Markting Assignment Example | Topics and Well Written Essays - 1250 words

Markting - Assignment Example The user can choose to set the calorie alarm of the device to a specific level of his or her choice. For example, if the user is on a 180 calorie diet per meal, the user can set the calorie alarm to 180 calories. Once the user will reach or exceed his or her desired calorie level, the alarm will activate and the device will display the total amount of calories the user has taken. Before the user starts his or her meal, the user has to press the start button to activate the calorie intake meter. After the user has finished the meal, the user then has to press the stop button to end the calorie intake count. When the stop button has been pressed, the data (amount of calories taken) will then be automatically saved along with the date and time (to indicate if the meal is breakfast, lunch, snacks or dinner) into the memory card of the device. Once the data has been saved, the user then can upload the data to the computer so that he or she can keep track of his or her calorie intake. Just like any ordinary watch, the device has time, calendar and stopwatch features, as well as the ability to switch the display with a press of a button. During my research I found products that are similar to the calorie intake counter. This similar product is called calorie counter watch. The difference between the said products is that the calorie counter watch measures the amount of calories burned by the user through the help of a pedometer which is installed in the device. A pedometer is a device that measures the distance a person travels on foot by responding to the motion of the body. In the case of the calorie counter watch, the pedometer measures the steps and the calories burned through the swinging of the arm. While the calorie intake counter watch as stated above, measures the amount of calories the user has taken through a special device called calorie intake meter. The calorie intake counter watch is a good instrument for people who want to maintain, gain or

Ordering System Essay Example for Free

Ordering System Essay Introduction In recent years, technology is evolving rapidly. The use of computers is mostly needed for business day-to-day operations, evidently in most institutions like grocery stores. Grocery stores are familiar to most people and located throughout the country, although their sizes and range of goods and services often vary. Stores in the grocery store industry primarily sell a range of food items, but may also sell some nonfood goods. Most grocery store employees work in a clean, well-lighted, and climate-controlled environment. However, work at times can become hectic, and dealing with customers can be stressful with the use of manual process. In this study, we want to develop a new system for Jewel and Nickel Grocery Store Order System that will help them to minimize the time in taking the orders of their costumers, minimize the time in computing the total amount of each transactions, and to lessen the errors and problems in taking the costumers order for more efficient and time effective process. JEWEL AND NICKEL GROCERY STORE starts in 1990 with a capital of one thousand pesos only. The owner starts their grocery store on their own. The name of the store comes from the owner`s siblings Jewel their son and Nickel their daughter. Jewel and Nickel Store is located at PritilBinangonan Rizal and they are open at eight in the morning until six in the evening. After 22 years of selling quality goods, their store is now much bigger and now they have their own passenger boat and a lotto outlet. MISSION †¢To sell quality goods and to earn at least 3% profit. VISSION †¢To satisfy their costumer and to make sure that our goods are all in good quality.

The Battle of Vimy Ridge: A Symbol of Canadian National Pride & Awarene

The years since the Battle of Vimy Ridge may have passed quickly, but the legacy of the Canadians whose accomplishments were great in that pivotal First World War battle lives on. Many people claim to this day that Canada came of age as a country on those hard April days in 1917. At first, through the meticulous planning of the battle, the world saw a nation capable of working together and making decisions as a team. Afterwards, with the range of technical and tactical innovations involved in the attack, the world saw a strong nation unafraid to protect and defend. In the end, through great sacrifice the world bore witness to the birth of the Canadian legacy. To conclude that the nation was born on April 9th 1917, on the Artois plains is to deny over three centuries of history during which the ancestors of millions of Canadians devoted their lives to building the country. This is why the Battle of Vimy Ridge wasn’t the birth of Canada itself, but the birth of our legacy- the à ¢â‚¬Ëœtrue’ origin of our nation. Planning is one of the, if not the most, important element of war. This is why the hard-work Canadian military forces put into planning for the attack on Vimy Ridge earned the nation much deserved respect in the eyes of other countries around the world. Germany captured Vimy Ridge early in the war and made it into a strong defensive position, consisting of a huge system of tunnels and trenches manned by soldiers with machine guns and artillery pieces. Previous Allied attacks on Vimy Ridge in 1914 and 1915 had cost the British and French hundreds of thousands of casualties and had been mostly unsuccessful.The planning and preparations for the attack were extensive, and time consuming. The Canadians were trained rigorously. Models of... ...eterans Affairs Canada. http://www.veterans.gc.ca/eng/remembrance/memorials/overseas/first-world-war/france/vimy/battle (accessed April 4, 2014). Canadian War Museum. "The Battle of Vimy Ridge, 9-12 April 1917." WarMuseum.ca. http://www.warmuseum.ca/cwm/exhibitions/vimy/index_e.shtml (accessed April 2, 2014). "The Nationalism Project: Ernest Renan Defining the Nation." The Nationalism Project. http://www.nationalismproject.org/what/renan.htm (accessed April 4, 2014). "Vimy Ridge." Library and Archives Canada. http://www.collectionscanada.gc.ca/first-world-war/interviews/025015-1200-e.html#a.essay (accessed April 4, 2014). "Vimy Ridge." The Canadian Encyclopedia. http://www.thecanadianencyclopedia.com/en/article/vimy-ridge/ (accessed April 3, 2014). "firstworldwar.com." First World War. http://www.firstworldwar.com/battles/vimyridge.htm (accessed April 4, 2014).

Domestic violence

Article Critique My article Is about the NFG football player Ray Rice who was caught on video surveillance beating up his fiancà ©Ã‚ ©e viscously until she fell unconscious. In the article it explains that sadly, the NFG has dealt with many domestic violence cases Just as bad as this one. In the criminal case, he can avoid prosecution and a criminal record by completing the pre-trial intervention program. Most people who do such an offence wouldn't be given this option to do instead.Many people believe that since he is professional athlete, he is able to go around the justice system in favor for himself. â€Å"Joana Rice has been supportive of her husband and criticized his indefinite suspension by the NFG†. I chose this quote because I found it very shocking that his fiancà ©Ã‚ ©e that was beaten up by Ray Rice is defending him and accusing the media for getting into their private lives. She is probably doing this out of fear from him.This relates to our Families In Canada class because It shows us what an abusive legislations Is and how the man thinks he Is more dominant then the woman. The mall reason why I chose this article was that It shocked me that his flan ©e was defending him after the incident and said the media should leave them alone. I also chose it because I know this is a regular issue in professional sports. Incidents like this happen a couple times a year and mainly in the NFG. To conclude this article teaches me that this is a bad example for information for parents and families.Class Question: Why do you think Ray Rice's fiancà ©Ã‚ ©e defended him after an incident like this? By: Matthew Tomato's RAY RICE By animators My article is about the NFG football player Ray Rice who was caught on video he is professional athlete, he is able to go around the Justice system in favor for relates to our Families in Canada class because it shows us what an abusive relationship is and how the man thinks he is more dominant then the woman. The m ain reason why I chose this article was that it shocked me that his fiancà ©Ã‚ ©e was Domestic Violence â€Å"A violence that occurs between partners in an intimate relationship such as marriage, or cohabitation – to live together as husband and wife, usually without legal or religious sanction. † That's how dictionary. com describes spousal abuse. But to me, spousal abuse is when one person in a marriage sanctified relationship verbally, mentally, emotionally, or physically abuses the other person in the relationship. Many people view domestic violence as only happening to specific races, ethnicities, class, education level or age of the abuser but, surprising to many, it occurs in all social economic, religious, and cultural groups.And it can be the most damaging thing a man or woman could ever go through. In the US, a woman is beaten or assaulted every 9 seconds. At least one in every three women has been beaten, coerced into sex or otherwise abused during her lifetime all around the world. Most often, the abuser is a member of her own family. Domestic violence is the leading cause of injury to women – more than car accidents, muggings, and rapes combined. Studies suggest that up to 10 million children witness some form of domestic abuse annually.Nearly 1 in 5 teenage girls who have been in a relationship said a boyfriend threatened violence or self-harm if presented with a breakup. Every day in the US, more than three women are murdered by their husbands or boyfriends. 92% of women surveyed listed reducing domestic violence and sexual assaults as their top concern. Domestic violence victims lose nearly 8 million days of paid work per year in the US alone – the equivalent of 32,000 full-time jobs.Based on reports from 10 countries, between 55% and 95% of women who had been physically abused by their partners had never contacted non-governmental organizations, shelters, or the police for help. The costs of intimate partner violence in the US alone exceed $5. 8 billion per year: $4. 1 billion are for direct medical and health care ser vices, while productivity losses amount for nearly $1. 8 billion. Men who as children witnessed their parents' domestic violence were twice more likely to abuse their own wives than sons of nonviolent. He always apologized, and sometimes he would even cry because of the bruises he'd made on her arms or legs or her back. He would say that he hated what he'd done, but in the next breath tell her she'd deserved it. That if she'd been more careful, it wouldn't have happened. That if she'd been paying attention or hadn't been so stupid, he wouldn't have lost his temper. † -Nicholas Sparks, Safe Haven. When people think of abuse, they always seem to ask the question: â€Å"Why don't you just leave? ,† â€Å"Why did you stay so long in the first place? ,† â€Å"How could you love someone who did something like that to you? But it's not always that easy. A woman I know very well and am extremely close with was once affected by spousal abuse and she will be the first per son to say leaving was not only the hardest thing she's ever done, but the scariest and most complicated. This woman was beaten numerous times by a husband that â€Å"loved her. † â€Å"At first it wasn't so bad,† she recalls. â€Å"He wasn't always mean. And when he was being nice, I couldn't even remember the times he was being mean. † Abuse is a cycle. It can start out being once a year, once a month, and escalate to being numerous times a day.Abuse works sort of like the cycle of precipitation. When the sun heats up the body of water, it's like the man getting angry. As the water evaporates and rises into the air, it's like the yelling, name calling, emotional aspect of abuse is construed. As the water cools and condenses to become droplets, which form clouds, is when the pushing and the shoving and the slight hitting begin. When the water condenses and falls to the ground as rain or snow, is when the beating begins: the punching, the kicking, the mauling. A nd as the rain collects, is when apologizes and/or crying begins. The worst time was when we beat me so bad I couldn't open my eyes for a week,† my friends confines to me. â€Å"Once he got mad and punched me so hard he cracked my rib. † â€Å"He later got mad and kicked me out of the bed which surfaces the continuation of the breaking of the rib. † â€Å"He would lock my in the basement for hours just because he got mad. † â€Å"He would rip apart my clothes and take a hammer to all the jewelry I owned that wasn't on my body. † â€Å"He cheated on me. † â€Å"He undermined me, called me names, talked to me so bad I thought I was a monster. I would look in the mirror once a day just to brush my hair and put on my makeup. Now, as you read this I know you've asked yourself that universal question: â€Å"Why didn't you just leave? Why'd you let it get so bad? † But think when you were threatened weekly that he would not only kill you, bu t your family, and take your kids, leaving would probably be the last thing on your mind. â€Å"Why didn't you call the cops? † Well, when you wanted nothing more than to pretend that nothing was happening and everything was okay and you were normal just like everyone else, getting law enforcement involved and creating drama was the absolute last thing you wanted.But she did finally get the courage to leave when she thought of her oldest son, and how he'd be starting school soon. How could you send a child to school with them witnessing his mother getting beaten and him be able to actually lead a normal life? And believe me this not something that just happened out of the blue. It was an extraneous plan to get out without him hurting her, her family, and most importantly, their two sons. The story I'll never forget though, is months after she left, going back to pick up her son from the father's supervised visitation, he tried to kill her.Just thinking of this story sends chi lls down my spine and brings tears to my eyes. Their son had an event at Sunday school he was dying to go to, and he could only under one condition†¦ She had to go pick him up by herself. Thinking back upon this, she realizes what a stupid decision she made but at the time, she was focused on her the wants of her child. As she arrived at his house, she approached the door, having a gut feeling that something was really wrong but she suffaced the feeling and went inside to get her boy.Upon departure, the man that had formerly beaten her asked if he could walk her to the car. This was weird because he never asked for permission, but she just shrugged it off and agreed to it, which would prove later to be the worst decision of her life. As she reached over to buckle in her oldest son, she felt the hair on the back of her neck stand up, she knew something horrendous was momentarily about to happen. She turned around to her former husband, the former love of her life, blatantly stab bing her repeatedly in the chest with the sheer intention to murder her.As she sat there pressing against the steering wheel as hard as she could, her two children screaming bloody murder, this man, who â€Å"loved this woman more than that anything on the planet,† jabbed a knife into her chest twelve different times. If it hadn't been the man's mother running outside to see what all the commotion was about, this woman probably won't be here today. The woman is strongest, most courageous, most beautiful woman I know. She is my role model. She was dealt the worst card a life could of been dealt and struggled through it and is now one of the most happy women on the planet.This woman has been there for me through thick and thin. She is a pinochle of strength. She is the prime example that abuse could most possibly be the worst thing on this planet, but you can get through and even though at the time it make seem like it, it's not the end of the world. Just remember next you hear a story of abuse and think, â€Å"Why didn't they just leave? ,† think back to this woman story. See her struggles and difficulties. See how hard it was to escape. Next, time don't just judge the book by the cover. Open it up and read a few pages first. Abuse is an extremely serious thing that shouldn't be ignored.I know I sound like one of those commercials telling to call someone, let someone know it's happening to you. But it's the truth. The sooner you come out to someone about it, the closer you are to getting the courage to leave once and for all. Remember, it's not going to be an easy process but, in life, you have to work for the things you truly want and are truly important to you. And remember, you're not the only one. This happens to women all over the world. You're not alone, take a stand. By: Chelsea Fenwick 3rd Period * Statistics and facts taken from http://domesticviolencestatistics. org/domestic-violence-statistics/ Domestic violence Article Critique My article Is about the NFG football player Ray Rice who was caught on video surveillance beating up his fiancà ©Ã‚ ©e viscously until she fell unconscious. In the article it explains that sadly, the NFG has dealt with many domestic violence cases Just as bad as this one. In the criminal case, he can avoid prosecution and a criminal record by completing the pre-trial intervention program. Most people who do such an offence wouldn't be given this option to do instead.Many people believe that since he is professional athlete, he is able to go around the justice system in favor for himself. â€Å"Joana Rice has been supportive of her husband and criticized his indefinite suspension by the NFG†. I chose this quote because I found it very shocking that his fiancà ©Ã‚ ©e that was beaten up by Ray Rice is defending him and accusing the media for getting into their private lives. She is probably doing this out of fear from him.This relates to our Families In Canada class because It shows us what an abusive legislations Is and how the man thinks he Is more dominant then the woman. The mall reason why I chose this article was that It shocked me that his flan ©e was defending him after the incident and said the media should leave them alone. I also chose it because I know this is a regular issue in professional sports. Incidents like this happen a couple times a year and mainly in the NFG. To conclude this article teaches me that this is a bad example for information for parents and families.Class Question: Why do you think Ray Rice's fiancà ©Ã‚ ©e defended him after an incident like this? By: Matthew Tomato's RAY RICE By animators My article is about the NFG football player Ray Rice who was caught on video he is professional athlete, he is able to go around the Justice system in favor for relates to our Families in Canada class because it shows us what an abusive relationship is and how the man thinks he is more dominant then the woman. The m ain reason why I chose this article was that it shocked me that his fiancà ©Ã‚ ©e was

Cricks view of politics Essay

This essay will explain Cricks views on politics, as outlined in his book ‘In defence of Politics’ (1962). That politics is a way to bring together differing opinions to resolves problems and disputes in a peaceful manner for the benefit of the majority and for the good of the populace. Cricks belief of what politics entails involves a democratic ideology and as we are considered to have a democratic society in which we live validating with quotes from cricks book. Also Crick highlights the importance of the difference of opinion people have, and such opinions being recognised, and being able to have freedom of speech, being unrestricted in the way that other countries are bound by dictatorship. Crick acknowledges that politics is never a straightforward business, in Cricks words, he describes politics as a â€Å"messy business†, being unpredictable, for example international and domestic events. This essay will use contemporary examples to show how this so. In the 2010 election, there wasn’t any party that had an overall majority (no party had more than half of members of parliament in the House of Commons), which meant that the Conservatives would be unable to have the majority of votes, to pass laws etc, without the support of other parties. In this case, the support came in the form of a formal coalition, with the Liberal Democrats. This being the first time Britain has had a coalition government in seventy years. This situation could said to be in accordance with what Crick asserted, that politics, ‘ideally draws all these groups into each other, so that each individually, and together, can make a positive contribution towards the business of government, the maintaining of order’ (Crick 1962: 18). Crick (1962: 16) stated that for some ‘politics is muddled, contradictory, self-defeatingly recurant, unprogressive, unpatriotic, inneficiant mere compromise, or even a sham or conspiracy’ . In contemporary society, many would argue that this is the case, and the reason why we are seeing parties such as UKIP becoming more populer. Politics can also be on a micro level,involving issues on a smaller scale, such as in the family home, for example, refering to Crick Jones states that ‘People or groups of people who want different things-be it power, money, liberty, ect-face the potential or reality of conflict when such things are in short supply’. For instance, a situation may arise where a husband being given an employment opportunity,involving relocation to  another city,compromise would have had to play a big part,for financial gain for the greater good of the family,as the earning potential of the husband is greater than that of the wife. In this situation issues of power also being present, the husband having the advantage,having the dominant position,simple due to earning more money. In conclusion, although Crick wrote his book in 1962, his ideas regarding politics , and the positive role, he believes it plays,is still applicable in contemporay society today. In the case of the present day coalition ,political parties of differing ideologies,have had to join together for the smooth running of the country, for greater good of the people. However, Crick also recognised that politics is still very much a messy, complicated process,and not everyone would feel that politicians were working in their best interests. Also that compromise plays a vital part on both a micro and macro level to reduce conflict.

What Are CEEB Codes Your Questions Answered

What Are CEEB Codes Your Questions Answered SAT / ACT Prep Online Guides and Tips Between college applications and standardized testing, you’ve probably heard CEEB codes mentioned at some point during your high school career. You may have even wondered what they were other than mysterious four digit numbers. This guide will explain everything you need to know about CEEB codes. What Is a CEEB Code? CEEB codes are identification numbers for specific locations and organizations. They were created by the College Board (CEEB simply stands for College Entrance Examination Board, i.e. the College Board) toprevent confusion and ensure things like test scores, transcripts, and applications go to the right places. For example, including a CEEB code on a score report meant for Columbia University helps to make sure that it doesn’t go to Columbia College instead. Though the original use of CEEB codes was to send SAT scores, their uses have expanded and thereare now codes for colleges, high schools, countries, majors, scholarships and test centers. Who Uses CEEB Codes? The primary proponent of CEEB codes is obviously the College Board, but most schools and organizations involved in higher education in the United States use them for one purpose or another. Practically speaking, you’ll need them to identify recipients when sending SAT score reports, high school transcripts, and other documents. Don't worry too much about this, since most online applications and forms allow you to look up schools by name and then automatically fill in the correct code. How Are CEEB Codes Different from SAT Codes and ACT Codes? CEEB codes and SAT codes are different names for the same thing. The two are identical and are used interchangeably, so don't panic if someone mentions SAT codes. However, ACT, Inc. has its own set of school and scholarship codes, completely independent of the CEEB ones. They’re less widely accepted and are really only used to identify where you want to send ACT score reports. What Do CEEB Codes Mean for You? Generally speaking, you shouldn't worry about CEEB codes. They're a simple administrative part of the overall college application process. However, there are four key points you might want to keep in mind: You’ll definitely need CEEB codes to submit SAT scores and may need them to submit your high school transcripts. You’ll also use them to identify which majors you’re interested in. Most applications and forms, including the SAT registration and the Common App, have a built-in search function that allows you to find the school by name and then autofills the code. If you need to find a specific CEEB code, you can use the Code Search page on the College Board’s website. If you’re looking to send ACT scores as well, you’ll need to use different codes. Further Reading If you have more questions about signing up for the SAT, try our guides to the complete registration process (with pictures), the admission ticket, and the full cost and fees. Not sure where to apply? Check out our guide to how to pick the best college for you. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Hydrogen Facts - H or Atomic Number 1

Hydrogen Facts - H or Atomic Number 1 Hydrogen is the chemical element with the element symbol H and atomic number 1. Its essential for all life and abundant in the universe, so its one element you should get to know better. Here are basic facts about the first element in the periodic table, hydrogen. Fast Facts: Hydrogen Element Name: HydrogenElement Symbol: HAtomic Number: 1Group: Group 1Classification: NonmetalBlock: s-blockElectron Configuration: 1s1Phase at STP: GasMelting Point: 13.99 K ​(−259.16  °C, ​−434.49  °F)Boiling Point: 20.271 K ​(−252.879  °C, ​−423.182  °F)Density at STP: 0.08988  g/LOxidation States: -1, 1Electronegativity (Pauling Scale): 2.20Crystal Structure: HexagonalMagnetic Ordering: DiamagneticDiscovery: Henry Cavendish (1766)Named By: Antoine Lavoisier (1783) Atomic Number: 1 Hydrogen is the first element in the periodic table, meaning it has an atomic number of 1 or 1 proton in each hydrogen atom. The name of the element comes from the Greek words  hydro  for water and  genes  for forming, since hydrogen bonds with oxygen to form water (H2O). Robert Boyle produced hydrogen gas in 1671 during an experiment with iron and acid, but hydrogen wasnt recognized as an element until 1766 by Henry Cavendish. Atomic Weight: 1.00794 This makes hydrogen the lightest element. It is so light, the pure element isnt bound by Earths gravity. So, there is very little hydrogen gas left in the atmosphere. Massive planets, such as Jupiter, consist mainly of hydrogen, much like the Sun and stars. Even though hydrogen, as a pure element, bonds to itself to form H2, its still lighter than a single atom of helium because most hydrogen atoms dont have any neutrons. In fact, two hydrogen atoms (1.008 atomic mass units per atom) are less than half the mass of one helium atom (atomic mass 4.003). Hydrogen Facts Hydrogen is the most abundant element. About 90% of the atoms and 75% of the element mass of the universe is hydrogen, usually in the atomic state or as plasma. Although hydrogen is the most abundant element in the human body in terms of numbers of atoms of the element, its only 3rd in abundance by mass, after oxygen and carbon, because hydrogen is so light. Hydrogen exists as a pure element on Earth as a diatomic gas, H2, but its rare in Earths atmosphere because it is light enough to escape gravity and bleed into space. The element remains common at the Earths surface, where it is bound into water and hydrocarbons to be the third most abundant element.There are three natural isotopes of hydrogen: protium, deuterium, and tritium. The most common isotope of hydrogen is protium, which has 1 proton, 0 neutrons, and 1 electron. This makes hydrogen the only element that can have atoms without any neutrons! Deuterium has 1 proton, 1 neutron, and 1 electron. Although this isotope is heavie r than protium, deuterium is not radioactive. However, tritium does emit radiation. Tritium is the isotope with 1 proton, 2 neutrons, and 1 electron. Hydrogen gas is extremely flammable. It is used as a fuel by the space shuttle main engine and was associated with the famous explosion of the Hindenburg airship. While many people consider oxygen to be flammable, it actually doesnt burn. However, its an oxidizer, which is why hydrogen is so explosive in air or with oxygen.Hydrogen compounds commonly are called hydrides.Hydrogen may be produced by reacting metals with acids (e.g., zinc with hydrochloric acid).The physical form of hydrogen at room temperature and pressure is a colorless and odorless gas. The gas and liquid are nonmetals, but when hydrogen is compressed into a solid, the element is an alkali metal. Solid crystalline metallic hydrogen has the lowest density of any crystalline solid.Hydrogen has many uses, though most hydrogen is used for processing fossil fuels and in the production of ammonia. It is gaining importance as an alternate fuel that produces energy by combustion, similar to what happens in fossil fuel engine s. Hydrogen is also used in fuel cells that react hydrogen and oxygen to produce water and electricity. In compounds, hydrogen can take a negative charge (H-) or a positive charge (H).Hydrogen is the only atom  for which the Schrà ¶dinger equation has an exact solution. Sources Emsley, John (2001). Natures Building Blocks. Oxford: Oxford University Press. pp. 183–191. ISBN 978-0-19-850341-5.Hydrogen. Van Nostrands Encyclopedia of Chemistry. Wylie-Interscience. 2005. pp. 797–799. ISBN 978-0-471-61525-5.Stwertka, Albert (1996). A Guide to the Elements. Oxford University Press. pp. 16–21. ISBN 978-0-19-508083-4.Weast, Robert (1984). CRC, Handbook of Chemistry and Physics. Boca Raton, Florida: Chemical Rubber Company Publishing. ISBN 978-0-8493-0464-4.Wiberg, Egon; Wiberg, Nils; Holleman, Arnold Frederick (2001). Inorganic chemistry. Academic Press. p. 240. ISBN 978-0123526519.

Explanation of Newspaper Headlines for English Learners

Explanation of Newspaper Headlines for English Learners Many students have difficulty understanding newspaper headlines. This is because newspaper headlines are often incomplete sentences (i.e. Difficult Times Ahead). Here is a guide to the most common exceptions found in newspaper headlines. Noun Phrases Headlines often contain a noun phrase with no verb. A noun phrase describes a noun (i.e. around strange, exotic people). Here are some examples of noun phrase headlines: Under Pressure from BossUnexpected VisitOverwhelming Response of Voters Its useful to ask yourself questions such as: From what? About what? From whom? To whom? etc. when reading these type of headlines. By asking yourself these questions, you can begin preparing yourself for the article. This practice helps the brain prepare itself by starting to think about vocabulary related to the subject. Heres an example: Unexpected VisitThe questions I can ask myself are: From whom? Why was the visit unexpected? Who was visited? etc. these questions will help focus my mind on vocabulary related to relationships, traveling, surprises, important reasons for visits, etc. Noun Strings Another common headline form is a string of three, four or more nouns together (i.e. Country Leader Question Time). These can be difficult because the words dont appear related by verbs or adjectives. Here are some more examples: Widow Pension Pay CommitteeLandscaping Company Disturbance RegulationsMustang Referral Customer Complaint In the case of noun strings, its helpful to try to connect the ideas by reading backward. For example: Mustang Referral Customer ComplaintBy reading backward, I can guess that: There is a complaint made by a customer about a referral program for Mustang cars. Of course, you need to use your imagination for this! Various Verb Changes There are a number of verb changes made to headlines. The most common are: Simple tenses used instead of continuous or perfect forms. For example:Â  Forgotten Brother Appears A forgotten brother has appeared (after a long period of time).Professors Protest Pay Cuts Professors are protesting pay cuts (at the university). The infinitive form refers to the future. For example:Â  Mayor to Open Shopping Mall The mayor is going to open a new shopping mall.James Wood to Visit Portland (Famous actor) James Wood is going to visit Portland soon. Auxiliary verbs are dropped in the passive form. For example:Â  Man Killed in Accident A Man has been killed in an accident.Tommy the Dog Named Hero Tommy the Dog has been named a hero (by the mayor). Drop Articles Perhaps you have noticed in the examples above that both definite and indefinite articles are also dropped in newspaper headlines (i.e. Mayor to Choose Candidate). Here are some more examples: President Declares Celebration The president has declared a celebration.Passerby Sees Woman Jump A passerby has seen a woman jump (into the river).

Gerlach & Ely Model of ID Essay Example | Topics and Well Written Essays - 1250 words

Gerlach & Ely Model of ID - Essay Example The content of the course is often established through a standard curriculum thus needs no assessment. In addition, since the model was designed with teachers in mind, who are expected to know their students and the setting of learning process, no learner or context analyses are included (Orellena, Hudgins and Simonson, 2009). Instructional design, according to Gerlach and Ely, recognize teachers. Most teachers think about their courses first and foremost in terms of context, not the course objectives. The first step in Gerlach and Ely’s ID model is to describe an interactive process of examining content and generating objectives. In addition, the model also highlights the importance of assessing entry behaviors as its second step. The last step involves five interactive and simultaneous procedures: determine strategy, organize groups, allocate time, allocate space and finally, select resources. These steps are followed by a performance evaluation and a feedback analysis step. The following is a brief summary of the steps to be followed in the Gerlach and Ely ID model. The first step involves the specification of objectives. The teacher specifies behaviors in terms of what the learners should be able to do at specified points along the instructional continuum. The next steps to be followed include: specification of content, assessment of entry behaviors, determination of strategy and techniques and organization of groups (Bruce, Ledford and Sleeman, 2001). In the step of organizing the group, it is important to note that the objectives determine the group size. Several questions might be asked during this step, for instance, which objectives can be reached by the learners on their own? Which objectives can be achieved through interaction among learners? Which objectives can be achieved through formal presentation by the teacher and through interaction between the learner and the

Recognition (Human Resource Management) Essay Example | Topics and Well Written Essays - 250 words

Recognition (Human Resource Management) - Essay Example The performance records bear numerical records that are used for ranking employees according to their productivity. Recognition usually comes in forms of financial rewards in addition to certificates and trophies bearing the winning employees’ names (Bradler 29). This form of recognition is beneficial because it rewards employees proportionate to their performance, which is the greatest motivator for encouraging determination and quality productivity among employees. I am one of the employees receiving recognition every year. I have received financial rewards and trophies for three consecutive years. I have also been named an employer of the year once since I joined the company. I believe that this kind of recognition is part of our normal performance appraisal. This is because my employer has been greatly interested in recognizing us. Additionally, the employer has enacted policies concerning employee recognition in terms of financial rewards, certificates and trophies. Therefore, the recognition I receive is included in the normal performance

Policy Essay Example | Topics and Well Written Essays - 2000 words

Policy - Essay Example Policies in academic institutions remain to be central in molding students through providing them with responsible conducts essential for life. However, formulating academic policies that foster pleasant interaction between policy makers and students, faculty, staff and administrators has continued to face challenges hence hindering the achievement of educators’ mission. This paper shall candidly and comprehensively review the library policies used by Arizona State University (ASU), to ascertain the practicability of such policies and recommend necessary policy-changes that can help transform the university. Arizona University formulated rule and regulation that are fundamental in guiding students toward accessing and utilizing the library resource. The library is known as a treasure-house of knowledge acquisition as it helps in stimulating the mind with its resourceful material. The library can be unpleasant to unlucky learners who cannot afford to buy the book or other reading material to enhance their learning (Doyle p. 148). Therefore, the school libraries should be easily accessible and do not exploit its users through heavy fines and inconvenient policies. ASU library is vital toward the student and the staff in general. Therefore, the policy guiding the library must be made in their interest. However, the university has continued to formulate exploitive policies towards this vital department that act like the source of knowledge. Arizona State University has made and implemented these policies: student must pay for the books they require for their studies; student, staff and facu lty also must be charges an overdue of $10.00 cost of learning and teaching material replacement after 90 day (Melnick p. 179). The university also implements other fines such as recall for the material at $10, reserves cost at $1.00 per hour to $20 per item, community card holder at $10.00 billing fees and should

Marketing project Research Paper Example | Topics and Well Written Essays - 750 words

Marketing project - Research Paper Example Also, another figure worth mentioning is the Egyptian Wael Mhgoub, who will be running a coffee branch in Dubai. It is the bargaining power of our consumers which plays a vital role in establishing our desirability from a customer point of view. UAE environment comprises of guaranteed customers for any specialty coffee industry. The ability of the consumers bargaining strength is proportional to the ability of the consumers to bring down prices and bargain for best-quality services and products. UAE customers are quite capable of being able to pit rival business firms against one another. This was one of the many considerations made before Starbucks ventured into UAE. Here at UAE, there is a vast population with the financial capability, since Starbucks products don’t come cheap (Miller, 2009). Starbucks is the most expansive and leading coffeehouse. Starbucks Corporation is a multibillion international coffeehouse chain, and it is enlisted in the New York Stock Exchange (NSE), where its shares are traded globally. This Corporation has 17,133 stores in 49 countries, 87 of these stores being based in the UAE. Starbucks headquarters are based in Seattle, Washington, USA. Starbucks is the market leader of the coffee market in the world, and in UAE, it is the leading coffee chain cafes. Starbucks is known for its exceptional high quality services and customers highly commend them, since they are happy with their excellent service. Customer feedback shows that the customers are satisfied with the quality as well as taste of the coffee. Based on customer feedback, the UAE love our coffee brands. They are impressed with the wide range of coffee brands we offer. Starbucks is in over 40 countries in the world and in UAE alone, we have 92 branches. Starbucks as a brand alone sells due to its high brand awareness and a globally known high quality coffee brand. Since it is a multibillion dollar

Analyzing The Glass Castle examining characters (Rex; the father) Essay

Analyzing The Glass Castle examining characters (Rex; the father) - Essay Example In order to analyze the characters present in The Glass House memoir, it will take a more in depth approach than just physically describing them. Instead, there will be an approach taken to see the different quirks of each character and to see how this influenced the author. Jeanette Walls is the writer and also the narrator in the book so it is important to determine who she is and her relationship with each of the characters. In order to conduct this character analysis, there will be an identification of the character, their characteristics and any conflicts within the story that apply to the person’s place within it. As Jeanette is the main character, she is considered one of the major characters because the series of events which occur within the story all evaluate around her and her perception of them at the particular time in her life. As the narrator, she describes her life starting out by recalling seeing her mother as she was rummaging in the dark in the dumpster, homeless in New York City while Jeanette was headed to a party. Since it had been months since she had seen her own mother, she had become overcome with panic. This initial introduction within the first few paragraphs of the book foreshadows an awkward past that Jeanette had lived and moved past. Most people would be ecstatic to see their parents if they had not seen them for several months but Jeanette almost looked upon her mother as a lost memory. Jeanette actually offered a thorough analysis of her own perspective at this point saying that while her own mother stood 15 feet away, there were rags tied around her shoulders whil e she dug through the dumpster alongside the dog. All gestures were familiar to Jeanette as she looked at her from the taxi as an adult, as they had to her when she was a child. While she had aged and had gray matted hair with sunken eyes, she still reminded Jeanette of the mom she had been when Jeanette was a kid,

Marketing Starbucks Case Study Example | Topics and Well Written Essays - 500 words - 98

Marketing Starbucks - Case Study Example Finally, the organization has the option to increase additional 20 hours per week to ensure improve the efficiency of service.To select from the available options, it is crucial for the management to consider the advantages and weakness of each option available to the organization. To begin with, the idea of increase the labour resource is crucial as it will ensure that labour is shared and hence there is efficient service delivery. However, this is likely to increase the cost of production, which would trivialise the organization profitability. Increasing the number of automatic service machines would be crucial in reducing the cost of labour and provide a consistent service to the customers. On the other side, this would jeopardise the customer interaction and may be expensive in the long run if the customer tastes change (Youngme & Quelch, 2003). Lastly, increasing the working hours per week would be crucial to handle the extra labour demanded by efficient service delivery, but th is would require employee cooperation to be effective. From the analysis of the available options, it would be advisable for the management to proceed with the idea of additional 20 hours per week. This method is cost-effective and would ensure that the customer-employee interaction is upheld. This is crucial to understand change in customer tastes (Youngme & Quelch, 2003). The challenge with this approach is that the management would require winning the employee cooperation. To win employee loyalty, the organization should consider paying the extra hours to motivate the employees to work during the extra time. Unlike the other methods that require additional costs, this approach will be cheap and efficient for the  company.  

Analyzing The Glass Castle examining characters (Rex; the father) Essay

Analyzing The Glass Castle examining characters (Rex; the father) - Essay Example In order to analyze the characters present in The Glass House memoir, it will take a more in depth approach than just physically describing them. Instead, there will be an approach taken to see the different quirks of each character and to see how this influenced the author. Jeanette Walls is the writer and also the narrator in the book so it is important to determine who she is and her relationship with each of the characters. In order to conduct this character analysis, there will be an identification of the character, their characteristics and any conflicts within the story that apply to the person’s place within it. As Jeanette is the main character, she is considered one of the major characters because the series of events which occur within the story all evaluate around her and her perception of them at the particular time in her life. As the narrator, she describes her life starting out by recalling seeing her mother as she was rummaging in the dark in the dumpster, homeless in New York City while Jeanette was headed to a party. Since it had been months since she had seen her own mother, she had become overcome with panic. This initial introduction within the first few paragraphs of the book foreshadows an awkward past that Jeanette had lived and moved past. Most people would be ecstatic to see their parents if they had not seen them for several months but Jeanette almost looked upon her mother as a lost memory. Jeanette actually offered a thorough analysis of her own perspective at this point saying that while her own mother stood 15 feet away, there were rags tied around her shoulders whil e she dug through the dumpster alongside the dog. All gestures were familiar to Jeanette as she looked at her from the taxi as an adult, as they had to her when she was a child. While she had aged and had gray matted hair with sunken eyes, she still reminded Jeanette of the mom she had been when Jeanette was a kid,

Identity in Korean contemporary art Essay Example | Topics and Well Written Essays - 250 words

Identity in Korean contemporary art - Essay Example The focus of the essay "Identity in Korean contemporary art" is on the issue of identity as presented in Korean contemporary art. In meticulous, modern Asian artists of the post-1990’s facing the double demands of localism in the course of globalization knowing the argument on localism as an abstract tool for post-ideology and multi-value rather than as identity crisis to build a new uniqueness of Asian art. In reality, a local identity can be clear only by destructing the dichotomy of true localism can be come up through confined custom and historicity. For example, many of contemporary Asian artists – counting artists based in their native soil or abroad are dealing with one’s own civilizing custom with a approach of duality acceptance both history and present. Workings of artists which own traditional opinion and motifs such as Zen philosophy, ceramics, packaging cloth, etc. apparent how custom can be conveyed to the modern context and thus re-contextualized. According to dictionary the meaning of literal meaning of contemporary art is the modern art but generally it includes the art from the World War II till the present or modern art. Uniqueness in art, particularly for Asian countries like Korea which went all the way through Western influence in the line of creation and expansion in modern art, is often taken as a substitute model to distinguish them from the West. So it changes constantly according to changeover and influence of foreign power, confronted by a new identity.

Morality and Obligation Essay Example for Free

Morality and Obligation Essay 1. Two preliminary steps taken, that may be necessary, before one can intui? vely appreciate the rightness of an ac? on are thinking fully about the consequences of an ac? on. In other words, think before you act. Also give thought (considera? on) to the persons involved in said ac? on or your rela? on(ship) with the persons involved. 2. An ac? on is considered morally good in addi? on to being right when it is the right thing to do, while also stemming from a good place. When the person or agent performs said act because it is right, from a feeling of obliga? on, a morally good act is also right. 3. According to Prichard, an ac? on done from a sense of obliga? on, there is no purpose consis? ng either in the ac? on itself or in anything which it will produce. A mo? ve, being something that moves one to act, can be the sense of obliga? on, an ac? on done from a sense of obliga? on can indeed have a mo? ve. 4. Avirtuous act is done from a desire that is intrinsically good. A moral act may be done from obliga? on. There cant be an obliga? on to act virtuously, because we can only feel an obliga? on to act or do something. We cannot, however, feel an obliga? on to act from a certain desire 5. It is a mistake to expect moral philosophy to prove through argumenta? on that we ought to ful+ll our obliga? ons, because moral rightness cannot be demonstrated, only apprehended directly by an act of moral thinking. The sense of obliga? on is a result of a moral thought or thoughts. Moral philosophy can provide re-ec? on on the immediacy of our knowledge of moral rightness and the intui? ve recogni? on of the goodness of the virtues.

Tourism Crisis Management Techniques Tourism Essay

Tourism Crisis Management Techniques Tourism Essay Today the inescapable media exposes even the most impromptu viewer to our current world of hazard, disaster and crisis; from Northern Africa and the Middle Easts political unrest and upheaval, to earthquakes in New Zealand, Turkey and Haiti, cyclones and floods in Australia and the Global Financial Crisis in 2008. It was once believed that whichever countries controlled the worlds oil reserves would forever prosper however with the realisation that the supply is not ever ending many UAE States such as Dubai and Abu Dhabi have turned to tourism to secure a continued future income into the country. Tourism is facing an ever increasing threat from crises coming in all shapes and forms, causing it to become even more necessary to develop effective disaster prediction and management plans with an instantaneous recovery strategy to mitigate the impact of any crisis. The nature of the tourism environment will be shown highlighting its global importance whilst introducing different causes an d types of crises supported with numerous examples. Alongside this the hardships faced by the industry and the techniques use to minimise the impact will also be seen. The events of the first decade of the 21th century may lead one to believe that it is a bleak time for the tourism industry and a recessive time for the overall tourism environment however even despite the current economic crisis, to which tourism is not immune, the World Tourism Organization forecasts 1.6 billion international tourists by the year 2020. The importance of world tourism is reflected by The World Travel and Tourism council, whose figures show that the contribution of the Travel and Tourism Economy to GDP was 9.3% in 2010 and will rise to 9.7% by 2020. Cabrini (2010) expressed that tourism is not only important economically it also important for human development as it provides income to some of the worlds poorest people. The extraordinary growth of tourism requires increasing attention from all stakeholders on its sustainability and contribution to world development. Over time, an ever increasing number of destinations have opened up and invested in tourism development , turning modern tourism into a key driver for socio-economic progress through the creation of jobs and enterprises, infrastructure development and the export revenues earned. It is believed that the majority of the tourism in the world is international however the large majority of international travel takes place within the travellers own region, with about four out of five world arrivals originating from the same region. As economic development permeates through the Chinese middle class, so does the demand for new destinations with, in 2010, China having the worlds largest domestic tourism market. Their ethos can be summed up by the British journalist, novelist and poet Gilbert Keith Chesterton, the whole object of travel is not to set foot on foreign land; it is at last to set foot on ones own country as a foreign land. The SARS epidemic in 2003 was one of the most serious public health crises of a decade having the potential to seriously damage or even freeze the tourism industry in China. Crisis management techniques which are strategies, processes and measures which are planned an put into force to prevent and cope with crises (Glaesser, 2006) were immediately implemented and after initially stalling and prevaricating causing the tourism industry to suffer for more than three months, the Chinese government managed to control SARS before it became a global catastrophe. This accomplishment required political will, national mobilisation and a series of support policies such as the exemption of administrative, operation and construction taxes, the provision of discount loans and quality assurance deposits to travel agencies (Dombey, 2004). China also developed its own practice of domestic tourism policies such as promotional campaigns like the 2009 China domestic travel fair in April 2009, partnerships like the collaboration between provinces themselves and national and provincial tourism administrators; they also implemented fiscal policies, investing around US$140 million and price cutting where Beijing started to issue two million free tickets of scenic spots to domestic tourists along with longer national holidays (Li, S.N 201 0). Source markets for international tourism are still largely concentrated in the industrialized countries of Europe, the Americas and Asia and the Pacific, however, with rising levels of disposable income, many emerging economies have shown fast growth over recent years. Tourism as a product is itself a function of risk, which is a perceived probability of negativity associated with a tourists behaviour or destination choice. Risk is not a tangible aspect of travel; it is what tourists perceive and experience during the process of purchasing and consuming tourism related services and while being at the destination (Cooper et al, 2008). Travel risk has a great influence on a tourists decision and if the risk perceptions are too high than a destination can suffer greatly as risk averse tourists, who have a diminishing marginal utility, are deterred from the visiting. Tourism is an economic sector whose response to negative events is like no other, it has an above average sensitivity and is more susceptible to shocks and disruptions due to it being a highly perishable sector, requiring consumers to travel to a destination and the environment in which the destination is in. Tourism can be seen as a vulnerable industry for that its particular size and structure means that a large amount of little companies will be needed to provide a tourism experience that are all interdependent on one another. As tourism is a global industry even a country not directly related to a crises can easily be affected, for example even though 9/11 occurred in the US there was a snowball effect which caused not only the worst impact on the worldwide tourism industry since World War II, but also demonstrated how terrorism was able to trigger a slowdown of the whole worlds economy (Ali 2010). A greater number of countries are interlinked and have a degree of inseparability meaning that you cant separate a tourism experience from its place of production with Buhalis (2000) believing a destination is an amalgam of tourism services and experiences; also having to get tourists to the destination increases the level of risk by increasing volumes of people. The places in which tourism is located also increases its vulnerability, such as coastlines, and that the power of one natural disaster such as the 2004 Indian Ocean Tsunami whipped out all tourism amenities and accommodation, with world nations needing to provide over US$14 Billion in aid for damage regions (Jayasuriya 2010). Ski resorts are also another example, as mountains themselves are more hazardous than urban areas, but crisis management techniques, actions taken by firms in an attempt to control the progress and outcome of a crises (Laws 2006) are regularly imposed such as controlled avalanches. This example highlights that fundamentally crisis management should be embraced in a management system rather than as a threat moving away from it being a management reactive response. Tourist places are also affected by climate change, nowhere more so than the Seychelles and Maldives in the Indian Ocean which are both economically dependent on tourism, with the latters very existence being really threatened with rising sea levels. Tourism is also very sector specific relying heavily on transport and any disaster in this industry will have a great effect on tourism with the ash could over Europe in April 2010 grounding flights and closing airports. Crisis management strategies were instigated no more impressively so than KLM who took the chance to adopt social media to manage this crisis by using its Facebook page. It addressed every single wall post promptly providing much timely information to customer service with regards to re-booking, detailed reports and location specific information (Tan 2010). Tourist destinations are also often seen as soft targets for terrorism as tourists are easy to spot and stand out from natives in any area. They are essentially a big target in a small area for example in October 2002 a few bars in the tourist district of Kuta in Bali was targeted killing 202 people. If terrorist have a political motive targeting tourist is a influential way as there will be a mass influence on the media. Tourisms importance can also be seen in its intra and inter linked nature in figure 3, whether its with other tourism organisations and destinations or with governments and other industries. Figure 3 The tourism environment For example a British tour operator may use an Australian flag carrier to fly to Singapore and utilise a local transfer company to get to the Hong Kong based Shangri-La hotel. Leipers (1979) model of tourism takes into account all these stakeholders and includes all the elements intrinsic for a tourist to travel. Its power is inherent as it places tourism in the context of various external environments such as society, politics and economies which are fundamental for crisis management as these must all be assed when one takes place. A typical large scale disruption will force complex movements away from previous relationships which will then usually tend towards stability and equilibrium with Keown-McMullan (1997) noting that organisations and the way in which they interlink will undergo significant changes even when they are successful in managing a crisis situation. During and after a crisis, the destination and its organisations also have to manage their ongoing relations with oth ers in its network of partners. It is often the case that many services will have to be cancelled at very short notice, but, apart from the contractual obligations between partners, there are more fundamental issues of trust and reciprocity. Support organisations are also likely to make considerable efforts beyond their contractual responsibilities to assist in dealing with the problems that result from a crisis. Competitors often come together and provide extra resources to support a fellow member of the tourism industry. There has been an increase in the number of natural catastrophes from 20 in the 1950s to 91 in the 1900s and over 1000 in the 2000s (Glaesser, 2006) such as earthquakes in New Zealand in 2011 and Chile in 2010. Their impact on the world especially on the tourism industry has been heightened due to continued exponential population growth, climate change and human technological achievements. Tourism can also be plunged into crises due to manmade circumstances such as war, the 2000 coup in Fiji, disease and epidemic, the 2001 Foot-and-mouth outbreak in the UK and SARS across Asia 2002-2004, transport, the Air France Concorde crash in 2000, political and economic, the Global Financial Crisis in 2008 and recent events in Northern Africa and the Middle East, acts of terrorism, 9/11 and the bombings in Bali in 2002. It may be thought that the words crisis, disaster, catastrophe and hazard are all synonyms for each other however they all have very different meanings. Catastrophes are negative events which in contrast to a crisis have a clear inevitable outcome thus missing a crisis ambivalence of development and restructuring opportunities ex post. A hazard can be thought of as a lower level problem that would not in itself deter tourists from a destination but could be the swaying factor in a decision which was already uncertain; for example for a risk averse or neutral tourist. Smith (1995, from Ritchie 2004) believed that a disaster would spring from a hazard and that there are no such things as natural disasters only natural hazards with a disaster being the realisation of a hazard and its impact on society. A disaster and crisis can be similar as they both involve an event, natural or manmade, which impacts with such severity that the affected community, organisation or group has to respond by taking exceptional measures. There is often confusion when a crisis results as cause from a disaster with Falkner (2001) making the distinction that a crisis has some degree of being self inflicted through problems such as inept management structures and practices or a failure to adapt to change whilst a disaster has an element of no control as an enterprise is confronted with a sudden unpredictable catastrophic change. Some places may be associated with greater travel risk than others and thus even without an actual crisis taking place travellers may be deterred from that destination. In the context of tourism the World Tourism Organisation (UNWTO) has defined a tourism crisis as any unexpected event that affects traveller confidence in a destination and interferes with its ability to continue operating normally and Sonmez (1998) as any occurrence which can threaten the normal operations and conduct of tourism related businesses, damage a tourist destinations overall reputation for safety, attractiveness and comfort by negatively affecting visitors perceptions of that destination and, interrupt the continuity of business operations for the local travel and tourism industry by the reduction in tourist arrivals and expenditures. These two definitions focus on the direct impact of the event itself however Beriman (2003) expressed a tourism crises as a situation requiring radical management action in response to events beyond the internal control of the destination, necessitating urgent adaptation of marketing and operational practices to restore the confidence of emp loyees, associated enterprises and consumers in the viability of the destination. Glaesser (2006) saw a crisis as an undesired, extraordinary, often unexpected and timely limited process with ambivalent development possibilities. It demands immediate decisions and countermeasures in order to influence the further development again positively for the organisation/destination and to limit the negative consequences as much as possible. A crisis situation is determined by evaluating the seriousness of the occurring negative events, which threaten, weaken or destroy competitive advantages or important goals of the organisation. In order to pursue the effectiveness of crisis management techniques on impact mitigation, we shall focus on the latter two definitions as they not only focus on the direct impact but also the ex post responses. Figure 6 below highlights the impact of any crisis showing that numerous parties would be affect due to tourisms interlinked nature. Figure 6 The various spheres of activity In observing that our environment appears to have become increasingly tumultuous and with the number of crisis increasing, Richardson (1994) suggested that this may not only because we live in a more complex and crowded world but because we have more powerful technology that has a real capacity to generate disasters, which complicates the process of isolating cause and effect relationships. Thus the boundaries between natural and manmade disasters are becoming increasingly blurred which needs to be taken into account in any analysis and critical evaluation. Ali (2010) highlighted that recently crisis management in the tourism industry seems to have received more attention in the generic fields of management and crisis management, whereas Henderson (2003) believed that despite the expanding literature in the field, the interaction between crisis and tourism in its multiples forms still appeared under-researched in comparison to other dimensions with scope for further scrutiny in pursuit of a better understanding. Sonmez (1998) argued that although there has been a large advocation of the necessity of crisis management efforts, few have explored solutions and preventative solutions possibly due to the grandeur of the task. Ritchie (2004) insisted that due to the different paradigmatic positions in crisis management, research must explore the attitudes and opinions of mangers and policy makers in both the private and public sector in order to test different models and concepts in the field. To see how crises are managed and whether the met hods employed are effective we must understand that there are many different stages. One of the most extensive works done was by Faulkner (2001) who developed a disaster management framework in tourism that provided a six-phase process. The first is the pre-event phase in which disaster contingency plans, scenarios and probability assessments play a major role in the disaster management strategy. Although the actual timing, location and severity of natural disasters cannot be accurately predicted it is possible to learn from the past to pre-plan emergency procedures and to mitigate the severity of such events by adopting appropriate building codes, escape routes and alternative measures. A study conducted by Boudreaux (2005) discussed the impact of the September 11, 2001 attacks on participants crisis preparation. It was stated that there has been a new emphasis on the security of their facilities and the use of government sanctioned training or meetings to support crisis preparation and highlight public safety. The second is the prodromal phase where the disaster is imminent and warning systems and command centres are established with contingency plans being initiated. The role of a crisis manager here is not reactive, but instead a proactive approach where information can be found in various places, such as internal and external audits, government legislation and industry publications. The third is the emergency phase in which the disaster effects are felt and actions are necessary to protect people in the tourism destination. A prime example of this was immediately after the 2004 Indian Ocean earthquake and tsunami in which tourists and locals had to flee for their lives seeking safety in any types of buildings with sizable ground clearance and authorities constructing shelters for disaster ridden South East Asians. The fourth is the intermediate phase in which short-term and immediate needs of people have to be addressed by emergency and rescue teams with a clear media communication strategy also being crucial in this phase. An example of t his was post Hurricane Katrina in the 2005 Atlantic hurricane season in which the US government alongside domestic and international aid agencies set up community shelters and organised food, water and sanitation programs. The fifth stage is the long-term (recovery) phase in which the damaged infrastructure has to be rebuilt, and environmentally damaged areas have to be reconstructed. A prime example is the 2010 Haiti earthquake in which Renois (2010) estimated that 250,000 residencies, 30,000 commercial buildings and 16,500 schools had collapsed or were severely damaged which all needed to be rebuilt. The final is the resolution phase corresponding to Finks (1986) where routine is restored or a new, improved state occurs. This stage identifies a clear end to the crisis; although organisations view this as the goal, it is not one to be rushed to. An organisations premature conclusion that Finks (1986) third chronic stage has ended can leave them vulnerable to the resurgence of the c risis. Due diligence in the earlier stages of the model must be practiced to ensure such a regression does not occur. Having explored crises in great detail we shall now move to see how they are handled in order to limit their damage. Crises occur on a scale spectrum that ranges from local through to global and in todays world, crisis and disaster management is a major requirement for all businesses, defence and government organisations. How efficiently any crisis or disaster is handled depends on the decision making capabilities and the resources available. While technical expertise can improve crisis avoidance or minimise the disruption resulting from a crisis good management is also need to deal with both the needs of those affected and the adverse publicity which might result. Policy makers are faced with the challenge of how to respond to such crises sometimes in the absence of any disaster management framework. Good crisis management is partly about the ability of organisations to learn from experience and that of others and partly about the willingness of leading organisations to carry out research and then pass on information which is required for effective pre-planning. Dreyer (2001) believes that it is o f prime urgency to assess the crisis early enough and to adopt existing crisis plans within the affected area and then later in the operational crisis management stage the goal is to manage the ongoing crisis and to limit damage. It is clear that a strategic approach to crisis planning and management is needed to help retain the confidence of travellers and the travel industry and to minimise the negative impact of crises on destinations. The goal is to get tourists back to affected destinations as quickly as possible and with good crisis management techniques this can be speedy. Regardless of crisis type, the techniques for dealing with it are similar. According to the UNWTO, good communications based on the principles of honesty and transparency together with communications, promotion, security and market research are the key to a successful strategy for crisis management. The early reports of a respiratory disease in one part of China didnt alarm the tourism industry in most countries and the first few days reports of the Foot and Mouth outbreak in the UK generated some concern but primarily for agriculture. In both cases measures were taken as a reaction which triggered an impact on tourism. The latter caused all footpaths and bridleways to be closed effectively closing the countryside to tourists and the latter made the travel advice given by governments and the WHO (World Health Organisation) made consumers and airlines change their plans. A large consequence of a crisis will be a substantial drop in sales volumes, for example the drop in turnover for airlines alone as a result of the Gulf War was estimated at 2 billion dollars (Blake and Sinclair 2003). Terrorist attacks in Egypt during the 1990s also caused tourist to stay away which meant that in the space of a year, the revenue from the international tourism industry for this destination droppe d by 1 billion US dollars. This was topped by the events of 9/11 in the USA, which caused not only the worst impact on the worldwide tourism industry since World War II, but also demonstrated how terrorism was able to trigger a slowdown of whole worlds economy. These examples illustrate how the tourism industry as an economic sector is challenged by negative events. It is therefore important to analyse negative events from every angle, to systematically identify critical success factors which are elements that organisations should focus on during a tourism crisis and integrate them to ensure effective strategic corporate orientation between different stakeholders, ensuring a most effective recovery plan. Lynch (2004) provides steps for tourism organisations that should be taken to mitigate the effect of a crisis over a three phase model, the first few weeks, three months and three years later. During phase one resources and media messages must be organised, statistics and scenario planning must be undertaken, mechanisms of communications within the tourism industry and customers must be established as some methods may have been destroyed and a wish list uniting all parties around a few key things articulated consistently. This time is likely to be frantic but is most important for the provision of human life. In phase two certain new realities will have influenced everyones thinking and there will be an urgent need to get customers travelling again. This is about tactical marketing to make sales and rebuild confidence, for example do you price cut or add value. The main things to focus on are making the case for financial support, lobbying for other measures which will help business with cash flows e.g. deferral of tax payments and providing good quality information to policy makers on how the crisis is developing. In the next three years (phase 3) it is necessary to wind down the crisis teams, promote the destination and focus on the return of the customer especially traditional customers. Systems changes will be now be being implemented and as we know new relationships will have formed which need to be nurtured. A recurring theme in crisis management is that of recovery and getting tourists back to the area and this is largely influenced by the medias response and so Beirman (2003) defines four steps in the marketing management of a destination crisis with the emphasis on how the crisis is managed in terms of the appearance projected. The first two steps are identifying the event or problem as a crisis or hazard with the latter just being a lower level problem that would not deter tourists in itself and establishing a crisis management team and defining roles, both which we have seen before. The difference is in the emphasis of the third step which is promoting the destination during and after the crisis, highlighting the importance of the media again in the recovery of a destination as crisis management is as much about dealing with human perceptions about the crisis and the management of a crisis as it is about physically resolving the crisis (Health, 1998 in Miller and Ritchie 2003). The last is monitoring the recovery and analysing the crisis experience in order to learn from the situation and improve their techniques. There are numerous crisis management frameworks or models available for companies and destinations to base their activity on. One suggested was by Heath (1998, from Ritchie 2009) known as the 4 Rs; reduction (risk management), readiness, response and recovery. Another was by Hystad and Keller (2006, from Ritchie 2009) which involved the stages; pre-disaster, disaster, post disaster and resolution. Santana (2003, from Ritchie 2009) nicely brought these similar strategies and others together and put together a two stage model of proactive crisis management consisting of signal detection, preparation and prevention and post crisis management involving damage limitation and recovery. The pre-crisis stages normally involve scanning the environment using a PEST (political, economic, socio-cultural and technological) analysis or consulting the countries foreign office for advice. It can be challenging to specify the danger precisely but even if you know what to look for provisions may not b e implemented. In 2002 post 9/11 there was widespread international recognition that the tourism industry may be a soft target for terrorists which should have prompted tourism industry bureaucrats to consider the possibility of an attack, however believing that Indonesian tourism enhances peace between nations the government were too optimistic that no incident would befall them (Andari, 2008). Even so there was no organisation learning, incapacity to improve or continuity in the institutions responsible for designing and implementing the recovery plans as they believed that it would never happen again, leading to private organisations doing a large bulk of the work, but in 2005 the second bombs struck (Andari 2008). Quite often this first stage does not occurs as we have seen but also was the case in turkey 2001 where the research findings reveal that neither the government nor private organizations had any plans for dealing with the crisis before or after the event (Okumus 2005). A pre-crisis success method is in the form of examining and risk assessments using maps which help identify the most vulnerable parts of a destination for example landslide maps in Brazil and Chile, and flood maps in the UK and Australia. Successful mitigation can also help to reduce the loss of human life and damage through physical measures like dams and cyclone shutters and through diversification if an area relies too heavily on tourism like the Maldives. The importance of plan creation is paramount like emergency plans and warning systems which are now in place throughout South East Asia, building codes in earthquake prone areas; the London 2012 Olympic Games have also had stringent terrorist attack simulations. Responding to the crisis itself requires coordination and control with its handling being essential to mitigate a crisiss impact. The 2001 Foot Mouth Outbreak in the UK and 2005 Hurricane Katrina were poorly managed with the former suffering as tourism was not perceived as a stakeholder leading to the allocation of resources to the agricultural sector. This disaster for the tourism industry was not the disease itself but the actions taken to eradicate the farming crisis and the media images associated with these actions (Miller 2003). The latter became the costliest natural disaster in the history of the USA (Knabb, 2005) due to reasons like a slow response at the federal level given there was some warning and time to prepare and a lack of overall control as discrepancies as to which body were in charge. In this stage of a crisis the media play a huge part to whether the area will recover and prosper in the near future. In regards to the very early stages of a crisis it is often not at all clear what the scale is, what the likely duration will be of solving it will be or exactly who has been affected. There may be many reporters on the ground, tourists who may phone or email contacts often providing video clips of the situation which are inserted into news broadcasts; in this way misinformation may spread. In the longer term, in managing the aftermath of a crisis when the immediate short term problems have been dealt with, the destination will turn to the media with a combination of advertising and public relations to communicate to their client base that the crisis has been resolved. This alongside marketing campaigns will be used to stimulate demand in order to fill some of the lost revenue. Essential is a quick response, consistency in the information given out and openness and honesty. The 1988 Lockerbie disaster and the two examples just discussed were examples of poor media communication however much better handled disasters were the 1989 Kegworth air di saster with the companys reputation actually enhanced ex post even though it was actually their fault and 9/11 with New Yorkers positive spirits documented and the Mayor as the spokesperson for the city. The final stage is that of recovery and resolution which has already been discussed in Faulker and Finks frameworks. The key elements are media and marketing communication getting tourists back to the affected area, physical recovery like infrastructure repair and sharing best practices in the reflection and learning process. As well as negative outcomes, crisis and disasters also have potentially positive results such as stimulus for research and innovation, economic and human development and the emergence of new markets. Some crises are largely restricted to the tourism industry and arose from problematic characteristics in its own operations. The origins of other crises lay completely outside the influence of tourism sector managers, and many of these crises devastated large areas and killed, injured or damaged many sectors of the local population or key infrastructure and industries. Thus we have seen the ever changing nature of the world and its population making tourism organisations and destinations more susceptible to crises and disasters, a more vulnerable industry in general with the potential for major impacts. This creates vast challenges for the industry however by establishing the phases of a crisis, disaster management techniques and strategies can be implemented to mitigate the impact of t hese, more often than not, catastrophic events.

Revenge and Vengeance in Shakespeares Hamlet - Revenge :: Shakespeare Hamlet Essays

Hamlet: Revenge   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hamlet, by William Shakespeare, is a tragic play consisting of numerous deaths.   The deaths that took place played a very important role in the unfolding of the play.   In reading this play the reader can almost guess who was going to die.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A prince named Hamlet is the main character.   Hamlet is a college student who one day planned to take over the throne in Denmark, but treachery would spoil all of Hamlet's plans.   The King, Hamlet's father, was found dead in an orchard where he spent much of his time.   All of the King's subjects, including Hamlet, thought his majesty died because of a snake bite.   Hamlet was devastated when he learned of his father's death, but what made him more uneasy was the fact that Gertrude, Hamlet's mother, remarried so quickly to the brother of the dead King.   The brother would be the one who would betray Hamlet.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Horatio, a loyal friend to Hamlet, was on night watch outside the castle, he told the prince of an incident when they saw an apparition   who resembled King Hamlet.   Hamlet came out the next night hoping to see the ghost.   Sure enough, the ghost appeared and called to Hamlet, wanting to speak with him.   The spirit talked about how Claudius poisoned the King while he was sleeping, "Tis given out that, sleeping in my orchard,/ a serpent stung me ² (1.5, 36) but it was not a snake that the ghost is referring to.   The spirit wanted the prince to avenge his murder.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   All was quiet in the kingdom until the start of Hamlet's supposed insanity.   The Prince was with his mother talking when the prince noticed someone in the room.   Hamlet thought it was Claudius, "How now?   A rat?   Dead for a ducat, dead! " (3.4,25) Indeed Hamlet killed someone; but it was not Claudius, twas Polonius who was slain.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Time had gone by and supposedly Hamlet was getting worse, so Claudius decided to send Hamlet to an asylum in England.   Hamlet escaped and returned to Denmark and hid.   While Hamlet was away, Ophelia, Hamlet's girlfriend, was acting   strangely.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although it was never admitted, Ophelia had become insane.   It was her insanity that.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As Hamlet was hiding in the graveyard, a funeral procession approached him, but he did not know whose funeral it was.   Hamlet finally found that it was Ophelia who had died.   Even though Hamlet was hurt emotionally, Laertes was the one who was hurt the worst.   Laertes had these worlds to say, "O treble woe/ Fall ten times treble on that cursed head/ Whose wicked deed thy most ingenious

Regression Analysis and Marks

BRUNEL UNIVERSITY Master of Science Degree examination Specimen Exam Paper 2005-2006 EC5002: Modelling Financial Decisions and Markets EC5030: Introduction to Quantitative Methods Time allowed: 1. 5 hours Answer all of question 1 and at least two other questions 1. COMPULSORY Provide brief answers to all the following: (a) A sample of 20 observations corresponding to the model: Y = + X + u, gave the P P P following data: (X X)2 = 215:4, (Y Y )2 = 86:9, and (X X)(Y Y ) = 106:04. Estimate . 5 marks) (b) Prove that r2 = byx bxy , where byx is the least-squares (LS) slope in the regression of Y on X , bxy is the LS slope in the regression of X on Y , and r is the coe? cient of correlation between X and Y . (5 marks) (c) Present four alternative in†¡ ation/unemployment regressions. (5 marks) (d) Give one reason for autocorrelated disturbances. (5 marks) (e) Explain how we might use the Breusch-Godfrey statistic to test estimated residuals for serial correlation. (5 marks) (f) The fol lowing regression equation is estimated as a production function for Q: lnQ = 1:37 + 0:632 lnK + 0:452 lnL, cov(bk ; bl ) = 0:055; 0:257) (0:219) where the standard errors are given in parentheses. Test the hypothesis that capital (K ) and labor (L) elasticities of output are identical. (5 marks) Continued (Turn over) 1 ANSWER TWO QUESTIONS FROM THE FOLLOWING: 2. (a) Economic theory supplies the economic interpretation for the predicted relationships between nominal (in†¡ ation) uncertainty, real (output growth) uncertainty, output growth, and in†¡ ation. Discuss †¦ve testable hypotheses regarding bidirectional causality among these four variables. (25 marks) + yt b) An investigator estimates a linear relation for German output growth (yt ): yt = 1 + ut , t = 1850; : : : ; 1999. The values of †¦ve test statistics are shown in Table 1: Discuss the results. Is the above equation correctly speci†¦ed? (10 marks) 3. (a) i) Show how various examples of typical hyp otheses †¦t into a general linear framework: Rb = r, where R is a (q k) matrix of known constants, with q < k, b is the (k 1) least-squares vector, and r is a q -vector of known constants. ii) Show how the least-squares estimator (b) of about . an be used to test various hypotheses iii) â€Å"The test procedure is then to reject the hypothesis Rb = r if the computed F value exceeds a preselected critical value† Discuss. (20 marks) (b) The results of least-squares estimation (based on 30 quarterly observations) of the regression of the actual on predicted interest rates (three-month U. S. Treasury Bills) were as follows: rt = 0:24 + 0:94 rt + et ; RSS = 28:56; (0:86) (0:14) where rt is the observed interest rate, and rt is the average expectation of rt held at the end of the preceding quarter.FiguresX parentheses are estimated standard errors. in X (rt r )2 = 52. The sample data on r give rt =30 = 10, According to the rational expectations hypothesis expectations are unbi ased, that is, the average prediction is equal to the observed realization of the variable under investigation. Test this claim by reference to announced predictions and to actual values of the rate of interest on three-month U. S. Treasury Bills. (Note: In the above equation all the assumptions of the classical linear regression model are satis†¦ed). 15 marks) Continued (Turn over) 2 4. (a) What are the assumptions of the classical linear regression model? (10 marks) (b) Prove that the variance-covariance matrix of the (k 1) least-squares vector b is: var(b) = 2 (X 0 X) 1 , where 2 is the variance of the disturbances and X is the (n k) matrix of the regressors. (15 marks) b (c) In the two-variable equation: Yi = a+bXi , i = 1; : : : ; n show that cov(a; b) = 2 X= X)2 . (10 marks) X (X 5. (a) Explain how we might use White statistic to test for the presence of heteroscedasticity in the estimated residuals. 10 marks) (b) A speci†¦ed equation is Y = X +u, with E(u) = 0 and E (uu0 ) = ; where =diagf 2 ; : : : ; 1 Derive White’ correct estimates of the standard errors of the OLS coe? cients. s (15 marks) (c) Explain how we might test for ARCH e ¤ects? (10 marks) 2 2g . 3 Table 1. Test statistic Value of the test p-value White heteroscedasticity test 50. 72 0. 00 Box-Pierce Statistic on 82. 263 0. 00 Squared Residuals Jarque-Bera statistic 341. 754 0. 00 ARCH test 65. 42 0. 00 Ramsey test statistic 39. 74 0. 00 4

Deschooling Society Essay

Introduction: This term paper is about De schooling Society which is a book written by Ivan Illich. The book is more than a critique – it contains suggestions for changes to learning in society and individual lifetimes. Particularly striking is his call for the use of advanced technology to support â€Å"learning webs†. In this paper, we will first see what is meant by de schooling society and then what is the need for de schooling and is it necessary to disestablish a school. After seeing the reasons for de schooling, we look at the phenomenology of school which gives the phenomenon of school. Then we will see the rituals in the current school system and discuss about them. Later we look at the model for evaluating institutions and then propose the idea of learning webs and thus conclude with the requirements of a good education system and what an educated person should be able to do. What is De schooling Society? The process of receiving education or training especially done at School is called Schooling. The main goal of Schooling is to learn things from what is taught by teachers in the school. Here learning, education, training, guidance or discipline is derived from experiences and through lessons taught by teachers. De schooling society is a critical discourse on education as practised in modern economics. It is replacing school with natural learning. It specifically refers to that period of adjustment experienced by children removed from school settings. It is the initial stage where one gets rid of schoolish thoughts about learning and life in general. If one is given time to adjust to the freedom of no school routines and not being told what to do every minute of the day, then they have lots of time to relax, try new things, to discover their interests and rediscover the joy of learning. This is the idea of de schooling. It is like a child recovering from school damage. â€Å"SCHOOL ING IS THE SYSTEM DESIGNED FOR TEACHING†¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. DE SCHOOLING IS THE SYSTEM DESIGNED FOR LEARNING.† Why we must disestablish a school (why de schooling) Ivan Illich feels that there is a need to disestablish school by giving examples of ineffectual nature of institutionalized education. According to Illich â€Å"Universal education through schooling is not feasible. It would be no more feasible if it were attempted by means of alternative institutions built on the style of present schools. Neither new attitudes of teachers toward their pupils nor proliferation of educational hardware or software, nor the attempt to expand teacher’s responsibility will deliver universal education. The current search for new educational funnels must be reversed into the search for their institutional inverse: educational webs which heighten the opportunity for each one to transform each moment of his living into one of learning, sharing and caring. â€Å" The present school system believes that more the treatment, better are results and leads to success. It confuses teaching with learning, grade advancement with education, a diploma with competence and fluency with ability to say something new. Medical treatment is mistaken for health care, social work for the improvement of community life, police protection for safety, military poise for national security, the rat race for productive work. Illich shows that institutionalization of values leads inevitably to physical pollution, social polarization, and psychological impotence and most of the research now going on further increases in the institutionalization of values and we must define conditions which would permit precisely the contrary to happen. He believes that care only makes students dependent on more treatment and renders them increasingly incapable of organising their own lives around their own experiences and resources within their own communities. With the present system poor children lack most of the educational opportunities which are casually available to middleclass people. To solve this they started a program â€Å"Title One† which is the most expensive compensatory program ever attempted anywhere in education, yet no significant improvement can be detected in learning of these disadvantaged children. Special curricula, separate classes or longer hours only constitute more discrimination of poor. Thus this system has failed to improve the education of the poor. Advantages of rich over poor range from conversation and books in the home to vacation travel and a different sense of oneself and apply for the child who enjoys them both in and out of school. So a poor student will generally fall behind so long as he depends on the school for advancement or learning. Poor needs funds to enable them to learn. Neither in North America nor in Latin America do the poor get equality from obligatory schools but in both the places, the mere existence of school discourages and disables the poor from taking control of their own learning. All over the world, school has an anti educational effect on society: school is recognized as the institution which specializes in education. The failures of school are taken by most people as proof that education is very costly, very complex, always mysterious and almost impossible task. Education disadvantage cannot be cured by relying on education within school. Neither learning nor justice is promoted by schooling because educators insist on packaging instruction with certification. Learning and assignment of social rules are melted into schooling. The major illusion on which the school system rests is that most learning is the result of teaching. Teaching only contributes to certain kinds of learning under certain circumstances. But most people acquire most of their knowledge outside school. Most learning happens casually, and even most intentional learning is not the result of programmed instruction. For example, normal children learn their first language (mother tongue) casually, although faster if their parents pay attention to them. But the fact that a great deal of learning even now seems to happen casually and as a by-product of some other activity defined as work or leisure does not mean that planned learning does not benefit from planned instruction and that both do not stand in need of improvement. Illich illustrates the idea of learning with a practical example. â€Å"In 1956 there arose a need to teach Spanish quickly to several hundred teachers, social workers, and ministers from the New York Archdiocese so that they could communicate with Puerto Ricans. Gerry Morris announced over a Spanish radio station that he needed native speakers from Harlem. Next day some two hundred teen-agers lined up in front of his office, and he selected four dozen of them-many of them school dropouts. He trained them in the use of the U.S. Foreign Service Institute (FSI) Spanish manual, designed for use by linguists with graduate training, and within a week his teachers were on their own-each in charge of four New Yorkers who wanted to speak the language. Within six months the mission was accomplished. Cardinal Spellman could claim that he had 127 parishes in which at least three staff members could communicate in Spanish. No school program could have matched these results.† Further experiments conducted by Angel Quintero in Puerto Rico suggest that many young teen-agers, if given proper incentives, programs, and access to tools, are better than most school teachers at introducing their peers to the scientific exploration of plants, stars, and matter, and to the discovery of how and why a motor or a radio functions. Opportunities for skill-learning can be vastly multiplied if we open the market. Schools are even less efficient in the arrangement of the circumstances which encourage the openended, exploratory use of acquired skills. The main reason for this is that school is obligatory and becomes schooling for schooling’s sake. Most skills can be acquired by drills, because skill implies the mastery of definable and predictable behaviour. Education is the exploratory and creative use of skills, however, cannot rely on drills. It relies on the relationship between partners , on the critical intent of all those who use memories creatively, on the surprise of unexpected question which opens new doors. It is now generally accepted that the physical environment will soon be destroyed by biochemical pollution unless we reverse the current trends in the production of physical goods which is possible by de schooling. Instead of equalizing chances, the school system has monopolized their distribution. Equal educational opportunity is indeed both a desirable and a feasible goal, but to equate this with obligatory schooling is to confuse salvation with the church. A de schooled society implies a new approach to incidental or informal education. Thus he says that not only education but society as a whole needs de schooling. Phenomenology of School In order to make the schooling process better and to search for alternative methods in education, we must start with an agreement on what do we mean by â€Å"school†. We need to have clear idea on what a â€Å"school† is and what is the difference between â€Å"teaching† and â€Å"learning†. We can do this by listing the functions that are performed by modern school systems, such as custodial care, selection, indoctrination, and learning. We could make client analysis and verify which of these functions render a service or a disservice to teachers, employers, children, parents, or the professions. We could survey history of western culture and information gathered by anthropology to get an idea of schooling. And we could recall the statements made by many people before and discover which of these the modern school system most closely approaches. But any of these approaches would oblige us to start with certain assumptions about a relationship between school and education. Hence we begin with phenomenology of public school. We can define the school as the age-specific, teacher-related process requiring full-time attendance at an obligatory curriculum. Age: School groups people according to age. This grouping rests on three unquestioned premises. Children belong in school. Children learn in school. Children can be taught only in school. Illich thinks that these unexamined premises deserve serious questioning. If there were no age-specific and obligatory learning institutions, childhood would go out of production. The disestablishment of school could also end the present discrimination against infants, adults, and the old in favour of children throughout their adolescence and youth. Institutional wisdom tells us that children need school. Institutional wisdom tells us that children learn in school. But this institutional wisdom is itself a product of schools because common sense tells us that only children can be taught in school. Teachers and Pupils: Here children are pupils. School is an institution built on the axiom that learning is the result of teaching. And institutional wisdom continues to accept this axiom, despite overwhelming evidence to contrary. Illich says that most of the learning is without teachers. Most tragically, the majority of men are taught their lessons by schools, even though they never go to school. Everyone learns how to live outside school. We learn to speak, to think, to love, to feel, to play, to curse, to politick, and to work without interference from a teacher. Even orphans, idiots, and schoolteachers’ sons learn most of what they learn outside the educational process planned for them. Half of the people in our world never set foot in school. They have no contact with the teachers, and they are deprived of the privilege of becoming dropouts. Yet they learn quite effectively the message which school teaches. Pupils have never credited teachers for most of their learning. Schools create jobs for schoolteachers, no matter what their pupils learn from them. Full-Time Attendance: The institutional wisdom of schools tells parents, pupils, and educators that the teacher, if he is to teach, must exercise his authority in a sacred precinct. This is true even for teachers whose pupils spend most of their school time in a classroom without walls. School, by its very nature, tends to make a total claim on the time and energies of its participants. This, in turn, makes the teacher into custodian, preacher, and therapist. In each of these three roles the teacher bases his authority on a different claim. The teacher as custodian sets the stage for the acquisition of some skill. Without illusions of producing any profound learning, he drills his pupils in some basic routines. The teacher as moralist substitutes for parents, god, or the state. He instructs the pupil about what is right and what is wrong, not only in school but also in society at large. The teacher as therapist feels authorized to enter into the personal life of his pupil in order to help him grow as a person. Defining children as full-time pupils permits the teacher to exercise a kind of power over their persons. A pupil who obtains assistance on an exam is told that he is an outlaw, morally corrupt, and personally worthless. Classroom attendance removes children from everyday world of western culture and plunges them into an environment far more primitive, magical, and deadly serious. The attendance rule makes it possible for the schoolroom to serve as a magic womb, from which the child is delivered periodically at the end of the day and end of the year until he is finally expelled into adult. Ritualization of progress: Illich sees education as being about consumption of packages where the distributor delivers the packages designed by technocrats to the consumer. Here teacher is the distributor and pupils are the consumers. Thus in schools, children are taught to be consumers. Illich’s criticism of school is a criticism of the consumerist mentality of modern societies; a model which the developed nations are trying to force on developing nations. In this view a country is developed according to indices of how many hospitals and schools it has. In terms of school Illich criticises the system which offers a packaged education and awards credentials for the successful consumption of the packages. The packages are continually being re-written and adjusted but the problems they are supposed to address remain same. This is much more than simply a racket to produce more textbooks and exam syllabuses; this is a commercial activity mirroring the marketing processes of the industry. Children are the obligatory recipients of these marketing efforts. As the teacher is the custodian of rituals of society so schools as institutions are the places for the promotion of myths of society. Illich is especially concerned with this in developing nations where he sees a wrong direction being taken as these countries adopt the consumerist model of the west/north. Education is the means by which these societies get sucked into the consumerist way of doing things. More schooling leads to rising expectations but schooling will not lift the poor out of poverty; rather it will deprive them of their self-respect. Most basic schools operate according to the notion that â€Å"knowledge is a valuable commodity which under certain circumstances may be forced into the consumer†. Schools are addicted to the notion that it is possible to manipulate other people for their own good. For Illich, schools offer something other than learning. He sees them as institutions which by requiring full-time compulsory attendance in ritualised programmes based around awarding credentials to those who can consume educational packages and endure it for the longest. It is thus training in â€Å"disciplined consumption†. Institutional Spectrum: In this chapter Illich proposes a model for evaluating institutions. He contrasts convivial institutions (which mean friendly, lively and enjoyable institution) at one end of a spectrum (left side) with manipulative ones at the other (right side) to show that there are institutions which fall between the extremes and to illustrate how historical institutions can change colour as they shift from facilitating activity to organizing production. In line with the theme which occurs throughout the book that his criticism of schooling is more to the point than some traditional Marxist challenges to contemporary society Illich points out that many on the left support institutions on the right of his scale i.e. manipulative ones. Of all â€Å"false utilities,† school is the most insidious. Highway systems produce only a demand for cars. Schools create a demand for the entire set of modern institutions which crowd the right end of the spectrum. A man who questioned the need for high-ways would be written off as a romantic; the man who questions the need for school is immediately attacked as either heartless or imperialist. Just as highways create the impression that their present level of cost per year is necessary if people are to move, so schools are presumed essential for attaining the competence required by a society which uses modern technology. Schools are based upon the hypothesis that learning is the result of teaching. Irrational Consistencies: He argues that educational researchers and thinkers are more conservative than in other disciplines. He argues that without a new orientation for research and a new understanding of the educational style of an emerging counter-culture the educational revolution will not happen. Our present educational institutions are at the service of the teacher’s goals. The relational structures we need are those which will enable each man to define himself by learning and by contributing to the learning of others. A key theme in this work is the criticism of the idea that learning is the result of teaching. In Illich’s analysis education is a funnel for educational packages. Illich opposes this with an idea of ‘learning webs’ which are about â€Å"the autonomous assembly of resources under the personal control of each learner†. In this chapter Illich criticises some of the ideologies of schooling which he sees in apparently radical initiatives such as the free-school movement and the lifelong learning movement. He points out that free-schools still ultimately support the idea of schooling as the way of inducing children into society. Illich sees manipulative institutions as being those where â€Å"some men may set, specify, and evaluate the personal goals of others†. It is very clear that Illich means it when he calls for the de schooling of society. Learning Webs: Illich’s practical vision for learning in a de-schooled society is built around what he calls ‘learning webs’. Illich envisages 3 types of learning exchange; between a skills teacher and a student, between people themselves engaging in critical discourse, and between a master and a student. Illich also considers the de-institutionalisation of resources. He proposes that resources already available in society be made available for learning. For example a shop could allow interested people to attempt repairs on broken office equipment as a learning exercise. He suggests that such a network of educational resources could be financed either directly by community expenditure. Whether he is talking about skills exchanges or educational resources Illich envisages non hierarchical networks. The professionals in Illich’s vision are the facilitators of these exchanges not the distributors of approved knowledge packages in the school system. He envisages two types of professional educators; those who operate the resource centres and facilitate skills exchanges and those who guide others in how to use these systems and networks. The ‘masters’ we have mentioned above he does not see as professional educators but rather as people so accomplished in their own disciplines that they have a natural right to teach it. Illich’s programme is practical and thought out. He proposes new institutions of a convivial nature to replace the manipulative ones of the current schooling system. In these new institutions there is no discontinuity between ‘school’ and the world; (though this is most definitely not ‘lifelong learning’ which seeks to extend schooling throughout adult life). There is no ritual of induction of the next generation into the myths of society through a class of teacher-preachers. Illich is interested in learning as a human activity carried out for obvious purposes – to gain the benefits that learning the new skill brings. Educational resources are usually labeled according to educators’ curricular goals. Illich propose to do the contrary, to label four different approaches which enable the student to gain access to any educational resource which may help him to define and achieve his own goals: Reference Services to Educational Objects – which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories, and showrooms like museums and theatres; others can be in daily use in factories, airports, or on farms, but made available to students as apprentices or on off hours. Skill Exchanges – which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached. Peer-Matching – a communications network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry. Reference Services to Educators-at-Large – who can be listed in a directory giving the addresses and self-descriptions of professionals, paraprofessionals, and freelancers, along with conditions of access to their services. Such educators, as we will see, could be chosen by polling or consulting their former clients. Conclusion: Illich argued that the use of technology to create decentralized webs could support the goal of creating a good educational system. A good educational system should have three purposes: It should provide all who want to learn with access to available resources at any time in their lives; Empower all who want to share what they know to find those who want to learn it from them; Furnish all who want to present an issue to the public with the opportunity to make their challenge known. An educated child should be able to: ï‚ · ï‚ · ï‚ · Read, write, and communicate effectively; Think creatively and logically to solve problems; and Set and work toward goals. Bibliography: http://en.wikipedia.org/wiki/Deschooling_Society http://ournature.org/~novembre/illich/1970_deschooling.html http://www.natural-learning.net/000154.html http://www.livingjoyfully.ca/unschooling/getting_started/what_is_deschooling.htm http://www.webster.edu/~corbetre/philosophy/education/illich/schooling.html