Writing Essay Samples on Hitchhickers Guide to the Galaxy Options

Writing Essay Samples on Hitchhickers Guide to the Galaxy Options What You Don't Know About Writing Essay Samples on Hitchhickers Guide to the Galaxy All this since they continue to answer a number of the biggest questions known to humanity yet. The third and last satire is around the president of the whole galaxy, and how he holds zero power what so ever. No matter this absence of overall comprehension, or maybe precisely because of it, the series can supply a fascinating road map for what lies ahead in life for everybody. All the perfect answers in the universe is going to do no good if the appropriate questions aren't asked to start with. The initial 3 books are dramaticallybetter than the previous two. They are employing the Heart of Gold to attempt to locate a planet named Magrathea. The world is a book and people who don't travel read just one page. It is a book and those who do not travel only read one page. The third satirical element is all about the president of the entire universe, Zaphod Beeblebrox. Iago knows that in case the remainder of the characters knew what lurked in his heart, he'd be destroyed. Obviously, Arthur couldn't understand why these actions took place, which is also why they're deemed absurd. Sadly, it's not just Arthur who will be having a lousy day. Chinese is a simple language to learn how to speak. Short quotations can typically be run into the major text using quotation marks. Reading example essays works the exact same way! It is additionally the mark most commonly utilised to introduce a block quotation. Whatever the case, block quotes don't require quotation marks to set them off from the rest of the text, although they are direct quotes. Quotes with a direct specific reference to the product or subject of the articles or sections ought to be used rather than quotes that aren't direct references. Use examples from the novel to back up your conclusions. Choosing Writing Essay Samples on Hitchhickers Guide to the Galaxy Is Simple You must look through the rain to observe the rainbow. Traveling enables you to find that the world isn't always about you. Later you come to find out they did not even have to blow up the earth since they found an alternate method of traveling the universe. You see what a small place you occupy on earth. So as to make the most of this feature, you should have specified an IAM role to use while you launched your EC2 instance. Boto3 will appear in a lot of additional locations when looking for credentials which do not apply when browsing for non-credential configuration. It's known there are an endless number of worlds, simply because there's an infinite quantity of space for them to be in. The web site has made the products accessible in a number of classes. Details of Writing Essay Samples on Hitchhickers Guide to the Galaxy We recognise the scenario, relate to the individuals experience this, and then we laugh. It's the people that you meet in this job that truly get you down. Concerning the restaurant itself, it sports an establishment where folks watch the conclusion of everything'. The response is deliberately erroneous. This clearly tells the reader that Arthur is starting to realize he was just wasting his time and ought to just stop trying. Inside this post, I'm likely to experience some of the things which I thought about while reading the book this week. In any case, you're very likely to find something out of every one of them. Type of Writing Essay Samples on Hitchhickers Guide to the Galaxy A single Big Mac has 42 per cent of the suggested daily consumption of salt. It announces that there are going to be a new ten-million-year application that will learn the supreme Question. The consumers are certain to get a material of a prime quality, together with cheap price levels. Furthermore, in the event you bring an entirely new client to En.akadem-ghostwriter. How it is a premium within this circumstance is just a bonus. In the event the report is all about a product which is used by only a single class, attempt to use a quote with that class if at all possible. Let's look at another quote that's common, that's seeing the simple pricing information for several contracts (different expiry) within the exact same future. Subscribe using the form below to have every one of my posts delivered straight to your email. The Bizarre Secret of Writing Essay Samples on Hitchhickers Guide to the Galaxy There are two openings you wish to keep an eye out for so you may unload on the Skulls. Check out a few of our MUST READ travel books to receive your wanderlust juices flowing. Attempt to concentrate on just one or two skulls at one time, and if at all possible, have them separated. In addition, if you bring Quiet along, she is going to devote the first two or three minutes shooting all the puppets dead.

Causes Of The Great Depression Essay - 3200 Words

Between the late 1890’s, after the panic of 1893, and the late 1920’s, the American people led good lives in which most prospered. In the 1920’s the problems that led to the Great Depression were dispersed over a time of maldistribution of wealth, and what was called a bull market. A bull market is a stock market that is based on speculation. Speculation was a system of borrowing money to buy stocks and selling for a profit. Speculation only worked if the stock market was on the rise though. To this day people who have not been properly educated about the Great Depression believe that President Hoover was the cause. The idea that President Herbert Hoover caused the Depression could have arisen from the fact that he was the President at the†¦show more content†¦The national income rose from $74.3 billion to $89 billion (Gusmorino, Main Causes of the Great Depression). The whole American population did not live through the benefits of the â€Å"Coolidge P rosperity.† For example McElvaine, in his research on the Great Depression, stated, â€Å"in 1929 the top 0.1% of the population had an income equivalent to the bottom 42% of the population,† (McElvaine, Causes of Depression). That same top 0.1% of the population in 1929 had 34% of all the savings, while 80% of the population had no savings at all. A good example of this maldistribution of wealth can be seen with Henry Ford. In 1929, Ford reported an income of fourteen million dollars, while the average income of the American people was seven hundred and fifty dollars annually (McElvaine, Causes of Depression). If one were to calculate these numbers by present daily standards, with the average income at eighteen thousand dollars, Henry Ford would be making an astonishing three hundred and forty five million dollars. However, one should be reminded that Ford was not the only man in America making this amount of money, there were many people just like Ford around the Nati on. Comparing the 1920’s to today, one could say that such businessmen are like the Internet CEO’s today. With such a growing gap in the income of the people, it was without surprise that such a catastrophic event could occur. The FederalShow MoreRelatedCauses Of The Great Depression1319 Words   |  6 Pageshaving classic satisfying life concluded when the Great Depression ushered in the negative trend that would impact the U.S. economy in 1929. Therefore, what happened? In this essay, we will discuss what the Great Depression was for the Americans, the causes of the Great Depression, and the U.S.’s recovery from the Great Depression. The Great Depression One of the terrifying times in the U.S. history is the Great Depression. The Great Depression is an economic phenomenon, which according to theRead MoreGreat Depression and Its Causes1256 Words   |  6 PagesThe causes of the Great Depression of the 1920s and 1930s has been argued about for generations. Most people agree on several key topics and that it was the severity and length of time the Depression lasted that was actually the most remarkable. Hoover made many noteworthy attempts to try and solve this crisis, yet in the end it was President Roosevelt and his New Deal, that brought many Americans hope for the future. The first factor in the start of the Depression was the lack of diversityRead MoreCauses of the Great Depression2012 Words   |  9 Pages The causes of the Great Depression in the early 20th century is a matter of active debate between economists. Although the popular belief is that the main cause was the crashing Stock Market in 1929 caused the Great Depression, There were other major economic events that contributed just as much as the crash, such as American’s overextension of credit, an unequal distribution of wealth, over production of goods, and a severe drop in business revenue. As these events transpired the state of economicRead More Causes of the Great Depression Essay1143 Words   |  5 PagesCauses of the Great Depression Throughout the 1920’s, new industries and new methods of production led to prosperity in America. America was able to use its great supply of raw materials to produce steel, chemicals, glass, and machinery that became the foundation of an enormous boom in consumer goods (Samuelson, 2). Many US citizens invested on the stock market, speculating to make a quick profit. This great prosperity ended in October 1929. People began to fear that the boom was going toRead MoreCauses of the Great Depression Essay1108 Words   |  5 PagesThe United States has experienced recessions about every twenty years (give or take) since the beginning of the Industrial Revolution. Nothing that had happened before was quite this serious, chaotic, or as long lasting as the Great Depression. The crash was felt far beyond those on the trading floors. Speculators who borrowed money from the banks to buy their stocks could not repay the loans because they could not sell stocks, because no one else would buy them. This caused many banks to fail,Read MoreCauses of The Great Depression Essay701 Words   |  3 Pages Imagine a society where over 25% of the population was unemployed. That is what it reached during The Great Depression (â€Å"The Great Depression†). During the depression unemployment rates were the highest they have ever been. It is highly speculated to this day on what exactly caused The Great Depression. Most historians agree it was a chain of events, one after another, that brought our country into chaos. Some events were more impactful than others. These events caused pandemonium amongRead MoreEssay on The Causes of the Great Depression697 Words   |  3 PagesThe Causes of The Great Depression History Imagine waking up one morning, only to find out that all your investments and savings are gone. So if your bank that you invested all your money in collapsed, you didn’t get any money back. This is what happened to millions of Americans during the 1930s. This era was called the great depression. The great depression was one of the worst economy issues we have ever had in history. It was a hard time for everyone. The great depression started in 1929Read More The Cause of the Great Depression Essay552 Words   |  3 PagesThe Cause of the Great Depression The economic expansion of the 1920’s, with its increased production of goods and high profits, culminated in immense consumer speculation that collapsed with disastrous results in 1929 causing America’s Great Depression. There were a number or contributing factors to the depression, with the largest and most important one being a general loss of confidence in the American economy. The reason it escalated was a general misunderstanding of recessions byRead MoreCauses Of The Great Depression And The Great Recession2292 Words   |  10 Pages1. Examine the causes of the Great Depression of the 1930s and consider what similarities and differences can be drawn with the problems from the financial and economic crisis which began in 2008. Introduction 2007-2009 in America has often been described as the worst economic crisis since the Great Depression in 1929. There was lots of debate whether the economy was slipping back to double dip recession but there is considerable evidence that the economic crisis in 2008 is worse than the crisisRead MoreCauses of the Great Depression Essay651 Words   |  3 PagesIn the 1920s, American economy had a great time. The vast majority of Americans in 1929 foresaw a continuation of the dizzying economic growth that had taken place in most of the decade. However, the prices of stock crested in early September of 1929. The price of stock fell gradually during most of September and early October. On â€Å"Black Tuesday† 29 October 1929, the stock market fell by forty points. After that, a historically great and long economic depression started and lasted until the start of

A Teacher Who Changed My Life Essay Example For Students

A Teacher Who Changed My Life Essay Teachers can have the influence that can change a student’s life forever. To make an impact on an eighth grade student is quite a challenge. I base my opinion on the importance of trusting others, because of an amazing teacher who taught me how to read; and is now like a sister to me. To make a difference in my life by simply noticing my style and my struggle really touched me. I had managed to make it to the eighth grade without ever really learning how to read. As much an embarrassment as it was, my teacher – Ms. Powell after asking me to read aloud in class, noticed my hesitation and my obvious sinking in the chair. She quickly guided the reading to another student and asked me if she could take me to the nurse’s office, stating that I looked a little pale. Even though I was not sick, a voice inside told me to get up and go with her, so with my curiosity getting the best of me, I was off my chair and following her outside into the hallway. There my teacher immediately took charge, addressed my issue with reading and from that moment on, became not only my teacher, but my mentor and my best friend. That school year changed my life! I was never the type of student to stand out in a crowd. In fact, I was more like a poster on the wall. A boring poster, one that everyone saw, read, and then immediately dismissed (like those posters of the digestive tract in human biology class). That was just fine with me, I never had the confidence to make friends or the ability to keep them. Actually, I walked away from the opportunity. I always worried someone would find out that I couldn’t read and my esteem would sink even lower than imaginable. I was content being nobody. At least I always thought so, then, Ms. Powell entered the stage and played her part so well. She was the only one who ever noticed me, pushed me, and forced me to realize that I was somebody, and not just anybody, but somebody who would someday make a difference whether or not I could read. However, if this was Something that would someday hold me back from what I was to accomplish, then we were going to put an end to it right now. None of my other teachers ever bothered to take the time to address my issue even when they saw me struggling with my reading. This always made me feel like I was not important and they verified it. How I continued to pass each grade up to the 8th (and I had six teachers in the 7th grade) was beyond me. At the end of each year my teachers informed me they passed me to the next grade, they followed it up with, â€Å"work on that reading kid. † The thought never crossed my mind that they were looking out for their own reputation and didnt really care, I just figured somehow I was getting lucky, some luck huh? I have to look back now and be thankful for the lack of instruction, they delivered me right into the hands of my personal savior, the woman who appears to me as an angel and brings peace of mind unbeknownst to me before, Ms. Powell. At this time of my life I called her Sister Sister, yes that was her. Sister’s husband had died several years back, â€Å"Choppy† she called him. They had been married almost 28 years when he passed – they were high school sweethearts. She had been married for almost 28 years and never knew her husband couldn’t read. He kept that secret from her until two weeks before he passed. .u877b371b8ccdeaa943977520966de795 , .u877b371b8ccdeaa943977520966de795 .postImageUrl , .u877b371b8ccdeaa943977520966de795 .centered-text-area { min-height: 80px; position: relative; } .u877b371b8ccdeaa943977520966de795 , .u877b371b8ccdeaa943977520966de795:hover , .u877b371b8ccdeaa943977520966de795:visited , .u877b371b8ccdeaa943977520966de795:active { border:0!important; } .u877b371b8ccdeaa943977520966de795 .clearfix:after { content: ""; display: table; clear: both; } .u877b371b8ccdeaa943977520966de795 { 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; } .u877b371b8ccdeaa943977520966de795:active , .u877b371b8ccdeaa943977520966de795:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u877b371b8ccdeaa943977520966de795 .centered-text-area { width: 100%; position: relative ; } .u877b371b8ccdeaa943977520966de795 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u877b371b8ccdeaa943977520966de795 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u877b371b8ccdeaa943977520966de795 .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; } .u877b371b8ccdeaa943977520966de795:hover .ctaButton { background-color: #34495E!important; } .u877b371b8ccdeaa943977520966de795 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u877b371b8ccdeaa943977520966de795 .u877b371b8ccdeaa943977520966de795-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u877b371b8ccdeaa943977520966de795:after { content: ""; display: block; clear: both; } READ: Leonardo da Vinci in our life Essay ThesisShe blamed herself for always being too busy with her students to even notice Choppy couldnt read. She promised him she would teach him but he made her promise this instead â€Å"don’t spend your gift of teaching on me Sissy – your love has always been enough. Spend the energy teaching someone who really needs you, they will come along, and when they do, youll know. † She looked for that person the first two years and never found anyone who really needed her help. She eventually gave up on looking for that special person and went about her day feeling beaten and alone. Then she asked a lonely, withdrawn, little girl to read, that girl was me. She immediately knew, she heard Choppy say â€Å"do your thing, Sissy†. She guided the reading away from me, and directed me to the nurse’s office. Meeting me in the hallway, she took my hand in hers and said to me – â€Å"It’s okay, I’m here to help,† I knew what she was talking about, I looked up at her the only time I ever locked eyes with another human, and in the most honest and sincere voice I’ve ever heard she said, â€Å"to overcome your struggle, with reading. All at once it hit me. I knew she meant it, she hugged me and I cried. I knew my life would change. Over the course of the next year, Sissy and I spent it together working daily to make sense of the words on the page. It was a trying time but through many tears, laughter, and a few weeks of fighting, Sissy accomplished something no one else could ever do, she taught me how to read. She brought me out of my darkened, lonely world and for the first time in my life I felt I was somebody special, someone important, and someone with a chance to be whatever I wanted to be, and be smiling with confidence the whole time I was doing it. At this time, I called her sister. Yes, sister, that was her name. To this day, we call each other on Sundays and I read a couple pages out of our favorite book, the one sister used to change my world, The Wizard of Oz, by Frank L. Baum. She loves the part about the scarecrow.

Stop the Hate The Problem of Hate Crimes in America free essay sample

This paper looks at the disturbing rise of hate crimes in the United States, and measures taken by the government to combat the issue. This paper deals with hate crimes in America , the nations response to the concept of the hate crime, and what measures are taken to prevent them. The author includes explicit historical references in the paper regarding anti-Semitic, racial and homosexual prejudices, etc. Prejudice is an omnipresent force, evident in civilizations throughout history. People naturally fear that which is different and unusual. Prejudice manifests itself in many forms, an innocent assumption, vulgar graffiti, offensive language, and even assault. It is when a crime becomes motivated by prejudice that it becomes a hate crime. Over the past few years, the nation has experienced an alarming number of disturbing and sometimes deadly hate crimes. The dragging death of Africa-American James Byrd, Jr., in Jasper, Texas; the deadly attack on Matthew Sheppard, a gay student in Laramie, Wyoming; the shooting rampage targeting minority citizens in Chicago; and the shootings of children at a Jewish community center in Los Angeles, California, followed by the murder of Joseph Santos Ileto, a Filipino-American mail worker. We will write a custom essay sample on Stop the Hate: The Problem of Hate Crimes in America or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page All of these events have left a trail of dead or wounded victims and traumatized, horrified communities.

University of San Carlos Essays

University of San Carlos Essays University of San Carlos Essay University of San Carlos Essay A partial fulfillment to the course Entrep 31 Submitted to: Dr. Emmyllou Llorca Submitted by: Abaday, Lyndon R. August 27, 2013 I. CASE Summary The McDonalds Corporation is the worlds largest chain of hamburger fast food restaurants, serving around 68 million customers daily in 119 countries. Headquartered in the United States, the company began in 1940 as a barbecue restaurant operated by Richard and Maurice McDonald; in 1948 they reorganized their business as a hamburger stand using production line principles.Businessman Ray Kroc joined the company as a franchise agent in 1955. He subsequently purchased the chain from the McDonald brothers and oversaw its worldwide growth. McDonalds primarily sells hamburgers, cheeseburgers, chicken, french fries, breakfast items, soft drinks, milkshakes and desserts. In response to changing consumer tastes, the company has expanded its menu to include salads, fish, wraps, smoothies, and fruits. McDonald’s Philippines is a subsidiary of the Filipino-owned Golden Arches Development Corporation. The first Filipino McDonald’s to open for business was in the Morayta university districts in Manila during 1981.These days McDonald’s is operating over 150 restaurants throughout the islands of the Philippines. Being a 100% Filipino-owned franchise allows McDonald’s Philippines to be more agile and take quicker actions, making them an even more competitive force in the Filipino fast-food market. IV. Competitor’s data and Analysis Jollibee Foods Corporation Jollibee Foods Corporation abbreviated as JFC and popularly known as Jollibee is a Filipino multinational chain of fast food restaurants headquartered in Pasig City, Philippines. It is the parent of Jollibee, the countrys leading fast-food chain brand.Among its licensed brands are Chowking, Greenwich Pizza, Red Ribbon, Mang Inasal and Burger King Philippines. Since its inception, JFC expanded and to date, it has a total of 2,510 stores worldwide with a system wide retail sales totaling to 82. 1 billion pesos for the fiscal year 2011 Weaknesses 1. Negative publicity 2. Unhealthy food menu 3. High employee turnover Strengths 1. Largest fast food market share in the world 2. $2 billion advertising budget 3. Partnerships with best brands 4. More than 80% of restaurants are owned by independent franchisees 5.Children targeting SWOT Analysis Threats 1. Trend towards healthy eating 2. Local fast food restaurant chains 3. Lawsuits against McDonald’s Opportunities 1. Increasing demand for healthier food 2. Home meal delivery 3. Advertising the capabilities of Wi-Fi internet services in the branches Wendy’s Old Fashioned Hamburgers Wendys Old Fashioned Hamburgers is an international fast food chain restaurant founded by Dave Thomas on November 15, 1969, in Columbus, Ohio, United States. The company decided to move its headquarters to Dublin, Ohio, on January 29, 2006.As of March 2010, Wendys was the worlds third largest hamburger fast food chain with approximately 6,650 locations, following McDonalds 31,000+ locations and Burger Kings 12,000+ locations - Wendys offers two different hamburger patties, a Junior 1. 78 ounce (50. 4 gram) patty and its Single 4 ounce (113. 4 gram) patty. 4 ounce patties are sold in single, double and triple sizes whereas the junior patties sell in single and double patties. The previous size of 2 ounces per junior patty was altered to its current size in 2007 to save on expenses from rising food costs.Originally Wendys had only two kinds of chicken sandwiches, fried and grilled. The spicy chicken sandwich started out as a promotional sandwich. It was later put on the menu full-time in 1996 due to its popularity and the fact that, compared to most promotional sandwiches, it was much simpler to make (it used the same condiments as the standard breaded chicken sandwich). Strengths 1. Cheap food prices 2. Voted as one of USA’s best burgers 3. Family atmosphere inside the restaurant Weaknesses 1. Isn’t well known around the world compare to McDonald’s and KFC 2. Doesn’t have a signature sandwich 3. Doesn’t serve breakfast mealsSWOT Analysis Threats 1. Increase in prices of beef 2. McDonald’s introducing McCafe 3. Another recession Opportunities 1. Take advantage of the international market 2. Creating a signature burger 3. Fish Sandwich KFC (Kentucky Fried Chicken) KFC (Kentucky Fried Chicken) is a fast food restaurant chain headquartered in Louisville, Kentucky, United States, which specializes in fried chicken. It is the worlds second largest restaurant chain overall (as measured by sales) after McDonalds, with over 18,000 outlets in 120 countries and territories as of December 2012. -KFC was founded by Harland Sanders, a colorful figure who began selling fried chicken from his roadside restaurant in Corbin, Kentucky, during the Great Depression. Sanders identified the potential of the restaurant franchising concept, and the first Kentucky Fried Chicken franchise opened in Utah in 1952. KFC popularized chicken in the fast food industry, diversifying the market by challenging the established dominance of the hamburger. By branding himself as Colonel Sanders, Harland became a legendary figure of American cultural history, and his image remains prominent in KFC advertising.However, the companys rapid expansion saw it grow too large for Sanders to manage, and in 1964 he sold the company to a group of investors led by John Y. Brown, Jr. and Jack C. Massey. Strengths 1. Original 11 herbs and spices recipe 2. Strong position in emerging China 3. KFC is the market leader in the world among companies featuring chicken as their primary product offering Weaknesses 1. Unhealthy food menu 2. High employee turnover 3. Lack of strong marketing efforts SWOT Analysis Threats 1. Trend towards healthy eating 2. Local fast food restaurant chains 3. Lawsuits against KFCOpportunities 1. Increasing demand for healthier food 2. Home meal delivery 3. Introducing new products to its only chicken range Competitor Analysis | Ratings (Scale = 1-5) 1 = Poor – 5 = Excellent| Attributes| Jollibee| McDonald’s| KFC| Wendy’s| Customer awareness| 5. 0| 5. 0| 5. 0| 4. 0| Product quality| 5. 0| 5. 0| 5. 0| 4. 5| Product availability| 4. 5| 4. 5| 4. 0| 3. 5| Technical Assistance| 4. 5| 4. 5| 4. 0| 4. 0| Selling staff| 5. 0| 5. 0| 5. 0| 4. 5| Score (Average)| 4. 8| 4. 8| 4. 6| 4. 1| The data presented above were based from personal assessment/observation by the researcher.

The 11 Best Sites to Find Summer Internship

The 11 Best Sites to Find Summer Internship Summer is just around the corner, and that means it’s time to buckle down and think about what you’re going to do with your semester off. While you could spend it drinking beer and playing ping-pong, you could turn this summer into career crack by applying for the perfect internship for your future. Don’t know where to start? No worries. We’ve outlined the best free websites that will help you spend your summer wisely. #1 Way Up This site boasts a network of more than 250 universities and business partners, from Stanford to Nestle. The elaborate matching process ensures that you are fitted to the right company for your career goals. #2 Intern Queen This free site allows students to apply for high-profile internships in â€Å"the hippest cities† around the world. It also has an area for completing online internships in addition to internships abroad and with companies like Oprah Magazine. #3 Internships.com This site takes the basic idea of an internship search and brings it to the next level. Their â€Å"Internship Predictor† can help you pick the perfect internship based on your personality type and work style preference. #4 AAMC Summer Research Program For students who are pursuing medical education, a summer internship is vital to being accepted into the top medical schools. The Association of American Medical Colleges Summer Research Programs offers this great search option to match you up with a mentor in your chosen field to complete research between semesters. #5 Idealist For students who know that non-profit work is where they want to spend their time, there is no better place for job searching than this site. Idealist is all about helping students find the perfect paid or unpaid internship in a non-profit organization. #6 US Department of Justice Legal Internships Students preparing to enter into the legal field also need a top-notch internship to set them apart. Fortunately, the US Dept. of Justice provides this site to help you get hands-on experience with some of the most high-profile legal teams working today. #7 Media Bistro Students that are interested in careers in design, art, media, or production, Media Bistro is the perfect place to find a summer internship. This site collects internship opportunities from across the US for stations like PBS, CBS, and The Weather Channel. #8 Linkedin Internship Search For sheer volume of opportunities, no one can beat the LinkedIn Internship Search. The patented connection algorithms of LinkedIn also default to show you the most likely search results first – internships offered by people you know or their close friends. #9 FindSpark If you know that you want to spend your summer in NYC, FindSpark is the choice for you! This site is completely dedicated to internships and entry-level positions available in the City that Never Sleeps. Also, you can filter by the type of internship you want (paid, unpaid, college credit only). #10 Cool Works For the adventurous students, Cool Works is the perfect place to get great hands-on experience in the most unlikely of places. This site has both paid and unpaid internships in places like Alaska, the Adirondacks, and even on a Norwegian cruise vessel! # 11 Intern Jobs This site offers worldwide opportunities in almost every field of study. In addition, they provide a great Internship Guide to help you decide which internship will be the best for your career goals. Their Career Tools section also includes lots of great resources.

Effect of Mad Cow Disease Research Paper Example | Topics and Well Written Essays - 1750 words

Effect of Mad Cow Disease - Research Paper Example The key events that formed the world meat market in the last decade include the change in trade policy regimes ushered in by the 1995 Uruguay Round Agreement in Agriculture, the macroeconomic crises in Asia and the Former Soviet Union in 1998 and the series of animal disease outbreaks in major livestock producing regions in Asia and the European Union. However, these challenges have aided in stringent policies and regulations in this industry.  Mad Cow Disease is the common name for Bovine Spongiform Encephalopathy (BSE) that was first recognized in the United Kingdom in the year 1986. In simple terms it the name "mad cow disease" came because it affects a cattle's nervous system. It is a chronic, degenerative disorder affecting the central nervous system of cattle. The main culprit of the cause of this disease is the rogue proteins, known as prions that reproduce inside the brain of the infected cow. Once the disease progresses, the brain attains a sponge nature and hence it is al so termed as "spongiform". In fact, BSE is categorized to a group of progressive, degenerative neurological diseases known as Transmissible Spongiform Encephalopathies or TSEs. The other disease in this group includes scrapie, which affects sheep and goats and has symptoms similar to BSE. As of now, there is no cure for BSE (Department of Primary Industries and Water, 2008).  If we look at how BSE can have an impact on human. In humans, this disease is known as variant Creutzfeldt-Jakob Disease or in short vCJD. The scientific community has still not found a cure for this disease and is fatal in nature (Department of Primary Industries and Water, 2008). In the food industry, this disease has posed a significant threat and could seriously affect both export and domestic markets for cattle and cattle products. Additionally, it is also possible that it can have a serious impact on jobs and businesses in the meat industry and its various support industries. It could also have a consid erable effect on the tourism and hospitality industries. Since there is no cure for this disease, the only options are slaughtering the affected animal. Since its initial outbreak, the food industry has formulated various policies (Department of Primary Industries and Water, 2008). One of the major problems with this disease is the identification of the affected animals. Contrasting the Foot and Mouth Disease that spreads rapidly if not controlled, BSE spreads comparatively slowly. Besides it is found that both BSE and its human counterpart, vCJD, have an unusually long incubation period. In other words, if a human is diagnosed with vCJD, it might be the result of eating infected animal probably up to twenty years earlier. This makes tracking the disease source much more difficult (Department of Primary Industries and Water, 2008). Mad Cow Disease is possibly one of the most significant food-safety-related issues to have troubled the hospitality industry in recent years. In the Unit ed Kingdom, where the disease was first identified and had extensive effects, the consequence for this industry has been characterized as catastrophic-yet little experiential facts support this.

Final essay Example | Topics and Well Written Essays - 500 words

Final - Essay Example Having a permit to carry loaded guns to these places is beside the point. Amusement and leisure parks are intended for family bonding time where young children are present. â€Å"National parks are rare treasures. They offer havens of solitude and sanctuary. They are not meant to be places for the next shootout at the OK Corral,† Ms. Ditmer had emphasized in her article. It exposes young children to unnecessary danger. I am sure every one of us has a little kid we know, a son, a daughter, a niece or a nephew or even a grandkid who is exposed to this mindless danger. What if an untoward accident will happen and hit one of these innocent children who had come to expect enjoyment there? It would be a real heartbreaker no matter whose kid it is, right? Ms. Ditmer is also accurate and perfectly correct in her assumption that carrying guns will inevitably lead to their use, eventually. It simply defies logic how our Congress can make dangerous situations even worse by being blind and deaf to the opinion of the majority of citizens who oppose guns. This situation can be compared to smoking in public places where there are people who are adversely affected. While people have the right to bear arms (for whatever they want to do with all those guns), our politicians must consider the greater majority who hate guns. There must be designated places where guns are allowed but certainly not in amusement parks where there are children around. People have the right to feel safe too and guns in public places are not a very reassuring sight to anyone. Ms. Ditmer reiterated her strong opposition by stating, â€Å"That’s not reassuring to those of us law-abiding citizens who view guns as possible disasters.† Guns can go off accidentally, for example, and hit someone unintentionally. Ms. Ditmer also knows whereof she speaks by citing FBI statistics showing only 1.65 cases per 100,000 as against 462 cases in other places. What more will it take for people to heed this appeal

How to Get Good Grades Essay Example for Free

How to Get Good Grades Essay Dont just copy what your teachers write on the board, either: take extensive notes on everything. Notes should be short, and if possible get pens with colored ink because it aids the memory. These notes can help you to remember when you are studying. Review your notes every night, so when the big test comes, remembering what you learned is a snap. Priority You have to prioritize what is the most important.. if go out with your friends or stay at home to study. Stay organized Organizing your things help you remember to bring your supplies and your homework to class and to your house to do your homework or studying. Ask your teacher if you dont understand something You have to evacuate doubts, after class or immediately Asking questions will improve your grades and help your understanding. Plan ahead Always plan the assignment beforehand. Always get the assignment, homework or project finished at least 1 whole day before to deliver it your teacher. It is not a good idea finish the work in class it is not going to be as good as your work in your house. Study Study! Don’t waste time, do your work and take notes. When taking tests, relax If youre, or worried that youll fail the test, youre sure to get a low score. If you studied for it long enough that you know the information, then you shouldnt be worried about getting a low grade. You may have to cut down on happiness and fun in order to succeed. The best students know how to say, No, I cant hang out because I have to study. But remember that it is important to balance out your studies and social life. Consequences If you don’t worry about your grades and don’t push yourself to do the right things,,, it is probably that you drop out†¦ drugs, pregnancy, quarrels with your parents those are only examples that how you can be affected by your grades†¦ and also an important thing it is that in the future you won’t be able to find a good job As we saw through this presentation, we can do a lot of things for improving our grades†¦ it is only a matter of effort†¦ later you are going to see your achievements and you are going to be able to do whatever you want, work in a good company or have your own business. So I hope that you value this information and do the right thing.

Juliet is Independent, Courageous, and Heroic in William Shakespeares Romeo and Juliet :: Shakespeare, Romeo and Juliet

Juliet is Independent, Courageous, and Heroic in Romeo and Juliet After reading William Shakespeares' Romeo and Juliet, you have a better understanding of the characters then when we are first introduced to them. Juliet Capulet, who is one of the main characters, is placed in a cruel and vicious adult world. She is under many pressures and demands of her family. Thus, during the play Juliet becomes an independent, courageous, and heroic young woman. Many times in the play Juliet shows many acts of being independent. When she was under the pressure to marry Paris, Juliet stood up for what she thought was right and best for her and refused to marry him. In a lot of situations Juliet relied on the Nurse to guide her and make decisions for her. When the Nurse started pushing Juliet towards marring Paris and cutting down Romeo, she could no longer put trust in her and wanted nothing to do with her. Throughout her role in the play Juliet showed allot of courage. For instance, Juliet decides to marry Romeo even though their families are enemies. She knows that her parents would never permit the marriage but lets the love lead her way. When Juliet says to Friar Lawrence "Go get thee hence, for I wilt not away...."(V.iii.160) Juliet is telling Friar that you can leave Romeo since he is dead but I will not because I love him. Her Juliet shows courage because she decides to stay with Romeo knowing that there is allot at risk is anyone finds her. Juliet showed many acts of heroism in the play. In order to stay married with Romeo, Juliet takes a potion that makes her seem dead for two days . Not knowing if she was going to wake up, Juliet took the chance so that her and Romeo could possibly be reunited. She did in fact wake up seconds too late just in time to see Romeo drinking the poison. Without thinking twice she killed herself, so she could be with Romeo.

Child Deve

Observation: Physical (fine Motor) Time: 12:30-3:00 Date: 5/12/12 |Time |Actions |Social group |Language |Task | |12:30 |T. C is sitting at table making a jigsaw picking up|T. C , C1,C2,C3,C4,C5 |T. C>C1 –you help me |Making Jigsaw | | |pieces using pincer grasp | |C1>T.C –Yeah | | | | | |C4>T. C – Me too | | |1: 00 |T. C eats dinner with spoon |T. C , G |none |Eating dinner | |1:30 |T. C helps draw head holding pencil using pincer |T. C , C1 |T.C > C1, C1- Look, Look |Drawing picture | | |grasp |T. C , C2 |C1> T. C –That’s lovely | | |1:45 -2:00 |T. C builds a tower with another child |T. C –C1 |T. C> C1 want to help |Free-play | | | | |C1>T.C -yup | | |2:15 |T. C helps change the page of book using pincer |T. C>G |Read That One |Story-time | | |grasp |T. C>A | | | |2:30 |T. C has Book of her own reading it and is changing|T.C, C1, C2, C3,C4,C5 |None |Storey-time | | |pages using her pincer grasp | | | | |3:00 |T. C picks her coats and z ips it up using pincer |T. C > A |T. C> A- Bye |Home-time | | |grasp | | | |Personal learning: †¢ Whilst doing this observation on T. C I learned how amazing it is that at such a young age a child can hold a pencil and attempt to draw with it. †¢ Also in this observation I learned that the more free-play that children get the more they develop their skills †¢ I also learned that at such a young age of two that a child with some help from another child can put together a jigsaw without adults help. Summary: TC shows in this observation that she can use her pincer grasp very well as she is making jigsaws and is using a pencil.TC also shows that she can use her gramer grasp when she feeds herself with the spoon. Recommendations for T. C: I would recommend that the creche could ask T. C to build something with the blocks or they could ask T. C to try drawing something on her own to challenge her so she can develop more. Reference: Flood, E. (2010). Child Development for students in Ireland. Dublin: Gill&Macmillian Physical development: Checklist – gross Motor. Date: 23/11/12 Time: 11:00- 11:30 |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along | | |Not in observation |23/11 | |with the feet | | | | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto rails with | | | | | |both hands going up. | | |Steers tricycle pushing along | | |Not in observation |23/11 | |with feet. | | | | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation: The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting to get a better understanding of her physical development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body.In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the nor ms according to flood when she pushes a child in the toy car around the yard. TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development.According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of development in her gross motor skills as she carried out the tasks I set out for her to her full potential. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age that children have good physical strength eg. TC could push the younger child around in the toy car I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. C: †¢ I would recommend that the creche get more Toys in the creche so TC can develop her skills on other things. †¢ I would also recommend that the creche encourages TC more to play with other children. References: Flood. E (2010). Child development for students in Ireland. Dublin: Gill&Macmillian. Piaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Intellectual development. Observation: narrative. Date: 16/11/12 Time: 11;11:10 T.C is sitting on the couch at the corner with two baby born dolls on her knees; TC is pretending that t he baby born dolls are talking to each other saying â€Å"do you want to play† TC is laughing away to herself and is pretending that the babies are laughing with her. TC keeps playing with the dolls, laughing pretending that the dolls are her own children. TC has just named the babies â€Å"Megan and Rachel† (which are the children on front of her) TC is now sitting on the ground with the one of the babies up at her shoulder saying† Its Ok†. Adults goes over to TC and asks her â€Å"what happened the babies† TC replies to the Adult â€Å"Megan hit her† Adult says back to TC â€Å"the poor baby† and turns to the other baby TC has and says â€Å"That’s Not Nice†. TC laughs at adult saying this and says â€Å"Rachel is ok now† and laughs.TC then puts down the Babies and walks over to the picture board and says â€Å"that’s me† and points to the picture of her on the wall. TC then points to another picture and says to adult â€Å"there is Luke and Lauren†. Adult replies â€Å"Yes it is†. TC then goes over to Luke and Lauren and says and points at wall and says â€Å"that’s you Luke and that is you Lauren. † The Door bell then rings and TC looks at door and shouts â€Å"Mammy† TC looks at adults and Says â€Å"That mammy† Adults Replies â€Å"no that’s Lukes mammy†. TC then says â€Å"silly Me† and TC then shouts over to Luke â€Å"Luke Mammy here†. TC Then Goes back over to the Corner and picks up baby born again. End Of observation. Evaluation:The aim of this observation was to observe TC a two year old girl while she was in the creche setting to get a better understanding of her intellectual development. I feel that I have achieved this aim very well and that generally TC is meeting hers norms of development in terms of her intellectual development. In this observation TC shows empathy for the baby born when â₠¬Å"Rachel† is crying. TC shows affection here when she lifts her up and puts her head on her holder. According to Flood(2010) at this age this is what TC should be doing. TC also shows that she is meeting her norms of intellectual development when she goes over to the pictures on the wall and recognizes herself, Lauren and Luke in the photos. According to Flood (2010) these are the norms she should be reaching.According to Piaget A child at the age of 2 â€Å"is at the per-operational stage and assumes that everyone and everything is like them. Therefore they think everything feels pain and has emotions like them. Tc shows this when she thinks that â€Å"rachel† is crying and is hurt. Summary: This observation shows that Tc is meeting all her norms for her age. Recommendations for TC: †¢ I would recommend that the creche encourages TC to play with other children and to get her interacting with other children so that she is not playing on her own. †¢ I would a lso recommend that the Adults interacts more with TC if they can so that other children will come over and play with her. Personal learning: †¢ I learned that a child at this age can sense emotions and can comfort people who are upset. I also learned that children of this age can are in a little world of their own and just keep themselves amused by talking to themselves †¢ I also learned that children can remember and recognize different people that they might see in a picture. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillianPiaget, J. (1975). The child's conception of the world. Totowa, NJ: Littlefield, Adams. (Originally published 1932). Language development – precoded (playing play dough) date: 23/11 Time: 20:00-2:10 |Keys |TC(target child C(Child C1(Child 1 A(Adult 1 | |TC(C |This yours? TC doesn’t get an answer of C) | |TC(A |Harry here | |TC(A |Can I play with harry? | |A(TC |Yes | |A(TC |Do you want me t o break that up? | |TC(A |yea | |A(TC |What you making | |TC(A |It for mammy | |A(TC |Good girl | |TC(A |Harry going to sit here |TC(A |There Harry (do-do) | |C1(TC |What you making | |C(C1 |Think she making pancakes | |C(TC |Is it pancakes | |TC(C |I need that | |C(TC |Ok | |C(TC |Shhh† A† on the phone | |TC(C |OK | |TC(C |I need that | |C(TC |Here | |TC(C |Thank you | |C(TC |You’re welcome. | End of observations. Child Initials: TC Age: 2 Sex: female Date: 3/12 time: 10:55-11:03 Setting: creche Observation: social development Min |Activity |Language record |Task |Social | |1 |Sitting in a circle sing singing |TC(adult – do ring-a-ring-a-Rosie |Group time |Group | | |nursery rhymes | | | | |2 |Sitting in a circle sing singing |A(TC ready |Group time |Group | | |nursery rhymes | | | | |3 |Sitting in a circle sing singing |A-TC-1, 2,3,4,5 Once I got a fish alive†¦ Group time |Group | | |nursery rhymes | | | | |4 |Sitting in a circle sing sin ging |Singing songs with group |Group time |Group | | |nursery rhymes | | | | |5 |Sitting in a circle sing singing |A(TC –ready |Group time |Group | | |nursery rhymes |TC nods head | | | |6 |Sitting in a circle sing singing |TC singing row-row |Group time |Group | | |nursery rhymes | | | | |7 |Sitting in circle singing santy |A(TC –what you want to sing? |Group time |Group | | |coming to town |TC- santy | | | |8 |Break |TC(G – Its break time |Group time |Group | Evaluation: The Aim of this observation was to observe TC, a two year old girl every minute for eight minutes while she was doing group time in a creche setting.I carried out this observation to get a better understanding of her social development. I feel that I have achieved this aim very well and that TC is meeting her norms of development with her social development. In this Observation we see that TC is meeting her norms when she responds to the adult when she is asked what she wants to sing, she al so shows that she is meeting her norms when she joins in when an adult sings, so according to flood (2010) as she is doing this she is meeting her norms of development. She is also meeting her norms when she says â€Å"its break time† as according to flood (2010) children at the age of two will ask for food.In this observation these are the only parts of the norms of development in social skills that we could observe, so we don’t know if she has developed any of the other norms as we can not assume she can do these things we have to see a if she is interacting with the group better. Summary: This observation shows that Tc is meeting most of her norms for her age. But I couldnt prove she is meeting them all. Observation: Emotional Development Event sample. Date: 10/12/12 Observation begins: 9:30 observation finished: 2: 30 |No |Time/date/place |Description of incident |Adult involvement |Provoked/un-provoked | |1 |9:00, 10/12 on couches in corner |TC takes toy of child 1.Child |Adult takes toy of TC and says |Un-provoked | | |of room |1 gets upset and cries |â€Å" C1 had that first† and hands | | | | | |toy back to C1 | | |2 |11:00 10/12 preschool room |TC is playing on mat, TC takes |Adult asks TC to give C1 back |Un-provoked | | | |toy of child 1 and wont give it|the toy by saying â€Å" can C1 have| | | | |back |her toy back please† | |3 |11:30 10/12 tables in preschool |TC is at tables doing puzzles, |Adults says to C1 â€Å" give that |Provoked | | |room |child 1 takes a piece of TC’s |piece back to TC that’s for her| | | | |puzzle and TC gets upset |jigsaw† | | |4 |1:00 10/12 table in preschool |TC is having dinner and child 1|Adult asks C1 to stop â€Å"tipping†|Provoked | | |room |is annoying her by tipping her |TC | | | | |on her arm. TC says â€Å"stop† | | | |5 |1:30 10/12 Library space |Child 1 takes book of TC and TC|Adult Asks C1 â€Å"to give her back|Provoked | | |preschool room. | turns to wall and starts |the book† and gives book back | | | | |crying. to TC | | |6 |2:00 10/12 library space |TC then grabs book of child 1 |Adults Takes Book back of TC |Un-provoked | | |preschool room |and wont give book back |and hands to C1 | | |7 |2:30 story-time mat preschool |Child 1 pushes TC out of way so|Adults tells C1 to say â€Å"sorry |provoked | | |room |that she can sit at the front |to Tc† | | | | |of mat. | | | Evaluation: The aim of this observation was to observe TC, a 2 year old girl while she was in the creche setting to get a better understanding of her emotional development. I feel that I have achieved this aim very well and that generally TC is meeting her norms of development in terms of her emotional development.This observation shows that TC is meeting her norms of development as she shows extreme behavioral changes as she takes toys of other children but gets upset when children take things off her. According to flood (2010) this is the w ay a child at the age of two will carry on. This observation also shows that according to flood (2010) a child at the age of two have little concept of sharing this is why TC took the toy off the other child. Flood(2010) also says that children at the age of two doesn’t understand teasing this is why TC gets upset and mad when child 1 is tipping her whilst TC is having her dinner. According to bruner at child at 2 Should be able to â€Å"able to eat with a spoon and fork† TC shows she can do this. Personal Learning: I learned when doing this observation that you have to let children misbehavior for them to learn †¢ I also learned that children shouldn’t be put near another child that may upset or cause conflict with them. †¢ I also learned that you can sort out conflict that happens between children easily and as soon as it occurs. Recommendations for TC: I would recommend that the adults keep TC away from C1 if they keep getting into situations were t hey are annoying eachother. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian |Keys |TC – target child, A- adult G-group C- other child | |A(TC |Are uses ready? |G(A |Yes | |TC(A |What that (TC points to glue) | |A(TC |That’s glue | |TC(A |can we use that | |A(TC |yes one minute | |TC(G |Were using glue | |C(TC |Cool what you making | |TC(C |Lambs | |TC(C |What you making | |C(TC |Butterflies | |TC(C |Cool | |TC(G |Look at mine (TC holds up lamb) | |A(TC |That’s lovely | |TC(A |Thanks | |TC(C |I like yours | |C(T.C |I like that colour | |TC(C |Thanks | |TC(C |Luke what you making | |C(TC |Lamb like you | |TC(C |NAP (snap) | |A(G |Use having fun? | |G(A |Yeah | |TC(A |Can I make a butterfly now? |A(TC |Yes course you can | |TC(C |I making butterfly like you | |C(TC |We can be the same | |TC(C |Sure mines pink | |A(TC |When you finish your butterfly we are cleaning up ok | |TC(A |Oktaa | |TC(G |We Have to finish up soon | |G(A |nooooo | |A(G |Its break-time | |TC(A |Can we do it again | |A(TC |Yea later | |A(G |We have to clean up now. end of observation) | Language Development: date: 25/2/13 time: 11:00-11:10 Evaluation: The aim of this observation was to observe TC, A 2 Year old child for 10 minutes in a creche whilst she was taking part in a group activity to get a better understanding of the development of her language from the last time I observed her. I feel that TC has progressed in term of her language skills as she now talking clearer and is using more vocabulary As According to Flood (2010 a child at the age of 2 â€Å"uses 200 or more words. † Flood(2010) also claims that a child at the age of 2 â€Å"constantly pointing out an asking the names of people and objects.TC shows that she is meeting this norm when she asks the adult what the glue is. This also shows that TC has progressed since she was last observed as in the last observation she wasn’t aski ng much questions at all. According to Piaget † the vocabulary of a child is expanded and developed during this as they change from babies to toddlers† Tc shows that she has developed since the last observation as she is having a better conversation in this observation then she was in the last one. According to bowler a child at 2 should â€Å"let people know what they want using words†. TC shows this when she asks adult can she make a butterfly. Personal learning: From doing this observation I learned that children can progress and are always progressing as TC progressed since the last time I observed her. Recommendation for TC: I would recommend that the creche get TC to do more activities like this as in this activity TC was doing lots of interaction with the other children. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educ ational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul. Physical development: Checklist – gross Motor.Date:25 /2/13 Time: 11:00- 11:30 | |Yes |No |Comment |Date | |Runs safely. Confidence, |( | |T. C plays outside catch, T. C |23/11 | |avoiding obstacles | | |runs down towards caterpillar | | | | | |toy and avoids slide. | |Rides a trike, pushing it along |( | |TC is playing in the cars with |23/11 | |with the feet | | |the other children in yard. | | |Walks up and down stairs both |( | |Walked down step to go outside |23/11 | |feet to each step, holding wall | | |one step at a time. | | |Squats with ease. Rises without |( | |Plays sleeping bunny.Squats on |23/11 | |using hands | | |ground when saying â€Å" bunny | | | | | |sleeping but doesn’t sit on | | | | | |ground | | |Can climb up on furniture and |( | |Climbed up slide one foot at a |23/11 | |get down again | | |time.Holding onto ra ils with | | | | | |both hands going up. | | |Steers tricycle pushing along |( | |TC is playing in the cars in |23/11 | |with feet. | | |yard. | | |Able to manoeuvre large toys |( | |Pushes child along in toy car |23/11 | |with wheels | | |using both hands. | |Loves to pull along toys on | | |Not in observation | | |string | | | | | |Throws small ball over arm |( | |Playing ball game outside passes|23/11 | | | | |to another child. | | |Kicks a large ball |( | |Passes ball to other child |23/11 | Evaluation:The Aim of this observation was to observe TC, a 2 year old girl while she was in a creche setting doing an outdoor activity to get a better understanding of her physical development to see if she has developed since I last observed her. I feel that I have achieved this aim very well as TC is now meeting all her norms of development with her physical development in terms of her gross motor. The gross motor skills are the use of the large muscles in your body. In the yard TC shows that she can run in the yard towards caterpillar toy avoiding the slide. TC also shows that she can climb up on furniture and get back down holding onto rails with both hands. TC also shows she’s meeting the norms according to flood when she pushes a child in the toy car around the yard.TC also shows that she can kick a large ball when she picks up the soft ball from the ground and throws it to her friends whilst playing hot ball. When returning inside TC went up the step one foot at a time holding the wall for support according to flood 2010 a child at the age of two should be able to carry these tasks without difficulty to be meeting the norms of development. According to flood at the age of two a child should be able to ride tricycles pushing them along with their feet and to pull toys along with wheels, but these activities were not in my observation so I couldn’t observe that TC could carry out these tasks. In summary I feel like TC is meeting her norms of develop ment in her gross motor skills as she carried out the tasks I set out for her to her full potential.TC Also shows that she is meeting her norms as she shows that she can Rides a trike, pushing it along with the feet as according to flood(2010) she should be doing this at the age of 2 Years also TC shows that she is meeting her norms as she shows that she can Steer a tricycle pushing along with feet. Personal learning: †¢ I learned whilst doing this observation that when you set out tasks for the children that they enjoy them more as they can learn through practice doing them. †¢ I also learned that at such a young age those children have good physical strength eg. TC could push the younger child around in the toy car †¢ I also learned that children at this age are aware of the dangers that can hurt them like when TC avoided the slide when going to the caterpillar Recommendations for T. CI Recommend that the creche do more outdoor activities with them so that TC can ke ep developing her norms. References: Flood, E. (2010). Child Development for students in Ireland . Dublin: Gill&macmillian Social development: flow chart- narrative Date:25/2/13 Time: 9:00-12:00 TC entered the creche and went straight over to the table to get toast and juice. TC sat down beside another child and said â€Å"hi† she then turned around to the adult and said â€Å"can I have some toast† The adult replyed â€Å"yes† and handed Tc some Toast. After her toast TC went over to the library counter and sat alongside another child and read a book. TC and the other child were reading the book aloud and swapping book after they had each book read.After the library counter TC went over to the home corner with two other children and pretending to cook them lunch at the kitchen asking â€Å"what would you like for lunch† TC then told the children that this is what her mammy uses to make her dinner. After this TC went over onto the mat and sang nursery rhy mes with all the other children and held hands when going around in the circle. TC then went back over to the table where she was going to have her break and asked the adult could she sit beside Lauren and luke. The adult said she could so she said beside them. TC then asked could she be the helper to give the children out there lunches and the adult let her. TC then went around giving all the children their lunches and talking to them.After Break TC went and got her coat on as she was going outside to do and outdoor activity TC stood in the line beside Lauren holding her hand singing â€Å"if your happy and you know it† song. TC then went outside with the other children and stood against the wall watching the adult demonstrating the activity. TC then got in a line behind the other children and waited her turn to do activity. After Activity was done TC went back inside as all the children were and went over and took a sit beside another child as they were making mother days c ards TC asked all the children † what colours they were using† after the activity as done it was TC home time so she got up of her chair and said â€Å"bye† to everyone and went to the door to go home. (see flow chart) Evaluation:In this observation we see that TC has progressed since the last time that she observed as she in now interacting with the children more. We see this when TC is sitting next to â€Å"Lauren and luke† and she is taking to them in the last social observation TC was mainly just joining in on what the group was doing she wasnt making her own conversation with the children. According to the Piaget a child at the age of 2 should â€Å"Initiate play activities† TC shows she can do this when she join in indoor and outdoor activities. Also according to Piaget a child at the age of two â€Å"Demonstrate personal preferences about toys, food, and activities† TC show she does this when she pretends to make food for the other chil dren.According to bowler a child at 2 should â€Å"2- 3 year olds love simple picture books with familiar things and simple stories. Read aloud to them and talk about the pictures† TC shows that she can do this when she reads the book at library corner. Summary: In this observation it shows that Tc has developed since the last time i observed her. Recommends: I would recommend that the creche workers keep getting TC involved in activity to make her interact even more with the other children. References: Bowler P and Linke P, â€Å"Your Child from One to Ten†. Australian Council for Educational Research, Melbourne, Vic. 1996. Piaget, J. , & Inhelder, B. (1973). Memory and intelligence. London: Routledge and Kegan Paul.

Tourism in Rotorua, New Zealand

I have chosen Rotorua because I think it is a very interesting and important place to New Zealand as a tourist destination and has many distinctive characteristics which include physical characteristics, beliefs, attitudes and what to do in Rotorua. These characteristics are represented in my initial thoughts which are geothermal activity, culture and attractions. I am Rotorua and I am one of New Zealand’s prime tourist destinations. I have many highlights that encourage tourists to come and visit me as a destination. Whether seeking to experience Maori culture, geothermal earth forces, spa rejuvenation, thrills and adventure, or any of the other natural assets such as 16 lakes, some of the world's best mountain biking trails, fantastic trout fishing and myriad forest walking tracks† (Kia Ora welcome to Rotorua, home of the world's highest rafted waterfall, n. d. ). I deliver it all! All of these fun filled and relaxing activities make me a unique destination. I represen t authenticity, energy, fun, culture and learning opportunities. I am home to natural energetic geothermal activity and this is my primary attraction. I have a distinctive smell of sulphur that lets my tourists know they have entered my exquisite boundaries. My key geothermal areas include spectacular geysers, remarkable mud pools and calming thermal pools that have attracted visitors to my region since the 1800’s (Houghton & Scott, 2000). You can experience my relaxing Wai Ora Spa which is the only mud bath complex with therapeutic water and geothermal mud in New Zealand. I have a striking natural landscape that attracts visitors, and it never disappoints. I have a lot of evidence that supports me being a vigorous volcanic region including hissing steam that comes from my roadside vents (Houghton & Scott, 2000). At my many thermal parks I have silica terraces and fumaroles that display striking colours such as red, pink, orange and green (Houghton & Scott, 2000). Some of my breath-taking thermal parks include Te Puia, Wai-o-tapu and Waimangu. Te Puia is known for the famous stunning Pohutu Geyser which erupts up to 20 times a day and reaches heights of over 30m. (Te Whakarewarewa Thermal Valley , n. . ). Wai-o-tapu is a distinctive volcanic area which has a natural bush setting. At Wai-o-tapu the Lady Knox geyser erupts at 10. 15am everyday with heights that reach up to 20metres (Lady Knox Geyser, 2010). The dynamic Waimangu Volcanic Valley has the world’s largest hot water spring and also has the inferno crater which has magical geyser action (Waimangu Volcanic Valley, n. d. ). Many of my tourists that visit Waimangu enjoy walk ing through the peaceful forest passing by mud pools, hot streams and looking down into geothermal craters. My geothermal activity is very important to my destination as it offers authenticity. I am also the homeland of the unique Maori culture that encompasses warmth, spirit and history. â€Å"As wealth and education attainment increase, culture becomes more important as a destination driver† (Yeoman, 2008). This is very important to me as culture is offers a lot to my destination. I comprise many wholesome opportunities to come face to face with Maori culture found in energizing performances and displays and by meeting my people from the Te Arawa tribe. The Te Arawa tribe has now lived on my land for over 600 years. Magical tribal stories relate to their settlement and the developments of their tribe. These are woven into poi, song and haka which are featured in cultural performances. The Te Arawa tribe have guided my visitors as far back as the 19th century when people used to come and visit the historic and unique pink and white terraces at Lake Rotomahana. These were known as the eighth wonder of the world because of the beauty of the natural sinter formations. The pink and white terraces were destroyed in the Mount Tarawera eruption in 1886 that killed 150 people (Mount Tarawera Explodes, 2009). Since the 1930’s the site has been excavated and now thousands of my tourists come and visit my momentous buried village. There are also many night time activities I offer to my tourists that can further their understanding and knowledge of Maori culture. Some of these include the welcoming Matariki, gracious Tamaki Tours and the impressive Te Puia. I also have a thriving arts and craft cultural community. Traditional Maori carving and weaving can be found throughout my gardens and public and private buildings. I also have a community of artists, craftspeople, performers and musicians. My major annual festival and art events include Opera in the Pa, Te Ihi Te Wehi that is a performing arts festival and the Magna Short Film Festivals that include drama and film exhibitions. (What’s On, 2006) These are just many of the breathtaking cultural experiences I can offer tourists as a destination. A key trend in my destination is the development and presentation of the Maori culture and its relevance to my country as a whole. The cultural capital of a destination is how consumers talk about a place (Yeoman, 2008). This is why many people are now coming to my destination as they want to extend their knowledge on Maori culture as it is very important and authentic to New Zealand as a country. My secondary attraction’s includes many fun filled activities. I offer a large range that suits many people from all over the world who seek different experiences. My largest secondary attraction is the Agrodome. It is a world famous and world-class agricultural theme park. Here you can take part in a number of activities such as the sheep show, aqua jetting, farm tours, the swoop, zorb, and various other activities. The sheep show attracts a large number of Asian tourists who enjoy a memorable authentic experience learning about farms and New Zealand history (Agroadventures, 2006). The zorb, swoop and aqua jet attracts those wanting thrill seeking experiences. This is key trend and it emphasizes how diverse my destination is by providing many different opportunities to partake in many unique experiences in one destination. Another one of my very popular attractions is the enjoyable skyline skyrides situated on Mt Ngongotaha. Here you can take in my magnificent views while enjoying a ride on a gondola, go on the luge, try the skyswing or simply dine at the Cableway Restaurant. Skyline skyrides is an amazing attraction that everybody enjoys and it showcases the beauty of my natural landscape. This is a key trend as my natural landscape and its beauty and uniqueness are present throughout my destination. For those who love the outdoors and nature I have two very popular wildlife parks, Paradise Valley Springs and Rainbow Springs Wildlife Park. At Paradise Valley Springs you can relax and take in the fresh air as you stroll through the park. I have various animals that my visitors can get close to including lions, deer, angora goats, donkeys and emus (Welcome to paradise, n. d). Also here at Paradise Valley Springs I have a freshwater spring called Te Waireks, also known as sweet water. You can drink this pure water straight and it is very cleansing. As a destination I believe I am very interesting, diverse and unique and have many characteristics that are appealing. These include both physical and cultural characteristics that offer a wide range of variety that suits everybody. I believe that I don’t disappoint and everybody should come and visit me. I am a very captivating destination that offers authenticity and beauty, while providing many different cultural and learning opportunities to my trusty visitors. I have chosen the logo, â€Å"Rotorua, I offer it all!!! †Ã¢â‚¬ . I have chosen this slogan because I think it is important to tourism branding as it shows how diverse Rotorua is and how many different experiences it offers.

buy custom Center for Disease Control and Prevention essay

buy custom Center for Disease Control and Prevention essay Introduction Center for Disease Control and Prevention has been given three fundamental functions. One of them is to offer protection by ensuring United States population is healthy and safe. The agency has the obligation to inform the citizens, health care organizations as well as the government bodies in order to help them make sound decisions when it comes to health matters. CDC partners with other department such as National Center on Birth Defects and Developmental Disabilities, National Center on Infectious Diseases and other non-governmental to promote health to the public. The agency is responsible in providing variety of health problems that are preventable and give information about them to the public. It has the role of pinpointing the infectious diseases and epidemics, diseases that are chronic and the effects of environment to peoples health. The other efforts that the agency are to prevent and reduce poisoning that comes from lead which causes heart diseases, cancer, diabetes as well as obesity. The agency is also mandated to inform the public about the causes and prevention of HIV/AIDS. CDC engages in regular health checks; investigate health complications and monitoring any outbreaks of infectious diseases (Harbin, 1994). It also conducts health research to assist in diseases prevention as well as develop and advocate for policies that protect and facilitate public health. The agency keeps on implementing strategies that are useful during prevention as well as promoting heath behaviors that help in disease control. Apart from strategies and policies, CDC supports lives of people in order to have that spiritual perspective of their lives and offer them counseling that help people to deal with stress and adopt a heather lifestyle. Some of the most emphasized behaviors are the issues that would help to surmount obesity an d discipline in the eating habits as well as keeping away from promiscuity. Live a healthy lifestyle There are only two things in our lives that we will never avoid. One of them is growing old and the other is dying. Thus the way we spend our lives really matters. Our way of living definitely dictates our lifestyles and therefore we should know about learn to have that healthy lifestyle. This is not only to prolong our years but also prevent diseases. The kinds of food that people eat and the influence from media have great significance in our lifestyle. These foods normally have enormous significance in our health as well as influencing our lifespan. To have a healthy life try and do exercise for about thirty minutes in a day, eat lots of fruits, maintan a healthy weight and avoid sugary foods. The sugary foods may put one into the danger of becoming unhealthy as it contributes to our weight gain. Tne is also advice to avoid fatty foods since they are the main roots of obesity and heart diseases due high level of cholesterol. Smoking should be avoided as well because of it repercussions. This will not only give one a good healthy life style but also keep away from danger of getting lung cancer. Long television watching should be avoided too (Gray, 2009). The TV has advertisements of junk foods which can leave your mouth watery and in the next minute one is on the shop to purchase the product. The long sittings to watch TV denies one a chance to exercise thus one gains unnecessary weight and definitely become obese. Those are just a few but powerful tips to have a healthy life style. Immunity and child hood disease Immunity is that defense that protects our bodies from pathogens that may cause infections. The immune system of our body attacks these pathogens and other substances that cause diseases. The system is a series of network formed by the body cells, tissues and body organs (Gray, 2009). The three work as a team to protect our bodies from being invaded by diseases. White blood cells or scientifically know as leukocytes are of two fundamental types that work together to kill organisms or substances that cause diseases. The production of white blood cells is in many parts of our bodies for instance the spleen, thymus and in the born marrows. The leukocytes move around the body through the organs and lymphatic vessels as well as in the blood vessels. This kind of coordination makes the immune system to be capable of monitoring the harmful pathogens. The childhood diseases are those diseases that attack children mostly when they are below the age of five. Some of them include the smallpox, Homophiles influenza, paralytic polio, Diphtheria just to name a few. CDC conducted a research to analyze Haemophilius influenza (Hi) in 1994 and 1995 to get the description of Hi invasion to citizens of United States. The research showed that 376 out of 669 children under analysis tested positive for Hi. This was a fifty-six percent representation of all the children under the age of four years who were subjected to the research. The research revealed that the children under five months or below who had Hi recorded the highest aggregate per year. The children who had the age of six to eleven moths recorded the second highest. 181 children with Hi infection, 87 of them representing forty-seven percent were a bit young to have completed the required series of immunization. 83 off those who had been vaccinated and their status known 52 of them were not vaccinated properly and therefore, they had Hi. The remaining thirty-one representing thirty-seven percent had completed the series of taking primary vaccine but it had failed. It is after this research that lead to the introduction of Hid conjugate vaccines. The conjugate vaccine was first given to those children of fifteen months and above but later introduced to those of two months. The main goal of CDC was on Childhood Immunization Initiative which was aimed at eradicating the invasive Hid that caused diseases and deaths among the children of four years and below. Summary of the case study From the case study, we have leant that Edward Jenner was the one who determined that the cowpox virus gave immunity to smallpox. The move was a great breakthrough in medical and gave hope to many lives. We have also seen that in 1980, WHO declared the smallpox no longer a threat to human beings and therefore eradicated. Diphtheria and paralytic polio caused so many childrens deaths in the 19th century but today they are rarely seen. The case study has also helped to learn that Asia and Africa are two regions in the world where the diseases still exist due to inability to afford extensive vaccines. It is therefore important to give proper patient education to parents on childhood immunizations because parents would be educated more concerning every vaccine and its significant role it plays in the childs health. The education will also ensure that the parents to understand the symptoms, occurrence and the risk of the diseases immunized (Harbin, 1994). The parents will as well know the type of products used in immunization process, the accrued merits and side effects of immunization drugs. In addition the parent will not only know the flow up required but also the contributions of the immunization to the community. The education will also help the parent to understand the proper guidelines required when it comes to the feeding of the infant in order for it to cope up with immunization drug. Conclusion The essay has been able to inform us about CDC and its functions in the effort of controlling and preventing infectious diseases. The importance of immunization has also been discussed giving example to some of the infectious diseases that attack children in their early age. The case study has as well helped to learn more about disease that were considered dangerous but nowadays they are no longer a threat to human life. The importance of proper patient education to parents on childhood immunization has as well been demonstrated. Buy custom Center for Disease Control and Prevention essay

A Brief History of International Womens Day

A Brief History of International Womens Day The purpose of  International Womens Day is to bring attention to the social, political, economic, and cultural issues that women face, and to advocate for the advance of women within all those areas. As the organizers of the celebration state,  Through purposeful collaboration, we can help women advance and unleash the limitless potential offered to economies the world over. The day is often also used to recognize women whove made significant contributions to the advancement of their gender. International Womens Day was first celebrated on March 19 (not the later March 8), 1911. A million women and men rallied in support of womens rights on that first International Womens Day. The idea of an International Womens Day was inspired by Americas National Womens Day, February 28, 1909, declared by the Socialist Party of America. The next year, the Socialist International met in Denmark and delegates approved the idea of an International Womens Day. And so the next year, the first International Womens Day - or as it was first called, International Working Womens Day - was celebrated with rallies in Denmark, Germany, Switzerland, and Austria. Celebrations often included marches and other demonstrations. Not even a week after the first International Womens Day, the Triangle Shirtwaist Factory Fire killed 146, mostly young immigrant women, in New York City. That incident inspired many changes in industrial working conditions, and the memory of those who died has been often invoked as part of International Womens Days from that point on. Especially in the early years, International Womens Day was connected with working womens rights. Beyond That First International Womens Day The first Russian observance of International Womens Day was in February 1913. In 1914, with World War I erupting, March 8 was a day of rallies of women against war, or women expressing international solidarity at that time of war. In 1917, on February 23 - March 8 on the Western calendar - Russian women organized a strike, a key beginning of events resulting in the czar being toppled. The holiday was especially popular for many years in Eastern Europe and the Soviet Union. Gradually, it became more of a truly international celebration. The United Nations celebrated International Womens Year in 1975, and in 1977, the United Nations officially got behind the annual honoring of womens rights known as International Womens Day, a day to reflect on progress made, to call for change and to celebrate acts of courage and determination by ordinary women who have played an extraordinary role in the history of womens rights. In 2011, the 100th anniversary of International Womens Day resulted in many celebrations around the world, and more than usual attention to International Womens Day. In 2017 in the United States, many women celebrated International Womens Day by taking the day off, as a Day Without Women. Entire school systems closed (women are still about 75% of public school teachers) in some cities. Those who were unable to take the day off wore red to honor the spirit of the strike. Quotes Suitable for International Womens Day Gloria Steinemâ€Å"Feminism has never been about getting a job for one woman. Its about making life more fair for women everywhere. Its not about a piece of the existing pie; there are too many of us for that. Its about baking a new pie.† Robert Burnsâ€Å"While Europes eye is fixd on mighty things,The fate of empires and the fall of kings;While quacks of State must each produce his plan,And even children lisp the Rights of Man;Amid this mighty fuss just let me mention,The Rights of Woman merit some attention.† Mona Eltahawyâ€Å"Misogyny has not been completely wiped out anywhere. Rather, it resides on a spectrum, and our best hope for eradicating it globally is for each of us to expose and to fight against local versions of it, in the understanding that by doing so we advance the global struggle.† Audre Lordeâ€Å"I am not free while any woman is unfree, even when her shackles are very different from my own.† Variously AttributedWell behaved women rarely make history.

Opportunistic Microbial Infections Essay Example | Topics and Well Written Essays - 1000 words

Opportunistic Microbial Infections - Essay Example Opportunistic Infections Immmunocompromised patients are vulnerable to opportunistic infections caused by organisms of lower pathogenecity, besides being also susceptible to primary pathogens causing disease among immunocompetent hosts resistant to opportunistic infections. â€Å"Many opportunistic infections arise from the individual’s own flora or local environment†2, at or near the microbes’ normal sites of colonization. Hence, some normal flora species are associated with particular opportunistic infections. For example, Bacteroides fragilis is associated with abdominal infections, Staphylococcus epidermidis with catheter infections, and Escherichia coli with urinary tract infections3. Bacterial Opportunistic Infection Staphylococcus aureus causes the greatest number of pyodermas and soft tissue infections. It is not one of the cutaneous resident flora, however â€Å"it colonizes the anterior nares in up to 25% of healthy individuals at any one time and more than 50% of chronically ill individuals†4. ... Once established in the skin, S. aureus invades more deeply into the soft tissue resulting in erysipelas or horizontal spread in lymphatics, and cellulitis or vertical spread into subcutaneous fat. Further, â€Å"S. aureus is the most common cause of wound infections†5. Risk factors for surgical wound infections include host factors such as immune status, diabetes mellitus; surgical factors such as foreign body use and disruption of tissue perfusion accompanying surgical procedure; and staphylococcal factors such as substances that mediate tissue adherence and invasion, or that facilitate staphylococci surviving host defenses and antibiotics in tissues, and antimicrobial prophylaxis. Bacteremia can lead to deposition of S. aureus in the skin, resulting in â€Å"petechiae, hemorrhages, subcutaneous nodules, soft tissue infections, and pyomyositis†6. Parasitic Opportunistic Infection Some chronic parasitic infections that are reactivated in immunocomprised patients includ e those caused by Strongyloides stercoralis. Weakened cell-mediated immunity in pregnancy, during chemotherapy with corticosteroids, and in organ transplantation, may enable reactivation of toxoplasmosis and congenital infection7. Further, â€Å"S. stercoralis is able to cause autoinfection giving rise to chronic infestations in the immunocompetent†8. Strongyloides stercoralis is an intestinal parasite, and causes strongyloidiasis. The parasite uniquely carries out its entire life cycle within the human body. Hence, in immunocompromised patients, â€Å"strongyloidiasis can lead to a hyper infection syndrome with high morbidity and mortality due to the accelerated endogenous autoinfection†9. Strongyloidiasis that

Interpersonal Communication Essay Example | Topics and Well Written Essays - 1500 words

Interpersonal Communication - Essay Example First, I am very opinionated. I do not necessarily have an opinion on every issue, but when I set my opinion on a certain issue, it is most probably because I evaluated the idea carefully and thoroughly. I have always thought that being such, I have the right to force my opinion on other people. I am usually like this with my friends, or those who are around my age bracket. I have no bad intentions in doing so. Usually, I become forceful in talks when I feel like I am doing the other person a favor by correcting his or her mistake. I usually put their opinion on the hot seat, and then point out the areas why that opinion is a mistake. I do it in a matter-of-fact manner that I usually do not care if the other person is getting offended or hurt. I notice that the other person will usually just say yes to me to close the topic, or keep quiet until he or she finds an opportunity to change the subject. Second, I have always believed that when I am right, I need to prove it. Sometimes, I go to lengths such as dissecting the issue just to show the other person that I was right. I do not have an issue in admitting that I am wrong if I am wrong, that is probably why I expect other people to be the same. I usually do this with my parents, especially when I feel that they underestimate my ideas just because I am younger and have lesser experiences than they have.I do not feel, however, like scoring points. ... I do not feel, however, like scoring points. I just want them to realize that there are times when I am right too. However, such conversations would end up either heatedly or with me being forced to shut up, which I do not appreciate. This would make me put a double effort in proving that I am right (usually by bringing up past conversations or arguments) when the next opportunity comes. Third, despite being opinionated and having strong character, I am a very happy person to be with. However, I seem to be very direct, or my sense of humor sometimes offends others who are a bit sensitive. For me, it is usually to break the ice or to encourage a cheerful mood when it gets awkward or dull. I always make it a point to be politically correct, but others still see my sense of humor as insensitive sometimes. While my upbeat personality may draw people to me and make them generally happy to be with me, I want to change some of my communication styles because I do not like offending or hurti ng people unnecessarily, even if they had been unintentional. Research on Self-Analysis of Communication Styles I have recently noticed how easy it is for my conversations with people who are close to me to go around in circles. What starts as a normal conversation would lead to an argument. Looking back to all those times, a big percentage of those arguments were due to trivial matters. I figured out it must have something to do with my communication styles. I remember a famous line that says, â€Å"It is not what you say, but how you say it.† This is the major point of my research regarding interpersonal communication. I believe that what is flawed is not my intention nor my message, but how I express my thoughts. As I have earlier mentioned, I

ACCRUAL ACCOUNTING CONCEPTS Essay Example | Topics and Well Written Essays - 500 words

ACCRUAL ACCOUNTING CONCEPTS - Essay Example Moreover, the tax expense figure provided in the consolidated income statement was $10.704mn. (a) The author of the journal article performed a statistical method which involved recalculation of earnings per share after reviewing 489,000 quarterly reports of 22,000 companies. They recalculated EPS to 1/10 of a cent instead of keeping it in penny. By doing so they found out that the occurrence of the three digits including 2, 3, or 4 in this format was significantly low as compared to other digits which raised doubts as each of these digits should have appeared 10% of the time (Thurm, 2010). (c) It has been indicated that adjustments are made to valuation of inventory or they are done in the form of assessment by the companies regarding the proportion of accounts receivables which they expect not to collect and therefore is recorded as bad debts. These are examples of ways in which companies can report higher earnings. It could therefore be stated that these adjustments are subjective to the assessment and consideration of factors by companies and those who are analyzing the accounts. However, if reasonable basis for justifying these estimates are made by companies then such steps are not considered illegal. (d) When companies are required to prepare earnings restatement reports when their previous published financial statements are found to contain errors, omissions, or misstatements. From the article it could be indicated that the authors of the article through their methods found that those companies were informed to restate their earnings or were alleged for accounting violations which had low number of occurrence of digit 4 in the 1/10th place. Such companies could therefore be considered as the ones which are involved in rounding off their earnings figure. (e) From the article it can be understood that the authors are of the view that even a single penny difference in the reported EPS can have impact on the

Green Growth And Developing Countries Economics Essay

Green Growth And Developing Countries Economics Essay This scoping report is to discuss different models of partnership between donors and businesses. By partnership, we refer to an arrangement whereby an individual business (or small group of businesses) works with one or more donors in a joint project or programme to deliver a specific outcome. Alternatively, it could include facilities which are set up to facilitate a number of partnerships between business and donors such as the Business Innovation Facility, or Challenge Fund approaches, or the Business Call to Action. This particular component of the wider scoping output focuses on describing and discussing partnership approaches which have been developed between (multilateral or bilateral) donor agencies and individual businesses, or overarching facilities designed to develop those kinds of partnerships with the specific objective of promoting green or low-carbon investment or innovation by business. We have visited partnerships established in a range of different relevant sectors, including agriculture, energy (inc. energy generation and energy efficiency), forest, disaster reduction, water supply (inc. sanitation), recycling/waste management, green buildings construction, transportation, heavy industry and manufacturing, and some cross-sector issues. The review provides a long list of case studies (attached to this report), drawn from developing countries around the world, showcasing different partnerships adopted between business and donors. In this report, after a brief introduction to the concept of green growth and its relationship with developing countries; as well as a description of the conventional contributions from donors and businesses in a partnership, a framework or typology will be developed to categorise the different types of partnerships. It will go on to analyse and compare primarily their pros and cons, and their potential value and suitability for different development purposes. Green growth and developing countries The most serious problems facing the world today water and food supply crises, extreme volatility in energy and food prices, rising greenhouse gas emissions, severe income disparity and chronic fiscal imbalances either stem from environmental mismanagement or inequality, both. Aside from the chronic fiscal imbalances that mostly concern the developed economies, developing countries are the most vulnerable to all of these risks. The key question if whether (and how) environmental goals can be reconciled with growth and poverty reduction in the developing world. The concept of green growth offers real opportunities for more inclusive growth in developing countries while protecting the environment. Developing countries are the key to achieving global green growth. Although today most developing countries contribute only minor shares to global greenhouse gas (GHG) emissions, their emissions will increase if they follow the same path to economic growth as developed countries have followed. Increasingly developing countries are becoming sources of global economic growth, but accompanied by growing emissions and more intensive use of natural resources. The potential economic and social impacts of environmental degradation are particularly serious for developing countries given their dependence on natural resources for economic growth and their vulnerability to energy, food, water scarcity, climate change and extreme weather risks. All these factors are challenging their ability to develop. Developing countries have the greatest opportunities for capitalising on the synergies between environmental and economic sustainability. A green growth approach is the chance for emerging and developing economies to leapfrog unsustainable and wasteful production and consumption patterns. They can still factor environmental issues into their infrastructure investment decisions and can further develop agriculture and other natural resources in a way that improves livelihoods, creates jobs, and reduces poverty. They are less constrained than developed countries, which are now locked into investment choices and sunk capital from previous decades. Adequate financing and capacity would offer developing economies the opportunity to lay down the infrastructure and networks needed to support a sustainable development path. Collaborations between developed and developing countries are essential in efforts to move towards global green growth. But there is no one-size-fits-all prescription for implementing a green growth strategy. National development strategies must be based on each countrys strengths, bottlenecks and constraints. Developed, emerging and developing countries will face different challenges and opportunities in greening growth, as will countries with differing economic and political circumstances. (OECD, 2012) What is green growth and why it is important for developing countries If the world continues a business as usual approach to meeting the rising global demand for food, energy and infrastructure, the world will exceed its ecological carrying capacity. Volatile commodity prices, uncontrollable pollution, severe damage to human health, and irreversible loss of biodiversity systems will be the consequences of these business-as-usual investment decisions. The concept of green growth reframes the conventional growth model and re-assesses many of the investment decisions in meeting energy, agriculture, water and the resource demands of economic growth. The OECD defines green growth as a means to foster economic growth and development while ensuring that natural assets continue to provide the resources and environmental services on which our well-being relies. In this concept, natural capital plays a significant role in ensuring that production and welfare gains are reaped. (OECD, 2012) Some elements of a green growth path to development The overarching goal of green growth is to establish incentives or institutions that increase well-being by: improving resource management so as to boost productivity; encouraging economic activity to take place where it is of best advantage to society over the long-term; finding new ways of meeting the above two objectives, i.e. innovation; Recognising the full value of natural capital as a factor of production along with other commodities and services. Greening the growth path of an economy depends on its policy and institutional settings, level of development, resource endowments and particular environmental pressure points. Policy action requires looking across a very wide range of policies, not just traditionally green policies. Matching green growth policies and poverty reduction objectives will be important for adapting this framework to emerging and developing countries. There are important complementarities between green growth and poverty reduction, which can help to drive progress towards achieving the Millennium Development Goals (MDGs). These include: more efficient water, energy and transport infrastructure; alleviating poor health associated with environmental degradation; and introducing efficient technologies that can reduce costs and increase productivity, while easing environmental pressure. Given the centrality of natural assets in low income countries, green growth policies can reduce vulnerability to environmental risks and increase the livelihood security of the poor. Source: Based on OECD (2011b), Towards Green Growth A summary for policy makers, OECD, Paris. Green growth and sustainable development Sustainable development provides an important context for green growth. Green growth has not been conceived as a replacement for sustainable development, but rather should be considered as a means to achieve it. It is narrower in scope, entailing an operational policy agenda that can help achieve concrete, measurable progress at the interface of the economy and the environment. It provides a strong focus on fostering the necessary conditions for innovation, investment and competition that can give rise to new sources of economic growth, consistent with resilient ecosystems. Green growth strategies need to pay specific attention to many of the social issues and equity concerns that can arise as a direct result of greening the economy both at the national and international level. To achieve this they should be implemented in parallel with initiatives centring on the broader social pillar of sustainable development. The goal for many developing economies is to achieve diversified and sustainable growth over time, which leads to poverty reduction, increased well-being and major improvements in the quality of life of its citizens. This is achieved by taking into account the full value of natural capital and recognising its essential role in economic growth. A green growth model promotes a cost-effective and resource efficient way of guiding sustainable production and consumption choices. Put simply, green growth will help developing countries to achieve sustainable development. (OECD, 2012) Green growth benefits for developing countries Many developing countries face different and more difficult policy choices than developed countries in defining and implementing green growth strategies. Choosing not to bring more land under cultivation because of the high environmental costs will be difficult for a country with high levels of rural poverty. Though, options for increasing the productivity of existing cultivated land should be explored. Evidently, systems to pay poor countries for ecosystem services and increase the economic and welfare benefit accruing to them and their citizens from maintaining environmental assets will be critical for the political feasibility of green growth strategies. Emerging evidence has reiterated that green growth activities can offer both short term and longer term benefits and opportunities to developing countries. Payment for ecosystems services in Costa Rica, sustainable natural resource extraction in Azerbaijan, social enterprise to promote organic waste treatment in Bangladesh have de monstrated the economic opportunities from investing in natural resources and promoting sectoral sustainability. In the short run, green growth policies are most likely to deliver local benefits in improved environmental management through sustainable waste treatment, better access to water and energy and more desirable health outcomes from controlled pollution. However, these short run benefits should be examined against the immediate costs of identified policies. Phasing out fossil fuel subsidies will trigger higher energy price which will burden both consumers and producers; air pollution controls will affect competitiveness and the prospects of specific sectors, potentially threatening jobs; providing fewer incentives for agricultural fertiliser usage to boost soil productivity and promote sustainable agriculture could decrease the income of many small-scale poor farmers. There are certainly trade-offs in the policy implications although the scale varies according to the nature of the economy and the implementation of the green growth measures. In many cases the poor are potential losers as a result of shifting to green growth. In some cases, powerful actors, including political parties, unions, and the private sector face disadvantages from shifting away from their countrys current development plan. Hence, the short-term benefits can become more visible if appropriate and targeted social complementary policies are implemented hand in hand with green growth measures. In the longer run, the recognised infrastructure deficits to support economic activities are considerable, but there is potential for technology leapfrogging and climate-resilient implementation. Severe shortages of electricity supply and high urbanisation rates demand more efficient energy and public transportation systems in cities. There may be potential job creation, for instance, through sustainable management of natural resources which could on one hand release the tension of urban migration given most of these opportunities are available in rural areas; on the other hand to preserve local livelihoods from environmental impacts, in particular of climate change. (OECD, 2012) Green growth: what can it bring developing countries? Economic benefits Increased GDP production of green goods and services Increased revenue from pricing ecosystem services (or their reduction prevented) Economic diversification, i.e. improved management of economic risks and reduced vulnerability Innovation, access and uptake of green technologies, i.e. improved market confidence Environmental benefits Increased productivity and efficiency of natural resource use Natural capital used within ecological limits Reduced adverse environmental impact and improved natural hazard/risk management Social benefits Increased livelihood opportunities, income and/or quality of life, notably of the poor Decent jobs that benefit poor people created and sustained Enhanced social, human and knowledge capital Reduced inequality