Free Essays on The Draft And The War With Iraq

The United States of America is currently at a prospective war status. With war in the air, the apprehension of who will serve in the armed forces is expressed by many. Today's all-volunteer forces are more efficient and professional than that of any other epoch before hand. With the technology that is available, wars are capable of being fought, to a certain degree, on the premise of mechanical apparatuses. As a result the need for bodily warfare is exceptionally minimal. Defense Secretary Donald Rumsfeld has gone further, asserting that draftees added no value and no advantage to the military because they served for such brief periods. In this pioneering era of automated warfare, draft has become irrelevant. The draft, or conscription, began in the 1940s and ended in 1973, with the conclusion of the Vietnam War (Ambrose, paragraph 3). "When you talk to generals and admirals today, you won't run into one who wants to bring back the draft" states Eliot Cohen, a professor of strategic studies at John Hopkins' Nitze School of Advanced International Studies (Sands, paragraph 10-11). Bringing back the draft is a heretical thought nowadays. It use to be that everyone had an uncle or father who served in the arm forces. However those days are over (Omicinski, paragraph 3-6). Like Defense Secretary Donald Rumsfeld, Secretary of State Colin Powell opposes the draft. He contended that, the all-volunteer military has been able to meet manpower needs and has worked exceptionally well (Secretary of State, paragraph 1). Throughout the years, the quality of enlistees has risen, leaving the United States with its best military, in its history. More extraordinary is that it is assembled fully by voluntee rs (Ambrose, paragraph 2). Engineers and scientist in Iraq are in a race with time. It is believed that they are trying to develop biological, nuclear, and chemical weapons. Not only are they trying to improve the functions of such weapons, but als... Free Essays on The Draft And The War With Iraq Free Essays on The Draft And The War With Iraq The United States of America is currently at a prospective war status. With war in the air, the apprehension of who will serve in the armed forces is expressed by many. Today's all-volunteer forces are more efficient and professional than that of any other epoch before hand. With the technology that is available, wars are capable of being fought, to a certain degree, on the premise of mechanical apparatuses. As a result the need for bodily warfare is exceptionally minimal. Defense Secretary Donald Rumsfeld has gone further, asserting that draftees added no value and no advantage to the military because they served for such brief periods. In this pioneering era of automated warfare, draft has become irrelevant. The draft, or conscription, began in the 1940s and ended in 1973, with the conclusion of the Vietnam War (Ambrose, paragraph 3). "When you talk to generals and admirals today, you won't run into one who wants to bring back the draft" states Eliot Cohen, a professor of strategic studies at John Hopkins' Nitze School of Advanced International Studies (Sands, paragraph 10-11). Bringing back the draft is a heretical thought nowadays. It use to be that everyone had an uncle or father who served in the arm forces. However those days are over (Omicinski, paragraph 3-6). Like Defense Secretary Donald Rumsfeld, Secretary of State Colin Powell opposes the draft. He contended that, the all-volunteer military has been able to meet manpower needs and has worked exceptionally well (Secretary of State, paragraph 1). Throughout the years, the quality of enlistees has risen, leaving the United States with its best military, in its history. More extraordinary is that it is assembled fully by voluntee rs (Ambrose, paragraph 2). Engineers and scientist in Iraq are in a race with time. It is believed that they are trying to develop biological, nuclear, and chemical weapons. Not only are they trying to improve the functions of such weapons, but als...

Biography of Elizabeth Woodville, Queen of England

Biography of Elizabeth Woodville, Queen of England Elizabeth Woodville (1437–June 7 or 8, 1492, and known variously as Lady Grey, Elizabeth Grey, and Elizabeth Wydevill) was the commoner wife of Edward IV, who had a key  role in the War of the Roses and in the succession battle between the Plantagenets and Tudors. She is best known today as a character in Shakespeares  Richard III  (as Queen Elizabeth) and the title character in the 2013 television series  The White Queen. Fast Facts: Elizabeth Woodville Known For: A commoner who was destined to become wife of Edward IV, mother of Edward V, sister-in-law of Richard III, mother-in-law of Henry VII and grandmother of Henry VIIIBorn: About 1837 in Grafton, rural NorthamptonshireParents: Jacquetta, Duchess of Bedford and Sir Richard WoodvilleDied: June 7 or 8, 1492.Spouse(s): Sir John Grey (ca. 1450–1461); Edward IV (1464–1483)Children: Two with John Grey (Thomas Grey (Marquess of Dorset) and Richard Grey) and 10 with Edward IV (Elizabeth of York who married Henry VII; Mary; Cecily; Edward V; Margaret; Richard; Anne who married Thomas Howard, Earl of Surrey); George; Catherine who married William Courtney, Earl of Devon; and Bridget. The two princes in the tower were Richard and Edward V Early Life Elizabeth Woodville was probably born at Grafton in rural Northamptonshire, England, about 1437, the eldest of the 12 children of Richard Woodville and Jacquetta de Luxembourg. Elizabeths mother Jacquetta was the daughter of a Count  and a descendant of Simon de Montfort and his wife Eleanor, the daughter of Englands King John. Jacquetta was the wealthy and childless widow of the Duke of Bedford, brother of Henry V, when she married Sir Richard Woodville. Her sister-in-law Catherine of Valois also married a man of lower station after she was widowed. Two generations later,  Catherines grandson Henry Tudor married Jacquettas granddaughter, Elizabeth of York. Jacquettas second husband and Elizabeths father was the less highborn county knight Sir Richard Woodville. At the age of 7, Elizabeth was sent to another landed household (a custom of the period was to trade children so that they would have social contacts in the future), probably Sir Edward Grey and his wife Elizabeth, Lady Ferrers. There, she had formal lessons in reading, writing (in English, French, and Latin), and a grounding in law and mathematics. The Woodville family was wealthy when Elizabeth was born, but as the Hundred Years War wound down and the Wars of the Roses conflict began, the familys finances became straitened, and as a result, Elizabeth married John Grey (7th Baron Ferrers of Groby) in 1452 when she was about 14 years of age. The recently knighted Grey was killed at the Second Battle of St. Albans in 1461, fighting for the Lancastrian side in the Wars of the Roses. Elizabeth petitioned Lord Hastings, Edwards uncle, in a controversy over land with her mother-in-law. She arranged a marriage between one of her sons and one of Hastings daughters. Ancestry Eleanor of Aquitaine, mother of King John of England, was the 8th great grandmother of Elizabeth Woodville through her mother Jacquetta.  Her husband Edward IV and son-in-law Henry VII were, of course, also descendants of Eleanor of Aquitaine. Elizabeth Woodville   Jacquetta of Luxembourg   Margherita del Balzo Sueva Orsini Nicola Orsini Roberto Orsini Anastasia de Montfort Guy de Montfort Eleanor Plantagenet John of England Eleanor of Aquitaine Meeting and Marriage with Edward IV How Elizabeth met Edward is not known for certain, though an early legend has her petitioning him by waiting with her sons beneath an oak tree. Another story circulated that she was a sorceress who bewitched him, but she may have simply known him from court. Legend has her giving Edward, a known womanizer, an ultimatum that they had to be married or she would not submit to his advances. On May 1, 1464, Elizabeth and Edward married secretly. Edwards mother, Cecily Neville, Duchess of York, and Cecilys nephew, the Earl of Warwick who had been an ally of Edward IV in winning the crown, had been arranging a suitable marriage for Edward with the French king. When Warwick found out about Edwards marriage to Elizabeth Woodville, Warwick turned against Edward and helped restore Henry VI briefly to power. Warwick was killed in battle as were Henry and his son, and Edward returned to power. Elizabeth Woodville was crowned Queen in Westminster Abbey on May 26, 1465; both of her parents were present for the ceremony. Elizabeth and Edward had three sons and six daughters- Elizabeth of York who married Henry VII; Mary; Cecily; Edward V, briefly King of England (not crowned); Margaret; Richard, Duke of York; Anne who married Thomas Howard, Earl of Surrey; George, Duke of Bedford; Catherine who married William Courtney, Earl of Devon; and Bridget. Elizabeth also had two sons by her first husband- Thomas Grey, the Marquis of Dorset and Richard Grey. One was an ancestor of the ill-fated Lady Jane Grey. Family Ambitions Her extensive and, by all accounts, ambitious family was favored heavily after Edward took the throne. Her eldest son from her first marriage, Thomas Grey, was created Marquis Dorset in 1475. Elizabeth promoted the fortunes and advancement of her relatives, even at the cost of her popularity with the nobles. In one of the most scandalous incidents, Elizabeth may have been behind the marriage of her brother, 19 years old, to the widowed  Katherine Neville,  the wealthy Duchess of Norfolk, 80 years old. But the grasping reputation was enhanced- or created- first  by Warwick in 1469 and later by Richard III, who had their  own reasons for wanting Elizabeths and her familys reputations to be diminished. Among her other activities, Elizabeth continued her predecessors support of Queens College. Widowhood When Edward IV died suddenly on April 9, 1483, Elizabeths fortunes abruptly changed. Her husbands brother Richard of Gloucester was appointed Lord Protector since Edwards eldest son Edward V  was a minor. Richard moved quickly to seize power, claiming- apparently with the support of his mother Cecily Neville- that the children of Elizabeth and Edward were illegitimate because Edward had been previously formally betrothed to someone else. Elizabeths brother-in-law Richard took the throne as Richard III, imprisoning Edward V (never crowned) and then his younger brother, Richard. Elizabeth took sanctuary. Richard III then demanded that Elizabeth also turn over custody of her daughters, and she complied. Richard attempted to marry first his son, then himself, to Edward and Elizabeths oldest daughter, known as Elizabeth of York, hoping to make his claim to the throne more solid. Elizabeths sons by John Grey joined in the battle to overthrow Richard. One son, Richard Grey,  was beheaded by King Richards  forces; Thomas joined Henry Tudors forces. Mother of a Queen After Henry Tudor defeated Richard III at Bosworth Field and was crowned Henry VII, he married Elizabeth of York- a marriage arranged with the support of Elizabeth Woodville and also of Henrys mother, Margaret Beaufort. The marriage took place in January 1486, uniting the factions at the end of the Wars of the Roses  and making the claim to the throne more certain for the heirs of Henry VII and Elizabeth of York. Princes in the Tower The fate of the two sons of Elizabeth Woodville and Edward IV, the Princes in the Tower, is not certain. That Richard imprisoned them in the Tower is known. That Elizabeth worked to arrange the marriage of her daughter to Henry Tudor may mean that she knew, or at least suspected, that the princes were already dead. Richard III is generally believed to have been responsible for removing the possible claimants to the throne, but some theorize that Henry VII was responsible. Some have even suggested Elizabeth Woodville was complicit. Henry VII re-proclaimed the legitimacy of the marriage of Elizabeth Woodville and Edward IV. Elizabeth was the godmother of the first child of Henry VII and her daughter Elizabeth, Arthur. Death and Legacy In 1487, Elizabeth Woodville was suspected of plotting against Henry VII, her son-in-law, and her dowry was seized and she was sent to Bermondsey Abbey. She died there on June 8 or 9, 1492. She was buried in St. Georges Chapel in Windsor Castle near her husband. In 1503, James Tyrell was executed for the deaths of the two princes, sons of Edward IV, and the claim was that Richard III was responsible. Some later historians have pointed their fingers at Henry VI instead. The truth is that there is not any sure evidence of when, where, or by what hands the princes died. In Fiction Elizabeth Woodvilles life has lent itself to many fictional depictions, though not often as the main character.  She is, however, the main character in the British series, The White Queen. Elizabeth Woodville is Queen Elizabeth in Shakespeares Richard III. She and Richard are depicted as bitter enemies, and  Margaret  curses Elizabeth with having her husband and children killed, as Margarets husband and son were killed by Elizabeths husbands supporters. Richard is able to charm Elizabeth into turning over her son and agreeing to his marriage to her daughter. Sources Baldwin, David. Elizabeth Woodville: Mother of the Princes in the Tower. Gloucestershire: The History Press (2002).  Print.Okerlund, Arlene N. Elizabeth of York: Queenship and Power. New York: Palgrave Macmillan (2009). Print.

Characteristics of the Tribal Misseriya in Abyei and Their Role in Research Paper

Characteristics of the Tribal Misseriya in Abyei and Their Role in Current Sudan Conflict - Research Paper Example Initially, the Arab traders used to trade on the African slaves through north Sudan. These slaves were often collected from the interior land of south Sudan. Some of the black African women were kept by these Arabs as their concubine. When these women later had children with the Arabs, they became half Arabs and half Africans. Misseriya is one such tribe with corrupt identity who has been discarded by both Arabs as well as the Africans. Misseriya tribes, though have been discriminated against, prefers to be Arabs. They speak Arabic and follow the traditions and cultures of the Arabs. From the education point of view, these mixed tribes of Mundukuru, Janjaweed, Jalaba, Misseriya etc. have an advantage over the black Africans as they formers were accepted by the Arabs as their offspring and were therefore provided education. (Silvio, 2011) Tribal customs to maintain peace Some of the customs, which has evolved over the years, in order to maintain peace among the different tribes of Sud an and for the prevention, management and resolution of conflicts, are that they should respect their elders who are the custodians of their customs and traditions, they should be taught to be able to â€Å"forgive and forget† and not carry forward grudges, should have respect for traditions, should try to keep away from conflicts and violence with other groups, should maintain cordial relationship with the neighboring tribes etc. (Suleiman, 2011, p.4) Misseriya and the ongoing Sudan conflict The reason for conflict between the Ngoc Dinka and the Misseriya herders lies in the fact that the Ngoc Dinka claim to have native rights on the territory but the Misseriya herders rely on those fertile pieces of land for grazing their cattle. The conflict is turning into in impasse on the ground, blocking trade from the North and stranding thousands of Southerners who want to return back to home from North Sudan. These tribes have centuries of conflict behind them. There existed group o f Misseriya militia who used to attack people travelling from north to south or vice versa in Sudan. The Misseriya tribe also fears that Abyei will want to be a part of Southern Sudan when it will vote in 2011 referendum to split from Sudan and as a result of which the Misseriya tribe may lose their conventional grazing rights and therefore their livelihoods. (Sudan Watch, 2009) The president of South Sudan has promised in the past as well that Misseriya will not cease to enjoy its grazing rights even after the north-south border turns into an international border but the situation is far from resolved. The situation had become so critical that the tribal leaders of Misseriya had given war warnings some six days before the votes in South Sudan on the matter of splitting itself from the Northern Province was due. The Dinka tribes, another major tribe of Abyei, were willing to join south. It was announced that a war without any excuse will be the outcome of such a move, i.e. trying to appropriate Abyei to the south. The result of the conflict was that the vote, which was due on 9th of January, 2011 has been delayed till the issues of borders and residency rights are not cleared. (Sudan Tribune, 2010) A local agreement on grazing rights has been signed on January 14th 2011 between the elders of Ngok Dinka and Misseriya but it

Costco warehouse corp in 2012 Case Study Example | Topics and Well Written Essays - 1500 words

Costco warehouse corp in 2012 - Case Study Example This paper is going to analyze the success story behind this company and how it has managed to be very successful in 2012. 1. One of the strategy that this company has been able to utilize in order to attain success is to establishment of good employee relations. As a CEO Jim Sinegal managed to visit most of their stores. In a day he would visit 8-10 stores daily. As a CEO he was in charge to be a producer, director, and knowledgeable critic. The second strategy that this company has managed to use is the pricing. Following their mission, their pricing was aimed at encouraging customers to come to their shops. This means that their prices are always low. It is argued that the strong business relationship that Sinegal has with Wal-Marts CEO is a contributing factor to using this strategy. This is because Wal-Mart the largest merchandise producer in the US also utilizes similar pricing strategy. For quite a long time the pricing strategy for this company is to cap its markup brand name merchandise at 14% compared to other supermarkets which markup their merchandises at 20-50%. The company managed to desig n most of the basic products especially food to be equal or better quality than national brands. This was aimed at ensuring that the company provided quality goods at the least prices (Barrera). This strategy has been criticized by Wall Street Journalists as lowering the shareholders profits. However, the CEO of the company argues that their strategy caters for both the shareholders and stakeholders by providing them with quality products at the least costs while the company still makes higher profits. The other strategy that this company uses is the price selection. Most of the supermarkets like Wal-Mart would stock 40,000 or even 150,000. However, Costco’s strategy was to deploy only 3,600 active items in their shelves.

Prescription Drug Abuse in Teenagers Essay Example for Free

Prescription Drug Abuse in Teenagers Essay Although prescription drugs are not harmful if used correctly, prescription drug abuse is high in teenagers. Most parents would never think their teenagers are helping themselves to prescription medicine sitting on ones counter. The truth is, prescription drug abuse in teenagers has become very common nowadays. The drugs are easily accessible at home, or cheap to buy at school. They are highly addictive and can even cause death. Putting one’s prescriptions in a safe place may save a childs life. Prescription drug addiction usually starts with experimentation. Teenagers may be trying prescription drugs because their friends are doing it or it may just be out of curiosity. Some teenagers will turn to prescription drugs to forget their problems. As the addiction progresses, it becomes harder and harder to stop using the prescription drugs (Smith, 2010). Experimentation rarely leads to a good outcome. If one’s child starts with a simple experiment of prescription drug use, odds are it will ultimately end with addiction. Smith (2010), states â€Å"Addiction is a complex disorder characterized by compulsive drug use. People who are addicted feel an overwhelming, uncontrollable need for drugs† (Drug abuse and addiction, para. 1). When one has repeated drug use it will permanently alter the brain. The long-lasting effect on the brain changes ones ability to think, use good judgment, control ones behavior, or feel normal without the drug. It is the drug cravings and compulsions to use that make the addiction so powerful. These cravings and compulsions to use are partly cause by the changes the drugs make to one’s brain (Smith, 2010). The average prescription drug abuser will start between the ages of 12 and 17. Every day about 2,500 teenagers in this age group abuse a prescription drug for the first time (Havens, 2009). â€Å"The number of high school students who are abusing prescription pain relievers such as oxycodone (OxyCotin), a potent and highly addictive opiate, or sedative is on the rise† (Freedman, (2006), para. 3). Stimulants are the most common used, next is opiates, followed by tranquilizers, and then sedatives (Parenting Teens, 2005). The pain relievers such as Vicoden or OxyCotin are used to achieve a high, whereas the sedatives such as Xanax and Valium are used to relax or calm. These drugs can lead to dependence and addiction. Stimulants such as Adderall, Ritalin, Dexedrine, or Provigil decrease ones appetite but increases ones alertness and attention. These are dangerous because they can cause addiction, seizures, or heart attacks. Stimulants are often used to lose weight of for studying. Steroids are used to built ones bodies or promote athletic performance. The dangers involved in consuming steroids are mental and physical health effects as well as serious sexual effects (Havens, 2009). Findings from a 2005 survey conducted by the National Survey on Drug Use and Health â€Å"indicates that approximately 21% of the U. S. population age 12 and older report using any type of prescription drug nonmedically in their lifetime, 16% report us of opiate-type pain killers, 8% report tranquilizer use, 8% report stimulant use, and 2% report sedative use† (Ford, 2008, para. 10). The study also found that substance abuse can cause users to offend the law as well as impair good judgment. However, it has been found that the violations of the law are followed by the abuse of prescription drugs, or other illegal substances. Therefore if one’s teenager is addicted to prescription drugs, legal difficulties will probably follow. The researchers believe substance abuse is a definite road to a delinquent lifestyle (Ford, 2008). Reported prescription drug abuse by high school seniors in 2005 Parenting Teens (2005). According to Freedman (2006), an 18-year-old who lives in San Francisco believes as long as the prescription medication is taken properly, it is much safer than any street drug. According to the findings of the Partnership for a Drug-Free America study, forty percent said prescription were much safer than illegal drugs; while 31 percent said that there was nothing wrong with using prescription drugs once in a while† (â€Å"Prescription-Drug Use by Teens,† (2006), para. 1). Teenagers think that because a medication has a prescription for an individual, it makes it safe for everyone. Several factors are involved in prescribing certain medications such as medical conditions, age, other prescriptions on may be taking and the diagnosis of the individual. Most teenagers do not consider these factors when helping themselves to medications prescribed to someone else. Prescription drugs are easy for a teenager to acquire either from their doctors or from their own medicine cabinets. Most parents are not aware of the risks involved in leaving a bottle of prescription medication lying on the counter for everyone to have access. It will start with taking one or two at a time and then the teenager ultimately proceeds to steeling the entire bottle, buying the prescription medications at school from classmates or even lying to their doctors to obtain their own prescriptions. The increasing popularity of nonmedical prescription drug use is based on the putative advantages of prescription drugs over â€Å"street† drugs: the drugs are easier to obtain, there is less likelihood of arrest, use is more socially accepted, and there is a perception the prescription drugs are safer† (Ford, (2008), para. 10). Prevention is the best tool concerning teenagers and prescription drug abuse. Havens, (2009), â€Å"Most teenagers say parents are not discussing the dangers of prescription drugs with them† (6 Steps to Prevent Prescription Drug Abuse in Teens, para. ). It is the parent’s responsibility to monitor closely the prescription medication in the home and purchase a lock box if necessary to keep one’s teenager safe. One needs to educate one’s teenagers in the dangers of prescription medication and the factors that go into prescribing those medications to each individual. Take it as far as asking the family physician to speak with one’s teenager if necessary. Sometimes they listen to strangers better than their own parents. Take the time to ensure there are no or out-of-date medications in the home. If these medications are no longer needed, dispose of them properly by flushing those (Havens, 2009). Parents are not always aware of how dangerous their own medication can be to their teenagers. MSNBC (2010). Parents also need to educate themselves in the signs associated with prescription drug abuse. Some of the thing one needs to watch for with their teenager behavior is neglecting responsibilities, getting into legal trouble, and even problems with the relationships with one’s friends. If ones teenager is starting to fall on school grades, not do chores at home, or even skipping school a pattern of neglecting responsibilities in beginning to develop. Behavior to watch for in relationships with friends would be losing longtime friends, and sometimes fist fighting with them. One may also be fighting more than usual with one’s siblings or ones boss at the job. The signs of legal trouble can be anywhere from simple disorderly conduct to any type of major crime. If ones teenager suddenly becomes involved with the law, something is wrong (Smith, 2010). The most noticeable physical signs of a prescription drug addiction is if ones pupils are bigger or smaller than normal, ones eyes are bloodshot, grooming habit deteriorate, unusual odor on breath or clothing, slurred speech, bad coordination, and tremors (Smith, 2010). Psychological warnings one can detect are (Smith, 2010), â€Å"Unexplained change in personality or attitude, sudden mood swings, irritability, or anger outbursts, periods of unusual hyperactivity, agitation, or giddiness, lack of motivation; appears lethargic or â€Å"spaced out†, appears fearful, anxious, or paranoid, with no reason† (Drug abuse and addiction, para. 9). Warning signs that tend to show more in teenagers are when one starts being secretive about their friends, one has a new interest in one’s clothing styles, and ones teenager is suddenly in need or more privacy then usual. If one has money, valuables, or prescription medication missing, one may need to consider the possibility of one’s teenager developing a prescription drug addiction. Other common signs are depression, withdrawing from the family, using incense to hide the smell, or eye drops to cover the dilated or bloodshot (Smith, 2010). Drug rehabilitation can be a costly, but necessary, adventure. According to ChooseHelp, (2010), â€Å"the professional staff involvement at any comprehensive and quality rehab facility disallows bargain treatment, and you need to be prepared to spend a significant amount of money to get a quality and effective treatment program (The Cost of Drug Rehab, para. 3). † Considering all cost involved in housing, feeding, drug therapies, and professional involvement, prices can range from a few thousand dollars a month all the way up to $30,000 per month (ChooseHelp, 2010). Several insurance companies will absorb most of the financial burden. One needs to contact one’s private insurance company and receive all details pertaining to this type of treatment. If one contacts one’s local State Drug and Alcohol Rehabilitation Council, there are programs available to those that cannot pay nor have any insurance. One needs to take into consideration the seriousness of this addiction. When it involves a prescription drug addiction, one cannot let the cost be a factor in the determination of the treatment. According to ChooseHelp (2010), â€Å"family programs can help to heal a family harmed by the destruction and heartache of abuse; and bring back a healthier dynamic to the family as a whole (Families Need to be a Part of the Process, para. 3). † One needs to decide how much family involvement will be in the rehab process. Family involvement is extremely important not only for the family but for the addict as well. When family member are learning about the addiction from trained professionals as well as other families facing the same situation, families are taught what is most beneficial for the teen and it assures the family that they are not esponsible for the addiction (ChooseHelp, 2010). When seeking a prescription drug treatment center for teenager one needs to consider a program involving patient education as well as family education. The program should offer counseling sessions with a therapist or psychologist as well as peer group session involving several families. One needs to choose a facility close to home to achieve adequate family involvement (ChooseHelp, 2010). When the rehabilitation program is successfully completed it is also important to continue care in an outside group such as Alcohol Anonymous or Narcotics Anonymous. Information for these meetings can be obtained in one’s local phone book. If the teenager in the home has been acting differently and medication is running out sooner than usual, take the steps necessary to help him or her. Admitting he or she may be addicted to prescription drugs is not easy but the help one can receive for him or her may save his or her life. Pay attention to the warning signs, ask questions at the doctor appointments and try not to have addictive medication prescribed to one’s child, especially if the child has had a problem in the past with any type of addiction. Be careful where prescription medications are located and consider investing in a lock box. It may be a decision that saves ones teenagers’ life. If one discovers one’s teenager has a prescription drug addiction, or any other addiction, do not be afraid to seek help. Money does not need to be an issue in saving ones life. References http://www.choosehelp.com/drug-rehab/families-need-to-be-a-part-of-the-process http://www.choosehelp.com/drug-rehab/the-costs-of-drug-rehab http://today.msnbc.msn.com/id/12803776/ns/health-addictions/

Loving v. Virginia Essay -- Miscegenation

Miscegenation: Noun; Marriage, cohabitation, or sexual relations between two members of two separate races. Most commonly used in reference to relations between African Americans and Caucasian Americans (blacks and whites.) In 1960’s nearly 4 out of every 225 marriages was interracial. This was frowned upon in the early to mid 1900’s and this is what two people, Mildred Jeter and Richard Loving had to face. Racial indifference or a racial supremacy has been an issue in America as long as it has existed. It began with the Native Americans on this soil we thrive on today. The whites of the time pushed the Natives of what land they could and fooled them off of the rest of it. They took their children, and tried to conform them into a race they were not, and never would be. From there on, our nation grew larger and more independent. In 1619, 127 years after North America had been discovered, a Dutch man traded his cargo of Africans for food. This gave our nation its first g roup of â€Å"servants.† The uproar of slavery did not start until the 1680’s as far as the records show. The idea of slavery gave some, not all, Caucasian Americans the idea that they were better than the blacks who worked for them. Mind sets like these set the ball in motion for anti-miscegenation laws. 41out of our 50 states had these laws at one time, leaving only 9 states without ever having an anti-miscegenation law. These states being: Alaska, Hawaii, Minnesota, Wisconsin, New York, Vermont, New Hampshire, Connecticut, and New Jersey. 15 of these states abolished these laws only after the Loving V. Virginia case which was ruled on the 12th of June, 1967. That day, this couple got what they had wanted more than anything. They’re home back and their love to be a... ...icant. This one for many families today is very important. These cases are also the reason why during a census you have the opportunity to check multiple races, instead of just one. This case stirred debates of gay marriage, which is a matter of personal opinion. It is up to you whether that is a pro or a con. As we can now see, Loving v. Virginia opened plenty of doors. It took a couple that were strong and would not be beat down by hearing their marriage was illegal or how wrong they were. Richard and Mildred Loving did what every interracial couple wanted to do; make a difference. The couple gained the right to move back to their home with their families, to stay in their hometown peacefully, and to hang their marriage license on the wall and know that it is now recognized by every state. Race made no difference to them, it shouldn’t to anyone else either.

Math Achievement Essay

Abstract This paper outlines the author’s purpose for reviewing literature on gender differences in mathematics education. An overview of research findings on gender and mathematics from industrial societies (USA, Australia, and UK) and from some developing countries in Southern Africa (South Africa, Mozambique, and Botswana) is then presented. Some causal factors for the existence of gender differences in mathematics achievement are critiqued and the link between mathematics and social entities (democracy and power) are challenged. The implications of the above for research on girls learning mathematics in Botswana (and Africa) are finally suggested. Introduction Literature review should not be considered as merely part of the requirements in scholarly enterprises, but as a critical undertaking in which the investigator exercises a constant scepticism on an issue of interest. In this paper, literature review is used as a process to critique the conscious and unconscious assumptions of scholarly research on gender differentials in mathematics education. It serves as a qualitative analysis to determine how these assumptions force the definition of problems and findings of such scholarly research efforts. The paper examines literature on research studies which have dealt with gender differentials in mathematics classroom dynamics. The disenfranchisement of girls in mathematics learning discourses and girls’ motivational orientations in mathematics are important issues for the human development efforts in Botswana. The paper draws upon literature from  Western countries, specifically the USA, the UK and Australia where research on gender differences in mathematics has been considerable and influential. The socio-political, cultural and socioeconomic contexts in these countries, however, differ from those of Southern Africa in many aspects of development (education, technology, economic, etc.), but there are possibilities to draw parallels, albeit in a limited way. Through considering parallels and differences between Western industrial cultures and Africa, the paper examines issues pertinent to African girls affecting their education. The literature analysis is against the backdrop of problems such as HIV/AIDS and unplanned pregnancies faced by girls within African communities. Botswana (like most of Africa) is grappling with the HIV/AIDS pandemic; high levels of unemployment and poverty (BIDPA, 2000). The African Economic Commission (1999:5) states that: Data from Botswana, Burundi, Central African Republic, Uganda, Zambia and Zimbabwe indicate that girls 15 to 19 years old have an (HIV/AIDS) infection rate four to ten times that of boys in the same group. This is the age group within which research on gender and mathematics has tended to focus. According to Okojie (2001), the Botswana study, commissioned by the African Academy of Sciences Research Programme, indicated the rate of teenage pregnancy being higher than that of most other African countries. HIV/AIDS, unplanned pregnancies and lack of interest in mathematics are amongst real problems that girls in the developing world face which must be taken on board when embarking on a sociological research analysis involving gender differences. Notwithstanding these developments, the question of how to motivate students in the classroom is a leading concern for teachers of all disciplines. Student motivation becomes especially relevant to mathematics education in the light of recurring questions about how to get more students interested and involved in the subject. As we proceed in the new millennium, Botswana is plagued with significant high-school dropout rates and declining interest in mathematics among secondary school students. Educators and policy makers  need to understand the educational techniques that may ‘suffocate students’ interest in learning’ (Boggiano and Pittman, 1992), then work to rekindle that interest. This paper is concerned with the use of mathematics as a ‘filter’ for further education and career choices. This affects girls more as they tend to shy away from the study of higher level mathematics, science and engineering as reflected in the University of Botswana yearly intake (Fact Books 2002; 2003; 2004/5; 2005/6). The literature analysis proceeds from an articulation of girls’ reported achievement tendencies within mathematics learning discourses in the developed world and explores the situation in Africa, particularly Southern Africa, with a special focus on Botswana. Gender differences in mathematics education The developed world’s perspective on gender and mathematics Contemporary research studies reflect scholars’ maturing view of the complexity of causation of differences between males and females in mathematics education. As Fennema (2000) rightly points out, from around 1970, ‘sex differences’ index was used to imply that any differences found were biologically, and thus, genetically determined, immutable and not changeable. During the 70’s and 80’s ‘sex-related differences’ criterion was often used to indicate that while the behaviour of concern was clearly related to the sex of the subjects, it was not necessarily genetically determined. Latey, ‘gender differences’ refers to social or environmental causation of differences that are observed between the sexes. This paper critically reviews work by leading researchers in the era of this new understanding of gender differences. According to Leder (1996) there were probably more research studies published on gender and mathematics than any other area between 1970 and 1990. Fennema (1993, 2000) concluded that while many studies had been poorly analysed and/or included sexist interpretations, there was evidence to support the existence of differences between girls’ and boys’ learning of mathematics, particularly in activities that required complex reasoning; that the differences increased at about the onset of adolescence and were recognised by many leading mathematics  educators. Salmon (1998) concurred with the notion that gender differences increase at secondary school level, particularly in situations that require complex reasoning. In the absence of an African position disputing such views, it suffices to assume that similar differences might occur in the Southern African c ontexts. Studies by Fennema and Sherman (1977, 1978) documented sex-related differences in achievement and participation, and found gender differences in the election of advanced level mathematics courses. They hypothesised that if females participated in advanced mathematics classes at the same rate that males did, gender differences would disappear. Stanley and Benbow (1980) used interpretations of some of their studies as a refutation of this ‘differential course-taking hypothesis’. They argued that gender differences in mathematics were genetic, a claim which was widely attacked and disproved, but whose publication had unfortunate repercussions (Jacobs and Eccles, 1985). Fennema and Sherman (1977, 1978) identified as critical, beliefs about the usefulness of, and confidence in learning mathematics, with males providing evidence that they were more confident about learning mathematics and believed that mathematics was, and would be, more useful to them than did females. There was evidence that while young men did not strongly stereotype mathematics as a male domain, they did believe much more strongly than did young women that mathematics was more appropriate for males than for females. The importance of these variables (confidence, usefulness and male stereotyping), their long-term influence, and their differential impact on females and males was re-confirmed by many other studies (Hyde et al., 1990; Tartre and Fennema, 1991; Leder, 1992). Earlier, Maccoby and Jacklin (1974) had reported differences between females and males in spatial skills, particularly spatial visualization or the ability to visualize movements of geometric figures in one’s mind. The Fennema-Sherman studies and the Fennema and Tartre (1985) longitudinal study investigated spatial skills or spatial visualisation. They found that while spatial visualisation was positively correlated with mathematics achievement  (that does not indicate causation), not all girls were handicapped by inadequate spatial skills, except those who scored very low on spatial tasks. Fennema (1993) suggested that an appropriate curriculum redesign could compensate for these weak skills. Other studies (Kerns and Berenbaum, 1991; Voyer, Voyer and Bryden, 1995) reported boys outperforming girls on tests of visual/spatial abilities: the ability, that is, to draw inferences about or to otherwise mentally manipulate pictorial information. The male advantage in spatial abilities was reportedly not large, but detectable by middle childhood and persisted across the life span. Casey, Nuttall and Pezaris (1997) concluded that sex differences in visual/spatial abilities and the problem-solving strategies they support contribute to sex differences in arithmetic reasoning. Although they were not particularly innovative nor offered insights that others were not suggesting, the Fennema-Sherman studies had a major impact since they were published when the concern with gender and mathematics was growing internationally. They were identified by Walberg & Haertel (1992) and others as among the most often quoted social science and educational research studies during the 80’s and 90’s. The problems of gender and mathematics were defined and documented in terms of the study of advanced mathematics courses, the learning of mathematics, and selected related variables that appeared relevant both to students’ selection of courses and learning of mathematics. The Fennema-Sherman Mathematics Attitude Scales have been widely used as guidelines for planning interventions and research studies. Campbell (1986) found that girls’ lack of confidence in themselves as mathematics learners, their perception of mathematics as difficult, and their view that mathematics is a male activity, all had impact on girls’ attitudes, achievement, and participation in advanced courses. In a longitudinal study of sixth, eighth, tenth, and twelfth grades, Tartre and Fennema (1991) found that, for girls, viewing mathematics as a male domain was correlated to mathematics achievement. Girls in single-sex schools or in out-of-school mathematics projects – who did not see mathematics as an exclusively male domain tended to have higher mathematics success. When this dynamic was changed to make mathematics accessible to both girls and boys, girls’ interest and involvement were found to rise. Reyes and Stanic (1988) and Secada (1992) have argued that socioeconomic status and ethnicity interact with gender to influence mathematics learning. Forgasz and Leder (1998) share the view that gender differentials in participation rates are associated with the interaction of positive attitudes and beliefs about mathematics and socioeconomic status. The transferability of these findings, based on Western cultural concepts, poses a problem for African contexts. Socioeconomic status indicators in Botswana for instance, somewhat differ from the UK model and need be appropriately contextualised. The question of ethnicity also becomes problematic in the Botswana context since about 85% of the population is of Tswana ethnic origin. Moreover, ethnic differences have never been of significance and might not necessarily affect gender differences in mathematics in the same way as in Western contexts. Trends of gender differences in mathematics from the United Kingdom The gender gap in performance throughout the subjects in the United Kingdom has been shifting in favour of girls since the early 1990s. In national curriculum tests and at higher level GCSE grades, girls outperform boys. For example, in 1997, 49% of girls achieved five or more higher grade GCSEs compared with 40% boys (DfEE, 1997). However, at the lower levels of GCSE attainment, the gender gap is smaller in percentage point terms. In 1997, 8.8% of boys and 6.5% of girls failed to gain GCSE qualifications (DfEE, 1997). These figures show some of the paradoxes in gender and attainment. Males gain most of the higher education top awards but the trend is for girls in general to do better in public examinations than boys – differences which are apparent in the earlier years of schooling. Consequently, current concerns about schooling are now more related to boys’ underachievement (as demonstrated in public examinations) than to that of girls. The question is whether such outcomes at school and higher education reflect approaches to assessment, methods of teaching, and/or expectations of society. The OfSTED (2003) report found that boys progress more than girls in mathematics throughout schools. Research indicated that in mathematics the gap between boys and girls attaining level 4 and above at the end of Key Stage 2 was only one percentage point, with boys at 73% and girls at 72%; however, 32% of boys achieved level 5 and above whilst only 26% girls did (OfSTED, 2003:13). According to OfSTED (2003:14) although the differences are smaller than those in English, it is a continuous trend and it is therefore still vital to understand why girls perform better in certain subjects such as literacy and underachieve in comparison to boys in mathematics. One key reason may be the perception girls have of this subject area. The 1998 OfSTED Report on ‘Recent Research on Gender and Education Performance’ stated that â€Å"science, mathematics, technology, ICT and PE are rated as ‘masculine’ by pupils and preferred by boys† (Arnot et al., 1998:31). Girls rated English, humanities, music, PSE and RE as feminine and preferred by girls. However, Archer and Macrae (1991) are cited in the same OfSTED report suggesting that mathematics has become more gender neutral perhaps reflected in the smaller gap between genders than that of literacy. The reason the gap has become smaller may be because girls are more prepared to tackle ‘masculine’ subjects. Public concern about the underperformance of boys has risen since the early 1990s as girls outstripped their male classmates academically. Although the proportion getting five C’s or better increased from 38% in 1996 to 46% in 2003, the gender gap remained steady at 10 percentage points in favour of girls. Both boys and girls in deprived areas got much lower grades than their more advantaged peers. But while girls in poor areas were improving faster than those in affluent areas, the gap between rich and poor boys remained constant. Dr. Deborah Wilson, Bristol University expert on the gender gap in schools, argued that the differences are likely to be a result of factors outside school: â€Å"The effect of poverty on exam results is greater than the effect of gender. If we focus more on the reasons for poverty affecting performance we might get better results for both boys and girls†Ã‚  (TES, 13 August 2004). According to Mendick (2002), in England, the evolving gendered patterns of attainment in mathematics need to be juxtaposed with the unchanging gendered patterns of participation in the subject. There are very few remaining differences between the attainment of male and female students in either GCSE, AS, or A-level mathematics examinations (taken at ages 16+, 17+ and 18 respectively) (Gorard et al., 2001; Guardian, 2002a, 2002b). Although boys are still more likely to secure the top A* and A grades at GCSE and A-level respectively, the differences are small and getting smaller. In contrast to these shifting patterns of attainment, the decision to continue with advanced mathematics remains highly gendered in favour of boys. This polarization persists despite decades of feminist intervention; as Shaw (1995:107) argues: â€Å"the most striking feature of subject choice is that the freer it is, the more gendered it is.† In fact, from 1994 to 2002, the proportion of the total number of 17 and 18 year-olds entered for A-level mathematics in England who are male showed little change, dropping only slightly from 65% to 63% (Government Statistical Service, 1995 to 2002; Guardian, 2002b). This greater participation of males in mathematics courses becomes more pronounced as you go up the levels from A-level, to undergraduate, and then to postgraduate, and is reflected in the larger number of men than women working in mathematically-oriented fields. Mendick (2002:1) argued: The gender gap in maths performance in this country, while still marginally in favour of boys, is continuing to narrow (Smithers, 2000; Gorard et al., 2001). However, the gender gap in participation in maths remains in spite of more than two decades of feminist initiatives for change. Moreover, maths becomes increasingly male dominated as we progress from sixth-form (ages 16 to 19) to undergraduate levels, and from undergraduate to postgraduate levels (Boaler, 2000)†¦ girls continue to disproportionately opt out of maths, a powerful area of the curriculum that provides a ‘critical filter’ (Sells, 1980) to high status areas of academia  and employment. The above suggests that although girls are doing better than boys overall across the subject areas in the UK, they still fall behind when choosing mathematics at higher levels of the education system. Mendick also portrays mathematics as a powerful subject, a signifier of intelligence that acts as a ‘critical filter’ controlling entry to higher status areas of academia and employment. Thus, for those concerned with social justice, it is pertinent to ask how it is that people come to choose mathematics and in what ways this process is gendered, which is the point of concern for this paper. According to Bevan (2005), the findings from the review of existing research included evidence that girls outperform boys in mathematics up to the beginning of A-level, but that the differences are small, and are not consistent across all components of the subject; attitudes to mathematics vary according to gender; there are significant differences in the expectations of boys and girls regarding their own performance in mathematics; boys and girls differ in their typical learning styles; and that ability grouping impacts differently on boys and girls. Bevan’s (2005) interviews revealed that teachers with very limited exposure to formal research were able to articulate judgments about gender differences in learning mathematics based solely on classroom experience; and that their intuitive judgments were often broadly correct, but tended to exaggerate the extent of any real differences. Presently there is no comparative research concerning Botswana teachers’ judgments on gender differences in the learning of mathematics. Sparkes (1999) pointed out that the gender gap in the UK was related to a variety of social issues including: parents’ educational attainment, growing up dependent on an income support recipient/eligible for free school meals, housing tenure and conditions, family structure (such as lone parent family), parental interest, involvement, practice, etc. These trends are different from the situation in Botswana and any comparisons need a contextual analysis of the situation. Perspectives from Africa with specific reference to Southern Africa Gender differences in mathematics education in developing countries are one critical area of research that needs further exploration. There is limited information about the status of contextual research on women and girls in those settings in relationship to their mathematical education. As Kitetu (2004:6-7) acknowledges from an African view: Unfortunately, while a lot of gender programmes have been carried out, not much research has been done within the classroom in the continent. Our understanding of gender in classroom practices is most often based on what has been studied in Western Europe and North America. I would like to argue that there is always a cultural angle in studies of social practices. Fortunately, there are emerging research efforts in the area of mathematics as the African continent begins to face up to the realities of gender differences in classroom practices. The persistent patriarchal attitudes in Africa tended to prevent researchers from problematising the gender issue. Investigating gender differences and Black South African learners’ attitudes towards mathematics, Mahlomaholo and Sematle (2004:4-5) reported that: The differences between boys and girls were very clear at all levels of analysis†¦ For example they (girls) said it was because of parental pressure/choice or because their friends were studying the discipline, or because their teachers instructed them to study mathematics. Others even went to the extent of citing chance or fate as responsible for them taking mathematics as an area of study†¦ They were apologetic and not taking responsibility on themselves†¦ They even expressed their embarrassment at not being good at mathematics, they also expressed the fear for their teachers whom they compared to lions†¦ they tended to agree that mathematics is for all and not for a particular gender. For the girls in Mahlomaholo and Sematle (2004:6-7), mathematics was â€Å"too  difficult† and  Ã¢â‚¬ ¦they were fed up with the subject and†¦ cannot be expected to continue with a subject that they were failing so dismally†¦ did not even have an interest in the subject as it demanded too much work and time to study while the boys saw much value in the discipline†¦There is no reason at all why some human beings do not have appropriate views regarding the study of mathematics, it is only because the views of a culture and a milieu that undermines women speak through them and have manifested themselves firmly in their minds. In their study of three successful women in mathematics related careers, Mahlomaholo and Mathamela (2004:3) reported the prevalence of a conventional patriarchal approach in the South African society. They argued that: It tends to privilege male interests and their privileged positions at the expense of women through the belief that the status quo where male dominate is natural and given†¦ Schools tend to operate in line with this approach. To underscore how the three women persevered in mathematics within the hostile cultural attitudes, Mahlomaholo and Mathamela (2004:7) argued that: †¦socialisation and upbringing, including home and family background, as well as parental support, were identified as factors that enabled the three women to go beyond the limitations of their situations. Mahlomaholo and Mathamela were convinced that beyond contextual and social factors the women had strong conceptions of themselves. They had self-belief in their abilities and a love for mathematics, which could not be dampened either by teachers’ negative remarks or the social structure’s negative stereotypes. The study identified social contextual factors and intra-psychic motivational factors as responsible for enabling female learners of mathematics to either excel or fail at the subject. Cassy (2004:5-6) reported from Mozambique that: â€Å"Although the main aim of the  education policy of the country is to promote, among others, gender equity in access to all education levels, there are more females than males, who do not benefit from this. This gender discrepancy increases over the education levels, being more at the tertiary level and particularly in mathematics and its related fields.† Cassy found significant differences between the patterns of attitudes towards mathematics expressed by boys and girls in which boys rated their attitudes more positively than girls did. Boys were more confident in working in mathematics than girls, and girls were more convinced that mathematics was a male domain than boys. Furthermore, girls were reported to believe much more than boys that mathematics is more appropriate for males than for females. Both girls and boys were found to agree that mathematics was useful. These findings are not different from what has been reported in Western research studies. Perhaps this was to be expected since the study used the Fennema-Sherman Mathematics Attitude Scale with its robust Western cultural questioning style. Cassy (2004:6) acknowledges that: â€Å"the majority of girls did not like the connotation of the items.† This calls for a more contextualised itemisation of the scales adopted from Western research contexts. Chacko (2004) presented another study from a Southern African perspective on the problems of students in learning mathematics and the approaches used in teaching mathematics in South Africa. Chacko reported no differences between girls and boys in terms of liking the subject. Chacko (2004:4) wrote: †¦ they do like mathematics and would like to do well in it but for them it is a very difficult subject. This interest in doing mathematics came out more prominently in township schools where they considered it important for future jobs. The South African students’ belief that mathematics is difficult was found among secondary school students in Zimbabwe (Chacko, 2000). Chacko (2004:4-5) further argues that students were encouraged to do well in mathematics because â€Å"their goals in life are something that is urging them to like mathematics which according to Hannula (2002) is ‘the value of  mathematics – related goals in the student’s global goal structure.’† It seems, from Chacko’s arguments that the liking of mathematics was not intrinsic to the students, but driven by the urge to do well in the subject because of the need and importance it presented for their future trajectories. According to Chacko (2004:8), girls in township schools seemed to spend more of out of school time on household chores, which could affect their studies. The same could be said about Botswana girls as Chacko (2004:5-6) further argued: †¦ chores took most of their time while school work was at the end when they were already tired to concentrate. This is more a developing country problem where chores in the house are kept for girls, which could affect the time they spent on learning and their vision for the future. †¦ Some of the girls in the township schools said that when they do not find time to complete homework, due to the reprimand from teachers, they would rather miss school. Once they miss school, it becomes difficult to catch up, which eventually lead to failure and drop out. Some of these problems are unique to the African contexts, and cannot be ignored when embarking on research on gender and mathematics. Chacko (2004:8) reported that the majority of students wanted mathematics to be made fun and to be related to life where they can see its use. â€Å"Girls in particular would like to see the content related to situations in life where these could be applied.† Some reported being shy and afraid to tell teachers that they did not understand, to avoid being ridiculed in public (by fellow classmates or teachers). Some of these issues are distinctive features of gender differences in African contexts which distinguish them from those of Western industrial societies. From the researcher’s experiences of teaching in secondary schools in Botswana and Nottingham (UK), there seems to be common ground with Chacko’s arguments. Over the years there have been efforts to address the gender disparities in  education in Africa, with a particular concern on the enrolment of girls, which for years has been very low. As Kitetu (2004) put it: The imbalance in boys’ and girls’ participation in schooling was linked to the age-long belief in male superiority and female subordination. This situation was further explained as aggravated by patriarchal practices, which gave girls no traditional rights to succession†¦ encouraged preference to be given to the education of a boy rather than of a girl. These small-scale investigations are recent efforts towards a better understanding of gender differentials in mathematics from an African perspective.

A Case study into Counselling and Mentoring

Guidance is the procedure utilizing to assisting people to work out their jobs and acknowledge their feelings. It ‘s a face to confront confidential session between counselor and the client. Counselling helps promoting a alteration in public presentation. it is about assisting and back uping a individual to happen an apprehension and replies when he ‘s working for an organisation. Counselling is a friendly, helpful and positive progress to personal development. There is two attacks Direct Counselling-Counsellor Give all the waies and replies to work out their jobs Eg: Health visitants are qualified nurses with specialist preparation who work in the community. They help people with a mental unwellness to go on to populate in their place. Health visitants can: aid you stay healthy by speaking to you about diet and exercising be person to speak to offer practical advice about nutrient, hygiene and daily life 2. Indirect Counselling- Counselee is capable to place his or her jobs and Promote the other party to discourse their jobs. Eg: Couple councelling -address their jobs originating adault relationship between them and promote them to disscuss and decide.COUNCELINGMENTORINGOffering advice and assisting staff development Provides an of import foundation of way in concern activities Procedure of assisting people to acknowledge their feeling about jobs Helping people to get the better of their jobs and develop their public presentation Assist people to place what cause of their long clip jobs More significance based Main end or thought is helps people to understand themselves clear and better Reding supports the person with their impacting fright and demands in a safe and swearing relationship. Wider focal point and better power assisting to calculate an person ‘s thought and values in a positive manner Looking on calling and personal development This is an relationship between two individuals Challenges, support apprehension and professional development. Mentor is more qualified, knowing and more experient than mentee Help new employees get used to to the working environment. Mentoring helps to alter the civilization in an organisation Mentee can better his/her cognitionMentoringOne Person is assisting other individual to develop his calling in occupation more efficaciously and advancement. The individual who called wise man is more experient and knowing than mentee. Eg: In any organisation Seniors giving preparation for juniors until they manage themselves. A drive teacher teaching to new scholar to go a good driver. Measuring Counselling and Mentoring. When we measuring mentoring one individual assisting another individual to develop his accomplishments and ideas in that procedure the individual who holding helps he will be manage to sort-out the jobs on his ain thoughts and implement it and besides he will be able to develop his accomplishments without taking any aid from anybody and perform in the existent environment B. ( B ) Identify personal and professional accomplishments required to run into your administrations And your ain ends and research methods to better them.SkillYOUR GoalsORGANIZATION SKILLSPersonalListening accomplishments Pull offing people skill Communication accomplishments Technical accomplishments Motivation Cognition Learning accomplishments Time managing Stress direction accomplishments Technology Correct staff Time managing Peoples Correct merchandises Relationship at workYOUR GoalsORGANIZATION SKILLSProfessionalIT Knowledge Leader ship Coaching Multitasking Use Microsoft PowerPoint to give clear professional cognition to co-workers New engineeringPersonal SkillsPersonal accomplishments are the accomplishments holding to decide the jobs in life every bit good cover with the challenges successfully in a positive mode. The chief identified personal accomplishments are as follows Time Management Many troughs find themselves increasing their twenty-four hours to twenty-four hours work like a mountain, normally spend much clip to complete but they unable to complete on clip because they non pull off to command the clip which they passing within their on the job hours. That ‘s why clip direction is really of import as a personal accomplishment. The cardinal point on clip direction is effectual and efficient usage of one ‘s clip to enable necessary undertakings to be completed within their timeframes in a structured and prioritised mode Stress direction accomplishments Human ‘s reaction emphasis is seen more they on work than the other state of affairs. In modern state of affairs anyone feeling threatened or under force per unit area will demo the same symptoms. Those are increased blood force per unit area, increased bosom round and watchfulness To cut down the emphasis best method is clip pull offing, making exercisings, learn express myself, self-rewarding and relaxing. Problem resolution accomplishment Any administration or any male monarch of occupation of all time be free from jobs if we able to make that it ‘s an good illustration for personal skill.the stairss for job resolution Reduce the job in to manageable pieces and cover one at a clip. Without blowing clip for scaling the job attempt to decide it Without look intoing back and past believe what to make in front Talk to trusted college for certain programs and place their reaction Learning accomplishments Learning is something we do for ourselves.everytime we can larn and it helps to better our cognition twenty-four hours by twenty-four hours every bit good as it ‘s an good accomplishment to better personal and organisational ends.Professional accomplishmentsProfessional accomplishments are of import for every person, whether employed or non. It is critical for every concern and professional organisation to increase the cognition and accomplishments of their employees. They should seek to increase the quality of public presentation, to guarantee an betterment on the personal and professional accomplishments. 1.IT Knowledge IT cognition is an professional accomplishment to better organisation end every bit good as personal end. Besides its an benefit to do all the work needs to be done easier and faster. E.g. : when making a presentation easy and professional to utilize Microsoft power point and do the slides and present it. 2. Multitasking accomplishment Multitasking average ability to make more than one work at same clip. It ‘s an good accomplishment to rush up work and salvage the clip and cut down the emphasis in work. It helps to increase organisation productiveness. 3. Leadership Leadership accomplishment is a good illustration for professional accomplishment. It helps to take everybody and demo them right manner and the methods and it helps to better organisation ends.( C ) .What is Time ManagementTime managing is art of set uping, forming programming and budgeting one ‘s clip for the intent of bring forthing more effectual work and productiveness. Time direction is more of import for everybody. Many troughs find themselves increasing their twenty-four hours to twenty-four hours work like a mountain, normally spend much clip to complete but they unable to complete on clip because they non pull off to command the clip which they passing within their on the job hours. That ‘s why clip direction is really of import as a personal accomplishment. The cardinal point on clip direction is effectual and efficient usage of one ‘s clip to enable necessary undertakings to be completed within their timeframes in a structured and prioritised mode. Benefits: More Productiveness Less emphasis Achieve ends on clip Time direction helps to increase the productiveness in a organisation. It save staff turnover and increase the end product. Time direction helps to cut down stress degree for eg.if director holding more work to complete within a clip frame and if he mange the clip decently he can cut down his emphasis level.it helps to bask the work and increase the organisation productiveness every bit good. Time direction helps to accomplish ends on clip, any director can pull off his clip for finish his work force within the clip frame he will accomplish his personal ends on clip.Eg acquiring honoring for his work like salary increases and publicities. ( D ) .Value of Professional Development Professional development is one of the foundations of our working lives. It ‘s a procedure which keeps us interested in our work, gives us the thrust to come on our callings, supports industry competitory and in the terminal makes us employable throughout our lives. Value of CPD Individual Develop practical tactics to unlock and transcend the single potency Widen personal webs and chances Be able to find preferable method of larning and development in front maximal benefit in the hereafter by doing smarter professional development picks. Opportunity to step up and alter the function in the organisation. Continuingly update the cognition and accomplishments Organization Widening Skills More chances for the organisation to widen their concern Expand the concern and increase the productiveness Give staff the capableness to spread out or alter their function Give staff the accomplishments to work with new engineering Organizations are up to day of the month and competitory Minimise the hazard of professional mistakes Make the work force and concern procedures more efficient Eg: In Tesco Pharmacy- because of the combination of their modern dispensaries and extremely trained support staff, will hold more clip to pass with clients giving one-to-one advice on medical specialties and life style. They be an indispensable portion of the shop squad and when anybody articulation with Tesco as a Pharmacy Manager, so he will besides work closely with the direction squad and will take charge of developing others, training and developing staff and be given ample chance to work on their ain Continuing Professional Development ( CPD ) . Tesco is a big retail merchant but they guarantee their druggists are given the environment to be professional. It ‘s these high criterions their clients have come to anticipate and Tesco holding confident that whatever thier aspirations and demands, and have the chances and support to assist them do the most of directors calling. ( hypertext transfer protocol: //www.tescopharmacy-jobs.com/career-development/index.htm )Undertaking 2Carry out a personal accomplishments audit which identifies preferred learning manners and that Focuss on the accomplishments required for effectual direction and leading. Your Answer must explicate phases of personal accomplishments audit every bit good as preferred acquisition Manners. Explain and measure the methods to supervise the effectivity of your ain acquisition Manner?What is Skills audit?A skill audit provides a appropriate manner of meeting information about the available abilities of people for a specified undertakingA personal accomplishments auditPersonal accomplishment audit is back uping to place strengths, failing, chances and dainties which will turn to to place certain spreads and the manner fulfil those spreads by taking necessary actions. Learning styles-Learning manners are the different methods or ways of acquisition. There are three types of acquisition manners Ocular Learners Auditory Learners Kinesthetic Learners Ocular Learners These types of scholars learn through seeing. They needs to watch organic structure linguistic communication and the facial visual aspect to understand. Auditory Learners These types of scholars learn through hearing. Kinesthetic Learners These types of scholars learn through moving, making touching. Dr Peter Honey and Alan Mumford ( 1986 ) developed a acquisition manners questionnaire, based on Kolb to mensurate how people learn, to place their learning strengths, to promote persons to develop their learning possible and study on how they can better their acquisition manner. They clarified the four chief larning manners as: There are four different acquisition manners Militant Reflectors Theorist Pragmatist Militant DOING Reflector REVIEWING Pragmatist PLANING Theorist CONCLUDING Militants Learn from New experiences and challenges which to larn Competitive teamwork and job resolution Reflectors Learn from Encourage to watch or believe Think before moving and adjust before get downing Have clip to reexamine their acquisition Help to interchange positions with other people Without danger Can make a determination without force per unit area and tight deadlines Theorist Learn from theory, theoretical account or construct Think jobs in a logical measure by measure Pragmatists Learn from existent life jobs Shown techniques for making things with apprehensible practical advantages Harmonizing to Honey Mumford Learning styles strong effectual acquisition manners are theorist and pragmatist. By rehearsing activities develops their abilities in this acquisition manner, Pragmatist develops the accomplishments by rehearsing like militant. Theorist is identified as low. So by rehearsing the activities theorist can increase their learning ability, Reflector is identified as really low. So reflectors should set more activities to better their acquisition.How can supervise Effectiveness of my ain acquisition mannerHarmonizing to honey and Mumford method I am an Militant scholar I would wish to larn from new experiences and the challenges which I can confront besides when I am working as a squad ( team work ) I am larning new things personally. Methods to supervise the public presentation of Activist manner I can supervise my MBA public presentation on Activist manner by Learning from new experience analyzing different faculties and confronting challenges in group plants. Self appraisals Personal accomplishments audit is an of import measure when you are be aftering a calling alteration. Scale 1-something you are really weak Scale5-something you are really good Skill/ability 1 2 3 4 5 Bing originativeEYLeading a squadEYUsing theoryEYSolving jobsEYactuatingEYUsing above chart I can mensurate my strength and failings in my accomplishments besides can utilize a personal SWOT analysis for step it. Personal SWOT analysisStrengthsgood at working in a squad work outing jobs good at communicating with people good authorship accomplishments Ability to taking hazardFailingsNot much presentation experience do n't wish making presentations Not finish twenty-four hours to twenty-four hours surveiesOpportunitiesComplete MBA within 1 twelvemonth Working experience in nutrient retail industryMenacesaltering regulations in college hard to happen Job in suited field -Strengths and failings are normally things internal to me-personal accomplishments -Opportunities and menaces are normally external factors might impact to personal lifeUndertaking 3PERSONAL DEVELOPMENT PlanWhat is personal development program? It ‘s a personal program or specific measuring to recognize the demand to better in peculiar countries in our personal life Where I am now? At present following station alumnus sheepskin in concern surveies at Edexcel through London school of direction and scientific discipline which is taking to Master of Business disposal programme in Glyndwr University. At present I am working as a Duty director at Co-operative group.Co-op is a 1 of the largest retail company in UK every bit good as biggest husbandmans. Education background I have completed Diploma information engineering at NIBM Sri Lanka. I have completed Advance professional sheepskin in concern surveies ( Level 5 ) at south bank college I have completed sheepskin in computing machine surveies at south bank college Future Plans I hope to making specialise in HR direction after my Master in business Be a shop director in Co-op every bit shortly as finish my Master in business By 2014 be a HR director any bank in UK. Current aims and ends My current aim is to finish my MBA programme which is traveling to be finish by grand 2011. Meanwhile go on my current occupation as a responsibility director value to my bearer. Personal accomplishments Working as a leader with any figure of squad and achieve ends. Having much cognition about IT which is supported to my bearer. Solving the jobs in good mode I am a multitasking individual who can make so many occupations at a clip. And besides I am holding good clip direction accomplishment in my life it helps to cut down my emphasis degree when I am working and increase the productiveness personally and to my organisation every bit good. I would wish to listen people and take their thoughts and better my cognition.My personal SMART analysis programThis will assist me to make my ends on clip. Specific – all my ends are good defined. To finish my MBA I do my surveies on a regular basis. To my bearer development for managerial degree, I improve my leading accomplishments by making specific preparation and on my work topographic point every bit good. Measurable- I spend about 5 hours per hebdomad for my surveies and working 20 hours per hebdomad Every hebdomad I am look intoing what I have did for my occupation and keep a dairy how much I spend per hebdomad for my disbursals. Attainable – I spent excessively much clip to watch films per hebdomad but I cut down for 2 hours per hebdomad Relevant – I am loosen uping more clip after finish my work Academic – I am seek to complete my Surveies within the timeframe which was given by the college and accomplish my ends Time bound – Needs to be control clip direction and certain clip period for each end.Scheme for personal developing a programPESTLE analysis concentrating on institutional function gives me better understand about my direction work. My personal grind analysis Strength Personal accomplishments Teamwork Multitasking It knowledge Leadership Problem work outing Failings Communication accomplishments Listening Time direction Opportunities Training Learn professional accomplishments Menaces Government regulations and ordinances When I need to plan a personal development program foremost I need to put nonsubjective for following inquiries 1.What do I need to larn? 2.What should I make to accomplish this? 3.What resources or support will I necessitate? 4.What will my success standards be? 5.What will be my mark day of the months for completion What do I need to larn? I need to finish my MBA and need to larn how to make presentations properly What should I make to accomplish this? Giving my full strength for surveies and complete the class works on clip and complete my MBA on clip. What resources or support will I necessitate? Training for composing accomplishments, better communicating accomplishments every bit good as more books for read as resources. What will my success standards be? Time direction and squad work What will be my mark day of the months for completion? I hope to complete my surveies ( MBA ) by 2012 and be a shop director every bit shortly as possible In the terminal by 2015 be a HR director.MY PERSONAL DEVELOPMENT PlanWhat I am I Trying to accomplish What internal Failing is Standing in the manner What external Menace is worrying me Who/where Can I travel to assist When am I Ask for aid How will I review advancement Get promoted from current Job Need to finish my surveies Government regulations Speak to my Ops trough Anybody who willing to assist Discuss my advancement with my director every month Construct up my instruction makings Equally much as I can Fiscal jobs competition University Or college My married woman Discuss my advancement with my talks every month Be a HR director Experience Credit crunch In UK Anybody who can rede me My former director My ego

The inclined plane Essay Example

The inclined plane Essay Example The inclined plane Paper The inclined plane Paper If the metal trolley is let free down the inclined plane, its move will be accelerated. Later, as the air resistance and friction force have influence on acceleration, they will change it.  Analysis:  The first part of experiment included preparing an inclined plane. The physics book by Giancoli was laying down on one table, while the other school table was laid on the book. This action is presented on the Drawing 1. The length of the school table is 120 1 cm measured by a ruler. The width of the table is not required. The difference in levels between a table and the highest point of the inclined plane is 6.8 cm . Using a ruler with exactness to millimeters and a chalk, we calculated and determined six distances of the same value 15 cm with the uncertainty of 1 cm. Next we checked if the stopwatch worked properly and checked the trolley. Its size is 191 cm; its mass is not relevant.  The most important part of the experiment included precise measurements. In order to do that, we repeated measurements of distance and time the trolley needed to travel given distance. Each measurement took place 10 times. Six distances measured ten times gave a total amount of sixty measurements. Using 10 measurements we calculate the average time taken to travel given distance. We added all ten measurements of time for each distance and divided by ten. The results can be seen in the Table. Then, the equation V=d/t was used. The velocity was calculated and so was the change of time and the change of velocity. Then all results were recorded in Table 3 Later on, a=?V/?t was used. The acceleration for each time was calculated and recorded in Table 3. Another step was to calculate the uncertainty of the acceleration using the equation: ?a/a= ?v/v+?t/t. The time, the velocity and the acceleration from the Table 3 were used and the results were recorded in Table 3. The uncertainty of the distance is 1 centimeter and is constant; the uncertainty of time is 0.05 second and also is constant. The uncertainty of velocity and acceleration is not constant. After recording all necessary datas, the averages of time, velocity, acceleration and uncertainty were calculated- the measurements of each six distances were added and divided by number of the measurements-six. All measurements were rounded to second decimal place.  The next step to measure the acceleration was constructing the graph showing the distance dependence on time (Graph 1). The best-fit line was drawn, so were the line of maximal slope and the line of minimal slope. Then, the Graph 2 showing the average acceleration dependence on time was constructed. The best fit line was drawn. Last step was creating a Graph 3 representing the relationship between given velocities. velocity In the experiment, the values of air resistance and friction force were neglected, but the air resistance and friction force has influenced the whole experiment.  The constructed graphs prove the hypothesis incorrect. The line touches all error bars, so it means there is a relationship between the linear quantities. The unit of the uncertainty of the distance is expressed in centimeters, the uncertainty of time in seconds and the uncertainty of acceleration in centimeters per second square. The air force and friction has a significant influence on the value of acceleration during the experiment. The conclusions are reasonable. In the experiment there was error due to the lack of precision of the ruler. Its not possible to be precise using the standard ruler measuring with precision to millimeters. Another possible error can be present due to the inability to see and mark the exact point where the identical distances were. Error also came from inability to know exactly when to stop the timer; also the additional seconds-reaction time of the experimentator. Given errors could cause further errors in calculations of accelerations. All errors have reasonable values. The values of the measurements are similar to each other. The number of repetition is proper. The fact that the graph doesnt go through the point (0,0) shows presence of the systematic error. As the exact value of air resistance and friction forces were not regarded, the error could occur. There also could be the error due to the slight change of levels because of soft cover of Giancoli.  As all experiments, this one also involve errors and can be improved. The uncertainty could be reduced, the millimeter paper could be used instead of the ruler, hard cover instead of Giancoli. Considering air resistance and friction force could help with estimating particulars. The usage of more precise timer could also improve our measurements and further analysis. More readings could give better results and therefore improve the whole experiment. The fact that the inclined plane had a low angle could also change the expected results; if the inclined plane were higher, the results would be more precise.  Not including and using in calculations the values of air resistance and friction force has influenced the calculation, and what follows, the results of the experiment. If the values of air resistance, fraction force and other variables were considered and therefore calculated, it would show, that our experiment was done correctly.

Monopolies and Monopoly Power (Definition)

Monopolies and Monopoly Power (Definition) The Economics Glossary defines monopoly as: If a certain firm is the only one that can produce a certain good, it has a monopoly in the market for that good. To understand what a monopoly is and how a monopoly operates, well have to delve deeper than this. What features do monopolies have, and how do they differ from those in oligopolies, markets with monopolistic competition and perfectly competitive markets? Features of a Monopoly When we discuss a monopoly, or oligopoly, etc. were discussing the market for a particular type of product, such as toasters or DVD players. In the textbook case of a monopoly, there is only one firm producing the good. In a real-world monopoly, such as the operating system monopoly, there is one firm that provides the overwhelming majority of sales (Microsoft), and a handful of small companies that have little or no impact on the dominant firm. Because there is only one firm (or essentially only one firm) in a monopoly, the monopolys firm demand curve is identical to the market demand curve, and the monopoly firm need not consider what its competitors are pricing at. Thus a monopolist will keep selling units so long as the extra amount he receives by selling an extra unit (the marginal revenue) is greater than the additional costs he faces in producing and selling an additional unit (the marginal cost). Thus the monopoly firm will always set their quantity at the level where marginal cost is equal to marginal revenue. Because of this lack of competition, monopoly firms will make an economic profit. This would normally cause other firms to enter the market. For this market to remain a monopolistic one, there must be some barrier to entry. A few common ones are: Legal Barriers to Entry - This is a situation where a law prevents other firms from entering the market to sell a product. In the United States, only the USPS can deliver first class mail, so this would be a legal barrier to entry. In many jurisdictions alcohol can only be sold by the government-run corporation, creating a legal barrier to entry in this market.Patents - Patents are a subclass of legal barriers to entry, but theyre important enough to be given their own section. A patent gives the inventor of a product a monopoly in producing and selling that product for a limited amount of time. Pfizer, inventors of the drug Viagra, have a patent on the drug, thus Pfizer is the only company that can produce and sell Viagra until the patent runs out. Patents are tools that governments use to promote innovation, as companies should be more willing to create new products if they know theyll have monopoly power over those products.Natural Barriers to Entry - In these type of monopolies, other firms cannot enter the market because either the startup costs are too high, or the cost structure of the market gives an advantage to the largest firm. Most public utilities would fall into this category. Economists generally refer to these monopolies as natural monopolies. Theres the need-to-know information on monopolies. Monopolies are unique relative to other market structures, as it only contains one firm, and thus a monopoly firm has far more power to set prices than firms in other market structures.

Reducing income inequality while boosting economic growth Research Paper

Reducing income inequality while boosting economic growth - Research Paper Example OECD countries entail five groups with regard to their patterns of inequality. For instance, nations like Australia, Ireland and United Kingdom and the Holland reflect dispersed wages and high part- time employment share, putting inequality in labor earning at above the average of the OECD. Means- investigated transfers of public cash and progressive taxes for household reduce the general inequality in income, but it retains its position above the average of the OECD. Similarly, some Nordic nations and Switzerland all entail comparatively low income of labor inequality due to narrow dispersion of wages and high rates of employment. Can transfers are normally universal; hence, they are less redistributive. Inequality in income for such a group is significantly below the average of the OECD. Empirical analysis by Garicano reveals that despite the critical role played by technological change and globalization in fueling labor income distribution, the variation in marked cross- country i s certainly because of differences in institutions and policies. Consequently, a scholar can deduce the following conclusions about the policies and the institutions: firstly, policies of education matter. Policies that raise rates of graduation from upper education and tertiary education as well as advance uniform education access help diminish inequality. Secondly, well- designed policies institutions of labor market can decrease inequality. A significantly high minimum wage minimizes distribution in labor income, however if set at a high level it may diminish employment; hence, dampening its influence on inequality- reducing. Arrangements of institutions that uphold trade unions...The paper presents a modern comprehensive analysis of the state of income inequality in the OECD countries, identifies factors behind such income distribution and offers policy measures to reduce inequality, while maintaining high levels of development. The paper identifies patterns of inequality betwee n OECD countries and demonstrates a new analysis of policy together with non-policy drivers in the countries It has sketched a comprehensive portrait of rising inequality in income among the OECD.It has reviewed changes in the factors, that stipulate such state of things, and it has examined their significant influence on inequality. Particularly, it has examined the role of technological changes and globalization as well as regulatory reforms in tax regulations and benefit. It has assessed what a government can do in addressing rising inequality and it has concluded by examining the likely certain policy avenues. The analysis revealed that income inequality prior to transfers and taxes is entirely driven by labor income diversion and the existence of inactivity and part- time employment. A significant finding reveals that education and policies of anti- discrimination, fully developed institutions of labor market and progressive systems of tax transfer can all help moderate inequality in income. Certain tax reforms and systems of transfer comprise a double divided in inequality diminution and increase of GDP per capita. The paper discussed other reforms such as trade- offs between the policy objectives