Essay on Aspen Ski Case

Paper on Aspen Ski Case Paper on Aspen Ski Case In the event that I held the situation of Executive Director of Sustainability for Aspen Skiing Company, I would have exhorted CEO Mike Kaplan to not sign onto the Greenpeace drove Kimberly-Clark blacklist. There were clear advantages of supporting the blacklist, for example, having the option to have a significant effect on the green activities of another organization however the negative consideration that ASC would get from connecting their name to this crusade would exceed any advantages that would have been picked up. Supporting the blacklist had the danger of welcoming undesirable media consideration and allegations of â€Å"greenwashing†, which is when organizations would attempt to depict themselves as being naturally proactive while really doing almost no for the earth. ASC had its own difficulties to manage, including a task to grow one of its ski zones by 500 sections of land as it confronted solid resistance from the nearby network and untamed life advocates. Despi te the fact that ASC had made immense walks in decreasing their carbon impression and were being as ecologically manageable as could reasonably be expected, they expended huge measures of vitality in light of the idea of the ski business; this could be viewed as dubious on the grounds that an organization that utilizes monstrous measures of vitality and frees enormous segments from backwoods for its working exercises can't censure another organization for not being practical. Likewise I feel that they ought to concentrate their assets and endeavors on what they are famous for, giving an extravagant and world-class skiing

Your Business Structure and Corporate Business Structures Essay

Your Business Structure and Corporate Business Structures - Essay Example The choices made will be made the sole people. (Resnicoff, 2006) The proprietor of the business may recruit staffs to deal with the business for his/her sake. Sole ownership is the most accessible business. The main favorable position of sole ownership is that is easy to frame. It doesn't require a great deal of customs to frame it. One can begin it whenever without following or filling legitimate conventions. The subsequent bit of leeway is that it is easy to oversee. The proprietor of the business may think that its simple to deal with the business all alone. This decreases intricacies and subsequent meet-ups. It is additionally simple for a sole ownership to be sold or gone from one age to the next. (Resnicoff, 2006) Thirdly, sole ownership has the assessment advantage. A duty forced on the sole ownership depends on the individual salary. This implies the assessment obligation is less when contrasted with different types of business. It is additionally simple to end the business. The proprietor of the business can end the business at his will. No legitimate customs are required to end the business. (Resnicoff, 2006) One of the mishaps of sole ownership is that it is hard to fund-raise. Financing foundations and banks are hesitant to support a sole owner. It is likewise hard for an individual to get the reserve from the administration organization. This is a structure whereby the at least two individuals with a shared objective get into a consent to maintain a business. The people contribute cash, and the benefit is shared by the concurred proportion or the commitment proportion. (Welsh, 2000) This type of business has a few focal points. One of them is that it is simple for the accomplices to raise capital. Through their commitment, the accomplices can collect a great deal of cash without any problem. With association, charges are not all in all organization yet to the individual accomplices pay. This causes the association to have an expense advantage. The third preferred position is, with various accomplices associated with the

How to Find Sources for Psychology Research Papers

How to Find Sources for Psychology Research Papers Student Resources APA Style and Writing Print How to Find Sources for Psychology Research Papers By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on May 02, 2019 Marc Romanelli / Blend Images / Getty Images More in Student Resources APA Style and Writing Study Guides and Tips Careers The entire process of writing a  psychology research paper can be stressful for college students. Sometimes, just picking a topic can seem daunting! Once you settled on a subject, actually finding sources to document your ideas and support your claims can be just as difficult. Where exactly should you look to find quality and reputable sources for your psychology research papers? When you first start researching a subject, figuring out where to begin can be a real challenge. Where should you look for information? What kinds of sources are available? How do you decide which sources to include in your paper? While there is no simple way to make the research process fast and easy, there are steps you can take to ensure that you find the information you need. If you are working on a psychology paper and are struggling to find sources, consider following the steps below. 1. Start by Choosing a Strong Topic A good research topic is neither too broad nor too narrow. If you choose a subject that is too general, you will probably find yourself overwhelmed by information. Choosing a subject that is too specific leads to the opposite problem; not being able to find enough information to write about. For example, if you chose drug abuse as the topic for your research paper, you would quickly find that there is no way to fully cover the subject in the limited number of pages you have to write. However, you can easily narrow this overly broad topic into something that will work. Start by thinking of some questions that you might have about drug addiction. How does drug use impact the health and well-being of college students? is an example of a research question that would yield plenty of information without being overwhelming. 2. Find Basic Background Information The next step is to search for some basic background information on the topic for your psychology paper. At this stage, youre mostly looking for introductory information, but many of the sources you browse at this stage may also contain information on more in-depth sources. For example, you might look through encyclopedias, online reference sites, lecture notes, supplementary course readings, or your own class textbooks for information on your topic. Pay careful attention to any sources that are cited in these readings and make note of these references so you can locate them in your schools library or online during the next phase of the research process. Sometimes finding sources involves following a trail of sources starting with general information until you drill down to more specific references. 3. Use Library Catalogs to Search for Books The next step is to pay a visit to your university library. The basic background research you did in the previous step should have offered some hints on what you need to look for. If youre still struggling, be sure to ask the librarian for assistance. Library staff are trained and skilled at locating all kinds of information. If you are a distance education student, dont fret; there are still plenty of ways to access library resources. Start by checking with your school to see what type of distance resources they offer to online students. In many cases, you can access the materials you need via an interlibrary loan in which your local library is able to borrow books or other documents that are owned by another library. Once youve located some books are your topic, spend some time browsing through the references listed in each book. For each and every source you find, think of the bibliography as a guide to further sources of information that might be helpful. 4. Utilize Online Databases to Find Periodicals The next step is to start looking through online databases such as PsycINFO, PsycNET, and EBSCOhost in order to find journal articles on your topic. While some of these can be accessed online from your home computer, you might have to visit your library in order to access your schools subscription to certain databases. In some cases, full-text versions of articles might be available online, but you will probably have head to the stacks to look up hard copies of many articles in your universitys library. If youre not sure how to access these databases or how to perform a search, be sure to seek assistance from a librarian. 5. Search for Online Sources The Internet can be a great way to find sources for your psychology research paper, but you need to know how to use it effectively. Start by checking with your instructor to find out what kinds of online sources can be used as references. Some instructors do not allow students to use any online references, while others allow only certain types. Online journal articles, newspapers, magazines, forums, blogs, and informational websites are all possible sources of different types of information. A number of professional journals offer free access to full-text articles. Even if your instructor does not allow online sources, the Internet can still be a useful tool. Online articles often contain information about books, journal articles or other offline sources that you are allowed to use in your paper. 6. Carefully Evaluate Each Source Once you have assembled a good selection of possible sources, the next step is to start carefully evaluating each one to determine if it is credible and appropriate for your paper. Evaluating your sources involves a number of things, including noting the age of the information, the author, and the publisher. Evaluating online sources can be a bit trickier. While there is a lot of great information out there on the web, there are also plenty of websites that are poor quality, misleading or downright incorrect. Check out this helpful article on how to evaluate a website to learn more. 7. Create a Working Bibliography Even if your instructor does not require you to write and hand in a bibliography, creating one can be a very helpful part of the research process. A bibliography is basically a list of all the sources that you might use in your paper. In addition to listing all of the sources youve collected, consider adding a brief annotation to each entry that describes what the book or article is about. As you begin outlining your paper, refer back to your working bibliography in order to determine which sources to use in order to back up your arguments, analysis, or claims. Tips Work from the general to the specific. Start with general resources like encyclopedias, and then start working your way down to more specific references like journal articles.Keep track of where you got your information! Maintain careful notes or a working bibliography in order to ensure that each source is properly cited in your paper.Dont be afraid to ask your librarian for help. When you talk to a librarian, offer details about the specific research question or thesis of your paper. Your librarian will be better able to help you find great sources if you provide detailed rather than general information about what youre looking for.  A Word From Verywell While finding sources for your psychology papers can certainly be challenging at times, breaking it down into a step-by-step process can make it a lot less daunting. Most importantly, dont be afraid to ask your course instructor or university library staff for help. Your teacher might be able to point you towards some sources of background information, while a librarian can aid you in searching and locating source materials related to your topic.

How to Find Sources for Psychology Research Papers

How to Find Sources for Psychology Research Papers Student Resources APA Style and Writing Print How to Find Sources for Psychology Research Papers By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on May 02, 2019 Marc Romanelli / Blend Images / Getty Images More in Student Resources APA Style and Writing Study Guides and Tips Careers The entire process of writing a  psychology research paper can be stressful for college students. Sometimes, just picking a topic can seem daunting! Once you settled on a subject, actually finding sources to document your ideas and support your claims can be just as difficult. Where exactly should you look to find quality and reputable sources for your psychology research papers? When you first start researching a subject, figuring out where to begin can be a real challenge. Where should you look for information? What kinds of sources are available? How do you decide which sources to include in your paper? While there is no simple way to make the research process fast and easy, there are steps you can take to ensure that you find the information you need. If you are working on a psychology paper and are struggling to find sources, consider following the steps below. 1. Start by Choosing a Strong Topic A good research topic is neither too broad nor too narrow. If you choose a subject that is too general, you will probably find yourself overwhelmed by information. Choosing a subject that is too specific leads to the opposite problem; not being able to find enough information to write about. For example, if you chose drug abuse as the topic for your research paper, you would quickly find that there is no way to fully cover the subject in the limited number of pages you have to write. However, you can easily narrow this overly broad topic into something that will work. Start by thinking of some questions that you might have about drug addiction. How does drug use impact the health and well-being of college students? is an example of a research question that would yield plenty of information without being overwhelming. 2. Find Basic Background Information The next step is to search for some basic background information on the topic for your psychology paper. At this stage, youre mostly looking for introductory information, but many of the sources you browse at this stage may also contain information on more in-depth sources. For example, you might look through encyclopedias, online reference sites, lecture notes, supplementary course readings, or your own class textbooks for information on your topic. Pay careful attention to any sources that are cited in these readings and make note of these references so you can locate them in your schools library or online during the next phase of the research process. Sometimes finding sources involves following a trail of sources starting with general information until you drill down to more specific references. 3. Use Library Catalogs to Search for Books The next step is to pay a visit to your university library. The basic background research you did in the previous step should have offered some hints on what you need to look for. If youre still struggling, be sure to ask the librarian for assistance. Library staff are trained and skilled at locating all kinds of information. If you are a distance education student, dont fret; there are still plenty of ways to access library resources. Start by checking with your school to see what type of distance resources they offer to online students. In many cases, you can access the materials you need via an interlibrary loan in which your local library is able to borrow books or other documents that are owned by another library. Once youve located some books are your topic, spend some time browsing through the references listed in each book. For each and every source you find, think of the bibliography as a guide to further sources of information that might be helpful. 4. Utilize Online Databases to Find Periodicals The next step is to start looking through online databases such as PsycINFO, PsycNET, and EBSCOhost in order to find journal articles on your topic. While some of these can be accessed online from your home computer, you might have to visit your library in order to access your schools subscription to certain databases. In some cases, full-text versions of articles might be available online, but you will probably have head to the stacks to look up hard copies of many articles in your universitys library. If youre not sure how to access these databases or how to perform a search, be sure to seek assistance from a librarian. 5. Search for Online Sources The Internet can be a great way to find sources for your psychology research paper, but you need to know how to use it effectively. Start by checking with your instructor to find out what kinds of online sources can be used as references. Some instructors do not allow students to use any online references, while others allow only certain types. Online journal articles, newspapers, magazines, forums, blogs, and informational websites are all possible sources of different types of information. A number of professional journals offer free access to full-text articles. Even if your instructor does not allow online sources, the Internet can still be a useful tool. Online articles often contain information about books, journal articles or other offline sources that you are allowed to use in your paper. 6. Carefully Evaluate Each Source Once you have assembled a good selection of possible sources, the next step is to start carefully evaluating each one to determine if it is credible and appropriate for your paper. Evaluating your sources involves a number of things, including noting the age of the information, the author, and the publisher. Evaluating online sources can be a bit trickier. While there is a lot of great information out there on the web, there are also plenty of websites that are poor quality, misleading or downright incorrect. Check out this helpful article on how to evaluate a website to learn more. 7. Create a Working Bibliography Even if your instructor does not require you to write and hand in a bibliography, creating one can be a very helpful part of the research process. A bibliography is basically a list of all the sources that you might use in your paper. In addition to listing all of the sources youve collected, consider adding a brief annotation to each entry that describes what the book or article is about. As you begin outlining your paper, refer back to your working bibliography in order to determine which sources to use in order to back up your arguments, analysis, or claims. Tips Work from the general to the specific. Start with general resources like encyclopedias, and then start working your way down to more specific references like journal articles.Keep track of where you got your information! Maintain careful notes or a working bibliography in order to ensure that each source is properly cited in your paper.Dont be afraid to ask your librarian for help. When you talk to a librarian, offer details about the specific research question or thesis of your paper. Your librarian will be better able to help you find great sources if you provide detailed rather than general information about what youre looking for.  A Word From Verywell While finding sources for your psychology papers can certainly be challenging at times, breaking it down into a step-by-step process can make it a lot less daunting. Most importantly, dont be afraid to ask your course instructor or university library staff for help. Your teacher might be able to point you towards some sources of background information, while a librarian can aid you in searching and locating source materials related to your topic.

Sociological Views of Poverty - 2768 Words

Sociological Views of Poverty Michelle Williams-Thomas Sociology 101 Professor Yelena Gidenko February 12, 2012 At the beginning of the twentieth century, the most common reasons people died were accidents or communicable diseases like pneumonia. Today, millions die each day from poverty. How can poverty be defined? And what is the difference between absolute and relative poverty? In the paper I will address these issues along with sociological views of poverty. Poverty is a social issue that affects the world. Poverty causes many to be malnourished and die at a young age, it is a cause of deviant behavior such as crime, and also causes the poor to be marginalized from society and have little voice in public†¦show more content†¦Usually these rates are higher among men because they are considered the â€Å"bread winner† of the family. Consider how standards of living have changed over the centuries. The average lifespan of Europeans who survived childhood 1,000 years ago was less than 35 years. In 1900, the average American could expect to live only 49 years, but people in many developed economies now typically live well into their 70s because of advances in nutrition and medicine. Polio, cholera, smallpox, diphtheria, and leprosy are now extinct or quite rare in developed economies. In the U.S. children raised in poverty tend to miss school more often because of illness. These children also have a much higher rate of accidents than do other children, and they are twice as likely to have impaired vision and hearing, iron deficiency anemia, and higher than normal levels of lead in the blood, which can impair brain function. When it comes to society many poor people are labeled or stigmatized. Most blame the poor for their pitiful state claiming that if they want to work they could. And government officials want to cut back on Medicaid, Medicare, and health care. Most of the elite or well off do not want to use their tax dollars to help the poor. Primitive or traditional societies existed for long periods of time without making major changes. In order for them to become more economically secure, the modernization theory assumes that thereShow MoreRelatedChild Poverty : An Advancing Social Issue Essay1568 Words   |  7 PagesThroughout this paper, discussions will take place on, child poverty, an advancing social issue in New Zealand. Also, reasons why child poverty is a social issue in New Zealand will be debated. In addition, key concepts of three core sociological perspectives; structural functionalism, symbolic interactionism and conflict perspective will be explored. Followed by, explanations of child poverty in New Zealand, from each of the three perspectives will be given in order to explore the different viewpointsRead MoreSocial And Economical Concepts Of Sole Parent Families Essay1519 Words   |  7 Pagessolidarity and Division: Sole Parent Families are living on the edge of poverty, with predictions of a 65% increase of sole parent families by 2036, Why are so many Australian sole parent families living so close to or below the calculated poverty line? This essay will firstly provide current and reliable statistics with a brief overview of the identified key social and economical concepts of sole parent families based on ‘Poverty and Exclusion in Modern Australia and (Sociology Regionalism), SecondlyRead MoreSociological Imagination Coined By Sociologist C. Wright Mills1138 Words   |  5 PagesThroughout our lives we encounter numerous personal troubles, no matter big ones or trivial ones. However, one may seldom relate their problems in a sociological level rather often try to ascribe the blame to their personal wrongs. In this essay I would introduce the topic of sociological imagination coined by sociologist C. Wright Mills, describing how personal matters have all sorts of interwoven relationships with social issues. It is also important to realize that there are distinctions betweenRead MoreThe Structural Theory Of Poverty1031 Words   |  5 Pagespowerhouse. However, poverty is still a prevalent and pervasive social problem (Arneson, 2007). This paper will discuss the sociological concepts and theories surrounding this pertinent issue. In addition, it will point out the value of sociological research into this social ill. Lastly, it will present evidence to support the hypothesis that poverty is a structural failure. In contrast to the school of thought supported by a number of sociologists that claims that poverty is a personal failureRead MoreSociological Imagination, By C. Wright Mills Essay1611 Words   |  7 PagesI SOCIOLOGICAL IMAGINATION CONCEPTUALIZATION As conceived by C. Wright Mills, sociological imagination is the mental ability to establish intelligible relations among social structure and personal biography that is observing and seeing the impact of society over our private lives. Sociological imagination helps an individual to understand on a much larger scale the meaning and effect of society on of one’s daily life experience. People blame themselves for their own personal problems and they themselvesRead MorePoverty And Poverty Essay785 Words   |  4 Pagesused to guide the sociological understanding of social problems. The different views presented by these theoretical approaches are critical not only in understanding but also in resolving the various social issues. Poverty presents as one issue that every society has to grapple with given its inherent tendency to pose a threat to not only the poor but to the society as a whole (Mooney, Knox Schacht, 2014). The issue of poverty can always be argued from different sociological perspectives. The functionalistRead MoreThe Sociological Imagination Essay examples1118 Words   |  5 Pages Having written The Sociological Imagination in 1959, C. Wright Mills was brought up in a society far more different and archaic than the idea of contemporary society today. The ideals that were imparted to him during his lifetime provided a framework to the ideals that are imparted to people today; however, like all incarnations, processes and ideas adapted to situate themselves into the transitioning threads of society. Through his elaboration on the sociological imagination, C. Wright Mills portraysRead MoreObesity as a Social Issue Essays869 Words   |  4 Pagesseen as a person trouble, when looked at globally, is in fact a social issue. This idea is referred to by C.Mills as the sociological imagination. The sociological imagination according to C. Wright Mills is an idea which gives an individual the ability to understand the connection between a problem and the history of that problem (Mills, 2000).He states that the sociological imagination is â€Å"A quality of mind that will help use information and to develop reason in order to achieve lucid summationsRead MoreSociology : The Social Problem Of Poverty1251 Words   |  6 Pagesthe sociological imagination is the ability to look beyond the personal troubles of people to see the public issues of social structure. Mills also believed that without a sociological imagination, individualistic bias makes people think that individuals are the source of trouble, when some of the worst problems are caused by social forces. You could use a sociological imagination to examine the social problem of poverty by looking at the social forces that are relevant to the problem. Poverty isRead MoreThe Sociological Imagination and Freedom from Fee lings of Entrapment1133 Words   |  5 PagesThe sociological imagination is the â€Å"quality of mind† (Mills, 1959: 4) that enables individuals to look outside their private sphere of consciousness and identify the structures and institutions in society that influence or cause their personal experiences. In this way, by looking at the bigger picture, they can understand their place in society and explain their circumstance in terms of societal influence. It was developed by Mills in a time of great social upheaval – industrialisation, globalisation

The Ocean Ranger Oil Disaster Essay - 989 Words

The Ocean Ranger The Ocean Ranger was an offshore exploration oil drilling platform that sank in Canadian waters 315 kilometres southeast from St. Johns Newfoundland, on the Grand Banks of Newfoundland on February 15, 1982, with 84 crewmembers onboard. The Ocean Ranger was the largest semi-submersible, offshore exploration, oil drilling platform of the day. Built in 1976 by Japans Mitsubishi Heavy Industries, it operated off the coasts of Alaska, New Jersey, Ireland, and in November 1980 moved to the Grand Banks. Since it was so big it was considered to have the ability to drill in areas too dangerous for other rigs. The government thought it was unsinkable, so they felt that there was no need to train a crew very well. The disaster†¦show more content†¦For more safety, training requirements for offshore workers have greatly increased and new facilities have been established to make sure that the workers have the safety skills to avoid another disaster like the Ocean Ranger . Weather buoys were placed in certain areas throughout the waters in Atlantic Canada to give weather information to forecasters and mariners. The oil companies were held responsible because they did not train their workers for emergency procedures and did not do any emergency drills. The Ocean Ranger could have survived the storm and flooding if the crewmembers had understood how the ballast system worked. The two men working in the ballast room had never been tested for what they had learned. The senior operator had only reached the halfway point in his training, but he was promoted. The Ocean Ranger did not have enough safety equipment on board for the amount of passengers they had. Families of lost crewmembers sued the companies that owned and operated the Ocean Ranger. The companies were forced to pay millions in lawsuits. Oil companies lost a lot of money because of all the lawsuits, but Canada and other countries that used the Ocean Ranger, lost one of their sources of oil, which may have been a very good producer for them. Japan especially lost money because they invested the money into building this structure. TheShow MoreRelatedThe Ocean Ranger1015 Words   |  5 PagesThe Ocean Ranger The Ocean Ranger was an offshore exploration oil drilling platform that sank in Canadian waters 315 kilometres southeast from St. Johns Newfoundland, on the Grand Banks of Newfoundland on February 15, 1982, with 84 crewmembers onboard. The Ocean Ranger was the largest semi-submersible, offshore exploration, oil drilling platform of the day. Built in 1976 by Japans Mitsubishi Heavy Industries, it operated off the coasts of Alaska, New Jersey, Ireland, and in November 1980 movedRead MoreEnvironmental Impacts of Tourism6014 Words   |  25 Pagesarea already suffering the effects of deforestation - can use four to five kilograms of wood a day. POLLUTION Tourism can cause the same forms of pollution as any other industry: air emissions, noise, solid waste and littering, releases of sewage, oil and chemicals, even architectural/visual pollution. Air pollution and noise Transport by air, road, and rail is continuously increasing in response to the rising numbe reported that the number of international air passengers worldwide rose from 88 millionRead MoreGeo Sci2744 Words   |  11 Pagesthings for the future, but achieving both of these is not easy. B) They must provide marriage counseling for their moose, so that the mommy and daddy moose have lots of baby moose that can be sold on the export market to raise money to pay the rangers. C) They must preserve valuable things for the future, and not allow people to enjoy those things today, but people want to enjoy them now. D) They must sell more Pepsi than Penn State, or the Congress will cut their funding, and selling thatRead MoreModern History.Hsc.2012 Essay25799 Words   |  104 Pagesfactors in turning Japan away from cooperation with West and towards nationalistic policies. 5. Depression and economic problems shaped foreign policy – the rise of extreme nationalism and expansion into China can be accounted to the need for coal, oil and other raw materials. * Traditionalists thought that Japan should return to a state of isolation. 6. 1933: Japan leaves the League of Nations (March 27) 7. The aggressive foreign policies of Japan and their own domestic politicalRead More3m - Innovation at 3m Corporation10174 Words   |  41 PagesHere, disaster struck again: the abrasives they had imported from Spain refused to stick to the sandpaper. Research and development (RD) then at 3M, as the company became known, took place in a primitive laboratory so small the sole technician had to back out to let the boss in. The young technician figured out the problem after plunging some sandpaper into water and noting an oil slick. Follow-up investigations revealed that during shipment from Spain, an ocean storm had caused olive oil to leakRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesopportunities for economic advancement—including the massive movement of rural agriculturalists to rapidly growing urban areas—bu t also the often-neglected displacements of populations that resulted from the wars, revolutions, and natural and man-made disasters of the twentieth century. Howard Spodek’s essay charts the development of the urban areas that have been the destination for the great majority of both international and domestic immigrants in the modern era, and that in 2005 became the place of Read MoreLogical Reasoning189930 Words   |  760 Pageswater? No. So if you need an expert, you will have to search elsewhere. But you ask yourself: Is it really worth your trouble to search for more information from an expert? That search will probably require a hike back to the ranger station near the parking lot. Rangers ought to be relative experts on drinking from their streams. If the experts advice is to avoid drinking the boiled water unless you have sterilization tablets, then youll have to hike all the way back to camp to tell the othersRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesfavours intangible things—ideas, information and relationships. The world of the soft—the world of intangibles, of media, of software, and of services—will soon command the world of the hard—the world of reality, of atoms, of objects, of steel and oil. (Kelly 1998: 6) Digitization is core to what many regard as the new economy. The term ‘new economy’ is controversial. Some pontiWcate on its impact (Tapscott 2001) whilst others cast doubt on whether traditional economics has lost relevance (ShapiroRead MoreProject Mgmt296381 Words   |  1186 PagesWando Hoenggan WaterWay off the South Korean coast by 2015. The $800 million plus project is expected to provide 300MW of renewable energy, enough to power 200,000 homes. The project entails installing a series of 60 ft-high tidal turbines in deep ocean water. A 1MW pilot plant would be installed first to evaluate the environmental impact before the full-blown is allowed. If successful, the ecological impact is expected to be much less than conventional tidal barges which destroy bird habitats andRead MoreDeveloping Management Skills404131 Words   |  1617 PagesWays to Generate More Alternatives 199 International Caveats 202 Hints for Applying Problem-Solving Techniques 203 Fostering Cre ativity in Others 203 Management Principles 204 SKILL ANALYSIS 210 Cases Involving Problem Solving 210 The Mann Gulch Disaster 210 Creativity at Apple 212 SKILL PRACTICE 214 Exercises for Applying Conceptual Blockbusting 214 Individual Assignment—Analytical Problem Solving (10 minutes) 214 Team Assignment—Creative Problem Solving (20 minutes) 215 Moving Up in the Rankings

Sexual Identity Exploration And Commitment - 911 Words

The very first item in the Measure of Sexual Identity Exploration and Commitment asks to evaluate on a six-point Likert-type scale ranging from 1 to 6 how firm of a sense I have of what my sexual needs are, penciling in a 4 where 6 delineate â€Å"very characteristic,† I begin to think of how much certainty is in my beliefs about sex and sexuality while knowing that the survey questions to follow will surely not be easy to answer with an absolute degree of confidence. Do I know what my preferences for expressing myself sexually truly are? Another 4, but not a surprise; if I already admitted to not having the firmest sense of what my sexual needs are, how could I come to express preferences not wholly defined in my own mind. In my life, I have†¦show more content†¦I may have not purposefully identified what the whole of my sexual values are, but I know what is at the core and cannot say to never have clearly identified the basis for the most primal of them and successively built upon those in relation to personal experiences juxtaposed to those socially enforced morals I was exposed to in youth in and out of the parental household. What truly surprised me as a worked my way through the survey questions, was the immediacy of the rebuttal to the entry â€Å"my sexual orientation is not clear to me.† Though a heterosexual in general practice, currently involved in a monogamous heterosexual relationship between cisgender individuals, I am not a stranger to displays of affection of what could be considered of the homosexual kind; never have I been involved in what I would define as a romantic relationship with another man, but I have been more intimate with my close male friends than what I have seen other be, sharing kisses of affection and friendly love without later engaging in more physical demonstrations of romantic love. Like all, I’d like to think, I am able to appreciate and express friendly love, valuing it greatly as a component of my social life, and not limiting the extent of such emotion to a particular gender; in the expression of this love, I find enjoyable the connection made by someth ing as innocuous as a hug, but possibly because of my upbringing in Italy, I further appreciate the intimate kisses shared onShow MoreRelatedAdolescence Is A Transitional Period Of Physical And Psychological Development1313 Words   |  6 Pagesadulthood. It is the time that is marked by several vital exploratory developmental experiences including, identity formation, development and growth. During this period adolescents are in the process of furthering social relationships, of finding their place in society, and of making important choices for their future lives. 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Supply network Of The Product Of Adidas †MyAssignmenthelp.com

Question: Discuss about the Supply network Of The Product Of Adidas. Answer: Supply Network A recent purchase for me was a piece of clothing from Adidas. This paper shall discuss the supply network of the product from the raw material until I (the consumer) purchased it. Company Overview The piece of clothing was from Adidas. Adidas is a well known brand dealing with sports apparel, accessories, backpacks, footwear and sports equipment etc. The company was set up by Adolf Dassler in Herzogenaurach, Germany in the year 1949. Product Overview The clothing item was a printed t-shirt. Adidas further branches out into various sub brands such as Adidas originals, Adidas Neo etc. The printed t-shirt is an Adidas Originals item. Adidas Originals is known for being more fashion forward than the rest of the sub brands. Adidas has collaborated with a number of celebrities and fashion designers such as Stella McCartney, Pharell Williams, Raf Simons, Kanye West and Rick Owens etc.(Milnes 2016). Major Competitors Adidas' major competitors are Nike, Puma, Fila and Converse. Nike is the toughest competitor while Puma has a special history with Adidas as Puma was founded by Adolf Dassler 's brother, Rudolf Dassler after they disagreed upon how they wanted to conduct their business together as Dassler Brothers Shoe Factory. Stages of Product Supply Chain Adidas is a globally recognized brand and has manufacturing units in a number of countries. Adidas indulges in third party manufacturing especially in Asian countries. Therefore, manufacturing units are located in countries like China, India etc. Right now most of Adidas footwear sourcing is in Asia, with production taking place in China, Cambodia, Laos, and Vietnam(Gunn 2015). But the company is planning to bring production back to Germany. Adidas also sells its products online. Supplier Customer Relationship Adidas has a more complex supplier customer relationship than most other companies. Adidas tier 1 suppliers are the factories that assembles products that directly sell for retail, while tier 2 suppliers supply materials and components to those tier 1 suppliers, such as dyes and cloth, and tier 3 are the raw material suppliers(Lee, Ramasamy Rhee 2014). Problems in Supply Chain Currently, Adidas is facing two problems. First is that of third party manufacturing and the second if slavery in two-tier suppliers. Due to third party manufacturing the brand loses out on customers as they do not trust the quality of products they receive from third party manufacturers. Modern slavery capacity building workshops were held, during which, high-risk practices such as retention of identity documents or the partial withholding of worker salaries, as a forced measure of saving, were identified(Russell 2018). Adidas has already begun working closely with first tier suppliers in order to reach the lower tiers and eradicate the root of the problem(Churchill 2016). It must continue its efforts to train suppliers on forced labor issues so that slavery can be eradicated completely. As for manufacturing through third parties, Adidas should instead highly consider bringing back production units to Germany and United States as Germany is where the company was originally founded. References- Churchill, F 2016, Adidas reveals training is key to tackling slavery, viewed 14 March 2018, Available from https://www.cips.org/supply-management/news/2016/december/adidas-tops-anti-supply-chain-slavery-ranking/. Gunn, M 2015, How Adidas Wants to Take a Shoe From Idea to Store Shelf in 45 Days, viewed 14 March 2018, Available from https://www.gtnexus.com/resources/blog-posts/adidas-agile-supply-chain. Lee, SY, Ramasamy, A Rhee, JH 2014, Green Leadership in China: Management Strategies from China's Most Responsible Companies, Springer Heidelberg, London. Milnes, H 2016, How Adidas Originals surpassed Adidas on social media, viewed 14 March 2018, Available From https://digiday.com/marketing/retailcontentstrategies-adidas-originals-surpassed-adidas-social-media/amp/. Russell, M 2018, Adidas turns anti-slavery focus on two-tier suppliers, viewed 14 March 2018, Available from https://www.just-style.com/news/adidas-turns-anti-slavery-focus-on-tier-two-suppliers_id133023.aspx.

analysis of pulp fiction essays

analysis of pulp fiction essays The 1994 film Pulp Fiction may seem confusing and slow to some viewers. It is not until you fully understand the directors manipulations with time frames that you fully appreciate this film. This film written and directed by Quentin Tarantino is packed with action scenes as well as extensive dialogues between characters that illustrate the life of a small mob in Los Angeles California. Even though this movie may seem violent and cold there is certain humor created by the characters perspective of the crimes they commit. Like most of Quentin Tarantinos movies, Pulp Fiction has a circular path. The movie starts when an English couple decides to rob a coffee shop after going through an extensive discussion on why they should rob coffee shops and not liquor stores or gas stations. As the action is about to happen, the credits are shown on the screen. The movie then continues beginning with another chapter in the story. Julian, played by Samuel L. Jackson, and Vincent, played by John Travolta, are in a dialogue about Vincents trip to Amsterdam. They talk about the legalization of Marijuana. Later on they start talking about Vincent having to take care of his mob bosss wife for one night. This seemed like a delicate situation for Vincent since his boss, Marcellus Wallace played by Ving Rhames, was said to be very strict when it came to other men getting too close tohis wife. All of these facts from the movie we get just from the characters dialogue. One might think that so much dialogue could make a movie boring. The beauty of this idea by Tarantino is that we are forced to pay attention to the dialogues since they foreshadow upcoming events in the movie. All this conversation is happening while Vincent and Jules are on their way to take care of Mr. Wallaces business. They had been sent to get a suitcase that had been stolen by a group of young men. Again when the two enter the peoples ...

Jefferson and Rousseau essays

Jefferson and Rousseau essays American Declaration of Independence and the French Declaration of Rights Few political documents have affected the world quite like the American Declaration of Independence or the French Declaration of the Rights of Man and Citizen. The repercussions of each have had a profound effect on world history up to this point. But why did these documents have such an effect? The answer lies in the common philosophical backgrounds of the two. The writings of Rousseau, Locke and Montesquieu all contained ideas that were later used by Thomas Jefferson and the National Assembly to compose the two documents. Rousseau's ideas of a social contract, which states that the general will and the people were sovereign, and if a king abuses the liberty of the people they have a right and a duty to dissolve the current government and create a new one (McKay, 581), were central to both documents. Jefferson had Rousseau's ideas in mind when he wrote the Declaration of Independence. The history of the present King of Great Britain [George III] is a history of repeated injuries and usurpations, all having in direct object the establishment of an absolute tyranny over these states...a prince, whose character is thus marked by every act which may define a tyrant, is unfit to be the ruler of a free people...we therefore...solemnly publish and declare, that these United Colonies are...independent states... (Jefferson, 1-2). The reasons, such as suspension of colonial legislatures, impressment of American sailors and the importation of mercenaries (Jefferson, 2), given for the dissolution of the political connections that the American and British people have held for over 100 years all relate to the King's tyrannical tendencies and the peoples right to choose a different government. The edict also states that although petitions of grievances were issued, the King turned a deaf ear. The Declaration of the Rights of Man is not only built on the social cont ...

Today's Downsizing Teachers in the America Case Study

Today's Downsizing Teachers in the America - Case Study Example The search results also showed some personal opinions of common people and some officials, some of whom supported the downsizing while some reported that firing of teachers was not appropriate. As far as academic literature is concerned, I searched the Google books but could not find actual information in satisfactory quantity regarding teacher downsizing in America. Authors have written books on general downsizing in America with a little bit consideration to teacher downsizing. However, I was able to find some good research papers in which the researchers considered the causes and problems caused by teacher downsizing and discussed the solutions. But again, there were very few researchers who pointed out this specific topic and most of them discussed downsizing in general. In short, I was able to find easily on the internet some good news reports, websites and photos regarding teacher downsizing in America. 2) First source that I studied was a website that contained an article by A ndrea Peters. In her article, she talked about the layoff notices that were being sent to thousands of teachers in America.

Israeli-Arabs Peace Negotiations Essay Example | Topics and Well Written Essays - 750 words

Israeli-Arabs Peace Negotiations - Essay Example Historically, Arabs and Israelis have usually met at the negotiating table when many conditions seem not well organized and when status quo seems more painful or dangerous than potential negotiated compromise (Laura & Neli 35). This implies that an internationally accepted format to resolve this conflict based on the international treaty has not yet been established. This, therefore, calls for a strategy where conflict management pattern should be applied. Successful negotiation requires leaders to identify one another considerably as politically capable of persuading their followers to accept whatever agreements they reach through bargaining process (Laura & Neli 78). Many times, one, two or all the people at the negotiating table have not had power to carry his or their side of the proposed deal. This has subjected officials, from both sides, to the damaging ends. This has been characterized by unofficial representations from their own camps making overtures to personalities leadin g to more disagreements. Currently, different strategies are being adopted to facilitate the peace negotiation process between Arabs and Israelis. For instance, the Oslo talks were conducted with the knowledge and blessings of both Israeli and Palestinian leaders. In the 1993 accord, after the negotiation, Israel and Palestine agreed that the DOP should be followed by public gesture of mutual recognition of the state of Palestine and Israel (Laura & Neli 102). This was finalized with three letters dated September 9, 1993.

Teacher-Student Interaction In Classrooms

Teacher-Student Interaction In Classrooms The education system in Pakistan depicts an undesirable situation, especially the classroom environment. Teaching learning process in the country at secondary and tertiary level is too weak and our classroom environment is totally based on rote memorization. There is no provision for the development of intellectual and thinking skills among students who are given very less time for active participation and interaction. The teacher seems to be in a very dominant role in the class. Unfortunately, poorly structured classroom quickly deteriorate into a vacuous waste of time. Recent research on teaching effectiveness based on large-scale meta-analysis conducted by Walberg (1986) indicates that the seven factors are key elements of effective teaching: engaged academic learning time, use of positive reinforcement, cooperative learning activities, positive class atmosphere, higher-order questioning, cues and feedback and use of advance organizers. The system of interaction developed by Flander shows how these elements fit together in actual classroom interaction. Role of the teacher in making classroom climate conducive for learning is highly crucial. The classroom climate is built up by the pattern of interaction between teacher and students verbal exchanges, asking questions, responding and reacting. The most important factor in a classroom situation are the interactions and exchanges initiated by the teacher and students. Jackson (1968) reports that teachers are typically involved in more than 1,000 verbal exchanges with their students every day. There is a lot of talking; enough to give even the strongest vocal cords a severe case of laryngitis. Count the number of verbal exchanges teachers have with their students and the count during a classroom scene will give an idea of how much teachers talk. The present study will be designed to investigate the patterns of classroom interaction at Elementary level in the light of Flanders interaction analysis system in Khyber Pakhtunkhwa Province of Pakistan. The study will be further delimited to cities of Kohat and Peshawar. Statement of the Problem The problem taken up for investigation can be stated in precise term as à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"A Study of Teacher Student Interaction in Classrooms at Elementary Level in Khyber Pakhtunkhwaà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ã‚ . Objectives The objectives of the study will be To explore the patterns of classroom interaction at elementary level in the light of Flanders interaction analysis. Hypothesis About two-third of classroom time is devoted to talking at s elementary level. About two-third of the talking time, the person talking is the teacher at elementary level. About two-third of the teachers talk is direct (that is, lecturing, directing and controlling) at elementary level. Review of Related Literature Interaction between teacher and students is essential in the teaching learning process. Teacher and student both are the key elements of this process. Different educationist like Good lad, (1984) Bellack (1965) and Jackson (1968) conducted researches studies. Among these researchers, Flander (1963) conducted research on classroom interaction and developed an instrument called Flanders interaction analysis with which he was able to categorize student and teacher verbal behavior. The system tells a great deal about the nature and quality of classroom verbal interaction. As a result of applying his interaction analysis system in Classroom settings involving teachers, Flanders came up with the rule of two third. lie found that someone is talking during two third of the Classroom time. Approximately two-third of that time, the person doing the talking is the teacher. Two-third of the teachers talk is what Flanders calls direct talk. Flander suggests that this two third pattern has unfortunate consequences in that students are forced into a passive role that eventually results in negatives attitudes, lower achievement, and a general dependency on the teacher. To use the Flanders Interaction Analysis, one codes the verbal interaction in 1 in 10 categories, plots the coded data onto a matrix, and analyses the matrix. Categories for Interaction Analysis: Indirect Teachers Talk Accepts feelings. Acknowledges student-expressed emotions (feelings) in a non threatening manner. Praises or encourages and provides positive reinforcement of student contribution. Accepts or uses ideas of students and clarifies, develops, or refers to student contribution of ten non evaluative. Asks questions, solicits information or opinion (not rhetorically) Lectures, presents information, opinion of orientation; perhaps includes Gives directions supplies direction or suggestion with which a student is expected to comply. Criticizes or justifies authority and offers negative evaluation of student contributions or places emphasis on teachers authoritative position. Student talk-response, gives a response to the teachers question, usually a predictable answer. Student talk-initiation initiates a response that is unpredictable or creative in content. Silence or confusion leaves periods of silence or inaudible verbalization Pedagogical Game Bellack (1965) has analyzed verbal exchanges between teacher and student and likened them to a pedagogical game. The game is so cyclical and occurs so frequently that many teachers and students do not even know that they are playing. There are four moves: The teacher provides information, directions and introduces the topics. The teacher asks a question. The students answers the question, or tries to The teacher reacts to the students answer and provides feedback. These four steps make up a pedagogical cycle. Teachers initiate about 85 percent of the cycles, which are used over and over again in classroom interaction. Although these cycles can be found in a majority of classrooms, the quality and effectiveness of these four steps vary widely. When teachers learn to enhance and rune each of the moves of the pedagogical cycle, student achievement is increased. Doland (1985) asks Have you ever been to a class where the teacher is bombarded with the question? `I dont get what you mean. When such complaints are constant in a class, it is a sure sign that the teacher is not making effective use of an essential teaching skill: clarity and academics structure. A growing body of research makes it clear that these skills are related to student achievement. Students, therefore, need a clear understanding of what they are expected to learn and they need to be motivated to learn it. Effective structuring sets the stage for learning and typically occurs at the beginning of the lesson. Although the length of structure will vary depending on the age, ability and background of the students and difficulty of the subject matter, the following components are usually build in an effective academic structure. a. Objectives. Let the students know the objectives of each lesson. They, like the teacher, need a road map of where they are going and why. Review. Help students review prior learning before presenting new information. If there is confusion, correct each. Motivation. Create an anticipatory set that motivates students to listen to the presentation. This can be done through an intriguing question, an anecdote, a joke or interesting teaching materials. Transition. Relate new information to previously attained knowledge and experience. Provide ties and connections that will help students integrate old and new information. Clarification Break down a large body of information. Do not inundate students with too many facts. Ibis is particularly true for young children and slower learners, although it also applies to older and faster learners. Examples. Give several examples and illustration to explain main points and ideas. Directions. Give directions distinctly and slowly. If students are confused about what they are supposed to do, repeat or break information into small segments. Enthusiasm. Demonstrate personal enthusiasm for the academic content. Make it clear why the information is interesting and important. Closure. Close the lesson with brief review or summary. The majority in academic structuring takes place at the beginning of the lesson, but there may be several points throughout the lesson where sub-structuring or brief presentation of information are also necessary. Substructures initiate new pedagogical cycles and allow the discussion to continue. A clear summary or review is also important at the close of the lesson. Good questioning is at the very core of good teaching. As John Dewey (1933) said. To question well is to teach well. In the skilful use of the questions more than anything else lies the fine art of teaching. Since questioning is a key element iii guiding learning, all students should have equal access to classroom questions and academic interaction. If you want all students, and not just the quickest and most assertive, to answer questions, establish a protocol for participation and interaction. For example, make a rule that students must raise their hands and be called on before they may talk. (Donald, 1985). Although it is important to keep classroom discussion moving at a brisk pace, sometimes teachers push forward too rapidly. Slowing down at two key places during classroom discussion can usually improve the effectiveness and quality of classroom responses. In the research on classroom interaction, this slowing down is called wait time. Mary (1986) research shows that after asking a question, teachers typically wait only one second or less for a student response (wait time 1). If the response is not forthcoming in that time, teachers rephrase the question, asks another student to answer it, or answer it themselves. If teachers can learn to increase their wait time from one second to 3-5 seconds, significant improvements in the quantity and quality of student response usually will take place. There is another point in classroom discussion when wait time can be increased. After students complete an answer, teachers often begin their reaction or their next question before a second has passed (wait time 2). Once again, it is important for teachers to increase their wait time from one second to 3-5 seconds. Based on her research, Mary (1986) has determined that increasing the pause after student gives an answer is equally as important as increasing wait time. Resultantly, classroom interaction is changed in several posit ive ways. Recently, attention has been directed not only at how teachers ask questions, but also at how they respond to student answers. A study analyzing classroom interaction in more than 100 classrooms in five states found that teachers generally use four types of reactions. Praise. Positive comments about student work, such as Excellent, good job. Acceptance. Comments such as Uh-huh and Okay which acknowledge that student answers are acceptable. Remediation. Comments that encourage a more accurate student response or encourage student to think more clearly, creatively, logically. Sample remediation comments include Try again, Sharpen your answer, Check your addition, Criticism. A clear statement that an answer is inaccurate or a behavior paper) as well as comments that simply indicate an answer is not correct (Your answer to the third question is wrong) Good lad (1984) said that a snapshot of classrooms taken at random would in all likelihood show teachers talking and questioning and students listening and responding. Further, observations in 1000 classrooms showed that teachers interact less and less with students as they go through the grades. The elementary classroom is more interactive than the high school one; the high school classroom is more interactive than college. Most students play a more passive role in classroom interaction at the end of the schooling process than at its beginning. Ironically, interviews with students show that they are happiest when they are actively involved in their learning. Communications and Interaction Education with its correlated activities of teaching and learning involves communication as well as reciprocal interaction between the teacher and pupils, as channels of realizing its objectives. Communication is a Latin word, meaning common. Hence communication implies having common experiences with other people. The word communication means a wide variety of things to different people. The following are some of the widely accepted definitions for communication. Communication means sharing of ideas and feelings in a mood of mutuality. Communication involves interaction which encourages give and take. This provides feedback to persons involved in exchanging ideas. Communication is a process of sharing of experiences till it becomes a common possession. Effective communication is a two-way process including feedback and interaction. It is rather difficult, if not increasingly impossible, to provide children with actual first-hand experiences as the world becomes increasingly complex. Obviously, some substitute experience must be evolved and used to enable children to understand and conceptualize their world. This is the essence of communication as an integral part of teaching. Teachers Behavior and Classroom Interaction Teaching behavior is an act of the teacher which occurs in the context of classroom interaction. Teachers behave in different ways and therefore there are different types of classroom interactions. Some teachers are very strict and some are very kind and lenient. Some are witty and humorous and some are dull. There are some who are very stern and serious all the time. Certainly, the teachers behavior pattern sets the pattern of pupil behavior in a classroom. The teachers behavior tends to create an atmosphere which is described as classroom climate. We may classify the teachers classroom behavior into two categories (1) Demonstrative and (2) integrative. When a teacher talks, commands, restricts pupils freedom to talk, he is dominative. When he allows pupils to talk, ask questions, accepts their ideas and stimulates their participation in class activities, he is integrative. It is, therefore, the teachers behavior which sets the pattern for learning atmosphere or climate in the classroom. If he is generally dominant, he promotes such a climate in the class. If he is generally integrative, he aids in integrative climate. Techniques of interaction analysis have been helpful in the analysis of teaching behavior. Although only a small proportion of verbal communication is recorded, it is possible to infer about classroom events. It is possible to estimate the initiation and response on the part of the teacher and pupils and a number of other interesting features of teacher- pupils relationship. (Amidon Hunter, 1967). Interaction Analysis Interaction analysis is a process of encoding and decoding the study pattern of teaching and learning. In the coding process, categories of classifying statements are established, a code symbol is assigned to each category and a trained observer records by jotting down code symbols. In the decoding step, a trained analyst interprets the display of coded data even though he may not have been present when the data were collected. Although there are many systems for coding spontaneous verbal communication in classroom, typical system for interaction analysis will usually include: a. A set of categories, each defined clearly. A procedure for observation and a set of ground rules which govern the coding process, Steps for tabulating data in order to arrange a display, and suggestion which can be followed in some of the more common application. Classroom interaction analysis can be used for in service and pre-service education in order to help teachers improve classroom instniction. This requires some kind of objective feedback to the person who is trying to change his behavior. Classroom Interaction Technique Study of classroom had always deserved the attention of research workers and, as a result, it was in the late 1930s that the analysis of teaching behavior was used by Anderson. He was interested in developing a reliable technique for the measurement of domination and of socially integrative behavior in teachers contact with children. Although classroom observation has been there in training programmes for a long time now, objective and reliable scales of observation is of recent origin. Traditional observation relied on subjective estimates and could not be quantified. The observational techniques have mechanical devices against subjective examination by the observer. Some of the popular observation schedules were developed over the past few years (Amidon and Hough, 1970). RESEARCH METHODOLOGY RESEARCH DESIGN The study will focus on patterns of classroom interaction at Elementary level in the light of Flanders Interaction Analysis. This study will be an observational type of the descriptive method. The following procedure will be adopted for studying patterns of classroom interaction. POPULATION As the purpose of the study will be to explore the patterns of classroom interaction at Elementary level in the light of Flanders Interaction analysis, so the target population comprised all the Elementary level classrooms in Khyber Pakhtunkhwa. SAMPLE The sample of the study will be consisted of twenty-five classrooms at Elementary level. The number of observed teachers will be twenty five at Elementary level. The number of observed students will be fifteen hundred. All the twenty five classes of the above level will be selected randomly. RESEARCH INSTRUMENTS The research instrument will be Flanders Interaction Analysis for observing and measuring classroom interaction patterns. This instrument was developed by Flander (1970)and has been used extensively in various studies regarding classroom interaction. The items in the Flanders interaction analysis will be converted in an observation sheet called coding chart as illustrated by Gay (2000). The Flanders Interaction Analysis system and specimen of observational sheet is given below. FLANDERS INTERACTION ANALYSIS SYSTEM TEACHER TALK DIRECT INDI RECT Accepts Feelings: Accepts and clarifies the tone of feeling of the students in an unthreatening manner. Feelings may be positive or negative. Predicting or recalling feelings are included. Praises or Encourages: Praises or encourages students action or behavior. Jokes that release tension, not at the expenses of another individual; nodding head and saying um hm? or go on are included. Accepts or uses ideas of students: Clarifies, builds, or develops ideas suggested by a student. As teacher brings more of his or her own ideas into play, shift to # 5. Asks Questions: Asks questions about content or procedure with the intent that the student answers. Lecturing: Gives facts or opinions about content or procedure, expresses his or her ideas, asking rhetorical questions. Giving Directions: gives directions, commands, or orders that students are expected to comply with. Criticizing or Justifying Authority: gives statements that are intended to change student behavior from unacceptable to acceptable pattern; bawling someone out; stating why the teacher is doing in the context of what he or she is doing with extreme self-reference. Student talk-response: Talk by students in response to teacher. Teacher initiates the contact or solicits students statement Studentà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s talk-initiation: Talk initiated by students. If calling on student is only to indicate who may talk next, observer must decide whether student wanted to talk. Silence or confusion: Pauses, short periods of silence, and periods of confusion in which communication cannot be understood by the observer. Subject: The above observational sheet represents 90 seconds for 10 categories of FIA. Each block in observational sheet represents 3 seconds. PROCEDURE The design of the study will be observational, In order to secure data, Flanders Interaction Analysis procedure will be employed to observe classroom interaction patterns in Elementary level classrooms. The following observation procedure will be adopted: 1. In the each class of 45 minutes duration, 13.50 minutes (810 secs) will be used for observation. 13.50 minutes (810 secs) will be divided in to nine observation session. Each observation session will be for the duration of 1 .30 minutes (90 secs). One observation sheet will be used for each observation session of 90 seconds. Each observation session will constitute 30 observation periods. Each observation period will be of 3 seconds duration. The teachers behaviour in each observation period of 3 seconds will be observed, classified and recorded in the relevant block of the observation sheet till the termination of observation session of 90 seconds. Stopwatch will be used to note initiation and expiry of each observation period of 3 seconds. 9. Total time for observation in a single classroom will be 13.50 minutes DATA COLLECTION The observational session will be an interesting stage for the researcher. He will visit different classrooms, with different subject matter and with different teachers. Twenty five classes (as mentioned in sample) will be observed in a period of 3 months. DATA ANALYSIS Data collected through the above mentioned research instrument will be coded in the observation sheets. Each table will be analysed and interpreted by using percentages. In order to calculate, all the categories from category 1 to 10 will be added and the mean and standard deviation of 10 categories for 25 Elementary classes will be calculated. LITERATURE CITED Amidon E. and N. Flanders. 1967. Interaction Analysis as a Feedback System. Theory: Research, and Application. Addison-Wesley Reading, MA, USA Pp.121-140. Amidon, E. and J. Hough. 1970 Interaction Analysis: Theory, Research, and Application. Addison-wesley Reading, MA. USA Ppl 14-1 18. Amidon, E. and E. Hunter. 1967. Verbal Interaction in the Classroom: The verbal interaction category system. Addison-wesley. Reading, MA: USA P 52. Anderson, L. W. and R. B. Burns. 1989. Research in Classrooms: The study of teachers, Teaching and Instruction. Pergamon Press New York. P.101. Bellack, A. 1965. The language of the Classroom. Teacher college press, New York. Bruner, J. 1966 Towards a theory of Instruction. Cambridge, Mass, Belknap Press, Harvard University. Pp 87-99. Dewey, J. 1933. How we think. D.C.I:leath, Boston.P.266 Donald, E. 1985. Applying Research on Teacher Clarity: Journal of Teacher Education, New York.P.44-48 Flander, N. 1963. Intent, Action and Feed back, A preparation for teaching. Journal of Teacher of Education. New York. Pp25 1-260. Flander, N. 1967 Teacher Influence in the Classroom. Interaction analysis: theory, research, and application Addison-Wesley. Reading, MA:USA. Pp 103-116. Flander, N. 1970 Analyzing Teacher Behavior. Addison-Wesley. Reading, Mass: P.171 Flander, N, and G. Morine. 1973 The Assessment of Proper Control and Suitable learning environment. In N. L. Gage (Ed). Mandated evaluation of educators. Stanford California Center for Research and Development in Teaching. Pp 73-78 Gage, N. L. 1978. The Scientific Basis for the Art of Teaching. Teachers College Press. New York: P-287 Gay,L R. 2000. Competencies for Analysis and Application (5h ed). Educational Research. Florida International University. Pp.448-457. Goodlad, J. 1984. A Place Called Classroom. McGraw Hill Publishing Company, New York. P.387-91. Jackson, W. P. 1968. Life In Classroom. Hold, Rinehart, New YOrk.P.69. Medley and Mitzel. 1963. Observational schedule. Interaction Analysis, University Press, New Delhi P.86. Mark N. 1994. Problem Based Learning, McGraw Hill, New York. p 110.

Search for Meaning in Siddhartha Essays -- Hesse Siddhartha Essays

Search for Meaning in Siddhartha  Ã‚  Ã‚  Ã‚  Ã‚   Siddhartha is a young man on a long quest in search of the ultimate answer to the enigma of a man's role on this earth. Through his travels, he finds love, friendship, pain, and identity. He finds the true meaning behind them the hard way, but that is the best way to learn them. He starts out by finding friendship with his buddy, Govinda. They have been friends ever since their childhood. There are really close, like each other's shadow. They have traveled and lived most of their life together. Govinda was a very loyal friend. "Govinda, his friend, the Brahmin's son, loved him more than anybody else. He loved Siddhartha's eyes and clear voice. He loved the way he walked, his complete grace of movement; he loved everything that Siddhartha did and said, and above all he loved his intellect, his fine ardent thoughts, his strong will, his high vocation. Govinda knew that [Siddhartha] would not become an ordinary Brahmin, a lazy sacrificial official, an avaricious dealer in magic sayings, a conceited worthless orator, a wicked sly priest, o... Search for Meaning in Siddhartha Essays -- Hesse Siddhartha Essays Search for Meaning in Siddhartha  Ã‚  Ã‚  Ã‚  Ã‚   Siddhartha is a young man on a long quest in search of the ultimate answer to the enigma of a man's role on this earth. Through his travels, he finds love, friendship, pain, and identity. He finds the true meaning behind them the hard way, but that is the best way to learn them. He starts out by finding friendship with his buddy, Govinda. They have been friends ever since their childhood. There are really close, like each other's shadow. They have traveled and lived most of their life together. Govinda was a very loyal friend. "Govinda, his friend, the Brahmin's son, loved him more than anybody else. He loved Siddhartha's eyes and clear voice. He loved the way he walked, his complete grace of movement; he loved everything that Siddhartha did and said, and above all he loved his intellect, his fine ardent thoughts, his strong will, his high vocation. Govinda knew that [Siddhartha] would not become an ordinary Brahmin, a lazy sacrificial official, an avaricious dealer in magic sayings, a conceited worthless orator, a wicked sly priest, o...

Feature Article: Drug Abuse by UK Youngsters Essay

Discovery of the unknown and trying new things are the themes of the life of teenagers to young adults who feel the need to extend their boundaries in order to obtain a more fulfilling life. This is true for the case of British youngsters who have been discovered to be indulging in the abusive usage of drugs (Hickley, 2006). Reports from the Advisory Council on the Misuse of Drugs, a British government sector, have shown that a great scale of British youngsters seem to be unaware of the effects of drug abuse on their life on a longitudinal perspective that they tend to overuse these harmful chemicals for self-gratifying purposes (Hickley, 2006). In fact, about 20 to 25% of the total teen-age and young adult population of Britain is found to have used illegal drugs (Hickley, 2006). Youngsters are seen partying in clubs, drinking until dawn, participating in group riots, and are literally destroying their lives just to feel the psychological effects attributed to the utilization of drugs. Among the list of drugs, cannabis is seen to be most popularly used.   Recent reports have even shown that young people tend to use drugs in order to acquire a more fulfilling sexual experience, an event that may lead to prostitution, spread of sexually transmitted diseases, and promiscuity (News Group Newspaper Ltd., 2008). It is actually very sad that these people are being misguided by the absence of proper laws that will directly prohibit, and even prosecute them to use drugs. The future of the British race lies in the hand of the present generation and if it appears that the said generation is out of track then it is likely to think that the future of this nation is compromised. Immediate actions must be done by the British government to formulate laws that will certify proper academic drug education in high school and college, increasing the minimum of age that is allowed to purchase alcoholic drinks from 16 to 18, a substance that usually goes along with the usage of drugs, imposition of strict rules on late night partying, and on encouraging parents to provide responsible parenthood to their children. These steps, if executed in the soonest possible time, can save British youngsters from a life of misery and unfulfilled life goals to a more rewarding and productive way of life. Reference Hickley, M. (2006). Drink and drug ruining British youngsters, government admits. Mail   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   online. Retrieved 30 April 2010, from http://www.dailymail.co.uk News Group Newspaper Ltd. (2008). Drink and drugs used for sex. The Sun. Retrieved 30   Ã‚  Ã‚  Ã‚  Ã‚   April 2010, from http://www.thesun.co.uk

The Effects Of Fracking On The Human Life - 1436 Words

Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Fracking in Technical Terms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 Threats to the Ecosystem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Fatalities Caused by Fracking†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Dangerous Disposing of Natural Resource†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Damages due to Fracking†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...5 Inside Story†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 Unrecoverable Water†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..6 Gaseous Concentration in Air†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 Regulations to Control the Hazards of Fracking†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦7 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.8 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9 Introduction Industries related to the energy have been making efforts to revive the energy sites which have yet not been explored for the benefit of the human life. 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