art critics essays

workmanship pundits articles Workmanship Critics and Art Historians utilize various styles of composing while assessing the various parts of a craftsman and their fine art. Pundits impact and oversee the gathering of a work of art as far as its significance and worth, while history specialists place an incentive on craftsmen and fine arts, proposing their significance. These restricting methodologies can be found in the emotional way of Robert Hughes and the target style of H.H Arnason. Workmanship Historian H.H Arnasons The History of Modern Art separate is a point by point and verifiable account of Pablo Picasso. Arnason assesses the centrality of Picasso according to his reality, keen on following how this craftsman and his works of art have picked up status and how crowds have identified with the fine arts. He plans to find significance about Picassos works of art through exploring and being comfortable with his history. Arnason has utilized a target composing style, maintaining a strategic distance from stubborn and one-sided word decision: Picassos father was a craftsman and workmanship instructor, and Picasso experienced childhood in a domain of craftsmanship and craftsmen. Through Arnasons record of Picassos setting the crowd can recognize how his styles and works of art developed, illuminating the peruser about the noteworthiness regarding his fine arts and the aims of the craftsman. The act of Arnason gives a more profound knowledge into the associations b etween the craftsman and the crowd. Through this investigation the crowd can distinguish the particular timeframe which Picasso was impacted by and experienced childhood in. Conceived in Malaga, Spain he took an interest in most craftsmanship developments since the finish of the nineteenth Century. Arnason additionally proposes the noteworthiness of social characteristics in molding Picassos work Picasso experienced childhood in a domain of workmanship and specialists. It is apparent that this student of history is an admirer of Picasso, anyway the remarks he makes, for example, he himself made huge numbers of them (workmanship move... <!

Left Sided Spastic Hemiplegia | Case Study

Left Sided Spastic Hemiplegia | Case Study Intercession Analysis Foundation Jane Walters is a multi year old young lady and has a determination of left sided spastic hemiplegia, a type of Cerebral Palsy. Jane has two more seasoned sisters who go to horse riding exercises at their neighborhood pens. Jane has as of late communicated an enthusiasm for going along with them to her folks. Anyway her folks are stressed that due to her analysis she won't have the option to stay aware of her kin. Jane is mindful of her condition, and has as of late lost certainty, asking her folks for what good reason she is not quite the same as other youngsters her age. Determination Cerebral Palsy (CP) alludes to non-dynamic conditions described by weakened deliberate development or act, and coming about because of pre-birth formative contortions or postnatal CNS harm (Reed, 2013, pp. 38-47). As indicated by the National Institute of Neurological Disorders and Stroke (2008), all things considered, a youngster with CP will have other clinical issue, for example, intellectual impedances, seizures, deferred development and advancement. Spastic conditions, for example, Jane’s happen in excess of 70 percent of CP cases. Spastic hemiplegia is a kind of CP that ordinarily influences the body down one side. The spasticity makes a condition of obstruction against any scope of movement; this opposition at last speeds up that development (Reed, 2013, pp. 38-47). Youngsters like Jane with spastic hemiplegia will by and large walk later than other kids and will in general stroll on their pussyfoots on the grounds that regularly they will experience the ill effects of high impact point ligaments. Regularly the arm and leg on the child’s influenced side are shorter and more slender (National Institute of Neurological Disorders and Stroke 2008). Effect of Right Hemisphere Brain Damage-Jane has left sided spastic hemiplegia, showing that harm to the cerebrum has happened in the correct side of the equator. The essential driver of CP is harm to white matter of the mind this is regularly brought about by irregular mental health. This can be brought about by a seep on the mind, or by an absence of oxygen to the cerebrum, for the most part brought about by a troublesome birth (NINDS 2008). It was essential to consider extra difficulties identified with right sided cerebrum harm to guarantee a consciousness of Jane’s level of practical capacity be it; truly, intellectually or behaviourally. Those that may identify with Jane’s case are recorded underneath in table one. Table one: How harm to the Right Hemisphere can influence work and the control of pony riding. Jane’s conclusion would imply that she would require contribution from a Multi-Disciplinary Team (MDT). Given her age this would originate from a network pediatric groups (CPT). The group will work intimately with the children’s’ group in social administrations and essential consideration. The group will give a scope of appraisals and intercessions to youngsters and their families. In Jane’s MDT group there will be a scope of various individuals, for example, Physiotherapists, Pediatricians, Occupational Therapists, Social Workers, Speech and Language Therapists and Educational Psychologists (NHS 2012). As per the Disability Act Jane is qualified for a free appraisal of her individual needs. The demonstration is intended to advance the cooperation of individuals with incapacities in the public arena by supporting the arrangement of handicap explicit administrations (NCSE 2011). A normalized meet was utilized, this was to permit the OT staff to see how Jane and her family associate with one another creation it simpler to; get data, recognize qualities needs and objectives just as produce an intercession plan and empower objective scaling Due to Jane’s condition she would have just been known to social administrations and the MDT, as she had just gotten physiotherapy to help with muscle solidness and improve center quality. Subsequently upon the OT office tolerating Jane’s referral, an underlying appraisal was completed in her home condition with mother and father present (An and Palisano 2013). Coordinated effort between proficient ataff and Jane’s family is an indispensable segment in family-focused administrations, this is viewed as best practice in early intercession and pediatric restoration (An and Palisano 2013). Joint effort between the two gatherings is basic for defining significant and feasible objectives for a youngster. Arranging and executing mediations must have the option to fit inside the setting of family life. (An and Palisano 2013) The accompanying qualities and shortcomings were distinguished during the underlying evaluation. Table two: Jane’s qualities and confinements During the underlying evaluation Jane’s mother communicated worries about her center quality and whether this would influence Jane’s capacity to ride. So as to address these worries a Sitting Assessment for Children with Neuromotor Dysfunction (SACND) evaluation was finished this is a clinical instrument to survey static and dynamic postural control in sitting in kids with neuromotor dysfunction’ (Reid 1995) This normalized appraisal was utilized to find out how Jane’s CP influences her capacity to sit serenely and concentrate. This aptitude will be fundamental if Jane needs to have the option to sit upon a pony serenely and have the option to think for the whole meeting. The SACND estimates nature of autonomous sitting capacity across four zones: proximal soundness, postural tone, postural arrangement, and parity (Knox 2002). The appraisal uncovered that Jane has feeble upper trunk control thus will be given an exceptionally adjusted seat which will empower her to sit all the more easily and for longer timeframes contrasted with standard seat. After the two appraisals were finished an intercession plan was made with contribution from Jane, her family and the word related specialist. Jane recognized her drawn out objective of pony riding and to accomplish this drawn out objective, four momentary points were set to fill in as recuperation achievements (Duncan 2011). Table three: Jane’s long haul point and transient objectives. Word related advisors are not required to utilize a particular practical result appraisal apparatus in the determination of their evaluations. At the point when an expert is choosing an appraisal, they should depend on their clinical and expert judgment (Asher 2007). Advisors need to think about what it is that they mean to accomplish with the appraisal, and if this is dealt with the evaluation can be classed as a triumph. One method of assessing an evaluation is to take a gander at the presentation of patients on an individual appraisal task (Steultjens 2005). Also, will have the option to address how very much did the appraisal identify with the objective setting and targets for the patient (Duncan 2011). As a component of the Model of Human Occupation horse riding will have a focal impact in Jane’s habituation. Not exclusively will this build up an everyday practice, it very well may be something that Jane can invest wholeheartedly in (Kielhofner and Forsyth 2011). Riding will help Jane expand upon her self-assurance, having that regular confiding in relationship with a pony that shows no judgment and doesn't comprehend that she is extraordinary (Horseback UK). The significant worry that Jane’s mother presents is the concern that she won't have the option to stay aware of the physical prerequisites of riding and that this will dampen Jane’s excitement. This worry will be handled in objective number four. Once Jane and her family have a superior comprehension of hemiplegic cerebral paralysis, the OT can start talking about, using pictures how this may influence her. On the off chance that Jane has an essential comprehension of her condition it will be simpler for her to set progressively practical objectives with the OT as she will have a more prominent consciousness of what she can do and may battle with. This will decreased the probability getting bothered when attempting to accomplish objectives her concurred objectives, this will ideally diminish mum’s worries about the mediation plan. Jane feels her folks don't permit her to do as much as she might want to have the option to accomplish because of a paranoid fear of harming herself or become excessively worn out. The OT chose to make to make Jane mindful of what exhaustion is and may feel like. This would ideally urge Jane to tell her mum or father when she is feeling tired. With this data Jane’s guardians can keep a weariness journal with Ellie. This will furnish the OT with some data in regards to when Jane feels generally drained and how this effects on her occupations. This would then be able to be examined with Jane’s guardians and the RDA and reasonable courses of action can be made seeing weakness the board concerning when might be the most acknowledge time for Jane to make them ride exercise when she has the most vitality. When an example of weakness can be built up the OT staff will create procedures to oversee Jane’s exhaustion. For instance Jane ought to participate in a movement that she discovers loosening up, for example, perusing, shading or sitting in front of the TV. This should be possible after increasingly demanding action or in the first part of the day if Jane is known to have a bustling evening loaded with physical exercises, for example, a riding exercise. On the off chance that Jane can differ her day with unwinding and progressively arduous exercises, she will have the option to preserve vitality for the more demanding movement of riding and along these lines last the entire hour exercise. This type of intercession utilizes the Compensatory Approach. The guideline behind this methodology is adjusting to and making up for a brokenness instead of simply treating the reason for the issue. Which in this is Jane’s cerebral paralysis and her left sided shortcoming there is a greater amount of an accentuation on treating the manifestations (Feaver and Edmans 2006). Furthermore, the Compensatory Approach may permit Jane to have the option to recapture a level of her freedom by repaying where the primary driver can't be dealt with. In Jane’s case this is overseeing and remunerating on her shortcoming and exhaustion, and accordingly permitting her to moderate vitality so as to finish a riding exercise (Addy 2

The story of the most epic pset ever

The story of the most epic pset ever This semester Im taking a class called Sustainable Energy, and so far, its pretty awesome. Its one of the few classes where I really feel like Im learning a lot. I mean, Im sure I learned a lot in 2.005 but its hard to feel like youre learning, you know? You try doing a problem that requires you to use the heat equation and see if you finish feeling less confused than you started. But in Sustainable Energy we learn lots of actual, concrete stuff in every lecture. So every Tuesday and Thursday I leave class thinking, So thats how carbon sequestration works, and feeling all enlightened and such. Part of this is because the class is HUGE in scope. We tackle the energy problem from what seems like every possible angle- economics, engineering, science, politics, nuclear, mechanical, physical, electrical, you name it. To illustrate this, I documented some of the sleepless night I spent the other day working on what was quite possibly the most epic pset of all time. It started out with a pair of daunting circuit problems which I probably would have breezed through back in the Stone Age when I was taking 8.02 (seriously, I feel so old now its not even funny) but were definitely beyond the rusty remains of my EM skills. After awhile I visited the handy Conner 2 library (fancy name for a bookcase in the floor lounge where people stash old textbooks they dont want or need anymore for anyone on the floor to use) and grabbed a copy of the 8.02 course notes. Whats impedance again? And inductanceis that thingits like the opposite of capacitance, so they get all wavy in an RLC circuit. (Believe it or not, freshman year I actually went back to my high school and successfully taught the lesson in RLC circuits to the seniors in AP Physics. I must be getting senile in my old age.) The textbook was not very helpful. I eventually had to give up on the circuit problem for a little while, even if just to give my mind a break. Problem 2 was about carbon dioxide emissions. If there are 0.9 hydrogen atoms per one carbon atom in every molecule of coal, and 2 oxygen atoms per one carbon atom in carbon dioxide (well, duh) then how much CO2 is produced by burning one kilogram of coal? I had a feeling this was some kind of chemistry problem, but I shoved that thought to the dusty back corner of my mind, right next to the word stoichiometry. I just made up some ratios that made sense and went on with my life. But then I checked the forum on the course website (MIT has a system called Stellar, which is sort of like an automatically generated website that professors and TAs can use to post materials for their classes) where the course TA had posted some answers to questions people had been asking about Problem 2and they were all talking about molar mass. Im going to be honest with you, I cannot for the life of me remember the difference between atomic mass, atomic number, atomic weight, molar massI mean, I used to know them all at one point butthat was also back in the Stone Age. So I headed back to the Conner 2 library and found someones used copy of the 5.111 (basic freshman chem) textbook. I could not find anything about molar mass in it. I was either really sleep-deprived by this point, or had managed to pick up practice problem book or something weird that didnt actually explain anything. Back to the library to trade it for someones old 3.091 (alternate flavor of freshman chem) textboo k. Right before the section in stoichiometry was a section on molar mass. Hey, the 3.091 textbook is organized just like that dusty corner of my mind! By this point the kitchen table had been consumed by my psetting. I read some more about this molar mass thing and just ended up feeling more confused. Basically, the moral of this story is that I forgot everything I learned freshman year. I turned to Problem 3 for inspiration. The problem statement came complete with a full chemical equation, which was totally not helping. Thankfully, Adelaide appeared soon after this, and graciously attempted to teach me something I swear I mastered in my junior year of high school. (Ask Ms. Lyons. Seriously!) Me: Butbutwhy cant you just do it the way I did, with ratios? Adelaide: Well, you can, this just makes it easier. Me: okay this is why Im a physics person. Alright, time for Problem 4. Problem 4 was an essay. Im not kidding! Write two pages about fuels derived from biomass and carbon sequestration and whether you think these are sustainable technologies. This pset has everything. Except like, some nuclear problem. Oh wait, that was Problem 5. Okay, the essay is done, Problem 5 is actually super easy despite being in the one topic that I didnt learn 3 times already during my academic career, and now, that final moment of absolute blissful satisfaction: when you take out the stapler and feel satisfying clunk of attaching all of the pages together in a neat pile, ready for submission.

Climate Change And Its Effects On Economic Growth Essay

TABLE OF CONTENTS CHAPTER ONE: INTRODUCTION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Background †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 1.4 Climate change adaptation and mitigation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 1.7 Problem Statement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..... 11 1.8 Objectives of the study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.. 13 1.9 Research questions †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 14 1.10 Significance of the study †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 14 CHAPTER TWO: LITERATURE REVIEW †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦Ã¢â‚¬ ¦.. 16 2.0 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦.. 16 2.1 Conceptual Framework †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 2.2 Empirical Literature †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 22 CHAPTER THREE: METHODOLOGY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 25 3.0 Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 25 3.3 Model Specification †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 26 3.4 Data Analysis and Techniques †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦... 28 CHAPTER ONE INTRODUCTION 1.1 Background The evidence of climate change in Kenya is undeniable, while its effects on economic growth are no more mysterious; rather, they are rapidly unfolding to a startling reality and concern for humanity. 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Analysis Of The Film The Wild Country - 1607 Words

The Wild Country is an action Western film set to be released in March 2018. I will be the director of the film, and will mainly take care of the visual aspect of the film. The first scene I will direct in the film is Scene IV. The spotting for the film will occur on November 24th, 2016. The first spotting session will consist of the type of content that will go along with the music in Scene IV. The meeting will be attended by the film composer Richard Marley along with our three music editors Cindy Nicholson, Brandon Howard, and Susan Baxter. The plot of the film is about Bruce West, a young cowboy who travels to Cape Town, Lousiana in order to seek redemption for the death of his family back in Mississippi. West family are murdered by the nefarious Samuel Reggins and his crew called the Red Bandits. The Red Bandits plan to infiltrate Cape Town by robbing the town of it’s fortune and kidnapping mayor Smith as hostage. 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Ethnic Disadvantage Has Not Disappeared from the Labour Market Free Essays

string(88) " categorisation of them as dependent and deviant carries an implicit moral judgment’\." LUBS3001 Gender and Equality at Work in Comparative Perspective Ethnic disadvantage has not disappeared from the labour market despite legislation. What theoretical explanations have been put forward to explain why people from ethnic and racial minorities experience discrimination? Which do you consider to be the most helpful in explaining disadvantage in the labour market? Ethnic and racial discrimination in the workplace is a controversial topic, which has been researched and assessed thoroughly over the past years. Although the terms ‘ethnicity’ and ‘race’ are often talked about in union, they have different meanings and stem from different social contexts. We will write a custom essay sample on Ethnic Disadvantage Has Not Disappeared from the Labour Market or any similar topic only for you Order Now Race is an ideology with a particular concept in mind, and can be understood in various social and historical contexts, for example when slavery was prevalent and race was an important factor for distinguishing groups in society. Race can also refer to particular physical features someone may have, for example someone’s skin colour. Ethnicity on the other hand, relates more to groups of people who share significant, common beliefs that are part of their embedded culture, and usually passed down through their heritage. Race and ethnicity are key issues in the workplace because evidence shows that when analysing different measures of achievement in the workplace, such as unemployment rates, earnings and progression into higher levels of work, ethnic minorities are disadvantaged (Cabinet Office), and although the magnitude of these disadvantages are generally decreasing over time, it is still an un-resolved issue affecting millions of people every year. Although many theoretical explanations have been proposed regarding this ‘glass ceiling’ theory (The economist, 2009) in the workplace, it is important to recognise that many of these theories are linked, and therefore there is no one prevailing answer to resolve the issue. During this essay I will discuss the Underclass theories, with reference to Murray (1989) and Wilson, (1987) theories of discrimination and racism focusing on Macpherson’s concept of institutional racism (1999), and theories of ethnic diversity in relation to human and social capital, concluding with which theories I deem to be the most explanatory in reference to this topic. Evidence of ethnic disadvantage in the labour market is plentiful, with statistics covering multiple areas of the subject. In the TUC report of Youth, Unemployment and Ethnicity (2012) it shows that the unemployment rate for White people (male and females) is 20%, for Indian, Pakistani and Bangladeshi the figure increases to 29%, and for Black/African Caribbean the figure is more than twice than that for Whites, at 45%. However, when analysing this research it is important to recognise that these employment rates may be particularly high due to the economic recession around this time affecting the labour market, but the variation in figures amongst the groups is still apparent. Similarly, this research cannot be fully analysed as different ethnic groups have been grouped together, and between these ethnicities there are substantial variations with regards to employment. An example of this arises from statistics from the Labour Force Survey (1999), which show that the unemployment rate for Indians is closer to that of Whites than it is to Bangladeshis. In the Cabinet Office report of Ethnic minorities in the Labour market (2003), information states that ‘while ethnic minorities are disadvantaged on average, the labour market successes of the Indians and Chinese show that the old picture of White success and ethnic minority under-performance is now out of date’. Although this is extremely positive progress for Indians and Chinese, there is still much more to be done to further bridge the gap between other ethnic groups in the labour market. Statistics from the Labour Force Survey (1999) show White people had an unemployment rate of just 6%, Indians 8%, Pakistanis 16%, Black Africans 17%, and Bangladeshis 24%. It is evident that Bangladeshis have the highest rate of unemployment out of these ethnic groups, and one reason for this could be due to an English language barrier. If Bangladeshi parents are not fluent in English, then not only will it be considerably harder for them to find a job, but also this disadvantage will be passed down to their children when they attend school, therefore this particular weakness is transmitted over generations, and may be one explanation for the on-going trend of high unemployment levels. Statistics also show that different ethnic groups are more susceptible to be employed in particular areas of work. Rex and Tomlinson (1979) found that in Birmingham, ‘immigrants and employed predominantly in less attractive industries and in less rewarding jobs’, (Pilkington, 2003, p61) and evidence for this can be found in the National report by Green, Owen and Wilson (2005). Research from this report shows that in the UK on average, around 8% of all jobs are filled by ethnic minority employees, yet there are various different structural positions in the labour market. Ethnic minorities are under-represented in occupations such as managers and administration, with only 12. 7% occupying these types of jobs, compared to 15. 5% for Whites. Furthermore, ethnic minorities are over-represented in occupations such as sales, at a figure of 10. 5%, compared to 7. 4% for whites. As previously mentioned, one of the main reasons employees from ethnic minorities may work in lower skilled jobs could be due to insufficient language skills. In the National report it states that in London, where 28. 8% of the population are from ethnic minorities (Ethnic minorities, Information Centre Guide 2003), there are opportunities for people to learn English via English for Speakers of Other Languages (ESOL) provisions, however local studies in the area show this opportunity needs to be made even more accessible and on a wider scale for a positive impact to be made (Africa Educational Trust 2002). The Underclass thesis was first developed in the United States and later gained awareness in Britain due to an American journalist, Auletta in 1982. Auletta claimed that the underclass had ‘four distinct categories’, these comprising of the ‘passive poor’, ‘hostile street criminals’, ‘hustlers’ and ‘the traumatised drunks†¦and released mental patients’ (Pilkington, 2003, p52). Morris (1994) stated ‘Auletta’s categorisation of them as dependent and deviant carries an implicit moral judgment’. You read "Ethnic Disadvantage Has Not Disappeared from the Labour Market" in category "Essay examples" Although there are various definitions of the underclass, the majority of them share similar characteristics, these being unemployed by choice, dependent on welfare benefits, social exclusion, and links to crime and delinquency. It could be seen that by labelling such a diverse group as ‘the underclass’, whilst assuming they all possess these negative qualities would ultimately be extremely de-motivating, and may even result in a self-fulfilling prophecy (David Straker 2002-2012) If so, this may result in members of the underclass feeling hard work is not expected of them, resulting in little or o effort to strive for employment and integrate with society. The concept of the underclass is linked to social divisions based on gender and class, as well as race, making it a widespread topic with significance to various groups in society. Therefore, the explanations put forward for this thesis are fundamentally opposing. Conservative writers of the underclass place specific e mphasis on cultural factors, such as the surrounding environment a person has grown up in, resulting in deviant values and behaviour. On the other hand, liberal writers maintain that structural factors such as the way our society functions, result in an underclass forming due to insufficient opportunities and on-going racism. Two of the most influential accounts of the underclass that have been provided derive from Charles Murray (1984) and Wilson (1987). Murray believed a Black underclass developed in the late 1960s due to the ‘culture of the ghetto’. He claimed this shared culture amongst the Black community created lack of education and stunted employment opportunities. Evidence of this theory can be seen in the U. S. National Canter for Health Statistics (1970s), whereby statistics report more than 50% of black babies were conceived out of wedlock, an increase of more than 33% in the 1950s (The Atlantic, 1986). Murray states that these changes took place during economic expansion; therefore the reasoning for these statistics is the existence and availability of welfare benefits. Murray believed that whilst state benefits were available, there was no incentive for women to go to work, meaning when they had children these values of state dependency would be passed on and it would become the norm to be unemployed. One example of a state benefit for women was Aid to Families with Dependent Children (Social Welfare History, 1988) which provided single mothers with financial security, acting as a disincentive for both mothers and fathers, as it took away the pressure of having to provide for the family. Murray said ‘because poor, uneducated single teenaged mothers are in a bad position to raise children’ poverty and deviant values are transferred from parents to children, with the end result being a general lack of motivation and contribution to the labour force (Murray 1984). There has been considerable amount of criticism for Murray’s theory and it was generally rejected by most sociologists. One critic of the theory is Devine (1997) who argued ‘the value of AFDC benefits declined in the 1970s while the number of single parents were growing’. This would suggest there is a further underlying issue, other than welfare benefits, for the explanation of growth of unemployed single parent mothers. Morris (1994) also disputed that ‘young employed are one group in American society who have no claim to state support as of right’. Again, this would suggest that dependency on state benefits is not the main cause for unemployment amongst young people. Wilson criticised Murray’s theory by saying it ignored racial discrimination and did not account for deindustrialising, whereby there was a change from a goods-producing economy to a service-producing economy meaning people who did not possess the required skills were out of work. Wilson went on to provide a structural theory of the underclass, this being the major liberal response to Murray’s explanation. Although Wilson also acknowledged an urban underclass and agreed that their ‘behaviour contrasts sharply with that of mainstream America’ (Wilson 1987), he argued that it was because of the unfair structures of society and existing inequalities that caused lack of education and unemployment. Wilson also acknowledged that unemployment was linked to discrimination and stemmed as a result of economic changes. Racial discrimination in the rural South encouraged migration to inner cities in the North, however the situation was not aided as service work replaced the manufacturing industry, requiring skills that the majority of Black and Hispanic citizens had not acquired. Townsend (1991) agrees with Wilson’s structural theory, and concluded from his major study, Poverty in the UK (1979) that the underclass emerged due to government policies in the areas of trade unions, industry and taxation. Therefore it was due to the way that society was structured and designed which caused an underclass of unemployed, low-paid or prematurely retired workers. Although sociologists deemed Wilson’s theory as more credible that Murray’s, there is still substantial criticism on the matter. Fainstein (1992) argues that Wilson fails to recognise ‘the continuing significance of race’ which, for Black people, causes ‘segmentation into low wage employment’ (Pilkington, 2003, p55). Furthermore, Miles (1982) criticises both theories by stating that migrants have not developed a whole underclass they are just simply a ‘fraction’ of society (Sociology Central 2010). It would appear than in general the underclass theory is not the most valid explanation for inequality in the labour force as there is a lack of empirical evidence with regard to the cultural theory, and both the cultural and structural theories generalise all members of ethnic groups together, when in fact statistics vary hugely amongst individuals within these groups. Another major theory used to explain the position of ethnic minorities in the workforce is ‘institutional racism’, also referring to direct and indirect discrimination. Institutional discrimination is defined by Macpherson (1999) as ‘the collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin’ (Pilkington, 2003, p85). Macpherson launched a police investigation into the murder of a Black teenager by five White youths, and through this inquiry concluded that all major British organisations are characterised by some form of institutional racism (Parliament UK, 2009). For Macpherson, this concept did not mean that all policies of institutions were intentionally racist; rather it arises through ‘social and cultural processes’ (Parekh 2000). The fact that institutional racism is said to stem from the occupational culture of the organisation is a major concern, as the culture of a company is usually embedded within the employees who share similar values and beliefs, and they tend to remain consistent over time. Although the Macpherson report has created new awareness regarding institutional racism (Solomas 1999), and remains to be a valid explanation for ethnic minority disadvantage in the labour market, it has also been critiqued for various reasons. One of the main critiques is that the concept is too ambiguous, with Pilkington (2001) referring to it as a ‘blunderbuss concept’. This is because the concept does not specifically refer to the different components within institutional racism. The term ‘institutional racism’ is rather broad, as it may contain elements of individual discriminatory behaviour and also direct intentional discrimination. Regardless of anti-discrimination legislation, for example The Race Relations Act (1965) intentional discrimination can still be found in some areas of the present labour force. Evidence of this type of discrimination can be seen through discrimination testing, whereby testers from different ethnic backgrounds both apply for the same job at the same time, using identical application forms. A study performed by Modood et al (1997) found one in five ethnic minority employees felt they had experienced racial discrimination, in the form of being refused a job due to racial or religious reasons, yet only one in twenty white employees felt they had every experienced any form of discrimination. This evidence may suggest that employees who have been faced with discrimination could be discouraged from future job opportunities. Ethnic minority groups may also be faced with indirect discrimination, whereby an organisation unintentionally discriminates against certain groups, for example an up-market clothing store may only employ people who fit certain appearance criteria. Combined, these various forms of discrimination in the labour force would be extremely detrimental to ethnic minority groups and appear to be one of the major contributors to patterns of employment amongst ethnic groups. Ethnic diversity and patterns of discrimination amongst ethnic minority groups can also, to an extent, be explained by patterns of inequality. Social capital can be seen as an important aspect of society, which may provide some explanation for the diversity amongst ethnic groups. Putnam (1995) defines social capital as ‘features of social life –networks, norms, and trust that enable participants to act together more effectively to pursue shared objectives’. Social policy is linked to all members of a community and the social networks, and social norms or values within our society. The fact that social policy is composed of shared customs within a society, would suggest that members of minority ethnic groups may not be part of this concept, as they are likely to have different values as their cultures and backgrounds will vary. This could result in ethnic minority groups feeling segregated from the local community, especially if they have not lived there for very long, and therefore have not yet integrated with neighbours or fellow citizens. The terms ‘social capital’ and more specifically, ‘bonding social capital’, are significant when discussing the labour force as they refer to networking with people and communicating through shared objectives. Nowadays, with high levels of competitiveness in the work force, it is extremely advantageous to have general networking links into different areas of the labour market, and often the phrase ‘It’s not what you know, but who you know’ is used. Employers will often create a workforce of people that they can trust, or at least someone who has come with a trust-worthy reference, perhaps suggested by a colleague. Therefore, if ethnic minority members do not share this same sense of social capital and appear to have few or no network connections, it will be harder for them to succeed in the labour force and ultimately could it have a significant effect on their employment status. This theory of social capital can also be linked to why less ethnic minority graduates are taken on by large firms after university, than Whites. Statistics provided by the Higher Education Statistics Agency from 2007-08 showed 66% of Whites found full-time or part-time employment within one year of graduation compared to 56. % for minority ethnic groups. Although the figure is not alarmingly higher, one reason for the difference could be due to social capital and networking advantages. Work experience completed throughout university years can often be acquired using contacts, and the majority of employees will consider the quality and amount of work experience endured before employing a graduate. Although this essay is primarily focused on ethnicity, it is also important to consider religion as a contributory factor for patterns of inequality in the labour force. Religion can often be a trigger for discriminatory behaviour, for example since the 9/11 terrorist attacks the term ‘Islamophobia’ was used more widely, this referring to fear of Muslims. Many types of religion are expressed using distinctive types of clothing, such as a turban, making it apparent to others what religion someone may be, which could lead to discrimination. Lindley (2002) compared employment and earnings across ethnic groups within five religious groups, and compared these results with that of Whites. Evidence was provided to show Muslims were substantially disadvantaged compared to other ethnic minorities, however other factors such as individual attitudes and levels of motivation may have also contributed to these statistics. Religion can also be linked to the previously mentioned topic of social capital, as members of a particular faith may choose to socialise only with people who share their same beliefs and values, which would affectively limit opportunities of bridging social capital in mainstream society. To conclude, with the aid of various legislation and trade unions, the positioning of ethnic minorities in the labour market has advanced over the past forty years. However, regardless of this improvement, discrimination in the workforce and ethnic penalties are still prominent. From examining theoretical explanations for the disadvantage of ethnic minorities in the labour force, it would seem that the answer lies within a number of different causes. Although some of the theories seem more plausible explanations than others, for example theories that recognise racial disadvantage along with the concept of ethnic diversity are more accepted than that of the underclass thesis, it is still important to acknowledge all of the theories, as individually they all provide possible explanations. There is not one possible reason for ethnic and racial disadvantage, more than it is due to a combination of factors such as discrimination in the workplace, economic restructuring overtime, and race, religion and ethnicity. Further aspects are also relevant to consider, such as historic patterns of migration and also class and gender. Various elements of these theories will be more applicable depending on the group in question, and it is also essential to recognise that within different ethnic groups, statistics vary considerably making it un-reliable to treat groups as one whole instead of addressing the individuals within. Bibliography Books BRADLEY, H. , HEALY, G. , FORSON, C and KAUL, P. 2007 Equal Opportunities Commission. Manchester. BRADLEY, H. , HEALY, G. , 2008 Ethnicity and Gender at Work. Inequalities, Careers and Employment Relations London: Palgrave Macmillan CHEUNG, S. Y, HEATH, A and SMITH, S. N, 2007 Unequal Chances: Ethnic Minorities in Western Labour Markets. Proceedings of the British Academy. Oxford: Oxford University Press CLARK, K. and DRINKWATER, S 2007 Ethnic minorities in the labour market: dynamics and diversity York: Joseph Rowntree Foundation. HOLDAWAY, S. and O’NEIL, M. (2007) ‘Where has all the racism gone? Views of racism in constabularies after Macpherson’. Ethnic and Racial Studies, 30, 3: 397-415. PILKINGTON, A. 003 Racial Disadvantage and Ethnic Diversity in Britain. Basingstoke: Palgrave Macmillan SHAH, P. , 2011 ‘Ethnic and religious diversity in Britain. Where are we going? ‘ in HEALY, G, KIRTON, G. , and NOON, M Equality, Inequalities and Diversity. Basingstoke: Palgrave Macmillan TOWNSEND, P, 1979 Poverty in the United Kingdom. Great Britain: University of California. Websites CABINET OFFICE. 2009. Ethnic mi norities and the Labour market Final report [online]. [Accessed 26 October 2012]. Available from: http://www. irr. org. uk/pdf/em_labour_market. pdf GORDAN, L. 1998. Aid to dependant children, the Legal history [online]. [Accessed 21 October 2012]. Available from: http://www. socialwelfarehistory. com/programs/aid-to-dependent-children-the-legal-history/ GREEN, A. OWEN, D. WILSON, R. 2005. Changing patterns of employment by ethnic groups and for migrant workers [online]. [Accessed 27 October 2012]. Available from: https://docs. google. com/viewer? a=vq=cache:KVKNA4lMHX4J:dera. ioe. ac. uk/6250/1/nat-changingpatternsofemploymenttechnicalreport-re-may2006. pdf+national+report+green+owen+wilsonhl=enpid=blsrcid=ADGEES HIGHER EDUCATION STATISICS AGENCY. 1993. [online]. ]Accessed 29 October 2012]. Available from: http://www. hesa. ac. uk/content/view/1897/239/ INFORMATION CENTRE GUIDE. 2003. Ethnic minorities [online]. [Accessed 24 October 2012]. Available from: www. londonchamber. co. uk/docimages/149. pdf LEMAN, N. 1986. The Origins of the Underclass [online]. [Accessed 24 October 2012]. Available from: http://www. theatlantic. com/past/politics/poverty/origin1. htm LIVESEY, C. 1995-2010 Sociology Central [online]. [Accessed 20 October 2012]. Available from: http://www. ociology. org. uk/steth. htm PARLIAMENT, 2009. Parliament UK [online]. [Accessed 27 October 2012]. Available from: http://www. publications. parliament. uk/pa/cm200809/cmselect/cmhaff/427/42703. htm SMITH, A. 2001. The new ethnicity classification in the Labour Force Survey [online]. [Accessed 20 October 2012]. Available from: https://docs. google. com/viewer? a=vq=cache:zWnhexhVW8cJ:www. ons. gov. uk/ons/rel/lms/labour-market-tren ds–discontinued-/volume-110–no–12/the-new-ethnicity-classification-in-the-labour-force-survey. pd STAKER, D. 2002-2012. Self-Fulfilling Prophecy [online]. [Accessed 26 October 2012]. Available from: http://changingminds. org/explanations/theories/self-fulfilling_prophecy. htm THE NATIONAL ARCHIVES. [online]. [Accessed 21 October 2012]. Available from: www. legislation. gov. uk/ukpga/1976/74 TUC report. 2012. Youth, unemployment and ethnicity [online]. [Accessed 28 October 2012]. Available from: www. tuc. org. uk/economy/index. cfm? mins=364 WALL STREET JOURNAL. 1986. The Economist [online]. [Accessed 27 October 2012]. Available from: http://www. economist. com/node/13604240 Word count – 3201 How to cite Ethnic Disadvantage Has Not Disappeared from the Labour Market, Essay examples

Project Management Control Techniques

Question: The IT department could not remove the old computers because there was no place to store them. Analyze the critical success factors, and state their conclusion and the lessons learned. Answer: Purpose of the Closure Report This report is purposely presented to make sure about the success of project with the highlighted successful measures that can be presented in future project for betterment. In addition to this, this report is also highlighting all open issues identified to be resolved with proper matter of concern (Boud et al., 2014). This closure project is mainly focusing on three issues that are found during the project was being operated by the project members. This report is elaborating these issues and providing under lessons learned section of the report. Goals of Project Report Following are the goals of the project: To review and validate the success and milestone of the project To confirm the risks, issues and recommendation To form the outline of the project activities and task necessary for the project to be closed (Burke, 2013) To identify the highlights of project and best practices needed for future project To validate the measures taken for the success of project To ensure the resolution techniques of issues highlighted in during project Report summary of the closure project Background of the Project The project is mainly based on management of employees and improvisation of IT department. These two aspects are generally covered during the total project. The project is concerned with risk assessment resolving those by taking proper measures. Among all the success factors three issues identified during the project management (Chia, 2013). In this closure report these issues are highlighted to be solved with the help of concerned view point of employees and authority. In addition to this, the successful aspects are being carried out by this project for next project management as an appropriate example of success. Best practices Utilization of IT risk assessment techniques Utilizations of detailed work definition document Feedback assessment synopsis of the closure One project can be closed for two reasons: a) all of the project objectives are met or b) there is change in the plan. In case of concerned project all the objectives of the project is met and concerned results are positive with respect to the deliverables set for the project (Leach, 2014). Therefore, the closure is obvious in concerned last step. Project performance Object performance According to project assessment it is found that the project has successfully met all the decided measures. Milestone of performance According to the surveys done, all the deliverables were met with high customer satisfaction (Schwalbe, 2015). In addition to this, surveys done for knowing the results of this project shows that the response of the members were indicating the success of project. Project Closure tasks Resource management During the resource management IT sources and some sort of general project resources had been changed for betterment of the project (Walker, 2015). These resources are shifted to be further used in the upcoming next projects. Issues management Three issues are identified during the project: a) all the 100 computers were not licensed for running new software, b) change were resisted by staffs and they were not willing to do training and c) IT department were unable remove the old computers as there were lack of space to store the old one. Risk management Mitigated risks: chances of increasing conflicts within project and communication barrier problem among members are reduced (Boud et al., 2014). Outstanding risks: Stopped growth of IT department and resistances to change management are the risks that are outstanding. Lessons learned Well performed tasks: Conflict resolution and resolving of communication barrier were two well performed tasks among all mitigated issues (Burke, 2013). Poorly performed tasks: IT risk assessment and management was the poorly performed tasks and it requires proper mitigation techniques. Post project tasks There are mainly three issues that are not mitigated properly: a) all the 100 computers were not licensed for running new software, b) change were resisted by staffs and they were not willing to do training and c) IT department were unable remove the old computers as there were lack of space to store the old one (Chia, 2013). It is the responsibility of the project head to mitigate these issues properly, but due to lack of care these issues were not mitigated properly. Therefore, proper steps should be taken for these issues. Closure recommendation of the project These recommendations provides following mitigating techniques for addressing the success and closure of the project: IT risks assessment: The techniques will help the project head to mitigate the problems of IT department (Leach, 2014). Change management: This technique will help the project head to resolve conflicting situation among employees. References Boud, D., Cohen, R., Sampson, J. (Eds.). (2014).Peer learning in higher education: Learning from and with each other. Routledge. Burke, R. (2013). Project management: planning and control techniques.New Jersey, USA. Chia, R. (2013). Paradigms and perspectives in organizational project management research: implications for knowledge creation.Novel Approaches to Organizational Project Management Research: Translational and Transformational. Copenhagen Business School Press, Copenhagen, 33-55. Leach, L. P. (2014).Critical chain project management. Artech House. Schwalbe, K. (2015).Information technology project management. Cengage Learning. Walker, A. (2015).Project management in construction. John Wiley Sons.

Honeys History and Trade

Introduction Honey has is considered a sweet food that comes from bees using nectar drawn from flowers with sweet aroma. The genus apis or honey bees collect sweet aroma nectars from flowers to make honey through a process referred to as regurgitation. The food is stored in honey combs and consumed during periods of food scarcity.Advertising We will write a custom essay sample on Honey’s History and Trade specifically for you for only $16.05 $11/page Learn More The sweetness of honey comes from monosaccharides fructose and glucose. Most people prefer to use honey over sugar because of its properties in baking and sweet flavour. An analysis on the history of honey consumption reveals that its history has not only being long and mixed, honey has been used in the production of a variety of foods in the world over. This essay seeks to examine various aspects of honey such as history and origins, religious and cultural significance and main manufacturi ng processes and examples of food products. Furthermore, the essay explores composition, and nutritional and medical benefits of honey. History and Origins The history and origin of honey comes from ancient times and is long and varied. In most ancient communities, the function of honey went beyond food. Its application in ancient times included in talisman and as food sweetener. In fact, honey collection is one of the most ancient activities that span to around ten thousand years ago. The cave paintings in Valencia and ancient Egypt demonstrate that honey was widely used in most ancient cultures. In ancient Egypt, honey has been used in the production of sweetened biscuits, food flavours and traditional dishes. In China, a congregation of historians posit that its history cannot be traced. In Mesoamerica, honey was cultivated and used for a variety of purposes. In Maya culture, bees are not only sacred, but stingless bees are used for culinary purposes. However, most cultures belie ved that honey played a key role in human health. This confirms its wide application as an ointment for rashes and soothing of sore throats. Religious and Cultural Significance A number of world religions use honey for a variety of purposes. â€Å"Honey is one of the five elixirs of immorality in Hinduism religion† (Snowdon and Cliver, 1996). It is poured over deities in most Hindu ritual and is considered a potential source of blessings in most religions.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the Jewish religion, Honey is not only a symbol of New Year; it is also a sign of blessings from God. According to Snowdon and Cliver (1996), â€Å"at the traditional meal for that New year’s holiday, apple slices are dipped in honey and eaten to bring a sweet new year and some Rosh Hashanah greetings show honey and an apple, symbolizing the feast.† Buddhism on the other hand makes use of honey in Madhu Purnima. This is one of the most important festivals in the Buddha’s calendar and is widely celebrated in India and Bangladesh. In Christianity, John the Baptist is depicted to have lived on honey and wild fruits for a long period of time. In Islam, al-Nahl refers to the Honey Bee and is dedicated to entire Surah. Main Production Areas and World Trade Food and Agricultural Organization (FAO) report indicate that production and trade in honey is not only increasing in the world, but is also becoming significant source of income to most regions. Competition and increasing demand for natural foods have precipitated focus for the production and trade of natural sources of food. Despite the fact that honey is cultivated worldwide, some regions of the world have higher levels of honey production. United States, China and Turkey top the list of major honey producers. Other nations on this list include Ukraine and Mexico. Mexico alone produces a n approximately ten percent of the global honey output. In France, Honey is used in most gourmet products and is produced in large quantities. Honey cultivated and produced from the French Island of Corsica is highly certified because of the high production standards. Main manufacturing processes and examples of food products Manufacturing process of honey begins with uncapping which involves the removal of thin wax layers that protects the honey cells. The wax caps are intricately cut off to expose the honey cells. According to Subramanian, Hebbar and Rastogi (2007), â€Å"honey frame processing proceeds, after a manual 2 frame model to motorized units extracting more than 12 deep supers at a time and commonly 24 to 72 frame radial extractors are used for commercial enterprises.† The whole process must be executed at temperatures below thirty degrees Celsius to avoid over-heating the honey. The honey is extracted and cleaned or purified to remove impurities. Despite the fact that different companies employ different approaches in honey extraction, the aim of the whole process is to avoid interfering with its original composition.Advertising We will write a custom essay sample on Honey’s History and Trade specifically for you for only $16.05 $11/page Learn More Honey is used in a number of food products. Honey forms the dominant ingredient in the production of honey wine. In addition to the above, it is used a sweeteners in food such as tea and milk. However, most of the honey are served and consumed raw. Composition, major and minor components (per 100gms) Being a mixture of sugar and other compounds, a large percentage of honey’s composition is carbohydrates. Fructose and glucose are the major ingredients of carbohydrates and take 38.5 and 31.0 percent respectively. It contains very small amounts of vitamins and minerals. In 100g of honey, carbohydrates take 82.4g with sugars and dietary fibre having 82.12g and 0.2g respectively. Minor components of honey include protein and water that takes up 0.3g and 17.10g respectively. According to Gheldof, Wang and Engeseth (2002), A nutritional analysis of honey illustrates that honey contains, Fructose: 38.2%, Sucrose: 1.3%, Maltose: 7.1%, Higher sugars: 1.5%, Ash: 0.2%, Glucose: 31.3%, other/undetermined: 3.2% and Water: 17.2%. Nutritional and Medical benefits Historically, Honey is a rich source of nutrients and is highly regarded because of its medicinal value. In ancient societies, honey was used in the treatment of open wounds, sore throats, and skin rashes. Today, honey is proven to possess antiseptic and antibacterial properties that are widely used in modern medicine. This confirms the reason behind its application in wound treatment. The enzyme glucose oxidase that is present in the honey is the primary ingredient in hydrogen peroxide formation. In addition to the above, it is used as a substitute for topical antibiotics in the treatme nt of diabetic ulcers. Conclusion From the analysis of the various aspects of honey, it is discerned that honey not only provides a rich source of nutrients, but also form an important ingredient in the manufacture of most antiseptics and antibiotics. The analysis of origins and components of honey provide an interesting topic that calls for deeper examination. References Gheldof, N, Wang X, and Engeseth, N. 2002. â€Å"Identification and quantification of antioxidant components of honeys from various floral sources†. J Agric Food Chem 50 (21): 5870–7.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Snowdon, J.A. Cliver, D.O. 1996. â€Å"Microorganism in honey†. Int J Food Microbiol 31(1–3): 1–26 Subramanian, R. Hebbar, H. and Rastogi, N. K. 2007. â€Å"Processing of Honey: A Review†. International Journal of Food Properties 10: 127. This essay on Honey’s History and Trade was written and submitted by user Claudia V. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Michigans Impact On The Automobile Industry

Michigan’s Impact on the Automobile Transportation in Michigan has helped itself, the United States, and the World grow immensely. It started as far back as the American Indians and early settlers that used to live in the area. They traveled the waterways by canoes. Traveling by waterways could only take you so far around Michigan. This led to the building of the first highway in the 1820’s. It extended from Detroit across the Maumee River into Ohio. The Erie and Kalamazoo Railroad was completed in 1836. Railroad cars were first pulled by horses. . In 1837, the Erie and Kalamazoo started to operate what was probably the first steam locomotive west of the Allegheny Mountains. By the mid-1800's, stagecoach routes connected Detroit with Chicago. The roads that were being build could not withstand the harsh environmental changes that Michigan had to offer, and so the state highway department was established in 1905. Soon after that, the first paved highway was built in 1908 in Detroit. This soon paved the way for th ! e first automobile. The impact of the automobile between 1900 through 1945was immense. It paved the way for a future dependency on the automobile. To paint a better picture, imagine life without an automobile. Everyday life would be dull, cumbersome, and tedious. An individual's mobility would be very limited. Basically, the life without an automobile could not be fathomed. The importance of the automobile is often taken for granite. Society may not know what appreciate the impact of the automobile and effects it has created. The impact of the automobile had both positive and negative effects on America between 1900 through 1945. Automobile provided an outlet for individuals and spread the freedom of travel among all classes of people. It also helped to introduce rural dwellers to the aspects of urban life and vice versa. One of the negative effects was that automobiles helped to put of big decline in the use of ra... Free Essays on Michigan's Impact On The Automobile Industry Free Essays on Michigan's Impact On The Automobile Industry Michigan’s Impact on the Automobile Transportation in Michigan has helped itself, the United States, and the World grow immensely. It started as far back as the American Indians and early settlers that used to live in the area. They traveled the waterways by canoes. Traveling by waterways could only take you so far around Michigan. This led to the building of the first highway in the 1820’s. It extended from Detroit across the Maumee River into Ohio. The Erie and Kalamazoo Railroad was completed in 1836. Railroad cars were first pulled by horses. . In 1837, the Erie and Kalamazoo started to operate what was probably the first steam locomotive west of the Allegheny Mountains. By the mid-1800's, stagecoach routes connected Detroit with Chicago. The roads that were being build could not withstand the harsh environmental changes that Michigan had to offer, and so the state highway department was established in 1905. Soon after that, the first paved highway was built in 1908 in Detroit. This soon paved the way for th ! e first automobile. The impact of the automobile between 1900 through 1945was immense. It paved the way for a future dependency on the automobile. To paint a better picture, imagine life without an automobile. Everyday life would be dull, cumbersome, and tedious. An individual's mobility would be very limited. Basically, the life without an automobile could not be fathomed. The importance of the automobile is often taken for granite. Society may not know what appreciate the impact of the automobile and effects it has created. The impact of the automobile had both positive and negative effects on America between 1900 through 1945. Automobile provided an outlet for individuals and spread the freedom of travel among all classes of people. It also helped to introduce rural dwellers to the aspects of urban life and vice versa. One of the negative effects was that automobiles helped to put of big decline in the use of ra...

Report in phonology and pronunciation Essay Example | Topics and Well Written Essays - 1000 words

Report in phonology and pronunciation - Essay Example On the other hand, Modern Standard Arabic (MSA) has 28 consonants ranging from fricatives, stops, lateral nasals, trill and semi-vowels. In addition, the Arabic consonant system is divided into two distinctive classes, which are emphatic and pharyngeal phonemes. Moreover, Arabic also has emphatic consonants such as /t/, /d/, /?/, and /s/. The table below 1 represents distribution of Arabic consonants Initial Medial Final /b/ bajt ?abd ba?b /t/ tarjama Xatama bu?t /d/ darb izdija?d Suru?d /k/ kam masku?n sikak /q/ qumtu baqqAl Dalq /?/ ?an ja?s bari /b?/ - qabbala dubb /t?/ - qAttala batt /d?/ - qaddama madd /k?/ - taSakkur Sakk The table below shows the plot of English consonants On a closer observation, Arabic has 13 phonemes, for instance, /t ?/, /t ?/,/s/, /x/, /?/, /d?/, /d?/, /q/, /?/, /?/, /?/, /?/, and /r/. Though Arabic and English share some phonemes, they differ in phonological rules, which limit concurrence of some allophones. For example, in English, the phoneme /l/ is co nsidered a velarized allophone at the end of words while in Arabic the same phoneme is realized as non-velarized at the end of words. In addition, the distribution of allophones is different in English and Arabic whereby the bilabial [p], which is voiceless and the bilabial [b], which is voiced occur as allophones of two phonemes in English (Amer 2010). In contrast, in Arabic the [p] occurs prior to the voiceless consonant, but [b] occurs somewhere else. Others such as /d/ and /t/ in Arabic are dental, but in English are alveolar while /v/ does not occur completely in Arabic. This may cause difficulties for Arabic learners of English due to contrasts in English such as /f?n/ fan and/v?n/ van. The sound /l/ occurs both in Arabic and English; however, in Arabic /?/ it is restricted to words like /a:h/. Therefore, /l/ in Arabic is used in positions of medial, final and initial while in English, /l/ is used in the position of initial and medial (Watson, 2002). Another sound that is enti rely different in English and Arabic languages is /r/ whereby it is a tongue tip trill in Arabic and a back alveolar in English. Therefore, this may present a problem for learners of English from the Arabic language because they attempt to the English /r/ with the Arabic one. b. Consonant Clusters Consonant cluster is also another element of phonemic that presents several differences among the two languages. In English, two or more consonants may follow one another to create consonant clusters or sequences. For example, for three consonant clusters: sleep, dogs, cuts, for three consonant clusters: risked, plunged, street, for seven consonant clusters: tempts strangers. Consonants can occur at the final position or initial position in English words, for example, â€Å"some of the consonants at the beginning of word are /b/ followed by /l, r, j/ as in bright, blame, beautiful, /g/ followed by /l, r/ as in gross, glare and /k/ followed by /l, r, w, j/ as in queen, clip, queue, crimeâ €  (Ladefoged 2001, p.56). On the other hand, there are other consonants that appear at the end of English words, for example, /t/ and /d/ as in wished, plunged, raised, risked, /s/ and /z/ as in yields, eats, risks and gives and /s/ and /z as in facts, fields, dogs, and books. In Arabic, there is no particular sequence for two or more consonants occurring in final and medial position. Arabic cluster involves breaking of the consonant cluster by an intrusive

Cineplex Entertainment - The Loyalty Program Case Study

Cineplex Entertainment - The Loyalty Program - Case Study Example The essay aims to outline the recommendations of Sarah Lewthwaite, the market director for the Cineplex Entertainment, to the committee of senior executives. The presentation contains persuasive arguments regarding loyalty program development campaign, considering the movie industry, which is having inconsistent revenues each year. Cineplex entertainment was founded in 1979 as a small chain of movie theaters. In 2005 Cineplex acquired its largest supplier and become the Canada’s largest film exhibiter. The market share of Cineplex after that acquisition jumped up to 40 million visits of customer per day. Cineplex also started giving value added services to its customer like food at branded concession counters, arcade games, etc. In the same year they also expanded their strategies and entered into new markets which generated customer traffic and boosted their revenue per day. Although the revenue appreciated a lot in the year 2005 compared to the previous years but cost of operation got high as well which shrined the net income of the company. Cineplex Entertainment had issued Elite cards to the customer which offered them rewards like free movie viewing after they accumulate a certain number of points. Cineplex had no CRM capabilities which could help them in driving customer traffic. According to the survey in 2005, 95% respondents wanted to have movie reward offer back. Considering that option for further investment Sarah Lewthwaite gave option of starting a loyalty program to the committee. Cineplex needed a loyalty partner because creating their own data system it would have cost them about $5.5 million in the first year. So they looked went on to look for a partner. Flight Miles, having 72 percent of Canadian active members, had the top loyalty program in Canada. Flight Miles can give Cineplex an opportunity to get access to their data bank of seven million customers which would certainly help them in targeting their market. Flight Miles program would cost yearly about $5 million and $0.09 on every point issued to the customer. Flight Miles executives offered Cineplex $250,000 to make the deal more attractive. Scotiabank approached to Cineplex as a potential partner for the loyalty program. It is amongst the top five bank of Canada having 6.8 million customers and 950 branches in Canada. The Scotiabank proposed a 50-50 cost sharing and expected naming rights on three theatres. They offered a three card reward strategy as well. The estimated cost portion of Cineplex w as about $3 million in the first year and $1.7 million and $1.9 million in the later years. Sarah Lewthwaite has now three options to look for loyalty program and had to work on them to finally get the best option. She will have to see the benefits as well as the constraints of the three options. She also restructured the reward program. Sarah performed a sensitivity analysis in the concession revenue per guest which might increase by 5 to 15 per cent and also thought of having a nominal one time or annual membership fee of $2 to $5. Sarah Lewthwaite also knew the fact that only 40 per cent of the points earned by the customer in the loyalty program would be redeemed annually. Lewthwaite then drafted reward structure that contained a preliminary list of four options but she was not sure that which option will click in the customer mind. Loyalty program required a data base vendor who could manage the

Mixed Numbers And Improper Fractions English Language Essay

Mixed Numbers And Improper Fractions English Language Essay A Fraction has two parts that tell us what it denotes. The first part is the top number or the numerator. The numerator is the number of pieces you have. The second part of a fraction is the bottom number called the denominator (THINK: Downominator). The denominator is the number of pieces the whole thing is divided into. Example: 3/4 means: We have 3 pieces of something. The whole thing is divided into 4 pieces. Each piece is a quarter (1/4) of the whole thing. There are three types of fraction: [Picture may need to be redone. Taken from http://www.mathsisfun.com/improper-fractions.html] We define the three types of fractions like this: Proper Fractions [glossary term; a fraction where the top number is smaller than the bottom number. http://www.bing.com/Dictionary/search?q=define+proper+fractionFORM=DTPDIA] A proper fraction is a fraction with the numerator smaller than the denominator. In other words, the numerator is less than the denominator. Examples: 1/3, 3/4, 2/7 1/2 etc. This is the type of fraction we typically think of when we are sharing or splitting something up. Improper Fractions [glossary term; a fraction where the top number is bigger than the top number. http://www.bing.com/Dictionary/search?q=define+improper+fractionFORM=DTPDIA] An improper fraction is a fraction that has a numerator larger than or equal to its denominator. In other words, the numerator is bigger than or the same size as the denominator. We can remember an improper fraction by thinking its top-heavy. In the examples below, notice how the top number is bigger than the bottom number? That makes it an Improper Fraction. Examples: 4/3, 11/4, 3/2, 7/4, 16/15, 99/5 The term IMPROPER suggests that you shouldnt use it or that its incorrect in some way, but there is nothing wrong about Improper Fractions. As you move on to higher levels of mathematics, you will find improper fractions are very friendly to use. We know that when the numerator is less than the denominator it is called a proper fraction. When the numerator is greater than the denominator it is called an improper fraction. What do we call the fraction when the numerator is equal to the denominator as in the example 4/4 ? [Picture may need to be redone. Taken from http://www.mathsisfun.com/improper-fractions.html] In this instance where the numerator is the same as the denominator, the number of pieces you have are the same as the number of pieces the whole is divided into. We define this as 1, just as a pizza is a WHOLE pizza when it has all of its slices. Whenever you see the same number in the numerator as the denominator, remember that fraction equals 1. Examples: 4/4 = 1 and 7/7 = 1 [BEGIN YOUR TURN perhaps this could be done as a drag and drop.] Match each fraction with its appropriate term, PROPER, IMPROPER or WHOLE Answers 5/8 PROPER 8/5 IMPROPER 8/8 WHOLE 7/6 IMPROPER 6/7 PROPER 7/7 WHOLE 21/5 IMPROPER 5/21 PROPER 21/21 WHOLE 3/100 PROPER 100/3 IMPROPER 100/100 WHOLE [END YOUR TURN] Mixed Fractions or Mixed Numbers [glossary term; a fraction number consisting of a proper fraction and a whole number together http://www.bing.com/Dictionary/search?q=define+mixed+numberFORM=DTPDIA] A whole number and proper fraction together is a Mixed Fraction or also known as a Mixed Number. Examples: 1 1/3, 2 1/4, 16 2/5 [Pictures may need to be redone. Taken from http://www.mathsisfun.com/improper-fractions.html] 1 3/4 Â   1 1/4 = 2 3/8 A mixed number consists of an integer followed by a proper fraction. Mixed fractions are typically used in everyday/normal conversation. Remember that fractions are used to count a part of something or a group. Â ¼ of this 1 whole square is red. Mixed numbers are used when you need to count whole things AND parts of things at the same time. How many of the following squares are red? There are 5 whole squares and part of another square. We write it like this 5 1/4. When we read it or say it out loud we would day, five and one fourth. This is similar to writing 5 + Â ¼ , but, we dont write the + in written form. In word form addition is the same as the word AND. [BEGIN YOUR TURN] This would be a great spot for an interactive video like this onehttp://www.beaconlearningcenter.com/WebLessons/MixedNumbers/default.htm [END YOUR TURN] [BEGIN YOUR TURN] This would be a great spot for an interactive game to play with mixed numbers like this one http://www.mrnussbaum.com/sal/index.html This is very fun stuff! [END YOUR TURN] [BEGIN REVIEW] 1. A mixed number is _________________ a number made up of a whole number and a fraction. *Always Sometimes Never Feed back: By definition 2. An improper fraction should never be used as an answer to a math problem. True *False Feed back: Improper fractions will make solving math problems easier as you get into high levels of mathematics. 3. A proper fraction is _______________ used when you need to count whole things AND parts of things at the same time. Always Sometimes *Never Feed back: A proper fraction is a fraction that has a denominator larger than the numerator and is used when you are talking about pieces of 1. 4. Which is the correct mathematical description for the following picture? *5/8 1 5/8 eight fifths 4 and 1/8 Feedback: the pizza is divided into 8 pieces. 5 of the pieces are showing. Use a proper fraction of 5/8. 5. How would you describe the following picture in words to your friend? There are twelve fifteenths pentagons. *There are two and two fifths pentagons. There are two fifths pentagons. There are two whole pentagons and a fraction more. Feed back: There are two and two fifths pentagons. We use mixed fractions in everyday language. [END REVIEW] [BEGIN QUIZ] 1. A proper fraction is _________________ a number made up of a whole number and a fraction. Always Sometimes *Never Feed back: A proper fraction is a fraction that has a denominator larger than the numerator and is used when you are talking about pieces of 1. 2. Improper fractions are friendly to use in mathematics problems but are not used in everyday language. *True False 3. A mixed number is _______________ used when you need to count the fractional pieces of something. Always Sometimes *Never Feed back: Mixed numbers are used when you need to count whole things AND parts of things at the same time. 4. Which is the correct mathematical description for the following picture? 11/12 *5 1/2 six halves five and one twoths Feedback: There are 5 full circles denoting 5 wholes and 1/2 of another. 5. What term would you use to describe the number of blue blocks below to your friend? proper fraction improper fraction *mixed number fraction Feed back: Mixed numbers are used when you need to count whole things AND parts of things at the same time. [END QUIZ] [BEGIN TEST] 1. A proper fraction is _________________ a fraction where the numerator is larger than the denominator Always Sometimes *Never Feed back: A proper fraction is a fraction that has a denominator larger than the numerator and is used when you are talking about pieces of 1. 2. The term Improper fraction simply means the numerator is larger than the denominator. *True False 3. A mixed fraction is _______________ the same as a mixed number. *Always Sometimes Never Feed back: The terms mixed numbers and mixed fractions are interchangeable and used when you need to count whole things AND parts of things at the same time. 4. Which picture below represents the improper fraction 5/2? * Feedback: There are 5 full circles denoting 5 wholes and 1/2 of another. 5. What term would you use to describe the of the nail below to your friend? proper fraction improper fraction *mixed number fraction Feed back: Mixed numbers are used when you need to count whole things AND parts of things at the same time. [END TEST] CONCLUSION: A Fraction has two parts that tell us what it denotes. The first part is the top number or the numerator. The numerator is the number of pieces you have. The second part of a fraction is the bottom number called the denominator (THINK: Downominator). The denominator is the number of pieces the whole thing is divided into. There are three types of fraction: Proper Fractions A proper fraction is a fraction with the numerator smaller than the denominator. Improper Fractions An improper fraction is a fraction that has a numerator larger than or equal to its denominator. We can remember an improper fraction by thinking its top-heavy. . As you move on to higher levels of mathematics, you will find improper fractions are very friendly to use. Mixed Fractions or Mixed Numbers A whole number and proper fraction together is a Mixed Fraction or also known as a Mixed Number Mixed fractions are typically used in everyday/normal conversation. Mixed numbers are used when you need to count whole things AND parts of things at the same time. We write it like this 5 Â ¼ When we read it or say it out loud we would day, five and one fourth. .When is a fraction a WHOLE? when the numerator is equal to the denominator as in the example 4/4 ? Whenever you see the same number in the numerator as the denominator, remember that fraction equals 1.

Palm oil oral presentation

Today I would like to talk to you about a rather large problem. It is responsible for most of the deforestation In the world, It has caused lots of damage to the bio-sphere and atmosphere. It has caused huge amounts of damage to the species living In the rainforest's. This problem Is catastrophic and caused by us humans. If some of you are thinking Its palm 011, your rightly (change) What is palm oil? Palm oil is a highly saturated oil that comes from the fruit of a palm tree growing in tropical climates. Today most palm oil is produced in Indonesia and Malaysia. Rainforest's are destroyed to make room for palm oil plantations.These areas, which are the lungs of the world and home to native wildlife, are destroyed at an alarming rate. Every hour rainforest's the size of over 300 football fields are cleared. (change) As much as hundred different species are now becoming extinct every day. Some animals that are becoming close to extinct are the Sumatra and Borne Orange- tan, the Sumat ra tiger, the pigmy elephant and the Sumatra rhino. Ten years ago there were still over 1 50,000 orange-tans in the wild and that number has dropped to 30,000 today! Sumatra tiger and rhino numbers have dropped dramatically to having only 30-40 in the wilds. Change) Every year at least 1,500 orange-tans die cruelly when beaten to death by plantation workers as they are considered a pest and some of these beautiful animals are burnt to death by the uncontrolled fires to clear land, which also kills hundreds of other fauna and flora species. There Is a huge risk that none of these animals will be living in the wild by he year 2020, because of the fact the demand for palm OLL Is huge and Increasing. (change) Although, 30 years ago, no many products contained palm oil, today palm oil is in 50% of our products. It's in confectionery foods, food items, personal care items and house care products.It may surprise you that some of your favorite products are contributing to the palm oil probl em. Startups, Skittles, Mars chocolate, Ores, Nutshell, Ben and Jerry, Amiability, cover girl cosmetics and thousands more. Re deliberately not labeling their products clearly and this makes it harder to identify products containing palm oil. Consumers can help by learning the other names that are potentially used like vegetable oil or one of the 30 different chemical or common names Lists are available on the WFM and the Melbourne Zoo websites. Here you will also find lists of products and brands to avoid as well as better alternative choices.Other things you can do to help are, -Educate yourself about the problem -Spread the message to those around you -Join campaigns and fundraisers Make a conscious decision to stop using palm oil and let manufacturers know that you want them to switch to alternative oils -Buy ethical products and support companies that are doing the right thing -Encourage your government to change labeling laws -Encourage your government to aid affected communit ies and help them to find alternative income sources, for example tourism and sustainable plantations I hope that this will inspire you to become a crusader for Orange-tans.

Notes Experimental Psych Overview

Sociology Biology Chemistry Physics Astronomy Anthropology Psychology Others Outer circle (CO) : Art Music Literature Language Solvable and unsolvable Problems Solvable problem- one which poses a question that can be answered with the use of normal capacities (answers questions under the inner and outer circle) Unsolvable problem – raises a question that is unanswerable. This concerns supernatural phenomena (falling under Metaphysical disciplines) Science is Empirical (Observable) Solvable problems are susceptible to empirical solution by studying observable vents Science Defined 1 .Sciences apply the scientific method to solvable problems 2. Dullness's In the CO don't use the SMS but their problems are typically solvable 3. The dullness's outside the circles neither use the SMS nor pose solvable problems C] Science is the application of the SMS to solvable problems. Psychology as a Science Psychology Is Materialistic, Objective and Deterministic If psychology Is ever to becom e a science, It must follow the example of the physical sciences: it must be materialistic, mechanistic, deterministic, objective. -WatsonMaterialism (Same as Physicality) – observable responses, physical events Objectivity – the principle of intersecting reliability Intersecting- two or more people share the same experiences Determinism- the assumption that there is lawfulness Experimentation is the most powerful research method 0 Psychology became a science by applying the SMS to solvable problems. Psychological experimentation is an application of the SMS Stating the Problem and Hypothesis Testing the Hypothesis 1. Select participants 2. Randomly assign to groups 3. Randomly assign groups to condition/treatment . Experimental group given a novel treatment b.Control group given normal treatment 4. Define the IV 5. Define the DVD 6. Control relevant EVE 7. Conduct statistical tests 8. Generalize and explain the hypothesis 9. Predict new situations Terms 1 . Replicatio n – an additional experiment is conducted but with the same process 2. Stimuli – aspects of the external environment 3. Response – aspects of behavior 4. S-R Laws – if a certain environmental characteristics is changed, behavior of a certain type also changes 5. Variable – anything that can change in amount 6. Independent variable – manipulated, treatment, investigation 7. Dependent variable – measure of any change in behavior 8.Continuous variable – capable of changing by any amount 9. Discontinuous variable – assume only numerical values that differ by clearly defined steps without intermittent values possible 10. Hypothesis -tentative solution to problem Functions of Apparatus 1. To administer experimental treatment 2. To collect data 3. To reduce experimenter influences 4. To analyze data specifically Conducting Statistical Tests Chance difference Reliable difference Real 0 statistically reliable Accidental 0 due onl y to chance Significant 0 reliable (Preferable) Confirmed 0 probably true Discontinued 0 probably false it can be measured. J.B. Watson – If psychology is ever to become a science, it must follow the example of the physical sciences: it must be materialistic, mechanistic, deterministic, and objective. Chapter 2 – The Problem Problem Scientific inquiry starts when we have already collected some knowledge but there is something we still do not know Ways Problem is Manifested 1 . When there is a noticeable gap in the results of investigations Students conducting thesis are reading related literature so their storehouse of information is filled with new knowledge 2. When the results of several inquiries disagrees The results are contradicting 3.When a fact exists in the form of unexplained information When a new theory explains a fact, it also explains other phenomena, because theories are general that it can explain many facts Defining a Solvable Problem 1. The proposed s olution is Testable 2. The proposed solution is Relevant to the problem A. What is a testable hypothesis? A. If it is possible to determine that it is either true or false B. Knowledge is expressed in the form of propositions a. The requirement that knowledge can occur only in the form of a statement is critical for the process of testability. C.Degree of Probability Instead of True or False Kinds of Possibilities 1 . Presently attainable – the possibility is within our power at the present time 2. Potentially attainable – possibilities that may come within the powers of people at some future time Classes of Testability 1 . Presently testable – related with Presently attainable 2. Potentially testable – related to Potentially attainable Working Principle for the Experimenter . Applying the criterion of Testability a. Do all the variables contained in the hypothesis actually refer to empirically observable events? B.Is the hypothesis formulated in such a w ay that it is possible to relate it to empirically observable events and render a decision on its degree of probability? Term: determine the degree of probability for them. Unsolvable Problems The Unstructured Problem Inadequately defined terms and the operational definition Solution Through Operational Definitions Operational definitions – one that indicates that a certain phenomenon exists, and sees so by specifying precisely how the phenomenon is measured Operations – adequate definitions of the variables with which a science deals are a prerequisite to advancement.Initiated by P. W. Abridgment in 1972 Impossibility of Collecting Relevant Data Vicious circularity renders problems unsolvable Additional considerations Problems should be technologically or theoretically important Problems of the impasse variety should be avoided unless creative solutions are possible Psychological reactions to problems- we should emphasize a truth criterion and not dismiss a discovery only because it is disturbing