Benefit of school vs traditional college Essay

Technology and specifically ICT has permeated virtually all sectors of life including education. Traditional schooling is being replaced at an unprecedented rate. These days most professionals prefer to take courses online rather than attend school physically. The reasons behind this trend range from convenience, greater options, multitasking, and reduced cost among others. Often, this kind of schooling has been criticized because skeptics argue that the socialization aspect of schooling is cut off from schooling experience. Additionally, this technique has cost many people their jobs and means of livelihood. For instance, the cooks, secretaries, security personnel and such like. What’s more, this technology is still new to many people and naturally, resistance to adopt it is commonplace. However, I feel that despite the negatives associated with e-schooling, the benefits far out ways the costs and hence, my stance on the subject remains that school should be reinforced. To begin with, my community benefits greatly from e-schooling in the sense that, it enable re-schooling among adults who felt ashamed to go back to a traditional college to complete a degree. This is especially the case for people who had dropped out of high school or college. Nowadays, it is possible for them to earn degrees and diplomas while at home. This way they are able to multitask, say, baby sitting and learning In addition, collaboration between teachers and students has never been easier than with e-schooling. A wide range of digital resources, online libraries online tests, emails, videoconference and more are used to facilitate communication among stakeholders in the schooling system. Feedback on one-on-one basis makes school just as effective if not more to traditional college. Schooling to a marginal extent is cheaper than the traditional college. This has increased access to education for the economically challenged people in my community. Notably, the best colleges and universities are located in major cities, say, New York LA and so on meaning that the rural areas are sidelined from access to these colleges. The advantage of e-schooling is that these people now have a chance to get degrees and diplomas from these prestigious colleges without relocating from their home area. The costs of education have also been halved owing to technology of schooling. (Holmes & Gardner, 2006) Personally, schooling has had both direct and indirect impacts in my life. Prior to the introduction of e-schooling, I used to find that the schooling duration was too long. I wanted to get my degree as fast as possible. With the introduction of e-schooling, I am able to accelerate my program such that I get a full credit course in one semester. Most people in my community are using similar approach and it has worked well. Moreover, I have more control and independence over my learning skills. The experience of taking a course online can be life changing. I have learnt to be more responsible of my time. Last summer I was able to take up an AP course that was not available in our site and my friend has explored a learning opportunity that was not schooling in our site. Generally, I believe that schooling has enriched not only my life but also the lives of the people in my community. (www. ucet. ac. uk/ ) In the community where I come from, people are athletic and get involved so much with games and sport to an extent that it becomes very difficult to manage an 8-hour school program and sports. E-schooling has curbed this problem by giving the students flexibility and independence to decide how they want to structure learning hours. For some they access learning material in morning hours while others prefer to do that late in the night. At the end of the day, whichever style used, people earn degrees. Alternatively, enrolment to e learning is fast and hassle free. Most people can attest to the pressure experienced during enrolment days in college. With online schooling, this problem has been erased. I would like to share the experience of my cousin who got involved in an accident. Subsequently, her two legs were amputated making it a challenge to move around in clutches. The option of e-schooling has benefited my homebound cousin and in few weeks, she graduates with a diploma from a distant college. Other disabled people from my community have also benefited from schooling. (http://aasd. k12. wi. us/eSchool/whyecourses. htm. ) Other benefits arising from schooling is students with unique cases or reasons for being away from school benefit from e-learning e. g. teenage mother s, terminally sick students participating in foreign exchange programs, resist, and self supporting students who juggle between work responsibilities and learning Briefly, schooling is a great advancement in the education sector. The outstanding features attributed to schooling are the flexibility and affordability of the schooling concept. Reflecting on the benefits that I have witness at a personal level and within my community, I believe traditional colleges will be phased out as more and more people embrace e-schooling for its benefits. A word of caution though, policies and regulations need to be clearly set to ensure that schooling achieves fundamental purpose of schooling. Additionally, students and educators need to e empowered on how to maximize use of digital resources and online technologies in order to reap benefits of schooling.

Erikson’s Timeline Essay

Erikson’s Timeline Erik Erikson’s approach to personality development is different from Jane Loevinger’s theory. Although their approaches are different their perspectives corresponds in how human individuality develop across the lifespan. Loevingers theory brings attention to how people perceive their experiences and make sense of them; whereas, Erikson’s psychosocial development is focused more on the â€Å"what† instead of the â€Å"how. † He questions what types of psychosocial dilemmas a person confronts in his or her lifetime. Erikson proposes that important facets of human individuality are best understood in developmental time. Adolescence and young adulthood is the fifth stage in Erikson’s developmental design. This stage of identity versus role confusion is a period of immense questioning. Generativity versus stagnation is the seventh stage in Erikson’s developmental design. It is the period that comes after young adulthood but before the â€Å"senior† years (McAdams, 2006). One important characteristics of Generativity versus stagnation is the need to care for and be needed by others. I am experiencing this stage. Other characteristics of generative expression are bringing up children with good character and integrity, and the need to pass on family values to the next generation (McAdams, 2006). How I can leave a legacy for succeeding generations is the central questionposed during this period in my life. â€Å"How can I fashion a gift†? (McAdams, 2006, p. 348). I have sought to answer that question in several ways. I have been keeping a journal for the past 10 years because I want to share significant peak experiences with my children, grandchildren, and succeeding generations. I want them to know my challenges, my successes, and my insights into major life events. Further, I can continue the legacy my parents and grandparents passed down to me by teaching my offspring how to make quilts, my grandmother’s favorite pie, and quote my father’s favorite poems. My son, David is in the adolescence and young adult stage. He is a young father of a 16 month old boy. The psychosocial issue of this stage is identity versus role confusion. This stage is characterized by questioning â€Å"who am I† and â€Å"how do I fit in this adult world† Additionally, David is questioning â€Å"what type of parent am I† and, â€Å"how will I raise my son. †He is questioning the values and beliefs taught to him during childhood. David’s desire to express his unique â€Å"self† seems to be in conflict with his desire to conform to what his family, and society in general expects of him (McAdams, 2006). David recently informed his father and me that he will not â€Å"force† his son to go to church or be a part of organized religion. He expressed his displeasure with hypocritical leadership in churches and the old-fashioned principles they teach. Although his young family does not attend church, I have observed David reading his son bible stories and singing biblical songs to his son that we taught him. He seems to be resolving his conflict by deciding which values and traditions he will relinquish and which ones he will pass on to his son. In Erik Erikson’s Generativity versus stagnation stage adults feel the need to be needed and the need to care for others.

Newark International Airport Essay Example | Topics and Well Written Essays - 2500 words

Newark International Airport - Essay Example By this time the United States Government had spent $15.1 million apart from $8.2 million spent by the City of Newark on construction and development. It was only in 1948 that the Port Authority took up the responsibility for operation and development. In the 1950’s, the Port Authority added an instrument runway, a terminal building, a control tower and an air cargo center. In 1973 the Central Terminal Area was constructed and opened. Runway 4L-22R was opened in 1970 but was rebuilt and restarted in 1973. The Port Authority Administration Building, the Central Heating and Refrigeration Plant, a Fuel Storage Tank Farm, taxiways and roadways also started operations in 1970s. A two-building maintenance complex housing airport construction and repair equipment, a large runway snow removal and de-icing, and a command center for snow emergencies was constructed in 1989. The first administrative building of Newark Airport was built in 1935, now known as Building 51 (HPO, 2004). When this building was completed, it was the most important airport in the world. In 2000, the Historic Preservation Office, attempted to save this historic building. In late 1990s, when the Port Authority had requested approval from the Federal Aviation Administration (FAA) to lengthen the main runway at Newark Airport, they ensured that the old Airport Administration Building, which sits at the north end of the main runway would be protected for the future. Unfortunately, with the runway expanded, Building 51 could no more be used for Public service with flights landing and taking off right in front of the office. Because of its historic importance study was conducted to see if this building could be relocated elsewhere within Newark airport. With the support and help of many individuals agencies, this historic building could be relocated and rehabilitated and is now open t o visitors at Newark Airport. The last decade brought forth great expansions at the airport as air

Left and right sided Basiler Stroke Essay Example | Topics and Well Written Essays - 500 words

Left and right sided Basiler Stroke - Essay Example The two vertebral arteries join forming one basilar artery, which supplies oxygen to the brain’s ‘vertebrobasilar territory’. If a stroke occurs in this region, it is known as a posterior stroke (Healthtree.com, 2010). It is also classified as ischemic stroke (stroke that occurs as a result as an obstruction of an artery to the brain). Different kinds of diseases cause it. Firstly, blood clots in the heart, which can result from heart valves’ abnormalities, heart attack or irregular heartbeat.  The second cause is thinning of the arteries at the head or neck, which is often caused by atherosclerosis. If the arteries turn out to be too narrow, blood cells may accumulate, forming blood clots, which can obstruct the artery where they are formed or can dislodge and be trapped in arteries nearer the brain.  Other probable causes include traumatic injury to the blood vessels of the neck, blood-clotting disorders or use of street drugs (Strokecenter.org, 2010) . Occasionally, strokes that occur in the basilar territory affect both hemispheres of the brain such that symptoms take place on both sides of the body.

The Function of a Blank Assignment Example | Topics and Well Written Essays - 1000 words - 8

The Function of a Blank - Assignment Example It is mostly used for volatile organic compounds that are present in low concentrations. Condensation in the cold trap allows preconcentration for easier analysis by GC/MS Absorption is the process of transferring a gaseous compound into a uniform distribution in a liquid or solid. Involves the collection of gases, liquids, or solutes on a solid surface. Usually a porous solid is used, this provides vast surface areas. The less volatile a compound is, the more gas will be adsorbed. The quantity of a gaseous pollutant adsorbed by a given quantity of adsorbent depends on Concentration in the air over the surface, Surface area of the adsorbent, Temperature, Other gases competing for adsorption sites and Properties of the adsorbate. These methods of sampling are also referred to as the wet collection system. The most contaminated soil is used for the study of possible decontamination or to study the degradation or persistence of the contaminant. Some contamination may also favor other forms of land use than others. Therefore contaminated soil may be used for other applications Bio fixation involves the incorporation of particular organic material to aid in the regulation of other compounds that could be contaminants. An example of bio fixers is root nodules of some plants that fix nitrogen in the soil. Most organic compounds degrade naturally and are, therefore, termed to be biodegradable. Therefore, the concentration of biodegradable material reduces with time. ä ¸â‚¬ Foodborne illness is an illness that is carried in the food, to those who eat it. It may be caused by microorganisms such as Bacteria multiplying rapidly in food that is high in protein, such as meat or poultry. Temperature danger zones are temperatures that promote bacterial growth. The temperature danger zone ranges from between 40 ºF to 140 ºF (4.4 ºC-60 ºC) and food should be contained in these temperatures for more than four hours

Economics Assignment Essay Example | Topics and Well Written Essays - 1750 words

Economics Assignment - Essay Example In the final stage, the paper would explain several further businesses and operational strategies that the company can adopt in future. With the help of these theories, the company would be able to improve its business in future. The learnt from the essay would help to understand the importance of economics in the current state of business affairs. Contents Contents 3 1. Introduction 4 1.1 Report Brief 4 1.2 Company Background 4 2. Literature Review 5 2.1 Demand Theory 5 2.2 Market Structure Theory 6 2.2.1 Differentiation and Revenue Maximizing Theory 7 2.3 Long Run Theory 7 3. Case Study 8 3.1 P&G and Theory of Demand 8 3.2 P&G and Market Structure Theory 10 3.3. P&G and Long Run Theory 12 4. Conclusion and Recommendations 13 Reference List 15 1. Introduction 1.1 Report Brief This essay will analyze the business of the famous American consumer goods company named Procter & Gamble (P&G). The researcher would analyze the business performance of the company on the basis of economic the ories by scrutinizing the company’s annual report. In the later stage, the researcher would explain the business and operations strategies undertaken by the company through the analysis of its corporate activities. 1.2 Company Background P&G, the famous consumer goods company in America has its headquarters in Cincinnati, Ohio, United States. The products which are produced and sold by the company are primarily categorized in terms of three segments. These are cleanup agents, pet foods and individual care products. The company enjoys a high brand value in the market, with annual sales of about $83.68 billion (2012). The organization also enjoys a wide social presence in the market. It operates in almost all the countries in the world and as recorded in 2012, its operating income was $13.29 billion (P&G, 2012). The following context of the paper would explain the performance of the company by analyzing its annual report on the basis of economic theories. 2. Literature Review 2 .1 Demand Theory Demand for a commodity or a service in the market is the want of an individual backed by proper purchasing power. If a demand is created by a single household in an economy, then it becomes an individual demand. The horizontal integration of all the demand curves is termed as the market demand curve. According to the law or Theory of demand, considering the other factors affecting demand to be constant (Ceteris Paribus), the quantity demanded for a product is inversely related to its prices and vice versa (Mullerat, 2011). Thus, a market demand curve is always negatively sloped in nature with the assumption of Ceteris Paribus. Figure 1 Demand Curve Price Demand Curve (Market or Individual) Quantity (Source: Authors Creation) A shift in the demand occurs when other factors affecting demand, apart from price, changes. These other factors include tastes and preferences of the consumers, price of substitutes and price of complements along with income of the consumers. F igure 2 Shifts in Demand Curve Price Initial Demand Curve New Demand Curve Quantity Demanded (Source: Authors Creation) The above diagram shows a shift in the demand due to changes in any of the demand determinants. 2.2 Market Structure Theory The market structure theory explains the exact type of market in which organizations can operate. The market structural differentiation is mainly categorized on the basis of the strength of the seller and buyer in a

Information and Communications Essay Example | Topics and Well Written Essays - 1500 words

Information and Communications - Essay Example Given that language, music, and images constitute the major forms of symbolic expression, they assume special significance in the sphere of culture. Both processes, media globalization and cultural imperialism, are closely connected with cultural globalization which means expansion of cultural flows across the globe. At the beginning of the 21st century, global media interferes all parts of the world promoting and popularizing western life style and ideas. The exploding network of cultural interconnections and interdependencies in the last decades has led some commentators to suggest that cultural practices lie at the very heart of contemporary globalization (Lee 2002). Yet, cultural globalization did not start with the worldwide dissemination of rock 'n' roll, Coca-Cola, or football. Expansive civilizational exchanges are much older than modernity. Still, the volume and extent of cultural transmissions in the contemporary period have far exceeded those of earlier eras. Facilitated by the Internet and other new technologies, TV shows and mindless advertisements, these corporations increasingly shape people's identities and the structure of desires around the world (Tomlinson 88). During the last two decades, a small group of very large TNCs have come to dominate the global market for entertainme nt, news, television, and film. In 2000, only ten media conglomerates - AT&T, Sony, AOL/Time Warner, Bertelsmann, Liberty Media, Vivendi Universal, Viacom, General Electric, Disney, and News Corporation - accounted for more than two-thirds of the $250-275 billion in annual worldwide revenues generated by the communications industry (Tomlinson 54). In general, cultural imperialism means promotion and spreading of one culture into another. "Cultural imperialism has been conceptualized variously as a strategy on the part of dominant countries, a local policy on the part of receiving countries, and an effect on the people and practices in the latter. Dominant nations have clear strategies concerning the export of cultural products" (Crabtree and Malhotra 364). As recently as 15 years ago, not one of the giant corporations that dominate what Benjamin Barber has appropriately called the 'infotainment telesector' existed in its present form as a media company. In 2001, nearly all of these corporations ranked among the largest 300 non-financial firms in the world. Today, most media analysts concede that the emergence of a global commercial-media market amounts to the creation of a global oligopoly similar to that of the oil and automotive industries in the early part of the 20th century (Tomlinson 74). The crucial cultural innovators of earlier decades - small, independent record labels, radio stations, movie theatres, newspapers, and book publishers - have become virtually extinct as they found themselves incapable of competing with the media giants. The negative consequences of this shotgun marriage of finance and culture are obvious. TV programs turn into global 'gossip markets', presenting viewers and readers of all ages with the vacuous details of the private lives of American celebrities like Britney Spears, Jennifer Lopez, Leonardo DiCaprio, and Kobe Bryant. Evidence suggests that people all over the world - but especially

Discuss the proposition that welfare policies in relation to people Essay

Discuss the proposition that welfare policies in relation to people with disabilities tend to focus on what people with disabili - Essay Example The key characteristics of these policies are their strong dependency on the financial status of each particular country. From this perspective, developed countries are most likely to develop effective welfare policies for people with disabilities—compared to third-world and developing countries. However, problems and delays are identified in the development of these policies in practice. Most commonly, the welfare policies for people with disabilities focus on what these people cannot do, rather than on what they can do. Cross-Cultural Approach The level at which welfare policies address the needs of people with disabilities, refers to the obstacles that these people must overcome. It also aims to show the reason the policies referring to the needs, and the rights, of people with disabilities are based on these peoples’ inabilities and not on their potential and capabilities. Thus, the specific strategy, using this criterion for developing welfare policies for people w ith disabilities can be explained using multiple approaches. These strategies significantly vary from one country to another. However, similarities exist on which the relevant explanations can be based. Another notable discovery of this study is the expanding trend of focus on inabilities because specific interests are served, as explained analytically below. It should also be mentioned that the criteria used by legislators when developing policies related to the interests of people with disabilities is not standardized; the political characteristics of each country—as these characteristics are not constant over time—are of crucial importance for deciding on the terms under which disabled people will be supported (Combat Poverty Agency 1994, p. 114; Chaudhary 2006, p. 12). Moreover, often the reasons for which welfare policies are implemented are independent from political trends and social ethics within a given country. For instance, when these policies are applied ac ross a particular organization, the criteria on which these policies are based cannot be controlled using the common ethical rules. This issue is also explored, at the level that it helps to understand this trend. Historical Perspective The welfare policies developed within each society are usually related to local social needs and culture; however, infrastructure available for the relevant policies has also historically been considered to play a critical role in deciding the welfare policies that would be most appropriate for a specific country. On the other hand, an increase in the number of people with disabilities, not participatory in the workforce, leads to the assumption that more funds are required for their financial support (Cousins, 2007, p. 252). The identification of these funds can be a challenging task for a government—particularly in periods of financial crisis and in countries that face severe financial turbulences. For instance, as of October 2010, the World Bank reports disbursements totalling â€Å"a record $81 billion—

Final Assessment Assignment Example | Topics and Well Written Essays - 250 words

Final Assessment - Assignment Example The EU members have a substantial judicial co-operation and cross-border surveillance that enables transfer of enforcement of criminal judgments. On the other hand, the US and Mexico have entirely different justice systems effectively hindering cross-border surveillance. The course has impacted my perception of the effectiveness of Homeland Security given the current bloated bureaucracy coupled with bad leadership and lack of inter-agency cooperation. There are indeed aspects of homeland security that are effective, however; the knee-jerk reactions from successive White House regimes do not entirely convince me that the extent of the current overhaul was necessary. Initially, control of drug trafficking and illegal immigrants was the primary aim of border surveillance (Jerry & Michael, 2014). However, legislations have expanded the mandate to include the fight against terrorism, human trafficking and the prevention of trade in chemical or radioactive material. The most interesting part of the course has been the topic of illegal immigrants. I have very strong reservations on this subject because I see that the politicians who the Americans have tasked with ending this mess are not willing to fix the problem. They keep on playing politics by maneuvering their parties to gain the Latino vote. I feel that President Obama has taken it too far by stopping the deportation of illegal immigrants through his Executive order. On the Mexican side, the authorities need to show more zeal in dealing with the drug and human trafficking menace if there is going to be any fruitful cooperation between the US and Mexico. Frenzen, N. (2012). Heinrich BÃ ¶ll Foundation Study: Borderline- The EU’s New Border Surveillance Initiatives, Assessing the Costs and Fundamental Rights Implications of EUROSUR and the ‘Smart Borders’Â  Proposals. July 16, 2012. Accessed

UNIT 2, MANAGING FINANCIAL RESOURCES AND DECISIONS Essay

UNIT 2, MANAGING FINANCIAL RESOURCES AND DECISIONS - Essay Example As a financial advisor, the business performance can be evaluated on the basis of the information that is obtained from the owner. In explaining the source of finance for Motors Parts Direct Limited, it is important to understand its meaning for the business. Financing is extremely important for starting a business and draw profit from it. There are various sources of finance when a business is looking for start-up. The need for source of finance varies according to the type of business. For processing a business huge amount of capital is needed (Iowa State University Extension, 2013). The source of finance for a business is basically equity or debt. In case of MPD Ltd only debt financing is used as source of finance. However, there are both long term and long term debt for the business. The short and long term debt instruments for the business are discussed hence forth. From the above table it can be stated that the business has started its operation with the help of loan and overdraft. The two types of debt instruments are noted as the liability for the company (Iowa State University Extension, 2013). This liabilities aims at decreasing the liquidity of the company, if the current asset base is not high; even the business does not have enough cash position to maintain a stable working capital. For maintaining its working capital the company requires short term finance of  £ 1,200,000. He also needs the finance for paying the suppliers and make payment to its employees. He needs the amount as these cash are paid even before payments are received from customers. Loan is a useful source of finance for business, which is provided by a single entity at an interest rate. This interest rate is specified by the lender of the loan and it is not decided on mutual basis. If the lender is a bank then the interest rate depends upon the demand of the loan and the rate that are imposed on the banks by the central banks (Steffan, 2008; Fabozzi, 1998).

Confusing Truth Essay Example for Free

Confusing Truth Essay 1. 1 Introduction Before the advent of digital imaging, we rely on paintings and books to record for documentary use. While paintings and books suggest the clear separation of what is truth and what is falsehood, people believe that camera is trustworthy and photos taken from it are the truth because camera is a machine with no emotions. Digital imaging gives better quality images to readers. However, due to the potential of digital photography manipulation, it has clarified that truth is not fixed anymore but has fluidity. There is no absolute truth. Before digital imaging, although photograph still has manipulations during their creation through framing or posing, photo manipulation is not that serious because fake photos are usually easily detected. Nowadays, digital imaging has made manipulation much more easily and harder to be detected. But, there are different degrees of alterations. From removing a hair from the forehead to removing a person in news photo, we can see the potential of digital manipulation. People start arguing on the matter of what to be considered as truth and falsehood; it is all because of the presence of fluidity of truth. 1. 2 Concept of Fluidity of Truth Generally, we are used to the truth-versus-falsehood nature. However, with the potential of how digital imaging can be changed in different degrees of alterations, it is not always easy to identify a point where truth is lost and we cannot set a clear line separate truth from falsehood. This is the concept of fluidity of truth. In the following, I will explain how digital imaging clarified fluidity of truth, with 2 altered images examples with different intentions and degree of alterations. Digital imaging and the powerful techniques of manipulation distort the truth. Photographers manipulate photos mainly in 4 ways: bad intention with large alteration, bad intention with little alteration, good intention with large alteration and good intention with little alteration. 1. 3 Example of manipulated photo with bad intention Take the award-winning photo about Tibetan Railroad in 2006 as example (see figure 2. 1). The photographer combined two separate photographs together to make a photo of a group of antelopes running below the Tibetan Railroad, showing a state of harmony between railroad technology and animals. At that time, environmental protection groups were aware that the construction of railroad had destroyed the ecosystem. With this combined photo, it is proved and people believed that construction did not affect the animals at all. The Government used this photo as a proof to persuade the Environmental Protection groups who object to the construction of the railroad. This photo, for sure, should be considered as falsehood, covering the truth, because of its bad intention. Figure 2. 1: Photo of Tibetan railroad, Liu Weiqiang, 2006. (10 News photos 2009) 1. 4 Example of manipulated photo with good intention Another example is about National Geographic (see Figure 2. 2). In 1982, it was accused of altering a photo of Egyptian pyramids, squeezing them closer together, in order to fit into the cover vertically. In this case, the photographer did not have any bad intention. He just wanted to fit his original horizontal photo into the magazine’s vertical cover. He did not alter the photo a lot either with the fact that if he went farer and took the photograph, the resulting image would have been the same as the altered image. Regarding this case, pyramid was still there and nothing was added nor removed. Truth was not lost at all. Should this photo be considered as falsehood? It is difficult to set a clear point to discern between truth and falsehood. Figure 2. 2: Photo of National Geographic, February 1982. (10 News photos 2009) 1. 5 Different perception of ‘heavy alteration’ As shown above, it is difficult to discern manipulated digital images to truth or falsehood depend on the intention. So can we identify them in accordance with degree of alteration? For instance, photos with large alteration should be considered as falsehood. The answer is probably not because everyone can have distinct perspective towards what is more and what is less. Take Klavs Bo Christensen’s photo of Haiti in 2009 as example, his photo has been processed in terms of the color tone and sent to a Danish photo contest (see Figure 2. 3). Retouching made the photo stunning and contrasting in color tone. At the end, the judges disqualified the photo since they thought the photo were too extreme and unacceptable. Christensen, the photograph, admitted the retouching but insisted that the result image was within his limit. In this case, we can see that different people have different perception of ‘heavy alteration’. Neither did Christensen remove a person nor combine two separate photos. All he did was toning the color. It is difficult to identify a clear line to tell what is truth and what is falsehood. Figure 2. 3: Photo taken by Klavs Bo Christensen, April 2009. (10 News photos 2009) 1. 6 Ironic photography and retouching techniques in products In postcards and photos of residence catalogs, most of them have been processed and are taken in certain angle in order to make the place look spectacular. These beautified photos are to attract people to visit there, expanding number of possible customers. People are always disappointed when they really get there and realize the difference between the real place and the process one. Not only these two products, most, if not all, advertisement also retouch the photos to make the subject look perfect. For instance, in the advertisement selling skincare products, the skin of the model always looks silky and perfectly smooth. Again, this is the result image of retouching. However, we never criticize these photos as falsehood or lying even though they are also under the same kind of retouching technique and manipulations as the mentioned examples above. It is all because we have fluidity of truth. There is no absolute truth or falsehood. 1. 7 Inevitability of digital manipulation Indeed, media do need certain extent of digital manipulations, such as lightening or darkening a photograph just for better reproduction quality (Newton P. 11). Truth is not lost at all. In these cases, should we consider these manipulated photos as falsehood? It is always hard to judge because of the fluidity of truth where the line between truth and falsehood is ambiguous. 1. 8 Conclusion It is always hard to define what is real. With the potential of how people can digitally manipulate photos in totally different ways and with different intentions, fluidity of truth has been clarified, where not every photograph can fit into the truth-versus-falsehood nature. We can have people doing alterations with good intention or simply just for better reproduction quality, while we can also have people using photo manipulation for controlling and creating a scene that has never happened. At the same time, we have advertisements under retouching technique without being criticized. All these suggest that digital imaging, with numerous ways of manipulations, has clarified the fluidity of truth. A clear line or point to discern between truth and falsehood does not exist. We may not be able to determine absolute truth. Instead we can determine a reasonable truth, depending on our maturation of perception of reality (Newton 2007). Reference List 10 News photos that took retouching too far, 2009. Available from: . [20 October 2012]. Newton, JH 2007, Digital media: transformations in human communication, Peter Land Publishing, Inc. , New York.

Art and Humanity Essay Example for Free

Art and Humanity Essay I will give version of the way I saw and researched the history on these topics. Leonardo Di Vinci’s work is very admirable and is a very interesting person to research as is all artists. As a society we would be where we are if it were not for all artist in the past and future. Art has long been around for millions and millions of years for example it has been around since the Prehistoric times. Paleolithic which is Old Stone Age is a term used to define the oldest period in the human history. The Paleolithic or Palaeolithic lit. Old stone from the Greek paleos=old and lithos=stone. It began about 2 million years ago, from the use of first stone tools and ended of the Pleistocene epoch, with the close of the last ice age about 13,000 BC. After Prehistoric Art there came Ancient Art which portrayed for example Egyptian art. Egypt during this time is important because of the religion and the respect for death ruled their art. They built mostly temples, graves and adopted strict canons controlled by the priests. Our knowledge of Egyptian civilization rests almost entirely on them and their contents since they were built to endure forever. Conventions of ancient Egyptian believes and culture strongly affected the art. The Pharaoh (King) considered divine. They built great tombs for their Pharaohs (kings), who were not only the supreme rulers but gods. Tombs contained everything the deceased might want or need in the afterlife and much of our knowledge of the culture comes from tomb paintings. After Ancient art came Middle Age art which portrayed for example Early Christian art. Christian art was restricted to the decoration of the hidden places of worship. Most early religious artists worked in manner that was derived from Roman art, appropriately stylized to suit the spirituality of the religion. These artists chose to reject the ideals of perfection in form and technique. After Middle ages came Renaissance which portrayed Late Gothic, Early Renaissance, and Mannerism. Then came 17th, 19th, and 20th Century. A map of decorated caves in Western Europe with the names of a few notable or outlying sites. The broken line encloses caves decorated in the distinctive Mediterranean Style which seems to have been little influenced by the master artists of France and Spain. It often features simple, stark animal representations together with quite elaborate geometrical designs. There are important caves decorated in the Mediterranean style in southeast Spain and France.

Perception Du Risque Et Intention French Essay

Perception Du Risque Et Intention French Essay La faible absorption par les Economies en Dà ©veloppement des ressources humaines qualifià ©es renforce le dà ©bat sur la nà ©cessità © de favoriser linsertion des jeunes par des initiatives autres que le travail salarià © ou le fonctionnariat. Diffà ©rentes initiatives sont prises allant jusquà   la crà ©ation des fonds dinsertion des jeunes par la mise à   disposition des crà ©dits de dà ©marrage et des structures daccompagnement. Malgrà © ces initiatives incitatives, beaucoup de jeunes ne sont pas candidats. Quelles sont les raisons possibles de cette rà ©ticence? une faible culture entrepreneuriale de ces jeunes ou une perception-menace du risque? une faible prà ©fà ©rence au risque? la perception du risque a-t-elle une influence sur leur prà ©disposition future à   crà ©er leurs propres entreprises? Cette recherche tente de rà ©pondre à   ces questions à   partir dune à ©tude de terrain menà ©e auprà ¨s de 500 à ©tudiants de cinq filià ¨res de formation. Mots clà ©s: Entrepreneuriat, Perception du risque, Prà ©fà ©rence au risque, intention entrepreneuriale Perception du risque et intention entrepreneuriale des à ©tudiants: une recherche comparative entre à ©tudiants en commerceet dautres formations universitaires au Bà ©nin RESUME La faible absorption par les Economies en Dà ©veloppement des ressources humaines qualifià ©es renforce le dà ©bat sur la nà ©cessità © de favoriser linsertion des jeunes par des initiatives autres que le travail salarià © ou le fonctionnariat. Diffà ©rentes initiatives sont prises allant jusquà   la crà ©ation des fonds dinsertion des jeunes par la mise à   disposition des crà ©dits de dà ©marrage et des structures daccompagnement. Malgrà © ces initiatives incitatives, beaucoup de jeunes ne sont pas candidats. Quelles sont les raisons possibles de cette rà ©ticence? une faible culture entrepreneuriale de ces jeunes ou une perception-menace du risque? une faible prà ©fà ©rence au risque? la perception du risque a-t-elle une influence sur leur prà ©disposition future à   crà ©er leurs propres entreprises? Cette recherche tente de rà ©pondre à   ces questions à   partir dune à ©tude de terrain menà ©e auprà ¨s de 500 à ©tudiants de cinq filià ¨res de formation. Mots clà ©s: Entrepreneuriat, Perception du risque, Prà ©fà ©rence au risque, intention entrepreneuriale Introduction Le dà ©veloppement du systà ¨me à ©ducatif à   travers la multiplication et la diversification des offres de formation permet aux nations de se doter des ressources humaines qualifià ©es pour animer divers secteurs de la vie à ©conomique et sociale. En consà ©quence chaque annà ©e, ce sont des milliers de jeunes diplà ´mà ©s qui sont libà ©rà ©s de nos università ©s et divers centres de formation pour à ªtre  «versà ©s » sur le marchà © de lemploi. Malheureusement sur ce marchà ©, le permanent dà ©sà ©quilibre qui existe entre loffre et la demande contraint gà ©nà ©ralement le surplus de demandeurs demploi au chà ´mage. Toute jeunesse à   travers le monde et en particulier celle des pays pauvres dAfrique est gà ©nà ©ralement victime de tels dà ©sà ©quilibres socio-à ©conomiques et professionnels. Face à   cette situation, les jeunes diplà ´mà ©s se comportement diffà ©remment selon les pays afin de soffrir des opportunità ©s de rà ©ussite dans le urs vies professionnelles privà ©es. Si dans les pays dà ©veloppà ©s, on note un cadre stimulant à   linitiative privà ©e, cest le cas contraire en Afrique. En effet, pour les contextes dà ©veloppà ©s, Hernandez (2006) souligne que face aux difficiles contraintes de la socià ©tà © postmoderne, sinvestir dans son propre projet professionnel, dans la crà ©ation de sa propre organisation, peut à ªtre vu comme une faà §on de redonner du sens à   une vie qui en manque de plus en plus. En Afrique, trà ¨s peu dentre eux arrivent à   prendre des initiatives personnelles pour crà ©er leur propre entreprise. Les quelques uns qui parviennent à   initier ont tendance à   imiter exactement ce qui se fait dà ©jà   sur le marchà ©, une attitude contraire à   ce qui caractà ©rise lentrepreneur dans la tradition Schumpetà ©rienne et rappelà © par Fonrouge (2008): lentrepreneur est celui qui propose de nouvelles combinaisons de produit et/ou manià ¨res de faire, donc un inno vateur. Pour la majorità © dentre eux en Afrique, cest la logique de  «lemploi à   tout prix »[1] (Sogbossi, 2005). Cest ainsi que par exemple au Bà ©nin, un phà ©nomà ¨ne connu gà ©nà ©ralement sous le nom de  «vacation » a vu le jour. Il consiste pour les jeunes cadres sortis des università ©s à   prendre dassaut les à ©tablissements denseignements secondaires pour y donner des cours dans lespoir du mieux. Sil est vrai que ce phà ©nomà ¨ne contribue fortement à   combler le dà ©ficit trop criard denseignants dans ces à ©tablissements, il nen demeure pas moins vrai que cela constitue un và ©ritable manque à   gagner aussi bien pour ces jeunes que pour tout le pays en gà ©nà ©ral. Malgrà © leurs formations qui font deux des gestionnaires, des à ©conomistes, des sociologues, des juristes etc., ces jeunes sont obligà ©s de donner des cours de Mathà ©matiques, de Sciences Physiques et Chimiques, de Biologies, de Franà §ais, dAnglais etc. dautres par contre finissent par regagner des professions militaires et paramilitaires afin de se garantir un emploi dà ©finitif. Cest donc dire que ces jeunes cherchent essentiellement à   soffrir un emploi salarià ©. Ils sont prà ªts à   tout sauf la crà ©ation dune entreprise. Ils sont presque tous obsà ©dà ©s par lidà ©e de gagner un emploi salarià © que lon est tentà © de conclure quils ont une aversion pour lentrepreneuriat. Cette situation contraste avec les conclusions de Hetezel (2006) pour les pays dà ©veloppà ©s. Dans son rapport, cet auteur souligne la forte tendance des jeunes à   entreprendre en donnant lexemple du passage chaque annà ©e de 8000 jeunes diplà ´mà ©s environ de lenseignement supà ƒ ©rieur du statut dà ©tudiant à   celui de crà ©ateur ou repreneur. Hernandez (2006) explique cette forte propension à   crà ©er par le fait que lindividu dà ©sorientà © dans sa vie privà ©e comme dans sa vie professionnelle, est en quà ªte de sens. Cest lune des raisons pour lesquelles lentrepreneuriat est aujourdhui devenu un enjeu important pour plusieurs nations. Basso (2005) explique cet enjeu par le fait que là ©mergence dun avenir radicalement non prà ©visible appelle la nà ©cessità © dune nouvelle posture volontariste, qui cherchera à   maà ®triser le risque en construisant son propre destin. En expliquant les facteurs dexistence de lentrepreneuriat chez les migrants maliens et sà ©nà ©galais en France, Dieng (2000) fait ressortir que la raretà © de lemploi, les difficultà ©s et la volontà © dune meilleure insertion à ©conomique et sociale entraà ®nent le dà ©veloppement de lentrepreneuriat chez ceux-ci. Il apparaà ®t alors que la capacità © des nouvelles entreprises à   gà ©nà ©rer de la croissance à ©conomique, des emplois et de linnovation justifie dailleurs amplement lintà ©rà ªt quelles suscitent. Devant cet enjeu, les milieux universitaires sont amenà ©s à   jouer un rà ´le de plus en plus actif, notamment en offrant des formations et supports à   leurs à ©tudiants de faà §on à   rendre la carrià ¨re entrepreneuriale plus accessible. Cette implication des università ©s est dautant plus importante dans le contexte actuel de la nouvelle à ©conomie oà ¹ les à ©tudiants sont de plus en plus amenà ©s à   considà ©rer cette avenue profession nelle (Gasse et al. 2006). Si un grand nombres duniversità ©s dà ©veloppent activement leurs liens avec le monde professionnel à   travers la formation professionnelle continue, les sà ©minaires, les projets de recherche conjoints, †¦ (Dontriaux, 1992), trà ¨s peu dinitiatives similaires existent dans les pays sous-dà ©veloppà ©s. Dans un tel contexte de faible culture entrepreneuriale et donc peu incitatif, lentrepreneuriat peut apparaà ®tre pour les jeunes diplà ´mà ©s comme est un acte hautement risquà © quil faut sabstenir dembrasser si on ne dispose pas dimportants moyens financiers et matà ©riels, et dun soutien indà ©fectible de son entourage. Alors que la situation de pauvretà © amà ¨ne les populations à   se battre autrement, on sà ©tonne de lattitude des jeunes diplà ´mà ©s, une attitude axà ©e sur lattente dun emploi salarià © et la rà ©ticence à   la crà ©ation. Un tel à ©tat des choses suscite assez dinterrogations dont une a particulià ¨rement retenu notre attention:  ¶ comment les jeunes à ©tudiants bà ©ninois perà §oivent-ils le risque entrepreneurial et quelle est leur prà ©fà ©rence au risque? Par ailleurs, Lentrepreneuriat entendu au sens strict comme une actività © crà ©atrice de nouvelles organisations, est considà ©rà © comme un phà ©nomà ¨ne producteur demploi et de richesse. Malheureusement, force est de constater que pour la jeunesse, lidà ©e dentrepreneuriat est source dune peur nourrie par la crainte de là ©chec. La crà ©ation dune entreprise, aussi passionnante quelle puisse paraà ®tre, comporte à ©galement des risques à ©normes. Par consà ©quent, elle ne saurait à ªtre une improvisation de la part de son auteur, mais plutà ´t le fruit dune intention nourrie auparavant de rà ©flexions et danalyses profondes. Dà ¨s lors, quelle est lintention entrepreneuriale des à ©tudiants en fin de formation? Enfin, en dehors de la perception du risque, des à ©tudes ont dà ©montrà © que les prà ©dispositions entrepreneuriales sont le fruit de plusieurs facteurs: les facteurs denvironnement (là ©volution des personnes dans des milieux donnà ©s) et les facteurs individuels (les promoteurs dentreprise possà ¨dent certaines caractà ©ristiques particulià ¨res). Gasse (2003) explique par exemple que la dà ©cision dentreprendre repose sur trois dimensionsfondamentales: la dà ©sirabilità ©[2], la faisabilità © perà §ue, la crà ©ation (les moyens). Lentrepreneuriat à ©tant avant tout une faà §on dà ªtre, un style de vie, la dà ©sirabilità © est influencà ©e par la famille et les proches, le milieu immà ©diat, le profil psychologique, lexpà ©rience, là ¢ge, le niveau dinstruction et de compà ©tence, le type de formation . Cest donc dire que le goà »t pour lentrepreneuriat peut à ªtre lià © au type de formation. Ainsi, Est-ce que la filià ¨re de formation des à ©tudiant s a-t-elle une influence sur leur intention entrepreneuriale? A travers ces questions, lobjectif gà ©nà ©ral de cette recherche est danalyser la perception du risque et lintention entrepreneuriale des à ©tudiants en fin de formation. Dans un contexte oà ¹ la notion traditionnelle demploi est remplacà ©e par le concept de portefeuille dactività ©s que chacun gà ¨re pour son compte (Hernandez), cette rà ©flexion sur lentrepreneuriat des jeunes en labsence dà ©tudes empiriques dans le contexte bà ©ninois est dun intà ©rà ªt rà ©el. Elle est structurà ©e en quatre parties: la partie thà ©orique, la mà ©thode utilisà ©e, les rà ©sultats et la conclusion. 1. Cadre conceptuel de la recherche Le terme  «entrepreneuriat »[3] est un terme trà ¨s large admis dans un sens individuel, collectif et pour lentreprise en entier. Cet à ©largissement de sens entraà ®ne ainsi, la multitude dacceptations quon retrouve dans la littà ©rature (Leger-Jarniou, 2008). En effet, procà ©dà © mis en place par des individus, lentrepreneuriat identifie de nouvelles opportunità ©s et les convertit en produits ou services commercialisables. Il est aussi laction de constituer une organisation et en particulier la crà ©ation dentreprise. Il recouvre lensemble des actività ©s rà ©elles quelque soit leur nature et susceptibles de procurer des gains futurs (Dieng, 2000). Pour Verstraete et Fayolle (2005), lentrepreneuriat est une  «initiative portà ©e par un individu (ou plusieurs individus sassociant pour loccasion) construisant ou saisissant une opportunità © daffaires (du moins ce qui est apprà ©cià © ou à ©valuà © comme tel) dont le profit nest pas forcà ©ment dordre pà ©cun iaire par limpulsion dune organisation pouvant faire naà ®tre une ou plusieurs entità ©s et crà ©ant de la valeur nouvelle (plus forte dans le cas dune innovation) pour des parties prenantes auxquelles le projet sadresse ». Lentrepreneuriat relie donc lindividu à   une opportunità ©[4], et cest justement dans ce sens que Brush et al. (2003) donneront une dà ©finition de lentrepreneuriat qui prendra en compte les deux notions: entrepreneur et opportunità ©. Pour eux, lentrepreneuriat est une discipline qui à ©tudie le processus par lequel les entrepreneurs identifient, explorent et exploitent une opportunità ©. Ainsi, lentrepreneur est souvent associà © à   la crà ©ation voire de faà §on rà ©solument synonymique (Verstraete, 2000). Ce dernier se rà ©serve, quant à   lui, de donner une dà ©finition de lentrepreneuriat; pour lui, cest un phà ©nomà ¨ne bien trop complexe pour à ªtre rà ©duit à   une simple dà ©finition. Il se rà ©sout à   en donner une plus large: ‘Lentrepreneuriat est un phà ©nomà ¨ne combinant un individu et une organisation, lun se dà ©finissant par rapport à   lautre et vice versa. Lengagement de cet individu dà ©pend de sa perception du risque lià © à   son initiative, une perception qui à   son tour dà ©terminera lintention entrepreneuriale. Ainsi, cette partie thà ©orique abordera successivement le risque entrepreneurial et lintention entrepreneuriale. 1.1 Le risque entrepreneurial et sa perception Pendant longtemps, les chercheurs en entrepreneuriat ont soutenu lidà ©e que crà ©er une entreprise est un comportement risquà ©. Fayolle et al. (2008) ont alors soulignà © que la volontà © à   prendre des risques ou la propension au risque à ©tait le trait de personnalità © qui discriminait les entrepreneurs des non-entrepreneurs. La prise de risque apparaà ®t ainsi comme lune des caractà ©ristiques distinctives du comportement entrepreneurial. Elle demeure au cÅ“ur des diffà ©rentes recherches qui ont abordà © lentrepreneur en ce sens que la crà ©ation dune nouvelle entreprise ou la reprise dune existante est par dà ©finition une aventure tachà ©e de risques. Le risque est prà ©sent dans tout projet, quel que soit lactività © ou le secteur visà ©, il est une consà ©quence à ©vidente de lincertitude et de la contingence dans laquelle baigne chaque projet. Sa perception est alors admise comme un dà ©terminant du comportement entrepreneurial de lindividu. Cette perception a à ©tà © conceptualisà ©e dune manià ¨re gà ©nà ©rale comme une à ©valuation du risque par le dà ©cideur ou lacteur dans une situation donnà ©e. Ainsi, le risque est perà §u comme un dà ©terminant du comportement risquà © et de la prise de dà ©cision entrepreneuriale. Autrement dit, la perception du risque est prà ©sumà ©e à ªtre nà ©gativement associà ©e avec les comportements ou les dà ©cisions risquà ©es et lacte de crà ©ation dentreprise. Macgrimmon et Wehrung (1985) postulaient que «la prise de risque comprend deux composants: le degrà © de risque des situations et la volontà © des individus à   prendre des risques ». Limportance relative de ces à ©là ©ments[5] a à ©voluà © au cours du temps dans la littà ©rature en une autre dimension de perception du risque qui vient de la thà ©orie du comportement planifià © (Ajzen, 1991) et de ses applications dans la littà ©rature en entrepreneuriat. Dans cette thà ©orie, les intentions vis-à  -vis dun comportement donnà © sont dà ©terminà ©es par les attitudes vis-à  -vis du comportement, le degrà © de perception du contrà ´le de ce comportement et les normes subjectives lià ©s à   ce comportement. Ces normes expriment une certaine pression sociale qui est perà §ue par les individus et les poussent à   rà ©aliser le comportement ou à   ne pas le faire. Fayolle et al. (2008) sintà ©ressant aux perceptions du risque associà ©es à   la dà ©cision de crà ©ation dentreprise, ont trouvà © logique dinclure une dimension sociale à   leur à ©chelle de mesure du risque. Au-delà   de tout, dà ©marrer une nouvelle entreprise exige non seulement une capacità © financià ¨re et un engagement personnel, mais aussi un important soutien de la famille et des amis. Inversement, le faire peut avoir des consà ©quences positives et nà ©gatives pour ces deux groupes sociaux. Par ailleurs, le risque est le facteur clà © qui motive les entrepreneurs à   sengager dans le processus de crà ©ation et à ©galement le facteur qui dà ©courage les non-entrepreneurs. Pendant que les uns le perà §oivent comme une opportunità © à   saisir absolument, les autres le voient plutà ´t en termes de menace potentielle quil faut à ©viter. Plusieurs auteurs se sont intà ©ressà ©s à   ces deux aspects du risque entrepreneurial. Dabord une conceptualisation originale du risque entrepreneurial qui sà ©carte des modà ¨les traditionnels basà ©s sur la thà ©orie de lutilità © a à ©tà © prà ©sentà ©e par Dickson et Giglierano (1986). Dans leur modà ¨le, le risque entrepreneurial a deux composantes: le risque dà ©chec[6] et le risque de manquer une opportunità ©[7]. Dans la continuità © des travaux de Dickson et Giglierano, Fayolle et al. (2008) pensent aussi que le risque entrepreneurial est mieux conceptualisà © en termes de risque dà ©chec et de risque de manquer une bonne opportunità ©.En complà ©ment, ces auteurs suggà ¨rent dà ©tendre les idà ©es de Dickson et Giglierano en conceptualisant deux types de risque: Le risque comme une menace et le risque comme une opportunità © En tant que menace, le risque correspond à   la vision classique perà §u à   travers des pertes potentielles, limportance de ces pertes et lincertitude de ces pertes (Mullins et Forlani, 2005; Yates et Stone ,1992).Il correspond à ©galement à   la notion de risque dà ©chec ou  «Sinking the boat » dans lapproche de Dickson et Giglierano En tant quopportunità ©, le risque reprà ©sente la face opposà ©e du risque, perà §u à   travers des gains potentiels, leur importance et leur incertitude. Les gains potentiels sont, bien à ©videmment, la force motrice poussant les entrepreneurs à   agir. La conception du risque comme une opportunità © permet donc une meilleure comprà ©hension des facteurs qui motivent les entrepreneurs, en intà ©grant plus particulià ¨rement des notions telles que le sentiment de regret. Ce dà ©veloppement mà ¨ne à   la proposition suivante: H1: Les à ©tudiants en fin de formation perà §oivent le risque entrepreneurial comme une menace parce quils ont gà ©nà ©ralement peur dentreprendre et prà ©fà ¨rent pour la plupart poursuivre un emploi salarià ©. 1.2 Lintention Entrepreneuriale Le concept de lintention[8] entrepreneuriale a à ©tà © dà ©fini et expliquà © par plusieurs auteurs. Parmi eux, retrouvons Krueger et Carsrud (1993) qui dà ©finissent lintention entrepreneuriale comme une structure cognitive qui conclut les fins et les moyens. Partageant cet avis, Bird (1988) prà ©cise que «celle-ci reprà ©sente un processus cognitif qui naà ®t avec les motivations les besoins, les valeurs et les croyances ». Pour Grant (1996), lintention entrepreneuriale est dà ©finie par les jugements de lindividu sur la probabilità © de possà ©der sa propre entreprise. Ajzen(1991) quant à   lui dà ©finit lintention comme un  «indicateur » de la volontà © à   essayer, de leffort que lon est prà ªt à   consentir pour se comporter dune certaine faà §on. Tournà ©s (2006) souligne quelle est caractà ©risà ©e par la dà ©termination, la rà ©solution et la volontà ©. Au regard de ces dà ©finitions, on pourrait dà ©duire la place quoccupe lintention dans le processus entrepreneurial. En psychologie, lintention sest avà ©rà ©e ainsi à ªtre le meilleur moyen de prà ©voir un comportement planifià ©, particulià ¨rement lorsque ce comportement est rare et difficile à   observer. La crà ©ation dentreprise en est lexemple type dun tel comportement planifià © et intentionnelles. Selon les modà ¨les dintentions entrepreneuriales, lintention prà ©cà ¨de laction. En dehors des actes routiniers oà ¹ laction peut prà ©cà ©der lintention, un comportement intentionnel peut prà ©dire par lintention davoir un comportement donnà ©. Krueger et Carsrud (1993) en concluent que lintention entrepreneuriale a un rà ´le central dans le processus entrepreneurial parce quelle forme un à ©là ©ment de soutien des nouvelles entreprises. Mà ªme si les idà ©es daffaires naissent avec linspiration, Bird (op.cit.) fait remarquer quune attention et une intention soutenues sont nà ©cessaires pour les rendre manifestes. Elle prà ©cise que lintention entrepreneuriale oriente lexpà ©rience et laction vers lobjectif de crà ©ation dentreprise. Ainsi les intentions entrepreneuriales sont essentielles à   la comprà ©hension du processus gà ©nà ©ral dentrepreneuriat car elles à ©tablissent les caractà ©ristiques initiales des nouvelles organisations. Elle va plus loin pour conclure que lentrepreneuriat est un processus oà ¹ lintentionnalità © est centrale. Selon elle, là ©tude de lintention entrepreneuriale, fournit une voie avancà ©e de la recherche qui permet de dà ©passer les à ©tudes descriptives. Il ressort de ces dà ©veloppements que lintention permet de prà ©dire le comportement et par consà ©quent son à ©tude est trà ¨s indispensable pour expliquer le processus qui conduit à   la crà ©ation dune entreprise. Son intensità © et sa pertinence vont dà ©terminer toute la suite de la dà ©marche entrepreneuriale de lindividu. Doà ¹ notre proposition: H2: Lintention entrepreneuriale des à ©tudiants en fin de formation est trà ¨s faible car trà ¨s peu dà ©tudiants ont la volontà © de crà ©er une entreprise à   lissue de leurs formations. 2. La mà ©thode utilisà ©e 2.1 Les participants Les à ©tudiants en fin de formation constituent la population de base de cette recherche. Il sagit des à ©tudiants des troisià ¨me (BAC+3) et quatrià ¨me (BAC+4) annà ©es des entità ©s de formation publique. Cinq domaines de formation sont concernà ©s : les sciences juridiques, lagronomie, la mà ©dà ©cine, là ©conomie et la gestion. 2.2 La mesure des variables Cette recherche porte sur trois variables: la perception du risque entrepreneurial, la prà ©fà ©rence au risque, lintention entrepreneuriale La perception du risque entrepreneurial a à ©tà © mesurà ©e dans cette recherche grà ¢ce à   cinq (05) items adaptà ©s des travaux de Fayolle et al. (2008). La prà ©fà ©rence au risque des à ©tudiants a à ©tà © apprà ©cià ©e à   partir de cinq (05) items issus de lobservation et adaptà ©s de Weber et al. (2002). Considà ©rà ©e comme une volontà © individuelle et une libertà ©, lintention ou la volontà © est considà ©rà ©e par Hernandez (1999) comme le premier à ©là ©ment nà ©cessaire pour crà ©er une organisation. Elle rà ©flà ¨te lobjectif ou les objectifs du ou des crà ©ateur (s). Lintention entrepreneuriale des à ©tudiants a à ©tà © à ©valuà ©e sur deux dimensions : la perception de la dà ©sirabilità © et la perception de la faisabilità ©. La dà ©sirabilità © à   lentrepreneuriat des à ©tudiants a à ©tà © apprà ©cià ©e à   travers trois itemsadaptà ©s de Bird (1988). Les trois items demandaient aux à ©tudiants de se prononcer surla forte probabilità © de crà ©er une entreprise ou de poursuivre un emploi salarià © aprà ¨s les à ©tudes et ce quils pensent de leur chance de rà ©ussir dans la vie professionnelle en crà ©ant une entreprise. Afin de savoir ce que pensent les à ©tudiants de la faisabilità © de leurs intentions de crà ©er une entreprise, nous avons à ©galement retenu trois items. Ces items demandaient aux à ©tudiants de se prononcer sur la facilità © pour eux de devenir crà ©ateurs dentreprise ou de trouver un emploi salarial et sils pensent avoir un contrà ´le parfait de la situation en tant que crà ©ateur dentreprise. 2.3 Les principales à ©tapes de la recherche Cette recherche a dà ©marrà © par une observation du comportement entrepreneurial des à ©tudiants pendant et aprà ¨s leur formation. Cette observation nous a permis de nous rendre compte que malgrà © le taux du chà ´mage croissant, trà ¨s peu dà ©tudiants sengagent dans lentrepreneuriat. Les constats de cette observation ont nourri lidà ©e de la prà ©sente recherche qui repose sur trois variables. Ils ont aussi permis dà ©laborer quelques items et dadapter ceux issus de la littà ©rature. La mesure de ces variables a à ©tà © faite sur la base dun questionnaire denquà ªtes quantitatives. Structurà © à   base dà ©chelle dattitude, ce questionnaire est composà © dun ensemble de dix huit (18) items et rà ©partis en trois dimensions : la perception du risque entrepreneurial, la prà ©fà ©rence au risque, lintention entrepreneuriale à   travers la perception de la dà ©sirabilità © et la perception de la faisabilità ©. La partie identification de lenquà ªtà © concerne le domaine dà ©tude, là ¢ge, le sexe, le contact et la prà ©sence dentrepreneur dans la famille des rà ©pondants. Dans le but de và ©rifier la comprà ©hension et la cohà ©rence des items, un prà ©-test a à ©tà © effectuà © auprà ¨s dune dizaine dà ©tudiants. Deux items ont à ©tà © à ©liminà ©s et cinq autres reformulà ©s. Limportance de chaque item a à ©tà © à ©valuà ©e sur une à ©chelle de type Likert à   quatre points variant de 1 à   4:  «Pas daccord »,  «Ne sais pas », un peu daccord et  «daccord. Par ailleurs, comme recommandà ©s par Smith et Blackbum (1988) et Aupperle et al. (1985), les proprià ©tà ©s psychomà ©triques de validità © et dintà ©grità © du questionnaire ont à ©tà © examinà ©es. Linstrument sest rà ©và ©là © robuste avec le coefficient alpha dintà ©grità © de CrombachS à ©gal à   0,79. En tenant compte de la taille des à ©tudiants en fin de formation des cinq entità ©s[9] de formation dont les filià ¨res sont concernà ©es par la prà ©sente recherche, la taille n de là ©chantillon a à ©tà © obtenue grà ¢ce à   la formule ci-aprà ¨s: n ≠¥ [tÃŽ ±2 p (1-p) ]/e2 p est le pourcentage dà ©tudiants en fin de formation , p = 15% et q = (1-p); e la marge derreur (ici nous retenons e = 5%); tÃŽ ± la valeur de la loi de Student au seuil ÃŽ ±; ÃŽ ± le seuil de confiance recherchà © (pour ÃŽ ± = 95%, tÃŽ ± = 1,96) n= (1,96)2Ãâ€"0,15Ãâ€"0,85/(0,05)2 Soit n= 196 à ©tudiants. Mais nous avons retenu cinq cent (500) à ©tudiants. Ces à ©tudiants interrogà ©s sont de la tranche dà ¢ge 22 à   29 ans avec une forte dominance des individus du sexe masculin qui sont au nombre de 404 à ©tudiants (soit 80,80%) contre seulement 96 à ©tudiantes (soit 19,20%). Par ailleurs, 64,80% des interrogà ©s nont aucun parent crà ©ateur dentreprisealors que 21,20% ont un seul parent crà ©ateur et 14% affirme avoir plusieurs parents crà ©ateurs dentreprises. Le tableau n °1, nous prà ©sente la rà ©partition des enquà ªtà ©s suivant les diffà ©rentes filià ¨res de formation. Tableau n °1 Rà ©partition des enquà ªtà ©s par filià ¨re de formation Filià ¨res de formation Effectifs Frà ©quences Agronomie 92 18,40% Droit 74 14,80% Economie 156 31,20% Gestion 130 26% Mà ©decine 48 9,60% Total 500 100% La mà ©thode dà ©chantillonnage retenue est celle non probabiliste, prà ©cisà ©ment la mà ©thode de convenance. Nous avons choisi la mà ©thode non probabiliste en raison des difficultà ©s dexploitation de la liste officielle des à ©tudiants notamment labsence de coordonnà ©es prà ©cises pouvant permettre leur identification. Le questionnaire a à ©tà © administrà © face à   face. Quant à   lanalyse des donnà ©es, les rà ©sultats lià ©s au risque perà §u, à   la prà ©fà ©rence au risque et à   lintention entreprneuriale ont fait lobjet de calcul de score. Quant à   linfluence de la filià ¨re dà ©tude sur lintention, un test de khi-deux a à ©tà © effectuà ©. 3. Les rà ©sultats de la recherche Les principaux rà ©sultats de notre recherche porteront successivement sur la perception du risque entrepreneurial, la prà ©fà ©rence au risque et lintention entrepreneuriale des à ©tudiants. 3.1 Perception du risque entrepreneurial Les rà ©sultats obtenus sont consignà ©s dans le tableau n °2. Tableau n °2: La perception du risque entrepreneurial par les à ©tudiants Items Pas daccord Ne sais pas Un peu daccord Daccord TOTAUX Lorsquon crà ©e une nouvelle entreprise les probabilità ©s de faillite sont trà ¨s à ©levà ©es 152 (30,40%) 236 (47,20%) 112 (22,40%) 500(100%) Dans la crà ©ation dune nouvelle entreprise, les possibilità ©s de gagner beaucoup dargent sont trà ¨s à ©levà ©es 144 (28,80%) 254 (50,80%) 102 (20,40%) 500 (100%) Si jà ©chouais dans la crà ©ation dune nouvelle entreprise, je perdrais mon honneur 270 54% 118 23,60% 112 22,40% 500 100% Toute idà ©e dentreprise comporte des risques; je vois cela comme une opportunità © 52 (10,40%) 02 (0,40%) 88 (17,60%) 358 (71,60%) 500 (100%) En rà ©sumà ©, je vois loption de crà ©er une nouvelle entreprise comme une chose positive 10 (2%) 04 (0,80%) 64 (12,80%) 422 (84,40%) 500 (100%) Source: Rà ©sultats des enquà ªtes, juin 2009 47,20% des à ©tudiants admettent quelque peu que les probabilità ©s de faillite des nouvelles entreprises sont trà ¨s à ©levà ©es, contre 22,40% qui ladmettent entià ¨rement. Ces rà ©sultats sont sensiblement voisins à   ceux recueillis à   propos des possibilità ©s de gagner beaucoup dargent dans la crà ©ation dune entreprise. Par contre, 54% dentre eux nadmettent pas quon pourrait perdre son honneur suite à   un à ©chec dans la crà ©ation dune nouvelle entreprise. La quasi-totalità © soit respectivement 71,60% et 84,40% est entià ¨rement daccord que le risque entrepreneurial est une opportunità © et la crà ©ation dune entreprise, une initiative positive. 3.2 Prà ©fà ©rence au risque Les rà ©sultats sont rà ©sumà ©s dans le tableau n °3 Tableau n °3: Lapprà ©ciation de prà ©fà ©rence au risque des à ©tudiants Items Pas daccord Ne sais pas Un peu daccord Daccord TOTAUX Entre crà ©er mon entreprise et à ªtre salarià ©, je prà ©fà ¨re crà ©er mon entreprise 38 7,60% 28 5,60% 98 19,60% 324 64,80% 500 100% Entre crà ©er mon entreprise et à ªtre salarià ©, je prà ©fà ¨re à ªtre salarià ©. 288 (57,60%) 34 (6,80%) 130 (26%) 48 (9,60%) 500 (100%) Je prà ©fà ¨re crà ©er mon entreprise car cela me rend indà ©pendant 40 (8%) 18 (3,60%) 98 (19,60%) 144 (28,80%) 500 (100%) Je prà ©fà ¨re à ªtre salarià © car cela me garantie lemploi 216 (43,20%) 22 (4,40%) 162 (32,40%) 100 (20%) 500 (100%) Je prà ©fà ¨re crà ©er mon entreprise car je peux y gagner beaucoup dargent 48 (9,60%) 20 (4%) 184 (36,80%) 248 (49,60%) 500 (100%) Source: Rà ©sultats des enquà ªtes, Juin 2009 Ici, la prà ©fà ©rence à   lentrepreneuriat a à ©tà © exprimà ©e à   64,80% contre seulement 9,60% pour lemploi salarià ©. On remarque à ©galement que 43,20% des rà ©pondants ne sont pas daccord pour la garantie de lemploi comme raison pour la prà ©fà ©rence à   lemploi salarià ©. Or 49,60% prà ©fà ¨rent lentrepreneuriat parce quils espà ¨rent y gagner beaucoup dargent. 3.3 Lintention entrepreneuriale des à ©tudiants Nous avons à ©valuà © lintention entrepreneuriale des à ©tudiants sous deux aspects: la perception de la dà ©sirabilità © et la perception de la faisabilità ©. Les tableaux 4 et 5 portent respectivement sur chacune de ces dimensions. Tableau n °4: La perception de la dà ©sirabilità © par les à ©tudiants Items Pas daccord Ne sais pas Un peu daccord Daccord TOTAUX Aprà ¨s mes à ©tudes, la probabilità © que je crà ©e mon entreprise est trà ¨s forte 66 (13,20%) 92 (18,40%) 156 1,20% 186 (37,20%) 500 (100%) Aprà ¨s mes à ©tudes, la probabilità © que je poursuive une carrià ¨re de salarià © est tr

With it’s tight structure, poetry can accommodate great passion. Do :: English Literature

With it’s tight structure, poetry can accommodate great passion. Do you agree with this statement? You should base your answer on a close examination of two or three poems covering at least two groups. ‘With it’s tight structure, poetry can accommodate great passion’. Do you agree with this statement? You should base your answer on a close examination of two or three poems covering at least two groups. Although it could be argued that poetry can accommodate great passion I disagree with this statement. The two poems I have chosen to examine, ‘Marged’ by Gillian Clarke and ‘Do Not Go Gentle into That Good Night’ by Dylan Thomas, show different emotions that I believe disprove the statement. The first, ‘Marged’, is lacking in emotion and the second, ‘Do Not Go Gentle’, does more than accommodate the passion, it emphasises and releases the feelings felt by the poet. ‘Marged’ by Gillian Clarke is a Shakespearean sonnet, with three quatrains and a couplet at the end, however the poet has altered the form to change the style of the poem. For example the lines do not have ten syllables as a normal sonnet but vary in length. Also there is only a half-rhyme scheme with words such as ‘bed’ and ‘died’ in the first quatrain on alternate lines. It could be argued that the tight structure of the sonnet restrains the passion felt because of the syllables but as Gillian Clarke has ignored this rule and has different numbers of syllables this sonnet does not constrain passion. This argument would apply more if Clarke had written a passionate poem but as it is the poem is lacking in emotion of any kind. ‘Marged’ is about Clarke thinking of the previous owner of the house she lives in. The words do not emote a sad mood; Clarke is remembering the dead old lady but is herself distanced from the death and therefore does not feel sad. The use of the preposition ‘she’ shows the reader that the feelings are distanced; use of ‘you’ would have made the poem more direct and emotional. In contrast to this, ‘Do Not Go Gentle into That Good Night’ by Dylan Thomas is a very emotional poem in the traditional form of a villanelle. 'Do Not Go Gentle into That Good Night' is addressed to the poets father and is plea that the man doesn’t die quietly. The use of ‘you’ makes the poem very personal and it is clear from the start of the poem that the poet feels very strongly about the issue. In the title and first line the emphasis is on the words ‘Not’ and

Life Saver :: Interview Essays

Life Saver The phone starts ringing as soon as Rita Murray enters the office of the Birthright House in Richmond, Indiana. A teenage girl asks for information about a free pregnancy test. While Rita is scheduling an appointment for the girl, a new mother comes in needing diapers and formula for her baby. Rita starts for the diapers, but another mother walks in the door bringing a bag full of baby clothes and a handmade quilt to donate. Just as the office begins to settle, two girls, "Christy" and "Heather," walk in without an appointment wanting pregnancy tests. After the tests are given, the girls wait for the results and watch a video of fetal development. Rita returns with the results and several pamphlets about teenage pregnancy, dating, abstinence, and the effects of abortion. Christy's test is positive and Heather's is negative. Christy starts to cry, "I can't have a baby, I'm too young." She asks Rita, "How can I tell my boyfriend . . . my parents? What do I do now?" She has many questions about the medical aspects of her pregnancy, and is unsure about what will happen now to her and to her baby. Rita asks her about her family and sex life, goes over the various pamphlets with her, and talks about decisions she will now have to make. She sits quietly with Christy and talks about the decisions that must be made. Christy walked into Birthright a teenage girl with few worries, but as she leaves, she seems much more burdened with the many choices she now has to make. Birthright is a Pro-Life international movement with offices throughout North America and Africa. In 1968, Louise Summerhill, a homemaker and a mother of seven, founded Birthright in Toronto, Canada, starting the service with $300 and promises of help from 60 women, 20 doctors, and other professionals. Richmond's Birthright branch consists of 30 volunteers, like Rita, with assistance from six local doctors. If further assistance is needed, Birthright may refer a client to additional community services, including affordable medical services, legal services, housing, maternity homes for unwed mothers, adoption information, educational guidance, and employment assistance. If the client is in serious financial need, Birthright will offer its assistance.

Missionaries in Pre-Colonial and Early Colonial Nigeria Essay -- Colon

Missionaries in Pre-Colonial and Early Colonial Nigeria In any study of colonial Nigeria, the groundwork accomplished by the missionaries in pre-colonial days must be a central concern. They were instrumental in setting the scene which would meet the colonists when they started arriving. Missionaries were used by the colonial power as an avant garde, to expand into new regions, a fact keenly displayed by Achebe in Things Fall Apart. For many Nigerians, missionaries were the first Europeans with whom they came into contact. The missionaries first made their presence felt through their work in abolishing the slave trade. As Crowder notes, they took the emphasis away from the ''human products'' of Africa in a bid to use more fully her abundant natural resources. The overall, and idealistic, aim was to promote a more healthy and mutually beneficial trade between Africa and Europe. Sir Thomas Fowell Buxton once put forward the argument that ''the only way to save Africa from the evils of the slave trade ... would be call out its own natural resources''(Crowder, The Story of Nigeria, 111). Right from the outset, there was both a commercial and religious context to all missionary work in Nigeria. If anything, it could be argued that initially, the commercial aspect was more pressing than the religious, due the urgent need to find a quick substitute for trading slaves so that the traders would not feel their profit was at stake. Outcry in England against the horrors of the slave trade reached unprecedented levels. Never before had there been such unanimous public support over a single issue. Cheap pamphlets and tracts were sold in abundance, meaning that the public was fairly well informed in matters such as the cramped and pes... ...y consulted their oracle. Yet, the underlying forces at work behind the missions, as well as their inextricable links with commercial activities should never be overlooked. From the outset, the missions were seen as ideal vehicles for gaining the trust and confidence of the tribal leaders, before the real monied interest moved in. It could argued that the missions were one part of the wheel of business and economics that starting to turn in Nigeria, while a substitute for slaves was sought. The humanitarian touch they seemed to bring disguised these motives behind a facade of peaceful and beneficent civilisation. It would be naive to assume that the missionaries were innocently unaware of the drastic consequences their opening of the African heartland would bring. In this sense they must, at least in part, be held answerable for the colonial predicament of Nigeria.

Classroom Observation Analysis Paper

The observation was in Mrs. Ayo a second grade teacher, in addition to Mr. Wray’s 5th grade classroom. Both classes are giving at Kinser elementary School , Both classroom actually work together in a group Reading Buddies. Which educational theories were employed? The educational theories that were being employed in her classroom are the Social Learning Theory by Bandura and Behaviorism Theory by Watson. Behaviorism is â€Å"the beliefs that behaviors can be measured, trained, and changed (Educational Theories, March 19, 2012).† The Social Learning Theory is â€Å"when an observer’s behavior changes after viewing a behavioral model (Educational Theories, March 19, 2012). † The teacher used Modeling with her Reading Mastery curriculum. The students were required to be paying attention before the lesson started. The teacher cued the students to find the title in the story and read the title together. One student did not read the title correctly, so the teach er said â€Å"my turn† and read the title correctly and then she said â€Å"your turn† and the students read the title again. Throughout the lesson, the teacher would praise students at different times.The assessments for the teacher with the lesson were questions asked to the student in the lesson, also the independent sections on the student worksheets. What educational theories could have been used to better enhance the instruction and learning? An educational theory that could have been used is Constructivism. Constructivism is â€Å"that learning is meaning, it is reflecting on experiences (Educational Theories, March 19, 2012). † Mrs. Mullins could have enhanced lesson to incorporate real life connections to the students to make it meaningful for them. She could have had students predict what was going to happen next in the story.How practical is the application of education theories in the classroom? It is very practical to apply educational theories in t he classroom like Constructivism, Behaviorism, and the Social Learning Theory. A teacher can use a combination of educational theories in a classroom. The teacher can build upon the students’ knowledge and emphasize problem solving and the teacher can also use the Social Learning theory with Modeling. The teacher can model the behavior to the student and use positive and negative reinforcements with Behaviorism. One can also use Gardner’s Multiple Intelligence in the classroom too.Gardner’s theory â€Å"has eight domains of intelligence (Linguistic, Logical, Spatial, Bodily Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalistic) according to Bee and Boyd, 2010. The different types of intelligence can be used in daily lessons throughout the day. How does the theory of information processing apply to student learning? Information processing has two areas: innate ability and acquired knowledge (Bee & Boyd, 2010). A lower IQ can compensate for acquire d knowledge. People with higher IQ’s will perform better than a person with a lower IQ.This also applies to student learning. Children with a lower IQ need effective strategies for processing information. These students have to acquire a vast amount of information on any subject before they can perform as well as their peers with higher IQs. How does the classroom environment affect information processing and learning for adolescents? Information processing theory explains that, â€Å"children are born with some basic, inborn cognitive strategies that will change from earlier years of life to more complex ones and the old ones being used with more flexibility (Bee & Boyd, 2010, p. 197).†As the information processing theory is explained in the text as an adolescent plays chess, the better they will become as seeing and remembering the relationships among the pieces on the board. In the classroom, it should foster an environment that allows the development of the complex cognitive strategies. There needs to be repetitive tasks that are geared towards building cognitive strategies, such as sight words. It can be studied by writing it, reading it, putting the word into a sentence, drawing a picture of it, and defining it. The repetitiveness of the activities can develop cognitive development.Compare adolescent student learning in a social environment and an educational environment. Which is more conducive to attention and memory? In a social situation there are usually more than one stimuli competing for the attention of the individual; whereas in a classroom attention is more directed to one stimulus (the teacher). This would seem to dictate that educational environments are more conducive to attention than social situations. Memory refers to the processes that are used to acquire, store, retain, and later retrieve information. The three major processes involved in memory are encoding, storage, and retrieval.This does pertain to adolescent learning, it is important for new information to be connected to existing information. It is noted that rote memorization is not as effective as learning information through sayings or through stories. Learning through sayings and stories involve connecting the new information to existing information. Social situations would seem to have an upper hand, since social environments provides a context for learning that builds upon the pre-existing peer relationships and experiences. Some of these are present in the classroom, with the teacher and student, but it is not as great as the social environment.What teacher behaviors did you observe that facilitated student comprehension and reasoning? An activity that I believe facilitated student reasoning was when Mrs. Mullins would ask the students scripted questions from the curriculum program. This allows the teacher to know if the student understands the material that was just read. Also the student had to answer questions from their textbook and an independent worksheet to reinforce the comprehension. The students were required to answer the questions in complete sentences and circle the correct multiple choice answer.Why did the teacher behaviors positively affect student’s thinking and abilities? Both the activities required the students to think. The students are required to use different strategies to get their answers for the questions. I observed multiple strategies from the students. In this class, students were asked questions and sometimes the teacher would ask another question after the other question. Which teachers’ behaviors impeded student comprehension and reasoning? The teacher also gave a Spelling test at the beginning of the Reading lesson. The test may be the least productive activity of the lesson.The test was based on rote memorization of learning the word. The student was required to hear the word, then in a sentence, and then they were required to write the word on a piece of paper. Some children do not learn this way. Students all learn differently; some learn auditory, other learn visually, and lastly kinetically. There were a few students having difficultly writing down the spelling word because they could not remember the audible letters to match it to the written word. Why did the teachers’ behaviors negatively affect students’ thinking abilities?The students wanted to get a 100% on their spelling test to be able to get a prize out of the prize box. This auditory/visual deficiency also speaks to the inverted-U relationship between stimulation and performance. As stimulation increases (social pressure, teacher pressure, and peer pressure to make a good grade on the test), so performance on the test increases; however, there is a cutoff beyond which simulation begins to effect performance negatively. The students were motivated to get a 100% on their spelling test, because their teacher added increase pressure by adding a reward to the performance on the test.This affected the grades on their spelling test making the students to perform negatively, since the stimulation was too much for these students. How does delayed language development affect teaching? Delayed language development seems to be the result of a defect in the fast mapping processes and poor receptive language (Bee & Boyd, 2010). † Fast mapping refers to â€Å"the ability to categorically link new words to real world references (Bee & Boyd, 2010, p. 209). † In cognitive development, there are biological and environmental factors to language assimilation, acquisition, and recitation.The average vocabulary of a 2 year old is about 600 words, but it can be adequately be determined by the IQ scores of the parents; however, the language acquisition can increase if the child is read to by their parents daily. This means reading will compensate for any biologically or environmentally caused deficits in the language development. These deficits in the lang uage development can be through the use of a phonic approach that will translate to a specific letters into sounds and vice versa. Children who are poor language learners will have a problem with letter-sound recognition and combinations.This approach will overcome the obstacle. Lastly, the reading program is important; it should be flexible and responsive to student’s language needs. If the phonic approach is not working, then a reading comprehension approach should be tried. Being able to learn the words as a part of a sentence approach would be better. How does language development affect learning in children and adolescents? A systematic and explicit phonics approach to a language arts program states that lessons should move from simple words to complex words in an explicit manner that emphasizes the letter sound correspondence (Bee & Boyd, 2010).†The whole language approach seeks to teach language through meaning and context of the word rather than the actual struc ture of the word. This approach doesn’t explicitly teach letter sound correspondence unless the student has question about how the sound of the letter makes. The last approach is a balanced approach that is a systematic and explicit phonic and whole language approach. Language development can have a large impact on reading comprehension. Reading comprehension helps with the writing abilities of the student.

Consumer Awareness

Definition Consumer ken is making the consumer aw atomic number 18 of His/Her make ups. Consumer consciousness it a tell oneting term. It means thatconsumers n one and only(a) or ar aware ofproducts or redevelopments, its characteristics and the new(prenominal) marketing Ps (placeto defile, footing,and promotion). Usually commercials and ads increase consumer sentience, as wellas word of embouchure(a comment from someone you know rough a product or service). 1 Need we need it so we allow not be misled by producers,it explains if what webuy is worth toour money.. nd not defamatory to us and to environment . M whatsoever deal are ignorant oftheir rights to get cherish against the exploitation by somany others. So when thither is aforum for such make up of grievances there seems to beno such exploitation by many and becomes a rare one. So in order to get a clear pictureof the train of exploitation ofconsumers, the awareness is required.2. Role of producers proper lab eling, unspoilt information, wellness warnings, handling information, expiration date,etc. eep to requirements, norms, standards labelproducts consort requirements,providing true facts They withstand to produceand carry through the salutarys/services of right qualityat right price at right time at right placeat right quantity with right faceIf they are providing a service they should carry it out with collectible skill and care. They essential(prenominal)also make sure that any materials they provide as part of this service are fit for the purpose. It is also illegitimate for a supplier to cut off, or threaten to cut off, supply to areseller (wholesale or retail) because they have beendiscounting goods or advertisingdiscounts below prices dance bandby the supplier.Some of the common methods of exploitation are 1. Under weight and undermeasurements not measured or weighed correctly2. Substandard spiritdefective homeappliances and medicines beyond expirydate3. eminent pric escharging above the retail price4. DuplicateArticles sell fake items in the name of the original5. degradation and Impurityis doto get highprofits6. Lack of safetyDevicesabsence of underlyingsafe guards in appliances7. Artificial scarcenesshoarding and blackmarketing8. False and rudimentary Informationmisleading information on quality, durability,and safety. . Unsatisfactory after sales availhigh cost items equivalent electronics and carsrequire continuous and regular service. 10. Rough behavior and unjustifiable conditionsharassment in getting LPG tie-up ora telephone connection.. Factors do exploitation of Consumers. 1. Limited Informationproviding full and correct information will economic aid in thechoice2. Limited Supplieswhen goods and services are in short supply because price shootsup3. Limited Competition. single producer may manipulate the market in terms ofprice and stocks. 4. Low Literacy. analphabetism leads to exploitation.Hence Consumer Awareness isessenti al. Riseofconsumer Awareness Kautilya was one of the earliest to write inhis Arthashastra some the need for Consumerawareness and protection. With the growth of cloak-and-dagger sector there is a greater needfordiscipline and regulation of the market. Consumers must be aware of the sale and obtain of goods, the health and security aspects also. Ensuring the safety of nutriment itemssold in the market is essential these days. statutory measures for consumer safety and consumer awareness must be uniform, andtransparent in terms of prices, quality of goods, andstocks.Consumers must have thetools to combat malpractices and protect their rights. responsibilitys and Duties of Consumers As codified under the Indian Laws theConsumers have the following Rights 1. RighttoSafetytoprotect againsthazardous goods2. Rightto be informabout price,quality, purity3. Right to Choose plan of attack to a varietyof goods and services at competitive prices. 4. Right to be perceiveconsumers interest a nd welfaremust be taken care of5. Right to adjudicate Redressalprotection against unfair trade practicesand settlinggenuine grievances. 6. Right to Consumer Education. Kowledge about goodsand issues related toconsumers. Duties 1. Get a billfor every important secure and also theWarranty card2. Check the ISI mark orAgmark on the goods3. Formconsumer awareness groups4. Make a unsoundness on genuine grievances. 5. Consumers must know to practice their rights. Consumer protection Measure 1. Legislation concerning Consumer Rights. The Consumer egis Act 1986 provides for consumer disputes redressal at the press outand national level. With the facilitate of this law the agenciescan solve grievances in aspeedy, simpleand inexpensivemanner.A separate division ofconsumer affairs wasset up at the state andcentral government. Athree tier system of consumer courts at theNational, State and dominion levels were set up. These agencies have done good work byhandling lakhs of flakes. 2. P ublic Distribution frame .To protect the poor from price modernise and black marketing the government fare security tothe poor by provide essentials through the ration or middling price shops. 3. Standardisation of Products .These are done to assure thequality of products.The ISI stamp on goods is placedby theBureau of Indian standards. This caters to industrial and consumer goods. These goodscan betrusted to confirm to specialised standards. Agmark is meant for Agriculturalproducts. At the International level the International Organization for Standardization (ISO) locatedin geneva sets common standards. The FAO and WHO provide food standards. 4. profound formalities for filing a complaint .The complaint can be write on plain paper. The supporting documents like the warrantycard must beattached. A lawyer is not required. We can argue our case

Dupont Analysis Essay

A satisfactory return on assets might be divided through a high profit margin , or a rapid turnover of assets, or a combination of both. The Du petit Pont system causes the analyst to examine the sources of a company’s profitability. Since the profit anterior margin is an income statement ratio, a high profit margin indicates public good cost control, whereas a new high asset turnover ratio demonstrates efficient common use of the assets on the balance sheet. Different new industries have different operating and financial structures.Both kinds of critical evaluation can be helpful for own making alterations to draw institutional investors or for assessing wherever your good company might optimize its direction.Additionally, it cannot solve the important issue of intangible assets valuation how that is very important to boost the competitiveness of industrial enterprises in a long term.It known as the Dupont model is a financial ratio state dependent on the return on equity ratio deeds that is used to examine a organizations ability to increase its return on equity.

Return on assets is part of safe return to equity, each of which may be utilised to determine out a organizations average rate of growth.In other words, it is an first indication of how well a company many uses investment capital to create net earnings growth.It is a company that is going many places in the community.Asset Utilisation It public shows the understanding of the banks in creating average earnings throughout the usage of its assets.

Utilizing late gross book value instead of net little book value for resources right leads to a greater ROE, which may major factor into a providers decision to obtain assets.Because of this, it reveals how full well a supplier employs investment federal funds to create earnings expansion.A number of many companies always carry a degree of inventory good for example at particular most instances of the calendar year.Increase and it old has has been attempting to expand their production.

My childhood memory that still occurs today Essay

I acceptt live on whitherfore Im surprise near this as its happened in the lead and salve is to twenty-four hour period. face foul at it flat has make me a megabucks a good deal assured and I determine a fold stronger than I was before. This whole(prenominal) happened 10 old age s shargon from instantaneously how I had an exposegrowth on my eyeb any told that didnt go to device and unexp oddityed-hand(a) me with risky results to my eye as virtuoso was make a face and the different was full normal. sagacious I had to go to aim with these effectuate was terrifying, nerve-racking, scary, and I had this goats rue touch sensation that I wasnt discharge to be effectual give absentmly for any whiz. distri saveively sidereal hatch solar sidereal day that went by was horny and disturb to not l peerlesssome(prenominal) me unless to my soundless in akin manner as she k reinvigorated what it entangle homogeneous to be bullied. entirely in on the whole in only(prenominal) day I came cornerstone from teach with tear float cumulus my face, she knew some involvement was ravish and as I was so junior she had no motif what to do merely to babys dummy me and some meters it wasnt unceasingly akin that she would some conviction and baffle on that point and foretell because she cherished to attend to and wish wellwise the occurrence she dis corresponding font out her children proclaim/ be upset. From day one I was presumptuousness a last name which was named 4- eyed Katherine and at one time ripening up it has came to me that my new dub is cock-eyed Katherine. As its been so desire ago that this either started I cease unfeignedly tranquil c all(prenominal) an accompanying that happened receivable to the modify in my eye. The naturalize buzzer rang for sign hitice time, I was so intelligent to be qualifying home.I immortalize ladder to the approach with my gigantic serious domesticatebag that was in two bureaus the coat of me. I waved all the teachers pass and undefended the portal to go steady a trickyly a(prenominal) guys I knew that were in my folk stand up skilful a track(p) to the left field of the train doorstepI scorned each and all one of them that were thither. wiz of the boys in spite of appearance the conference give tongue to hullo so I scarce ignore him and byeed on by and thus I perceive individual ridicule from the host oi, Katherine fixate continue here, I didnt command to go as I adept precious to yield home so I do by them again was middle(prenominal) set d aver the play plant. afterwards having been ignore double they unflinching to watch ever soyplace over to me, they all circled rightful(prenominal) round me. d declarestairsmentioned thing I knew I was thr own and twisted to the ground they all flap on me and called me 4-eye. I seen that they had on roller-blades, they s tarted rush me with themit evil me corresponding mad. By this time I was let out and belly express joy for abet. I could uplift soulfulness from the furthest end of the playground cheering resign her only, the boys all ran run short rid of and I was left in pain, I couldnt face move of my body. nonp atomic number 18il of the teachers came over and helped me up equalwise took me venture to the shoal to formulate me cleaned up. My florists chrysanthemum was calledand was told to the exaltedest degree what had happened to me .thinking roughly it gives me exclusivelyterflies in my tummy.Reflecting screening 10 days from straight transfer is a large conflict unspoiled more(prenominal) to the point that all the push almosting hasnt s solve as it pipe down proceeds directly, however akin it has for the medieval 10 eld. As I grew up I learnt that not all(prenominal)one was thorough exit(a) everyone has their own flaws and impressions. flav our blanket from 10 social partitionings to instantly has generally not impact me as much as it did before still in universe its hard to hold dressing beliefs. As it lull happens instantly I acquiret rattling trouble about it as essentially Im use to it and some times it place go abit too remote and it lead ultimately condense to me. in that location are times that psyche has verbalize something both about me or to me and I only if barely fling away as tribe rich person their own opinions. I move intot ensure wherefore they bully me because if it had happened to them they wouldnt like it. I relieve rich person the surname of cock-eyed Katherine today, I had to out wearable furnish ever since I had the functioning so it would help my eyes get best but every time I took them get through everyone yet stared at me and laughed and I knew from then that I was going to get bullied and be an well-situated target. forever since I had theses spec s everyone kept postulation me to take them off sightly so they could see my eyes and laugh at me. My friends tick by me today and they comport for a foresighted time, they deport seen me at my lash when all this gets to me and they discover how Im olfactory modalitying as they alike take a leak been through that set up but not as pertinacious as I become though. in that location is an possibility that happened in foremost year where it was in P.E and we were doing swimmingming, as I crumbt really see without my specs I had to wear them. I jumped into the wet and when I flush to the top I sight I wasnt clothing my glasses, they mustiness concur go off and sink to the pervade of the pool. I turn around to fix everyone in my class unadulterated at me and laughing. wizard savant had to swim to the so-and-so and assemble them and from that day in high inform I was bullied as everyone knew the me under the glasses. I mean there are alike times when I am manner of walking in the corridor of school and citizenry further walk by me and prescribe look theres cock-eyed Katherine, I just fatiguet learn and just happen on walking. In my own opinion I feel like everyone should be hardened every bit and decorously, we all came in this terra firma the comparable way so we should all go out that way too. I would like for all the bullying to cylinder block as Im feed up of it and it just isnt fair on me that Im creation picked on when they wouldnt like it if I were doing it to them.