Management problem Essay Example | Topics and Well Written Essays - 1000 words - 1

Management problem - Essay Example ce, revolves around discrimination based on religion, and in order to advise the Chief Executive, the first thing that will need to be established is whether the court will treat the employee in question as an employee under the legal definition of the term. This argument is substantiated by the recent case of Autoclenz Ltd v Belcher (2011) when Lord Clarke held that work must be exchanged with wage and that intentions of parties did not hold as much importance as the ‘reality’ did – making the test an objective one instead of subjective. Moreover, under the Employment Rights Act 1996, a ‘worker’ is somebody who has a contract for employment and personally performs the work, rather than being the owner of a business or organization. The Housing Services Director asked the Jewish employee to remove the hat he wears as a customary sign of his religion, calling it a ‘skullcap’. This can be considered direct as well as indirection discrimination, subject to the tribunal/court’s interpretation of the matter. Direct discrimination is self-explanatory through its name; suggesting discriminatory practice against an employee for characteristics provided under the Equality Act 2010. Although there is no general defense awarded to the defendant in this case, but an exception is the excuse of a genuine requirement of the occupation that the employee be of a certain age/sex/religion. The test to establish this is an objective one, as can be seen in the case of Shamoon v. Chief Constable of the Royal Ulster Constabulary [2001] where the HOL overturned a tribunal decision where it had found gender discrimination. However, the success of this test may be limited since it is a stringent one – a fact supported by the case of Etam plc v Rowan [1989] is when a man was rejected from the working at a clothing store for women. The Chief Executive can argue that wearing of the hat is genuinely harming the business as it is not only giving a negative impression to

Amusement Parks Essay Example for Free

Amusement Parks Essay At Six Flags on Friday July 19, 2013 a woman was riding the Texas Giant rollercoaster when she fell out of her restraints. Carmen Brown, a witness, says that the woman had asked the staff to check her restraints shortly before the ride was starting. The gentleman that she had asked asked the woman if she heard the restraints click, the woman responded saying it didn’t sound like everyone else’s. The gentleman then, nonchalantly, told her that as long as it clicked it was okay. Nothing else was ever done to ensure the woman’s restraints were secure. Some witnesses have reported that as the rollercoaster was making a turn the woman was thrown out. The name of the victim and any further information has not been released. It is suspected that the woman was with her son. When the train had returned from the ride, it was reported that two people were shouting, one was screaming â€Å"My mom† â€Å"My mom†. The rollercoaster staff parked the train far enough away from the platform so no one was allowed get off of the train. www.dallasnews.com Due to the traumatic experience and people fearing the safety of the rides at Six Flags, the company will probably lose a good portion of money because people will not want or continue going to their park. This accident has caused an unexpected economic change in not only Six Flags but in all other amusement parks as well. Society will now have this negative view on amusement parks which means, for a little while at least, they will not want to go to the parks. This will cause the parks income to decline which can be very bad for the company, especially for Six Flags, who declared bankruptcy in 2009. When society loses trust in something they will usually pull back their economic support, leaving companies with fewer customers. It is important that companies and organizations remember that they have to keep the customer happy and safe. If not they will no longer have any customers. The majority of the people that witnessed the tragic event of the woman falling to her death due to a mechanical issue will probably no longer return to the park and they will likely have a large influence on their friends and family to not trust the park as well.

Sir Karl Poppers Falsifiability Claim :: Sir Karl Popper Science Essays

Sir Karl Popper's Falsifiability Claim Popper's claim that "the criterion of the scientific status of a theory is its falsifiability" (Klemke, 1988) may be viewed as an observation of, rather than a complete departure from, earlier criteria for science. Klemke states in his introduction to part one (p. 16) that defining science (or the scientific method) has traditionally consisted of utilizing seven criteria that must be met in a specific order. Criteria number (5) and (6) refer to deduction rather than induction, and will negate criterion (4) if not met. Specifically, if one is unable to "deduce other statements from these", or one is unable to "verify those statements by further observations", it is not science. Therefore, the difference between Popper's claim and earlier theories of what constitutes science may be in definition. Popper himself states (Klemke, 1988, p.27) that observations are interpretations relative to the theory one wishes to support (or refute). One must define one's terms so that the theory itself is clear and open to rebuttal or verification. Perhaps the conflict between the earlier criteria for science and Popper's criterion is one of clarity, not theory. Although traditional theory on what science consists of is viewed as inductive, it appears that at least some of the criteria are, in fact, deductive. Criterion (5) explicitly refers to deduction, and criterion (6) refers to verification of said deduction(s). It would seem that Popper's conflict with accepted theory may be relative to traditional criteria (1)- "making observations as accurate and definite as possible." If one approaches the criteria for science previously regarded to be inductive as deductive (since it is not science without all seven criteria being met), perhaps Popper's own claim (that in order to be scientific a claim must be falsifiable) is a test of the previous theory. Accordingly, if one approaches Popper's claim as an attempt to falsify the previous theory of the criteria for science, one may address his theory somewhat differently. In Popper's own words (Klemke, p.27), " ... we may reject a law or theory on the basis of new evidence without necessarily discarding the old evidence which originally led us to accept it.". Popper rejects induction as the method of science and offers an alternative method - deduction. Using Popper's falsifiability criterion, the common theory of science as inductive has been rebutted. Popper's observation and testing of induction as a criterion for science has suggested a new criterion.

Alternate Energy Sources :: essays research papers

Alternate Energy Resources As most people know our energy supply is slowly running out. We are using energy sources that either pollute the air, take up natural resources or cause damage to other forms of life. Today, we are working on other forms of energy that do not pollute or cause harm to the environment. Here are some: Magnetohydrobynamic Power   Ã‚  Ã‚  Ã‚  Ã‚  Magnetohydrobynamic power is where created by plasma. One way is for gases are heated to really high temperature to where the form plasma. They are held together by strong magnets. This creates the energy. The energy is then cooled to a gas and used to turn a turbine (The hot plasma would melt the turbine if it tired to turn it.) This is already done is coal combustion research facilities. The second way is for the plasma molecules to be heated up around temperatures of 5,000,000 C%. The kinetic energy is then extracted by passing through a magnetic field. This produces a strong voltage. The only disadvantages to this power source is the lack of knowledge we have for it. Hopefully, within time, we will learn about this new energy source so we can use it to power the future. Fusion Power   Ã‚  Ã‚  Ã‚  Ã‚  Fusion Power is probably the biggest known Alternate Energy Resource. Fusion is the joining of the nuclei of two atoms to form the nucleus of a heavier element. It occurs mostly with hydrogen and other light elements. Fusion reactions, also called thermonuclear reactions, release a great deal of energy. Scientists are still conducting experiments on ways of harnessing Fusion so we can use it as an energy source. Microwave Power   Ã‚  Ã‚  Ã‚  Ã‚  25% of the energy we use today is used to for indoor lighting. Microwave power is the art of taking light from the sun and using it to light out indoor areas. It can only be used to light up lights though. This currently be done at Ernest Orlando Lawrence Berkeley National Laboratory and is used by several industrial companies. The Berkeley Lab researchers say that a single kiosk could be used to replace 30 conventional ceiling fixtures in an open spaced room and still light the room at the same brightness. If this becomes an energy source that we can depend on, you may see it light all of the lights in the world. The downside to this is that scientists due say that if we used this energy source for 1 billion years, to light up the entire world, we would take off 1 year of the sun’s life.

Pow 13 Imp 1 Corey Camel

POW #13 Corey Camel Problem Statement: Corey the Camel has a small banana grove in the desert, her harvest this year was 3,000 bananas. The market where Corey sells her bananas is 1,000 miles away. Corey has to walk to the market to sell her bananas, for each mile Corey walks, she eats one banana. Corey can only carry 1,000 bananas at a time. In this POW the goal is to find the number of bananas that Corey can get to the market. Process: To find the answer to this POW I did the mini POW, as suggested. I used the same process for POW 13, as I did for the mini POW.The process is as follows: 1. Corey starts the trip with 1,000 bananas. 2. She travels 200 miles, she’s left with 800 bananas. She stashes 600 bananas at 200 mile point, keeping 200 the trip back. 3. Corey picks up another 1,000 bananas. 4. She travels 200 miles, she has 800 left. She then picks up 200 from the bananas stashed. She now carries 1000 bananas and has 400 more stashed. 5. She travels an additional 333 1/3 miles, she’s left with 666 2/3 bananas, she stashes 333 1/3 there (533 1/3 mile point), she has 333 1/3 bananas left. 6. She then travels back 333 1/3 miles to 200 mile point.She has no bananas left, so picks up 200 stashed (leaving 200 still at 200 mile point), and travels back to the grove, 200 miles away. 7. She picks up another 1,000 bananas at the grove. 8. She travels to the 200 mile point, leaving her with 800 bananas, she picks up remaining 200 stashed. 9. With 1,000 bananas, she travels 333 1/3 miles to 533 1/3 mile point, she is then left with 666 2/3 bananas. 10. She picks up all 333 1/3 that were stashed there 11. She’s back at 1000 bananas 12. She makes remaining 466 2/3 mile trip, 1000-466 2/3 = 533 1/3 bananas left to sell at the market.Solution: a. Corey the Camel will have 533 1/3 bananas to sell at the market. b. Yes, I do think that my solution is the best possible, because if you try stashing less bananas at the 200 mile point, or traveling further before stashing bananas, you always fall short of the 533 1/3 bananas that this method gives you. 533 1/3 is the most possible bananas that Corey the Camel can get to the market. c. The problems are basically identical, just the mini POW uses smaller numbers. It’s easier to work with and helped a lot in finding the answer to the POW.The answer is related, because you go basically the same steps, just with smaller amounts of bananas and miles. Evaluation: I definitely think that this POW was worthwhile; it made me think deeply about what the answer could be. I got a little frustrated for a moment, because at first glance, I would expect the answer to the POW to be 0 bananas, however, the more you look at it, you figure out multiple ways to solve it. The best part about this POW was it’s critical thinking factor, you really need to take into account many perspectives and ways to solve the problem.

Free Essays on Henry Moore

Henry Moore Essay Henry Moore’s art career was at the base of a period of Modernism- avant-garde art produced by those who challenged the tradition, simply stated, within this period of art: the new path will be found. His main focus encompassed the realm of the human figure. Two related themes, which he said were his constant concern, mother and child and reclining woman. The human form he deals with is deformed, abstracted, and manipulated repeatedly and often beyond recognition. Representative figures with twisted proportions are a topic that develops as he does. Forms are round and generous, signifying organic qualities of skin, fruits, and earth. One example of his work is â€Å"Working Model for Upright Internal/External Form† completed in 1951 as cast bronze, after being transferred from carved wood using Plaster of Paris, so ultimately it went through three stages before being finalized in polished bronze. It was conceived first as a drawing â€Å"Ideas for Internal/External Forms† in 1949. A figure held within an outer form that also has human or organic qualities. There are many meanings attached to the theme of an external form, containing, perhaps suspending an inner form. This subtlety indicated human is like the dweller within the body for which the body shelters. There is little to suggest human form but it is apparent the human being is a prevalent theme throughout his work at this time. Possibly a mother and child, womb and egg embryo as well as emotional issues are considered. It is seemingly parallels and pairs that are considered including: outside/inside, mother/child, body/soul, world/human kind. Within the idea of the human figure, he explored feelings and emotions that exist between our beings. Moore’s drive is brilliant among modern artists because, while including so much, he aimed his findings back to the human image as his principle motivation. What makes a granny smith apple better or superior ... Free Essays on Henry Moore Free Essays on Henry Moore Henry Moore Essay Henry Moore’s art career was at the base of a period of Modernism- avant-garde art produced by those who challenged the tradition, simply stated, within this period of art: the new path will be found. His main focus encompassed the realm of the human figure. Two related themes, which he said were his constant concern, mother and child and reclining woman. The human form he deals with is deformed, abstracted, and manipulated repeatedly and often beyond recognition. Representative figures with twisted proportions are a topic that develops as he does. Forms are round and generous, signifying organic qualities of skin, fruits, and earth. One example of his work is â€Å"Working Model for Upright Internal/External Form† completed in 1951 as cast bronze, after being transferred from carved wood using Plaster of Paris, so ultimately it went through three stages before being finalized in polished bronze. It was conceived first as a drawing â€Å"Ideas for Internal/External Forms† in 1949. A figure held within an outer form that also has human or organic qualities. There are many meanings attached to the theme of an external form, containing, perhaps suspending an inner form. This subtlety indicated human is like the dweller within the body for which the body shelters. There is little to suggest human form but it is apparent the human being is a prevalent theme throughout his work at this time. Possibly a mother and child, womb and egg embryo as well as emotional issues are considered. It is seemingly parallels and pairs that are considered including: outside/inside, mother/child, body/soul, world/human kind. Within the idea of the human figure, he explored feelings and emotions that exist between our beings. Moore’s drive is brilliant among modern artists because, while including so much, he aimed his findings back to the human image as his principle motivation. What makes a granny smith apple better or superior ...

Mary Ann Shadd essays

Mary Ann Shadd essays Mary Ann Camberton Shadd was born into the loving arms of Abraham Doras Shadd and Harriet Parnell on October 9, 1823 in Wilmington, Delaware. She was the eldest of 13 children. Mary grew up a free black in a slave state. She saw many frightened escaped slaves, as her house was a station where her family helped and sheltered them. This and being influenced by her father made her determined to change the way things were as much as she could. Mary Ann Camberton Shadd is a hero because she fought for equality, she faced the people who thought different, and she was definitely one of the many people to shape the way our world is today. Mary published many articles, a newspaper, and spoke out about her beliefs. She wrote many articles for the North Star, a newspaper about black independence and self-respect, after the publisher read and was impressed by her pamphlet Hints to the Coloured People of the North. A few years later she published a booklet, Notes of Canada West to encourage blacks to live in Canada as slavery was abolished in Canada on August 1, 1834. Mary also began writing many anonymous articles for other papers, in which she attacked one of her competitors, Henry Bibb. In August of 1852, Mary founded the Provincial Freeman. She used the paper to tell about events, to investigate the truth, and to express her opinion. When Bibb commented about his opponents at the Provincial Freeman, he said that they were a set of half cracked, hot headed individuals. He also stated that the newspaper is unworthy of the support of the well-wishers of our race. Its publication ended in 1861. Other then writing and publishing, Mary spoke out. She travelled the United States and Canada lecturing mainly about racism and womens rights. A reporter for Frederick Douglass Paper states that she told ...one of the most convincing and telling speeches i ...

Chinas Examination Hell essays

China's Examination Hell essays The Civil Service Examination System of Imperial China served as a qualification system for scholars who wanted to become officials in the Chinese government. Many young men spent their entire lives studying the Four Books, the Five Classics, and memorizing Chinese characters in order to attempt to pass these examinations. The book, Chinas Examination Hell, written by Ichisada Miyazaki and translated by Conrad Schirokauer, describes the lengthy, and often rigorous process of taking Civil Service Examinations. The book begins by giving an account of how a young boy prepares for the examinations, learning his first Chinese characters at the age of three. Girls could not take the Civil Service Examinations, and from birth were treated in a way such that they would learn to be submissive. Boys began their formal education at age seven. From that point on, they spent every moment memorizing the Four Books, which included the Analects, Mencius, the Great Learning, and the Doctrine of the Mean, and the Five Classics, which included the Book of Changes, the Book of Documents, the Book of Poetry, the Book of Rites, and the Tso Chuan. Young men had the opportunity to take their first Civil Service Examination around the age of fourteen or fifteen, and particularly bright males would most likely continue taking different levels of examinations for the rest of their lives. Also described in the book are the hardships endured by both the candidates for examination and the examiners themselves. The test-taking compounds were not very conductive to rational thinking, as each man was assigned a small, door-less cubicle in which he had to spend three days and two nights at a time. The examiners, by the end of an examination session, had thousands of papers needing to be graded. As a result, even the smallest mistake, such as a stain on the paper or a misprinted character would lead to failure of the examination. The book des...

American Nursing Idol Research Paper Example | Topics and Well Written Essays - 2000 words

American Nursing Idol - Research Paper Example The paper will include description and discussion of different aspects of this contest that will allow a comprehensive understanding of nursing theorists and theories in an innovative manner. JUDGES I do not know you or your group members so you will have to fill out this section. THEORISTS IN FINALS Dorothy Johnson First finalist of the American Nursing Idol contest is Dorothy Johnson, a famous nursing theorist who has played a significant role in defining the field of nursing and especially, the role of nurses. In particular, Dorothy has put enormous efforts in indicating the significance of care of nurses on patients with her model of nursing care in the year 1968. She defined nursing as â€Å"the efficient and effective behavioral functioning in the patient to prevent illness" (Basavanthappa, 2007). In addition, she stated that nursing was â€Å"concerned with man as an integrated whole and this is the specific knowledge of order we require† (Basavanthappa, 2007). ... Dorothy (Basavanthappa, 2007) has indicated that a nurse’s behavior should be in accordance with requirements of a society, and secondly, a nurse should be capable of bringing an alteration in the behavior of patients that may subsequently result in support to the biological components. Thirdly, a nurse’s goal is to ensure benefits to the patients during the period of sickness with the application of knowledge and expertise of physicians (Basavanthappa, 2007). Lastly, behavior of nurse should not in any way cause unessential shock or suffering to the patient during the same period. Virginia Henderson Virginia Henderson is second finalist of the American Nursing Idol who has given huge competition to her opponents with her concept of nursing. In particular, Henderson’s work is inductive, and a derivation of her education and experience (Timby, 2008). One of the significant characteristics of her concept is emphasis on independence of patients while they are in the healthcare settings, as she indicated that such independence enable patients to recover soon and adjust to normal settings after the process of hospitalization. According to her, nursing is â€Å"assisting individuals to gain independence in relation to the performance of activities contributing to health or its recovery† (Basavanthappa, 2007). In addition, her concept is a categorization of fourteen constituents that she believed essential for the fulfillment of human needs. Besides fourteen components, Henderson identified the role of nurses in three aspects: â€Å"substitutive (doing for the person), supplementary (helping the person), and complementary (working with the person)† (Klainberg & Dirschel, 2009). Moreover, it is an observation that before Henderson, there was no distinction

Summary Essay Example | Topics and Well Written Essays - 750 words - 19

Summary - Essay Example The wages these companies give workers cannot be compared to the revenues they make in their financial years. However, this trend was created by local investors who created a very low wage margin for local workers. Comparing the wages given by local companies and international compared there is about 50 percent difference. This shows how much disregard local companies treat local human resources. On a brighter side, international investments have been of great importance to the economy on India. The country’s infrastructure has greatly improved and many SMEs have been cropping up creating imitations of the international brands (Selzer & Faigley, 395). Regardless of the lack of originality, analysts have argued that this is a good thing since there is creation of jobs (Selzer & Faigley, 393). This whole perspective begs the questions; should there be rules of trade that govern international exploration of local companies? If the rules are created, who will be the least benefici ary? In my opinion globalization should not be governed by financial insecurities. This is because globalization has made the international corporate world effective and much competitive and this leads to growth of the global economy. The article on America’s place on the world is based on the recent global view on the nation. After the Second World War, America assumed the position of super power. A position it effectively exploited with its colonization of European and Asian markets (Selzer & Faigley 379). Its mandate to safeguard the globe has also been effectively executed as the nation is always in fight against terrorism in any part of the globe. However, recent events such the September 11 attacks have made many nations question the capabilities of the United States in ensuring a safe globe (Selzer & Faigley 379). American citizens also feel that the nation has too much on its plate and this is creating a

Paraphrasing Essay Example | Topics and Well Written Essays - 250 words - 8

Paraphrasing - Essay Example Tocqueville stipulated that democracy plays a crucial role with respect to influencing opinion of the members of the public, serving as the foundation of the country’s economy, and in helping people to realize their freedom and authority (Nolla 36). The spirit of patriotism is the one that drives American citizens. They are also self-governing and the will of the people is the one that determines how the nation will be ruled. Tocqueville refers to this as â€Å"majority omnipotence,† which means that the mainstream society is the one that rules the nation while the minority get oppressed. To demonstrate this, Tocqueville offers an example of the American Indians and the blacks who were subjected to suffering for centuries in their own country (Nolla 37). Though Tocqueville significantly approves the amount of freedom that is present in the US, he reveals elements of pessimism when he points out the concept of the â€Å"art of being free.† Here, he stipulates that freedom in America is in a constant process of transformation; whereby as one form becomes non-existent another one emerges. Since this transformation process cannot be avoided, people are encouraged to stand ready and fight for their independence. Conversely, Tocqueville demonstrates significant attentiveness to the US since it serves as the foundation for democracy, which cannot flourish for long in the face of individual manifestation (Nolla

Cost Analysis Essay Example | Topics and Well Written Essays - 750 words

Cost Analysis - Essay Example 6 Works cited 8 1. How much do US Airways profits fluctuate due to fuel volatility? The quarterly report of 2013 of US Airways shows that, as compared to 2012, the net income earned by the company in the second quarter of 2013 has decreased, which has further lowered the Earnings per Share (EPS) available to the shareholders. The reason for this decrease in profits can be apportioned to the volatility in prices of fuel. As mentioned in the quarterly report of 2013, on a daily basis the prices of Brent crude oil had fluctuated between $110 per barrel to $97 per barrel in the month of April, and in the quarter end the price was found to be $102 per barrel. Although the U.S. airline Industry is facing moderate fuel prices in the second quarter of 2013, but in the 1st quarter of 2012, the industry faced higher volatility and uncertainty which have affected the business. The uncertainty in the prices of fuel has caused disruptions in the supply of aircraft fuel and has adversely affected the operating results and liquidity of the company. 2. Â  Why is fuel volatility bad for profits? Do a cost analysis alone, and then do a full profit maximizing analysis. Volatility in the prices of fuel has serious affects on profits of the company. The volatility results in ups and downs in dividends and share prices which adverse affects global growth. Volatility in the prices of fuel also affects output, operations and cash flow, which in turn affects profitability. The cost of express and mainline fuel was $1.13billion in the second quarter of 2013, which was 4.6% or $55million lower as compared to the second quarter of 2012. The company is trying to maintain a low cost structure, but it is dependent on two factors, the health of the economy and the price of fuel. The mainline costs per available seat mile excluding special items, fuel and profits have decreased by 0.4%, i.e. 0.04cents, from 8.25cents in the second quarter of 2012, to 8.21cents in the second quarter of 2013. I n such a situation, the company can attempt to maximize its profits by an attempt to minimize its risks by adopting risk control measures. Systematic risk is not under the control of the company, but the company may try to overcome unsystematic risks with the help of strategic decisions. 3. What is Express Operation’s operating cost per ASM? What is its operating cost per RPM? What is the difference between these two numbers? Cost per Available Seat Miles (CASM) is a measure of unit cost used commonly in the airline industry. It is expressed in cents to manage each seat mile offered. It is computed by dividing various measures of operating revenue by ASM (Available Seat Miles). Cost per ASM is used to compare costs of different airlines or of the same airline across different time periods. A lower CASM makes it easier for an airline to make profit, but does not guarantee profitability. Revenue Passenger Mile (RPM) is created when a passenger pays to fly one mile and is consid ered to be the basic measure of airline passenger traffic. RPM can be considered to be the basic amount of production created by an airline. RPM can be calculated by multiplying the number of filled seats by the number of miles flown. Over an airline’s system ASM can be compared to RPM to determine the total passenger load factor. RPM is frequently compared to ASM, as ASM determines the total number of passenger miles that could be produced to verify the amount of revenue

The Effect of Sildenafil on mouse oocyte development in vivo followed Literature review

The Effect of Sildenafil on mouse oocyte development in vivo followed by in vitro culture until the blastocyst stage - Literature review Example ersity, Belfast, Glenn took samples of sperm from volunteers and bathed them in weak solutions of sildenafil citrate, to produce a dosage, equal to that found in the blood of a male who had consumed a tablet of the drug. The behaviour of the treated sperm was compared with another sample of untreated sperm. The findings indicate that sildenafil citrate increased the activity level of the sperms, but found that it damaged the acrosome of the sperm, which contains enzymes needed to dissolve the membrane of a womans oocyte. This meant that the acrosome breaks down early, and thus, it is not able to act on the womans eggs, and fertilisation does not take place (McKie, 2008). Sildenafil has been used with great success for the treatment of erectile problems in males since 1997 (Sher et al. 2000). The fact that NO synthase is present in the ovarian cells, the endometrium (Hattori and Tabata, 2006) and within the ovarian vascular network (Sher, et al. 2000) combined with the finding that its vasodilatory effects show a positive correlation to its concentration, oriented the researchers (Tamanini, et al., 2002) to use sildenafil as a treatment for hypertension and Intrauterine Growth Restriction (IUGR) during pregnancy (Sasser and Baylis, 2010). A research by Neithardt et al. (2005) studied the process of embryo after loading, by placing the catheter and a dose of sildenafil citrate, applied vaginally for 127 women who had difficulty in conceiving. After some time, the researchers found that the pregnancy rate of women with ET, was 52.4%, and at the same time, it was 34.9% for the group who were not administered the dose. The researchers therefore concluded that sildenafil citrate impacts the success of embryo transplant after loading. In a related research, Zinger et al. (2006) used sildenafil citrate to treat two infertile women, who suffered from the Ashermans syndrome. The women had a thin endometrium, and had subsequently failed to conceive in previous IVF

Cost Analysis Essay Example | Topics and Well Written Essays - 750 words

Cost Analysis - Essay Example 6 Works cited 8 1. How much do US Airways profits fluctuate due to fuel volatility? The quarterly report of 2013 of US Airways shows that, as compared to 2012, the net income earned by the company in the second quarter of 2013 has decreased, which has further lowered the Earnings per Share (EPS) available to the shareholders. The reason for this decrease in profits can be apportioned to the volatility in prices of fuel. As mentioned in the quarterly report of 2013, on a daily basis the prices of Brent crude oil had fluctuated between $110 per barrel to $97 per barrel in the month of April, and in the quarter end the price was found to be $102 per barrel. Although the U.S. airline Industry is facing moderate fuel prices in the second quarter of 2013, but in the 1st quarter of 2012, the industry faced higher volatility and uncertainty which have affected the business. The uncertainty in the prices of fuel has caused disruptions in the supply of aircraft fuel and has adversely affected the operating results and liquidity of the company. 2. Â  Why is fuel volatility bad for profits? Do a cost analysis alone, and then do a full profit maximizing analysis. Volatility in the prices of fuel has serious affects on profits of the company. The volatility results in ups and downs in dividends and share prices which adverse affects global growth. Volatility in the prices of fuel also affects output, operations and cash flow, which in turn affects profitability. The cost of express and mainline fuel was $1.13billion in the second quarter of 2013, which was 4.6% or $55million lower as compared to the second quarter of 2012. The company is trying to maintain a low cost structure, but it is dependent on two factors, the health of the economy and the price of fuel. The mainline costs per available seat mile excluding special items, fuel and profits have decreased by 0.4%, i.e. 0.04cents, from 8.25cents in the second quarter of 2012, to 8.21cents in the second quarter of 2013. I n such a situation, the company can attempt to maximize its profits by an attempt to minimize its risks by adopting risk control measures. Systematic risk is not under the control of the company, but the company may try to overcome unsystematic risks with the help of strategic decisions. 3. What is Express Operation’s operating cost per ASM? What is its operating cost per RPM? What is the difference between these two numbers? Cost per Available Seat Miles (CASM) is a measure of unit cost used commonly in the airline industry. It is expressed in cents to manage each seat mile offered. It is computed by dividing various measures of operating revenue by ASM (Available Seat Miles). Cost per ASM is used to compare costs of different airlines or of the same airline across different time periods. A lower CASM makes it easier for an airline to make profit, but does not guarantee profitability. Revenue Passenger Mile (RPM) is created when a passenger pays to fly one mile and is consid ered to be the basic measure of airline passenger traffic. RPM can be considered to be the basic amount of production created by an airline. RPM can be calculated by multiplying the number of filled seats by the number of miles flown. Over an airline’s system ASM can be compared to RPM to determine the total passenger load factor. RPM is frequently compared to ASM, as ASM determines the total number of passenger miles that could be produced to verify the amount of revenue

The European Union Essay Example | Topics and Well Written Essays - 500 words - 1

The European Union - Essay Example The European countries have a historic distaste for Americans and therefore, the nations do not want to do business with the superpower. The European need to safeguard their national and cultural boundaries compelled them to form a coalition that goes by the name of European Union. The member nations are having a common currency that they are using to fight the supremacy of American dollar. The origins of European Union are stemming from the prehistoric grudge which is present in Americans and Europeans for ages. The nation of England refused to join EU because of its close and friendly ties with America but presently, the nation is going through the rough times as it is alone in the international community of nations. The functions of European Union include facilitation of trade activities and mitigating national level disputes within member nations. The holistic purpose of the body is to help the region in becoming self sufficient and free from influence of America. The economic development and growth are the names of forces that can assist any nation or group of nations in the process of upholding their cultural and societal values. Rest of the world is busy in adapting their values in order to reflect more degree of Americanization. The nations of Europe are not willing to do that and because of this reason, they have created the featured institution. The European Union also governs defense agreements and renders help to distressed nations as well. The structure of the EU is not solid in nature and its offices are scattered across various cities in the European sector. The strategic leadership and direction is provided by the committees of European parliament. Nevertheless, the European parliament has been developed with the help of providing adequate representation to each and every member nation. The idea of EU is a practical application of pooling all resources and building synergetic relations and linkages. The European Union is a

Hockey Sport Essay Example for Free

Hockey Sport Essay Hockey is a fast, exciting sport played by two teams on a sheet of ice called a rink. Each team has six players on the ice, one goalie, two defensemen, two wingers, and one center man. The players skate up and down the ice shooting or passing a hard rubber disk called a puck with sticks. They score points by hitting the puck into the net. Hockey is much faster and swifter than any other sport. As the players streak across the ice, their powerful shots and passes can send the puck faster than 100 miles [160 kilometers] per hour. A goalkeeper on each team defends his net from the puck going in. They must often make quick slides across the on their skates, stomachs, knees or backs to stop the puck from going into the net. A puck that crosses the goal line is a called a goal and scores a point for the other team. The side that scores the most goals wins the game. To keep the action fast, hockey has an unusual rule. It is the only major sport that allows players to change or substitute during play. The game is rough and includes lots of hitting and some fights, although fighting is against the rules. The ancient Egyptians, Greeks, Persians, Romans, and Arabs, perhaps among the earliest of stick-and-ball games, played forms of hockey. A sport similar to hockey, called Hurling, is known to have been played during the 1st millennium in Ireland, and other Europeans in the Middle Ages adopted similar sports. The historians don’t know for certain where the name Hockey came from. But most of them thought the name hockey have been adapted by the English from the French word hoquet (shepherds crook). How ever was the name first given to the sport in the 18th century, but was not in common usage until the 19th century. Hockey then started in Canada in the mid-1800s. By the 1900s it had become Canadas national sport. Since then, hockey has become popular in many other countries including Russia, Sweden and the United States. Hockey is grouped in many different divisions including minor hockey, which is grouped into age categories, SJHL, WHL, OHL and IHL, which involve the smaller cities in province or state, and NHL, which involve the bigger, better known cities in Canada and the United States. Each period begins with a face-off at the center face-off spot. A face-off also starts play again after it has been stopped for any reason. During play, the puck must normally be kept moving. If it is hit over the boards, held by the goalie, out of the referees sight, frozen between opposing players, or is otherwise temporarily out of play, an official blows a whistle for a face-off. A player may move the puck along the ice, pass it to a teammate, or shoot it at the goal, but rules limit these plays in certain ways. One extremely important rule states that no player of the attacking team may be in the attacking zone ahead of the puck. One player must carry or shoot the puck across the attacking blue line before any other player on the team crosses the blue line. For violations of this rule, an official signals the offending team offside and conducts a face-off in the neutral zone. A player may pass to a teammate anywhere in the same zone. The player may also pass from the defending zone to a teammate in their teams half of the neutral zone. If the pass is received past the centerline an official signals the pass offside and conducts a face-off where the play began. Hockey requires a variety of skills. They include checking, skating, passing, stick handling and shooting. Checking is the way a player takes the puck away from the opponent. There are two main types of checks: stick checks and body checks. For a stick check the player uses his stick to hook or poke the puck away from the opponent. In a body check the player bumps against the opponent with a hip or a shoulder to try any block the opponents progress or throw the opponent off balance. Both stick checking and body checking are allowed only against a player in control of the puck or the last player to control it. Skating is the most important hockey skill. Players must be able to turn sharply, skate backwards and perform many other maneuvers while skating at top speed. They must be able to do this with their head up and while stick handling the puck. Passing occurs when a player who has the puck passes it to another player. In most cases the players use their sticks to propel the puck toward the receiver. These passes are either flat passes or flip passes. To make a flat pass the player sends the puck traveling along the surface of the ice. To make a flip pass the player causes it to rise off the ice to avoid interception by an opponent. Sometimes the passer simply leaves the puck behind, so that a teammate can get it, this is called a drop pass. Stick handling is the use of the stick to control the puck. The player first moves the puck with one side of the blade and then with the other side while skating. The player makes some sweeps of the stick some wide and some narrow. In this way the player keeps the opponent guessing as to the next move and also makes it difficult to steal the puck. Shooting is the skill needed to drive the puck into the net and score goals. Most shots are either wrist shots or slap shots. In a wrist shot the blade does not leave the ice. The player uses strong wrist action to propel the puck. For a slap shot the player raises the stick for a back swing and brings it down against the puck with great force. Slap shots are more powerful but less accurate than wrist shots. Offside plays and icing account for most violations of the rules. For these violations, the offending team risks losing control of the puck in the resulting face-off. For more serious violations, players receive penalties ranging from two minutes in the penalty box to removal from the game, but each team must always have at least four players on the ice. If a third player is penalized while two teammates are in the penalty box, a substitute may replace the player on the ice. A teammate may serve the goaltenders penalty. Hockey has five main kinds of penalties: minor penalties, major penalties, misconduct penalties, match penalties and penalty shots. Minor penalties are given for violations like holding, tripping or hooking resulting in two minutes in the penalty box. The team must play short-handed until the time is up or the other team scores. But if the same minor penalty is awarded against players on both teams they sit for the full to minutes and two different players may replace them on the ice. Major penalties are given mainly for fighting or cutting or drawing blood with a stick, they result in five minutes in the penalty box. The penalized team must play short-handed for the full five minutes, but if a player on each team receives a major penalty at the same time, substitutes may replace both players on the ice. Misconduct penalties are given mainly toward the improper treatment towards an official, which results in ten minutes in the penalty box, but a substitute may replace the penalized player. A game misconduct penalty is given mainly for more serious offences against officials. Match penalties are given for deliberately injuring or attempting to injure an opponent. The offending player is removed for the rest of the game and usually given extra penalty minutes depending on the severity of the incident, which a player on that team has to serve. Penalty shots are free shots at the opposing goal defended by only the goalie. They are awarded against the defending team when an attacking player throws his stick or is pulled down from behind and is so prevented from taking the shot. Those are the rules and regulations of the fun and exciting game of hockey.

The Social Effect Of Extracurricular Activities English Language Essay

The Social Effect Of Extracurricular Activities English Language Essay The present chapter intends to present some of the most prominent issues concerning employing extracurricular activities and their effect on the learners achievement in writing in general and in the ELT in particular. Also, its relation with attitude of the learners, writing apprehension, and the emergence of different strategies will be under study. Extracurricular Activities in ESL/EFL Context Extracurricular activities play an important role in todays secondary education programs (Holland Andre, 1987).The development of extracurricular activities was slow in the beginning, with many seeing it simply as a temporary fashion that would pass and quickly lose its style (Millard, 1930, as cited in Broh, 2002). One of the early philosophies behind extracurricular activities was that they should, wherever at all possible, grow out of curricular activities and return to curricular activities to enrich them (Millard, 1930, p. 12, cited in Broh, 2002, p. 71). Eventually people, including educators, began to see the benefits of extracurricular activities, but it took a while to assimilate with the new trend. In fact, before 1900, educators were suspicious of participation in extracurricular activities, believing that school should focus solely on narrowly defined academic outcomes. Non-academic activities were viewed as being primarily recreational and therefore were detrimental to academic achievement, and consequently were discouraged (Marsh Kleitman, 2002, p. 5). Early experts on extracurricular activities including Millard (1930, cited in Broh, 2002) believed that Extracurricular activities supplement and extend those contacts and experiences found in the more formal part of the program of the school day (p. 16). It was not until recently that educational practitioners and researchers have taken a more positive perspective and asserting that extracurricular activities may have positive effects on life skills and may also benefit acade mic achievements (Marsh Kleitman, 2002). Kuh (1993) asserted that more than70% of what students learn in college comes from extra-curricular activities and that most students believe that the activities they do out of class provide the most significant learning experiences (Moffatt, 1989). In addition to the confirmations made by these researchers, the students themselves asserted that extracurricular activities contributed to their maturation (Kuh, 1993). Jugovics (2011) positive perspective about extracurricular activities was concerned about the power of such activities to overcome some difficulties in the language classroom. He believed that it is advantageous to think outside the box, and in various contexts, to consider and apply the physical aspect of language learning such as integrating simple activities like talking and walking, which occur in natural communicative situations (Jugovic, 2011). There have been some studies devoted to studying the relationship between student involvement in activities and student academic achievement and the optimal proficiency in a foreign language (Jogovic, 2011; Marsh Kleitman, 2002). Although a positive correlation has been shown in many of these studies, there is still a fierce battle among educators concerning the need for extracurricular activities. Even some researches took a more neutral stand and attribute the ultimate influence of extracurricular activities to the context in which they occur (Shephard, 1996). They assert that extracurricular activities can have a positive or negative impact on students, depending on the context in which they are experienced. One way of viewing the impact of after-school activities is to apply a risk and resilience framework to them. Under certain circumstances after-school programs may present deficiencies (detract from positive growth and development); while under others they may provide protect ive impacts (prevent students who are at risk for negative outcomes from experiencing those outcomes). Two positions appear to be prevalent in todays academic community regarding extracurricular activities (Marsh, 1992). These are referred to as either the academic or developmental perspective. The academic perspective considers extracurricular activities as purely leisure and not part of the purpose of schools. The developmental perspective considers extracurricular activities necessary to the total development of the student in todays schools (Holland Andre, 1987). Educators who believe in the developmental perspective see activities as an extension of the educational program. Furthermore, participation in these activities is positively associated with many student characteristics. Activities allow students to develop skills such as leadership, sportsmanship, self-discipline, self-confidence, and the ability to handle competitive conditions. Participation is associated with higher levels of self-esteem (Marsh, 1992; McNamara, 1985; Simeroth, 1987). Participation is also related to lower delinquency rates (Marsh, 1992; Newman, 1991). Howley and Huang (1991) found that extracurricular activity across different schools exhibited a positive correlation on academic achievement. McNamara (1985) concluded in his study that students benefit academically if they participated in high, moderate, or low numbers of extracurricular activity. Extracurricular activities offer an opportunity to interact in ways that allow the previously mentioned skills to develop. The developmental professionals believe that many of these skills would be impossible or very difficult to develop in a classroom setting. Marsh (1992) stated: According to different theoretical perspectives, extracurricular activity participation may be posited to (a) divert attention from academic pursuits, as evidenced by its negative effects on narrowly defined academic goals; (b) have little or no effect on academic outcomes but contribute to desirable nonacademic outcomes; or (c) have positive effects on nonacademic outcomes and facilitate academic growth, perhaps indirectly, as well. (p. 553) According to Marsh (1992), extracurricular activities may have both positive and negative effect on students academic growth. Based on this statement, Jordan and Nettles (2000) referred to structured after-school activities which have been associated with higher educational outcomes. Jordan and Nettles (2000), in their analysis of data from the National Educational Longitudinal Study of 1988, found that student participation in structured activities, religious activities, and time with adults during 10th grade had a significant positive effect on educational outcomes for those same students in 12th grade. Conversely, students who spent more unstructured time were at greater risk of negative educational outcomes. The authors provided a model reflecting that in addition to student characteristics and factors inherent in the school context, the investments students make during their off hours in themselves and in their community affects their investment in schooling and, consequently, t heir performance in school. It is important to note that the extracurricular activities examined in the study were broad-based, and did not specifically included homework assistance programs. Cosden, Morrison, Albanese, Macias (2001, cited in Jogovic, 2011) summarized the outcomes of 10 studies on structured after-school programs that offered students assistance with homework and other academic needs. Nearly all of the studies focused on children considered at risk for school failure as a result of low income, limited familial resources, and/ or poor grades. Further, these after-school programs offered a broad range of activities in addition to academic support (Beck, 1999; Halpern, 1992; Posner Vandell, 1999). While the nature of the academic support varied, each program provided children with structure and adult contact. The full impact of these programs on the students academic performance appeared to be combined by other child and teacher factors, such as increases in the childs self-esteem and school bonding and changes in teacher impressions regarding the effort and abilities of the students. In a comprehensive study, Cooper, Valentine, Nye, Lindsay (1999) also examined the relation between after-school activities and academic achievement as measured by standardized tests and teacher-assigned grades among students in grades 6 through 12. Using a questionnaire, adolescents reported approximately how much time they spent on homework, working at a job, extracurricular activities, structured groups outside of school, and watching television. Findings revealed that more time in extracurricular activities and less time in jobs and watching television were associated with higher test scores and grades. In addition, more time on homework was associated with better grades. In another study, both Beck (1999) and Halpern (1992) conducted qualitative evaluations of the dynamics of large, urban after-school programs. Beck (1999) studied a program that was suitable for youth from kindergarten through 12th grade. The author reported that the factors crucial to the programs success were the provision of a structured time and location for doing homework and instructional support. Beck (1999) suggested that academic outcomes of this program were conflated by changes in the students self-confidence as well as changes in teacher impressions of the students endeavors. Halpern (1992) conducted a qualitative evaluation of a program that provided after-school homework assistance to younger children (5-12 years old). Similar to Beck (1999), Halpern (1992) found that participation gave students greater confidence in their abilities and provided an opportunity to develop positive, school-related, adult attachments. Although the findings of these two studies were descriptive and did not identify causal relationships between homework completion and academic performance, they suggested that homework completion can affect students perceptions of themselves and teachers expectations of students in meaningful ways. In a comprehensive study of 400 elementary school children in several different after-school programs, Ross et al. (1992) provided support for using these programs to build self-esteem, while also finding that self-esteem can be a predictor of academic performance. The researchers found that participation in an after-school program designed to build self-esteem had positive effects on standardized test scores in math and reading, while receiving extended school time to complete homework did not have the same positive effects on self-esteem or achievement. These findings strengthen the idea that after-school academic support does the greatest achievement when it enhances the students perceptions that they can be successful at school. Several other studies (e.g., Morrison et al., 2000) have found that after-school academic tutoring or homework assistance may not result in an improvement in academic performance, but, rather, prevent a decline in performance that is evidenced by many at-risk youth. The extracurricular activities such as watching were connected to cognitive development of students (Shin, 2004). The amount and quality of television viewing and family involvement were not the only influences of helping at risk students. The effects of music and sports were also influential in their relation to the prevention of this decline. Morrison et al. (2000) studied 350 at-risk students, half of whom participated in an after-school program that provided homework assistance, tutoring, and cultural enrichment activities. They found after 1 year students in the program maintained their initial levels of school bonding and teacher ratings of student behavior, while some of students who did not participate in the program showed decreases on these measures over the same period of time. Ross et al. (1992) evaluated an after-school tutoring program serving low-income African American students. After 2 years, participants did not show significant increases in grades, but students who were not in the program showed a significant grade decrease. Together, these studies indicate that after-school academic support may play a protective role by helping to prevent a loss of school engagement even if it doesnt result in higher levels of functioning and academic success. Based on the concept of extracurricular activities, The Gevirtz Homework Project (Cosden, Morrison, Albanese, Macias, 2001) was established as an after school program. It differed from other previously reviewed after-school assistance programs in that it included students who were not at risk for school failure. All fourth-grade students in three participating schools were engaged in the project, with students randomly assigned to treatment (Homework Project) and non-treatment after homogenizing them into high, medium, and low achievement groups at school. Students were also homogenized on the basis of ethnicity and English proficiency, with equal numbers assigned to the homework project and to the non-treatment control group. The program was designed to provide students with homework assistance and to help them learn study skills. Students attended the program 2-3 times a week over a period of 3 years (Grades 4-6); although during the specified time the lack of attendance of some m embers in the treatment group was observed. All students in the Homework Project and the non-treatment control group were assessed at the beginning and end of each grade. Measures included students ratings of their impressions of school belonging, teacher ratings of student behavior, student grades, and standardized test scores from the Stanford Achievement Test (SAT-9). At the end of sixth grade, teachers rated English language learner participants in the homework project higher in academic effort and study skills than English language learners in the control group. This was not the case for students who were proficient in English. That is, students with English proficiency in the treatment and control groups had similar teacher ratings and academic outcomes at the end of the 3-year project. Further, there was higher overall attrition from the treatment group for English proficient students. It appeared that regular attendance in the Homework Project in fourth grade helped students develop study skills, which they were able to use in later years. This was supported by student interviews conducted as part of the process evaluation (Brown Herrity, 2001). In particular, the investigators found that students who benefited the most from the Project were those who learned to do homework right after coming home from school, while children who benefited le ast did not. For example, one child stated, Most of the time I start my homework right away (after school). I didnt do this in third grade. I guess I got in the habit from the Homework Project (Brown Herrity, 2001, p. 8). Some other studies, reported on the low dropout rate of students in school by doing the extracurricular activities (Cooper, Valentine, Nye, Lindsey, 1999; Gerber, 1996; Jordan, 2000; Mahoney Cairns, 1997). These studies typically assessed involvement in non-academic activities, most of which occurred after school hours. Rather than divert students from meeting their academic goals, studies found that students engaged in extracurricular activitiesincluding sports, service clubs, and art activitieswere less likely to drop out (Mahoney Cairns, 1997) and more likely to have high academic achievement (Gerber, 1996). Of particular importance, students at risk for school failure appeared to benefit even more from participation in extracurricular activities than do children who were normal achievers. Most researchers believed that involvement in extracurricular activities had an indirect impact on achievement by increasing connectedness to the school and by helping to build student strengths, thereby increasing self-esteem and positive social networks. Mahoney and Cairns (1997) noted that while supportive academic programs focus on the deficits of students, involvement in high interest, non-academic activities provides a gateway into conventional social networks through the maintenance and enhancement of positive characteristics of the individual that strengthen the student-school connection (p. 248). 2.2.1. Social Effect of Extracurricular Activities With regard to the importance of the extracurricular activities, a great body of research has been done to evaluate the social aspects of these activities on the development of students personal and interpersonal characteristics and the ultimate result in language proficiency (Astin, 1985; Tinto, 1993; Pascarella Terenzini, 2005). Some researchers focused on the affective side of extracurricular activities. One study found that adolescents who participated in extracurricular activities reported higher grades, more positive attitudes toward school, and higher academic aspirations (Darling, Caldwell, Smith, 2005). Darling, et al (2005) conducted a longitudinal study concerning extracurricular activities and their effect on various aspects of development, including academic performance. A survey containing a list of twenty different extracurricular activities was distributed to students; they were asked to check which extracurricular activities they participated in that year. Demographic questions, such as their favorite activity, gender, and ethnicity were asked in order to take the social factors and influences into account when calculating the results. The students were also asked what their academic goals were and their grade point average (GPA). The results indicated that the students who participated in sc hool-based extracurricular activities had higher grades, higher academic aspirations, and better academic attitudes than those who were not involved in extracurricular activities at all. McNeal (1995) also attributed the low rate of school drop outs to the affective aspect of extracurricular activities. The outcome of his research was observed primarily among students who were at highest risk for dropout. The association between reduced rates of early school dropout and extracurricular involvement differed according to the competence of the individual. For students in the risk clusters, the associated reduction in dropout was stronger compared with more competent students. For students whose prior commitment to the school and its values had been marginal, such participation provided an opportunity to create a positive and voluntary connection to the educational institution. Unlike optional procedures (e.g., school dropout prevention programs, remedial education), which focused on the deficits of students, extracurricular activities can provide a path into the conventional social networks while, concurrently, promoting individual interests, achievements, and goals (Ed er, 1985; Kinney, 1993; McNeal, 1995). Thus, school dropout could be effectively decreased through the maintenance and enhancement of positive characteristics of the individual which intensified the student-school connection. Kinney (1993) commented that the associated reduction in school dropout was greater during early high school. One explanation is that the increased diversity of activities offered in high school provided adolescents more opportunity for activity participation suited to their interest-ability (Kinney, 1993). The range of activities included in the domains that risk students most often participated (athletics, fine arts, and vocational) increased during high school, as did their participation in these areas. Also many activities highlighted in yearbooks required expertise in particular domains (e.g., music, sports, languages, mathematics, science), some school activities required minimal academic performance in order to be eligible for participation in them. Furthermore, socioeconomic status, although not a general barrier to participation, could influence the types of activities students would choose to participate and the attainment of status within those activities was crucial for s tudents (Coleman, 1961, cited in Jordan, 2000). Thus, the effect could be stronger in high school because participation increases as a result of greater opportunity. In an exhaustive survey, Kinney (1993) referred to North American public secondary schools as unique educational places which offer a range of pursuits in classroom and beyond. In addition to offering a broad academic curriculum, middle schools and high schools encourage students to participate in various extracurricular activities; these include organized sports, special-interest academic pursuits, vocational clubs, supervised student government, newspapers, yearbooks, and various other activities. Extracurricular activities differ from standard courses in American school because they are optional, ungraded, and are usually carried out outside the school day in school. The researcher mentioned that although these activities are extra to the curriculum, they are closely linked to academic achievement and performance (e.g., math club, French club, national honor society). He concluded that the participation in this kind of context would enhance learning instruction. For example, parti cipation could raise an individuals status within the school, extend her or his social affiliations in the school community (Csikszentmihalyi, Rathunde, Whalen, 1993; Eder, 1985; Eder Parker, 1987; Kinney, 1993), or enable both to occur. The impact would be to make school a more meaningful and attractive experience for students who have experienced few successes in academic subjects. An overview of the educational and psychological literature on the effects of extracurricular activities indicates, curiously, that only subtle attention has been given to the effects of extracurricular activities for marginal students (e.g., Brown, 1988; Holland Andre, 1987). In contrast, a large amount of work has concentrated on the role of extracurricular activities for the smartest and the most privileged students. Specifically, (a) activities and positions of leadership may indicate only a small number of individuals (Brabd, 1987; Hollingshead, 1949, cited in Broh, 2002; Cooper, et al, 1999), (b) students of high socioeconomic class tend to report more engagement than lower class students and show greater leadership and talent within these activities (Csikszentmihalyi, Rathunde, Whalen, 1993; Hollingshead, 1949, in Broh, 2002), (c) girls tend to participate in more activities than boys (Coleman, 1961; Hollingshead, 1949; Jacobs Chase, 1989 all cited in Broh, 2002), (d) those individuals who participate in interesting activities tend to be popular with peers, are school leaders, and may be influential in conducting the status norms of the school social system (Coleman, 1961, cited in Broh, 2002; Eder, 1985; Eder Parker, 1987; Kinney, 1993), and (e) participation in academically linked activities is connected with somewhat higher levels of academic performance and educational attainment (Brown, Day Jones,1983; Marsh, 1992; McNeal, 1995; Shephard, 1996). Extracurricular activities also may facilitate the development of qualities such as determination and perseverance. Individuals with these characteristics may be less likely to surrender when they face challenging tasks at school, which also may explain the researchers found an association between extracurricular activities and school self-esteem (Marsh, 1992). 2.2.2. Formal and Informal Extracurricular Activities Some researchers have divided extracurricular activities into informal and formal activities. The formal activities include activities which are relatively structured, such as participating in athletics or learning to play a musical instrument. Informal activities, on the other hand, also known as leisure activities, include less structured activities, such as watching television. Some literature on leisure studies has suggested that formal and informal activity settings have different influences on motivation and feelings of competence (Guest Schneider, 2003). One study found that more time in leisure activities was related to poorer academic grades, poorer work habits, and poorer emotional adjustments, while more time in structured groups and less time watching TV were associated with higher test scores and school grades (Marsh Kleitman, 2002, p.5). Structured activities outside of school may also facilitate the development of social ties (Eccles Barber, 1999; Larson, 1994). Time in organized activities, for example, may bring youth into contact with peers and adults who share their interests. Interactions with well-adjusted peers who share similar goals and aspirations, in turn, can motivate youth to do well in school and cause interest in future educational and occupational pursuits (Jordan Nettles, 2000). Jordan and Nettles (2000) also used broader conceptualizations of youths time outside of school among high school students and found that students who spent more time in structured activities (e.g., youth groups, sports) as well as students who spent more time alone in skill-building activities (e.g., computers, hobbies, reading) had higher math and science achievement. Schreiber and Chambers (2002) categorized adolescents after-school activities as in- or out-of school, academic or nonacademic, and organized or unorganized. Focusing on results for eighth grade African American adolescents, these researchers found that participation in out-of-school, nonacademic, organized activities (e.g., neighborhood clubs, nonschool team sports) was negatively related to math achievement, and participation in out-of-school, academic, unorganized activities (e.g., homework) was positively related to math achievement. These findings are consistent with theories about the benefits of participation in structured activities, which claim that such activities provide adolescents with opportunities to learn and develop skills (Bronfenbrenner, 1979; Larson Verma, 1999). In addition to specific skills, participating in sports and clubs may facilitate learning organizational, planning, and time management skills that are important for school success. Furthermore, participa tion may have implications for the self-system (Holland Andre, 1987). For example, participating on a sports team may promote self-confidence. Also students learn the attitude of respect toward their counterparts. They try to tie up their good school relationships and continue their friendships outside of the context of school. The feeling of self efficacy can also be developed within individuals as they see themselves supporters of other fellow students and the leaders of the groups. Leadership qualities are the special personal traits that their root can be strengthened within school days. 2.2.3. Academic Extracurricular Activities Extracurricular activities that focus on academic areas include the school newspaper, quiz team, science club, school government, and debate team or journalism club. Each of these activities promotes academic excellence and provides students with an opportunity to expand their content knowledge outside the classroom (Linder, 1999). While building leadership skills, students will also learn the advantages of technical writing, keeping and meeting deadlines and public speaking. Students will also have opportunities to broaden their content knowledge about unfamiliar subjects by conducting research in preparation for debates or academic competitions (Mahoney Cairns, 1997). Regarding the role of extracurricular activities for ESL/EFL students, Al-Ansari (2000) confirmed the previous research that  sheltered curricular exposure to the target language through English-medium instruction would seem intuitively to be a qualitatively different and potentially much richer source of intake than other, less sheltered kinds of exposure, especially as far as the development of academic proficiency in the target language is concerned (Krashen 1982; Wigzell 1983; Wesche Ready 1985). ).  In order to verify this impression, Al-Ansari (2000) carried out a study in a sample of Bahraini university students. He gave the students two types of questionnaire. The first part of the questionnaire was designed to measure the amount of extra-curricular contact and the second part the amount of curricular contact through English-medium instruction in subjects other than English language.  Ã‚  For the first part of the questionnaire, a set of questions, each with three alternative responses, was formulated to measure the frequency/duration of each of the modes of contact: Extra-curricular listening activities included watching English videos, films and TV shows, listening to English programs on the radio. Listening activities consisted of both academic and nonacademic extracurricular activities. The next category was out-of-class speaking activities with various categories of competent English speakers such as parents, teachers, fellow-students and others, both on and off campus. Like the previous category, this one also included both academic and nonacademic extracurricular activities. The thi rd classification was reading activities involving different kinds of reading materials in English such as newspapers and magazines, stories, non-fictional material other than course-related material. The focus of this category was mainly nonacademic materials. Next item was social interaction with the target language community within Bahrain in places such as home, in clubs, recreation centers and other locations. Here the emphasis was mostly on nonacademic activities. The next part of the questionnaire belonged to questions regarding contact hours of English-medium instruction per week. The findings with regard to extra-curricular contact had different implications for different categories of learners.  As far as the average achievers were concerned, the implications were clear:  in order to improve their proficiency level, they need to be more engaged in various extra-curricular activities in the target language, especially listening and speaking activities. The results obtained for high achievers and underachievers, however, suggested that contact with the language outside the classroom was not a solution that would guarantee further linguistic development at all levels of attainment.  With regard to the underachievers or false beginners, the findings were consistent with two possible inferences:  either their level of proficiency was too low for them to derive any benefit from the kind of extra-curricular exposure they got to the language, which would suggest that much of the input they received was largely incomprehensible, or they did not have the necessary cognitive and verbal characteristics to derive the kind of benefit from their exposure that would be reflected in higher scores in an academically biased proficiency test Much of what has emerged from the Al-Ansaris (2000) study supported Krashens (1982) views.  Central to his main thesis is the claim that certain linguistic environments and certain kinds of linguistic activity are a richer source of intake than others.  This claim was proved by Al-Ansaris (2000) findings, which presented that sheltered curricular exposure correlates more consistently with attained levels of proficiency than unsheltered extra-curricular exposure. In another study, Dheram and Rani (2007) carried out a study on how the newspaper as an academic extracurricular activity could be used for promoting learner autonomy in an international classroom with varying levels of English proficiency. It highlighted how the authentic use of the language helped the ESL/EFL teacher turn the newspaper into a powerful tool for encouraging reflections on its relevance to language learning. Similarly, the activities demonstrated how the students imaginative and creative potential could be used for

The Death March Essay -- War, World War II

Plan of Investigation A tactic used in past wars, and also categorized as a war crime, is known as the death march. These marches have often been criticized for being inhumane, and forcing enemy soldiers into â€Å"conditions primitive and unsanitary.† (51 Allen) Both of the death marches studied in this historical investigation occurred in World War II. The first is the Bataan Death March, inflicted upon Americans and Filipinos by the Japanese. The second case studied will be the forced movement of â€Å"undesirables† (i.e. Jews, Homosexuals, blacks, gypsies, etc.) in the numerous Nazi death marches. How and why did the reasons and strategies for the Bataan Death March compare with those of the Nazi death marches? Both cases will be summarized and then analyzed. The justification for these marches will therefore lead to deciphering the extent that these marches helped the instigating countries, and what war would have been like without them. Primary sources, such as â€Å"Aband oned on Bataan,† along with secondary sources such as â€Å"Double Victory† will be utilized to fully comprehend the differences of the two marches. Summary of Evidence 1) Bataan Death March When General MacArthur of the United States surrendered, the Japanese were not prepared for the immense number of US and Filipino prisoners. Their justification for their war crimes comes from their culture. The Japanese were instilled with the idea of fight or death. Surrendering was not an option to the Japanese, because it made one scum, and not even human. In the Japanese perspective, the American soldiers that surrendered had intentionally put themselves in this position. The Japanese did what they were taught; their cultural traditions allowed for the violence an... ...ese Lines in World War II. New York: NAL Caliber, 2009. Print. Allen, Oliver Craig, and Mildred Faye Allen. Abandoned on Bataan: One Man's Story of Survival. Boerne, TX: Crimson Horse Entertainment and Pub., 2002. Print. "American Experience . MacArthur . The Siege of Bataan | PBS." Interview by Edwin Ramsey, Richard Gordon, and Leon Beck. PBS: Public Broadcasting Service. 2009. Web. . Holocaust Encyclopedia. "Death Marches." United States Holocaust Memorial Museum. 06 Jan. 2011. Web. . Nelson, Jim. "The Causes of the Bataan Death March Revisited." 11 May 2007. Web. . Smurthwaite, David. The Pacific War Atlas 1941-1945. New York: HMSO, 1995. Print.

Humorous Wedding Speech Delivered by the Groom :: Wedding Toasts Roasts Speeches

Humorous Wedding Speech Delivered by the Groom Well, as Henry VIII said to each one of his wives †¦ 'I shall not keep you long'. Ladies and Gentlemen, this day is an historic day, on this day in 1666, the Great Fire of London started - nothing to do with my wife's cooking. And on this day in the year 2000, you attended this wedding reception and heard the finest wedding speech of your entire lifetime, and my best man Michael will be making it. I after all, did have a great speech worked out for you today, but as I am now married, my wife has told me what to say instead. Thank you - All So on behalf on my wife and I. We would like thank you all for coming here today and sharing our special day with us. Especially those who have travelled some distance to be here, including our chief bridesmaid Suzy and her boyfriend Chris who have come all the way from Canada via Glasgow. We would also like to thank you all very much for your cards, kind thoughts and wonderful presents. I was afraid that putting a dinner service on the wedding list was not such a good idea. When I discussed it with Mel I suggesting we should get a dishwasher, but she told me not to worry, she's going to get one when she's married - Me! We had considered getting married abroad, but we decided we would prefer to share our day with all of you. And I'm glad we did. Here's to all of you who are all very special people, picked by us both and may we all have a great day (toast). Thank you - Brian Brian, thank you for those kind words, (you hope that you won't let him down/are proud to be his son-in-law, live up to his expectations etc. Having lived with Mel for 3 years now, I think I am prepared well enough.) I must say that both Hazel and yourself always make me feel very welcome when I come to visit. In view of the fact that my new Mother-in-Law is so close, I don't want to say much, other than only Adam had no Mother-in-Law - that's how we know he lived in paradise. Thank you - Parents We would like to thank both sets of parents as we wouldn't be here today if it wasn't for them.

Banh Chung

Banh chung Each country’s cuisine isn't simply a habit of eating and drinking, people also consider about the culinary sophistication, assess country’s culture. Referring to Korea, we all know about Kim chi – the proud of Korea's traditional foods; and sushi is a famous food of Japan. Similar, Vietnamese are also have their traditional foods. Beside of ph? , bun bo hu? , or nem nu? ng, Banh chung is also a proud of VietNam.The dictionary definition of Banh chung as a traditional Vietnamese rice cake which is made from glutinous rice, mung bean, pork and other ingredients. However, it isn’t enough to explain the meaning of Banh chung. Behind that simple cake is a long story about family’s love. According to the book Linh Nam chich quai (Extraordinary stories of Linh Nam) published in 1695, this cake was created by Lang Lieu- the prince of the sixth Hung Vuong; it represents the heart of the child for his father and symbolizes the vitality of the univ erse.According to Lang Lieu, a square cake symbolizes the earth (under the concept of the ancients), and the raw materials to create a cake to show the vitality of all things in universe (animal and plant). This is a traditional cake which every Vietnamese have in Lunar New Year. We use la dong to wrap the cake in square form before boiling it. Mung bean, fatty pork and black pepper, salt, sometimes green onion, and fish sauce for spices are added inside the glutinous rice. When eating cake, people like to add fish sauce or eating with c? i? u (tubers procession), dua m? m (cucumber sauce) or salt radish†¦

Forgive My Guilt

In this poem, the Ol' Higue tells of her frustration with her lifestyle. She does not like the fact that she sometimes has to parade around, in the form of a fireball, without her skin at night. She explains that she has to do this in order to scare people, as well as to acquire baby blood. She explains that she would rather acquire this blood via cooked food, like every-one else. Her worst complaint is the pain of salt, as well as having to count rice grains. She exhibits some regret for her lifestyle but implies that she cannot resist a baby's smell, as well as it's pure blood.The ‘newness' of the baby tempts the Ol' Higue, and she cannot resist because she is an old woman who fears death, which can only be avoided by consuming the baby's blood. She affirms her usefulness in the scheme of things, however, by claiming that she provides mothers with a name for their fears (this being the death of a child), as well as some-one to blame when the evil that they wish for their chil d, in moments of tired frustration, is realized. She implies that she will never die, so long as women keep having babies.Poems: ‘Ol’ Higue’ and ‘Le Loupgarou’ The what – Content: Theme – The supernatural, stories used to explain unknown or phenomena. Beliefs held by society custom – culture Ol’ Higue – name given to woman who haunts babies – this results in sickness or death. Practices govern how this situation is treated – use of salt, rice grain and the sun. This belief has held its root and will not go away – because as long as babies get sick and die – blame will be cast on Ol Higue.The Form – Layout of poem  3 stanzas written in free verse – this facilitates the type of poem – dramatic monologue – persona’s expression of her feelings. This also allows for introspection as well as involvement of the reader/listener to participate in the situation. The How – Structure Dramatic monologue Diction – use of colloquial and expression relating to society eg. ‘dry-up woman’ Movements among and within paragraphs – reader/listener invited to sympathize with her pleading to listeners – then to justification of actions – acceptance of relevance to society and mothers.Use of punctuation and lineation – question marks, ellipsis, exclamation – facilitates the dramatic monologue style, supports the changes in emotions and the need for the listener/reader to see from her point of view. Use of imagery – ‘few drops of baby blood’ blood running in new veins, ‘fly come’(literal and figurative) ‘Believe me-‘short line – to prepare the reader and solidify what is to come – an acceptable truth. See Notes on English B pg. 32-33 Comparison to other poem‘Le Loupgarou’ – a sonnet – hence more structure is e vident in terms of lineation, rhyme scheme Use of end and eye rhymes, poem divided into an octave and sestet Delving in the world of the supernatural – a realistic situation – a man Le Brun – being used and told as something supernatural. Story told as a rumour – section about him turning into a werewolf – this is to both facilitate the extent of his actions what happened to him and the women’s dislike of him. Use of imagery and literary devices – oxymoron ‘Christian witches’ howled and lugged.Both poems Caribbean in nature – custom and tradition – affects practices done and treatment given to and by people. Ol’Higue’s story facilitates the mothers’ explanation for the unexplained (sick or dead baby) – while the story of Le Brun and what has been added on by the women – facilitates their gossip and what the community holds on to. You will observe that both poems deal with t he supernatural. The Soucouyant is the counterpart of the Le Loupgarou. They both make a pact with the devil to engage in mysterious and fiendish dealings. They both are greedy and are ruined through their greed.They both evoke fear in the people around them. Derek Walcott was born in 1930 in the town of Castries in Saint Lucia, one of the Windward Islands in the Lesser Antilles. The experience of growing up on the isolated volcanic island, an ex-British colony, has had a strong influence on Walcott's life and work. Both his grandmothers were said to have been the descendants of slaves. His father, a Bohemian watercolourist, died when Derek and his twin brother, Roderick, were only a few years old. His mother ran the town's Methodist school.After studying at St.  Mary's College in his native island and at the University of the West Indies in Jamaica, Walcott moved in 1953 to Trinidad, where he has worked as theatre and art critic. At the age of 18, he made his debut with 25 Poems, but his breakthrough came with the collection of poems, In a Green Night (1962). In 1959, he founded the Trinidad Theatre Workshop which produced many of his early plays. Walcott has been an assiduous traveller to other countries but has always, not least in his efforts to create an indigenous drama, felt himself deeply-rooted in Caribbean society with its cultural fusion of African, Asiatic and European elements.For many years, he has divided his time between Trinidad, where he has his home as a writer, and Boston University, where he teaches literature and creative writing. From Nobel Lectures, Literature 1991-1995, Editor Sture All?n, World Scientific Publishing Co. , Singapore, 1997 This autobiography/biography was written at the time of the award and first published in the book series Les Prix Nobel. It was later edited and republished in Nobel Lectures. To cite this document, always state the source as shown above.

Balance of Payments and Exchange Rates Essay Example | Topics and Well Written Essays - 1500 words

Balance of Payments and Exchange Rates - Essay Example The balance of payments comprises all of the economic transactions between members of one country and members of all other countries. This includes any trade of goods and services, investments, payments and loans. The balance of payments is made up of several accounts. The current account includes goods trade, services trade, income and transfers of ownership. The capital account includes transfers of assets and acquisitions. The financial account is made up of direct investments into the country, portfolio investments, and various investments. In order to balance out the current and financial accounts should offset each other (Moffett, Stonehill, Eiteman 2006, 73). When there is more money coming in than going out balance of payments will be in surplus, and when more money has gone out than come in there will be a deficit. This is what can affect exchange rates as we will see below. Exchange rates are the value of one country's currency in relation to that of another country's currency. In other words how much is your unit of currency worth in another country's unit of currency. Exchange rates reflect the supply and demand for a country's currency in the world market. However some governments, depending on their monetary policy, may seek to ensure their currency has a certain value in the market. A country with a fixed exchange rate policy maintains a set level for their currency by using reserves to either buy up excess currency so flood the market with currency when there is a demand. Floating exchange rate countries let the market determine their exchange rate; this is normally done by a country with a strong economy. A country operating on a managed float uses factors such as interest rates in order to influence the price or their currency in the market and keep it around a certain level. A government's monetary policy can influence the effect that balance of payments has on exchange rates. Linkages There are significant links between a country's balance of payments and exchange rates. As Layton, Robinson and Tucker (2005, 56) point out "Each transaction recorded in the balance of payments requires an exchange of one country's currency for that of another." The level of a country's exchange rate has an impact on the balance of payments and vice versa. Surplus in the balance of payments usually means that the demand for a country's currency is greater than supply; on the other hand a deficit in balance of payments indicates there is too much of a country's currency in the market. How significant an impact depends on a country's exchange rate regime (Moffett, Stonehill, Eiteman 2006,

Court Report Criminal Essay Example | Topics and Well Written Essays - 1000 words

Court Report Criminal - Essay Example Paul’s Cathedral. The Old Bailey street would be on your left if you walk from Waterloo after crossing the Waterloo Bridge, turn right and keep going. It has two public gallery networks. Daily lists are in the notice board on the outside wall. Security is very strict so read the warning I have set out below. In Old Bailey Court you can wander in and out of dozens of courtrooms and see the most important judges like the Lord Chief Justice and the Master of the Rolls at work. Daily lists and lots of information are in the main hall (Anonymous, 2012). My Visit to the Central Criminal Court (â€Å"Old Bailey†) I went to visit a murder case at the Old Bailey criminal court on 3rd, October 2012 and followed the case again on 10th, October 2012. I went to court number 14 and sat in the public gallery where I was allowed to take notes about this case. In my first visit to the court on 3rd of October 2012, there was the cross examination of the Manzar Juma who was charged with m urder of Ruby Love. The prosecution was giving cell site evidence to the jury, and showing all the text messaging that was exchanged between Juma and deceased women Ruby Love. Prosecution gave copies of all relevant material such as text messages, mobile coverage and addresses to the jury as well as to the QC and counsel of the Mr Juma, both the judge and Mr Juma see all the copies and read them out one by one. Cell site evidence contained all the information regarding where Mr Juma was a day before the death of Ruby and all the text messaging that came along with all recorded times and the time of their conversation. It was heard that there were changing of unpleasant words you could say, that they were having an argument as such (Kelly and Camber, 2011). The judge seemed to have matters well under control in his courtroom and went on the legal proceeding moving forward expeditiously. The jury heard that on the day of Ruby’s death, where Juma was located and how he had two m obile phones that he communicated with Ruby and in one of the text messages he had arranged to pick her up (Darbyshire, 2011). On 29th of December 2011, police rang the phone number that they had found on the mobile of Ruby love and that number belonged to Mr Juma. Shortly after the cell site evidence the prosecution gave an indication and evidence of both Juma’s blood examination of any indication of drugs, and also Ruby’s blood evidence was read out (Hardiman, 2012). The forensic toxicologists’ examination showed that the blood of Ruby Love had traces of Methadone, heroin, Cocaine, Ecstasy pills, cannabis and alcohol. The blood of Mr. Juma was also examined and tested for alcohol and drugs and indicated that he had traces of basic drugs such as cannabis and alcohol in his blood. In addition to this, experts also gave evidence of Ruby’s body fluid. As the prosecution was finished giving his evidence, the QC of Mr Juma called Mr Juma to the stand and he w as asked many questions from his counsel (Kirk, 2012). The prosecutor provided a big contrast to the defence attorney. Mr Juma said that he did not have a very good relationship with his father, and only saw him up until he was 15 years old. He denies murder. His QC asked him whether he had any trouble at school whilst growing up, and he replied, yes he did, from the moment he found out that his mother had tumour and he became very angry and upset, therefore he did not do very well at

Should the government increase the minimum wage Essay

Should the government increase the minimum wage - Essay Example t employers could not afford these federally mandated pay raises and would be forced to lay-off workers and that most persons who make the minimum wage are teenager or temporary workers, not heads of households with a dependent family to support. This discussion examines the benefits of raising the minimum wage not only for those workers who would gain monetarily but to employers as well and the economy as a whole. Currently, the minimum wage stands at $5.15 per hour. Congress recently voted itself another pay raise but killed a bill that would raise the minimum wage to $7.50 an hour. â€Å"Raising the minimum wage to $7.50 would positively affect the lives of more than eight million workers, including an estimated 760,000 single mothers and 1.8 million parents with children under 18† (Dobbs, 2006). This modest increase would only have put minimum wage earners near the poverty line, about $16,000 for a family of three (Poverty Guidelines, 2006). As a result of the inaction by Congress, these eight million American workers will not be able to provide the most basic needs for their families. In 2002, the U.S. Census reported that approximately 2.6 million full-time, year-round workers were subsisting at wages that placed them below the poverty line (U.S. Census Bureau, 2003, p. 7). The minimum wage has not been raised in seven years, the longest time span since the law first went into eff ect in 1938. This decline in the real value of the minimum wage over the last seven years translates into lower real wages for millions of workers and contributes to the income gap between poor working families and the middle class. Raising the minimum wage would allow those who make minimum salaries to keep up with inflation. It would help those that need it the most such as single mothers and minorities. In addition, it would cause a ‘ripple effect’ in that wages would also increase for those that make just above the minimum. In 1968, a full-time employee who earned

David Suzuki, The Big Picture- the enviormentalist dilemma Essay

David Suzuki, The Big Picture- the enviormentalist dilemma - Essay Example He talks of the different aspects of this problem and the possible defense mechanisms that the planet may have in order to combat the encroachments of technology. For Suzuki, it is also important that one understands the importance of mankind’s position on the planet. The fact that man is one of the many species that exist on this planet is significant for Suzuki. There are several new theories that Suzuki puts forth including the idea that it is necessary for the ecological to be quantified in the economic sense of the term. This would then put a certain amount of pressure on people to create a world where the ecology is valued in terms that are familiar to the current market economy. This then makes us aware of the importance of creating a world where the ecology is not a dispensable commodity but something that provides us with an understanding of man’s relation to his environment and other creatures who have equal rights over the resources of the earth. Suzukiâ€⠄¢s main argument is that the ecology needs to be given his due and integrated with the scientific endeavors of man and in the economic framework of the world, without which there would be no sustainable growth in the world in any sector. One of the main arguments that Suzuki makes throughout his career is that mankind needs to come to terms with the fact that it exists on the earth and would not be able to survive without the earth being a place that can sustain them. The disconnect that man reveals when it comes to the earth can be seen from the fact that dirt is always regarded as something that is undesirable. However, this dislike for dirt is oblivious to the fact that whatever grows on the earth takes root in dirt and can be seen to draw its nourishment from the very dirt that is regarded with such contempt by man (Mast). This then reveals an attempt on the part of Suzuki to look at the tiny things in one’s life that indicate the attitudes that one holds towards the env ironment. Such attitudes then create a situation where the ecology is undervalued and not given its proper due. Its life-sustaining quality is then obfuscated and not given due importance. Despite man’s advancement in terms of science and technology, there is still a lot that needs to be done in terms of the conservation of the environment. The conservation of the ecology is a must for the sustained development since the resources necessary for development ultimately comes from the environment itself. This can be seen from this statement that is made by Suzuki in The Big Picture- †¦all of these things that so dominate our headlines and our lives- all of these things are merely social constructs created by humans. Ultimately they still depend on something else: the continued existence of a stable and healthy planet to provide us with the basics of life. Without a healthy planet to cleanse our wastes and provide us with resources, we will wither. Unless we can find a way t o live in balance with the natural systems that sustain us, our species will ultimately reach a dead end (3). The ideas that are expressed in this passage are important as they do not suggest that development of the kind that is fuelled by technological advances is insignificant. What it does suggest, however, is that there needs to be an awareness of the environmental impact that certain programs of development have. According to Suzuki, one must not devalue science and its effects on mankind. However, one must