considered as an official language in more than forty five countries and dialect of Arabic is being spoken by 200,000,000 people all around the world. Main part of this population lives in the Arabic countries, but a considerable number of Arabic Speakers live in some parts of Africa. Arabic is treated as a biggest member of the Semitic branch and it is some what same as Hebrew and Aramaic.Arabic is studied widely in the Islamic world. Since 6th century Arabic is being taught as a literary language and many words of other languages had been taken from Arabic such as English and Spanish. Some words like sugar, cotton and magazine had been derived from Arabic. In Arabic these words are pronounced like sukkar, quá ¹ ­Ã… «n, maá ¸ «Ã„ zin. Some other words like alcohol, algebra and zenith came from Arabic language. (Shah, 2007)There are many verities of Arabic language. In this paper we will discuss those varieties in brief. We will mainly focus on the Najdi (A variety of Arabic language). Najdi Arabic speakers oppose the theory of generative phonology. We will move step by step and in an arranged manner.  The First Word of ArabicThe first word of Arabic, which was revealed to the Prophet Muhammad, is iqra (means â€Å"recite†).   According to literature the meaning of Qur’an is recitation. Muslims say that it was the command, which was given to the Muhammad by god, when the Prophet began to receive the revelation and this finally got converted into the Qur’an. The word Qur’an is based on the three letters, those are Q, R and A and the word iqra contains these 3 letter root. (Seikaly, 2001)Forms of ArabicArabic language can be divided in the three forms- classical, modern standard, and colloquial. The Arabic, which has been used in the Qur’an, is considered as classical Arabic. The Arabic used in Qur’an is treated as the perfect Arabic and is a stander for written form of Arabic.The modern standard Arabic is derived from the Classical Arabic and is used in the formal communication such as in literature, in news, in offices and in print media. Colloquial Arabic is locally spoken Arabic language and it varies from nation to nation and area to area. Many varieties of the Colloquial Arabic have been found in the Arab World and Najdi is one of them. In religious and social functions the oral Arabic is used for writing also because the written and spoken forms of Arabic language are highly interconnected.Modern Standard Arabic is not used at such moments. It is used in television and radio news broadcasts. Modern Standard Arabic plays an important role to bind the whole Arab world because the Arabic speakers from Lebanon and Morocco cannot easily understand one-another’s Arabic language due to their local dialects. But they can talk in Modern Standard Arabic easily.That’s why Modern Standard Arabic is used in formal meetings and occasions. Many local and regional variations have taken place in spoken Arabic and written Arabic has also been changed since 7th century. Many forei gn words are being used in Spoken Arabic such as computer, telephone, television, and radio.On the other hand lots of words have been borrowed from Arabic by the many Western languages like English, Spanish and Portuguese. In the earlier time, the Arab world was known for medicine mathematics, philosophy, and astronomy. Name of many stars are based on the Arabic language such as Betelgeuse, Rigel, Deneb, Altair, and Aldebaran. (Seikaly, 2001)The Arabic script had been taken from Nabataean Aramaic script. Originally, Arabic language had been used since 4th century but there is no solid evidence for it. Generally 6th century is treated as the starting era for Arabic language. Initially Aramaic language was there in use, but there are fewer consonants in this language. Hence in the 7th century new Arabic letters had been created with the help of dots. Then vowels came into the picture. . (Omniglot writing systems & languages of the world, 2010)Classification of varietiesThe Arabic scri pt had been taken from Nabataean Aramaic script. Originally, Arabic language had been used since 4th century but there is no solid evidence for it. Generally 6th century is treated as the starting era for Arabic language.Initially Aramaic language was there in use, but there are fewer consonants in this language. Hence in the 7th century new Arabic letters had been created with the help of dots. Then vowels came into the picture. Nowadays Arabic is spoken in many different ways in different areas. (Omniglot writing systems & languages of the world, 2010)

The Public Perception of CPAs in Today’s Society

This paper will discuss the public perception of CPAs in today's society, pitfalls that they may encounter, methods to prevent some of these negative behaviors and consequences they may face should they fall short. Most â€Å"Who Do You Trust? † surveys rank politicians, lawyers and used car salesmen at the bottom and certified public accountants at the top. That is because the CPA profession has a squeaky clean image–anal-retentive little wimps who wear thick glasses and cannot get a date. CPAs are known and respected for their honesty. The profession that goes out of its way to project that image, and there is a certain amount of truth to it. Not all accountants are anal-retentive little wimps who cannot get a date. Many of them are quite articulate. Some are quite lovely, in some schools, more than half of the accounting majors are women. Also, not all CPAs are squeaky clean and respected for their honesty. Some are quite dishonest and are putting a black mark on the image of the entire profession. There is one area where the CPA profession has fallen short of protecting the public interest. The general duty that accountants owe to their clients and the other persons who are affected by their actions is to â€Å"exercise the skill and care of the ordinarily prudent accountant† in the same circumstances. Two elements compose the general duty of performance: skill and care. Another element and responsibility is owed to clients and other persons, that is that accountants should observe a standard of ethical or social responsibility. One set of difficulties concerns ethics education's ability to instill the chosen values and to make them stick after the educational process is completed. Instruction in accounting ethics is directed at people whose character-or lack there-of-has largely been formed by the time the instruction occurs. Although such instruction should increase the moral awareness of those who are already predisposed to listen, its effect on the basically self-interested, indifferent, or unethical is questionable. Even those who are positively influenced by ethics instruction, moreover, may still behave irresponsibly if their careers or their livelihoods require them to act in their client's financial interest. Recent pressure to include more ethics instruction in the accounting classroom has placed an emphasis on individuals who have a sense of moral responsibility. An emphasis on codes of conduct may result in students' failure to â€Å"develop discretion and judgment . . . which are more than simply a matter of what acts are forbidden, which are required, and which are permissible† (Whitbeck, 1992, 128). Emphasis on rules may quickly become training in how to get around the rules while remaining technically legal. While students must be acquainted with professional codes of conduct as part of their preparation for a career, most researchers on ethics do not consider such material to be sufficient grounding in ethical training (Fulmer and Cargile 1993:Adams et al. 1995). A few years ago the American Institute of Certified Public Accounts (AICPA), the largest CPA membership organization in the world, decided that starting in the year 2000, new members would have to have 150 semester hour of college credits (5 Years) instead of the present four years to become a member (McGee). On the surface that does not appear to any big deal. No one has to become an AICPA member to practice public accounting or to be a CPA. But, there are several problems with this. The most obvious is that the major group harmed is the students (or parents), who must cough up another $10,000 or $20,000 for a fifth year of education. Then there is the added cost of not having a job for the extra year it will take to complete the fifth year, so there is another $25,000 – $30,000. But that is not all. The segment to the student population most harmed by this insane policy is the segment least likely to be able to pay for a fifth year – blacks, Hispanics, low-income students of whatever persuasion. Poor people and minorities, along with rest of us, will have to face an even higher barrier to entry into the accounting profession. (Metzger 1061) As mentioned earlier is additional education only going to make accountants more proficient at learning techniques to get around laws, perhaps using unethical behaviors? And at the same time force extra barriers on many disadvantaged people hoping to make an honest living? This may be only speculation of the could and could nots of what may happen, but serious food for thought. What are the consequences of these unethical behaviors? Accountants can be held liable for damages to clients and to third parties, he may also be found criminally liable for violation of securities, tax, and other laws. For criminal violations, he may be fined and imprisoned. Wrongful conduct may also result in the issuance of an injunction, which bars him from doing the same acts in the future. In addition, his wrongful conduct may be the subject of administrative proceedings by the Securities and Exchange commission and state licensing boards. An administrative proceeding may result in the revocation of an accountant's license to practice or the suspension from practice. Finally disciplinary proceedings may be brought against an accountant by professional societies such as the AICPA. Most states have statues imposing criminal penalties on accountants who willfully falsify financial statements or other reports in fillings under the state securities laws and who willfully violate the state securities laws or aid and abet criminal violations of these laws by others. Accountants have great responsibilities to their clients and to society. As an accounting major, doing research for this paper has helped to open my eyes to the many aspects of my intended profession. I have realized that it is a very trustworthy profession, held in the highest esteem by the public at large. I know that I must take my job and the trust instilled in me very seriously. I hope that this paper has enlightened you to the pitfalls many certified public accountants face today, both with ethical standards and with impending educational requirements.

E two Essay Example | Topics and Well Written Essays - 1000 words

E two - Essay Example Who holds the disposable income also matters. When women workforce increased, companies started targeting female consumers (Barringer, 2009). When teenagers were given large sum of pocket money, they helped increase business opportunities to compact disk warehouse, designer clothing, sunglasses and cellphones. Social trends include the family life and their working patterns; workplace diversity; increased attention to health care; friendships; increased use of cell phones and internet, and etcetera. People started buying readymade frozen food which they could microwave at home not because they wanted to eat frozen stuff, but because they were too busy to cook for themselves. This gave rise to business opportunities for companies that prepared frozen food. Example. Internet cafà ©s, also called net cafà ©s, continued to grow in the last decade due to increasing number of people using internet for developing friendships. CoffeNet in USA is one such cyber cafà ©. Technological advances have greatly increased business opportunities over the last decade. This is because whenever a new technology arises, it has to be accompanied by products and equipment that supports it. This directs opening up of new companies because the number of consumers who incorporate technology into their lives increase. However, it is not the technology itself that the consumers love; instead, it is the sophistication, ease and reliability the technology provides that is looked forward to by the consumers. Example. Barnes and Noble is an e-bookseller company that enables people to shop books online that are then shipped to them after online payment. This company evolved when the number of consumers increased who wanted access to books without having to go to the shop and buy because their lives have become busy. Political and regulatory changes have also given rise to many business opportunities. For example, designing of new laws regarding internet fraud brought with it the need of

HUMAN RESOURCES MANAGEMENT Essay Example | Topics and Well Written Essays - 4000 words

HUMAN RESOURCES MANAGEMENT - Essay Example It promotes a sense of togetherness and collective responsibility that reflects in the increased output and improved performance outcome of the organizational goals and objectives. The HR perspective would be evaluated for Ando Enterprises for its steadily decreasing profits. Ando Enterprises Plc is a successful business venture which has three major divisions: Agriculture; Hotels and Leisure; and Transport. Hotel and Leisure arm of the business is the most profitable, followed by Transport and Agriculture. In the last three years, the profits have been falling steadily. There has been distinct lack of uniformity in human resource strategy in the three different units of the company. There also seems to be lack of effective business strategy and work culture within the organization. Julie Beardwell and Tim Claydon, assert that the theoretical concept of human resource management has become ‘fuzzy concept’ with abstract empiricism and needs to be looked from a wider perspective of providing the invaluable human capital that can meet the challenges of the rapid globalization and advancing technology (Beardwell & Claydon, 2007). Hence effective HR strategy becomes the major challenge that brings together diverse ideologies and interests of the workforce to promote common goals. Indeed, the globalization has given a new perspective to the business which needs to look beyond the local interests and operate on a wider platform based on common goals and universal value system. Since employees are the pillar of the organization, the role of HRM becomes crucial in the employment of its workforce. In the emerging challenges of the changing business equations, when the labor deployment is undergoing quantitative and qualitative transformations, organizational leadership redefines strategic goals to create versatility and flexibility of the contemporary work environment. Social scientists have

Marketing & Entrepreneurship What makes entrepreneurs successful Is it Essay

Marketing & Entrepreneurship What makes entrepreneurs successful Is it skill or luck - Essay Example In this paper, the researcher will use example of Sir Alan Sugar who is not only the founder of consumer electronics giant Amstrad but also the example for entrepreneurs across the world. Sir Alan Sugar established the company at the age of 21 when majority of his classmates were learning in the colleges in order to get job. Before retiring from the organization, Sir Alan Sugar transformed Amstrad from start up venture into electronics giant which is synonymous with innovation, value for money offering and customer loyalty. Was Sir Alan Sugar a magician who is blessed with sheer amount of luck or Sir Alan Sugar was a hardworking individual who used skill and intuition to build the Amstrad Empire? At this point, the essay is not mature enough to answer the question but it is expected that at the end of this essay, the answer will be revealed. One has to understand theoretical underpinning of entrepreneurship before answering the above question whether luck is important or not in makin g an entrepreneur successful. Hence, in the next section, the researcher will try to figure out pertinent variables that affect the success of an entrepreneur. Modern research scholars such as Coulter (2001) and Kirby (2004) defined entrepreneurship as the process with which a particular individual or set of individuals try to fulfil their objectives by creating value for people in the society. Nixon (2004) and Van Praag and Cramer (2001) argued that it is not necessary for entrepreneurs to create value for society rather it is more important for an individual to fulfil existing needs through innovation and unique offer in order to classify as entrepreneur. It is understandable, why management scholars tried to identify the role of luck for an entrepreneur, because giving importance on luck factor will probably disregard the importance of management skill in developing a successful enterprise. Research scholars such as Kaplan and Schoar (2005) and Hochberg, Ljungqvist, and Lu (2006) nullified the importance of luck in helping an entrepreneur to become successful. These research scholars have given examples of successful enterprises that are funded by more experienced venture capitalists in comparison to enterprises that failed due to inexperience of venture capitalists. Hochberg, Ljungqvist, and Lu (2006) strongly argued that a more experienced and skilled entrepreneur has more probability to succeed in comparison to a novice entrepreneur. Eesley and Roberts (2006) raised question over role of luck in helping an entrepreneur to succeed in a competitive environment. According to them, people often mistakenly identify the skill, experience and strategic intelligence of the entrepreneurs as the sheer amount of luck. Eesley and Roberts (2006a and 2006b) amusingly pointed out that there is no such thing as luck for an entrepreneur because an entrepreneur can move ahead in business by understanding the market need and fulfilling the need of customers by offering them value. Research scholars such as Eesley and Roberts (2006a) and Kaplan and Stromberg (2003) found that successful entrepreneurs are those who do not stop estab lishing new enterprises after failure in the previous start-ups. It is evident from the research works of previous research scholars that luck plays very little role in helping an entrepreneur to establish successful enterprises. In such context, Chatterji (2005) showed that experience in working in a particular

Metaphysics Term Paper Example | Topics and Well Written Essays - 1500 words - 1

Metaphysics - Term Paper Example According to metaphysicians, those features they share are called Universals. Widely, universals are often abstract while particulars are often concrete. However, this is not always the case as metaphysicians like D.M. Armstrong choose to also view universals not just as concrete, but in many lights that some other philosophers might not agree with. As far as universals and particulars are concerned, there are two main points of view that are competing for attention (Crane & Farkas 131). The first point of view is the theory which holds that the things in existence cannot be considered to be what they really are without the sum total of all their characteristic features. The implication of this position is that whatsoever an element is, it is as a result of the features that can be attributed to it. These features also pertain to space and time. This point of view is called the Bundle Theory (Inwagen & Zimmerman 62). The second point of view that is worthy of mention is the Substance-Attributes Theory. The Substance-Attributes Theory does not hold the opinion that the totality of a thing is the summation of all its properties, rather it opines that objects are ultimate, not their properties. Thus, there is the need to contrast between these things and the attributes they possess (Inwagen & Zimmerman 17). The position of D.M. Armstrong is not in tandem with the Bundle Theory. What Armstrong does is that he uses the basic arguments that support bundle theory as the premises on which he build his argument against. Armstrong’s first premise against the Bundle Theory is that a thing should be regarded as nothing without its bundle of properties, which of course includes the spatial and the temporary. He then goes on to posit that â€Å"if a thing occupies the same place at different times, then it has different properties and has to be a different thing.† (56). This implies that it does not change its properties as time changes. With this premise, he concludes

5 Anthropology Questions At a Page each Essay Example | Topics and Well Written Essays - 1250 words

5 Anthropology Questions At a Page each - Essay Example Therefore, the women who believe in God strongly as the sole provider of the child would voluntarily accept to bear other children. This might be contrary to their ability to take care of the children. New findings have revealed that contemporary women are concerned with the number of children they bear; depending on the responsibility one has (Joralemon 25). Therefore, in using the findings, to improve the quality of the birthing experience for women, they should be advised to give birth to the number of children that they can raise well. When comparing two medical systems, for instance, the American Medical System and the Canadian Medical system, there are specific issues, which the researcher would study. First, the quality of medical care offered at each system is probably the most important issue central to the study (Joralemon 45). The researcher would base his/her recommendations on the number of patients under each system and the morbidity and mortality rates. Essentially, this would give a reflection on the quality of health care that the system guarantees. Secondly, the efficiency with which each system is managed or medical duties executed are also examined, to give an overview of the differences in the method that each uses (Joralemon 52). Also, the nature of responsibility is studied to establish the way the medical staff attends to the patients under each system (Joralemon 59). This criterion of study would help the researcher to know the best medical system and the reasons for this. In studying each medical system, the following steps have to be followed; first, setting of objectives, then methodology of study is clarified. This is followed by data collection and presentation, analysis and making recommendations. The barriers that the researcher is likely to face include lack of corporation from the medical staff,

Celebrity endorsement in the women's fragrance market and its effect Essay

Celebrity endorsement in the women's fragrance market and its effect on the UK consumer behaviour - Essay Example This is the null hypothesis proposed and the findings from the study would prove whether or not it is valid. If it is not, the alternative hypothesis would prove to be true, i.e., celebrity endorsement does not influence consumer behaviour positively in favour of the products. The birth of the modern perfumery industry occurred during the colonial era, when the riches and wealth accumulated by the European countries from their colonies enabled the maintenance of the perfect economic climate for the development of perfumes using the technique of enfleurage (www.perfume2000.com). The first perfume was produced in 1882, known as â€Å"fougere royale† using the process of enfleurage. This process uses purified fats in a process similar to maceration which produces pomades that are washed with alcohol, and it produces the finest oils possible. While the fragrance industry is a 25 billion dollar industry, it is one of the poorest performing sectors in the cosmetic industry. Although it would initially appear that the women’s fragrance market is very successful because there are so many new fragrances being launched every year, i.e., about 300 approximately, the reality is that only a few of those fragrances are well received and survive long enough to extend production into another year (Business Wire, 2007). On the other hand, there are some perfumes which have a long standing reputation and customers are very loyal to particular brands. One significant example of this is the Chanel group of perfumes and especially Chanel no: 5, which has been popular among women for many decades. This holds good despite the fact that celebrity endorsement of perfumes can be expensive; for instance the advertisement for Chanel no: 5 using Nicole Kidman cost  £18 million for use over a duration of five years (www.fashion-era.com). There are two approaches to consumer behavior. The

MPH 504 - Epidemiology (Module 4 - SLP) Essay Example | Topics and Well Written Essays - 500 words

MPH 504 - Epidemiology (Module 4 - SLP) - Essay Example This means that the outcome which is E.Coli diarrhoea in this case, is associated with the exposure, the alphalpha sprouts. The confidence interval is 7.5 to 545.7. Since the confidence interval does not include 1, the Odds ratio is significant, indicating that there is a positive association between exposure and outcome. Confidence interval is an interval estimate of population parameter, measuring as the interval which is likely to include the parameter given. Most of the times, the confidence interval is qualified as "95% confidence interval." The end points of this interval are known as confidence limits. In this case, the end points are 7.5 and 545.7. Just because there is statistical association between alphalpha sprouts and E.Coli diarrhoea, it does not mean that there exists a cause-effect relationship between alphalpha sprouts and E.CColi diarrhoea. There are five aspects which have to be examined before determining the causality. The first one is the strength of association. In this case, it is the Odds ratio. The greater the Odds ratio, the greater is the association. The Odds ratio is 29 which means that the strength of association is significant. Other four aspects which need to be determined are dose-response relationship, consistency of association, temporally correct association and biological plausibility. Since we do not have information about these aspects, it cannot be positively said that there exists a cause-effect relationship between alphalpha sprouts and E.Coli