The Agency Risk Management (Arm) Division Is Helping The

The Agency Risk Management (ARM) Division is helping the Condemnation Review Board (CRB) and the Right-of-Way (ROW) Division Chief with their Tomahawk condemnation case risk assessment process. Establishing the Risk Context The ARM established the risk context for the Tomahawk case. One of the main objectives of the Department is the construction of roads and bridges for safety traffic. Sometimes, it will need to acquire right-of-way involving adjacent parcels to develop projects. These acquisitions create a risk context that would affect other aspects of the project such as scope, budget, schedule, and quality. In addition, an early impact to the schedule would affect the stakeholders and the team involved in the project development.†¦show more content†¦This means that the Starr Avenue will cross under the freeway profile; the drivers on the freeway will be able to full view the parcel without any impediment. This condition eliminates the misunderstood assumption. Please see the attached exhibit A. Another important assumption in the evaluation is that the parcel in the after-condition losses access from the north and from the west side of the parcel due to the required drainage permanent eas ement (PE). Both of the above-mentioned assumptions are important because Anderson based the after-condition severance damages on them, as explained later on this memo. On February 24, 2017, the CRB met with the ARM, AGO, and the OPC to discuss the Tomahawk case. The objective was to decide between the full and partial take of the parcel. The appraisal was analyzed including the assumptions mentioned above. Considering the lack of visibility (misunderstood assumption) and lack of access assumptions the severance damages were calculated at 75% of the underlying unit price ($15.00/sf), which means that the Remaining cost of the parcel is 25% of $15.00/sf ($3.75/sf) . At that time, the AGO and CRB recommended the full take due to the simplicity of the process. Their reasoning on this recommendation was that the cost of the full take was 14% higher than the partial take cost. With this recommendation, the NDOT could avoid the risk of having further parcel associated claims from the parcel owner. As a follow up itemShow MoreRelatedFactors Affecting Community Policing4682 Words   |  19 PagesCHAPTER ONE: INTRODUCTION 1.1 BACKGROUND Community policing is a policing strategy and philosophy based on the notion that community interaction and support can help control crime and reduce fear, with community members helping to identify suspects, detain offenders, bring problems to the attention of police, or otherwise target the social problems which give rise to a crime problem in the first place. 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Advertising Effectiveness Essay 2 - 3052 Words

ADVERTISING EFFECTIVENESS CONCEPTUAL STUDY OF PROMOTION MIX People no longer buy shoes to keep there feet warm and dry. They buy them because of the way the shoes make them feel masculine, feminine, rugged, different, sophisticated, young, glamorous, in buying shoes has become an emotional experience . Our business now is selling excitement rather than shoes. - Francis C. Rooney Modern marketing calls for more than developing a good product it attractively and making it accessible to target customers. Companies must also communicate with their present and potential customers. Every company is inevitably cast into the role of communicator and promoter. What is communicated, however should not be left to change. To communicate effectively;†¦show more content†¦Advertising may persuade with information; it may persuade with emotion: more frequently, it endeavours to persuade with some mixture of both. 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Navajo Code Talkers the Unspoken Heroes of World War II Free Essays

It’s a normal day in June 1944 and we were located on the Pacific Island of Saipan. As were walking through the lush, tangled wilderness with dense sugar-cane, steep ravines and jagged volcanic mountains, there was no such thing as a battle line for us soldiers. Danger was everywhere. We will write a custom essay sample on Navajo Code Talkers: the Unspoken Heroes of World War II or any similar topic only for you Order Now The unseen enemy could be hidden by the thick tropical vegetation and the pitch black darkness of the new mooned night. Our eyes where constantly looking from the left to the right as we crossed by the walls of caves looking at the trees sprouting out of them for barrels pointing back. When we would stop for the night, we cherished the passing day, for we know tomorrow could be our last. One morning as we woke up from our uncomfortable beds, the ground, we noticed a silence along the enemy front. Carefully we scouted the terrain. They were gone. The Japanese had abandoned the area and retreated to new ground. As we inspected the area where they once occupied, suddenly artillery shells exploded all around us. I jumped to the ground as shrapnel exploded and flew overhead striking the tree that was behind me. We were being attacked. Not by the Japanese, but from our own guns. The radioman started shouting, â€Å"We are Americans! Stop The Artillery! † Nothing stopped, for the artillery commanders faced a known problem. The Japanese were far more fluent in English then we were in Japanese and have been known to send out faulty reports in perfect English. They thought it was just an enemy trick. â€Å"Stop Firing! We are Americans! † was echoed through the radio, each one more desperate then the last. Finally, a message was sent back, â€Å"Do you have a Navajo? † I was rushed forward, almost swept off my feet. Handing over my rifle to the radioman and started talking code. Within seconds the artillery stopped (Bruchac 2005, 135-7). This was a reenactment of an incident involving the United States marines during World War II. Sixteen-year-old Ned Begay, a Native American Navajo from Arizona, was at this fire fight on Bougainville, an area of Saipan, where U. S. troops fired on their own solders, not knowing that they were not the enemy. If it wasn’t for the Navajo code talker, more men would have died that day. This paper will cover many topics about the Navajo code talkers, including how they were formed, how the code was used to save American lives throughout the war. Finally, I will talk about what happened to the after the war. By providing this information, I how that it will strike a new incite of what the unspoken heroes of World War II went through. During the beginning of World War II, the Japanese was able to break every code that the United States created. The Japanese had more solders that were fluent in English, making it easy to crack the codes and create false orders that would sent our solders to their death. While the U. S. military was struggling with a way to find an unbeatable code, a civilian came up with the answer. Philip Johnston, a civil engineer for the city of Los Angles, came across a news article stating that the military had an armored division in Louisiana that was using Native American languages for secret communications. Philip Johnston, son of William and Margaret Johnston, was a Protestant missionary to the Navajo for many years. Philip had spent his childhood with the Navajo and was one of the few outsiders to be fluent in the Navajo language. At an early age, he served as a translator for his parents and for other outsiders and by the age of nine, Philip traveled to Washington D.  C. to translate for a Navajo delegation that asked President Theodore Roosevelt to look into the governments treatment of the Navajos and their neighbors (AAaseng 1992, 18). Philip knew that the Navajo language was virtually impossible for an adult to master. Every syllable in the Navajo language had to pronounce correctly. Of one was to change the tone of the syllables, the word could have a completely different meaning, causing the sentence to misunderstood. This was due to the Navajo uses of four different tones, low, high, rising, and falling (AAaseng 1992, 18). Johnston had learned how secret codes where essential for military operation while enlisted with the French during World War I. The more he thought about it, the more convinced he was that it would work. In February of 1942, Johnston met with Lieutenant Colonel James Jones, a signal officer, and was greeted with uncertainty and misbelieves. Johnston pointed out that knowledge of other Native American languages would be of no use to the enemy in understanding the Navajo language. Navajos where so isolated from the world that the language was as foreign to other tribes as it was to outsiders. In addition to this, the Navajo language was a spoken language and had no alphabet and there for couldn’t be reduced to a written format that can be studied afar. After many hours of arguments and demonstrations, in March 1942, he was able to present a demonstration to an audience that included Major General Vogel and Colonel Wethered Woodward from the marine headquarters in Washington D. C. Johnston was able to gain the cooperation of four Navajos living in the Las Angeles area and a Navajo who was enlisted with the marines (AAaseng 1992, 21). He divided the four Navajos into two groups and had the sent messages back and forth, while the Navajo marine was attempting to translate the messages. After the demonstration, the Navajo Marine was unable to translate a signal word. General Vogel was so impressed that in February 1942, just two months after the booming of Pear Harbor, Philip Johnston was asked to prepare a proposal for organizing and using the Navajo code Talkers. In May 1942, the first 29 Navajo recruits attended boot camp. They were known as the â€Å"first 29. † At Camp Pendleton, Oceanside, California, this first group created the Navajo code. They developed an elaborate dictionary and hundreds of words for military terms [ (Navajo Code Talkers: World War II Fact Sheet n. d. ) ]. The dictionary and all code words had to be memorized during training for the Navajos where not allowed to write down any of of the code. Furthermore, while enlisted, they were not allowed to write to their families for fear that the letters would be used to try to break the code. Once the Navajo code talker completed his training, he was sent to a Marine unit who was deployed in the Pacific. The code talkers’ primary job was to talk, transmitting information on tactics and troop movements, orders and other vital battlefield communications over telephones and radios. They also acted as messengers, and performed general Marine duties. While in combat, it was rumered that for each code talker, there was an officer assigned to protect him from cabture. If for any reason that the officer felt that the code would fall into enamy hands, the officer was ordered to kill the code talker to protect the code. One of the great triumphs for the Navajo code talkers was the battle at Iwo Jima in February of 1945. The island was so small that on most maps you couldn’t see the island at all. Although small, this island was of great importance. The new boomers that the United States were using, the B-29, was flying a 3000-mile round-trip when booming Japan. Due to the length of this trip many pilots where getting shot down. Iwo Jima was the answer. Iwo Jima would be able to be used as an emergency landing field to assist the pilot’s chances. At Iwo Jima, Major Howard Connor, 5th Marine Division signal officer, had six Navajo Code Talkers [ (Bingaman n. d. ) ]. The Major estimated that it would only take ten days, at the max, to win the battle. A month later, in March, was the island declared secure. By the end of the battle, the Navajo code talkers send and received over 800 messages, all without error, 6,800 U. S. soldiers died and nearly 20,000 more where wounded. Major Connor declared, â€Å"Were it not for the Navajos, the Marines would never have taken Iwo Jima† [ (AAaseng 1992, 88-97) ]. September 2, 1945 aboard the battleship A. S. S. Missouri in Tokyo Bay, the surrender from the Japanese was signed and World War II was officially over. The Navajo code was unable to be broken throughout the war. Because of this the code was classified as Top Secret and would remain so for over twenty years after the end of the war. It wasn’t until 1968 that the code was declassified and the Navajo code talkers would be able to tell their story. In 1982, the code talkers were given a Certificate of Recognition by U. S. President Ronald Reagan, who also named August 14, 1982 â€Å"Navajo Code Talkers Day† [ (Jr. n. d. ) ]. On December 21, 2000, Bill Clinton signed Public Law 106-554, 114 Statute 2763, which awarded the Congressional Gold Medal to twenty-nine World War II Navajo code talkers. In July 2001, U.  S. President George W. Bush personally presented the Medal to four surviving code talkers at a ceremony held in the Capitol Rotunda in Washington, DC. Gold medals were presented to the families of the 24 code talkers that where no longer with us [ (Gray 2001) ]. For many the Navajo code talkers played an important role in World War II. From when Johnston realized how the Navajo language would benefit America, the formation of the code, and how long it would take for the Navajo to be recognized for their part in the war, the Navajo where truly the unspoken heroes of World War II. How to cite Navajo Code Talkers: the Unspoken Heroes of World War II, Essay examples

Ernest Miller Hemingway Was Born In Oak Park, Illinois July 21, 1899. Essay Example For Students

Ernest Miller Hemingway Was Born In Oak Park, Illinois July 21, 1899. Essay Hemingway is known to be one of the most influential writers of the twentieth century. He has written more than one hundred short fiction stories, many of them to be well known around the world. Some of these short stories had just as powerful an impact as his novels. As a young man, Hemingway left from his hometown to Europe, where he worked for the Red Cross during World War I. His time spent there inspired him to write some of his most famous novels. Most of which spoke of the horrors of the war (Benson xi). Hemingways short stories, Soldiers Home and Another Country are used to show the damaging psychological and physical effects of World War I. Hemingway knew first hand the horrors of war. In May of 1918, Hemingway became an honorary second lieutenant in the Red Cross, but could not join the army because he had a defective left eye. Hemingway first went to Paris, and soon after receiving new orders he traveled to Milan, Italy. The day he arrived, an ammunition factory exploded and he had to carry mutilated bodies and body parts to a makeshift morgue. This was definitely a most terrifying moment for the young Hemingway. After being seriously injured weeks later, Hemingway found himself recovering at a hospital in Milan. After his stay at the American Hospital in Milan, Hemingway was relieved of duty (Mitran 1). Having no other purpose in Europe, he returned unhappily to Oak Park, Illinois. The impression left on Hemingway by his stay in Italy had changed him profoundly. He never really returned to America as an America(Meyer 115). When Hemingway returned home from Italy in January of 1919 he found Oak Park dull compared to the adventures of war, the beauty of foreign lands, and the romance of an older woman. He was only nineteen but the war had matured him beyond his years. He was now living with his parents who didnt really appreciate what he had been through. His parents whereconcerned about his future and wanted him to get a job, and further his education. Hemingway could not find anything he would be interested in. Hemingway often exaggerated his war stories to satisfy his audience. This frustrating period of his life was used to create the short story called, Soldiers Home (Meyer 115). Hemingways story Soldiers Home conveys his feelings of frustration and shame upon returning home to a town and to parents who still had a romantic notion of war and who didnt understand the psychological impact the war had had on him. They would never be able to comprehend what war was all about. The character of Krebs obviously represents Hemingway. Krebs, after graduating from a Methodist college in Kansas, enlisted in the Marines in 1917. He didnt return to the U.S. until years after the war. He came back much too late. (Hemingway 115) By the time he got back, the people of his town where already tired of the atrocity stories of war (Hemingway 116). He felt the urge to talk about his experiences, but no one wanted to listen. This drove Krebs to lie. It seemed to be the only way anyone would listen to him at first. After lying twice, he also had begun to dislike war stories and was turned off by it. This was due to the fact no one even listened to him even when he lied. Even his li es didnt interest people; they already had heard these stories before. Soon Krebs lies and exaggeration resulted in acquiring the feeling of nausea. He would sometimes talk to other soldiers and Krebs would fall into the easy pose of the old soldier among other soldiers: that he had been badly, sickeningly frightened all the time. In this way he lost everything. (Hemingway 116)The war affected him in such a way that it seemed like he was left with little or no emotions. The Marines had taught Krebs that no man needs a woman. They taught him that women involve too much work and only cause problems. Trying to obtain a relationship involved to many consequences. It wouldnt be worth going through the pain of heartbreak or rejection. He would sit on his porch, and watch women walk by. He admired their clothing, their hair, and they way they walked. He wanted a girl, but didnt want to work for one. He didnt want to go through having the stress and pressure when trying to get a girl. He di d not want any consequences. (Hemingway 117) The only one who treated him like a hero was his little sister. Krebs faith in religion was also effected. It seemed like all his faith faded after the war. His mother explains to Krebs that, God has some work for everyone to do. There cant be no idle hands in his Kingdom. Kreb replies, Im not in his Kingdom. (Hemingway 119) He seemed to have lost his emotions totally. Even as his mother tells him that she prays for him every day, he is too busy looking at the bacon fat hardening on his plate. (Hemingway 119)The war had definitely taken its toll on people who survived World War I. They come home from the war (if they come home at all) as different people. These people have seen things that most men will never see. Things that would change someones lives for the worst, things such as death and destruction. Not only were the soldiers affected psychologically but also physically. As shown in Soldiers Home, the character Krebs will never agai n be the same person he was before World War I. It seems as if his will to live has diminished. Krebs suffered harmful psychological effects, but what about the others that survived the war. Some werent even able to go back home after the war ended. .u3357c88a279ad82f60309334a4dbd5b4 , .u3357c88a279ad82f60309334a4dbd5b4 .postImageUrl , .u3357c88a279ad82f60309334a4dbd5b4 .centered-text-area { min-height: 80px; position: relative; } .u3357c88a279ad82f60309334a4dbd5b4 , .u3357c88a279ad82f60309334a4dbd5b4:hover , .u3357c88a279ad82f60309334a4dbd5b4:visited , .u3357c88a279ad82f60309334a4dbd5b4:active { border:0!important; } .u3357c88a279ad82f60309334a4dbd5b4 .clearfix:after { content: ""; display: table; clear: both; } .u3357c88a279ad82f60309334a4dbd5b4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u3357c88a279ad82f60309334a4dbd5b4:active , .u3357c88a279ad82f60309334a4dbd5b4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u3357c88a279ad82f60309334a4dbd5b4 .centered-text-area { width: 100%; position: relative ; } .u3357c88a279ad82f60309334a4dbd5b4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u3357c88a279ad82f60309334a4dbd5b4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u3357c88a279ad82f60309334a4dbd5b4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u3357c88a279ad82f60309334a4dbd5b4:hover .ctaButton { background-color: #34495E!important; } .u3357c88a279ad82f60309334a4dbd5b4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u3357c88a279ad82f60309334a4dbd5b4 .u3357c88a279ad82f60309334a4dbd5b4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u3357c88a279ad82f60309334a4dbd5b4:after { content: ""; display: block; clear: both; } READ: Tobacco Litigation and the Youth EssayHemingways short story, Another Country is about physically injured American soldiers in a hospital in Milan because of the war. These soldiers have sustained major injuries due to fighting on the battlefield. These men will never be the same again. One of the mens knees did not bend and his leg dropped straight from the knee to the ankle without a calf. (Hemingway 206) His leg was put into a machine to rejuvenate it. Next to this man was a major who had a hand like a little babys. Like the other man, his hand was attached to a machine. Before the war the major was the greatest fencer in Italy. After they were done with the machines th ey would go for a walk in town. Another boy joined sometimes, and he wore a black silk handkerchief across his face. This was because this boy had no nose, and his face was going to be rebuilt. He had gone out to the front from the military academy and been wounded within an hour after he had gone into the front line for the first time. (Hemingway 207)These devastating injuries due to the war changed these Americans soldiers lives forever. The boy with the injured leg loved playing football. Now he has to have his leg hooked up to a machine. The boy who lost his nose will never be looked at as a normal person ever again. The major as mentioned before was the greatest fencer in Italy. Now the majors hand resembled a babys. He, like the other boy used a machine to recuperate. The major asks the boy with the bad leg what his plans were after the war is over. The boy tells him he would go back to the states and get married. This infuriates the major greatly. He tells the boy he cant mar ry or he would lose everything (Hemingway 209). What the boy doesnt know is that the majors wife had died while he was at war. Because of the war he was not able to be with his wife who was only sick for a few days and was not expected to die. These men arent even able to go back home because of their injuries. (Hemingway 210)War can destroy and sometimes end a persons life. Hemingways short stories, Soldiers Home and Another Country are used to show the damaging psychological and physical effects of World War I. Hemingway is able to explain these affects of war to his readers most effectively. This is because of his firsthand experience in his involvement in World War I. He had been exposed to the horrors of war himself. In the story Soldiers Home a man who represents Hemingway comes home from World War I much to late. No one appreciated what he had done for his country and was forever psychologically damaged. He came home as a totally different person and now couldnt lead a normal life. He didnt have the will to work or obtain an education. The American soldiers in Another Country where forever damaged by the war. Each of these men couldnt even leave Europe because of their injuries. These men can never return home and pick up from where they left off. Their injuries will hold them all back from doing the things they love most. One mans injuries held him back from being with his sick wife back at home. These two short stories are perfect examples of how war can change a mans life forever.

The Death Of A Salesman How Biff free essay sample

The Death Of A Salesman: How Biff Shows Irresponsibility Essay, Research Paper The Death of A Salesman: How Biff Shows Irresponsibility Have you of all time felt as if you do non cognize what to make with your life? Everyone does sometimes, but certain people are like that their whole life. These people are irresponsible and depend on others to last. In # 8220 ; Death of a Salesman # 8221 ; , Biff is one of these people. He is irresponsible because he depends on Happy, depends on Willy, and does non cognize what to make for a life. Biff looks up on Happy as an illustration of good life. It seems to him that Happy # 8217 ; s life is stable and successful. Even though this is non true, Biff Lashkar-e-Taibas it bother him. He wants Happy to acquire him a occupation in New York so they could work together. This shows some of his dependence and irresponsibleness. We will write a custom essay sample on The Death Of A Salesman How Biff or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Punch does non look as if he could populate on his ain successfully. This disappoints both Happy and Willy. But this is non the lone job Biff has. Biff besides depends on Willy to acquire him through life. Willy # 8217 ; s low ethical motives cause Biff to believe it # 8217 ; s all right to concentrate on football when he was in high school. Biff does non believe he has to work in school. When he flunks math, he does non cognize what to make and once once more bends to Wil ly. Now Biff can non travel to college and since he has been concentrating on football, he has little or no accomplishments at anything else. He depends on Willy # 8217 ; s support to assist him. But since Willy # 8217 ; s outlooks of Biff are non met, Biff does non have the aid he demands and moves off on his ain. This leaves Biff to happen a end in life and range it. Finally, Biff does non cognize what to make for a life. He is invariably traveling about, unsure of what to make next. This may be because of his uncertainness of a hereafter. Biff has neer held a steady occupation. Because of this, he has neer held a steady place. This shows a batch of irresponsibleness. Until he knows what he wants to make, Pummel can non settle down and go an grownup. This incompatibility in employment makes Biff irresponsible. So far in Biff # 8217 ; s life, he has non accomplished anything. He depends on Happy and Willy, and does non cognize what to make for a life. He realizes that he has wasted his life and has to happen something besides football to win in. With Happy going tired of his jokes and Willy on the brink of a dislocation, Biff is now on his ain and has to go responsible. Possibly following clip you don # 8217 ; T cognize what to make with your life, you # 8217 ; ll believe a small harder.

aluminum essays

aluminum essays Aluminum is the third most abundant element in the Earth's crust and was probably formed during the birth of our solar system through collisions of hydrogen atoms under intense heat and pressure. Aluminum never occurs as a metal in nature and is only found in the form of its compounds, such as alumina, because of its strong affinity with oxygen. It is this special bond for oxygen that explains why it withstood all attempts to prepare it in its elemental form until well into the nineteenth century. The aluminum industry was founded in 1854, but it was not until the late 1880's that a method was found to bring down the prices and permit aluminum to be used in a wide variety of ways. Most of the aluminum in the world today is made from Bauxite. It was first discovered in 1821 near Les Baux, France. It was formed by the weathering of aluminous rocks such as feldspar, nepheline, and clays. During the weathering, these rocks are decomposed and leached out, leaving behind a residue of ore rich in alumina, iron oxide, and silica. Most of these large Bauxite deposits are found in the tropical and the subtropical climates, where heavy rainfall, warm temperatures, and good drainage combine to encourage the weathering process. Because Bauxite is usually found near the surface, it is mined by open-pit methods. After the extraction of the Bauxite, it must be converted to Alumina by the Bayer Process, a process patented in 1888 and is still used today. This process begins when bauxite is smashed by being mixed with soda ash and lime in a ball mill. Water is added to turn the mixture into a slurry, which is drained from the ball mills into tanks or digestures. In these tanks, which are injected with steam, the alumina is turned into a creamy slurry and poured into a settling tank. In these tanks, the heavier metals and sand sink to the bottom, while the alumina remains on top. Once this tank is cleared of all the solids, the liquid is poured ...

Marketing Management Plan Essay Example | Topics and Well Written Essays - 2250 words

Marketing Management Plan - Essay Example The beauty of competition in technology is beneficial to consumers, since superb products will be developed, that are efficient and effective in usage. Marketing of Samsung products is guided by the philosophy â€Å"At Samsung, we follow a simple business philosophy: to devote our talent and technology to creating superior products and services that contribute to a better global society† ("Values & Philosophy†, n,p). Samsung objective is to sell to its consumers quality products that will satisfy their need. Delivering quality products to their customers is a form of marketing that will attract other consumers to Samsung products. Samsung is a renowned brand as far as electronics is concerned. Its products get a warm reception from different clients across the globe. It can be evidenced by its numerous branches in various countries. Being a technological company it has to ensure it meets the expectation of different segment of its clients. The older generation (generation X) may not be interested in the rate at which technology is being advanced, but they will appreciate it later. This generation is totally different with the generation Y and Z. The two generations are techno-driven and will be willing to pay more for any advancement in technology. (Mullins, and Orville, 2013, pg, 89), argued that members of these generations like sophisticated technology. Samsung over the years since its inception in 1969 has invested heavily in the research and development department. Credit has to be given to the Research and Development team for the current position of Samsung in the market. The core marketing objective o f Samsung is to try and entice the Y generation to embrace new technologies. It is because the rate of obsolescence in technology is higher than any other industry. Therefore, it will be a waste of resources producing â€Å"dead† technologies for a small market segment. Samsung headquarter is in Seoul, South Korea, therefore, its immediate customers are

Sources for the Design of the Taj Mahal Essay Example | Topics and Well Written Essays - 2000 words

Sources for the Design of the Taj Mahal - Essay Example The Emperor and his court mourned Mumtaz Mahal for two years and he decided to commemorate his beloved wife with a building that which had no equal in the world. Mumtaz Mahal was laid to rest on the banks of the Jamuna river and a council of the best architects were assembled to prepare the designs for the memorial. Some experts attribute the design to Geronimo Veronneo, an Italian in the service of the Mughal emperors. However, others credit Ustad Isa Khan Effendi, a Persian, and his pupil Ustad Ahmad who did the detailed work. Ismail Khan designed the famous dome. It took 22 years to build the more than 20-storey edifice which required a total of 20,000 workers to finish. Craftsmen from as far as Turkey were engaged to contribute their talents. Precious stones were imported from foreign lands. The marble was quarried at Makrana, close to Jodhpur. A ramp stretching two miles was built to reach the level of the dome. According to local lore, Shah Jahan ordered the right hand of the chief mason to be cut off upon the building's completion so that his work cannot be recreated. Another legend relates that the Shah wanted to build another Taj across the river, this one made entirely of black marble. The symmetrically designed Taj Mahal sits on a raised platform and is surrounded by four minarets. Built during the height of the Mughal empire with its unparalleled riches, the best materials and adornments were utilized to furnish and decorate the Taj Mahal. There were rich Persian carpets, gold lamps and candlesticks. Beautiful mosaic works and precious stones were also used to decorate the building's interior. Two great silver doors were said to have been melted down by Suraj Mal in 1764. A sheet of pearls covering Mumtaz Mahal's sarcophagus was carried away by Amir Hussein Ali Khan in 1720. The surroundings of the Taj Mahal have been restored in accordance with the original designs of Ali Mardan, a nobleman in Shah Jahan's court. A red sandstone channel set between two rows of cypress trees dominates the main vista. The main entrance is located at the west side of the building but there are two other entrances from the west and east. The main gateway is a sandstone structure standing three storeys high. It has an octagonal central chamber with smaller rooms on each side. The walls are filled with inscriptions of verses from the Quran. The white marble which was quarried from Makrana varies in its tint and tone, changing with the light at various times of the day. Sheila S. Blair and Jonathan M. Bloom wrote in The Art and Architecture of Islam (1994) that the edifice stands on a large garden of quadripartite chahar bagh which measures 1,900 feet by 1,000 feet. Being at the north end of the garden and along the riverbank, a large gateway at the south end provides balance to the tomb. The tomb's plan and massing is a refinement of Humayun's tomb in Delhi. The large bulbous dome of the mausoleum is more logically connected to its octagonal rooms compared to those of Humayun's tomb, and is framed by four minarets. The white marble is delicately polished and the details of its carvings are intricate that they render a carefully balanced image on the channel. The symmetrical design is further balanced by a

EasyJet - A 'No Frills' Airline Assignment Example | Topics and Well Written Essays - 2500 words

EasyJet - A 'No Frills' Airline - Assignment Example only takes direct deals as opposed to through operators from different air transport organisations is that EasyJet does not give free drinks and beverages, ticketless and just acknowledge direct booking (Business Teacher 2001). The start of EasyJet depended on two leased planes. Whats more, the first destination was Glasgow and dispatched with ultra-ease flights, the publicizing motto is "London to Glasgow, less expensive than a pair of pants!" (Jones 2007). Nowadays, EasyJet has the flight destination all through Europe. EasyJet started being profitable towards the end of the second year. In 1997, the EasyJet was a stable business entity, marked an agreement with Boeing contributing $500 million to purchase new airplane. At first, EasyJet worked with a solitary kind of Boeing 737 (Gronroos 2008). In 2004, EasyJet requested 120 Airbus A319, EasyJet turned into the organisation that using Airbus A319 as principle model in minimal effort carrier organisations. In 2010, the number of travellers using EasyJet reached 49 million, positioned second place in air transport in Europe (Jones 2007). Strategic Business Unit (SBU) have to be focused on fulfilling customers’ needs with a particular end goal to attain to above normal returns, and this is carried out through Business-level strategy (Aaker 2001). Business level methods are elements provide quality to customers and increase a competitive advantage by exploiting SBU, in single market or industry (Aaker 2007). Business-level strategy is concerned with a companys position in an industry, in respect to competitors and the five forces of rivalry (Gronroos 2007). Customers are the central to a company’s business level strategy. Who will be served, what needs must be addressed, and how those needs will be fulfilled by the organisation (Holt 1998). The strategies by porter describe which strategy a company uses in order to gain a competitive advantage over the competitors in the market. The strategies are the cost

The Differences Between The English Colonies History Essay

The Differences Between The English Colonies History Essay In the 17th and 18th century, many English people sought after religious freedom and riches, so they migrated to North America, where they established different colonies to create better lives for themselves. Some colonies faced many struggles, while others were better off. British colonies differed from each other by the types of settlers, intent for the colonies, environment, and indigenous people encountered. Between the late 16th and early 17th century, Englands population grew twice its size due to the new nourishing American crops. With more people, came the higher demand for food and clothes, thus creating high inflation (Norton et al. 2-3a). There were also not enough jobs or land for the newly increased population. According to Norton et al., Steady streams of the landless and homeless filled the streets and highways. With that said, the rich did not like how things were going and said that Britain was way too crowded. They believed that better opportunities awaited them in America. Everyone thought that there was plenty of land available for the taking in America as well (Norton et al. 2-3a). With these recent economic changes, came a religious transformation. The English reformation started when Henry VIII wasnt granted a divorce by the Pope. He decided to leave the Roman Catholic Church to create the Church of England. He originally did this so he could get a divorce from his wife because she gave birth to a daughter instead of a son. He wanted a King to rule after him, not a Queen (Norton 2-3b). The Church of England Robinson 2 collected a lot of taxes, which upset many of the other Christian religions (Norton 2-3d). These would include the Puritans, Separatists, and Presbyterians. The Church soon tried to conform the people of England. No one wanted to be prosecuted for their different religious beliefs so they fled to America for religious freedom (Norton 2-3d). The settlers that came to the Southern colonies were wealthy, merchants, and gentry (Hollitz 17). The southern colonies included Maryland, Virginia, Georgia, South Carolina, and North Carolina. The people in the South were mostly Anglican or Catholic, but unlike the settlers in the middle and northern colonies, the southern colonists were not that interested in converting the Natives to Christianity; they were focused on making a profit (Hagen, trexxpublishing.wordpress.com). Some of the northern colonies were Rhode Island, Massachusetts, Maine, and New Hampshire. The North was colonized by the Puritans. The Puritans were a group of radical English Protestants that wanted to purify the Church of England. They also wanted to be able to practice their religion freely without people trying to convert them, so they moved to America, specifically to the North. At first, the middle colonies were called New Netherlands because they were originally founded by the Dutch, but the British took over in the early 18th century. The middle colonies consisted of Pennsylvania, New York, New Jersey, and Delaware. After the British crown took over New Netherlands, it was founded by the Quakers. The Quakers believed that there should be equality for all. They were originally in the North with the Puritans, but soon colonized in the middle region because they faced scrutiny over their religious views (Hagen Robinson 3 trexxpublishing.wordpress.com). Some of their views were the total opposite of the Puritans, and they were beaten and unfairly treated because of this (Hagen trexxpublishing.wordpress.com). After being founded by the Quakers, many people of other religions such as the Lutherans, Jews, Catholics, Baptists, Orthodox, Calvinists, and Presbyterians joined in the colonization process (The Middle Colonies). The middle colonies became a melting pot and took on different qualities of the northern and southern regions. At first the colonists in the South were mainly attracted to finding gold, but that ended fairly quickly. The realization that the colonists had to be able to support themselves in order to survive eventually kicked in (Searle helium.com). People of the South were looking to make a profit, and according to Searle, they did find rice, tobacco, and cotton to be profitable exports. The most popular of the three at the time was tobacco. For the colonists that owned big plantations, life was easy, but for those that didnt own that much land, life was horrible (Searle helium.com). The owners of the plantations made a lot of money off of their slaves and tobacco, while the small land owners had a hard time staying alive (Searle helium.com). The South was focused on harvesting, which was different than the North. The Puritans in the northern colonies were mainly focused on religion. Their whole lives revolved around their religion. According to Norton et al., many devoted themselves to self- examination and Bible study, and families often prayed together each day under the guidance of the husband and father. If you didnt practice religion the same as the Puritans, you were looked down upon and sometimes even beaten. Even though the Puritans primary focus was religion, Robinson 4 they did trade and manufacture goods (Hagen trexx.wordpress.com). Some of these goods included ships, fish, and lumber. The Quakers came to the middle region to escape the scrutiny they received in the North. They were excepting of others, which was good because they middle colonies were filled with many different religions. Everyone tolerated each other because no one was in control of the others (The Middle Colonies). At first, most of the focus was put on religion. Later, the settlers became interested in profit, like the south. The middle region produced goods such as wheat, corn, and tobacco. Whatever was produced in each region was largely dependent upon their environments. In the South, the climate was much hotter and had richer soil, leading to their incredible farming abilities. In the North, the soil was unfit for agriculture, which is why their economy was based on their industrial business. The middle region was a mixture of both the North and the South because it had rich soil for farming, but also traded and created goods (Economic Differences Between the Northern Southern Colonies). Even though the South was flourishing with the tobacco business, the colonists had a hostile relationship with the indigenous people there. When the colonists first came to the south, they encountered the Powhatans, and then later they met the Algonquians. The Powhatans and the colonists agreed to a peace treaty (Hollitz 17). In return the Powhatans wanted items that would make them more advanced than the neighboring tribes (Hollitz 17). The relationships that the southern settlers had with Powhatans started off okay, but soon grew bad. According to Hollitz, the fragile relationship soon foundered on mutual mistrust. The trust between the two Robinson 5 faltered because neither was able to rule over the other, thus leading to the colonists kidnapping the chiefs daughter, Pocahontas. With the Algonquians, the exchange between the southern colonists and them were hostile because of cultural differences. For instance, Native men didnt do agricultural work, while English men did. Even their views on property ownership were seen as a major problem. The English thought that they were superior to the Algonquians, so they constantly showed disrespect towards them (Hollitz 18). In the North, the colonists initially had a very peaceful relationship with the Natives. When the settlers came across the Pokanets, they signed a peace treaty. The natives provided the colonists with food in return for certain items (Norton et al. 2-6d). The Pokanets helped keep the colonists in the North alive. In the middle region, the colonists had a relatively peaceful relationship with Iroquois. The Quakers thought that it was imperative to have a good relationship with Natives (The Middle Colonies). In conclusion, there were many differences between the British colonies based on which region they were in. As the colonies develop over time, the many differences between them may prevent the colonists from coming together in a united front to fight a common cause. If everyone has views that clash, then how can they agree on anything? When conflict comes in to play, the colonists will have to put their contrasting ideas on the backburner and fight for their independence. Robinson 6

Do Special Education Children Benefit From Inclusion? Essay -- Educatio

Do Special Education Children Benefit From Inclusion? Many children have had learning disabilities for many years. Each year more and more of these children are being helped. Schools are working to improve their special education programs and to have all kinds of students work together in the same classroom. The practice of inclusion was started because educators felt that special needs students would achieve more in traditional classrooms with non-learning disabled students than they would in special education classes. However, research findings suggest that there really is no difference in academic achievement levels for special needs students when they are placed in regular classrooms. Inclusion can be defined as a term, which expresses commitment to educate each child, to the maximum extent appropriate, in the school classroom he or she would otherwise attend. Inclusion involves bringing the support services to the child as opposed to bringing the student to the services. Inclusion requires only that the special needs or learning-disabled child will benefit from being in the regular classroom. The term â€Å"full inclusion† means that all students, regardless of their handicapping condition or the severity of it will attend a regular classroom all the time. All the services, such as instructional aides or assistive technology, will be provided for the child in that classroom setting. The terms inclusion and mainstreaming are often used interchangeably; however, they are different methods for educating learning disabled students. Mainstreaming is the selective placement of special education students in one or more regular education classes (Special Education, 2001). When the decision to place a child in a mains... ...ith special education students. It provides definitions of inclusion and mainstreaming. It also gives information about IDEA and section 504 of the Rehabilitation Act of 1973. Wildrot, K, & Claybrook, S. (n/d) Effects of Inclusion on Academic Outcomes. Retrieved April 12,2003 from http://ebsochost.com This article is about a study that compared math and reading achievement between regular and inclusion classrooms. They used the Texas Assessment of Academic Skills to find the results. Zigmond, N & Jenkins, J. (1995) When Students Fail to Achieve Satisfactorily. Phi Delta Kappan, 77, (4) Retrieved April 11,2003 from http://ebsochost.com This article looks at how students fail to achieve satisfactorily because of their learning disabilities. They did some research on students with learning disabilities and came up with a design for inclusive school.

Sampling Techniques

Whenever I conduct a research, most of them combination of both quantitative & qualitative, I’ll make sure that the objective is clearly written out and discussed with the client. As much as we agree that sampling is very crucial to any form of research, the purpose should always be a priority, or else the sampling methods may go through a lot of movements with no direction at all. â€Å"Decisions about design, measurement, analysis and reporting all flow from the purpose of the research. † (Patton, 1990). For the first topic: Perceptions of job stress among correction officers, the probable purpose of the research is to contribute knowledge that will help people understand the nature of a problem so that there is some kind of a control on their environment. Job stress can be viewed as a human problem. In applied research, the source of questions is in the problems and concerns experienced by people. The purpose of applied research there is to generate potential solutions to the said human problem. Perhaps, from the qualitative inquiry, a need for stress management program among correction officers may become evident. No matter what the findings are, the researcher must first gather data on the gravity of the job-related stresses being experienced by the correction officers, if they are manageable or not. If the objective of the research is to gain a general understanding of what those perceptions are, therefore, a random sample of sufficient size would be appropriate to be truly representative of and permit generalization to the total population of correction officers. How this sampling will be identified? The researcher will first and foremost identify the number of correction officers from various geographical sites and from there draw a desirable sample size to achieve enough credibility. Get a sample size that represents each penitentiary or house of correction and the level of management they belong (junior officer, senior officer). The cluster is needed to concretize the findings and put some direction to where the research is going. The first topic will generally use quantitative sampling through questionnaire, measuring the common pattern and qualitative inquiry like Focus group discussions using open ended questions to get an in-depth understanding of the issue or problem. For the second topic: Juvenile gang activities, again, there is the question on the purpose of the study. Is the research conducted only to gather a baseline data for further research? There are so many gangs existing in various countries, cities, even on small towns. The geographical site is one consideration. Identify the meaning of a juvenile gang so as to create a unified understanding of the sample. The research is quite heterogeneous in nature, so we need to break the sample size. At this point, going underground to get the much needed data is too costly in terms of time and risk unless we break down the research into one single criterion. Also, all gangs are different from each other in principle, in all dealings, therefore getting a sample size from one type of juvenile gang is not representative of all, although generally their activities are similar from what we’ve heard and read in the news. But a concrete data to elevate the observation to a credible finding is the objective of the research. How is this done? Get a sample size, representative of each group. Since the difficulty there is the fieldwork, it is recommended that former gang members can serve as the sample. This is also a good venue to write a case study based from the interviews where information rich data are more likely to come out in the process. Stratified purposeful sampling, illustrates characteristics of particular subgroups of interest; facilitates comparisons. This means, the researcher is also open to opportunistic sampling, following new leads during the research process, taking advantage of the unexpected. Be flexible, since interesting details involving the youth, crimes and society, usually follow not just one particular sampling method. For the third topic: Sentencing patterns in an urban vs. rural court, the researcher can use Basic research, then the summative evaluation. This involves intensive data gathering and may not cover all urban and rural courts, thus there’s a need to identify the sample size based on the total number of courts in a certain area. A Maximum variation sampling is appropriate to purposely pick up a wide range of variation on dimensions of interest and identify important common patterns that cut across variations.

Free Essays on Compters

The use of computers within the business and government sector has said to have ‘rapidly increased over the last fifteen years’; this therefore provides a whole new prospect for a distinctive criminal to prosper, and in most cases, to go utterly undiscovered. It has been anticipated that, unless this particular problem is tackled head on, losses from the computer crime may eventually reach $50 billion per year. One expert in the field has estimated that, under present law the chances of a computer criminal being convicted are 1 in 500, and of going to jail as 1 in 1000. The possibility of corporations or banks going bankrupt as a result of computer theft is very real. W. John Taggart, â€Å"Computer Law in Australia†. There are many forms of computer abuse, yet they have come to many solutions. Many penalties if the criminals get caught and yet there are many weaknesses in computer law. With the expeditions rate of advances in technology, coping with those classif ied as ‘computer criminals’ who are always one step ahead, is virtually impossible. They may ‘patch up’ faults in previous systems, however do not recognise faults in latest systems until it’s too late. Computer crime involves the unauthorised and unlawful use of a computer. Given growth of technology in our society, the incidence of computer rime is a matter of considerable concern for our law-makers. The cost of computer crime in the United States has been estimated to be at least $5000 million a year. (Cudmor, Greg â€Å"Computer Law†, page 8). Who would be classified as a ‘computer criminal’? It is said that often the ‘computer criminal’ is a trusted employee and the problem for organisations seems to be internal security. The community considers computer crime, as being less serious than other crimes against property, such as burglary or car theft, as it is not violent or public. In many instances computer crime is not always reported, due to the co... Free Essays on Compters Free Essays on Compters The use of computers within the business and government sector has said to have ‘rapidly increased over the last fifteen years’; this therefore provides a whole new prospect for a distinctive criminal to prosper, and in most cases, to go utterly undiscovered. It has been anticipated that, unless this particular problem is tackled head on, losses from the computer crime may eventually reach $50 billion per year. One expert in the field has estimated that, under present law the chances of a computer criminal being convicted are 1 in 500, and of going to jail as 1 in 1000. The possibility of corporations or banks going bankrupt as a result of computer theft is very real. W. John Taggart, â€Å"Computer Law in Australia†. There are many forms of computer abuse, yet they have come to many solutions. Many penalties if the criminals get caught and yet there are many weaknesses in computer law. With the expeditions rate of advances in technology, coping with those classif ied as ‘computer criminals’ who are always one step ahead, is virtually impossible. They may ‘patch up’ faults in previous systems, however do not recognise faults in latest systems until it’s too late. Computer crime involves the unauthorised and unlawful use of a computer. Given growth of technology in our society, the incidence of computer rime is a matter of considerable concern for our law-makers. The cost of computer crime in the United States has been estimated to be at least $5000 million a year. (Cudmor, Greg â€Å"Computer Law†, page 8). Who would be classified as a ‘computer criminal’? It is said that often the ‘computer criminal’ is a trusted employee and the problem for organisations seems to be internal security. The community considers computer crime, as being less serious than other crimes against property, such as burglary or car theft, as it is not violent or public. In many instances computer crime is not always reported, due to the co...

Free Essays on Teachers

Teachers that are always on top of things are good planners and thinkers. It probably took each and everyone time to get that way. The only way they now succedd as teachers is from their commitment and practice when trying out new skills. A lesson plan needs to communicate to the person it is written by first and formost. It is to guid he material to help students in learning the intented material presented. The first step in making a lesson plan is to gather up all general information about the plan. It sets the boundaries and limits of the plan. The second part of making a lesson plan are the parts. Each individual part of the lesson plan should in some way have some purpose in communicating the specific content, the objective, the learning prerequisites, what will happen, the sequence of student and teacher activites, the material required, and the assessment procedures. The actual process that teachers should follow is: imput, process, than output. The inpur refers to material, other resources, and the information required by the process. The inputs consist of: information on what they already know of what you want the students to learn. Information about the time needed to fully teach the lesson. Descriptions of materials needed in the lesson. Information of how you will acquire these materials. Information on how to get any special permission needed. The process is the actual plan. When making a plan you need to address several questions such as: What are the inputs? (What we talked about earlier like materials, prerequisites, etc.) What are the students going to learn? What are some instructional activies needed? What are going the students going to do in the lesson plan? How will the students be assessted on what they learned? The way you should come about writing this lesson plan would be to start with the Content. Where you would suggest he sp ecific curriculum that the teacher is trying to teach. It basically related to th... Free Essays on Teachers Free Essays on Teachers Teachers that are always on top of things are good planners and thinkers. It probably took each and everyone time to get that way. The only way they now succedd as teachers is from their commitment and practice when trying out new skills. A lesson plan needs to communicate to the person it is written by first and formost. It is to guid he material to help students in learning the intented material presented. The first step in making a lesson plan is to gather up all general information about the plan. It sets the boundaries and limits of the plan. The second part of making a lesson plan are the parts. Each individual part of the lesson plan should in some way have some purpose in communicating the specific content, the objective, the learning prerequisites, what will happen, the sequence of student and teacher activites, the material required, and the assessment procedures. The actual process that teachers should follow is: imput, process, than output. The inpur refers to material, other resources, and the information required by the process. The inputs consist of: information on what they already know of what you want the students to learn. Information about the time needed to fully teach the lesson. Descriptions of materials needed in the lesson. Information of how you will acquire these materials. Information on how to get any special permission needed. The process is the actual plan. When making a plan you need to address several questions such as: What are the inputs? (What we talked about earlier like materials, prerequisites, etc.) What are the students going to learn? What are some instructional activies needed? What are going the students going to do in the lesson plan? How will the students be assessted on what they learned? The way you should come about writing this lesson plan would be to start with the Content. Where you would suggest he sp ecific curriculum that the teacher is trying to teach. It basically related to th... Free Essays on Teachers I can still remember my tenth grade English class and its dedication towards the TAAS test. We read numerous essays and answered By: Howard â€Å"No issue in the U.S. Education is more controversial than (standardized) testing. Some people view it as the linchpin of serious reform and improvement, others as a menace to quality teaching and learning† (Phelps). A tool that educators use to learn about students and their learning capabilities is the standardized test. Standardized tests are designed to give a common measure of a student’s performance. Popular tests include the SAT, IQ tests, Regents Exams, and the ACT. â€Å"Three kinds of standardized tests are used frequently in schools: achievement, diagnostic, and aptitude† (Woolfolk 550). Achievement tests can be used to help a teacher assess a student’s strengths and weaknesses in a particular subject. Diagnostic tests are typically given to elementary school students when learning problems are suspected. Aptitude tests are designed to predict how a student will perform in the future. For example, the SAT predicts performance in the first y ear of college. Standardized tests give educators a standard measure or â€Å"yardstick† because such a large number of students across the country take the same test. These tests are used to tell how well school programs are doing or to give a picture of the skills and abilities of students. Standardized tests; however, are problematic at all ages and levels of schooling. Standardized aptitude tests measure students’ abilities to learn in school, how well they are likely to succeed in future education. Rather than measuring knowledge of subjects taught in school, these tests measure a broad range of abilities or skills that are considered important to succeed in school. The classroom setting and teacher are the key to assessment. â€Å"Pressure to produce higher scores leads teachers to focus on material that will be covered by the tests ...

Entreprenurship in America Research Paper Example | Topics and Well Written Essays - 3000 words

Entreprenurship in America - Research Paper Example In terms of definition, Harold Welsch (3) emphasized that â€Å"THE FIELD OF ENTREPRENEURSHIP was described in 1983 as ‘an intellectual onion. You peel it back layer by layer and when you get to the center, there is nothing there, but you are crying.’ This description of the field by a senior faculty member at Harvard Business School was given to a young person being recruited into the field.† The advice indicated management had to resolve all types of customer complaints. Even though there was lack of earlier academic attention, researches have indicated that the vital importance of new ventures and small businesses that incorporated creation of jobs for the community. For example, some of the global entrepreneurial powerhouses included Silicon Valley, Silicon Alley, Route 128, Austin, and Research Triangle. The sociological concept of the global entrepreneurship spirit continues to evolve. More and more individuals have joined the bandwagon called entrepreneursh ip. More and more people have funneled their hard earned cash and other assets into the entrepreneurship market segment during the last 100 years. In addition, Harold Welsch (3) mentioned Harvard described entrepreneurship as the pursuit of opportunity beyond the resources the investor can presently manage. The definition adeptly incorporates the benefits of maximizing the individual and society to bring out the best of the entrepreneurial spirit. The entrepreneurial spirit includes finding opportunities that will increase one’s current investments. The entrepreneur must find the needed resources to fill the needs of current and prospective clients. Further, David Landes (401) insists â€Å"THE SPECIAL GENIUS OF THE twentieth-century U.S. economy has typically been characterized as the harnessing of technology by entrepreneurs working within the large vertically integrated American corporation, at first wholly a private sector phenomenon, and then in cooperation with an incr easingly interventionist federal government. By the 1970s no sector of the U.S. economy, whether public or private, for-profit, or not-for-profit, was unaffected by this regime.† Focusing on the nonmanufacturing sectors such as entertainment and transfer of information have the marks of the scientifically improved, and controlled, type of industrial growth the incorporated the gains of the second industrial revolution. A better scrutiny of the 20th Century experience in the United States, on the other hand, proposes a much more complex image than simple rules espoused by many multinational corporations. Likewise, the seemingly normalization of innovative changes, that include the implementation of perpetual motion machine in a network of large corporations, with the financial aid of many entities, had been part of the more complicated entrepreneurial story. In addition, the business activities of some small and medium scale entrepreneurial entities as well as individual entrep reneurs, working under the management of multinational corporations. In addition, Gerald Hills (5) opined â€Å"There is growing evidence that entrepreneurship should be treated as a major conceptual dimension within the marketing discipline. Marketing journals, programs, and associations are structured around: (1) different marketing functions such as product development and advertising; and (2) types of markets and firms such as consumer and industrial, services, health care

Paper on Arabidopsis cold responses Essay Example | Topics and Well Written Essays - 1000 words

Paper on Arabidopsis cold responses - Essay Example It is widely speculated that the products of these genes have roles in freezing tolerance. The aim of this experiment was to provide direct evidence that supports this hypothesis. It shows that expression of COR15a, which is a cold-regulated gene of Arabidopsis thaliana that encodes a chloroplast-targeted polypeptide, enhances the freezing tolerance of chloroplasts in nonacclimated plants. The Effects of Cold Stress on the Cor15a Promoter of Arabidopsis thaliana In 1985, Guy et al. established that transformations in gene expression occurred in plants during cold acclimation, which is a developmental mechanism that leads to increase in freezing tolerance. Since then, it has continuously been speculated that some COR (cold-regulated) genes might play roles in freezing tolerance. To investigate this notion, scientists have isolated and characterized genes expressed as a response to low temperature. This has led to the identification of a number of genes such as the cor15a, KIN1, and LT I78 genes of Arabidopsis thaliana; and the pt59 and pao86 genes of barley (â€Å"Genome research†, 1995). Arabidopsis thaliana is widely used in botany as the model organism for studying plant genetics and growth responses. This plant is a member of the mustard (Brassicaceae) family, which includes cultivated species such as cabbage and radish. Although Arabidopsis thaliana does not have any major agronomic importance, it has advantages that make it ideal for use in research in the fields of genetics and molecular biology. The first advantage of Arabidopsis thaliana that make it favorable for research  is its small physical size, its fast growth rate, its capability in seed production, its genetic amenability to mutagenesis and transgenic approaches, and the widely available information on its genome. Secondly, Arabidopsis thaliana is well-suited for analysis with light microscopy. Its seedlings and their roots are translucent and smaller, thus they facilitate live cell ima ging with fluorescence and confocal laser scanning microscopy. Lastly, Arabidopsis thaliana is the first plant genome to ever be sequenced. This was completed in 2000 by the Arabidopsis Genome Initiative (Stewart, 2008). Most plants react to low temperatures by altering their intracellular concentrations of free amino acids and carbohydrates, isozyme patterns, and the composition of their membranes. Moreover, in response to low temperatures, there is an alteration in the activity of many genes. Dr. Michael Thomashow of Michigan State University conducted studies on how plants respond to cold temperatures. He examined cold-induced genes in the plant Arabidopsis and cloned cor (cold related) genes. One of these genes, cor15a, is induced by cold temperatures, drought, and the hormone abscisic acid. Cor15a is a nuclear gene that encodes a 15 kDa protein. The function of this protein is unknown. This 15 kDa protein is translated to chloroplasts and it may have a function in plant protect ion from cold. (Baker et al., 1994) isolated a DNA fragment that contained a promoter region and a few amino acids from the cor15a gene. They then joined it to the gusA gene, thereby producing a cor15a-gusAtranslational fusion which was introduced into Arabidopsis thaliana using Agrobacterium. This reporter gene is used in monitoring the response of the cor15agene in varied plant tissues. In this laboratory investigation, transgenic

Prevalence of CKD among the Aboriginal and the Risk Factors Essay

Prevalence of CKD among the Aboriginal and the Risk Factors - Essay Example It is evidently clear from the discussion that kidney damage shown by the passing of protein in the urine, is widespread among the Aboriginal, and proportions of treated chronic kidney disease among the Aboriginal have at times been reported to be more than 30 times the levels of other Australians. Though data on the occurrences and prevalence of CKD among the Aboriginal is not present at the national level, the big burden resulting from CKD within this population is shown by the high rate of prevalence of CKD, the high cases and prevalence of ESKD, the high hospitalization cases and mortality rates related with CKD among the Aboriginal. The biggest challenge facing the Aboriginal is accessibility to healthcare. Risk factors for chronic kidney disease are greatly prevalent among the Aboriginal communities. Poor nutrition, alcohol abuse, tobacco smoking, obesity, high blood pressure, diabetes and other preventable diseases are widespread among many Aboriginal and have been related to kidney problems within this community. Data from the National Aboriginal Community Controlled Health Organization indicated higher levels of diabetes, obesity, smoking, and high blood pressure among the Aboriginal in comparison with other Australians. Add this to the poor social-economic conditions and usual remote regions resulting in poor accessibility of health services and you get increased cases of CKD as well as other chronic illnesses among the Aboriginal. There is also higher cases of low birth weights among the Aboriginal and this according to McDonald contributes to increased risk for kidney disease, outside other risk factors.

Global Climate Change Essay Example for Free

Global Climate Change Essay Climate change pertains to the deviation in the global temperature through a course of time. It portrays the alterations in the standard condition of the atmosphere for a particular period of time, extending from years to centuries. It has been determined that climate change is the result of various courses, both internal and external with respect to the planet. The phrase climate change has lately been applied to issues of environmental planning strategies and approximately 90 – 95% of this variation has been attributed to human activities. This human derived concept has then been categorized as anthropogenic climate change and the media has then presented this phenomenon as global warming. Other non-governmental agencies have also referred to this occurrence as climate variability. In this paper, climate change and global warming will be used interchangeably to refer to the increase in temperature of the Earth’s atmosphere. DETAILS OF CLIMATE CHANGE Climate change pertains to the increase in temperature of the atmosphere based on the entrapment of gases that are emitted from activities on the surface of the earth. The increase in temperature is a direct result of the greenhouse effect, which involves heat that originated from the sun, which is entrapped within the atmosphere due to several factors. Scientists have determined that the atmosphere’s temperature has increased since the industrial revolution, which has maximized the use of chemicals in manufacturing various kinds of materials in industry. There are four principal gases that have been identified to be primarily responsible for the onset of global warming. Carbon dioxide (CO2) is accountable for approximately half of the greenhouse gases in the atmosphere (Pearson and Palmer, 2000). This gas is a by-product of fossil fuel combustion, which involves burning of coal, natural gas and oil. It is also generated from deforestation activities, which have increased for expansion of industrialization areas. Trees utilize carbon dioxide in their photosynthetic reactions, but it there are fewer trees in the environment, less CO2 is removed from the atmosphere, leaving the environment with excess amounts of CO2. Another gas that has been determined to be responsible for global warming is chlorofluorocarbons (CFCs), which are the primary constituent of plastics and aerosols, as well as refrigerants in air conditioners. Chlorofluorocarbons make up approximately 25% of the greenhouse gases in the atmosphere. Thirdly, methane gas (CH4), which comprises approximately 12% of the greenhouse gases, is also accountable for global warming. Methane gas is released during the decay of organic matter, as well as in the stomachs of cattle, sheep and termites, yet, most of the gas is currently generated by industrial companies. Lastly, nitrous oxide (N2O) is responsible for approximately 6% of the greenhouse gases. It is a by-product of industries, as well as nitrogen fertilizers, volcanic eruptions and livestock manure. HISTORICAL ACCOUNT OF CLIMATE CHANGE The process of global warming through the greenhouse effect was historically described in 1824 by Joseph Fourier. The details of the greenhouse effect were eventually examined in 1896 by Svante Arrhenius. These investigations resulted in the determination of the mechanisms behind the increase in temperature through the absorption and release of infrared radiation by gases that existed in the atmosphere. The radiation in turn increased the temperature of the Earth’s surface and its adjacent surrounding atmosphere. Research has shown that the greenhouse effect is a natural occurrence that is influenced by gases that are naturally present in the atmosphere. It has actually been postulated that the initial greenhouse effect of the Earth is beneficial for biological species to survive because it warms the Earth’s surface to a temperature of approximately 33oC. Should the greenhouse effect be absent, any biological species would not be able to survive through the harsh cold temperature of the Earth. However, the accumulated effect of human activity during the last few centuries has affected the greenhouse phenomenon, resulting in a significant increase in the concentration of particular gases. This increase in concentration subsequently influenced the atmospheric temperature to increase. The first greenhouse gas that was identified is water vapor. This gas comprises around 36 to 70% of the total greenhouse effect. Another greenhouse gas that was recognized is carbon dioxide which makes up 9 to 26% of the total atmospheric complex. Approximately 4 to 9% of the atmosphere is also composed of methane gas, while around 4 to 9% is made up of ozone. Historical atmospheric analysis has shown that the amount of these gases has increase by almost 75% since the 18th century industrial era. Geological research has indicated that the amount of carbon dioxide in the atmosphere has reached its highest concentration in the last 20 million years of the Earth’s existence.

Literature review of reducing barriers and reoffending in juvenile offenders

Literature review of reducing barriers and reoffending in juvenile offenders This assignment will be a literature review of reducing barriers and re-offending in juvenile offenders at Wetherby secure college of learning through education and training, and to draw out any key themes that have been highlighted from published research. It has for a long time been accepted that there is a long standing connection of both public and professional opinions, the link between those juvenile offenders who commit crime to barriers and education, training and skills. This literature review will draw on books, published research, home office and government journals and agencies such as the YJB, OLASS- offender learning and skills service. This bibliographic information was selected using home office, government and agency resources and also using databases such as Educational Resources Information Centre (ERIC). The government has a duty to punish those as a deterrent who commit crime, but also has a duty to address the reason why these young juvenile offenders fall into a vicious circle of committing crime. The review will look at how the government intend to raise offender skills and get more offenders into work and stop repeat offending. Research has Identified a key falling of the criminal justice system that over half off all offences are committed by ex- offenders, Barbary (2007) and out of all offenders that were released from custody in 2004 over sixty five per cent went on to re-offend, Home Office (2007). This being a massive cost to the government and to the tax payer by ex-offenders estimated to be around  £11 billion per year Social Exclusion Unit (2002). The interest I have in this area is that I have been working with young offenders on and off for the last twenty two years and for the last ten years in a teaching capacity. Over this period of time I have dealt with these young people with a whole range of learning and educational difficulties, and we need to look at, and to stop the huge number of them re-offending and coming back into custody. And that is to equip them with the right skills so at least they have a better chance of progressing through life. For my research I would like to take a sample of offenders who have improved their education whilst in custody and to follow them on release to see if it has had an impact on stopping them re-offending. The back ground to this review starts with the youth justice board, the YJB were introduced to oversee the provision of all 15-18 year olds in custody serving detention training orders. This agency brought a renewed focus as their role spans both custody and the community to monitor key services to prevent re-offending under the crime and disorder act 1998. Review of Literature Evaluation of Literature suggests custodial institutions are attempting to meet the needs of the young juvenile offenders who are beset with multiple disadvantages. In terms of education and training, the young peoples immediate antecedents are mainly characterised by lack of access and/or nonparticipation and long-standing deficits in literacy and numeracy. The YJB commissioned Ecotec consulting to undertake an audit of the provisions of education and training within the juvenile estate. The YJB could then use this as a base to measure any success that arose. The outcome of this audit gave an eye opening evidence based snapshot of a system failing to provide juvenile offenders with their entitlement to a good education. The audits evidence revealed a picture of a disconnected, inadequate and an impoverished service ECOTEC (2001). There were three main areas where education appears to be significant in creating a likelihood of offending: à ¢Ã¢â€š ¬Ã‚ ¢ The impact of custodial interventions; à ¢Ã¢â€š ¬Ã‚ ¢ Educational under-achievement, particularly with respect to literacy and numeracy; à ¢Ã¢â€š ¬Ã‚ ¢ Permanent exclusion and non-attendance at school. A re-occurring thread of research done on young people in custody is that a majority have low levels of educational or training qualifications, with significant literacy and numeracy deficits in particular. The Social Exclusion Unit Bridging the Gap report noted that 80 per cent of young offenders in custody had no qualifications, and that over two-thirds of young offenders sent to custody were at NVQ Level 1 or below for reading, writing and numeracy YJB (2006). A survey carried out by INCLUDE for the YJBs Basic Skills Initiative (2000) of the basic skills needs of young people with whom Youth Offending Teams (YOTs) are working revealed reading ages averaging six years behind chronological ages. Evidence from other researchers were in agreement with ECOTEC consulting, findings revealed similar key factors that are closely associated with offending by young people: * detachment from education * low attainment (especially in literacy and numeracy skills) * influence of the school (including lack of a clear school ethos, poor discipline) * experience of custody and local authority care, which are associated with detachment from education and low attainment, Blythe, Haywood, Stevenson (2004). Research over the last decade has suggested that young people who do not succeed at GCSE level are less likely to move onto further education between the ages of 16 and 18, this evidence in itself, is the most important indicator of unemployment at age 21 (Social Exclusion Unit, 1999). Work carried out by Croll and Moses (2003) supports the view that early exits from the education system are typically associated with limited career prospects and other restricted life chances. This is also viewed by the researchers mentioned earlier, that the earlier young people remove themselves or are removed by exclusion or suspension from education in their early teens are likely to go on to become young offenders. Evidence from the literature suggests that, to curb the dis-engagement of the young offenders from learning before they get into the criminal justice system was: For schools to respond quickly to non- attendance/ involve the parents with support/ and to arrange full time programmes for students who have become detached from education To have individualised learning plans for students with difficulties And to promote a good school ethos and staff- student relationships. All the literature review so far is in agreement with what is happening and what needs to be done to help young people overcome these barriers and promote education to the dis-effected youth I see on a day to day basis in my work environment. The four main risk factors for the onset and continuation of offending occur within the remit of education, training and employment, these are, detachment from education, low attainment in literacy and numeracy, influence of the schools and receiving a custodial sentence or placed into care. Research evidence also suggests that engagement in education and training is most probably the single most important protective factor in reducing offending and reoffending (YJB, 2002; Berridge et al, 2001; Lipsey, 1995; Farrington, 1996). What is less clear from all of this evidence is the direction of the relationship between cause and effect with these particular risk factors. Does low attainment make the young person more likely to absent him or herself, or are those who absent themselves more likely to be low attainers? Does being excluded from school lead people into offending, or are actual or potential offenders more likely to be excluded? (YJB 2006). Some literature argues that, it is unclear whether these young people being out of school for long periods of time and associating with an older delinquent cohort fall into crime (Berridge et al, 2001; Farrington,2001) or the increase exposure to drug taking, or is it when the young people drop out from education, its the delay in re-attachment back to mainstream education that is driving them into engaging in offending behaviour (Parsons, 2000). But the literature does suggest that being exposed to one or all the risk factors mentioned increases the risk of offending behaviour (YJB, 2006). If we look more closely at the high risk factors of causes of offending in young people and possible resolutions. Detachment The YJB funded education programmes has shown direct correlation in numeracy and literacy attainment and in low rates of offending (YJB,2003). Post sixteen education, training and skills interventions were a big predictor in getting employment. An Audit Commission Report (1999), reported that on any one day that there are four hundred thousand children, five per cent of the eight million children that should be in school that or not. The Audit Commission Report (Audit Commission, 2004) recognised that the extent of out of school population was unknown and recommended that LEAs should undertake a census of young people not in school, including authorised and unauthorised absences and those not on a school roll. The Tomlinson Report (DfES, 2004) observed that: Disengagement peaks during Key Stage 4 and is manifest in absenteeism, exclusion and bad behaviour. Some of the causes of disengagement are cultural, social and economic and not easily addressed through changes to curriculum and qualifications. While recognising that the causes of disengagement may be complex, the Tomlinson Report proposals had the stated aim of raising participation and tackling the educational causes of disengagement through: * offering a choice of relevant programmes and activities that allow young people to pursue their interests and aspirations * sign posting progression routes within a diploma framework and making it easier for learners to follow a route of their choice * ensuring that all young people developed the knowledge, skills and attributes needed to access the curriculum * enabling young people to build confidence by gaining credit for small steps of achievement. There are four additional messages from the current literature. * It is much clearer about what to do than the detail on how to do it Reattaching young people to education and training is far harder than preventing detachment in the first place * There is limited evidence available of the transfer of learning between different environments such as custody to the community * Delays and poor communication between the education and youth justice systems are a major constraint (YJB 2006). Conclusions The literature review supports the importance placed by the YJB on education and training to reduce recidivism among young people who offend. The emerging research evidence provides broad guidance for principles of effective educational interventions. Several types of intervention have been evaluated as demonstrating a high degree of effectiveness in reducing important risk factors. The evidence also indicates that early and sustained intervention on the crucial matters of attainment and attachment have a higher chance of success than trying to equip older teenagers who have become completely detached from mainstream learning with literacy and numeracy skills.