Is the U.S. Economy Healthy free essay sample

This paper is an examination of the strength of the current American economy. This paper looks at a few segments of the U.S. economy from 2000-2002 so as to gage whether it is sound. The economys wellbeing before 2001 is talked about in detail so as to give the peruser a decent reason for understanding why certain materials are remembered for this paper. The creator takes a gander at GDP, the joblessness rate and expansion so as to look at their effect on the current economy. Any new financial and monetary strategies that have been acquainted with assistance manage issues emerging are then introduced and investigated so as to pass judgment on their effectiveness. As indicated by Encarta Gross Domestic Product is characterized as all out estimation of merchandise and ventures created in a nation over some random timeframe. Gross domestic product is determined in one of three different ways: (1) by including the estimation everything being equal and administrations created, (2) by including up the costs merchandise and ventures at there sold, or (3) by including maker income from the offer of administrations or merchandise. We will compose a custom exposition test on Is the U.S. Economy Healthy? or then again any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page This variable is significant while looking at the wellbeing of the economy since it gauges the countrys way of life. In the event that GDP increments at a higher rate than the populace, ways of life are rising. On the off chance that the populace is expanding at a more prominent rate than GDP, expectations for everyday comforts are falling. (Encarta) The accompanying table shows U.S. Gross domestic product in the course of the most recent year and a half: Starting with the final quarter of 2000 closure with the final quarter of 2001.

MSU Grade Module on Mobile using Android OS Essay

The proposed framework entitled MSU Grade Module on Mobile utilizing Android OS is a portable adaptation of the present Grade Module of Mindanao State University. This framework empowers the teacher to include evaluations and update INC grades at any area and whenever. Acquiring the Grade Module secret phrase is likewise done utilizing portable association. Reasons: * With the comfort of an Android-fueled cell phone, the educator doesn't have to truly go to the agent to demand for Grade Module secret word. * The Grade Module secret phrase is sent through email which is more secure than printed Grade Module stub. * The teacher shouldn't be in their individual division or in the college to include as well as update grades. * The shortage of accessible PCs in the college is not, at this point a worry. * If the teacher is away for classes, get-aways, and different reasons, the educator no longer needs to demand favor from different educators to enter and additionally update grades for them, in this way the responsibility of the evaluation dwells just to the educator in-control and diminish troubling different educators. * With this sort of utilization, a teacher can get imperceptible from understudies who continue tailing him/her on account of different reasons. Conceivable Problem: * Not all educators have an Android-fueled cell phone. * Not all educators keep up an email address, particularly the individuals who are not innovation canny. * Internet association isn't steady for educators who need to enter as well as update reviews inside the college. * The accessibility of online modules of the college isn't steady.

Working with Schools and Communities

Questions: Section 1: Intervention proposalYou are required to deliver a point by point composed record of the arranging of the task, including arranging access, liaising with the position site, leading an appraisal, planning a suitable mediation and finished morals proposition with beneficial material?Part 2: Record of interventionYou need to give an itemized record of the usage of the intercession, including materials utilized, and, where fitting. You have to show proof that you have finished the intercession, and give point by point records of what you did and how you did it? Answers: Section 1: Intervention Proposal Presentation The present proposition will concentrate on the setting up a nitty gritty report with respect to care based pressure decrease. It is clear that numerous understudies leave the schools experiences pressure which influences their future life and their families life as well. Along these lines, they can't focus on their examination and make an amazing most other than considering (Dobkin, Hickman Monshat, 2013). The instructive organization and colleges connect with the schools and colleges that can help in diminishing the feeling of anxiety of the understudies so they can have full fixation on vocation and achieve higher evaluations in schools or universities. Meaning of the Problem There is considerable proof that the pressure is innate in the life of the understudy which contrarily impacts their wellbeing. Also, it is realized that pressure can expand the downturn and the individuals can get cut off from public activity and can fall into singular mode. Aside from that, worry can rose up out of occupation fulfillment, family pressure, study pressure, individual relationship, and so on that can make an individual to end it all (Dobkin, Irving Amar, 2011). Then again, stress can likewise prompt higher burnout that can walk to influence the passionate and physical focus of the individual. Thusly, the present examination will feature to address the pressure factor of the understudies through proposing Mindfulness Based Stress Reduction program with the goal that understudies can control their feeling of anxiety. Care is considered as reflection which joins the psyche and body of the individual (Gans, OSullivan Bircheff, 2013). Accordingly, building up a care based program will be powerful for the understudies and focus profoundly on the investigations and make their wellbeing and life wonderful. Writing Review The worries among the understudies are significantly because of the weight of study and finishing assignments on time so as to get higher evaluations in the assessment. It is clear from investigation of Department of Kinesiology and Health which study 249 understudies and it gave that because of inadequate administration of time, uneasiness and unequipped for meeting exercises outside of universities are significant explanation that lead to scholastic pressure (Marchand, 2012). Then again, the overview of mtvU Associated Press in 2009 pointed that around 60% of the understudies can't finish their school work because of serious pressure. Moreover, The National Institute of Mental Health recommended that about 30% of the understudies are in contact to discouragement which hampers their day by day life and then again, 64% leave the school because of psychological well-being issues (Frank, Reibel, Broderick, Cantrell Metz, 2013). Additionally, the National overview of College Counseling in 2012 spoke to that around 106 undergrads submitted suicides and out of that number, one fifth led self destruction due the issue of scholastic. As indicated by Song, Cho, Kim (2012), there are different speculations that helps in diminishing the pressure and one such is Attention Restoration Theory which was planned by Rachel and Stephen Kaplan. The specific hypothesis makes the individuals to invest a quality energy in nature that can assist them with concentrating on the work. The indigenous habitat backs out the strain and spruce up the psyche of the individuals that encourages them to have an authority over their brain. Aside from that, Dobkin, Hickman Monshat (2013) referenced that care based subjective hypothesis is successful in diminishing the feeling of anxiety among the understudies. Additionally, it can keep the individuals from going into sorrow and can to a great extent center around their vocation and future development. The brain and body are adjusted by care movement as it is a sort of contemplation which causes the individual to come out of melancholy and have a controlled existence. The MBCT is likewise valuable if there should be an occurrence of uneasiness issue and bipolar issue. Portrayal of the proposed mediation The mediation that has been proposed is care based pressure decrease to make the understudies mindful and transfer another route to the body sensations, sentiments and contemplations. The MBSR can be powerful in adjusting together care yoga and contemplation to assist the undergrads that might be experiencing ceaseless ailments or clutters. Then again, the MBSR can help the understudies to utilize a non-making a decision about perception in setting to their improvements that may go through their mindfulness field step by step (Dobkin, Irving Amar, 2011). In this way, the care practice can permit the understudies to overlook past and not to fear about what's to come. The distributed research suggests that care intercessions can assume powerful job in controlling pressure, misery and apprehension. Aside from that, it is clear that MBSR has least received for the undergrads and depending on their pressure. The MBSR would be useful in lessening the general trouble identifying with brain science and dropping down the pressure. In this manner, the care approach can upgrade mindfulness among understudies and can create capacity to stay away from any maladaptive examples of keenness that can prompt pressure (Gans, OSullivan Bircheff, 2013). In addition, as the care is a characteristic of mental preparing, in this way, it would help in expanding mindfulness identifying with feelings, musings and stress reactions by means of maladaptive ways. Subsequently, it could be significant for understudies to adapt to the degree of worry in compelling and a lot more beneficial way. The means that can be followed comparable to care based pressure decrease development can record of eight 2 hour meeting. Accordingly, one meeting will be directed each week and also, the understudies would be given preparing by leading beneath referenced thoughtful practices: Sitting Meditation: Gerzel-Short Wilkins (2009) contended that sitting reflection is one of the compelling procedure that especially like consideration like the home just as our self. In this manner, all together o take care the understudies in the school and universities, sitting intercession will bring the complete consideration. Then again, sitting intervention is much the same as the recuperating. In this reflection, the understudy will be made to exceptionally concentrate on their breath and give total consideration to it as it will make understudies mindful about their contemplations, feelings and body sensations. As per this training, a dynamic group of consideration over the body from toes to go to recognize any vibes that may happen in various segment of the body. So as to lessen the psychological pressure and abatement the weight over the understudies inside the school and universities, feet nod off or start to damage will be the best system of sitting. Rai et al. (2011) refered to that sittin g intervention is one of the powerful advance that take in-breath just as out-breath. In the bigger body, sitting intercession helps the understudies in feeling congruity. Sitting intercession additionally permits the individuals in moving their whole pieces of the body easily and gradually that is a successful procedure of diminishing mental pressure. Along these lines, filtering the body can make the understudies to discharge them from any misery and get liberated from any, body torment that would bring about pressure. Accordingly, the understudies can have the option to discharge out their pressure and understudies can have command over their brain if this contemplation is proceeded at standard interim. Sitting intervention will assist the understudies with linking their psyche and body and they can quiet down their number of contemplations that would have in streaming in their brain. Then again, the sitting intervention can help in upgrading mindfulness among the understudies to fortify and adjust their musculoskeletal framework. The sitting intercession will be contained extending and posing the hand and body to get help from body pressure and make the brain and body to work in sound nature. This contemplation will focus on the body, breath and what is going in the present glimmer. Along these lines, the understudies can get bit of leeway to ease anxiety. This specific intercession can assist understudies with forming a higher empathy for educators, companions, and different understudies and for themselves. Breathing Observation Thompson (2013) opined that total breath thinks about the termination, respite and motivation for individual. Li Wang (2013) refered to that breath permits the human in accepting oxygen into the body just as circling all whole oxygen into all tissue with the assistance of blood. During this procedure, the flow recipe breath gathered the carbon dioxide from the tissue. The breath rate in a typical human is 16 to 18 every moment. Be that as it may, Rai et al. (2011) contended that breath rate shifts on the age, for example, womens breath rate marginally quicker instead of the men. Aside from that, it has been likewise distinguished that breath pace of children is higher as opposed to grown-ups. The breath rate decline during rest or exhausted or rest. As indicated by Kurosu (2013), ordinary breath rate is agreeable, very and standard. Gerzel-Short Wilkins (2009) recognized that an individual with overwhelming breathing can help by means of turning somewhat on their side. Aside from tha t, for breathing musically just as ordinarily, need to open window. It might likewise helps the individual to take typical breath. As contended by the Dobkin, Hickman Monshat (2013), man with troubles n breathing constantly discovered sitting up.

Columbia 2012 MBA Application Questions, Deadlines, Tips.

Our 2013 Columbia MBA Application Essay Tips are Now Online! Click Here to Check Them Out! This Columbia  MBA  Application tip post is one of a series of posts providing MBA application and essay advice for applicants to top MBA programs around the world. Check out the entire  2012 MBA Application Tips series  for more valuable MBA essay advice.   Columbias instructions and question are in black below; my comments and tips are in blue:? Columbia 2012 MBA Essay Questions In addition to learning about your professional aspirations, the Admissions Committee hopes to gain an understanding of your interests, values and motivations through these essays. How you answer these essays is at your discretion, there are no right or wrong answers and we encourage you to answer each question thoughtfully. Dual Degree applicants: Please address the following questions within your response to Essay 1: How will the Dual Degree enhance your post-MBA and long-term professional goals? Reapplicants:  If you have applied to Columbia Business School within the past year, you are required to answer the What is your post-MBA professional goal? question and submit the reapplication essay. If your last application was more than one year ago, you must answer Essays 1, 2 and 3. Short Question What is your post-MBA professional goal? (200 Characters) Note the character limit. This response must be short and sweet. What do you want to do professionally in which industry? You may want to provide a geographic location if you have one and it is important to your MBA goal. Warning: This question is not asking about intended area of study while in business school or a non-professional goal. Essay 1 Considering your post-MBA and long term professional goals, why are you pursuing an MBA at this point in your career? Additionally, why is Columbia Business School a good fit for you?  (Maximum 750 words) This question is slightly different from last years #1, which was What are your short-term and long-term post-MBA goals? How will Columbia Business School help you achieve these goals? Since you will have stated your post-MBA professional goal in the previous answer, you can use this question to explain why you want to pursue the degree now. What experiences convinced you that you need the education provided at Columbia? CBS is looking for fit and thought here. How will Columbias program not its reputation or ranking help you achieve your goals? Which of Columbias strengths and assets are necessary for you to achieve your goals and fill in the gaps that motivate you to pursue an MBA now? Essay 2 Describe a life experience that has shaped you. The goal of this essay is to get a sense of who you are, rather than what you have achieved professionally. (Maximum 500 words) Do you have any defining moments? What was a seminal experience in your development and maturation? What happened? What was the impact upon you? What do you do differently as a result? This is an excellent place to provide a glimpse into the non-professional side of you. Essay 3 (Select and answer one of the below)   Option A: The annual A. Lorne Weil Outrageous Business Plan Competition is a student initiative managed and run by the Columbia Entrepreneurs Organization (CEO). The competition encourages Columbia MBA students to explore creative entrepreneurial ideas that are sufficiently ambitious in scope and scale to be considered outrageous. Students explore these ideas while learning firsthand what goes into the development and presentation of a solid business proposal. Develop your own outrageous business idea. In essay form, compose your elevator pitch. (Maximum 250 words) Option B: Columbia deeply values its vibrant student community, the building of which begins at orientation when admitted students are assigned to clusters of 65 to 70 fellow students who take most of the first-year core classes together. During the first weeks of school, each cluster selects a Cluster Chair. Further strengthening the student community are the nearly 100 active student organizations at Columbia Business School, ranging from cultural to professional to community service-oriented. Leadership positions within the cluster and/or clubs offer hands-on management and networking opportunities for students as they interact with fellow students, administrators, faculty members, alumni, and practitioners. You are running for either Cluster Chair or a club leadership position of your choosing. Compose your campaign speech. (Maximum 250 words)   Option C: Founded nearly three decades ago, the Executives in Residence Program at Columbia Business School integrates senior executives into the life of the School. Current executives in residence include more than a dozen experts in areas ranging from media and investment banking to private equity and management. A hallmark of the program is one-on-one counseling sessions in which executives advise students about their prospective career choices. Select one of the current executives in residence with whom you would like to meet during your time at Columbia. Explain your selection and tell us how you would best utilize your half hour one-on-one session.  (Maximum 250 words) Choose the option that will be easiest for you to answer and that will add the most value and insight to what you have already written. It will probably be related to your goal. Columbia wants to again see that you have given real thought to what you will do and how you will use the opportunities at Columbia Business School. What will you contribute? And be succinct. These essays have 250-word limits. Optional Essay Is there any further information that you wish to provide to the Admissions Committee? Please use this space to provide an explanation of any areas of concern in your academic record or your personal history.   (Maximum 500 words) Clearly you can use this optional essay question to address a weakness in your profile or qualifications, but in my mind, this question is also open-ended enough to allow you to discuss a diversity element in your personal background or simply some unique area of interest. Also, tucking a weakness explanation somewhere else would allow you to end the application with a strength and not a flaw. Dont use this essay as a grand finale or wrap up. And definitely dont use it to rehash your reasons for wanting to attend Columbia; they should be perfectly clear from the required essays. If you decide to respond to this essay, use it to educate the reader about another talent, interest, or commitment of yours. As always try to show leadership and impact. In short, give them more reasons to admit you. Reapplicant Essay How have you enhanced your candidacy since your previous application? Please detail your progress since you last applied and reiterate your short-term and long-term goals. Explain how the tools of the Columbia MBA will help you to meet your goals and how you plan to participate in the Columbia community. (Maximum of 750 words.) This essay should be inserted into the text box designated â€Å"Essay 1.† This question gives clear instructions as to what Columbia is interested in. Your answer, like all MBA reapplicant essays, should focus on how you have improved yourself since you last applied. Why are you a better candidate this year than last year?   And dont forget to answer the Columbia community part of the question. If you would like professional guidance with your Columbia   MBA application, please consider  Accepteds  MBA essay editing  and  MBA admissions consulting  or our Columbia  Business School MBA Packages.    Columbia September 2012 MBA Deadlines August 2012 Entry: Early Decision: October 5, 2011 Merit Fellowship Consideration: January 4, 2012 Regular Decision: April 11, 2012 January 2012 Entry: October 5, 2011 By Linda Abraham, President and Founder of Accepted.com.

Argumentative Essay - Affirmative Action - 1148 Words

One day, there were two people who went to a company for a job interview for only one job position. The first candidate graduated from a prestigious and highly academic university, had years of work experience in the field, and in the mind of the employer, had the potential to make a positive impact on the companys performance. The second candidate does not have a college degree and is just starting out in the field and seemed to lack the ambition that was visible in his opponent. Who do you think was hired for the position? If this story took place before 1964, the answer would be obvious. However, with the adoption of the social policy known as affirmative action, the answer becomes unclear. Affirmative action is a product of the civil†¦show more content†¦To many, this made sense. Supporters of affirmative action asked, why not let the government help them get better jobs? After all, the white man was responsible for their suffering. While this may all be true, there is another question to be asked. Are they all truly responsible for the years of persecution that the African Americans were submitted to? Probably not. Does the person working in the cube next to me resent me knowing consciously that we are working side by side because of affirmative action and not because we both qualify to be employed there? Probably so. This type of work environment is not strengthening diversity, it tears it down. Affirmative action supporters make one large assumption when defending the policy. They assume that minority groups want help. This, however, may not always be the case. They fought to attain equality, not special treatment. To some of them, the acceptance of special treatment is an admittance of inferiority. Some would include me. I believe I can become successful on my own. I don’t need laws to help me get a great job. I along with many others who are against affirmative action want to be treated as equals, not as incompetent. Although discrimination is not placed in a well-distant past, affirmative action is an unneeded and drastic remedy for today’s world (Farron, Steven, 2005) AffirmativeShow MoreRelatedThe Toulmin Model Of Argument 11533 Words   |  7 PagesWhat’s causing the author to say the things s/he does? or Where’s the author coming from? Here’s a visual representation and an example: In this example, the claim that universities should reinstate affirmative action polices is supported by the reason that affirmative action provides equal access for all ethnic groups. It’s generally acknowledged by most Americans that equality of access is a basic American value. There are three additional parts to Toulmin’s model of argument. NotRead MoreWhy I Am A Doctor1334 Words   |  6 Pageseducation, and now that affirmative action is gone, several of them will not be able to succeed in life. And finally, Henderson uses ethos practically throughout the whole article. He repeatedly states that he is a well accomplished journalist that was given his opportunity through affirmative action. (1-2) This was a vital first step. However, I then had to learn to utilize them in my own argumentative essays. I accomplished this task in the third project, â€Å"Research Argument Essay.† I used all threeRead MoreContemporary Moral Issue Essay2709 Words   |  11 Pages philosophical essays, and book excerpts, all of which will be posted on Blackboard (http://blackboard.wm.edu). Goals of the Course: By taking Contemporary Moral Issues, students will: learn how to read difficult philosophical texts and gain an understanding and appreciation of important arguments in the field; learn how to express their thoughts in writing clearly and concisely (students will have the opportunity to attain this goal through response papers, quizzes and essays); learn how toRead MoreArgumentative Essay : Illegal Immigration2523 Words   |  11 PagesArgumentative Essay on Immigration Illegal immigration has been a problem for the United States for a long time. This phenomena is not new and thousands of illegal immigrants have come into US through either the Mexico border, the Pacific Ocean, or through many other ways. Some people have entered the country legally through a visit visa, but then have stayed illegally and are working in various places. Illegal immigration is a double edged sword; on the one hand it provide the local economy withRead MoreStay at Home Fathers2294 Words   |  10 Pagesto have a second shift where by he comes home and assumes household responsibilities. In fact they should not be called stay at home dads or house husbands, but people who are just carrying out their parenting roles. Thesis statement This is an argumentative aiming at proving that stay at home dad is becoming normal practice and as such it is reversing what has been considered a stereotype that dads have to go out and work while mums remain at home to take care of children. To accomplish this taskRead MoreInstructive Text Types11631 Words   |  47 Pagestype†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Chapter 2.Text Forms†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... 2.1 The descriptive text form†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... 2.2 The narrative text form†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.3 The expository text form†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦.. 2.4 The argumentative text form†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.5 The instructive text form †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦ Chapter 3.The directive-instructive text-type†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦.. 3.1 General characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.2 Directive and InstructiveRead More Can Fiction be Philosophy? Essay3907 Words   |  16 PagesIris Murdoch. I have selected for discussion three central claims from Loves Knowledge, Nussbaums essays on philosophy and literature. The first claim pertains to the relation of writing style to content. (3) On this topic Nussbaum suggests that writing style is not neutral; the form of writing influences the content conveyed; certain aspects of life cannot be conveyed adequately in argumentative writing; and literary artists can state...truths about human life which escape philosophical proseRead MoreEuropean Collective Identity11275 Words   |  46 Pageson within and outside these normative debates which are used to construct a particular narrative as a special (even chosen) people. Normative arguments are a part of narratives; they are embedded in narrative clauses that convey meaning to argumentative debates (Eder, in press). Normative debates are therefore an important part of the process of identity construction, part of an ongoing story that is produced in arguing about Europe. The Reference Object of a European Collective Identity MakingRead MoreLibrary Management204752 Words   |  820 Pages . . . . 109 Goals, Themes, and Directions . . . . . . . . . . . . . . . . . . 110 Objectives, Initiatives, Pathways, and Strategies . . . . 111 Activities, Tasks, and Initiatives . . . . . . . . . . . . . . . . . 113 Evaluation—Accountability in Action . . . . . . . . . . . . . . 113 Planning Hierarchy—An Example . . . . . . . . . . . . . . . . 115 Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117 6—Marketing Information Services . . . . . . . . . . . . . . . . . 118Read MoreIgbo Dictionary129408 Words   |  518 Pagescontaining the MSS on the shore near Towyn, Wales, where it had been washed up. He found a letter inside with an address, to which he sent the MSS, and in this way they came into the hands of Mrs Dennis. The edge of the paper had been worn by the action of the water, but most of the writing was legible, and the rest which was a little difficult to decip her was copied out by Miss Beswick, one of our C.M.S. missionaries. This dictionary gives forms in the Onitsha, Bonny, Arochukwu, and Ungwana

Marijuana As A Medicine And Medicine - 1571 Words

The use of marijuana as medicine is a fairly new concept and doesn t have much information on it, however it is slowly being tested and studies have shown the advantages and disadvantages to using it medically. Marijuana, more scientifically known as Cannabis, is the most widely used illicit drug in the United States. Evidence supports that it may have properties that could show its usefulness in the medical field. For example, it has been used in the treatment of nausea, glaucoma, and migraines among other things. On the other hand, many of its effects are accompanied with side effects such as disorientation and hallucinations. Very little studies have been done concerning the beneficial and non beneficial effects of marijuana†¦show more content†¦It has been proven to reduce the inflammation of colon cancer. Medical marijuana can also stop the spreading of colon and breast cancer. Patients with liver cancer reported that they had a significant reducement of pain. Althoug h it may relieve pain and stop the spreading for most patients, 16% of patients have reported that Medical marijuana had done little to no effect on their pain. One of the commonly discussed alternatives for the treatment of glaucoma is the smoking of marijuana, because smoking marijuana does lower the eye pressure. Less often appreciated is the fact that marijuana s effect on eye pressure only lasts 3-4 hours, meaning that to lower the eye pressure around the clock it would have to be smoked 6-8 times a day. Furthermore, marijuana s mood altering effects prevent the patient who is using it from driving, operating heavy machinery, and functioning at maximum mental capacity. Marijuana cigarettes also contain hundreds of compounds that damage the lungs, and the chronic, frequent use of marijuana can damage the brain. Other means of administering the active ingredient of marijuana, tetrahydrocannabinol (THC), include by mouth and under the tongue. These methods avoid the harmful effect of marijuana smoke on the lungs, but are limited by the other systemic side effects, such as drowsiness and loss of judgment. In one study in which doctors offer ed some of their patients with worsening glaucoma the option of pills containing

Managing Security Requirements Conflicts †Free Samples to Students

Question: Discuss about the Managing Security Requirements Conflicts. Answer: Introduction: The organizational improvement and excellence is not given priority by the managers whereas, MIS VP Ms. Wyatt is the only one seemed to be concerned. The institution is primitive and thus, follows the traditional approach. New changes have negative critic in the organization and nave employees and managers are very much reluctant to stick to the conventional form management. Clients are not prepared for change as well as unprepared and unfamiliar with the system (Davis et al. 2014). MIS need new approach to organizational goals and values by adding new forms and limitations. Staffs, lower in the hierarchy were excluded from preparation and decision for MIS. Chain of command is not effective; Ms. Wyatt was prohibited to bring changes to the system as well as informing the president (Paja, Dalpiaz and Giorgini 2013). Lack of will and motivation among the managers is hampering the production of the organization. Keep the staffs away from decision-making, resulting into lack of commitment and trust. The senior vice presidents of each department have been with the bank for many years and thus, reflect a stable and conservative outlook. Senior males of the organization neglected, opinion of a woman. Managers are not willing to bring the problem in the limelight; not they are assertive about changing the system to fulfill organizational benefit (Dalpiaz, Giorgini and Mylopoulos 2013). It has been understood in the report that 93 percent information was complex and irrelevant, 76 percent of the case imprints of the printouts were hard to interpret. Trust in MIS was a big concern, as 87 percent of the employees do not trust and fully support MIS. Lack of conviction from the managers end and tried to hide the situation from the senior by keeping them in the shadow. Reference Dalpiaz, F., Giorgini, P. and Mylopoulos, J., 2013. Adaptive socio-technical systems management: a requirements-based approach.Requirements engineering,18(1), pp.1-24. Davis, M.C., Challenger, R., Jayewardene, D.N. and Clegg, C.W., 2014. Advancing socio-technical systems thinking: A call for bravery.Applied ergonomics,45(2), pp.171-180. Paja, E., Dalpiaz, F. and Giorgini, P., 2013, November. Managing security requirements conflicts in socio-technical systems management. InInternational Conference on Conceptual Modeling(pp. 270-283). Springer, Berlin, Heidelberg. Waddell, D., Creed, A., Cummings, T.G. and Worley, C., 2013.Organisational change: Development and transformation. Cengage Learning.

The Fall of the House of Usher

Poe’s The Fall of the House of Usher is a short story which makes the reader feel fear, depression and guilt from the very first page and up to the final scene.Advertising We will write a custom essay sample on The Fall of the House of Usher specifically for you for only $16.05 $11/page Learn More Having read the story up to the end, it seems that Usher and his sister are the most depressive people in the house and a simple guest, Usher’s friend who arrived becomes deeply depressed too because of the general conditions and mood in the house. However, looking at the situation from another angle, it is possible to see that depressed and gloomy atmosphere in the house is much exaggerated because of the pessimistic vision of life by the narrator personally. Therefore, having read a story attentively, it is possible to doubt the events which took place there and try to consider the situation from another point of view. The Poe’s The Fall of the House of Usher is a story about Usher and his family. The house is depicted as the symbol of the atmosphere and relations in the family. From the very beginning the house is shown as the place that gives â€Å"a sense of insufferable gloom† and â€Å"natural images of the desolate or terrible† (Poe, 2000, p. 1264). The narrator sees â€Å"the blank walls†¦ with an utter depression of soul†¦ after-dream of the reveler upon opium† (Poe, 2000, p. 1264). Describing the house, the protagonist sees â€Å"iciness, a sinking, a sickening of the heart†, and â€Å"barely perceptible fissure, which, extending from the roof of the building in front, made its way down the wall in a zigzag direction, until it became lost in the sullen waters of the tarn† (Poe, 2000, p. 1265).Advertising Looking for essay on american literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More All these descriptions create the gloomy mood before the reader gets acquainted with those who live in the house. Therefore, seeing the health problems the inhabitants of the house have, the reader takes it for granted that the atmosphere in the house is depressive. Reading of the books, listening to the music and even watching the paintings, in a word, everything the inhabitants of the house do puts the reader to consider the whole situation as depressive because of Usher and his sister. However, if one takes a closer reading and considers the first lines of the story, everything may be changed. â€Å"During the whole of a dull, dark, and soundless day in the autumn of the year, when the clouds hung oppressively low in the heavens, I had been passing alone, on horseback, through a singularly dreary tract of country; and at length found myself, as the shades of evening drew on† (Poe, 2000, p. 1264) is the first part from the Poe’s The Fall of the House of Usher. Have not seen the house, have not ex perienced the doom atmosphere there, the protagonist is already depressed. Therefore, this scene makes a reader doubt the events which took place in the story. Hinzpeter (2012) makes an offer that â€Å"the first-person-narrator may have suffered from depression or some other sort of causeless melancholy from the very beginning and was therefore easily influenced by the gothic setting† (p. 10). So, it may be concluded that the gothic setting makes the narrator discuss simple life of people who do not communicate with the outside world due to their diseases as a depressive and criminal. The events which happened in the story may be an imagination of the narrator.Advertising We will write a custom essay sample on The Fall of the House of Usher specifically for you for only $16.05 $11/page Learn More However, one detail makes the reader doubt this statement, the â€Å"perceptible fissure† which is not too big at the beginning, and then the fi ssures are too big at the end and they cause the house fall. Reference List Hinzpeter, K. (2012). Unreliable Narration in Poe’s ‘The Fall of the House of Usher’ – The Narrative Creation of Horror. New York: GRIN Verlag. Poe, E. (2000). The fall of the house of Usher. In R. Bausch R.V. Cassill (Eds.), The Norton Anthology of Short Fiction (pp. 1264-1277). New York: W. W. Norton. This essay on The Fall of the House of Usher was written and submitted by user Melody Gentry to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Best AP US History Review Guide

The Best AP US History Review Guide SAT / ACT Prep Online Guides and Tips It's hard to know where to start with your AP US History review. It's one of the tougher APs based on the thinking skills it requires and the amount of content it covers. You can't just read over your notes and expect to get a high score. In this guide, I'll give you a basic outline of what's on the exam, provide study tips, and lay out a step-by-step prep plan that you can customize to your needs. What’s the Format of the AP US History Exam? First off, you should know the basics of what you're dealing with on this test. The total length of the exam is threehours and 15 minutes, so it’s on the longer side compared to other AP tests. Here's a layout of the timing and significance of each section: Section 1 - Multiple Choice (Also Includes Short Answer) 55 multiple-choice questions 55 minutes 40 percent of your score Four short-answer questions 50 minutes 20 percent of your score One hour 45 minutes total Section 2 - Free Response One document-based question 55 minutes 25 percent of your score One long essay question 35 minutes 15 percent of your score One hour 30 minutes total What Do Questions Look Like on the AP US History Exam? In this section, I'll give a brief overview of each type of question you can expect see on the exam. It's important to understand the different formats and point distributions before diving into your review of the course content. This way, you can tailor your review to the actual requirements of the test! Multiple Choice Multiple choice questions always ask you to apply your knowledge of US History in the context of a historical document.These documents might include images or pieces of writing, and several questions are asked about each one. Here’s an example: The passage mentions that Whitefield came over to the British colonies from Ireland and became an immensely popular itinerant preacher.This suggests that religious culture was shaped by choice C, â€Å"trans-Atlantic exchanges.†Although some of the other choices aren’t completely invalid if you just looked at the question without the excerpt, the evidence provided therein leads us directly to choice C.This question shows howimportant it is toread very carefully on the test! Short Answer There are also four short-answer questions on the first part of the test.These are multi-part questions that can be answered in just a few sentences.They usually rely on written excerpts or other types of historical documents, just like multiple-choice questions.Here’s an example: Part (a): In this part, you got one point for understanding the two viewpoints well enough to identify a major difference between them.You might answer with the following statement: Adams felt that the revolutionary spirit that led to fighting was the real revolution; as resistance to British regulation grew, a revolutionary American identity emerged.Rush, on the other hand, felt that the real revolution consisted of experimentation with new political systems after the fighting. Essentially, Adams thought of the American Revolution as more of a prewar ideological revolution, rather than a postwar political one, and Rush thought the opposite. Part (b): Some examples of historical evidence that would support Adams’ interpretation are: End of â€Å"salutary neglect† and growing separate American identity The Stamp Act, the Stamp Act Congress, and public demonstrations (Sons of Liberty) Movement to boycott British goods Boston Tea Party and Intolerable Acts Common Sense by Thomas Paine List of grievances from the Declaration of Independence Part (c): Examples of historical evidence supporting Rush’s viewpoint include: Statement of â€Å"principles, morals† being basis of government in Declaration of Independence Articles of Confederation Issues of slavery still unresolved (Northwest Ordinance) Constitutional Convention and US Constitution Bill of Rights Election of 1800 and development of first party system Short-answer questions won’t ask you to do much writing, but they do test your ability to understand what’s going on in the source material and how it ties into your knowledge of US history. Document-Based Question The Document-Based question might be the most intimidating part of this exam.It’s worth 25 percent of your score, and it requires the synthesis of a bunch of information presented in different formats to create a coherent argument.These are the directions you’ll see on the test, along with a sample prompt: In the interest of saving space, I won’t include all the documents here (check out my complete guide to the AP US History exam for a more detailed example).Here’s how the points are doled out: You'll get one point for a coherent thesis that answers all parts of the question. Then, you can earn up to four points for analysis of the documents.To earnall four points you need to give: Plausible analysis of the content of all or all but one of the documents, which is used effectively to support the thesis Analysis of all or all but one of the documents in one or more of the following areas: Intended audience Purpose Historical context Author’s point of view Analysis of outside historical examples to bolster your argument A sixth point is earned for contextualizationor connecting historical phenomena relevant to your argument to broader trends in history. The final point is earned for synthesis, which means that your essay ties together the evidence from different documents to support your argument or connects the argument to other periods in history or other contexts in general. This means you can earn a total of seven points on the DBQ, most of them related to analyzing the documents in a way that supports your thesis. Here are some helpful resources for more DBQ examples to use as part of your review! Long Essay Depending on whether you were more confident with recent history or colonial history, you could choose either one of these questions. The test will giveyou two very different options so that you have a meaningful choice to make.Points are awarded as follows for the long essay question: A thesis that addresses all parts of the question gets you one point. Support of the thesis with specific evidence gets you up to two additional points.You’ll get both points if you also establish clearly and consistently how the evidence ties back to your thesis statement. You can earn two more points for a valid assessment of the historical thinking skill targeted in the question.You’ll only get both points if you address both continuity and change in your answer and give specific supporting examples! A final point is awarded for the synthesis of your ideas into a coherent essay.You might connect the topic to other historical periods or contexts, include an additional category of analysis, or extend/modify your thesis to draw a larger conclusion. There is a total of six points possible on the long essay question. What Does the AP US History Exam Cover? AP US History is divided into nine time periods, each of which makes up a designated percentage of the course material and instructional time: These time periods are connected by seven overarching historical themes. I’ll list these themes followed by the learning objectives associated with them.After you learn the who, what, and where of historical events, you should be able to connect them to one (or more likely several) of these broader concepts. AP US History Themes Theme 1: American and National Identity Explain how ideas about democracy, freedom, and individualism found expression in the development of cultural values, political institutions, and American identity. Explain how interpretations of the Constitution and debates over rights, liberties, and definitions of citizenship have affected American values, politics, and society. Analyze how ideas about national identity changed in response to U.S. involvement in international conflicts and the growth of the United States. Analyze relationships among different regional, social, ethnic, and racial groups, and explain how these groups’ experiences have related to U.S. national identity. Theme 2: Politics and Power Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies. Theme 3: Work, Exchange, and Technology Explain how patterns of exchange, markets, and private enterprise have developed, and analyze ways that governments have responded to economic issues. Analyze how technological innovation has affected economic development and society. Explain how different labor systems developed in North America and explain their effects on workers’ lives and society. Theme 4: Culture and Society Explain how religious groups and ideas have affected American society and political life. Explain how ideas about women’s rights and gender roles have affected society and politics. Explain how different group identities, including racial, ethnic, class, and regional identities, have emerged and changed over time. Explain how artistic, philosophical, and scientific ideas have developed and shaped society and institutions. Theme 5: Migration and Settlement Explain the causes of migration to colonial North America and, later, the United States, and analyze immigration’s effects on U.S. society. Analyze causes of internal migration and patterns of settlement in what would become the United States, and explain how migration has affected American life. Theme 6: Geography and the Environment Explain how geographic and environmental factors shaped the development of various communities. Analyze how conflict over natural resources has affected both group interactions and development of political policy. Theme 7: America in the World Explain how cultural interaction, cooperation, competition, and conflict between empires, nations, and peoples have influenced political, economic, and social developments in North America. Analyze the reasons for, and results of, U.S. diplomatic, economic, and military initiatives in North America and overseas. Americans have fought many other groups of people for control over pieces of this crazy space marble. AP US HistoryReview Tips Before I lay out the template for your study plan, here are a few tips to keep in mind as you go along. If you adopt the right strategies, you'll see your scores improve much more quickly! #1: Connect Facts to Major Themes Studying for history just means committing a bunch of names and dates to memory, right? WRONG! Questions on theAP US History exam (and, if you have a good teacher, most of your smaller tests in class), will ask you to combine general historical knowledge with an understanding of larger trends. The facts and approximate dates are relevant, but only to the extent that they can provide insight into your analysis of historical patterns and themes. If you study the facts in isolation, you’ll be lost on the test, especially when you get to the free-response questions.As you prepare for the exam, take note of the major themes, and think about how you might weave them into a discussion of the era as a whole. #2: Practice Analyzing Historical Writings and Documents Almost every question on the AP US History exam will ask you to read a historical document or analyze a politically-charged image. It’s important that you’re able to interpret these sources quickly and accurately.Look in your textbook or online for examples of historical writings, and practice analyzing the authors' claims. Which of the themes of the course are relevant? What else was happening at the time that may have influenced the writing or illustration? Is the individual addressing a certain audience, and is his or her point of view biased?These types of questions will prepare you for the way you’re asked to think about historical documents on the final exam. #3: Write Essay Outlines You should be a pro at writing essay outlines before you take the test.If you can write a strong outline that uses evidence correctly and relates the supporting points back to the thesis, that’s more than half the battle.The College Board has a bunch of old free-response questions available online that students can use for review purposes.Practice writing a thesis-driven outline in five to ten minutes for each essay question.If you have time, you should also practice writing out the final draft while staying within the time constraints of the real AP test. I suspect that this person doesn't actually have a plan. How to Studyfor AP US History In this section, I'll lay out the standard structure of an effective AP US History reviewplan. The most important takeaway from this plan is that you need to understand all of your mistakes on practice tests so that you can avoid these same issues on the real exam. Step 1: Take a Full Practice Test (3.5 Hours) The first step in the study process is to take a full practice test for AP US History so you can see how well you perform before doing any preparation. Make sure you adhere to the time constraints of the real exam so that you can figure out whether you need to work on your pacing (especially in the free-response section). Circle any questions where you aren't 100 percent sure of the answer so that you can revisit them even if you happen to guess correctly. Step 2: Score the Test, and Set an Ultimate Goal (1 Hour) After you finish the practice test, calculate your score to see how much you need to improve before the AP test.This can be a little tough for US History because the scoring for free-response questions is less clear-cut. However, you should be able to pin down a solid estimate of how many points you would earn on each free-response questionby referring to the grading rubrics. You can use this online calculator to find your AP score after you tally up all the raw points you've earned. Remember, points are NOT subtracted for incorrect multiple-choice answers! Once you figure out where you currently fall in the AP score range, you can work on creating a study plan based on how much you hope to improve.Set realistic goals for yourself considering how much time you have before the test and how many hours of studying you can fit into your schedule. I think everyone who takes an AP class is capable of getting a 5 with enough studying, but if you're in the 2 range, and you only have a couple of weeks before the test, a reasonable goal could be to earn a passing score (3+). If you have a couple of months, you might aim higher. If you start off in the 4 range, you should be able to boost your score up to a 5 within a month or less. Of course, that all depends on how many hours of studying you can afford to put into this one test. Ideally, each time you go through the steps of this study process, your score will improve by anywhere from a half to a whole AP point. If you’re already on the lower end of the 5 range, you may only need to go through the rest of this study process once to get yourself totally up to speed. If, on the other hand, you’re in the 3 range and aiming for a 5, you should plan to repeat these steps multiple times to reach your goals. Step 3: Analyze Your Mistakes (1 Hour) What information did you forget? Which eras/aspects of US History confused you the most on the test?Figure out which topics were most challenging for you by cataloging your mistakes and making a list of all the areas where you struggled. Once you have this list of problem areas, you can execute a more focused, efficient review of the concepts that need the most work. Don’t ignore the free-response section during this process. If you had trouble formulating a coherent argument related to a particular theme, you should use some of your prep time to work on gaining a deeper understanding of that concept. Step 4: Fix Gaps in Content Knowledge (2 Hours) When you finish analyzing your mistakes, you can go into your notes or review book and revisit any content that was an issue for you on the practice test.It’s important to solidify your background knowledge before practicing analysis skills so that you have a strong basis for your arguments and opinions. This stage is also where a review book might come in handy. All the content is organized much more clearly than it might be in your worn-out notebook. Check out this list of the best review books for AP US Historyif you're looking for more advice on which one to get. Step 5: Practice Relevant Questions (2 Hours) After gaining the necessary background knowledge, you can start answering some questions to prepare for your next full practice test. This step should alert you to any skill areas that you still need to practice or content that you didn’t fully memorize in your first content review. Try to find questions that require some analysis in addition to factual recall so you can test both your background knowledge and your mastery of higher-level thought processes. In my AP US History study guide, I include a list of online resources that you can use for practice questions.These will be helpful for this stage of the process because you’re addressing specific time periods or themes that gave you trouble on the first test.Most online resources have mini quizzes that pertain to different units in the course, so you can pick and choose which types of questions to practice.This is also when you can practice writing the essay outlines I mentioned in the tips section. Step 6: Take and Score a Second Practice Test (3.5 Hours) Finally, once you’re satisfied that you have a better understanding of everything you missed on the first test, take another practice test to see how far you’ve come. If you see significant improvement, you might be able to stop here. Of course, that depends on what your goals were and what your score was like on the first practice test.You can always repeat these steps to improve even more! If your scores haven’t improved, look back at how you conducted the processand make sure that you weren’t "studying" by skimming over information without really understanding or absorbing it.You should also only study in an environment where you can focus without interruptions or distractions. Sometimes this means abandoning group study sessions for independent work! Declare your independence, and illuminate....the past! Conclusion Although AP US History is a notoriously challenging class, reviewing the material before the big test doesn't have to be traumatic. Most questions will ask you to analyze documents and record your insights. It's less about knowing every single little thing that's happened in this country's history and more about understanding the seven themes of the course and how they're intertwined with the progression of events. These are the tips you should keep in mind as you study: Tip #1: Connect Facts to Major Themes Tip #2: Practice Analyzing Historical Documents Tip #3: Write Essay Outlines Your study plan should (roughly) follow these steps: Step 1: Take a Full Timed Practice Test Step 2: Score the Practice Test and Set a Goal Step 3: Analyze Your Mistakes Step 4: Fix Gaps in Content Knowledge Step 5: Practice Relevant Questions Step 6: Take and Score a Second Practice Test You can repeat the steps as many times as necessary to achieve your score goal. Use practice tests to keep checking in with yourself as you review to ensure thatyou're making steady improvements! What’s Next? Are you considering taking the SAT Subject Test for US History? Find out more about what's on that test and how it differs from the AP exam. Still trying to plan out the rest of your schedule? This article will help you decide which AP classes to take based on your goals. What will you get out of a high AP score? Take a look at this guide to learn how AP credit works in college. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

UFC Business Applied Project Essay Example | Topics and Well Written Essays - 2000 words

UFC Business Applied Project - Essay Example The technologies of Nokia have also been considered in the paper along with its impact on the targeted customers of the brand. Various practical strategies have been considered by Nokia in order to sustain in the market which has also been presented in the paper. From the study, it has been observed that Nokia implements different technology strategies for different countries based on the variances of the targeted customer groups. One of the key success factors achieved by Nokia in its global operations is its competency in developing appropriate technology strategies with due consideration towards the market requirements and trends. Table of Contents Executive Summary 2 Introduction 4 Mobile Phone Technology Evolution 5 Past, Present & Future of Nokia’s Technology Strategies 6 Brand Specific Case Study 8 Brand Strategy 10 Conclusion 11 11 References 13 Introduction The Caucasus regions include a number of countries like Russia, Georgia, Iran and Turkey. Among these, Russia an d Turkey are identified as the main target markets of Nokia. The reason behind Russia and Turkey are the targeted markets for Nokia among the Caucasus regions because the countries share huge population in comparison to Georgia and Iran. The customers of Russia and Turkey have more customer preference for Nokia with respect to Georgia and Iran. ... ched its business in the late 1980s Nokia has expanded its successful business in Turkey also offering target customers with a varied product range including Near Field Communication (NFC) and mobile phone accessories (Nokia, 2012a; Nokia, 2003). Similarly in the CIS region, Ukraine and Kazakhstan are the major targeted markets of Nokia. In the markets of Ukraine and Kazakhstan Nokia provides the customers with its updated technology products such as Nokia 808 Pure View and various kinds of popular applications. Customer service is important in these markets along with offering updated products at frequent intervals to its targeted customers (Nokia, 2012b; Nokia, 2012c). It is in this context that these regions have been identified to witness rapid technology evolutions in the mobile phone industry. With due regards to this fact, the prime objective of the paper is to identify the process through which technology evolution took place in the regions of Caucasus and CIS. The discussion will further intend to develop an understanding of the role played by Nokia in the process with regards to its brand strategies in these regions. Mobile Phone Technology Evolution The evolution of mobile phones instigated with the launch of 1st Generation (1G) mobile tools launched in the year 1978 and developed through the analogue system. The 2nd Generation (2G) mobile phones were launched in the 1990s. The mobile phones had Global System Mobile Communication (GSM) and the kind of service initially started from Europe. The 3rd Generation (3G) mobile phones were an added advantage to the then available systems. The 3G technology bought facilities like video, audio and graphics application. The purpose behind developing 3G technologies was to set up a single network other than different

A review of three models of communication and group behaviour and Essay

A review of three models of communication and group behaviour and their application to practice in a class room - Essay Example Usually, it is not only depended on the sender to depict the meaning of any communication, the receiver plays a major role in the out come of it. The message send by the sender may not be interpreted the same way it was intended. Hence communication or expression goes a great way towards determining how the expressions are interpreted. Flaw in communication or incomplete communication may affect the purpose of communication and can result in damaging the consequences. Karl Popper said about this issue, â€Å"it is impossible to speak in such a way that you cannot be misunderstood.† Thus, effective communication is important in every walk of life be it professional, personal or social. Not everyone is able to express themselves and in this manner and the significance of communication should not be ignored. The communication process includes the following components: sender, message, encoding, receiver, decoding and feedback. There are different models which describe the basic p rocess of communication. All such models of communication aid to elucidate the kind of interaction and serve as a valid means for illustrating the findings related to research (Narula, 2006). Such models are a tool by which researchers, practitioners, and students can demonstrate their ideas about what they believe to be the most essential features of communication. A brief appraisal of these communication models will help to get a better understanding of their applicability in the classroom setting. The Transmission Model of Communication is a highly acclaimed model of communication developed by Shannon and Weaver (1949). It is a model of communication which reduces message to a process that transmits information. The model includes five elements; a source of information, the transmitter, a channel, receiver and a destination where the message arrives (Flensburg, 2009). According to Daniel Chandler(2007) this model is not the best example for communication as it does not include a two way communication rather is based only on getting the message across to the receiver which can result in technical problem such as uncertainty of how accurately has the message been transmitted. Another problem which can be faced in this model of communication is the semantic error that means how precisely the meaning of the message is covered. Above all the problem, of effectiveness is really important; the sender would not be able to confirm that how effectively the message has affected the behavior of the receiver. This model is definitely one of the simplest models of communication but it carries around the major issue of â€Å"one way model†. It brings uncertainty to the sender of the purpose of the communication being served or destroyed. The whole concept of communication revolves around the feedback; which is a two-way communication model. If we analyze this model in a class room scenario, it is impossible for a teacher to give the lecture to students without know ing that whether her message has been understood by the students or not. She might even face the transmission error considering that the students are unable to understand her language. Chances of semantic error are very much possible in a classroom session as the teacher might be explaining to her level best

Explain why the open war Essay Example for Free

Explain why the open war Essay World War 1 had begun in August with both sides certain that their sudden attacks with cavalry and infantry would create a war of rapid movement, which would bring them a swift victory. The ending of this possibility and build up towards a stationary war of fixed entrenchment was not only due to the failure of the Schlieffen Plan and Plan XVII, but the problems in communications, problems faced through tactics and strategies and the role of the commanders throughout the planning and progression of the war. The possibility of further outflanking movements was gone. The initially hastily constructed trenches of the allied forcers took on a more permanent look as two massive armies consisting of over 4 million men faced each other over 800 kilometres of continuous trench lines from the coast of Belgium to the Swiss border. For the next four years, the rival commanders struggled and blundered in an attempt to find a way to break the stalemate, which had emerged by the end of 1914. In order to break the stalemate there were two major offensives remembered from 1916, which both failed but were attempts none the less. Both sides had become aware that it was easier to hold a defensive position than it was to launch an offensive. However, this did not stop them, launching repeated disastrous offensives, relying on weight of men, artillery and supplies to crumble the opposition through attrition and each side endeavored to weaken the other. The generals decided only a big push would be able to break through the enemy lines and restart the war of rapid movement. This was not achieved until the attrition of 1915-18 finally weakened the German lines in mid-1918. The Schlieffen Plan, originally devised by Alfred von Schlieffen, the then German Army Chief of Staff, in 1905, was the German Plan which would they would implement to avoid a war on two fronts. Schlieffen argued that France had to be defeated as soon as possible in the event of a great European War. If that were to happen, Schlieffen realised that Russia and France would be unwilling to continue fighting. In addition, Schlieffen estimated that it would take Russia six weeks to mobilise her forces in preparation for war against them. Thus, he reasoned that Germany would have six weeks in which to defeat France and surrender. On August 2nd 1914 the Schlieffen Plan was put into effect and the German Army began its advance upon France through Belgium. The delicate plan was upset with the early arrival of the British Expeditionary Force under Sir John French, significant resistance by the Belgian Army, resistance of the Belgians and the early arrival of Russian Forces. The German implementations and strategies relied too heavily on the Schlieffen Plan itself. The plan greatly depended on speed and movement, the strict deadline of 42 days was impractical, this unreasonable goal was pushed further away from the Germans. General von Moltke did not follow through the original Schlieffen Plan; instead, he had shifted the numbers of the planned armies and therefore altered the balance for the plan to work. All these events led up to the Battle of the Marne, the first major battle on the Western Front. The French Allied victory at this battle marked the failure of the Schlieffen Plan, and the death of any German hope for a quick decisive victory. The German forces were not only to blame for the reason of stationary war during 1914, the problems with the French Plan XVII also contributed to the fact.

Web Page Creation Report :: Computer Science

Web Page Creation Report In order to create my web pages, I used a program called FrontPage Express. This allowed me to create web pages without learning the language they are written in, HTML. To start with, I created a new directory for the website to go in to. I did this by clicking on File>New>Folder. I then renamed the folder just created to Computerstore. Into that folder, I created five more folders, and renamed them Images, INP, OUT, MPU and STO. These were for the four different sections of products and for the images. My next task was to create the index page. In FrontPage Express, I created a new page by clicking on File>New>Normal Page. I then right-clicked on the page and selected page properties. I could then change the background colour. After I found that none of the preset colours were suitable, I created a custom colour by entering different amounts of Red, Blue, and Green until I found a colour that I liked. I then added this to the custom colours list so I could use it on the other pages. I then set all of the text and hyperlink colours to black so that all the text on the page would the same colour. Whilst I was in page properties, I added the page title that would be shown at the top of the browser by typing the title I wanted into the title box. With the properties set how I wanted, I could lay out the page. I wanted to add a table on the page, to contain the hyperlinks to the other pages. To do this, I clicked on Table>Insert Table, and entered the size of table I wanted, as shown to the left. I then formatted the table by right clicking on the outline, and selecting Table Properties. I added a border of size 10, aligned the table to the centre, and coloured the border navy, as shown to the right. I clicked OK and went back to the home page. I added the section names into the table, and added a two-line title. Using the defaults, the page looked like the image to shown above. I then formatted all of the text into a different font, Franklin Gothic Heavy. I then changed the size of the first line of the title to the largest, size 7, and underlined it. My newly formatted homepage now looked like this. I saved the file into the main directory as index.htm. In order to create the index pages for the sub-directories, I used the homepage as a template. For each index page, all I would need to do was to change

How has the role of the nation-state changed in a globalised society?

Introduction There has been considerable debate about whether globalisation has changed the role of the nation-state. While a somewhat nebulous concept, a nation-state can be defined as a geopolitical entity deriving its legitimacy through the service of a sovereign population or nation (Holton 2011; Croucher 2004). Globalisation can be loosely understood as the increasing political, cultural, and economic interaction of international populations (Al-Rodhan et al. 2006). This essay will look at the changing role of the nation-state in the modern period of globalisation (post-WWII), although there is certainly much to be said about earlier periods. In terms of structure, it will begin by considering economic, political, and cultural changes. This will be juxtaposed by the following section outlining arguments that downplay the relationship between globalisation and the nation-state. It will be concluded that the nation-state has undergone substantial change in the globalised world, but that there remains a great deal of structural continuity. Globalisation has the changed the economic role of the nation-state in several respects. Cerny (1995) suggests an erosion of the ability to provide all three main kinds of public good: regulatory, productive/distributive, and redistributive. One ‘good’ in the first category is a stable currency, the control of which has traditionally fallen within the remit of the national banks or their equivalents. This is still theoretically true, but today foreign governments, organisations, or even individuals can play a critical role because of globalisation. One need only consider Black Wednesday (16 September, 1992) in Britain, when George Soros ‘broke the Bank of England’ by short-selling the pound, or the gradual accumulation of American dollars by China due to the latter’s trade surplus, to see how globalisation has stripped the nation-state of much of its power in terms of controlling currency. In the world o f rapid communication, especially via the internet, the situation has become even more difficult to control (Goksel 2004; Evans 1997; Cerny 1995). In addition, globalisation often means the presence of numerous foreign firms within national borders, which can lead to currency fluctuations as a result of foreign remittances. The rapid transfer of economic instability across borders, as was the case during the global financial crisis (2007-8) or the financial crisis in East Asia (1997-8), shows how the role of the nation-state in maintaining economic order has been eroded more generally (Goksel 2004). It is argued by Strange (1997) and others that the balance of economic power has shifted in favour of multinational corporations (MNCs). They believe this process began in earnest in the 1960s and 1970s because of foreign direct investment (FDI) from the USA, but that it has increased since the 1980s due to the influence of Japanese and Western European FDI. The recent revelation that th e Trans-Pacific Partnership might bring in legislation allowing MNCs to override American national laws, by appealing to an international tribunal, suggests that there might soon be a significant reduction in the economic powers of the nation-state (Carter 2012). It is impossible to speak of the economic effects of globalisation without also discussing the political consequences. The most important forces in this respect are the supranational bodies to which many nation-states now belong, such as the EU (European Union), which regulates the labour markets, industrial organisation, business practices and trade conditions of its member states. Moreover, the majority of member states have relinquished their former currencies in favour of the Euro, which has meant transference of monetary policy over from sovereign national banks to the European Central Bank (ECB) (Goksel 2004). There are a significant number of other trade blocs (customs unions, common markets, monetary unions) across the globe, such as NAFTA (North American Free Trade Agreement) or the SAARC (South American Association for Regional Cooperation), which operate under similar conditions. These are symptoms and perpetuators of globalisation, all of which represent a diminishment of the economic independence of nation-states. In the 20th century there has been a blossoming of trade blocs, but it should be noted that they go back long before the era of modern globalisation, with the first probably being the 13th-century Hanseatic League (Milner 2002). Large political collectives have had a significant effect on the role of the nation-state in other respects. The state’s role in the globalised world often now includes broader, international objectives focused on sweeping environmental, social, economic or other concerns (Evans 1997). The EU has a budget to which member states must contribute, which further reduces the economic sovereignty of participating nation-states (Wolf 2001; Holton 2011; G oksel 2004). Likewise, groups such as the G7, G8, and G20, which consist of the largest economies in the world, impose new obligations on nation-states, related to issues such as energy consumption, ozone depletion, or acid rain, among others (Goksel 2004). Some of obligations date back many decades, such as the United Nations’ (UN) Universal Declaration of Human Rights, adopted by the UN General Assembly in December 1948. The importance of supranational political actors in particular can perhaps best be seen in the security sphere. Historically, the defence of the populous has been one of the central roles of the nation-state, and to certain extent the main justification for its power (Held 1998; Held and McGrew 1998). It is noted by Strange (1997) that this obligation has largely been removed in some cases from the hands of individual nations, which rely instead on multilateral agreements. As Goksel (2004: 2) puts it, ‘Armies are often kept not so much to enforce terr itorial claims or to extend them, but rather to maintain civil order.’ The state’s role in providing defence has been altered in order to allow it to fit into a new system of global defence agreements. The traditional military role of the nation-state, which focused on ‘the acquisition, employment and use of military force to achieve national goals’, has been abandoned in many cases today (Held 1998: 226). In a certain sense this is fitting because there are now many global security concerns, such as terrorism, that require multilateral cooperation in matters of intelligence gathering. This has diminished the traditional role of the nation-state in guiding its own defence policy, but in some cases it has enhanced its position. For example, Hobsbawm (2007: 137) believes that by exaggerating the terrorist threat American has been ‘inventing enemies that legitimise the expansion and use of its global power’. Globalisation has perhaps expanded and diminished the security role of the nation-state, depending on where one looks. In either case, however, there has been change. There is also a cultural argument to be considered. The nation-state has been an important locus of identity for individuals and communities for centuries. How long exactly is a matter of fierce controversy, and this topic has divided IR (international relations) scholars into three dominant schools: the primordialists, the ethnosymbolists (e.g., Smith 1987, 1995, 2009), and the modernists (e.g., Hobsbawn 1990; Anderson 1983; Gellner 1983). In any case, it is argued by modernists such as Hobsbawm (1990) that the nation-state’s role as a cultural and social identifier is gradually being eroded as supranational alternatives emerge. This is supported by the fact that in a globalised society flows of information and ideas are rapid, unpredictable, and unrestricted by national boundaries. Platforms such as the internet, for example, are the great facilit ators of new forms of indentify that chip away at the traditional position of the nation-state (Hobsbawm 1990). It is not universally accepted, however, that the role of the nation-state has changed in the globalised world. There has been particular criticism of the idea that globalisation might lead to the ‘end of the nation-state’ or otherwise drastically diminish its role, arguments synonymous with the modernist school of International Relations (e.g., Evans 1997; Strange 1997; Ohmae 1995; Hobsbawm 1990; Gellner 1983). Holton (2011) argues that nation-states are still the most important of the actors in the global sphere, despite the influence of supranational organisations. For Holton, it is simply the case that the role of the nation-state has to be reframed in global terms. He does, however, acknowledge that some have experienced a curtailment of their economic and political role through a lack of bargaining power, as the cases of the budgetary crisis in EU member states, such as Greece, Portugal, Ireland and Spain, reveal. Hirst and Thompson (1996) do not believe that any trend towards a more globalised world (something they are sceptical of in the first place) has had a significant impact on the nation-state. They note that while decisions are often passed on to multinational bodies, it falls to individual countries to make decisions within this framework. One might argue, however, that arguments such as this underestimate the independence of self-contained, highly secretive governing bodies such as the European Commission. Hirst and Thompson (1996) are particularly critical of the suggestion that globalisation has diminished the role of the nation-state, contending instead that the enhanced ‘possibilities of national and international governance’ have actually strengthened it. Gilpin (2000) takes a similar line, arguing that many of the changes in the role of the nation-state cannot be attributed to increasing globalisation. Rather, they are part of a pattern dating back to before WWI when the Gold Standard was in place. Indeed, the Gold Standard is a relic of the pre-globalisation world, yet it stripped the state of currency control nearly to the same extent as modern monetary unions (Gilpin 2000). Through this lens, the ‘state may be reverting to its 19th-century role in the economy’, which suggests that many of the changes seen today would be equally operative in the ‘pre-globalisation’ world. Goksel (2004) argues that although globalisation has changed the role of the nation-state, it is important not to view this as something that was guaranteed to happen. In this sense he argues against the ‘deterministic approach’ of scholars such as Strange (1997). This is valid observation with reference to certain elements of globalisation, and it is true that in theory no nation-state is obliged to submit powers to supranational organisations. However, it is not valid wi th regard to issues such as the dissemination of technology, where the role of the state in controlling national information was always going to be diminished as the world become more globalised. Goksel (2004: 11) also points to the fact that in a very basic way the role of the nation-state has remained the same as ‘there are structural obstacles to the withering away of the state. Votes have to be cast somewhere, taxes have to be paid to particular authorities, which can be held accountable for public services such as education and health. Moreover, states continue to create a regulatory environment for their economies.’ Arguments such as these highlight the importance of not overstating the case for globalisation as a force for change. In conclusion, the role of the nation-state has been reformed by the globalised world. There are a few possible exceptions to this, such as the highly insular North Korea, but such cases are anomalies. In economic terms, there has been a tendency either for the state to lose power to supranational bodies, or to have it eroded by global forces largely beyond its control. The same is true of the political sphere, in which nation-states have generally found their freedoms curtailed by wider forces, or in some cases extended due to advantageous positioning within multinational organisations, such as is the case with the United States and the UN. Nevertheless, there has been an element of structural consistency in the role of nation-states insofar as they are still the predominant actors in international politics, and most of the functions of supranational and other bodies rely on them. The nation-state remains indispensible and arguments that suggest its demise are overstated. The boundaries of this debate, however, are far from fixed, as the proposed legislation related to corporations and the Trans-Pacific Partnership demonstrates. No doubt it is too early to predict the future of the nation-state in the globalised world, but it has certainly undergone change so far. Word count: 1986 Reference List: Al-Rodhan, R.F. Nayef and Stoudmann, G. (2006). Definitions of Globalization: A Comprehensive Overview and a Proposed Definition http://www.sustainablehistory.com/articles/definitions-of-globalization.pdf [Retrieved 06/01/2014] Carter, Z. (2012) Obama Trade Document Leaked, Revealing New Corporate Powers and Broken Campaign Promises. Huffington Post http://www.huffingtonpost.com/2012/06/13/obama-trade-document-leak_n_1592593.html [Retrieved 05/01/2014] Cerny, P. G. (1995) Globalisation and the Changing Logic of Collective Action, International Organization, 49 (4), pp. 595-625 Croucher, S. L. (2004) Globalization and Belonging, Lanham, Md.: Rowman &? Littlefield. Evans, P. (1997) The Eclipse of the State?: Reflections on Stateness in an Era of Globalisation, World Politics, 50, pp. 62-87 Gellner, E. (1983) Nation and Nationalism, Blackwell: Oxford Gilpin, R. (2000) The Challenge of Global Capitalism, Princeton, NJ: Princeton University Press Goksel. N. K. (2004) Globalisation and the State, Centre for Strategic Research http://sam.gov.tr/globalisation-and-the-state/ [Retrieved 06/01/2014] Held, D. (1989) Political Theory and the Modern State, Stanford California: Stanford University Press Held, D. and McGrew, A. (1998) The End of the Old OrderReview of International Studies, 24 Hirst, P. Q. and Thompson, G. (1996) Globalisation in Question: The International Economy and the Possibilities of Governance, Cambridge: Blackwell Hobsbawm E. (1990) Nations and Nationalism since 1780, Cambridge University Press Hobsbawm, E (2007) Globalisation, Democracy and Terrorism, London: Abacus Holton, R. J. (2011) Globalization and the Nation State, (2nd ed.) Basingstoke: Palgrave, Macmillan Milner, H. V (2002) International Trade in Carlsnaes, W.; Risse, T., Simmons, B. A., Handbook of International Relations. London: SAGE Publications. Ohmae, K. (1995) The End of the Nation State: The Rise of Regional Economies, London: Harper Collins Shaw, M. (1997) The state of globalisation : towards a theory of state transformation. Review of International Political Economy, 4, 3, pp. 497-513 Smith, A. D, (2009) Ethno-symbolism and Nationalism: A Cultural Approach, Routledge Strange, S. (1997) The Erosion of the State, Current History, 96 (613), pp. 365-369 Wolf, M. (2001) Will the Nation-State Survive GlobalisationForeign Affairs, Vol. 80, 1, pp. 178-190

The 90s