Global Food Prices

Why Did Global Food Prices Rise? 1. Farmers in the United States and in Europe benefit from government policies to promote the production of ethanol because they receive government subsidies to produce crops that can be turned into biofuels and it gives the farmers an incentive to plant crops such as corn and soybeans. However, this policy harms foreign producers of these foreign crops. Since U. S. nd European farmers have subsidies, they have lower costs than the foreign farmers and the foreign farmers may struggle to compete. The high tariffs on imported sugar cane in the United States and Europe benefit the American and European farmers of corn and soybeans because since the price of sugar cane is higher, sugar cane farmers cannot compete with the other farmers. These farmers who produce crops such as soybeans and corn used to create biofuel benefit because the cost of producing these crops is lower than sugar.Thus, the American and European farmers of corn and soybeans benefit, w hile farmers of sugar cane, such as Brazilian farmers, are harmed because they cannot compete in the American and European market for biofuel because their prices are higher due to the tariffs. The environment is also harmed because the biofuel made out of sugar cane burns cleaner than ethanol made of corn or soybeans. 2. With the risk of the food supply in poorer nations being dramatically reduced, leading to malnourishment and starvation, rich countries should assist in preventing this phenomenon from happening.Rich countries could help lower the food prices by not giving subsidies to farmers who produce crops that are used to produce biofuels. Since the subsidy gives farmers incentives to farm crops such as corn and soybeans, it takes away resources and land to produce other crops used primarily for consumption. If countries stop giving subsidies for crops used to produce ethanol, more energy and resources can therefore be used to farm crops used primarily for food, such as wheat .If more food crops are produced, the price will go down for these crops due to the theory of supply and demand, since there will be more food for consumption. By eliminating subsidies on crops such as soybeans and corn, wealthier nations can help increase the food supply, which will benefit poorer nations. 3. In terms of creating a healthier environment, the governments should continue to distribute subsidies to farmers of crops used to create ethanol because it will expedite the transition from gasoline to ethanol, thus creating cleaner energy sources faster.However, from a free trade standpoint, the subsidies give foreign producers of similar or substitute crops to be at a disadvantage because the subsidies favor domestic farmers through decreasing costs. I think the best policy to implement to lower CO2 emissions without further inhibiting trade would be to keep the subsidies at the level they currently are at because cleaning up the environment is a serious and important concer n, but it should not be done if it causes significant harm to free trade and market systems.

Fall of Ibm

CASE 15: THE FALL OF IBM Justin Marc C. Tariman B. S. B. A. MKTG 4March 14, 2013 EXECUTIVE SUMMARY Purpose The purpose of this case study analysis report to understand and formulate a set of actions for the case of a company that is experiencing rapid environment changes and difficulty in protecting its core business such as how IBM perceived its mainframes as king of computers. Problem IBM biggest problems include its huge size, highly bureaucratic decision making approach,and its management's difficulty in accepting the fact mainframes become obsolete sooner.The company lost on its focus toward meeting the needs of customers and instead over-emphasizing the needs of the mainframes. Methods of Analysis Methods of analysis used in the case were S. W. O. T. Analysis and Porter's 5 Forces of Industry Attractiveness to identify IBM's competitive advantage in a rapid changing environment and where in particular area the company failed to achieve in maintaining its position as market lead er. Alternative Course of ActionTake advantage – Enter into systems integration, outsourcing, and consultancy services to fully provide a package of IT products and services. Sustain – Using IBM's â€Å"contention† system to achieved scale economies in production and cost advantages. Build – Building competitive advantage on every division while maintaining interdependence among these divisions and prevent rivalry among these divisions. Avoid – Avoid building one-side selling on product lines by giving each division its own sales force instead of having a separate division for sales force.Recommendations It is recommended for IBM to ready its company in entering into systems integration, outsourcing, and consultancy services to fully provide a package of IT products and services. It's a new business but it could greatly give more value on its products. This is also an advantage for IBM to used the size of its organization to outsource some of its r esources to successfully create a niche in the industry. Outline of the Action Plan Objective |Activities |Targets |Resources |Indicators | |To enter into systems |Going into outsourcing and |Within 5 years, IBM will be |Research and development |The changes of demand in | |integration, outsourcing, |system integrations business|able to take lead in | |outsourcing | |and consultancy services to| |outsourcing and integrate |Talents and skills of IBM's | | |fully provide a package of | |this business to other |employees |Market share | |IT products and services. | |product lines | | | | | | |Global divisions |Share of revenue earned from| | | | | |outsourcing and services. | | | | |IT infrastructures | |

“Fossil Fuels Improve the Planet” by Alex Epstein Essay

Part 1: Graphical Representation Part 2: Summary of argument In the article â€Å"Fossil Fuels Improve the Planet† (Epstein, 2013), Alex Epstein’s main claim was that fossil fuels should be used without restriction as they provide reliable and affordable energy that improves the lives of mankind. Aiming to convince the reader fossil fuels should be freely used, he first argued that the energy provided by fossil fuels is vital to the health and well-being of mankind. He supported this by stating that processes such as purifying water, mass production of medicine and fresh food, heating and construction are vital in allowing mankind to lead healthy lives and being able to cope in harsh climates. Epstein stressed that none of these things would exist in the modern world without the energy from fossil fuels. Next, he argued that alternatives like renewable energy are not effective. He asserts that renewable energy is unreliable, not cost effective and also unable to be mass-produced. He supported this by saying that even after years of investments from many countries only accounts for less than 0.5% of the planets energy. Finally, Epstein concluded by stating that fossil fuels are not â€Å"dirty energy†. He supported this by saying current technology can reduce waste produced in using fossil fuels to a minimum. He argued that since all processes create some waste, any process can be considered â€Å"dirty† and rejected. Epstein hence contended that mankind should focus on building better lives by reaping the benefits of using fossil fuels rather than worrying about whether processes were â€Å"dirty† or not. Part 3: Evaluation of argument Epstein’s first argument is that the energy provided by fossil fuels is vital to the health and well-being of mankind. The assumption he makes in his argument is that burning fossil fuels is the largest or sole provider of energy to mankind. This is validated by empirical data collected on a  global scale from The World Energy Outlook 2013 (International Energy Agency, 2013) which recorded that 82% of the world’s total energy supply came from fossil fuels in 2011 and will likely only fall to 75% in 2035, remaining the major source of energy for years to come. The argument uses deductive reasoning to prove that the energy provided by fossil fuels is vital to the health and well-being of mankind based on the premise that the energy powers important machines and processes that mankind needs to thrive. Epstein supports this by listing processes such as purifying water, the mass production of medicine and fresh food, heating and construction. He states that these processes provides necessities that are key in keep sickness at bay and allowing mankind to cope with the often harsh climate, leading to what he claims to be the healthiest and cleanest living environment in human history. The evidence Epstein provides shows that the affordable reliable energy from fossil fuels provides important necessities such as clean water and medicine that is vital to the health and well-being of mankind. This is congruent to Dennis Anderson’s points in â€Å"World Energy Assessment: Energy and the Challenge of Sustainability† (United Nations Development Programme, 2000, Chapter 11 p.394) where he reports that the presence of modern sources of energy can improve the standards of living for billions of people across the globe, especially those in developing countries who lack access to basic services and necessities similar to those described by Epstein due to consumption levels of energy being far lower than those in industrialized countries. This shows the state of people who lack access to modern energy and how their lives can be greatly improved if more energy was available to them. Therefore since Epstein’s argument uses deductive reasoning to prove that the energy provided by fossil fuels is vital to the health and well-being of mankind, since the premise is true, the conclusion of the argument is valid. References Anderson, D. United Nations Development Programme, United Nations. & World Energy Council. (2000). World Energy Assessment: Energy and the challenge of sustainability. New York, NY: United Nations Development Programme In: Chapter 11 Energy and Economic Prosperity. (P.394-411) Retrieved from http://www.undp.org/ International Energy Agency & Organisation for Economic Co-operation and Development (2013). World energy outlook 2013. Paris: OECD/IEA. Retrieved from http://www.worldenergyoutlook.org/ Epstein’s second argument is that alternative sources of energy to fossil fuels are not as effective. The argument uses inductive reasoning as Epstein focuses on 2 alternative sources of energy and attempts to convince the reader of his argument based on their observed limitations. The premises offered are that renewable energy such as solar and wind is unreliable, not cost effective and also unable to be mass-produced. He is able to support this with his claim that even after years of investments from many countries renewable energy only accounts for less than 0.5% of the planets energy. He also supports this by quoting examples of some richer countries that have been unsuccessful in making renewable energies usable on a larger scale even after spending large sums of money, resulting in rising youth unemployment rates as high as 50% in Spain and electrical prices doubling in the case of Germany. These cases and facts accurately shows the limitations of renewable energies ment ioned in his premises. This is supported by Professor Barry Brook in his in-depth critique on renewable energy â€Å"Renewable Limits† (Brook, 2009, TCASE 4 & 7) where he states that input for energy for solar and wind is unreliable and also shows how costly and economically unfeasible it is to make solar and wind plants reliable on a global scale. The report demonstrates this by calculating the large amounts of materials and investment needed to make each renewable energy source reliable on a global scale e.g. 1,250,000 tonnes of concrete and 335,000 tonnes of steel per day from 2010 to 2050 for wind power to be reliable. Therefore, the facts in the premises Epstein offers are true. However, he chooses to purely focus on solar and wind as alternatives to fossil fuels and not on other more promising alternative sources of energy such as hydroelectric power or nuclear. Although he mentions them in his argument, acknowledging them as able to provide more significant and reliabl e power compared to solar and wind, Epstein fails to go any further in depth than that. The World Energy Outlook 2012 (International Energy Agency, 2012) showed that renewable energy is likely to grow to become the second-largest energy source by 2015, with its share of global power generation rising from 20% in 2010 to 31% by 2035 mostly stemming from hydroelectric power and nuclear power. Although the report states that this depends on continued subsidies, subsidies for renewable energy are also projected to reach $240 billion per year in 2035 from $44 billion in 2010, for 31% of global power. The report suggests that given enough time renewables like hydroelectric power and nuclear could be produced on a wide enough scale to compete with fossil fuels. This shows that the other alternatives not evaluated fully by Epstein are definitely gaining traction and support around the world and are able to produce affordable and reliable energy as well, potentially on a global scale given time. Although he claims to have focused only on solar and wind as environmentalists , opponents of fossil fuels, often only champion solar and wind power over nuclear and hydroelectric power, it is a very weak reason to not go into detail about these alternatives that are clearly gaining much traction and support around the world as shown in the source. Hence, Epstein fails to consider the full scope of alternatives in his argument and seems to focus only on alternatives that have clear limitations to strengthen his argument. Since his argument uses inductive reasoning to prove that alternative sources of energy to fossil fuels are not effective, based on the premises provided not painting a complete picture of the issue at hand, and the fact that the alternatives ignored show more promise than the ones mentioned in the premises, his argument is weak and not convincing. References Brook, B (2009). Renewable Limits | Brave New Climate. Retrieved from http://bravenewclimate.com/renewable-limits/ International Energy Agency & Organisation for Economic Co-operation and Development (2012). World energy outlook 2012. Paris: OECD/IEA. Retrieved from http://www.worldenergyoutlook.org/

SAP's Plan Essay Example | Topics and Well Written Essays - 1750 words

SAP's Plan - Essay Example The software of this company was written in Walldorf, they took several months to develop, and their installation would require a team of experts. The coming of the internet brought turbulence to the SAP business. Internet brought completion in the software market. Other companies were producing software that were easy to install and were relatively cheaper than those of SAP. The management of SAP was suspicious of the internet business. However, they decided to experiment on it by creating of subsidiaries dealing exclusively with internet. The move by management to give internet a trial was a prudent one. Creation of subsidiaries was also a safety precaution that the outcome of internet business would not have an effect on the core operations of the company. In addition, the company made acquisitions. One of the acquisition companies head was Mr. Agassi who was a founder of four companies by the age of twenty-four. The management of SAP is in the hands of Mr. Kagermann and Mr. Plattner as co-chief executives. In the making of decisions concerning the operation of the organization, one does not see consultative meeting between them. Mr. Plattner argues with Mr. Agassi in their first meeting. As a result, he challenges him by giving him difficult assignment. Further, he places Mr. Agassi in charge of hundreds of staff and web units. The decisions by this executive seem to be authoritative. The mode of communication is top to a bottom. Mr. Agassi becomes a success in his responsibility. The executive decides that it is time to let go of their conservatism and drive the organization into trending business strategies. This is a major decision. Proper implementation of this decision would make the organization profitable and competitive in the global market. The executive needs to offer leadership which can be done through communication and involving all stakeholders. The management puts Mr. Agassi in charge of taking the organization

Questions for American Business History Questions Essay

Questions for American Business History Questions - Essay Example Each one of these steps required imagination and inventiveness. The application of the steam engine as a power source demanded that inventors create new machines that could utilize the improved power and speed of the mechanization. In essence, the world was changing from a set of manual tools over to a system that was powered. Harvesting wheat became a mechanized process of cutting, raking, reaping, and separating the wheat from the chafe. This required a number of machines, and they all required new inventions. The most important technological development that was introduced during the Industrial Revolution was the steam engine. The steam engine made the entire manufacturing process more compact, faster, and far more efficient than the use of manual labor. Within a few decades of the introduction of the steam engine, the textile industry was transformed from a cottage industry into a large-scale factory operation (Mathias, 2001, p.115). According to Stearns (1998), "the industrial revolution progressively replaced humans and animals as the power sources of production with motors" and "steadily increased the proportion of the process accomplished by equipment without direct human guidance" (p.5). The steam engine could be adapted to almost any other machine that had previously depended on human, animal, or water power.

Option 3 Essay Example | Topics and Well Written Essays - 750 words

Option 3 - Essay Example The new burger consists of a seven inch burger served with some French fries and a medium glass of Coca Cola at a considerate price of $6.25. It has made the burger longer as compared to the previous ones to draw more customers. It has used hyperbole in its advertisement that is evident in the commercial picture. Hyperbole develops strong impressions of the potential customers creating suspense that leads to purchase. The trope has targeted the young generation due to the use of sexual desires in its contexts. Use of phrases such as ‘feel your desire with something long and juice...’ has been used to portray sexual scenes (Nudd). The picture also reveals a seven-inch burger with a woman’s mouth wide open. The burger seems so big that it cannot fit into her mouth and a ‘dirty minded person’ is bound to think of something more sexual. Young women and teenage girls have been represented in the advertisement due to the sexual appeals of the long seven-inc h burger. Burger King has used this fact to portray the large size of the Burger. Most modern day commercials have adopted the use of sexual desires because research has proved that sexuality tend to seek more attention. Teenagers have been targets using sexual appeals due to their experiences from school lectures. Moreover, they are also addicted to junk foods as compared to adults. They form the larger share of the population and are frequent visitors of fast food chains such as Burger King. The use of hyperbole to describe the seven-incher has attracted more teenagers since it has given a different impression of the burger. Most teenagers are subject to impulse buying that do not require making of rational decisions. Awareness can also be caused through sharing of experiences. Teenagers also tend to have the same tastes and preferences when it comes to matters of food and diet. Sharing of information about the burger maybe done using social networks such as

Latin America Cinema (Hour of Furnace and Third Cinema) Essay

Latin America Cinema (Hour of Furnace and Third Cinema) - Essay Example The aim of the Third Cinema is to motivate the masses towards starting a revolution, with the director joining in as a part of the group. Another aspect of the Third Cinema, according to the two Argentineans, is clandestinity; the films that form part of the Third Cinema should be shown secretly so that not only is censorship and other commercial groups (both part of the mainstream cinema) avoided, but also to include a risk on the part of the viewer who decides to see them. â€Å"The Hour of the Furnaces† is a pioneer film of the Third Cinema genre, if Third Cinema can be referred to as a genre. Directed by Fernando Solanas and Octavio Getino, â€Å"The Hour of the Furnaces† was secretly filmed in Argentina in the early 60s and with a runtime of over four hours. It serves as a very bold condemnation of the neocolonialism that has dragged the country specifically, and Latin America generally, down into the depths of economic and social colonization, first by Spain, then by the United Kingdom and finally by the United States. The film depicts the horrors of capitalism in the â€Å"underdeveloped† country, with the bourgeoisie and the oligarchy getting richer, while the poor laborers and farmers get poorer. The directors use a very fiery and fast tempo soundtrack to help them drive their point home. The point driven home is a call for revolution, an appeal to the masses by the directors to take up arms as all non-violent means, adapted by the Peronists to bring about a change by toppling the regime that came into power by a coup against Juan Domingo Perà ³n, had failed to do any good. In short, through this film, the directors have tried to become a part of the collective and are trying to inspire the masses into starting a revolution against the injustices that the ruling class has subjected them to through the methods of capitalism and neocolonialism. A manifesto of change, â€Å"The Hour of the Furnaces†

Assessment Based Learning Goals Essay Example | Topics and Well Written Essays - 500 words

Assessment Based Learning Goals - Essay Example teacher and the student and the teacher is in a better position to design the lesson in such a way that it is easily understood by the targeted audiences. The main advantage of conducting classroom based assessment is that it helps the teacher to gain first hand information about the measures that can be taken to improve the teaching and learning English Language Learners. Three goals for student learning based on classroom assessment are discussed below. The first goal is to check for language proficiency in terms of reading and pronouncing different words. The students are asked to read different words and they are also asked if they can remember the concepts discussed during the lesson in class. As a recap, the teacher will ask the student to mention the things he or she still remembers from the lesson that has been conducted on that particular day. Language proficiency is developed through constant practice and this helps the English Learners to grasp basic concepts and words as well as to develop their speech. The other goal is to ensure that student teacher interaction is conducted in English no matter how bad it may be. This helps the students especially from lower backgrounds to master some English terms as well as to create confidence among them so that they can quickly learn this language. However, the teacher needs to permit the use of the student’s first language in a situation where they would be explaining certain concepts that appear to be difficult. The last goal is to check if the student is capable of trying to work out the meaning of certain terms and statements on his or her own without consulting the teacher or other students. Working on the meaning of certain terms on their own is a very effective strategy that can help the students to quickly understand English as a second language. The teacher should try to break certain words and explain the meanings of different components such as their roots, prefixes or suffixes. This helps the

STUDENT FREEDOMS Research Paper Example | Topics and Well Written Essays - 1500 words

STUDENT FREEDOMS - Research Paper Example The first amendment of the constitution provided that â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances† (The Pocket Constitution: U. S. Constitution – Amendment 1, 1995). It gives the citizen their rights to express themselves and gives them the right of speech. This freedom has been envied by many people all over the world as only a handful of countries allow their citizens such rights. However, one of the main concerns in today’s world is the misuse of the rights given to them. In schools students use this rights to break the school rules stating that it is indeed their constitutional rights to express themselves as they want. The constitution did provide us with the freedom of speech and press, but it is not right to take this freedom and say anything we want anywhere, at anytime. Freedom should be used but in no way should it be mis-used. The freedom of speech should be limited in public school as students need to adhere to the school rules and to maintain social stability, racial harmony and to protect the students from dangerous influences which can hamper their academic growth. Many people who are against banning freedom of expressions in school argues that censorship should not be done as the banning of ideas, thoughts and information in any stream is unconstitutional as the first amendment guarantees freedom of speech and the press. History has shown us time and again that man is an animal if not regulated by rules and regulations. If students are given the freedom to do what they want regardless of the school norms and regulations, the society as we know it will be chaotic. Freedom should not be taken for granted and should not be misused. Freedom of expressions should be limited in schools to maintain law and order. It should also be kept in mind that too much freedom for students can be a dangerous thing. Limiting the freedom of expressions in school makes sure that dangerous ideas, ideologies, philosophies and outlook does not disrupt the students. School rules and regulations are also solely motivated by morality and also the belief that exposure to too much negativity in any streams causes students to behave in a destructive ways. Schools have the right to discipline their students if the students behave in a vulgar way which can disrupt the harmony or influence the students in a negative way. One of the famous cases regarding schools right is Frederick v Morse.  Joseph Frederick, who was a senior at Alaska Douglas High school, sued his school for suspending him for 10 days. Joseph Frederick, put up a 14 long chart at an Olympic torch relay in 2002. His banner read â€Å"Bongs hits 4 Jesus† He was suspended by the then high school Principal Deborah Morse for violating t he school policy. The principal stand point was that Joseph Frederick violated the school policy by â€Å"promoting illegal substances at an event sanctioned by the school†Ã‚  (Free Speech Rights of Students: The Issue: When May Administrators in Public Secondary Schools and Colleges Restrict the Speech of Students?, n.d.). The Ninth Circuit Court of Appeals sided with Frederick based on the First Amendment rights. However, Kenneth Starr filed a petition for cert at the Supreme Court. In June 2007, a verdict was announced on the

Ultimate Reality and the Nature of a Human Being Essay

Ultimate Reality and the Nature of a Human Being - Essay Example Because of our limited understanding of reality, individuals create a personal perception of the truth of ultimate reality. The understanding of ultimate reality provides explanations of the causes of some phenomena such as living and non-living things in the universe. The explanations of the causes of existence make human beings create the meaning and purpose of life and living. For example, those who see the world from a religious viewpoint attribute the existence of a diverse universe to the works of an infinite Supreme Being. Thus, human beings come up with various attributes of the Supreme Being. Human beings derive the meaning and purpose of life from the perceived attributes of the Supreme Being. For the Christians, the purpose of living is to fulfill God’s creation. According to Goheen and Bartholomew (2008), the Bible is the true story of the world. It teaches that the definitive goal of the world is the establishment of God’s kingdom. Therefore, the Bible should be regarded as God’s message about how is working to resolve the world and all human beings. The practical implication of understanding ultimate reality is the emergence of various views that attempt to provide satisfactory explanations of existence. Each and every person creates their own individual perception of reality. The perceived individual reality helps in shaping the consensus reality of the human nature. Because of the limited powers of reasoning and experience, humans may not understand the entire diverse nature or even provide satisfactory explanations of its existence. It is such limitations of reasoning that make people resort to religion to explain what the basic human reasoning cannot provide. Therefore, what the human reasoning cannot explain is attributed to the Supreme Being. Human beings seek to understand themselves in relation to the ultimate nature. To understand the ultimate nature, an individual needs to understand God, the supreme being. Thus, God is strictly

Systems Theory and Human Relations Essay Example for Free

Systems Theory and Human Relations Essay Systems theory within organisations states that businesses retrieve inputs from the external environment, transform these inputs from processes and procedures and then out put them back into the environment. Below is a diagram to illustrate this with examples of each. The inputs generally come from other organistaions outputs, and the outputs of organisations tend to become inputs for other organisations. Within the organisation as a system, each of the different transformation activities may themselves may be looked at as individual sub-systems with their own inputs-transformations-outputs. They may also be looked at to interact with different sub-systems. The 5 main sub-systems are as follows: †¢Task – goals and objectives of the company †¢Technology – the tools and knowledge in which are used to carry out tasks †¢People – attitudes, skills, needs etc Structure – both formal and informal, flow of authority, grapevine etc †¢Management – co-ordination of the other 4 sub-systems and interactions with outside world Human relations approach pays greater attention to the social factors at work and the behaviour of employees. Employees come to work for more than just monetary needs, they come to interact with each other also. Therefore employees need to be able to interact with each other and not be excluded, Hamiltons work plan enables this and also encourages this. One way by which Hamilton uses this approach is by humanising the workplace, recognising the importance of the informal structure and also giving concern for the manufacturing staff. Hamilton does many things to humanise the workplace, such as: †¢Regular walk abouts by directors †¢Quarterly updates/briefs †¢Nights of social events such as Christmas funded by the company †¢Attend certain MDW meetings †¢Works council to communicate to management about certain issues on shop floor †¢Birthdays always celebrated †¢Weddings and anniversarys celebrated †¢Shop sales Child care vouchers †¢Easter eggs provided by company These policies and procedures that are representative of the human relations approach, all help with the management of change within Hamilton. Below are some point and how they help with managing change: †¢Communication – By communicating with staff through quarterly briefs, team meetings and notice boards, all staff are aware of changes and why they are going to be made. †¢Multiskilling – By Hamilton training staff on at least 3 machines in the factory, this enables Hamilton help to manage production planning. It also helps make the employee feel needed by investing in them. †¢Production planning – Enables Hamilton to prduce there good more efficiently and to help cut down on set-up times and change over’s. †¢Works Council – Helps staff to communicate any issues with changes that are being made before they are being introdced. This then means they can rectify these issues which the staff have. †¢Social Events – Help keep staff morale high and help build relationships and work teams within the business. As I looked at one of the subsystems of management and how it relates to the external environment and how it manages changes in the environment, I realised Hamilton is effected a lot by external factors such as: †¢Social attitudes †¢Government policies – taxes †¢Trade unions †¢Customers †¢Other organisations †¢International relations †¢Economic climate – exchange rates †¢Suppliers †¢Technoligical innovations – dulux paint pod †¢Providers of finance One of the biggest external factors is the economic climate, the exchange rate with China is very poor at the minute. As you can see from the graph above Hamilton has seen a major drop in the exchange rate within the last 12 months. This therefore creates high production costs within the company, to try and reduce the impact the management has undertaken numerous actions such as: †¢Improve communications with suppliers †¢Improve technology internally and externally †¢New suppliers †¢Longer term agreements †¢Reduced spending †¢Production planning †¢Aggressive with suppliers †¢Re-structured sales force

Racial Discrimination from Police Essay Example for Free

Racial Discrimination from Police Essay Racial discrimination in the United States is as old as America itself. The United States motto deduces that, although America is a single country, it is made up of people of all walks from all the corners of the world, but some as slaves, especially from Africa. The American population is diverse both culturally and racially thus the name Melting Point. Racial discrimination is the act of subordinating an individual due to the color of the skin or race. Discrimination against people of color began long ago while slavery still existed, and it took a Civil War between the Northern and Southern states to end slavery. In history, racist violence, police brutality, has been used to suppress the racial blacks and to preserve power and privileges for the white race. This was done for five primary purposes. First, it has forced black people into slavery or low wage situations. Secondly, to steal land and other resources. A third was to maintain social control. A fourth purpose was to eliminate conflict in politics, social life, and employment. Lastly, the fifth purpose was to unite white people across the ethnic, class, and gender boundaries. It is not really different of what we see nowadays through every day in the street. It is just getting a little bit smoother , cover up by law that a certain category of people make to protect themselves and the ones who as the privilege to use it. Most of the times, they do not been treated as the minority whenever they do the same mistakes by the justice in this country. The following grounds for suspicion of criminality are among the many reasons that African American motorists are pulled over: Driving a luxury automobile (e. . , Lexus, Mercedes, BMW, etc. ), driving in a car with other black men, driving early in the morning or late at night, driving in a low-income neighborhood, known for its drug traffic, driving in a neighborhood where there have been recent burglaries,†¦ Although the above list may in fact be the reason that a prejudice officers attention is obtained, none of the reasons listed can be filed as a probable cause in the police report. I have so many bad exp eriences with the police that I think, it is just getting worst. We all know, minority people, that they use theses bunch of †laws† to still keep us down because they still, and for more of the â€Å"white people† ,think that they are a â€Å"superior race†. One day, I was with my dad driving around a nice neighborhood with some friend to go pick up one our friend to go at the club. It was late around 11 pm that night. From nowhere the police pull us over and start actin really at their defensive. They asked us to get out of the car, after checking if the car has the proper paper (insurance driver license). They asked us what we were doing there and we answered without stress that we are going to pick up a friend of us to go at the club. One of us asked us, straight up on our face, if we were not here for other illegal purpose in the neighborhood. We were still acting cool, at the same moment two others police cars pulled over. We were surprise by the number of units just for 3 people. They start searching us with some brutality and still asking stupid questions. The car also has been check. They brought a K-9 dog to search the car. We did not know what they were looking for and even if they have a warrant on us. After some so long minutes, they let us go. The think that really made us feel that we were inferior was the fact that one of the cars was following us through the neighborhood until we got out. That experience was the most shameful one I ever been into. I really hate cops since this experience. Being a minority and particularly black is not a crime. I totally presume that most of the police are like that. Racial bias and discrimination are existent in the minds of many individuals, some of whom may have, if it is at all possible, a justification for such thoughts. But when it comes to the protection and justice of a society, race should not even be an issue. The criminal justice system of today fuels its flame of democracy with decisions influenced by a certain individuals race and stature in society, and allows these preconceptions to be the basis of such decisions. Whether it is the African American motorist being pulled over with no probable cause, or the racially spurred brutalizing by the police, racism prevails in the world of criminal justice. Most communities that suffer police discrimination and violence have little control of the economy, or political overseers of the police. Typically the people who do have these powers are the richer communities, with primarily white citizens. I do not think the community or even education can do something about it, it is already in their manners and nothing will change it, The only think that could make a minority person close to their tight circle is â€Å"money†.

Practical Guide To Teaching Social Studies Education Essay

Practical Guide To Teaching Social Studies Education Essay Chapter 1 Middle Secondary School Social Studies Reflective Essay Motivation and Enthusiasm (Chapin, p.1-2) are the key points as we begin our text. Well, who am I to want to be a Teacher? Especially in secondary grades dont you have to be someone who has motivation to teach? Arent you supposed to have the enthusiasm to work with young people and help them learn? Thats what June R. Chapin tells us in our textbook, A Practical Guide to Middle and Secondary Social Studies but yet when I look in the mirror long and hard after spending more than 30 years working in the fast paced advertising and marketing industry, I actually realize, yes, thats me! After raising a son to become a Bucknell University second year college student, and coaching his teams, leading his scout troops, guiding his steps (figurative and actual), and mentoring him and his friends it dawned on meà ¢Ã¢â€š ¬Ã‚ ¦I do have the motivation and enthusiasm to teach. Watching a young mind tackle a difficult concept or wrestle with a perplexing question is a thrill for me to watch, assist and instruct. To guide and educate, thats what I need (and want) to do with for the rest of my life. Personal background, beliefs and biases (p.3) are also critical personality traits one must consider if you want to teach. In Shakespeares Hamlet Polonius son Laertes is in a hurry to get on with it, get onto the next boat to Paris, move forward with his life and get away from his fathers tiresome pontification. But, his father Polonius has one parting point of important wisdom for his son: This above all: to thine own self be true, And it must follow, as the night the day, Thou canst not then be false to any man. Farewell, my blessing season this in thee! Hamlet Act 1, scene 3, 78-82 [my emphasis] How many of us are really true to ourselves? Do we know the kind of person we are? Are we honest and self aware when we look at that driver who just cut us off and in our anger think to ourselves: Well no wonder, that persons a ; and dont realize the bias, belief and possible prejudice weve just reinforced in our own mind. What if you are a secondary school teacher driving to work at your job to teach social studies to diverse classes of 7th and 8th graders, for whom youre teaching a lesson about different cultures or even have students who may also be . Are you aware of your own bias? Are you in the right profession? Can you manage, correct and reverse that attitude? A teacher must always be aware of who they are and why they may feel a certain wayà ¢Ã¢â€š ¬Ã‚ ¦and then just forget it. It isnt relevant except that you are aware of it and then put it away and if possible eliminate it. You know where youve come from, what may have originally prompted those sentiments years ago and now youve grown beyond it. And we must also face bias in materials or resources we read, watch or hear everyday. And just as with our own heritage, we must know what to look for and as it is said consider the source, to properly put into perspective, any statement, comment or alleged fact and assign the credibility or lack it may deserve. Your beliefs about human potential, ethics and culture are also intertwined with your teaching beliefs and practices.(p.3) For me, as a professional educator, particularly one in the social sciences, I must have the skeptics senses in order to discern the supposed fact from the genuine fiction, while also remembering that I myself have a personal perspective in the mix as well. The No Child Left Behind (NCLB) Act and standards movement has become a pervading concern among all adults involved in the education industry. Our textbook is no exception it is full of perspectives on the issue most likely because it affects the foundations of the education process and everyone except the students are concerned with what it means for the future. What I am also learning from many different resources, in and beyond this textbook, is that there is so much emphasis on problems that no ones seeing the successes. Beginning with A Nation at Risk, a report issued during the Reagan Administration suddenly there needed to be a new national standard and oversight from the Federal government for what was being taught, to whom and whether there was real comprehension and learning coming as a result. Now teachers, administrators, states and bureaucrats across the country are caught up in a challenge on accountability and standards versus schools autonomy and educational funding. My frustration with the arguments and debate really stem all the way from the National to the State to the Local to the District levels. I just want to be a classroom teacher and lead my students toward learning strong academic objectives; yet I repeatedly hear the harangue, well whos in charge here? So just as I am starting a new career it seems as though the struggle will escalate to the point where I will be unable to teach a lesson, any lesson, without some bureaucracy being involved with who, how, when and what I teach. And it seems there is minimal civic enthusiasm or encouragement for what teachers are trying to accomplish. Troubled Times for Public Schools (p7) is a mantra that the profession seems to have adopted as a frame-of-mind, instead of something to realize and which we must correct. The text also reinforces the concept of a good teacher being respected by his/her students for the same traits as one might expect from an adult, including: depth of knowledge and demonstrating a strong effort showing respect for themselves and their students having a sense of humor and perspective on what is really important While I remember Social Studies from my youth as a subject about which I was passionate and involved, I never really considered the textbook definition: an integrated, multidiscipline area of learning (pp.12-16) which leads me to understand why I cared so much the disciplinary materials covered were all my favorites sociology, political science, history, anthropology, geography, and even (some) economics. Yet today there is also a debate about how much emphasis is placed on the integration approach versus what used to be a single-discipline approach when Social Studies had more of the depth and fundamentals of certain disciplines like history, civics and literature. The term used in our text: Social Studies slush (p.14) got my attention because it was so vehement and succinctly critical. My personal perspective is currently rather muddied itself by my own education, my passion for the multiple Social Studies disciplines and what I am reading: There is an essential need for improvement in teaching of Social Studies. (p15) My son was in the AP US History course at his high school. What surprised me about what he was studying was that the content seemed to be what I thought should be in any US History course. Our Chapin textbook argues that some see the AP level as just a college pre-application opportunity instead of a class for higher level thinking. To me it is just a label for a popular provocative and broader educational area that should be expanded to all secondary students. Chapins first chapter also expounds on different teaching approaches for the Social Studies and includes charts showing examples of personal pedagogy intimating dont we want to avoid indoctrination? (And be sure we also stay away from Americanization?) It seems to me that in 2011 a teacher would be hard-pressed in the US secondary education system to find any Social Studies student who would tolerate being taught a lesson without permitting the individual to question or examine the information being transmitted.(p.18) In actual fact there probably arent many Social Studies teachers who have the integrity to promote an Americanized curriculum because it must today be integrated, balanced and politically correct. The NCSS article Teaching Social Studies as a Subversive Activity is a challenge to Social Studies teachers to return to the rebellious 1960s and 70s and dont just promote pat answers and accept the pabulum of patriotic dogma in their textbook. And instead teachers need to install a crap detector for students so to alert them to the whitewashed stories theyre being taught so that High school students, à ¢Ã¢â€š ¬Ã‚ ¦exercise the basic tenets of a democratic society. The authors promote Social Studies as a subversive activity whereby students maintain a civic engagement with local, regional and national concerns, (current events or local community issues, the elections, Hurricane Katrina, an international conflict, or school matters.) The problem I have with this perspective is that it seems the authors underlying approach doesnt promote discourse, it promotes discord; it doesnt promote inquiry it promotes disorder; it doesnt promote higher learning instead it promotes diatribe and invective. This is not to say that the authors arent in synchronization with much of what I hope to be my personal teaching approach; à ¢Ã¢â€š ¬Ã‚ ¦Schools can also develop a greater sense of educational community through curriculum integration or inter-disciplinary teaching: teachers can team with other teachers as their students engage in reading about other nations and peoples in childrens literature, or integrate American literature with American history in secondary school English and social studies classrooms. p. 3, col. 2., Teaching Social Studies as a Subversive Activity by Charles L Mitsakos and Ann T. Ackerman,  © 2009, NCSS Point of View series. The criticism of many Districts Social Studies curriculum today is that it is in a permanent state of critique and cynicism versus practical awareness and preparation for graduates involvement in a larger society. à ¢Ã¢â€š ¬Ã‚ ¦government and business leaders who are worried about the economic consequences of inadequate education. (Chapin, p.19) In another NCSS article: Should Social Studies Be Patriotic? the author, Joel Westheimer promotes a different Social Studies approach when it comes to American history and civics lessons built on what he calls, democratic patriotism. Mr. Westheimer, who is a department chair at the University of Ottawa in Canada, believes that U.S. secondary students are learning authoritarian patriotism whereby unquestioning loyalty and commitment to my country right or wrong has become the norm and students remain unchallenged by à ¢Ã¢â€š ¬Ã‚ ¦the debates around the various visions of patriotism. Yet my complaint with Mr. Westheimers approach is the same as previously mentioned; in the volatile world of 2011 where America and her citizens are more and more described around the world as pretentious ignoramuses, too fat and lazy to address, or even be aware of, the social needs of a struggling world, we shouldnt throw up our hands and admit, yup, theyre right! But, Mr. Westheimers use of democratic patriotism in the classroom is an approach that has merit, and his examples of different teachers motivating their students is impressive: There are many varied and powerful ways to teach a democratic form of patriotism aimed at both critical consideration of the history, present, and future of our society as well as at reinforcing the ideals of improving the country and the lives of its inhabitantsà ¢Ã¢â€š ¬Ã‚ ¦. [such as] students conduct research on improving conditions in their own neighborhood, especially with regard to broken promises to build a new school. These approaches to teaching about patriotism share several characteristics. First, teachers encourage students to ask questions rather than absorb pat answers Second, teachers provide students with the information (including competing narratives) they need to think about patriotism in substantive ways Third, they root instruction in local contexts, working within their own specific surroundings and circumstances. Because we cannot teach democratic patriotism without paying attention to the environment in which we are teaching it. And, as a teacher that believes discourse is possibly the most important strategy that we undertake with our students, we will lose their respect and our country their allegiance, if we try to gloss over or whitewash civic issues or historical controversy. But we must also remain vigilant and aware, as Social Studies teachers and as citizens, of the nearby precipice when we encourage dialog that foments dissent: Critique becomes Criticism Commentary becomes Cynicism Dissent becomes Despair and patriotism in any form, becomes passà ©. Finally in this chapter I read Chapins text about teaching values and ethics, and I askedà ¢Ã¢â€š ¬Ã‚ ¦why not? Ms. Chapin makes it clear that any social Studies teacher who undertakes a values approach must remain cognizant of the potential controversies and assessment dilemmas they face. First and foremost, whose values are correct? And how far should the discussion go before we are in a behavioral guidance area? Yet in my opinion, values, character, moral education are not areas that should be avoided, just tempered with an understanding that a values approach might only be effective for some students, in some circumstances. Last note: Improvement can be made to the teaching of Social Studies p.26 Chapter 2 Planning for The Social Studies Reflective Essay 1. The Social Studies? This bothers me; why is the subject discipline for which I want to become a State of CT, professionally certified secondary school teacher have an English language article: the placed in the title? It reminds me of the contemporary baseball zealots (usually on ESPN) who determined at the end of the last millennium that the acronym RBI which stood for Runs Batted In was inherently plural, so the acronym shouldnt or couldnt and wont be pluralized (he now has hit 27 R-B-Ià ¢Ã¢â€š ¬Ã‚ ¦to me this just sounds dumb.) à ¢Ã¢â€š ¬Ã‚ ¦So I emphatically disagreed. As a youngster following Mickey Mantle or Carl Yastrzemski I would always want to know how many R-B-Is he had hit. We also called them ribbies meaning the plural of R-B-I, ended with an s. Now I find as I want to change my career after 30+ years in marketing and advertising (an industry which in itself has played fast loose with the English language,) that because of the new contemporary multi-disciplined approach that Social Studies is an integrated discipline of so many other Social Sciences, that the NCSS (I assume) has decided it must have the article the in the title. Well, when I was a youngster, going to Social Studies class, we sometimes talked about RBIs; and now as a teacher, I hope to teach Social Studies to students who sometimes will want to talk about Derek Jeters RBIs, when I will want to discuss their homework assignment, instead. (I had to reflect on this linguistic concernà ¢Ã¢â€š ¬Ã‚ ¦thanks for understanding.) 2. Planning my Achilles heal This is the area as a Social Studies teacher on which I MUST concentrate and remain focused. An effective teacher must plan well in advance what Unit they will cover, composed of what Lessons, to accomplish what Objectives, followed by what type of Assessments they will use to complete their Evaluation of each of their students performance. Then as they begin to teach during that semester, an effective educator will always adapt and adjust those Lesson(s) to accommodate or modify the situation, setting and material for any exceptional learners or other student requirements, particularly as the calendar year progresses and any special needs or circumstances arise. A teachers effort at maintaining an inclusive classroom that differentiates the lesson plan according to their Exceptional Students Individual Education Plan (IEP) is following a standard policy and an appropriate attitude for a busy teacher. Yet, as I examine my own strengths and needs for growth it is clear that written plans will be key to my optimal performance, and this must include a period of reflection and examination on how each lesson may be improved after its taught. This may occur multiple times a day, or long after a unit is completed depending on how the lesson was received and performed by my students. It should also always be accompanied by my own observations and notes in the margin, as well as any notes or comments from colleagues, visiting administrators or other professionals so I can tweak, modify, adjust, or entirely re-teach the activity. And another major part of creating modifying and improving my lessons will be finding the necessary resources for students activities. In our Chapin textbook there is a list of a dozen areas to search, but that is just a start on the numerous areas one can find resources for planning Lessons. A common experience while teaching is feeling frustration and anger. Students are usually the trigger for these negative emotions. These emotions often make teachers tense and intrude on their thinking. (p. 34.) The key for me in this instance, or any new teacher, is patience, (they say Lesson Planning gets easier with experience.) Remaining confident and calm is vital, as I develop (and teach) each Plan that addresses the appropriate Objectives with the necessary Activities which meet correct Standards and use the necessary Assessment techniques for a comprehensive Evaluation. Confidence can come from the fact there are numerous resources, BUT only if I search extensively and frequently for topical and effective materials. By remaining dedicated to reaching that unnamed student who needs me to care, to making that extra effort on their behalf this is the personal integrity I want to have and will need in order to be the educator I want to and should be. 3. Long Range Plan After studying Figure 2.1, on page 35 of our Chapin textbook, my focus goes to the critical juncture before the plan is laid out, My Approach and the Rationale for what, why and how I will teach these lessons. The three areas that must be addressed as the Units Curriculum Plan is established are clearly identified and understood. Two of the areas have prewritten guidelines, formats and styles (taxonomies) to follow which must be aligned, the third is up to me: my Attitudes, Values Dispositions. One professional element that we havent covered extensively yet, but I know will be critical to my career as an educator is the colleagues and teams with whom I will be working. Their contributions to my development as a professional Social Studies teacher will be critical to my growth. Some frank and honest feedback from a professional peer can be invaluable in understanding how my Plans can improve, be expanded, edited or discarded. Constructive criticism will require some receptivity and acceptance without personal sensitivity to improve over time. 4. Objectives Standards my other Achilles heal Writing objectives is where we are in all of my professional semester ED and ESPY classes, and they are proving to be difficult for me to get a handle on. This may be because Im over-complicating them by trying to fit too much into a single activity or lesson, or I am confusing verbs and levels of learning or the activity I want students to perform isnt correct for the objective. Simultaneously I get hung-up on what Standard fits with what Objective instructional vs behavioral vs performance. I believe however that over time in each class I will get the hang of it, with practice. Fundamentally, I know what these terms mean: à ¢Ã¢â€š ¬Ã‚ ¢ observable performance the physical activity that will be measured to meet the objective I have set. conditions of learning where the student is starting from or with what material, (e.g. After reading XYZ textbook, or Given a copy of President Obamas speech, etc.) measurable criteria an assessment is invalid and actually no objective can be written that doesnt have levels of criteria on a rubric that the students see in advance, accept and understand. The criteria can be difined simply with a number: and students will provide 5 examples ofà ¢Ã¢â€š ¬Ã‚ ¦ or a measurement device: using a Likert Scale of Strongly Agree, Agree, Disagree, or Strongly Disagree students will evaluate Organizing Content Units In number 2 above I described most of this section without realizing I was, however it is important to note the hierarchy of levels teachers use when planning their subject content: Districts Subject Curriculum (Year Long) Textbook(s) Team Semester Plan (2-3 Semesters) Curriculum Module (2-3 Modules) Unit Plans (6-8 wks) Lesson Plans (30-40 lessons/Unit) Activities (2-3/lesson) I hope to be able to frequently use each of the listed resources in my Lessons, particularly those that integrate other disciplines or areas of study: textbooks; commercial/free preprinted lessons, integrate units with colleagues discipline (literature, science experiments, etc); technology online, presentation or other devices. It is also important that I mention biases; Lesson Plan resources usually have some form of bias, particularly those obtained from a commercial or political or cause-related organization. Many teachers I have seen and known so far use valuable and expert resources, particularly those associated with a textbook or a discipline-oriented publisher. However as a professional educator I must remain vigilant addressing lesson materials that may contain some form of bias. This is not to say that they cant be used in a lesson, they will just need to identified as having a bias or perspective that must be considered in their usage. à ¢Ã¢â€š ¬Ã‚ ¢ Unit Outline: The following is a skeleton Unit showing the elements that comprise most Unit structures, but these can vary and this is for a Teacher-made Unit (there are many pre-published in textbooks and elsewhere.). There are other formats that may use an integrated approach with another subject discipline or a variety of technologies (Smart Boards, MS PowerPoint, MS Publisher, etc.,) or some other device or strategy to stimulate students multiple intelligences. Unit Title; Standards Goals; Focus Big Idea question; Lesson Plans incl. Objectives; Assessments;

My Uncle Rubens House :: Personal Narrative Writing

My Uncle Ruben's House Most people can’t locate Galveston, Texas, on a map, and those who can think of a dirty beach and Dr. Pepper’s national headquarters. You could ask a thousand people, and almost none of them would be able to find something special about G-Town, but I can. Galveston is the home of 156 of my aunts, uncles, and cousins. There was a rumor going around G-town that everyone with a Mexican background was related to the Moreno’s. I spent three weeks every summer, along with Christmas and spring break, at my Uncle Ruben’s house in Galveston. I heard stories all the time about the first encounter I had with him and his house. I was 18 months old when I took my first trip out of New York. As soon as I stepped in the door of my uncle’s two-story home, covered by chipped green paint, my mother’s eight sisters surrounded me, along with her mother, her 18 first cousins, 10 second cousins, and her two aunts, and the most important man in her life, her uncle Ruben. He was the first person to hold me, and legend has it that he nicknamed me Seesaw because my head was huge and it would make me sway left to right, causing me to fall every so often. My Uncle Ruben spent 26 years working two full-time jobs. During the day he worked as a longshoreman, unloading heavy crates from the banana boats. At night he did maintenance work the local gas company. He supported 12 kids, eight of whom were his and the rest nephews and nieces, including my mother. My uncle used to say that it didn’t matter if you were his daughter, his cousin, or his niece, if you were family it was all the same. My uncle’s house sits on the edge of a working-class Mexican neighborhood six blocks away from the beach. In Galveston, the economic differences from neighborhood to neighborhood are extreme. On one side of the island there are huge Victorian mansions separated by big green lawns and perfectly paved driveways. My uncle’s house is not one of those houses; it is marked by a chained-link fence and a dried-out bed of flowers. When looking at the house from the outside, it is hard to tell what kind of family lives there. There are no flags hanging from the windows, but there are toys in the front yard.

Essay on Swifts Gullivers Travels and Orwells 1984 :: comparison compare contrast essays

Swift's Gulliver's Travels and Orwell's 1984  Ã‚     Ã‚   Jonathan Swift's Gulliver's Travels and George Orwell's 1984, two of English literature's most important and pervasive political criticisms, have helped to mold world opinion by offering new viewpoints and attitudes, yet these two novels differ in their means of conveying their satire of human nature. Whereas Gulliver's Travels touches humanity with a humorous note and absurd situations, in order to reveal the public's hypocrisy and society's reprehensible behavior, 1984, in contrast to Gulliver's Travels, presents dismal and depressing circumstances which forebode a heinous future and threaten human existence.    On his quest to reveal the inconsistencies and follies of humankind, Swift first offers the readers an opportunity to laugh at themselves (disguised as a Lilliputians), yet later, the readers find these humorous portrayals underscored with scorching and harsh social and moral satire. Observing the Lilliputians struggle for power in the little wars that they fight, Gulliver laughs at what he considers a joke, but in reality he laughs at human beings and their petty disagreements as well as their obsessions. "There is a good deal of fun in Lilliput, and with Gulliver we are able to assume a certain superior detachment and amusement at the ways of the pigmies" (Davis 86). Another instance of entertainment for the bystander and reader occurs when the Emperor of Lilliput attempts to conquer the entire "world" (obviously not cognizant of a world much larger than his Lilliputo-centric sphere), and to overtake the navy of his mortal enemy. Still laughing and unsuspecting, Gulliver initially follows blindly during his stay, and completes all the tasks assigned to him, for he believes in the goodness of the princes. Not until Gulliver's disillusionment with the iniquity of the princes and emperor, and hence with human beings, does he refuse to follow orders. These initial feelings of blind trust seem comparable to the party members' unquestionable devotion towards Big Brother in the novel 1984. At the moment that the Emperor of Lilliput accuses Gulliver of treachery, Swift clarifies his satire, that the Lilliputians merely represent miniature humans. (Davis 87). Words, then, that the Emperor and his staff had previously used, such as "degenerate nature of man, the great laws of nature, the miseries of human life" break the mold of the Lilliputian world and apply universally to the state of all humans (Davis 90). This short-lived humorous storytelling, offers a glimpse at the ultimate misanthropic messages and subtleties, which underlie the novel.

Implications of the Dinosaur Heart Discovery :: Anthropology Essays Paleontology Papers

Implications of the Dinosaur Heart Discovery The article from Science News, â€Å"Telltale Dino Heart Hints at Warm Blood†, by Tina Hesman and the Journal article it was based on from Science, †Cardiovascular Evidence for an Intermediate or Higher Metabolic Rate in an Ornithischian Dinosaur†, by Paul Fisher and others both offer a new perspective on the topic to be discussed, however there are some key differences between the two articles. How the two articles differ will be discussed later on in the paper. Both of the articles discuss the finding of a heart in a dinosaur that when studied challenges a common belief about dinosaurs hearts. Now here is some background information on the dinosaur that is causing this stir because of its heart. The dinosaur is a Thescelosaurus, which means wonderful lizard. The average length of the Thescelosaurus is three to four meters, nine to twelve feet, long with an average weight of three-hundred kilograms, or about six hundred and sixty two pounds. They lived from the Campanian age to Maastrichtian age which are the later stages of the Cretaceous period. Another distinguishing physical feature of Willo is the bird-hips that the dinosaur has instead of the lizard hip. They have primarily been found in Alberta, Saskatchewan, Colorado, Montana, South Dakota, and Wyoming. As far as their remains are concerned there is one complete skeleton, eight partial skeletons, elements, and teeth (Dinosauricon). Dinosaurs are often compared to and resemble modern day reptiles. Scientists will study how these modern day reptiles behave, look, act, and move to draw conclusions on how the dinosaurs would behave, look, act, and move. They also look at the intern make-up of the modern reptiles to predict how the dinosaurs internal make up would be. However, a recent discovery in South Dakota is stirring up some controversy (Hesman). While Mike Hammer was walking around a ranch in South Dakota he stumbled across a â€Å"big-eyed† dinosaur that he now refers to as Willo. The thing that caught his eye was the chest cavity of the dinosaur, upon further investigation he found a rock that was preserved in the curve of the dinosaur’s ribs, he was convinced that this rock was once a heart. Hammer then went on to take the dinosaur fossil in for a medical X-ray scan, this X-ray showed evidence that could change how we think about dinosaurs.

Strategic Analysis Zara

BRAND POSITIONINGSingapore Market Size Zara's size is at 1.3% of Singapore apparel industry, 6th place after other brands like Mango, Guess, Esprit, Raoul and Giordano.Visionâ€Å"ZARA is committed to satisfying the desires of our customers. As a result we pledge to continuously innovate our business to improve your experience. We promise to provide new designs made from quality materials that are affordable†Mission Statementâ€Å"Through Zara’s business model, we aim to contribute to the sustainable development of society and that of the environment with which we interacts.†Target Market & PriceZara sells apparel, footwear and accessories for women, men and children. Product lines were segmented into these three categories, with further segmentation within the women’s line as it was considered the strongest out of the three, with an overwhelming majority of women in the target market (78%).Zara’s consumers are young, value conscious and highly sens itive to the latest fashion trends in the industry. An advantage that the brand has over conventional retailers is that they do not define and segment their target market by ages resulting in designs and styles that can reach a broader market.Zara offers cutting edge fashion at affordable prices by following the most up-to-date fashion trends and identifying consumers’ demand, and quickly getting the latest designs into stores.BACKGROUNDAbout ZARAZara is a flagship brand of the Spanish retail group, Inditex group. Inditex is the world's largest fashion group, which owns other fashion brands such as Pull & Bear, Massimo Dutti, Bershka, Stradivarius, Oysho, Zara Home,  Lefties and Uterqà ¼e. It was founded in 1975 by Amancio Ortega, when he decided to expand his factory in Arteixo by opening a store in La Coruà ±a. Zara has expanded since and currently operates a total of 1,671 stores in continents such as Europe, America, Africa, Asia and Oceania, of which 333 of them are in Spain.In the BeginningFounded by Amancio Ortega in 1975, Zara opened its first store in downtown La Coruà ±a, Galicia, Spain. Its first store carried low-priced lookalike products of popular, higher-end fashion brands. The store proved to be a success in the early 1980s, and Ortega began opening more Zara stores throughout Spain.Global ExpansionIt was only in 1988, Zara decided to venture into the international market. This was spurred by Portuguese youths crossing the border into Spain to shop in Zara. Hence, Zara responded by opening its first store in Oporto, Portugal. The expansion strategy proved to be a success. Subsequently, new stores popped up in New York (1989) and Paris (1990), the fashion capitals of the world. Since then, more stores have opened globally to a standing of 1,671 stores. Zara Company has become an icon for Spanish fashion.FinancialsThe Inditex group currently boasts revenue of 13.79 billion euros (2012), with profits standing strong at 1.932 billion Za ra swot analysis

Research question vs. Hypothesis Essay

Does your study take an experimental approach to answer questions? Are you making a prediction about the phenomenon being studied? If your answer to these questions is ‘yes’, then you will need a hypothesis, but if it is ‘no’ then you will need a research question. This is because a hypothesis is a statement that is tested by experiment(s) to confirm or deny the phenomenon Turning now to a research question, if you are incorporating a research question rather than a hypothesis, then remember that some of the important features of a good question are that the question or problem should be: about one issue; clear and concise; addresses an important, controversial and/or an unresolved issue; feasible to undertake within a specified timeframe; adequately resourced. Hypothesis (plural = hypotheses) A hypothesis is not a question, but rather it is a statement about the relationship between two or more variables. So, for example, the first question above could become a hypothesis by making this a statement rather than a question, namely: The perceived needs of the patient and users of South Bedfordshire’s palliative care services are being met. To be complete a hypothesis must include three components: The variables The population The relationship between the variables As you can see, the hypothesis translates the research question into a prediction of expected outcomes. A hypothesis is the tool of quantitative studies, and is only found in such  studies. In fact, a hypothesis is usually only found in experimental quantitative research studies. You will be able to find out more about hypothesese when we look at them in more detail later in the session. Research question. A research question is the question that the research project sets out to answer. In actual fact, a research study may set out to answer several questions. The methodology used for that study, and the tools used to conduct the research, all depend upon the research questions being asked. For example, in the example of a qualitative research study, the following two research questions that underpin the study, and also needed to be answered by the study, are shown in the box below. There are two research questions that will need to be answered by this phase of the research. These are:  · ‘Are the perceived needs of the patients and users of South Bedfordshire’s palliative care services bei ng met?’  · ‘If not, what needs to be done if these needs are to be met in the future?’ The first question can be answered by a quantitative study, whereas the second one may require a qualitative study to answer it. Research questions can therefore be used in quantitative and qualitative research studies.

Homicide Investigation Techniques Essay

Abstract Murder investigations are started when there is a suspicious death, there is precise steps that should be followed during a murder investigation. So that the case can be brought to court and prosecuted evidence is collected, suspects and witnesses are interviewed. The law enforcement personnel that participate in a murder investigation are individually trained to handle and process evidence; this includes protection of the crime scene and testifies in court. Definitions of homicides and manslaughter The two offenses that is classified, as homicide is murder and manslaughter; manslaughter is perpetrated in one of three ways; killing another individual with intent, but where compliance such as loss of control, decreased responsibility, or committing suicide by way of a concordat. Committing a crime where an individual is killed by gross negligence, gross given the risk of death and behavior in the form of an illegal act involving a danger that resulted in the death of another human. Murder or homicide is the illegal killing with malice and forethought of another human; this is usually considered a premeditated state of mind and separate murder from manslaughter, because the individual planned the murder with intention, (Osterburg, J. W. & Ward, R. H. 2010). Crime Scene Assessment With the arrival of the first law enforcement officer at a crime scene, there are strict procedurals guidelines. The first officer to arrive at a crime scene tries to detain anyone that could be a witness/suspect. It is the responsibility of this officer to secure the crime scene to keep the crime scene from becoming contaminated and the loss of evidence. With the arrival of the investigator that will take charge of the crime scene, the officer will detail all information acquired from possible witness or suspects. The investigator will document the crime scene with pictures, sketches, notes and even video of the evidence and surrounding area. After the walk through, the investigator begins formulating a theory of the crime focusing on the progressions of events to include locations and positions of those present during the crime. All evidence is collected and sect to the lab for analysis, (Osterburg, J. W. & Ward, R. H 2010). What is Victimology? Victimology is the study of issues interjecting to the intensification in victim perceptibility, characteristics and elements, persecution and its influences, and victim’s reactions to persecution. Through this scientist studies physical, expressive and monetary harm people suffer because of unlawful activities. Victims are individuals that experience loss, injury or hardship because of a criminal act. Victimology uses subjective approach to identify, define and describe the problems associated with being a victim (Karmen 2012). Conclusion Even with the most publicized crimes in the history of the Unites States Criminal Justice System, police can arrest, but they investigate first. The investigators must find out the cause of and time of death. Investigators define a successful homicide investigation as the one where a perpetrator is pinpointed, indicted and convicted of the crime.

Senior Privileges

In the past, my high school gave more privileges to the seniors, although they have taken the privileges away from the seniors every year one by one. Currently, the only privileges seniors have over the underclassmen are leaving five minutes early for lunch and having the senior courtyard for lunch. We believe seniors should have more privileges or benefits than the school gives to us. After EHS took away senior privileges like going off-campus for lunch and leaving class five minutes early, students rebelled and started to sneak out for lunch saying they have Career Center or GHS third block. Although the administration started to notice the students coming back after thirty minutes, the students started to be dismissed to continue going off-campus for lunch. The problem with not leaving class early is that students began sneaking out of class and detention numbers increased because sneaking out is not allowed. The senior class can relate to this issue and would like to go off-campus for lunch and leave class five minutes early. The future upcoming seniors would also like the same privileges. The current seniors have looked forward to senior benefits since being a freshman. By the time the freshmen class finally reached senior status all of the privileges the previous seniors had gained were taken away due to misjudgment and carelessness. The administration’s defense is that the seniors’ of previous classes disregarded safety concerns. Although high school students normally disregard the administration’s safety concerns one of the purpose of being a senior is to understand safety before they enter the real world. Although safety is a current issue we believe seniors are capable of being careful and influencing the underclassmen of being cautious. EHS may be responsible for the students during the day; we believe that students and parents can sign a permission slip where if the student gets in a wreck while out for lunch then EHS will not be responsible for any injuries. We believe seniors understand that going out for lunch is a privilege and if there are any complaints or problems the student’s privileges can will revoked at any point of time. We believe senior privileges can be taken away if senior abuses their privileges then they will have their privileges taken. Although previous classes have acted in a way that they would have been revoked eventually the administration should consider giving privileges back to seniors. We believe having senior benefits will cut down on the discipline issues EHS may have to deal with. EHS should offer more senior privileges than mentioned above. We think administration could add a few more benefits for seniors such as having a free period during the day, if the senior has A’s and B’s they could leave campus for the period. Although it would be mandatory for students to receive permission by parents and for the students to sign out when they leave campus and back in when they come back on campus for the rest of the day. For students that do not have the required grades and permission they can use the period to study and bring up their grades to earn the right to go off campus for the period. Our idea is right because it helps rebelling out of the schools and it will slim down the discipline issues of the seniors. It will also help the seniors prepare for college or the working world next year.

Anti Terrorism Legislation May Infringe Human Rights

Anti Terrorism Legislation May Infringe Human Rights Disclaimer: This work has been submitted by a student. This is not an example of the work produced by our Law Essay Writing Service . You can view samples of our professional work here . Anti Terrorism Legislation May Infringe Human Right UK Anti- terrorism legislation of the past decade has been a passionately debated topic both within the media and the legislature itself. On one hand, it is argued that any nation should indeed encompass the ability to prevent any terrorist atrocity carried out against its people even if it is at the cost of human rights infringement. On the other hand, a tax on civil liberties has often been deemed an atrocity within its own rights and the recent influx of legislation has done nothing other than help with the evolution of global terrorism.   [ 1 ]    That the horrific events of September 11th 2001 changed the face of Terrorism is not at all in doubt. It was the end of the terrorism the world once knew as guerrilla violence for political gain. The violence administered on the New York skyscrapers was an unprecedented act which prompted an unprecedented reaction. Legislation in relation to terrorism in the UK was eagerly debat ed and following the 7th July 2005 it was accepted that the UK were not immune to attack thus facilitating the new legislation into position. Though anti-terrorist legislation has long existed in the UK and, much of which, has been incorporated within the recent developments, many new offences have also emerged creating a shift in the balance of power between the public and those forces responsible for administering the new legislation. Naturally there has been a significant increase in relation to the scope of police powers. Furthermore, the ‘Intelligence Communities’   [ 2 ]   have also capitalised in the power shift, especially in relation to covert intelligence gathering. To venture further into the effects of the recent developments to the legislation, it is important to analyse the current framework. A natural point of focus would be the definition of terrorist activity. Section 1 of the Terrorism Act 2000 outlines terrorist activity as: â€Å"the use or thre at of action where, the action involves serious violence against a person, serious damage to property, endangers a person’s life or creates a serious risk to the health or safety of the public.†Ã‚  The  Ã¢â‚¬Å"use or threat† must be â€Å"designed to influence the government or to intimidate the public†¦Ã¢â‚¬ Ã‚   [ 3 ]    Section 2 of the same Act outlines a terrorist offender is someone who: â€Å"is or has been concerned in the commission, preparation or instigation of terrorism†Ã‚   [ 4 ]    Since the face of terror has changed to cell based networks, certain organisations are listed under the 2000 Act   [ 5 ]   as terrorist organisation, a recent addition to which has been Al-Qaeeda. A recent development emerging from the new legislation is the offence of organisations ‘glorifying’ terrorism being added to the list under s. 21 Terrorism Act 2006. This is not a question of whether such a provision is an intrusion on human r ights; free speech in particular, as it obviously is but rather to what extent is such taxation justifiable. Joining or rallying support of such proscribed groups is also a punishable offence under s. 12(1) of the 2006 Act. Arranging meeting and to address meeting of proscribed groups is also punishable under ss. 12(2) and 12(3) respectively. Even clothing worn in a manner that may raise suspicion that the wearer is a member of a proscribed group may earn a maximum penalty of 6 months imprisonment as per s.13 of the 2006 Act.

Girls Issues in UK Schools Essay Example | Topics and Well Written Essays - 1000 words

Girls Issues in UK Schools - Essay Example The essay "Girls’ Issues in UK Schools" talks about the problem of marginalization within the scenario of education which forces the girl students to feel alienated within a school environment. One can see that this problem hinders girls from entering the workforce in future and to have upward mobility in the social ladder. One can see that social class is an important factor which determines a student’s acceptability within a class room environment. Read states that, ‘However such desired characteristics are also those considered to characterize the ‘popular girl’ at school- a position of power and influence amongst girls’ peers’. If a girl student happens to be from the lower layers of the society, there is a high chance for the problems related to her social class. While peer group discourses constructed girls as harder working, more mature and more socially skilled, still the boys and a significant number of the girls adhered to the view that it is better being a boy. Girl students may try to hide their social status but this may lead them towards stress and related emotional problems in general. Similarly, cultural background determines a girl student’s socialization and acceptance within her public domain. From a different angle of view, boy students can resist the influence of their cultural and social backgrounds because they have enough freedom. The relative ‘high achievement’ of girls has often been perceived as unproblematic and thus neglected, or achieved at the expense of boys.

Odwalla Juice Case Study Analysis Example | Topics and Well Written Essays - 1250 words

Odwalla Juice Analysis - Case Study Example Even though the company was faced with several financial constraints as its proceeds dropped by almost 90% (Harvard Business School, 1997, p. 1), one might have expected that the company would collapse altogether or that even if there exists enough backup budget to run the company, management would loose the zeal to continue operating with the same set of customers who might have developed negative attitude towards the company. However, management decided to rise above the challenge and give the company a new image. Clearly, this is a challenge that comes with several subsequent problems especially when it comes to the regaining of customer trust (Ducharme, 2002). Important players within the organization No organization works in a vacuum. Clearly, the success and victories of any company to becoming either a local, national or international entity depends on the efforts of a number of coordinated strings often referred to as stakeholders (Esposito, 2001). On the whole, there could b e two major groups of stakeholders identified for a typical producer based company like Odwalla and these are profit oriented stakeholders and non-profit oriented stakeholders. ... For instance at the break of the news of contamination of the apple juice, the community showed that it indeed had a stake in the company when immediately, the FDA was made to investigate the cause of the problem (Harvard Business School, 1997, p. 1). Customers also showed their stake when their refusal to continue patronizing products from the company led to as much as 90% fall in the profits of the company. Target groups of the organization In the present circumstance, one of the chief and key target groups that the organization can have as part of its stakeholders; of whom there would be periodic attention and concentration are suppliers. These are forever going to be an integral part of the company’s success especially as the company continues to depend on external sourcing for the supply of its raw materials. In fact until such a time comes when the company will be in a position to have a production farm to supply it with fresh apples as raw materials, suppliers should be considered as important target groups. It should even be noted suppliers have important roles to play in preventing such major calamities as the contamination of products. This is because if supplies of raw materials are identified to be contaminated or sub-standard in any way, this can greatly affect the eventual outcome of the company’s production. Finally, suppliers hold a lot of stake in deciding the profit that the company makes because if the company has a very good bargaining power with suppliers, it can be spending less on expenditure and thus gaining more as profit. The role of management and the role of production Going through the case study, it can be said that management has rightly identified its role in bringing the company

Sex Education in Schools and Home Research Paper

Sex Education in Schools and Home - Research Paper Example On the other hand, teachers too fail to touch on sex related issues when educating teenagers believing it is the responsibility of their parents and guardians to educate these growing youth about sex education. At the end of the day, teenagers remain in darkness, without knowledge about sex, or even the slightest clue to what pertains to sexual education. Their curiosity to try out new things without a guiding hand ends up in even more dreadful results, such as early pregnancies and school dropouts. As such, this research paper seeks to explore various peer-reviewed journals discussing issues related to sex education, as well as, evaluate how various institutions approach this issue about sex among the youth (Brown, Dunn, Newby & Wallace, 2012). What are Parents really saying then they talk with Their Children about Sexuality? American Journal of Sexuality Education This article explores the communication that exists between parents and their children about sex and sexuality. A resea rch carried out on a number of parents within the United States revealed that parents took an authoritarian tone whenever speaking to their children about sexuality. ... Some of the reasons given by these parents on their indecision to discuss sexuality with their children were religious influences and cultural backgrounds, alongside distinct patterns of communication. Some religions forbid open discussion of sexuality, as they consider it as a sacred matter only for the married couples. On the other hand, a qualitative analysis on these parents revealed that these parents sometimes focused on specific issues when discussing sexuality with their children, such as early pregnancies, STDs/STIs, HIV/AIDS virus, and other adversities related to premature sexuality. As such, the lack of sexual orientation, as well as the lack of parental knowledge and support of sexuality, leads these children to exploring murky waters, hence coming out scotched and bruised from their actions (Cox, Gagnon, McDonalds, Meglio, Mitchelle & Rennick, 2011). Asking to Listen: Towards a Youth Perspective on Sexual Health Education and Needs, Sex Education This article explores t he perspectives of the youth in relation to sexual health education and needs within a Canadian province. This article seeks to impart some sense of responsibility among the youth by giving them power to take control of their sexual health behavior. As such, participating youths to this program learnt measures of how to take control of their sexuality, as well as develop a number of preventive skills towards the sexual risks involved in premature sexuality. This control and prevention skills over sexuality were particularly important in areas suffering from socioeconomic disparities. Statistics show that the rate of active sexuality is very high in areas with low socioeconomic standings as compared to the areas that live in affluence. For example, girl growing up in the

Japanese literiture Essay Example | Topics and Well Written Essays - 750 words

Japanese literiture - Essay Example Death and decay or perishability is a theme that has been extensively dealt with in Western as well as Japanese literature. However in Western Literature the concept of death is always related to an ending and has negative connotations. Moreover the Western world is always desiring for permanence rather than accepting and letting nature work on its principles as it is also apparent from the example Keene quotes, â€Å"in west permanence rather than perishability has been desired and this has led men to build monuments of deathless marble the realization that even such monuments crumble is a proof of inexorability of the ravages of time† (18). While on the other hand for Japanese death or decay does not connote negativity or an end in fact they perceive it as a beginning of something new. Moreover unlike the west who craves permanence they accept this bitter reality of human existence. In Japanese literature this principle of perishability is also perceived as the â€Å"Tyrann y of time† (Varley, 47) because Japanese realize that time always takes its toll and it is a natural mechanism according to which everything meets its end or deteriorates eventually with time. Although it is a major theme that is incorporated in many Japanese literary pieces yet this concept is also practically utilized and applied in their culture and life style. The practical implication of this phenomenon in Japanese culture is evident from the example stated in the text, â€Å"Few things for common use are made in Japan with the view of durability. The straw sandals worn out and replaced at each stage of the journey; the robe consisting of a few simple widths loosely stitched together for wearing and unstitched again for washing†¦Ã¢â‚¬  (18). This principle of perishability of Japanese aesthetics helps an observer to find beauty even in ugliness or deformity. As it is also mentioned by Keene, â€Å"†¦flaws are sometimes as attractive as intrinsic beauty† (19). This further reiterates another reality of human existence i.e. it is impossible to attain perfection. Although this cliche is accepted by the Japanese the western world prefers to ignore it or they are unable to comprehend this simple yet complex reality of life. Unlike the western world that condemns impermanence and despises the role of fate in human life Japanese admire this unpredictability because they interpret it as an adventure and they consider it as a break through from the monotony and dullness. The extensive plantation of cherry blossoms in Japan instead of any other plants and trees also support this concept because Japanese prefer novelty in life. Rather than opting for plants that bloom round the year or have longer period of blooming they like the three days glory of the cherry blossoms and such an approach towards life develops a feeling of contentment in them. Such a simplistic approach towards life helps them in enjoying and relishing life moment by moment rather than wasting it like the western world in the marathon or quest for attaining more and desiring for the unattainable. Another interesting fact that Keene explores is that although the Japanese are competing and attaining success in the technological and nuclear age of the twenty first century yet their success in the modern world has not corrupted them and hence they still retain their connection with their

Investment Strategy and Portfolio Management Essay

Investment Strategy and Portfolio Management - Essay Example The competition is very tough and the company finds it difficult to compete with others. (Blake 2000).The investment form the customers are the basis for running such institutions. Only if the contributors are more and they get attracted with the institution, they will deposit more funds. To attract the contributors and increase the inflow, the company must follow new policies and strategies. The fund withdrawals must always be less than the fund inflows. If the withdrawals exceed the inflow, then the company will undergo a tough time. It will be difficult for the company to increase the inflow once the level of withdrawals becomes more. To maintain the stability between the inflow and withdrawals they have to adapt to the new management policies and should alter their investment plans accordingly. (Bodie et al 2009). The company must decide the plans and policies on the day of investment committee meeting. The committee must discuss on the future strategic asset allocation and tactical asset allocation ranges. The current scenario in the investment environment is completely different than the one that prevailed earlier. Since there are various other investment institutions that offer other benefits and offers, the company must makes sure that they maintain their investors and the level of their assets. The investment institutions follow various forms of fund operations and investment options. The company provides fund for educational purpose and they cannot change the basic formalities and procedures. The characteristics of a investment institution is to make the public deposit funds and to provide them a time period after which they can withdraw either a part or the specified amount form their contribution.(Buckle, Thompson 2004). These financial institutions concentrate more on providing the investors with a good investment option that will fetch the company a long term investment. The present situation in the financial market is not much

Integrated Marketing Communications Programme for the Ashcroft Essay

Integrated Marketing Communications Programme for the Ashcroft International Business School at Cambridge and Chelmsford - Essay Example These campuses attract not only students from the East of England but also in mainland Europe. With its commitment in making the higher education accessible to all, the university is tapping the global market by creating an extensive network of contacts with several institutions across the world. In line with the continuously changing challenges in the market environment as well as the increasingly tight competition within the local and international school industry, the university has to put in extra effort in strengthening its existing marketing communications programme. This study will discuss about the proposed strategy for the AIBS’s market segment, the characteristics of the student body, multi-cultural issues, and the chosen cost of methods using several communication methods. Another highlighted topic is the importance of measuring the effectiveness of each marketing communications used. Comparing the proposed strategy with the ones used by a similar establishment would be useful in determining the possible outcome of the proposed strategy. The market segment of AIBS includes international students planning to enrol in business related courses. The current market of AIBS has a total of 3,000 undergraduate, postgraduate, and professional students. AIBS employs over 80 ‘full-time’ professional teachers to handle the students. The students were given the option to study on a full-time or part-time basis. Among the 3,000 students, 2,000 are foreign or international students coming from more than 100 different countries worldwide.3 Working students are composed of 20% of the total population. Based on UKCOSAi statistics regarding the international students in UK Higher Education (HE)ii, there are a total of 268,295 international students all over England; accounting for a total of 84.26% all over UK. Among the 268,295 international students, 13% or 34,878.35 students are