Social Change And The 21st Century Classroom - 1464 Words

While 21st Century learning and teaching is always changing, it is as dynamic as the world around us. There are many factors including globalisation, social change and technology, which are driving changes in education, with a variety of positive and negative impacts on teaching and learning in the 21st Century. With ongoing changes in teaching practices, which in turn changes the attitudes of today’s teachers and learners. A 21st century classroom is a productive environment where the teachers are the facilitators of the students learning. There are many characteristics however, which segregate a 21st century classroom from that of previous centuries. These can include active learning, student-centric, adaptive learning, invitational environment, rules and procedures, respect, responsibility, performance based assessments and collaborative learning. The practices of traditional classrooms were no longer effective and teachers today engage their students in learning by providi ng effective instructions with a variety of methods while following different pedagogical approaches (Saxena, 2016). There are three factors that are driving these educational changes; globalisation, social change, and technology, all of which have both positive and negative impacts on today’s education. (182 out of 200) Carnoy (1999) has suggested that the direct impact of globalisation on both curriculum and pedagogy in the classroom in most countries had been minimal. The spread of education due toShow MoreRelatedCurrent Force That Impact Curriculum Design And Program1207 Words   |  5 Pagescurriculum design and program in the 21st century education, and developing an internationally-minded learner in a globalized era. 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Famous Management Journals Free Essays

RESEARCH WORSHOP ASSIGNMENT # 04 According to the subject classification of your discipline print the followings: ? List the journals in your discipline ? List of approved journals by HEC ? List of journals in your area for ISI Thomson list ? List of some selected journals with some impact factor MPhil Human Resource Management SUBMITTED ON: 2nd March, 2012 Discipline Chosen: Management Area Chosen: HRM Journal Stated (Management): 141 HRM Journal as per ISI Thomson List: 110 Impact factor as per 2010 SERIAL NO: |NAME OF JOURNAL |3-YEAR IMPACT FACTOR |5-YEAR IMPACT FACTOR |HRM JOURNAL IN ISI | | |(MANAGEMENT) | | |THOMSON LIST | |1 |ACADEMY OF MANAGEMENT ANNALS |5. 440 |5. 342 |? | |2 |ACADEMY OF MANAGEMENT JOURNAL |5. We will write a custom essay sample on Famous Management Journals or any similar topic only for you Order Now 250 |10. 779 |? | |3 |ACADEMY OF MANAGEMENT LEARNING EDUCATION |2. 33 |3. 333 | | |4 |ACADEMY OF MANAGEMENT PERSPECTIVES |2. 470 |2. 500 |? | |5 |ACADEMY OF MANAGEMENT REVIEW |6. 720 |11. 657 |? | |6 |ADMINISTRATIVE SCIENCE QUARTERLY |3. 684 |7. 539 |? | |7 |ADVANCES IN STRATEGIC MANAGEMENT-A RESEARCH ANNUAL |0. 43 |0. 636 | | |8 |ADVANCES IN STRATEGIC MANAGEMENT-A RESEARCH ANNUAL | | | | |9 |AFRICAN JOURNAL OF BUSINESS MANAGEMENT | | |? | |10 |AMERICAN REVIEW OF PUBLIC ADMINISTRATION | | |? | |11 |ASIA PACIFIC JOURNAL OF HUMAN RESOURCES |0. 18 | |? | |12 |ASIA PACIFIC JOURNAL OF MANAGEMENT |3. 355 | |? | |13 |ASIAN BUSINESS MANAGEMENT |0. 610 | |? | |14 |AUSTRALIAN JOURNAL OF MANAGEMENT |0. 469 | |? | |15 |AUSTRALIAN JOURNAL OF PUBLIC ADMINISTRATION | | |? |16 |BALTIC JOURNAL OF MANAGEMENT |0. 525 | |? | |17 |BASIC AND APPLIED SOCIAL PSYCHOLOGY | | |? | |18 |BRITISH JOURNAL OF GUIDANCE COUNSELLING |0. 403 |0. 646 |? | |19 |BRITISH JOURNAL OF INDUSTRIAL RELATIONS |1. 033 |1. 529 |? | |20 |BRITISH JOURNAL OF MANAGEMENT |1. 85 |2. 631 |? | |21 |CALIFORNIA MANAGEMENT REVIEW |1. 706 |2. 524 |? | |22 |CANADIAN JOURNAL OF ADMINISTRATIVE SCIENCES |0. 714 |0. 695 |? | |23 |CAREER DEVELOPMENT QUARTERLY |1. 345 |1. 406 |? | |24 |CHINESE MANAGEMENT STUDIES |0. 750 |0. 39 |? | |25 |CONFLICT MANAGEMENT AND PEACE SCIENCE | | |? | |26 |CROSS CULTURAL MANAGEMENT-AN INTERNATIONAL JOURNAL | | |? | |27 |CULTURE AND ORGANIZATION | | |? | |28 |DECISION SCIENCES |2. 233 |3. 937 |? |29 |Â  EUROPEAN FINANCIAL MANAGEMENT | | | | |30 |EUROPEAN JOURNAL OF INDUSTRIAL RELATIONS |0. 690 |0. 926 |? | |31 |EUROPEAN JOURNAL OF INTERNATIONAL MANAGEMENT |0. 220 | |? | |32 |EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY |1. 489 |2. 682 |? |33 |EUROPEAN MANAGEMENT JOURNAL | | |? | |34 |FINANCIAL MANAGEMENT | | | | |35 |GENDER WORK AND ORGANIZATION |0. 733 |1. 373 |? | |36 |GROUP ORGANIZATION MANAGEMENT |2. 415 |2. 710 |? | |37 |GROUP DECISION AND NEGOTIATION |1. 48 |1. 313 |? | |38 | HARVARD BUSINESS REVIEW |1. 881 |2. 671 |? | |39 |HUMAN ORGANIZATION | | |? | |40 |HUMAN PERFORMANCE |0. 636 |1. 962 |? | |41 |HUMAN RELATIONS |1. 701 |2. 95 |? | |42 |HUMAN RESOURCE DEVELOPMENT QUARTERLY |0. 475 | |? | |43 |HUMAN RESOURCE MANAGEMENT |1. 341 |1. 825 |? | |44 |HUMAN RESOURCE MANAGEMENT JOURNAL | | |? | |45 |HUMAN RESOURCE MANAGEMENT REVIEW |2. 796 | |? |46 |INDUSTRIAL LABOR RELATIONS REVIEW |1. 071 |1. 607 |? | |47 |INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE| | |? | | |AND PRACTICE | | | | |48 |INDUSTRIAL RELATIONS |1. 311 |1. 948 |? |49 |Â  INDUTRIAL MARKETING MANAGEMENT | | | | |50 |INFORMATION MANAGEMENT | | | | |51 |INTERNATIONAL JOURNAL OF CONFLICT MANAGEMENT | | |? | |52 |INTERNATIONAL JOURNAL OF HUMAN RESOURCE MANAGEMENT |0. 869 |1. 610 |? |53 |INTERNATIONAL JOURNAL OF INDUSTRIAL ORGANIZATION | | |? | |54 |INTERNATIONAL JOURNAL OF INTERCULTURAL RELATIONS | | |? | |55 |INTERNATIONAL JOURNAL OF MANAGEMENT REVIEWS |2. 641 |4. 304 |? | | 56 |INTERNATIONAL JOURNAL OF MANPOWER |0. 429 |0. 752 |? | |57 |INTERNATIONAL JOURNAL OF OPERATIONS PRODUCTION MANAGEMENT |1. 12 |2. 792 | | |58 |INTERNATIONAL JOURNAL OF PROJECT MANAGEMENT | | | | |59 |INTERNATIONAL JOURNAL OF SELECTION ASSESMENT | | |? | |60 |INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT |0. 859 |1. 361 |? | |61 |INTERNATIONAL JOURNAL OF STRESS MANAGEMENT | | |? |62 |INTERNATIONAL ORGANIZATION | | |? | |63 |INTERNATIONAL PUBLIC MANAGEMENT JOURNAL | | |? | |64 |INTERNATIONAL REVIEW OF ADMINISTRATIVE SCIENCES |0. 848 |0. 798 |? | |65 |JOURNAL FOR EAST EUROPEAN MANAGEMENT STUDIES |0. 781 | |? | |66 |JOURNAL OF APPLIED BEHAVIORAL SCIENCE |1. 82 | |? | |67 |JOURNAL OF APPLIED PSYCHOLOGY |3. 977 |6. 730 |? | |68 |Â  JOURNAL OF APPLIED SOCIAL PSYCHOLOGY | | |? | |69 |JOURNAL OF BEHAVIORAL DECISION MAKING |1. 672 |2. 409 |? | |70 |JOURNAL OF BUSINESS ECONOMICS AND MANAGEMENT |3. 66 | | | |71 |JOURNAL OF BUSINESS ECONOMICS AND MANAGEMENT | | | | |72 |JOURNAL OF BUSI NESS RESEARCH |1. 773 |2. 484 |? | |73 |JOURNAL OF CAREER ASSESSMENT |1. 639 |1. 986 |? | |74 |JOURNAL OF CAREER DEVELOPMENT |1. 50 |1. 125 |? | |75 |Â  JOURNAL OF CONSUMER PSYCHOLOGY | | |? | |76 |JOURNAL OF COUNSELING AND DEVELOPMENT |0. 623 |0. 894 |? | |77 |JOURNAL OF ECONOMICS MANAGEMENT STRATEGY |1. 123 |1. 656 | | |78 |JOURNAL OF EXPERIMENTAL PSYCHOLOGY-APPLIED |2. 237 |2. 09 |? | |79 |JOURNAL OF INDUSTRIAL AND MANAGEMENT OPTIMIZATION | | |? | |80 |JOURNAL OF INDUSTRIAL RELATIONS |0. 430 | |? | |81 |JOURNAL OF INTERNATIONAL BUSINESS STUDIES |4. 184 |5. 539 |? | |82 |JOURNAL OF INTERNATIONAL COMPENSATION | | |? |83 |JOURNAL OF INTERNATIONAL FINANCIAL MANAGEMENT ACCOUNTING | | | | |84 |JOURNAL OF INTERNATIONAL MANAGEMENT |1. 298 | |? | |85 |JOURNAL OF MANAGEMENT |3. 758 |6. 210 |? | |86 |JOURNAL OF MANAGEMENT ORGANIZATION |0. 425 | |? | |87 |JOURNAL OF MANAGEMENT INQUIRY |1. 83 |1. 600 |? | |88 |JOURNAL OF MANAGEMENT STUDIES |3. 817 |4. 684 |? | |89 |JOURNAL OF MANAGERIAL P SYCHOLOGY |2. 150 | |? | |90 |JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY |0. 882 |2. 259 |? | |91 |JOURNAL OF OPERATIONS MANAGEMENT |5. 093 |6. 29 | | |92 |JOURNAL OF ORGANIZATIONAL BEHAVIOR |2. 351 |4. 411 |? | |93 |JOURNAL OF ORGANIZATIONAL BEHAVIOR MANAGEMENT |0. 963 |1. 222 |? | |94 |JOURNAL OF ORGANIZATIONAL CHANGE MANAGEMENT |0. 650 |0. 944 |? | |95 |JOURNAL OF PERSONNEL PSYCHOLOGY | | |? |96 |JOURNAL OF PRODUCT INNOVATION MANAGEMENT | | | | |97 |JOURNAL OF PURCHASING AND SUPPLY MANAGEMENT | | | | |98 |JOURNAL OF SMALL BUSINESS MANAGEMENT | | | | |99 |JOURNAL OF SUPPLY CHAIN MANAGEMENT |5. 853 |11. 06 | | |100 |JOURNAL OF THE OPERATIONAL RESEARCH SOCIETY |1. 102 |1. 481 | | |101 |JOURNAL OF VOCATIONAL BEHAVIOR |2. 604 |3. 928 | | |102 |JOURNAL OF WORLD BUSINESS | | |? | |103 |KNOWLEDGE MANAGEMENT RESEARCH PRACTICE |0. 55 | | | |104 |LEADERSHIP |0. 535 |1. 381 |? | |105 |LEADERSHIP QUARTERLY |2. 902 |4. 919 |? | |106 |Â  MANAGEMENT ACCOUNTING RESEARCH | | | | |107 |MANAGEMENT AND ORGANIZATION REVIEW |2. 06 | |? | |108 |MANAGEMENT COMMUNICATION QUARTERLY | | | | |109 |MANAGEMENT DECISION |1. 078 | | | |110 |MANAGEMENT INTERNATIONAL REVIEW |0. 882 | |? | |111 |MANAGEMENT SCIENCE |2. 221 |3. 66 |? | |112 |MIS QUARTERLY |5. 041 |9. 821 | | |113 |MIT SLOAN MANAGEMENT REVIEW |1. 452 |2. 317 |? | |114 |NEW TECHNOLOGY WORK AND EMPLOYMENT |0. 469 |1. 000 |? | |115 |OMEGA-INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE |3. 467 |3. 733 |? |116 |ORGANIZATION |1. 488 |2. 152 |? | |117 |ORGANIZATION ENVIRONMENT | | |? | |118 |ORGANIZATION SCIENCE |3. 800 |5. 838 |? | |119 |ORGANIZATION STUDIES |2. 339 | |? | |120 |ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES |2. 80 |3. 586 |? | |121 |ORGANIZATIONAL DYNAMICS |0. 862 |0. 979 |? | |122 |ORGANIZATIONAL RESEARCH METHODS |4. 423 |5. 350 |? | |123 |PERSONNEL PSYCHOLOGY |3. 367 |6. 395 |? | |124 |PERSONNEL REVIEW |0. 446 |1. 74 |? | |125 |Â  PRODUCTION AND OPERATIONS MANAGEMENT | | | | |126 |PUBLIC ADMINI STRATION |1. 292 |1. 938 |? | |127 |PUBLIC MANAGEMENT REVIEW |1. 295 |1. 387 |? | |128 |Â  PUBLIC PERFORMANCE AND MANAGEMENT REVIEW | | |? |129 |PUBLIC PERSONNEL MANAGEMENT |0. 200 |0. 479 |? | |130 |R D MANAGEMENT |1. 580 |2. 806 |? | |131 |RESEARCH IN ORGANIZATIONAL BEHAVIOR |4. 833 |5. 167 |? | |132 |REVIEW OF INDUSTRIAL ORGANIZATION | | |? | |133 |REVIEW OF PUBLIC PERSONNEL ADMINISTRATION |0. 91 | |? | |134 |SCANDINAVIAN JOURNAL OF MANAGEMENT |1. 108 | |? | |135 |SMALL GROUP RESEARCH |1. 148 |1. 888 | | |136 |SOUTH AFRICAN JOURNAL OF BUSINESS MANAGEMENT |0. 146 | | | |137 |STRATEGIC MANAGEMENT JOURNAL |3. 583 |6. 18 | | |138 |STRATEGIC ORGANIZATION |2. 727 | | | |139 |TOTAL QUALITY MANAGEMENT BUSINESS EXCELLENCE | | | | |140 |WORK AND OCCUPATIONS |0. 857 |1. 682 |? | |141 |WORK AND STRESS |3. 071 |4. 71 |? | |TOTAL |141 |99 |75 |110 | HEC RECOGNIZED JOURNALS: 10 DISCIPLINE: MANAGEMENT 1. Business Review 2. Journal of Behavioral Sciences 3. Journal of Gender Social Issues 4. Journal of Independent Studies and Research? Management 5. Journal of Quality Technology Management 6. Pakistan Business Review 7. Pakistan Journal of Psychological Research 8. Pakistan Journal of Psychology 9. Pakistan Journal of Scientific and Industrial Research 10. Pakistan Journal of Social Sciences How to cite Famous Management Journals, Essay examples

Climate Change Consequences for Stakeholders-Samples for Student

Question: Discuss about the Climate Change and its Consequences for Stakeholders. Answer: Literature Review Carbon or Voluntary Disclosure by Companies Chiuand Wang (2015) indicated that CDP works for decreasing greenhouse gas emissions of the companies with reducing the risk of climate change. These researchers also indicated that in the year 2015, 822 investors have more than US$95 trillion within assets backed CDPs climate change information request. Guenther et al. (2016) had a different opinion regarding greenhouse gas information gradually disclosed by the organizations of the country that is listed. This is also carried out by means of two different communication channels like corporate report and the project of carbon disclosure. From the stakeholder theory perspective, it is indicated that the greenhouse gas amounts are gradually decreased within the corporate reports within the CDP (Hartmann, Perego and Young 2013). Stakeholder Theory According to Lee, Park and Klassen (2015) stakeholder theory is indicated as an organizational management theory as well as voluntary carbon disclosures that is associated with maintaining morals and values of managing all the companys stakeholders. These researchers also indicated that this theory makes sure that an organizations intention is to develop stakeholders value (Lovell 2010). Due to these causes, a company must take into account its consumers, suppliers, communities and shareholders. In accordance, Jaggi et al. (2017) stated that stakeholder engagement is a two-way theory of communication which focuses on maintaining information exchange concerning the issues related with domestic sustainability. It is understood to be a dialogue which supports the council in deciding the choices that will be acceptable to the local community. Figure 1: Stakeholder Theory (Source: Liesen et al.2015) Carbon Disclosure Determinants within Corporate Real Estate Companies Yunus, Elijido-Ten and Abhayawansa (2016) stated that financial market aspect pressure, social pressures, institutional along with economic pressure are important CDP determinants in the corporate real estate organizations. In contrast, Li et al. (2016) indicated that taking into account these aspects the organizations are explaining the climate change effect in the economies which has an intention to deal with efficient disclosure of corporate carbon emission. Conceptual Model The conceptual framework is developed below in order to answer the research hypotheses and question. It also centers on sustainable reporting process and carbon disclosure which has integrated factors of reporting, planning and sustainability accounting (Kalu, Buang and Aliagha 2016). The strategy of integrated reporting as well as sustainability accounting considers a comprehensive analysis of the engagement extent and nature within every phrase of accounting and reporting process. Recognition of vital shareholders is important in order to understand the individuals that are contributing to reporting and accounting process as well as determining salience of stakeholders (Clarkson et al. 2015). The conceptual framework elaborates numerous proxies related with theories indicated in the figure below as well as their effect on voluntary carbon disclosure. The framework also signifies the carbon disclosures in the corporate real estate companies. The theoretical framework will explain th e relationship between the independent and dependent variable such as target of voluntary minimization and stakeholder power. Implementation of emission reduction targets are highly associated with carbon disclosure and greatly impacts stakeholder interaction in consideration to asymmetric and imperfect information. Figure 2: Conceptual Framework of the Research (Source: Smith, Morreale and Mariani 2018) Hypothesis The hypotheses those are meant to be tested through accomplishment of this research is explained under: H1: There is a positive relationship between stakeholder power and voluntary reduction target H2: Low powered organizations are deemed to respond properly to pressure of the powerful stakeholders H3: Suppliers of powerful organizationstake into accountadoption ofchallenging emissions targets at the time their customer declares a sustainability commitment Proxy Measures for Theoretical Constructs: Theoretical Construct Proxy measure Dependent variable, independent, or Control Variable Source Research centres pertaining to voluntary disclosure- stakeholder theory The organisations having limited power are probable to act as per the interests of their shareholders under pressure Target of voluntary minimisation will be the dependent variable here Disclosure of target within CDP Moral responsibility of the organisations regarding the effects on stakeholders If the customers desire for commitment in sustainability, the suppliers of powerful organisations would impose greater emission targets Stakeholder power will be the independent variable here Data will be attained by assessing the relative industrial size and Porters five forces framework Research Method: Research Approach: Since the researcher will take into quantitative research approach to evaluate the responses accumulated from the respondents. The positive research approach will be deployed in evaluating that climate change has large effects on the stakeholders of the corporate organisations (Taylor, Bogdan and DeVault 2015). Along with this, there is direct association between the analysis of quantitative data and positivism research philosophy. The data accumulated will be assessed through the previous trends and current models coupled with the established facts (Mackey and Gass 2015). Thus is the main reason due to which deductive research approach is considered as the most effective approach to accomplish rightful findings from the research. Data Collection Technique: In order to assess the effects of climate change on the stakeholders, there will be employment of primary as well as secondary data (Lewis 2015). The quantitative data denotes the segment of information, which could be assessed to accumulate information in relation to the research findings. It is taken into consideration greater amount of data and size of sample for its evaluation. Due to this reason, appropriate respondents will be chosen to participate in the process of survey for achieving suitable findings related to practice of stakeholder theory along with dealing with the issues of accounting (Flick 2015). Sampling and Sample Size: In order to carry out with the research, the method of simple random sampling will be used for surveying the corporate professionals. This method is selected primarily because it provides equivalent opportunities to the participants of being selected in the process of survey (Vaioleti 2016). For this specific research, 42 organisations will be chosen carrying out its business operations in UK to interview their shareholders and managers along with assessment of their responses. Data Analysis Technique: The data accumulated for this specific research to assess the effects of climate change on the stakeholders of the corporate organisations will necessitate the use of greatly effective data analysis along with statistical techniques. This is needed for accomplishing appropriate and reliable findings from this specific research. Along with this, it enables to sustain the analysis and reliability of the accumulated data (Silverman 2016). Graphs and tables will be used for representing the quantitative information collected from the corporate professionals. As a result, it will become easier to interpret the accumulated data in an effective fashion (Wegener et al. 2013). Tools like Microsoft Excel will be utilised to assess the collected data. This will be beneficial for transferring the participants opinion into percent form, which would help in estimating the overall viewpoint of the participants (Brinkmann 2014). References: Brinkmann, S., 2014. Interview. InEncyclopedia of critical psychology(pp. 1008-1010). Springer New York. Chiu, T.K. and Wang, Y.H., 2015. Determinants of social disclosure quality in Taiwan: An application of stakeholder theory.Journal of business ethics,129(2), pp.379-398. Clarkson, P.M., Li, Y., Pinnuck, M. and Richardson, G.D., 2015. The valuation relevance of greenhouse gas emissions under the European Union carbon emissions trading scheme.European Accounting Review,24(3), pp.551-580. Flick, U., 2015.Introducing research methodology: A beginner's guide to doing a research project. Sage. Guenther, E., Guenther, T., Schiemann, F. and Weber, G., 2016. Stakeholder relevance for reporting: explanatory factors of carbon disclosure.Business Society,55(3), pp.361-397. Hartmann, F., Perego, P. and Young, A., 2013. Carbon accounting: Challenges for research in management control and performance measurement.Abacus,49(4), pp.539-563. Jaggi, B., Allini, A., Macchioni, R. and Zagaria, C., 2017. The factors motivating voluntary disclosure of carbon information: Evidence based on Italian listed companies.Organization Environment, p.1086026617705282. Kalu, J.U., Buang, A. and Aliagha, G.U., 2016. Determinants of voluntary carbon disclosure in the corporate real estate sector of Malaysia.Journal of environmental management,182, pp.519-524. Lee, S.Y., Park, Y.S. and Klassen, R.D., 2015. Market responses to firms' voluntary climate change information disclosure and carbon communication.Corporate Social Responsibility and Environmental Management,22(1), pp.1-12. Lewis, S., 2015. Qualitative inquiry and research design: Choosing among five approaches.Health promotion practice,16(4), pp.473-475. Li, D., Huang, M., Ren, S., Chen, X. and Ning, L., 2016. Environmental legitimacy, green innovation, and corporate carbon disclosure: Evidence from CDP China 100.Journal of Business Ethics, pp.1-16. Liesen, A., Hoepner, A.G., Patten, D.M. and Figge, F., 2015. Does stakeholder pressure influence corporate GHG emissions reporting? Empirical evidence from Europe.Accounting, Auditing Accountability Journal,28(7), pp.1047-1074. Lovell, H.C., 2010. Governing the carbon offset market.Wiley interdisciplinary reviews: climate change,1(3), pp.353-362. Mackey, A. and Gass, S.M., 2015.Second language research: Methodology and design. Routledge. Silverman, D. ed., 2016.Qualitative research. Sage. Smith, J.A., Morreale, M. and Mariani, M.E., 2018. Climate change disclosure: Moving towards a brave new world.Capital markets law journal,3(4), pp.469-485. Taylor, S.J., Bogdan, R. and DeVault, M., 2015.Introduction to qualitative research methods: A guidebook and resource. John Wiley Sons. Vaioleti, T.M., 2016. Talanoa research methodology: A developing position on Pacific research.Waikato Journal of Education,12(1). Wegener, M., Elayan, F.A., Felton, S. and Li, J., 2013. Factors influencing corporate environmental disclosures.Accounting Perspectives,12(1), pp.53-73. Yunus, S., Elijido-Ten, E. and Abhayawansa, S., 2016. Determinants of carbon management strategy adoption: Evidence from Australias top 200 publicly listed firms.Managerial Auditing Journal,31(2), pp.156-179

Symbols in Fahrenheit 451 Essay Example

Symbols in Fahrenheit 451 Paper As spoken by Socrates â€Å"The secret of change is to focus all of your energy, not on fighting the old, but on building the new†. Focusing on change and putting all your energy in changing what is wrong is what Ray Bradbury is expressing in the novel Fahrenheit 451. This novel is about one man named Guy Montag is set on a path by multiple people to change society and make it a new dawn of humanity. Bradbury asserts three main symbols. The Phoenix, which embodies rebirth of mankind and the nature of history, mirrors which represent seeing oneself and understanding what has happened, the last symbol blood personifies someones instinctive self. Right up front, the Phoenix embodies the ability for mankind to see one’s mistake and fix the mistake and learn not to do it again. For example in the novel Fahrenheit 451 Granger states â€Å"We know all the damn silly things we’ve done for thousands of years, and as long we know thatsomeday we’ll stop making goddamn funeral pyres and jumping in the middle of them†(156). Granger makes a direct comparison to human beings and the Phoenix. They both destroy themselves in a shroud of fire, but both start again in the ashes. If the people in the society kept the books which preserve the past and allow people to learn the lessons of prior tragedies. Granger hoped that humanity will remember the suffering caused by destruction, and will avoid destroying itself in the future. Granger clearly statesâ€Å"We’re remembering . . . And some day we’ll remember so much that we’ll build the biggest g______ steam-shovel in history and dig the bigges t grave of all time and shove war in and cover it up†(157). He is saying, ask yourself one question what we’re doing and you can say â€Å"We’re remembering†(157). Granger is saying when somebody remembers then that will be the dawn of fixing our mistakes, but we don’t fix them because we don’t look ourselves in the mirror and try to fix it. We will write a custom essay sample on Symbols in Fahrenheit 451 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Symbols in Fahrenheit 451 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Symbols in Fahrenheit 451 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The

History of Fashion Merchandising

History of Fashion Merchandising Introduction An apparent gap exists between skills and job demands in the United States. Community colleges that offer Career and Technical Education (CTE) have emerged as important institutions that attempt to bridge the gap owing to their positioning in the society. This is in lieu of the fact that the demand for technical skills will continue to grow in future and in an unprecedented way.Advertising We will write a custom coursework sample on History of Fashion Merchandising specifically for you for only $16.05 $11/page Learn More In the United States, the number of employment opportunities that require specific technical skills will surpass 51 million by 2018 (Carnevale et al. 2010). This is notwithstanding current deficiency in skilled laborers within the country. Among career clusters that are intrinsic to CTE are fashion and artistry (Ruffing, 2009). To that end, it is important to highlight the career pathways that fashion industry provide to post se condary education graduates. Fashion merchandising is a career pathway that connects students to careers related to fashion. It also resonates with home economics. This paper seeks to explore the history of fashion merchandising within the larger picture of CTE. History of Fashion Merchandising Fashion merchandising is a sub discipline of marketing that involves selling and promoting fashion designs, clothes and other elements of fashion (Conley, 2007). The sub discipline has grown tremendously over the last century owing to the apparent growth in fashion industry (Breward, 2003). In fact, fashion industry has grown in popularity all over the world. It is important to mention that fashion merchandisers are at sometimes fashion designers who have attained technical skills from different institutions. As such, the growth of technical education particularly in the field of fashion has created a career pathway where skilled post secondary school students can enter the job market. Fashio n merchandising requires impeccable skills in marketing fashion products as well as promoting them (Breward, 2003). Further, it is essential to highlight that fashion merchandising has grown exponentially partially because of vibrant media. In fact, many students who have skills in fashion design have encountered momentous challenges relating to marketing strategies and increasing their sales revenues. As such, fashion merchandising has increased the need for knowledge in home economics as well as marketing. According to numerous educationists, fashion merchandising has opened many career pathways for post secondary school students who have the basics of home economics (Breward, 2003). By the middle of 20th century, the field of fashion merchandising was not popular as it is in the modern world (Perrot, 1994). The rationale is that there has existed a historical gap between technical and theoretical education in education institutions.Advertising Looking for coursework on ed ucation? Let's see if we can help you! Get your first paper with 15% OFF Learn More As such, many postsecondary graduates proceeded to join universities and continued with academic inquiry (theory) at the expense of CTE. Nonetheless, the need for CTE increased at the onset of 21st century (Perrot, 1994). According to Swanson Holton (2009), the profit making objectives of corporate organizations across the world have led to minimization of labor costs. This implies that organizations and companies do not only seek to employ highly educated laborers only but also seek to reduce the number of employees as a way of remaining competitive and profitable (Swanson Holton, 2009). Hence, there has been a shift in the labor market from highly educated individuals to highly valued technical skills. Fashion merchandising has a history that is intertwined with fashion industry (Breward, 2003). The rationale is that the rise of fashion industry came along with the concept of merc handising. Fashion industry traces its roots in Paris, France. In the 20th century, specific mediums of communication such as magazines had begun to publish fashion photographs leading to an increase in avenues of merchandising. It is important to underscore that fashion industry had taken route in Western Europe. This in turn led to increase of fashion merchandises (Perrot, 1994). In the early 21st century, fashion industry had expanded as people begun to adopt independent lifestyles. According to Perrot (1994), many people had begun to spend conspicuously on fashion and other outfits by the end of First World War. Due to the rise in demand of lavish and expensive fashion outfits, many individuals ventured in the lucrative fashion industry. Such fashion designers as Jacques Doucet emerged to fill gaps that existed in the market (Swanson Holton, 2009). It became apparent that fashion outfits and design required specialized skills and training. During the Great Depression of 1930s, the fashion industry was affected like all other industries but it created an avenue for self-employment and jobs. Many unemployed people showed unprecedented interest in fashion. According to Ruffing (2009), prominent designers such as Elsa Schiaparelli remained resilient amidst the harsh economic and social challenges facing the country. In 1950s, fashion industry had attracted many individuals, companies and other stakeholders. This implied that many people were required to meet the growing demand of fashion products. According to various educationists, education curriculum was rigid in the sense that technical education was not popular (Swanson Holton, 2009).Advertising We will write a custom coursework sample on History of Fashion Merchandising specifically for you for only $16.05 $11/page Learn More Despite the increase in the demand for technical skills, public education institutions continued to offer conventional education to post secondary school education. However, many people continued to adore lifestyle and fashion in 1970s. This precipitated the emergence of many fashion destinations like Hollywood. Notwithstanding the popularity and growing incentives in the field of fashion, the gap in skilled and trained designers continued to typify the industry (Swanson Holton, 2009). It is important to highlight that many technical institutions had began to emerge in many parts of the world by 1980. To address the gaps that existed, many institutions started offering curriculums that encompassed fashion merchandising. This is in lieu of the fact that many students who acquired skills in fashion and design did not have equivalent skills of marketing and selling their outfits (Conley, 2007). Although the concept of fashion merchandising was not popular by the end of 20th century, it became clear that fashion industry would provide a platform for jobs and employment (Ruffing, 2009). Besides, trained fashion designers would benefit c onsiderably if the acquired skills of marketing and selling their designs. According to Ruffing (2009), fashion merchandising is typical of marketing and selling of fashion outfit and designs. The concept has expanded in the modern world to the advantage of unemployed and skilled secondary graduates. Post secondary students should use their skills in such field as home economics in fashion merchandising. The reason is that they require business skills to sell their outfits and nurture their careers. For instance, a post secondary student who has acquired skills in fashion merchandising will be in a position to develop a clear marketing strategy that will allow him or her to sell his products in an efficient and profitable way. According to Carnevale et al. (2010), a post secondary credential is important and necessary in order to obtain a well paying job and a career. The rationale is that it is increasingly difficult for high school and college graduates to enter job market without the necessary skills. While it is important to acquire skills through technical education, it is essential to highlight the gaps that have existed within education curriculum. By early 19th century, there was an apparent divide in education especially between technical education and secondary education (Gonzalez, 2010). This was not only in the field of fashion but also in other technical fields. It implied therefore that many students who graduated from high schools and colleges lacked essential and technical knowhow to make an entry in many fields. The recent efforts have focused on aligning CTE with the conventional high school curriculums and degrees. In fact, Kawamura (2005) notes that development of CTE strategies is in accordance with the need to align secondary and postsecondary technical education.Advertising Looking for coursework on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, high school graduates did not receive the requisite skills about fashion merchandising during their secondary education. Therefore, they are not adequately prepared for employment in many sectors especially in the fashion industry. The continued need for CTE has also precipitated changes in school curriculums for many schools across the United States (Kawamura, 2005). Many states have recognized the importance of ensuring that technical education has been integrated into the mainstream education curriculums. By 2009, almost all local and state governments had initiated various strategies to ensure that the apparent gap in skills (Kawamura, 2005). Education institutions have also recognized the importance of fashion and have consequently integrated it in secondary education syllabuses (Gordon, 2008). This is in recognition of the fact that CTE’s main objective is to prepare the workforce (Soares, 2010). Undoubtedly, industries and private sector have raised conce rns on the gaps that exist in the labor market. Integration of CTE in the mainstream curriculum of secondary education will increase workers readiness for careers and other avenues of postsecondary education. To enhance effectiveness in this sector, governments have collaborated with the private sector and corporate organizations to improve preparedness of students and increase relevancy of acquired education (Gordon, 2008). In fact, there has been an increase in support for vocational and community training institutions especially from the private sector. The reason is that the private sector has comprehended the importance of equipping students with technical skills and preparing them for postsecondary entry (Gordon, 2008). As companies aim to reduce their operation costs, it has become imperative to hire employees who have requisite skills and knowledge in order to reduce expenses associated with recruitment of employees (Soares, 2010). This is because many companies incur costs when they train new employees who lack technical skills. As such, it has become important to create synergy with stakeholders to address the apparent gap in the field of education. As elucidated by Soares (2010), community colleges have the ability and diversity in pedagogy required to improve CTE for numerous members of the society. As such, it is important for community colleges to create collaborations with private sector in order to improve educational attainment (Gonzalez, 2010). This is in terms of high quality skills and diploma attainment. Undoubtedly, fashion merchandising has opened an avenue through which private sector, educationists and community colleges can collaborate to increase quality of training among students (Ruffing, 2009). Many fashion outlets and companies ought to increase their responsiveness to the gaps that exist in CTE and secondary education. The rationale is that fashion merchandising is an excellent model and a platform where the private sector and c ommunity colleges can work together to complement skills that students acquire in secondary education (Kawamura, 2005). Most fashion schools offer postsecondary education that complement the skills and knowledge that students acquire during their secondary education (Conley, 2007). It complements theoretical education with practical skills by providing relevant experiences to the students (Carnevale, 2010). This is in the form of cooperative environment and employment in the field of fashion and design. Secondary education, fashion schools and occupational areas work together to develop a student and benefit all stakeholders involved (Carnevale, 2010). Although many students are drawn into emerging technical careers within fashion industry, there is a whole range of other technical areas that have become popular in the contemporary world (Soares, 2010). In particular, information technology (IT), tourism and hospitality industries have continued to provide numerous opportunities for students with high school certificates and diplomas (Kawamura, 2005). Fashion merchandising provides students and trainees with employment while at the same time improving their skills owing specialized training (Soares, 2010). In many instances, fashion merchandisers begin their occupations and careers with their chosen employer. This implies that the employer pays for their training, which allows the student to understand dynamics of the organization. Although acquisition of skills in fashion merchandising may take long since it requires continuous upgrade of priory acquired skills, the trainees gain necessary knowledge that will allow them to succeed as employers and job creators in future (Gonzalez, 2010). Currently, trainees and mentors who have graduated require guidance and mentorship in a huge way. The rationale is that making a transition from a trainee into an employee is a challenging process that should involve guidance. This is at a time where a trainee begins his or h er career and any important decision may have long lasting effects and impacts. As such, fashion schools and community college should ensure that the trainees understand the main aspects of training and occupation entry. According to Soares (2010), it is not enough for trainees to learn skills in community colleges without making an occupation from the training. All stakeholders should work in line with the standards of the labor market to ensure that graduates from technical schools achieve their objectives (Carnevale, 2010). While fashion merchandising is an important technical career, other areas and sectors have dominated the modern world. As such, it is upon the trainees to choose the right technical career that is marketable and relevant to business needs. Conclusion In essence, an apparent gap exists between secondary and postsecondary education. CTE has emerged as a strategy to align secondary education with relevant skills in business environment. This follows concerns rais ed by various industries about lack of requisite skills in US labor market. While high school diplomas and certificates were essential in providing students with employment, companies look for individuals with specialized skills to perform specific jobs. Fashion merchandising skills are important for success in fashion industry. This is in recognition of the rich history that fashion merchandising has especially regarding career and employment. As such, all stakeholders should work together to improve the alignment of conventional education with CTE. References Breward, C. (2003).The Culture of Fashion: A New History of Fashionable Dress. Manchester: Manchester University Press. Carnevale, P., Nicole, S. Strohl, J. (2010). Help Wanted: Projections of Jobs and Education Requirements Through 2018. Washington, DC: Georgetown Center. Conley, T. (2007). Redefining College Readiness. New Jersey: Prentice Hall. Gonzalez, J. (2010). Apprenticeship programs expand with help of community col leges. The chronicle of higher education, 57(4), 4-8. Gordon, H. (2008). The History and Growth of Career and Technical Education in America. New Jersey: Pearson Books. Kawamura, Y. (2005). Fashion-ology: an introduction to Fashion Studies. New York: Berg Publishers. Perrot, P. (1994). Fashioning the bourgeoisie: a history of clothing in the nineteenth century. Princeton: Princeton University Press. Ruffing, K. (2009). The History of Career Clusters. New York: McGraw Hill Publishers Soares, L. (2010). The power of the education-industry partnership: Fostering innovation in collaboration between community colleges and businesses. Center for American Progress, 67(3), 34-67. Swanson, R. Holton, F. (2009). Foundations of Human Resource Development. Irwin: Sage Publishers.

Complete List of AP Courses and Tests

Complete List of AP Courses and Tests SAT / ACT Prep Online Guides and Tips Have you ever seen the full list of AP classes? Are you confused about which ones you should take? We’ll help you choose by showing you a list of all AP courses available. We'll also reveal which ones are the most popular and which are the hardest to pass. Read on for advice to help you pick your ideal advanced placement courses! Complete List of AP Exams First things first: here is the full list of AP tests. Before we delve into popularity and difficulty, this basic list can be really helpful. Scope it out and see which topics look interesting to you! There are 38 exams in total: AP Research AP Seminar Art History Biology Calculus AB Calculus BC Chemistry Chinese Language and Culture Computer Science A Computer Science Principles English Language and Composition English Literature and Composition Environmental Science European History French Language and Culture German Language and Culture Government and Politics (Comparative) Government and Politics (US) Human Geography Italian Language and Culture Japanese Language and Culture Latin Macroeconomics Microeconomics Music Theory Physics 1: Algebra-Based Physics 2: Algebra-Based Physics C: Electricity and Magnetism Physics C: Mechanics Psychology Spanish Language and Culture Spanish Literature and Culture Statistics Studio Art Drawing Studio Art 2-D Design Studio Art 3-D Design US History World History When reading through this list, think about subjects you already enjoy and want to delve into more. For example, if you’ve always liked math, challenging yourself with the BC Calculus course (and exam) could be a rewarding experience. You can also look ahead to college. AP classes are a great way to explore subjects that aren’t usually part of high school curricula. Many AP classes, such as Computer Science, Psychology, and Economics, can give you a taste of college courses while you’re still in high school. AP classes: perfect if you're dreaming of life on campus. Also, think about the tests that could make you a more competitive applicant to the colleges you're applying to. You want to showcase your strengths, after all! For example, if you're applying as a science major and have done several science-related extracurriculars, it would be a smart idea to take (and ace!) the science AP tests, including Biology, Chemistry, and Physics. Before you sign up for an AP course or test, think about your prior preparation. In most cases, you shouldn’t jump into an AP class if you have no experience in that subject. For instance, many high schools have students take a regular or honors biology class before they can take AP Biology. Moreover, consider which AP courses are offered at your high school. Most schools don’t offer every single AP subject as a class. It is definitely possible to study on your own for a test, but it’s much easier if you take a class. This is especially true for the tougher subjects like Calculus and Literature. For a full description of each AP class and its exam, check out the AP Student website. Which AP Tests Are the Most Popular? Just knowing which AP classes exist won't help you totally narrow down your choices. To give you a better perspective, check out this list of AP courses, organized by popularity (i.e., the number of students taking them): AP Course/Exam # of Students Taking (2018) English Language 580,043 United States History 501,530 English Literature 404,014 Government Politics (United States) 326,392 Psychology 3,759 Calculus AB 308,538 World History 303,243 Biology 259,663 Statistics 222,501 Human Geography 216,783 Spanish Language 180,435 Physics 1 170,653 Environmental Science 166,433 Chemistry 161,852 Macroeconomics 146,673 Calculus BC 139,376 European History 101,740 Microeconomics 90,032 Computer Science Principles 72,187 Computer Science A 65,133 Physics C Mechanics 57,399 Studio Art 2-D Design 36,249 Seminar 30,964 Spanish Literature 27,451 Physics 2 25,741 Physics C EM 25,074 Art History 24,964 Government Politics (Comparative) 24,675 French Language 22,867 Studio Art Drawing 20,853 Music Theory 19,018 Chinese Language 13,825 Research 9,640 Latin 6,409 Studio Art 3-D Design 5,777 German Language 5,053 Italian Language 2,926 Japanese Language 2,459 Total Number of AP Exams Taken 5,090,324 Total Number of Students Taking AP Exams 2,808,909 Source: The College Board Taking a more popular AP exam has a lot of benefits. For one, the class is more likely to be offered at your high school. Another plus is that there are more study guides and resources you can use for the test- both online and in print. It will also be easier to find other students to study with. On the flip side, you can distinguish yourself by taking and passing a less popular AP test. For example, having AP Japanese or AP Research under your belt can set you apart from other high-achieving students, especially in college applications. AP Test Passing Rates In addition to knowing all your AP exam choices and how popular each test is, it’s helpful to know how many students pass each exam. (AP tests are scored between 1 and 5, with anything 3 and higher considered passing.) Most AP tests have a pass rate of around 65% or higher. The high score of 5 is rarer- usually between 10% and 20% of a test's scores. Check out our table below, organized in order of the passing rate of each exam. Note: There are two different subgroups for language exams: Standard and Total. The score rates for language exams (Standard) only include students who didn't indicate they spoke that language at home or had spent four or more weeks in a country where that language was spoken. On the other hand, the rates for language exams (Total) also include students who speak that language at home and/or have completed study abroad programs. This is why many of the language AP exams (Total) have very high passing rates. AP Test Passing Rates 2019 Exam Name Passing Rate (3+) 5 Rate Studio Art: Drawing 91.1% 20.8% Spanish Language and Culture 89% 24.9% Chinese Language and Culture 88.3% 57.2% Studio Art: 2-D Design 86.4% 21% Calculus BC 81.5% 43.2% Physics C: Electricity Magnetism 81.1% 35.9% Seminar 80.7% 6.8% French Language and Culture 76.7% 15.5% Research 76.2% 10.8% Japanese Language and Culture 75% 38.2% Computer Science Principles 72.7% 13.6% Spanish Literature 71.9% 9.1% Physics C: Mechanics 71.1% 34.6% German Language and Culture 70.5% 18.4% Studio Art: 3-D Design 70.1% 10.1% Computer Science A 69.9% 27% Microeconomics 68.4% 22.2% Gov. and Politics - Comparative 66.2% 22.2% Biology 64.6% 7.1% Italian Language and Culture 64.6% .8% Psychology 64.4% 20.2% Art History 63.9% 12% Physics 2 63.5% 12.6% Music Theory 63.4% 20.9% Latin 63.1% 13.1% Statistics 59.2% 14.5% European History 58.4% .7% Calculus AB 58.3% 18.9% Macroeconomics 57.9% 17.6% World History 56% 8.7% Gov. and Politics - United States 55.2% 12.9% English Language and Composition 55.1% 10.1% Chemistry 54.6% 10.7% United States History 54.3% 12.1% English Literature and Composition 50.1% 6.2% Environmental Science 49.6% 9.5% Human Geography 49.1% 10.7% Physics 1 44.6% 6.2% Source: The College Board You might be wondering why tests like BC Calculus and Chinese- which seem really difficult- have some of the highest passing rates. It's not because they're the easiest AP tests. These tests have high pass rates because students who take AP Calculus BC and AP Chinese are much more likely to have prior experience in those subjects and are willing to take on a tough class. In other words, the students who take the hardest AP exams are a self-selecting group of high achievers. It takes years of math classes to build up to Calculus BC questions like this one. View a whole free-response section here if you’re curious about how hard Calculus BC is. On the flip side, some of the most popular tests, such as US History and US Government, have some of the lowest passing rates. This is likely because a wider pool of test takers means that there are more underprepared and unprepared students. In addition, note that Environmental Science, English Literature, and World History- also very popular tests- have very low 5 rates, under 10%. This could be because, again, a wider test taker pool makes for more unprepared students. However, since so few students can pull it off, it’s still pretty hard to get a 5 on these tests. If you take those courses, be prepared to study hard- especially if you want a 5! What’s Next? Once you’ve chosen an AP class to take, you might be curious about what the test is like. Learn about how long AP tests are and get tips on managing test fatigue. You're probably also wondering about your SAT/ACT score and how to improve it. If you're taking the ACT, get tips on how to avoid the most common ACT mistakes and learn how to get a perfect 36 score. Aiming for the SAT instead? Learn how to boost your score on each section: Reading, Writing, and Math. Thinking about college? Read our guides to developing a target ACT or SAT score to get into your target colleges. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

'Twitter has made a significant contribution to citizen journalism' Essay

'Twitter has made a significant contribution to citizen journalism'. Do you agree Argue your case with reference to at least 2 - Essay Example Citizen journalism has emerged as a contemporary innovation in the spectrum of journalism. To this end, it encompasses the new role played by ordinary citizens in the collection, reporting and dissemination of information (Anwar, 2012). Evidently, the efficacy of citizen journalism in reporting has been shaped due to its potential in inspiring the participation of a large target audience locally, nationally and internationally. Moreover, citizen journalism envisions a system in which persons can report pertinent issues that are relevant to an area or locality. The growth of citizen journalism has largely been influenced by technological advancement in the social media networks such as Twitter and Facebook. In reference to Twitter, it has emerged as a revolutionary social media tool whereby an increasing number of people are acting as citizen journalists. Moreover, Twitter has equally captured the attention of mainstream media houses. Consequently, an increasing number of media houses have embraced the use Twitter handles in the reporting of citizen journalistic news. To this end the plethora of media news handles dedicated to citizen journalism includes; Blottr, NowPublic, iReport for CNN, GroundReport, Demotix and many more (Rosen, 2012). According to a research finding by Infographic Labs, the popularity is evident from the 175 million tweets daily and the consequent 31 billion tweets recorded annually. Moreover, the increasing use of Twitter by citizen journalists has been spurred by several positive attributes of the social media technology. These include; its flexible posse power and high speed in sharing of information. In addition, it ensures efficiency whereby information can be received on time and edited accordingly. Furthermore, Twitters offers the luxury of simplicity, and flexibility in use by the citizen journalists. Over and above this, Twitter is a totally free social media service that is available to the majority of users (Knight Community New s Network, n.d.). To this end, Twitter has been used as a tool for citizen journalism in influencing contemporary activism, reporting on natural disasters and shaping of political landscapes. In particular, Twitter played a critical played a critical role in reporting of the political and social mandarins during the Arab Spring uprising. The Arab spring uprising that began in earnest in Tunisia and Egypt, was largely propelled by the use of social media communication via Twitter. Evidently, citizen journalists utilized Twitter in the organization of mass action protests. Moreover, mobilization and the spreading of awareness concerning the revolution were done via Twitter and Facebook. Evidently, during the Egypt revolution, 1.4 million tweets were recorded on the hashtag or search item ‘Egypt.’ Moreover, the hashtag ‘Jan 25’ recorded 1.2 million posts (Huang, 2011). A survey conducted on over 200 people during the uprising in Tunisia and Egypt revealed that they received updates via Twitter. To this end, 88% and 94% in Egypt and Tunisia respectively received information updates concerning the revolution through Twitter (Huang, 2011). Another survey during the Arab spring showed that the popularity of Twitter within the Arab world had increased astronomically. Consequently, there was a record of over two million tweets during the month of November 2010 (France-Presse, 2012). This by contrast, was a marked increase from 99,000 tweets in the month of October 2010

Choices and Outcomes in Life Essay Example | Topics and Well Written Essays - 1250 words

Choices and Outcomes in Life - Essay Example Paul Graham insists that we have to do what we love. The three writers offer us some insights on how to approach and handle failures in life. Our backgrounds will always be different. Some are lucky enough to have a first class family while others would be lucky to have a roof over their head. Our beginnings are always different and how we perceive them shape the paths we chose in life. Although some quit hoping to find shortcuts in life, persistence is an important virtue if one has to succeed. Steve Jobs does well to underscore the fact that a tough beginning does not necessarily mean a rough ending. Having done so well in life, in the long run, he gets us back to the question of dreaming versus reality. He owns a company already, a multi-billion-dollar company. He asserts jokingly that addressing the graduates was closest he ever got to a college graduation. He walks us through his life even before he was born, and reminds us that some of us have a better chance of succeeding than him. He was in line for adoption as his mother would not afford to raise him. The parents in question never wanted a baby boy in the first place, and thus Jobs had another hurdle to deal with. With a biological mother who had graduated from college, finding adopters who would see the need for his college education was a priority. But many college dropouts don’t realize the need for such education to begin with.

Genetically Modified Foods Essay Example for Free

Genetically Modified Foods Essay The topic of genetically modified foods is one that is hotly debated, but the problem is that the phrase GMO is very broad and encompasses techniques and modifications to food that you potentially should and shouldnt be concerned about. At this point in time there doesnt seem to be an overt benefit or risk to consuming GMO foods. According to the FDA, the big three GMO foods are soybeans, corn, and canola. But the FDA has also evaluated the safety of genetic modifications to flax, tomatoes, potatoes, cantaloupe, alfalfa, creeping bentgrass, papaya, sugar beets, wheat, squash, radicchio, and plums. The FDA lists consultations on GMO foods and what was genetically modified in the food to warrant the safety consultation on its website. GMOs, or â€Å"genetically modified organisms,† are plants or animals that have been genetically engineered with DNA from bacteria, viruses or other plants and animals. These experimental combinations of genes from different species cannot occur in nature or in traditional crossbreeding. The world population has topped 6 billion people and is predicted to double in the next 50 years. Ensuring an adequate food supply for this booming population is going to be a major challenge in the years to come. GM foods promise to meet this need in a number of ways: Pest Resistance: Crop losses from insect pests can be staggering, resulting in devastating financial loss for farmers and starvation in developing countries. Farmers typically use many tons of chemical pesticides annually. Consumers do not wish to eat food that has been treated with pesticides because of potential health hazards, and run-off of agricultural wastes from excessive use of pesticides and fertilizers can poison the water supply and cause harm to the environment. Growing GM foods such as B. t. corn can help eliminate the application of chemical pesticides and reduce the cost of bringing a crop to market. Herbicide tolerance: For some crops, it is not cost-effective to remove weeds by physical means such as tilling, so farmers will often spray large quantities of different herbicides (weed-killer) to destroy weeds, a time-consuming and expensive process, that requires care so that the herbicide doesnt harm the crop plant or the environment. Crop plants genetically-engineered to be resistant to one very powerful herbicide could help prevent environmental damage by reducing the amount of herbicides needed. For example, Monsanto has created a strain of soybeans genetically modified to be not affected by their herbicide product Roundup. A farmer grows these soybeans which then only require one application of weed-killer instead of multiple applications, reducing production cost and limiting the dangers of agricultural waste run-off. Disease resistance There are many viruses, fungi and bacteria that cause plant diseases. Plant biologists are working to create plants with genetically-engineered resistance to these diseases. Cold Tolerance: Unexpected frost can destroy sensitive seedlings. An antifreeze gene from cold water fish has been introduced into plants such as tobacco and potato. With this antifreeze gene, these plants are able to tolerate cold temperatures that normally would kill unmodified seedlings. Drought tolerance/salinity tolerance: As the world population grows and more land is utilized for housing instead of food production, farmers will need to grow crops in locations previously unsuited for plant cultivation. Creating plants that can withstand long periods of drought or high salt content in soil and groundwater will help people to grow crops in formerly inhospitable places. Nutrition:Malnutrition is common in third world countries where impoverished peoples rely on a single crop such as rice for the main staple of their diet. However, rice does not contain adequate amounts of all necessary nutrients to prevent malnutrition. If rice could be genetically engineered to contain additional vitamins and minerals, nutrient deficiencies could be alleviated. For example, blindness due to vitamin A deficiency is a common problem in third world countries. Researchers at the Swiss Federal Institute of Technology Institute for Plant Sciences have created a strain of golden rice containing an unusually high content of beta-carotene (vitamin A). Since this rice was funded by the Rockefeller Foundation, a non-profit organization, the Institute hopes to offer the golden rice seed free to any third world country that requests it. Plans were underway to develop a golden rice that also has increased iron content. However, the grant that funded the creation of these two rice strains was not renewed, perhaps because of the vigorous anti-GM food protesting in Europe, and so this nutritionally-enhanced rice may not come to market at all. GMO is essentially the next evolution of crossbreeding. Common ingredients derived from GMO risk crops are; Amino Acids, Aspartame, Ascorbic Acid, Sodium Ascorbate, Vitamin C, Citric Acid, Sodium Citrate, Ethanol, Flavorings (â€Å"natural† and â€Å"artificial†), High-Fructose Corn Syrup, Hydrolyzed Vegetable Protein, Lactic Acid, Maltodextrins, Molasses, Monosodium Glutamate, Sucrose, Textured Vegetable Protein (TVP), Xanthan Gum, Vitamins, Yeast Products. These ingredients are found in almost all the foods and snacks that we consume everyday and feed to our growing children. The notations above are just some examples of how GMOs could be helpful to our crops, but there are also risks as well. There is a growing body of evidence connects GMOs with health problems, environmental damage and violation of farmers’ and consumers’ rights. Grass roots organizations have been crying foul since GMOs were first introduced into the food system approximately 20 years ago. Many people believe the consumption of GMOs may contribute to serious health issues. In fact, recent studies raise serious concerns about the safety of GMOs and show they may contribute to the following conditions: Intestinal Disorders: An Australian study recently claimed that pigs fed genetically modified (GM) soy and corn displayed a 32 percent rate of severe stomach inflammation whereas pigs not fed a GMO diet only showed 12 percent. Infertility: A study performed at the University of Vienna showed that mice fed GM corn over a period of twenty weeks had impaired fertility. In addition, some of the offspring of the mice displayed decreased weight. Kidney and Liver Issues: The International Journal of Biological Sciences offers a study that showed certain varieties of GM corn to have a negative impact on kidney and liver function. As a result, the study concluded that some GM varieties may contribute to hepatorenal toxicity. Increased Allergies: While its hard to pinpoint the source of any food allergy, there is concern that new proteins in GM soy and corn crops might increase their frequency. Organ Toxicity: An abstract from the National Institutes of Health (PubMed) indicates that studies show most GM foods cause some form of toxicity to certain organs such as the pancreas, kidneys, and reproductive organs and also show hematological, biochemical, and immunological factors. They go on to mention that major studies over many years will be required in order to support these findings. GMO is essentially the next evolution of crossbreeding. Common ingredients derived from GMO risk crops are; Amino Acids, Aspartame, Ascorbic Acid, Sodium Ascorbate, Vitamin C, Citric Acid, Sodium Citrate, Ethanol, Flavorings (â€Å"natural† and â€Å"artificial†), High-Fructose Corn Syrup, Hydrolyzed Vegetable Protein, Lactic Acid, Maltodextrins, Molasses, Monosodium Glutamate, Sucrose, Textured Vegetable Protein (TVP), Xanthan Gum, Vitamins, Yeast Products. These ingredients are found in almost all the foods and snacks that we consume everyday and feed to our growing children. If the risk of consuming GMOs are overall harmful to the human bodies; then all food containing ANY GMOs should be labeled specifically. This way each consumer is aware of that they are ingesting for their own personal health concerns or lifestyle. http://www. shape. com/healthy-eating/diet-tips/ask-diet-doctor-gmo-foods http://www. nongmoproject. org/learn-more/ http://touch. organicauthority. com/organicauthority/#! /entry/8-reasons-gmos-are-bad-for-you,516d81d0d7fc7b5670b377dc http://organic. lovetoknow. com/Why_GMOs_Are_Bad.

Kettering :: essays research papers

Kettering Tape   Ã‚  Ã‚  Ã‚  Ã‚  In listening to Kettering’s lecture there are five main points that I was able to pick out: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Point of view of failure – The example he gave was that a person going to grades K – 12 take several tests and if they fail just one they are out, however inventors can fail 999 times but if they succeed just once then they are a success not a failure. 2.  Ã‚  Ã‚  Ã‚  Ã‚  There are two kinds of education – Kettering claims that one kind of education is being specialized in one particular subject, and the second form of education is knowing a little bit on a wide variety of subjects. This second form is what Kettering claims to be how inventors were educated. 3.  Ã‚  Ã‚  Ã‚  Ã‚   I.Q. Tests – Kettering claimed that I.Q. tests have nothing to do with the person taking the test, but rather, what the person administering the test wants them to be. 4.  Ã‚  Ã‚  Ã‚  Ã‚  Teach kids the future – We are going to spend our time in the future not in the past, so why do we not study the future and study what is going to happen rather than what has already happened that we cannot change. We should educate people for the next 15 – 20 years. 5.  Ã‚  Ã‚  Ã‚  Ã‚  The â€Å"problem† – Kettering states â€Å"The ‘Problem’ has to be the ‘boss’.† From what I get of this he means that you have to come up with a resolution from the problem. The problem has to be the main focus for a reasonable solution to be approached. What do I think of what Kettering said? Where is he right? Where is he wrong? Why?   Ã‚  Ã‚  Ã‚  Ã‚  I cannot say that I agree totally with what he says, but then again I cannot say I totally disagree. He brings up several points that are infinitely arguable. I do agree with the two kinds of education that are stated in number two above. I don’t think there is one best way to teach children wether it be specialized in one subject, or in a wide variety of subjects as each child learns differently and at their own pace.   Ã‚  Ã‚  Ã‚  Ã‚  I don’t think that we can teach children or adults the future.

Quantitative Research Process Essay

1. Research problem and Purpose is the area where research is needed to close the gap between knowledge and nursing practice. Purpose identifies the specific goal of the study (Burns & Grove 2011). 2. Literature Review identifies the known and the unknown of a particular study and documents what needs to be conducted. 3. Framework is the basis for the study or a theory that has been developed consisting of concepts and statements that define a particular study. 4. Research Objectives, Questions, and Hypotheses narrow the gap beteween research problem and purpose and identify the relationship between the variables and indicate the population to be studied. 5. Study Variables that are measurable, manipulated or controlled in a study. 6. Assumptions are statements that are considered true and implanted in thinking and behavior. 7. Limitations are restrictions that decrease credibility of findindgs. 8. Research design is the blueprint for the study that increases control over factors that may interfere with the desired outcomes. 9. Study Population include all elements that meet qualifications for the study and the sample are subsets of the population selected. 10. Method of Measurement is the process of assigning numbers to objects. Levels of measurement include nominal, ordinal, interval and ratio level of measurements. 11. Data collection is the systematic gathering of information important to the research purpose in which permission must be obtained for the agency where the researcher conducts the study. 12. Data analysis gives meaning to the study. Analysis techniques include descriptive and inferential analyses. 13. Research Outcomes involves examining results from the research process and considers implications for further studies. References Burns, N.,Grove, Susan. (2011). Understanding Nursing Research: Building and Evidence Based Practice. (5th ed.).Maryland Heights, MO: Elsevier Saunders.

Benefits of computing gross profit on sales in contrast to contribution margin

The computation of gross profit on sales, which can be derived under the absorption costing approach, is a profitability measure normally conducted under financial analysis. This accounting ratio outlines the gross profit generated from every $100 of sales. Such measure is highly useful in financial analysis, because it provides indications on the profitability potential and cost efficiency of the company. For instance, if there was an increase in sales of 10%, but the gross profit margin declined by 4%.This indicates that the cost efficiency of the organization deteriorated during the period. Such analysis cannot be conducted under the contribution margin approach, because gross profit is not present. However, under the contribution margin approach one can calculate the contribution to sales ratio which indicates the contribution determined from every $100 of sales. This would also provide indications on the control of variable costs once compared over time.Difference in Net Income arising from different approaches. In the example of ABC Company the profit under the two methods is the same. However, this is not always the case. Profits under the two methods differ whenever there is movement in inventory. This is due to the fact that since under the absorption costing technique fixed manufacturing costs are included in the cost of goods sold, a proportion of fixed costs will be included in inventory leading to such a difference.Contribution margin approach not allowable for external reporting. The contribution margin approach, despite being highly useful to provide valuable information for decision making, is not acceptable for external reporting. This is due to the fact that it does not comply with the Generally Accepted Accounting Principles (GAAP). For example, under the GAAP the income statement layout should clearly outline the gross profit made by the company. Under the contribution margin method this is not highlighted.Another important reason why the ab sorption approach is allowable for external reporting and not the contribution approach is due to the way in which the income statement is classified. The GAAP state that the income statement is classified by function, like under the absorption method. In the contribution approach it is classified by cost behavior. Indeed separation between fixed and variable costs is made under such method. This conflicts with another requirement of the GAAP. Reference: Drury C. (1996). Management and Cost Accounting. Fourth Edition. New York: International Thomson Business Press.

Grammar Chants Resources for English Learners

Grammar Chants Resources for English Learners The use of grammar chants to learn English are useful for learners of all ages. Chants  can be used to learn vocabulary and grammar and are a lot of fun to use in classes. They are especially effective when used to help students learn problematic forms. These chants are also known as jazz chants and there are a number of great jazz chants books available by Carolyn Graham who has done a great job of introducing her jazz chants to English learners. The chants  on the site cover a wide range of simple grammar and vocabulary subjects for lower level English learners.   English learning chants  use repetition to engage the right side of the brains musical intelligence. The use of multiple intelligences can go a long way to helping students speak English automatically. Here are a number of chants for some of the most common beginning level problem areas. Many of these chants are simple. However, remember that through the use of repetition and having fun together (be as crazy as you like) students will improve their automatic use of the language. Using a chant is pretty straight-forward. The teacher (or leader) stands up in front of the class and chants the lines. Its important to be as rhythmical as possible because these rhythms help the brain during the  learning process. The main idea is to break up a learning objective into small, bite-sized pieces. For example, to practice questions forms you can start with a question word, then on to the simple beginning of a question with the question word, auxiliary verb, followed by the  main verb. In this way, students learn to group chunks of language that often come together. In this case, the pattern of auxiliary verb subject main verb i.e.  do you do, did you go, has she done, etc.   Example of the Beginning of a Chant What What do you do? What do you do in the afternoon? When   When do you go... When do you go to visit your mom?   and so on... Using this form of a chant could also work well for strong collocations such as make and do. Start with the subject, then make or do and then the collocating noun. Example of Make and Do Chant She   She makes   She makes the bed. We   We do We do our homework. etc.   Be creative, and youll find your students having fun while learning important English basics.

Bible Essay Example for Free

Bible Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA There are many accounts in the Bible that state God as the creator. Genesis 1 and 2 are both creation stories but slightly differ in their accounts; Genesis 1 is a day by day account of all the things God created in not so much detail whereas Genesis 2 explains the creation story in a way that focuses more on the creation of man and woman than just the lands. Having two accounts of the creation story means that it is easier to come up with your own conclusion as to how the earth was created. The first line of Genesis 1 is â€Å"In the beginning God created the heavens and the earth† There is no explanation as to where God came from or why He is there, He just exists and creates the heavens and the earth. This alone is showing God as the creator. Genesis then carries on to state all the things God created all with no scientific or physical proof or evidence as to why and how God is doing so. â€Å"So God created man in his own image, in the image of God he created him; male and female he created them† This quote is from line 27 and is on the 6th day. The repetition of the word ‘created’ is enforcing to the reader that God is the creator of everything and this is done so that there is no doubt in the readers mind whether God is the creator or not. God creating man and woman in his own image is showing that we are superior to other beings such as animals which shows that God is the humans superior. Being made in Gods image is his way of blessing the humans in life as we are made in the ‘Creators’ image. â€Å"Rule over the fish of the sea and the birds of the air†¦Ã¢â‚¬  This quote is saying that God is passing down his ‘ruler ship’ on to the humans. This means that God is starting to ‘back away’ from his previous role and now feels that he has created a world that the inhabitants (humans) can look after. Genesis two is another creation story but has a few differences to Genesis 1. While Genesis 1 speaks a lot more of the specifics of how and when each part of the earth was made, Genesis 2 speaks a whole lot more about the creation of humans rather than the land. The most time that the creation of land is mentioned is at the beginning of Genesis 2. â€Å"This is the account of the heavens and the earth when they were created. When the LORD God made the earth and the heavens-â€Å" This is the first thing said in Genesis 2 and it is stating that God is the creator. It says that God created both the heavens and the earth; there is never any question or vagueness about God creating the heavens and the earth it is all very matter of fact. Although Genesis 2 doesn’t always speak of God ‘creating’ things it often personifies God in such a way that he is planting or making objects. â€Å"And the LORD God made all kinds of trees grow out of the ground-â€Å" This quote doesn’t say that God created the trees but made them grow from the ground, this is essentially saying that He created them as it was the first sighting of trees but is said in a different way as so not to force the ‘creation’ down your throat like Genesis 1 does. This is so that you can come to your own conclusion about which one is more plausible or correct but there is still no doubt as to god being the creator. Job 38 from the Book of Job is a story of how Satan and God have a disagreement where Satan was saying that Job only worships God because he is prosperous in his life, God then agrees to take away all his possessions and leave him with nothing to show Satan that Job would still worship him even if he was left with nothing. Job’s three friends Eliphaz, Bildad and Zophar try to comfort Job but they end up doing the opposite and tell Job that the reason for all his losses is because he has sinned and now God is making him suffer. In the end Job has had enough and questions God, this makes God angry and then Job has a better understanding and realises that he should have trusted God all along. God then returns all of Jobs health and possession in better amounts than they previously were. This story is God showing his power and his superiority to humans. â€Å"Where were you when I laid the earth’s foundation? † This is God saying that he is mightier than any human and they do not compare to His power. This is also showing that God is omnipotent and that we know nothing compared to him. This is all enforcing that God is the creator and better than all the humans. â€Å"Have you ever given orders to the morning, or shown the dawn it’s place,† This is saying that God has dominance over everything in the world, humans and nature. After Gods account of all his majestic works (such as the world and humans) and power, Job has to acknowledge God’s right as creator to do as he pleases and to not be questioned. Job is essentially the personification of all humans who do not believe god as the creator, Job doubted God and his ability so god became angry; this is supposedly what happens every time someone doubts God. Psalm 8 is a song about the lord God and his creation. â€Å"You have set your glory above the heavens† While this quote form the first verse isn’t directly linked to God being the creator it is saying that God has stated his glory in a way that so far in this psalm we do not know yet, we know that God has glory which could mean he has done something great. â€Å"When I consider the heavens, the work of your fingers† Now we start to work out what it is that causes God to have glory, â€Å"the work of your fingers† we are literally told that God has made the heavens with his ‘fingers’. This personification of God shows that people saw him as one of them but also appreciated his greater power, this could possibly relate to humans being made in God’s image. â€Å"you made him a little lower than the heavenly beings† This quote is, like Job 38, stating God’s dominance over the humans. God made humans a little lower than heavenly beings so that they knew their place and that they were lesser than himself ‘the creator’. Bible. (2018, Oct 23).

United States History, Reagan Revolution through President Obama Essay

United States History, Reagan Revolution through President Obama - Essay Example This took place in the last period of 19th century and continued in the first decade of 21st century. During the Reagan, administration the most significant turning point was the policy saw the economic boom during his period and revival of America military strength. In administration after Reagan, there have been changes in foreign policy. In foreign policy, the administration has focused on terrorism (Schachter, 2012). This paper seeks to discuss events that were influential during Reagan Revolution through President Obama and the impact they have had on America society. From the time of Reagan revolution through president Obama administration, there have been outstanding historical turning points that revolutionized and transformed America. In time of Reagan, administration there was massive economic revival through tax reforms and a powerful arm race never seen in America history. Moreover, there was a reduction in money to the welfare programs and other forms of aids. The other historic turning points were a change in foreign policy that focused on war especially the gulf war propagated by the Bush administration, and war on terrorism. Moreover, this period saw heightened fight against terrorism. This happened especially after 1993 attack and 9/11 attack. This will remain forever in America history. ... These reforms included cut in federal personal income tax, deregulation policy, and comprehensive tax reforms. As a result, there was control on both banks and oil industries. Moreover, he lifted the ceiling on interest rates, and federal price control on airfares. The deregulation resulted in increased bank rate competition. Natural oil price rose as well as the production and this led to reduced reliance on foreign fuel. Airfare was also reduced drastically, but fares for short distances rose. Consequently, at the time of exit from office the America economy was at the highest peak for a long period after World War II. The rate of unemployment also reduced significantly. The economy growth was also first, and less inflation was experienced since the mid 1960’s (Digital History, n.d). In addition, Reagan administration reduced funding to social programs. He considered these programs to be promoting laziness, promiscuity, moral decadency and other forms of social ills. In cont rast, this led to upsurge in various social ills in society. There was increased rate of drug use than witnessed in United States history. Moreover, during this period there was increased number of diseases especially the Aids pandemic that killed many people in the world. His administration was incompetent in handling AIDS epidemic. In terms of arm race, there was double military spending during Regan administration. This was to reduce the threat posed by communism during the Cold War period. As a result, the influence of Russia was curtailed, and this led to the fall of communism. This led to America becoming a world superpower as it is today. (â€Å"How great was Ronald Reagan?† n.d). Reagan left the America stronger, more prosperous, and more confident than he found it. The fight

How does Montaigne use Rowland Barthe's ideas in on Cannibals Essay

How does Montaigne use Rowland Barthe's ideas in on Cannibals - Essay Example This is something that existed in the Middle Ages with English Empiricism, French Rationalism and the personal faith of the Reformation. In contrast to the positive capitalist ideology that holds the ‘person’ of the author as of the greatest importance in literature, current ideology holds that the reader is the most important person in writing. Barthes advocates for getting rid of the myth that â€Å"the birth of the reader must be at the cost of the death of the author† (Barthes 148). He, however, does not fully support the ideology of the author being the centre of literature. This is expressed in his writing where he notes â€Å"The image of literature to be found in ordinary culture is tyrannically centred on the author.† (Barthes 143). In the current writings, text is â€Å"not a line of words releasing a single 'theological' meaning†, â€Å"but a multi-dimensional space in which a variety of writings, none' of them original, blend and clashâ €  (Barthes 146). This shows that they lack originality. They have no authors; writers depend on already written texts from previous authors, which are blended to form what they consider an authored text. During earlier times, the image of the literature was fully centred on the author. Barthes says it is unjustly centred on the author. Literature was focused on his passions, tastes, person, and life. Critics made conclusions saying that an author’s work if his failure. Explanation of the work focused on the woman or man who produced the work (Barthes 146). The history of modernity begins with Mallarme, who was the first to substitute language for the owner of the language at the time. According to him, language speaks, and not the author. To write is, â€Å"to reach that point where only language acts,† (143) and not the author. There is also Proust, who, as Barthes says, gave modern writing its epic. This writer never put his life into his novel as was the routine ; instead, he created a work that remained a model. This explains more why Barthes considered current texts recreated. They depend on already created models and quotations (Barthes 144). The main idea used by Barthes here is to use history to explain the changes that have occurred in text. The same idea is used in ‘On Cannibals’ Montaigne describes the meaning of certain words by comparing historical practices to current practices. According to him, people must be cautious before making judgements and subscribing to vulgar opinions. What brings this reasoning is the description of Roman army marshalled before King Pyrrhus as barbaric. From Montaigne’s point of view, there is nothing barbaric in these people. In his description, barbaric nature does not necessarily mean different. People should not be described as barbaric just because they have different practices from others. There should be judgement by test of reason and not just by a common report. The people described as barbaric, as described in history, are not barbaric. They are only considered barbaric because they are ‘wild’. They are wild in the sense that â€Å"nature produced them by herself and in her own ordinary way† (Montaigne 109). They have not been ‘artificially modified and removed from the common order. Montaigne notes that, in the land where we live, â€Å"we always see the perfect religion, perfect political system, and the perfect and most accomplished way of doing everything† (Montaigne 109).

Has the No Child Left Behind Act Severely Impacted Special Needs Research Paper

Has the No Child Left Behind Act Severely Impacted Special Needs Students by Expecting them to do Things That Normal Kids - Research Paper Example Introduction. The No Child Left Behind Program enhances the education of the special needs students. The research centers on the effect of the No Child Left Behind Program on the special needs learners. The research focuses on the test taking environment of the special needs test takers. The No Child Left Behind Act had not severely impacted special needs students by expecting them to do things that â€Å"Normal† Kids do. Related Literature. The No Child Left Behind Program states that the progress of all special education students should be monitored (PBS, 2008). Likewise, the program states the scores of the special Needs students will be included in getting the average scores of the students within a stat by 2014. Specifically, 95 percent of the learning disabled students’ scores in the English and Math subjects will in included in the overall state’s student tests’ statistical results. To level the playing field in the area of test taking, some leeway is legally given to the disabled learners. One such leeway, giving the disabled students tests incorporating large print questionnaires. Next, the special needs test takers are given more time to take the tests. Third, the special needs students allowed to take the tests in small groups, compared to the normal test groups. Fourth, the special needs students can be allowed to take the tests on a one on one basis. Fifth, some of the test watchers or teachers are allowed to aid the students on how to fill up the answer sheets. Sixth, the blind students are allowed to take the tests using the Braille method. Seventh, some special needs students are allowed to use sign language and other communication help to finish the tests. Eight, some of the special needs students are allowed to use computers to finish the tests. Lastly, many of the special needs students are allowed to use bilingual test booklets to solve math problems (English and Spanish version or English and another language ver sion). Further, the No Child Left Behind Program requires all schools that fail the state’s Adequate Yearly Progress goals in math and reading are classified as â€Å"in need of improvement†. Consequently, the school is required to put into place an educational program to improve the school’s ratings in the next Adequate Yearly Progress results in the areas of reading and mathematics. On the other hand, Alice Hammel (2011) insists the No Child Left Behind Act has severely impacted on the schools for the failure of the Special Needs Students by expecting them to do things that normal kids do, not the special needs children. The schools will receive complaints if the rights of the special needs children are not addressed. For example, students with emotional needs must be educated and tested in a special way, different from the normal learning kids. The students with behavioral needs, including ADHD students, should be taught in a special way to ensure the student will not be bored and reduce interest in the subject. In addition, the special needs children’s learning environment includes parental intervention. The procedural due process includes giving leeway to students with special learning needs to cope with the learning levels of the normal

Asian Currency Crisis Causes and Effects

Asian Currency Crisis Causes and Effects Introduction One of the key characteristics of money is stability, however a currency crisis is said to occur when the value of a countrys currency becomes unstable and changes rapidly thereby undermining its ability to effectively serve as a medium of exchange. The Asian currency crisis was a period of financial meltdown which began in July 1997 and gripped the major proportion of East Asia. It remains one of the most talked about region-wide crisis in the 1990s, the sharpest to hit the developing countries, which resulted in a massive downward spiral of Asian economies hitherto seen as miracle economies and prompted the largest financial bailouts in history.(Radelet and Sachs 1998) This paper will examine the origin of the crisis, its impact on the economies of the countries involved and the measures that have been adopted to avoid a recurrence of a similar crisis. ORIGIN OF THE CRISIS Upon mutual agreement, based on the plaza accord (1985) between the US, Germany and Japan, the US dollar was devalued by about 60% to the Yen in real terms in order to alleviate the increasing US current account deficit. Japanese firms facing export competitiveness due to the appreciation of the Yen began to move production to south East Asian countries whose currencies were pegged to the dollar. This provided an ideal location for the Japanese firms in terms of international price competiveness. This inflow of investment from Japan to the South East Asian countries accelerated a pattern that led to large inflow of capital from other Asian and foreign countries into the East Asian countries. The fixed exchange rate system gave the south East Asian economies strong exports, low import prices and expected financial stability. For years, East Asian Countries were held up as economic icons. Their typical blend of high savings and investment rates, autocratic political systems, export-oriented businesses, restricted domestic markets, government capital allocation, and controlled financial systems were hailed as the ideal recipe for strong economic growth of developing countries (Shapiro 1999). Asian economies like Taiwan, Hong Kong, Korea, Singapore and Thailand enjoyed overall average growth rates of 5.6 percent, 6.6 percent, 7 percent, 6.9 percent and 4.6 percent respectively for several decades. Indonesia and Malaysia too enjoyed good economic performance during most of the 1970s and 1980s. (Rao, 1998) However, these miracle economies were brought down in July 1997 when a brewing currency crisis started from Thailand. This seed of the Asian currency crisis of 1997 were actually sown during the previous decades when these countries were experiencing unprecedented economic growth. For long, exports had long been the engine of economic growth in these countries and as such many Asian states were regarded as Export Power Houses. The increased foreign capital inflow into these economies also propelled capital expenditure which led to an investment boom in commercial and residential properties, industrial assets and infrastructure. These capital expenditures were financed by heavy borrowings from banks which had excess liquidity but no strong regulatory frameworks. Thus, by the mid 1990s, South East Asia was experiencing an unprecedented investment boom, much of it financed with foreign investments and borrowings. The case was made worse as much of the foreign borrowings had been in US d ollars as opposed to local currencies. At the time, this had seemed like a smart move (i.e. regional local currencies were pegged to the dollar and interest rates on dollar borrowings were generally lower than rates on borrowings in domestic currency, and it made economic sense to borrow in dollars if the option was available); but, many of the investments made with these funds were on the basis of projections about future demand conditions that were unrealistic. Soon, there were indications of macroeconomic imbalances in the Thai economy; the real exchange rate had risen to an apparently unsustainable level and the current account was also in constant huge deficit. Rao (1998). Also, Asian Countries started to see their ballooned volume of investments during the 1990s declining significantly. Paul krugman (1999) stated the Asian countries attracted so much foreign capital that their economic growth was fuelled more by sheer volume of investment rather than by the productivity of those individual investments. Therefore the governments in the region could not maintain their dollar peg and their currencies started to depreciate against the dollar, this increased the size of the debt burden that needed to be serviced when measured in local currency. This started the debt boom. A final complicating factor was that by 1996, there became a slackening of export growth which was much noticeable in Korea, Malaysia, Singapore and Taiwan, while in Thailand there became a decline in the dollar value of exports. This decline in export did not stop growing import and this disparity saw many south Asian countries shifting strongly into the red during the mid 1990s. By 1995, Indonesia was running a current account deficit that was equivalent to 3.5% of its Gross Domestic Product (GDP), Malaysias was 5.9% and Thailands was 8.1%. With deficits like these starting to pile up, it was becoming increasingly difficult for the governments of these countries to maintain the peg of their currencies against the U.S dollar. Thus by 1997, the first obvious indication of the crisis started with the Thai economy. Thailand could no longer defend their currency and therefore floated the baht on the 2nd of July 1997. (Rao, 1998). Prompted by these developments in Thailand, investors saw basically the same issues facing Thailand surfacing in other neighbouring countries. As a result, investors panicked; their fears were not allayed especially because of lack of transparency regarding issues such as the extent of government and private debt, the health of the financial sectors and no trust in the government to take pre-emptive corrective actions. This led to massive capital flight. The withdrawal of foreign currency led to dramatic depreciation in exchange rate and higher interest rates. This led to an increase in the number of non-performing loans, causing an erosion of the market value capital of most of the countries. Thus, the scene was now set for a potential rapid economic breakdown. There is no consensus on the exact origin of the currency crisis in East Asia; while some schools of thought believe that the crisis was caused by the initial financial turmoil in some Asian countries, followed by regional contagion (Radelet and Sachs, 1998; Marshall, 1998; and Chang and Velasco, 1999), others believe it occurred as a result of policy and structural distortions (Corsetti, Pensetti and Roubini; 1998). However, most of the East Asian economies were interdependent, hence it was only logical that a crisis in one would have a domino-effect and inadvertently cause a crisis in other East Asian Economies that were linked to it. Warning Signals during the 24 Months prior to the 1997 Asian Financial Crisis, Months of Lead Time, and Performance Measures. Number of Warning Signals and Months of Lead Time (in parenthesis) Optimal threshold percentile Indonesia Korea Malaysia Philippine Thailand Singapore Noise to signal ratio Conditional crisis probability (%) Share of crisis predicted (%) Overall Composite Index 88 7(11) 9(10) 13(13) 10(11) 10(10) 0(10) 0.137 77 83 Current Account 90 7(11) 11(16 13(13) 11(11) 16(16) 0(0) 0.136 77 83 Capital Account 90 1(23) 0(0) 2(3) 0(0) 0(0) 0(0) 0.288 62 63 Financial Sector 90 0(0) 0(0) 2(3) 0(0) 0(0) 0(0) 0.313 60 67 Real Sector 90 2(2) 9(14) 0(0) 2(10) 4(13) 0(0) 0.322 53 31 Global Economy 80 0(0) 0(0) 0(0) 0(0) 0(0) 0(0) 0.540 46 75 Fiscal Sector 87 0(0) 0(0) 0(0) 0(0) 0(0) 0(0) 0.540 46 46 Source: ERD Working Paper No.26 Using a Signalling approach based EWS model, it shows that persistent warning signals prior to the 1997 crisis was not just in a few but all of the five countries most affected by the crisis. The findings of this model supports the fact weaknesses in economic and financial fundamentals in these countries triggered the crisis. The Impact of the crisis on the Economics of the countries involved. As Thailand floated the baht on July 2 and allowed the currency to fall, wave after wave of speculation hit other Asian currencies, a de-facto devaluation of the Philippine Peso followed on July 11. Korean Won too lost. Malaysia let its currency, the ringgit float on July 14th 1997, as foreign exchange reserves had gone down to $ 28 billion. Singapore followed on July 17th and the Singapore dollar (S $) quickly dropped in value from $1 = S $ 1.495 prior to the devaluation to $1 = 2.68 a few days later. A month later on August 14, Indonesia floated the rupiah. This was the beginning of a precipitous decline in the value of the Indonesian currency as a fall was seen from $1 = 2,400 Rupiah in August 1997 to $1 = 10,000 Rupiah on January 6th, 1998, a loss of 75% (Rao, 1998). Source: DataStream The Chart (above) shows the monthly evolution of the currencies of the eight South-East Asian countries during the crisis from July 1997 to April 1998. The Five countries where the crisis where particularly serious (Figure 1A) saw more decline in their currencies than countries in Figure 1B even though all countries shown were affected.ÂÂ   The economy of Thailand where the crisis started from suffered a real sharp decline. Total export earnings declined and a trade deficit rose to $ 16 billion. With the deficit standing at over 8 percent of GDP and its financing largely coming from short term funds; the external debt of Thailand rose to $68.1 billion. The non-performing loans of banks and finance companies in Thailand were estimated to be around 12 percent of total loans in mid 1997. The Thailand economy was also plagued by a deteriorating external sector, a stock market decline (the stock market index fell from 1683 in 1993 to below 500 in1997) and most importantly dwindling forex reserves. A decline in investment saw the closure of investment houses which resulted in immediate unemployment rates of between 6 and 10 percent (Rao, 1998). The Indonesian economy also suffered a set-back which included growing current account deficits due to lack-luster export growth and mounting debt service. Loss of confidence in Indonesia led to a series of attacks on the currency. In the second half of 1997, the rupiah fell by 72 percent against the dollar which had an adverse effect on the Japanese, European and US banks that lent billions of dollars to Indonesian companies. According to Witcher (1998), the Indonesias financial system started to stagger under escalating bad loans. Indonesia sought help from the IMF, they agreed to provide them with loans estimated at $40billion and in return demanded that Indonesia keeps interest rates high and immediately close 16 banks. The news of bank closures led to panicked withdrawals by depositors and investors. As Stiglitz(1998) and Yellen(1998) discussed; due to limited information, investors were unable to distinguish which banks were healthy or not so they shied away from them all; this caused more havoc to the economy. The crisis quickly spread to the real sector. The real gross domestic product (GDP) contracted by 13% in 1998 and remained stagnant in 1999. Real output declined by approximately 14% in 1998. The Indonesian economy thus went into a recession with falling GDP in 1998. It also had a weak economy that was composed of falling domestic demand and company closures which meant rising poverty and unemployment. . Unemployment which was historically no more than 3 to 4 percent hit a 10 percent level in 1998 with around 8.7 million people jobless. The impact of the crisis on welfare and the economy as a whole was mostly reflected in the poverty rate which rose from 15% in 1997 to 33% in 1998. The contagion effect soon caught up with South Korea, a country whose economic performance was spectacular compared to other Asian countries. However, the won began to depreciate from late August 1997 and gathered momentum by October. From about 900 won to the dollar in early August, the exchange rate plummeted to about 1200 by the end of November. The ratio of debt reserves rose during 1992 1997 (Rao, 1998). In January 1997, Hanbo Steel collapsed under a $6 billion debt. This was the first Korean Chaebol to go bankrupt in 10 years (Chang,1998). In the wake of this, the Korean shares declined in value by 25.2% at the end of 1997. Balance in trade declined from a surplus of $7.6billion in 1987 to a deficit of $20.6billion in 1998. GDP per capita fell and Unemployment rate naturally rose to 5.9 percent in February 1998 and started to climb up from there (Rao, 1998). The Philippines Economy faced a significant currency crisis, the peso fell significantly from 26/US $ to even 55/US $. The GDP growth rate dropped from 5.1% in 1997 to -0.5% in 1998. GNP hovered at 0.1% in 1998 compared to 7.2% in 1996 and by the fourth quarter of 1998, growth of investments had declined to -23.9%. In Hong Kong, the economy saw the collapse of the Hong Kongs stock market (with a 40 percent loss in October). On October 27 1997, the market rout on Wall Street was preceded by a 5.8 percent plunge in the Hong Kong stock market which snowballed through the worlds developed and emerging stock markets. Most markets in the Asia-Pacific region tumbled in sympathy, with Australia down 3.4 percent and Tokyo down 1.9 percent. Below is a graph showing the evolution of the Asian stock markets during the financial crisis of 1997- 1998. Source: Morgan Stanley International Capital (MSCI). Figures 2A and 2B (above) show the monthly evolution of national stock price indices (expressed in US dollars) for these same eight countries and during the same period of time. The finding shows a consistent close relationship between exchange rate depreciations and stock returns during the crisis. (Bailey, Chan and Chung (2001).) Japan was also affected because its economy is prominent in the region. Asian countries usually run a trade deficit with Japan because the latters economy was more than twice the size of the rest of Asia together; about 40 percent of Japans export go to Asia. However, even with this, the Japanese was finally shaken as their yen fell to 147 when mass selling began; Also, with the collapse in the value of the Japanese stock market, the value of assets also plummeted, leaving the institutions with a diminished asset base and an increased portfolio of non-performing loans. The GDP real growth rate slowed dramatically in 1997, from 5% to 1.6% and even sank into recession in 1998. In a relatively short period of time, the crisis currency crisis shock was spread even beyond Asia. The USA market (the Dow Jones industrial) plunged 554 points or 7.2%. The New York Stock Exchange briefly suspended trading; this was accompanied by plunges of 15 percent in Brazil, 13.7 percent in Argentina and 13.3 percent in Mexico. Europe also had the impact of contagion effects, Markets like London fell 2.6 percent, while Germany, France and Italy all shed 2.8 percent. Smaller markets like Finland plunged 5.7 percent, while Spain skidded 4.1 percent. Russia became the major non-Asian victim of the financial contagion. By mid 1998, investors began to perceive systematic weaknesses of the Russian economy which was similar to Asia; therefore they began a steady withdrawal of their capital from the economy. By midsummer 1998, it became apparent that Russia was struggling to maintain an exchange of roughly 6 rubles to 1 dollar at the time. Their central bank reserves began to dwindle. Despite the loan package and the pro-market administration, the international investment community lost faith in Russia and rushed for the exits. On August 15th 1998, the rubble was allowed to float and the Russian stock market lost 25% of its value. The Measures that have since been adopted to avoid recurrence of a similar crisis. After the slow down of the Asian Currency Crisis of 1997, the regions former economic tigers had to mete out some conditions and policies towards a sustainable Asian economy that would be able to withstand any financial turmoil and consequently avoid the recurrence of a similar crisis. These regionss heavy weight also had to accept the International Monetary Fund (IMF) conditions in order to stay afloat although the IMF had never dealt with a crisis of this magnitude and was met with stiff hostilities; the IMF prescribed tough conditions and measures that contributed immensely to considerable long term gains for the Asian Economics (Lakhan, 2007) One of these conditions were policies involving the Macro-economy. The tightening of monetary policy (at different stages in different countries) was necessary to stem exchange fluctuation, to prevent currency depreciation from leading into a spiral of inflation and into the eventual collapse of the exchange rate. Some countries like Thailand, South Korea, Philippines and Indonesia switched to improved credible policies that involved their exchange rate system. These countries adopted the inflation targeting policy which implied greater transparency and accountability instead of exchange rate as an anchor for monetary policy. Inflation targeting also allowed for the attainment of stable development of their economy through the establishment of credible and reputable central bank; as these central banks set inflation targets and implemented monetary policies committed to the achievement of targets. They also made monetary policy decisions based on overall judgement of the economy by k eeping constant watch not only on immediate price movements but also on trends of demand and supply factors in the domestic economy, exchange rate movements and overall movement of the international economy. The effects from this policy adopted inflation targeting contributed largely to stabilizing the monetary and economic environment after the currency crisis (Tomoko, 2002). A typical example could be seen in South Korea. After the Crisis, South Korea revised the Bank of Korea act to introduce inflation targeting in 1998. Since its introduction, South Koreas inflation targeting has played an appreciable role in stabilizing the countrys economy. In particular, the introduction of inflation targeting has secured the independence of the Bank of Korea in monetary policy and drastically enhanced the transparency of monetary policy. Affected countries of the crisis also embarked on their financial system stabilization to avoid any similar recurrence of the debilitating financial crisis. These measures ventured into the areas of liquidity support for troubled banks in question, deposit protection measures through a deposit insurance co-operation to prevent systemic risk arising from the spread of credit uneasiness, boosting capital base through capital injections from public funds and prompt disposal of non-performing loans by a third party organization (Resolution and Collection Company in the case of Japan and asset management companies (AMC) in the case of Asian countries). The four countries where the financial crisis was particularly serious (Thailand, South Korea, Malaysia and Indonesia) injected public funds into financial institutions often with government assistance. They also went into the act of promoting the consolidation of financial institutions by closing or suspending operations of banks with do ubtful chances of survival, temporarily nationalizing them or merging them. They established an asset management company to purchase non-performing loans Thai Asset Management Corporation (TAMC) in Thailand, Danaharta in Malaysia, Korea Asset Management Company (KAMCO) in South Korea, and Indonesian Bank Restructuring Agency (IBRA) in Indonesia (Lindgren et al, 2000) Although the system of the companies or organizations varied from one country to another, they all similarly purchased non-performing loans at about market prices and disposed the assets selling by tender or by means of securitization. At present, they have disposed of about 50~70% of the assets. Thailand for example, had finance companies (non-banks) that had been suffering from business difficulties even before the currency crisis and the Thai government had been providing liquidity support to them. After the crisis, the government improved its classification standard for non-performing loans to conform to the international standard and strengthened write-off standards. It also nationalized commercial banks, injected capital and reorganized them. As a result, the number of commercial banks decreased. Thai commercial banks non-performing loan also later decreased dramatically due to agreements on debt restructuring as well as transfer of non-performing loans to the TAMC and write-of fs. As a result, the non-performing loan ratio dropped to 19.2% as of the end of March 2001 and capital adequacy ratio stood at 12.01% as of December 2000 (A ratio higher than the BIS standard) (Montes, 1998). Structural reforms were also adopted in the areas of banking supervision and regulation in order to forestall the kind of financial system instability caused by the crisis and to minimize the effect. These reforms were also necessary to address the weaknesses in the financial and corporate sector as these features had become impediments to growth such as monopolies, trade barriers and non transparent corporate practices. Based on this recognition, the IMF and the World Bank jointly began monitoring the international standardization and observance of standards to maintain the soundness of financial systems by introducing the Financial Sector Assessment Program (FSAP) in 1999. Under FSAP, the IMF and the World Bank assess the observance of banking supervision and regulations implemented by each countrys financial supervisory authorities, promote observance of international standards, and recommend the best practices. These acts which have been entrenched in continue to globalize the A sian economy (Lindgren et al, 2000). Rehabilitative measures were also extended to private corporations and financial institutions in the Asian countries as these institutions were also hit by the currency crisis largely because they had a superficial understanding of the need for exchange risk hedge, as their currencies were virtually pegged to the dollar. It was for this reason that the debt burdens caused by the mismatch of currencies increased during the crisis, bringing a serious impact on the economy as a whole. Thus after the currency crisis, there was a shift to a floating exchange rate system and this pushed private corporations into recognizing the importance of hedging against exchange risks. In South Korea, the government conducted a campaign appealing for the need for exchange risk hedges. Some other countries established a financial supervision system to check if foreign currency-denominated debts are hedged against exchange risks. Thanks to these policy efforts, the number of private corporations hedging against exchange risks increased drastically and the response capabilities of the economy as a whole to exchange fluctuations have been strengthened (Lindgren et al, 2000). A stronger and unified Regional Financial and Multilateral Co-operation in East Asia was also adopted and this has proven to be an effective buffering against the occurrence of future crisis Although regional financial cooperation in East Asia did exist even before the crisis, such as Executives Meeting of East-Asia Pacific Central Banks(EMEAP), a forum of central banks and monetary authorities in the East Asia and Pacific region established in 1991; the event of the Asian currency crisis proved more glaring that the countries in East Asia had a much more economic interdependency than was previously realized. This forced a fostering of a much stronger regional financial and multilateral cooperation. This co-operation in Asia was promoted in various forms, such as the New Miyazawa Initiative incorporating a comprehensive support measures, including a 30 billion dollar financial support scheme, announced in October 1998; the Chiang Mai Initiative (CMI), a swap arrangement mechanism to support those countries in potential danger of a currency crisis and the Asian Bond Market Initiative (ABMI) to avoid high dependence on the external financial market and use regional resources more efficiently (Naoyuki Yoshino et al, 2000) In addition to the development of a regional crisis-prevention mechanism, Asian countries started to co-operate especially in trade relations. This inadvertently resulted in a much more stable policy for exchange rates between the Asian currencies. With the increased unification that came as a result of the push for a stronger and unified regional financial and multilateral co-operation in East Asia, there became a rising sense of Asian identity culminating into the speculation of an introduction of a regional common currency in the future (Naoyuki Yoshino et al, 2000). The finance ministers of China, Japan, and Korea agreed at the ASEAN+3 Finance Ministers Meeting in 2006 to conduct joint research on monetary integration in East Asia. The motion put forward in 2006 helped to create grounds for the much talked about Chinas global strategy approach which started making head way in 2010. Now, China is beginning to emerge as the new and dominant world power, buttressing this, is the recent widespread awareness and circulation of the Chinese currency (renminbi). These co-operation measures adopted in Asia also extended as a forum for economic co-operation (such economic co-operation was seen to be displayed in the widely acceptance of the Chinese currency renminbi by the other Asian countries). This economic co-operation by these Asian countries arguably challenges the American hegemony. It also proves a strong force towards the elimination of any future financial crisis that might occur as the initiatives and discussions on intensifying monetary and fi nancial cooperation has reached a far end spectrum (Naoyuki Yoshino et al, 2000). From 1996 2000, there have been a resurgence of economic growth across the Asian region. Countries like Indonesia, Thailand, Malaysia, South Korea and the Philippines have averaged almost 5%. CHARTS SHOWING THE EFFECT ON THE AFFECTED COUNTRIES AFTER THE MEASURES HAVE BEEN ADOPTED. From the chart above, it can been seen that after the rehabilitative measures were meted out, corporate balance sheets in Asia improved as debt-to-equity ratios have been reduced sharply and foreign currency borrowing is no longer a large component of the corporate sources of funding. From the chart above, it can be seen that low loan-to-deposit ratios together with little off-balance-sheet financing, have helped banks avoid liquidity and funding stress in the current credit turmoil. Thus, Banks are stronger with current account surpluses and large foreign reserves. Compared to United States and many European countries, Asian economies have relative modest property price appreciation (see Chart 5). Asian countries have taken measures to cool property markets in recent years whenever prices threatened to become a bubble. As a result, property price crashes in the wake of slowing economic growth and financial market turmoil have been less of a risk. Conclusion: Although, the Asian currency crisis was fuelled by sheer weak economic and financial fundamentals including macro- economic imbalances, which created a contagion effect for the other countries involved. However, with the measures now adopted, it is obvious that the Asian economies have now been strengthened and would continue on that path.