Critical analysis of the impact of e

Basic examination of the effect of e-relying upon the clients of the financial part in the assembled realm and their future conduct Essay Outline1 Abstraction2 Chapter 1-Introduction3 1.1 Internet Banking in the United Kingdom and Europe4 1.2 E-banking security incites dread or lack of concern for the British populace5 1.3 UK Consumers avoid e-banking6 1.3.1 Cuting costs, non customer attention7 1.3.2 Educating clients8 Chapter 2-Literature Review9 2.1 Executive Summary10 2.2 the internet and its benefits11 2.3 What is on-line banking about?12 2.4 Internet Banking13 2.5 Online banking security14 2.6 Current web based financial security issue15 2.7 An outcome about on-line banking security and its hereafter16 Chapter 3-Research Methodology17 3.1 Evaluation of five E-Banking Sites in the UK18 3.2 Methodology for Evaluation of E-Banking sites:19 Purposes and aims:20 3.3 Research Method21 Chapter 4-Research Findings22 4.2 Advanced Information Technology and Banking Efficiency23 4.3 Problems Associated with the Advances in Information Technology24 Advantages of e-banking:25 4.4 On-line banking: phishing for security26 4.5 B enefits from the UK customerspoint of position27 4.7 Motivational aspects of Internet bank use Deliberation This exploration paper will thoroughly analyze the highlights of the conventional banking and e-banking. Also, exploration will put the similitudes and contrasts between the reasonable and this present reality banking industry customers. Recognize the distinction between the universe of e-banking and the existent universe in footings of customer correspondences. Figure out which customary customer correspondences can and can non be effectively ported to the universe of e-banking. Measure what new interchanges methods are unambiguously accessible known to man of e-banking. What's more, show how the use of sight and sound engineerings makes adequate e-banking sites. Conversation of customer imparting plans and genuine delineations will be introduced. Section 1-Introduction 1.1 Internet Banking in the United Kingdom and Europe In the United Kingdom, Internet banking administrations are accessible and given by 12 Internet banking administrations providers. The Egg, for delineation, is an Internet banking administration provider ( prohibit current history attributes ) that has in excess of 150,000 customers visited their site during October 1998 to July 1999. The Internet banking administrations providers in the U.K. have experienced an expanding interest for cross tenant installment minutess for littler aggregate of hard money and installment over the Internet. Numerous Bankss proceed to create and build up new financial administrations on the Internet so as to satisfy and run into their Internet-based customer requests in term of clasp, effortlessness of utilization, security and privateness in the U.K. ( Birch and Young, 1997 ; Mathew and Dagi, 1996 ; Gandy and Brierley, 1997 ) . In June 1999, the U.K. also, eight other western European states: France, Spain, Portugal, Germany, Switzerland, Holland, Luxembourg, and Scandinavia have become prima states in providing Internet banking administrations in Europe. Germany other than has been evaluated as the express that has the most elevated figure of Internet banking administrations providers in Europe ( Blue Sky International Marketing, 1999 ) . In spite of the fact that the UK has littler figure of Internet banking destinations on the Internet than in Germany, yet it has been evaluated as the highest caliber and usefulness at no additional charges to their customers in Europe. In any case, there are two Bankss in the U.K. that charge additional expenses for Internet banking administrations, Nat west and NPBS In Scotland, the Bank of Scotland does non flexibly 24 hours Internet banking administrations by means of the site. Clients can non course to Bank of Scotland site between 1:00 a.m. also, 5:00 a.m. during weekdays and among 12 PM and 5:00 a.m. during ends of the week. During the bank site is non open, an everyday back office tasks and care is performed to ensure truth and security fitting to neighborhood restrictions, guidelines and statutes. The majority of customers in the U.K. what's more, European states use Internet banking administrations to get some information about their exceptional adjusts in rescuing and look intoing accounts, and inside informations about their most recent or last minutess for their everyday rapprochement. The frequence to course the customer s history per twenty-four hours is somewhat high. Numerous Bankss, thus, have given many position just highlights to customers to request and see the data on their chronicles each piece every now and again as they need per twenty-four hours. As a result, the Bankss have diminished both working expenses and work hours for their staffs at call focuses and nearby developments for regularly asked ( FAQ ) and tenacious minutess. 1.2 E-banking security incites dread or lack of interest for the British people An ongoing study by investigator Forrester Research has uncovered clashing situations about the wellbeing or in any case of web based banking. The investigation of 11,300 UK net clients found that while numerous web based financial buyers are smug about security, a major minority have abandoned line banking as an immediate outcome of security alarms. Most UK net clients are mindful of security dangers like phishing and keystroke logging yet are unflinching by these risks and anticipate that their Bankss should cover with the activity, despite the fact that these attacks are tossed against the purchaser s Personal PCs rather than a bank s ain frameworks. Preferably clients need Bankss to give a spread warrant against misrepresentation. In view of reactions to its examination, Forrester presumes that an expected 600,000 from an aggregate of 15m endorsers have dumped on-line banking as an immediate outcome of security dismays. Forrester figures that clients are confounded and Bankss need to step up their endeavors to instruct customers about on-line extortion. Measures to shorten the usefulness of certain accounts ( for representation instructing how much cash can be moved on any twenty-four hours ) , more grounded the internet banking trademark and improved customer profiling are other than expected to help against security hazards, it prompts. In add-on to individuals who intend to drop the internet banking narratives as a result of security dreads, another fifth of net clients state that security trepidations will end them ever banking on the web. 1.3 UK Consumers avoid e-banking Clients despite everything esteem direct contact with existent individuals in their bank development. A tremendous heft of bank customers believes that a web based financial assistance is non of import for their relationship with a bank. Fitting to an examination one tierce of customers rate e-banking as an of import administration, and of those solitary 22 % truly use it. Much increasingly unwanted insight for some Bankss will be the solicit happening that more than 30 % of customers do non even know whether their bank gives on-line benefits by any means. The discoveries balance obviously with the market viewpoints among banking officials. In a prior Deloitte study, financial administrations administrators had anticipated that customers would be anxious to make their depending on the web. 1.3.1 Cuting costs, non customer consideration Julian Badcock, retail monetary administrations expert at Deloitte, said customers were definitely non assessment the internet or synergistic administrations as a cardinal factor in mensurating their fulfillment with their financial assistance provider . An antiphonal help and the sentiment of being treated as an esteemed customer were considerably more prone to do buyers experience content with their bank. What's more, more than 50 % might suspect it is of import to hold fast and simple course to a nearby development. The discoveries of the investigation make bitter perusing for blessed messengers of the internet banking unadulterated plays like Virgin and Egg. Julian Badcock s choice: 90 % of customers at present demoing no contribution in getting financial administrations from new contestants. Set up members, then, need to stress whether their colossal putting resources into on-line banking is cash acceptable spent. The interest for costly customer consideration does non sit pleas antly following to the cost-driven move to web based banking. 1.3.2 Educating customers Since quite a while ago run seeks after cost savings will simply occur, if purchasers can be convinced to use the administrations. An ongoing report by give withing unfaltering Cap Gemini Ernst A ; Young had discovered that directly just 4 % of all bank minutess in Europe are done on the web, a figure expected to lift to 25 % by 2003. In the United States simply 3 % of minutess are done on the web, and at that spot developing possibilities are progressively humble, with the part of on-line minutess seen to make 12 % inside three mature ages. Such developing rates, by and by, can simply go on if Bankss start to teach their customers about the advantages of web based banking, Deloitte s experts state. Part 2-Literature Review 2.1 Executive Summary How secure is on-line banking for the customary and non so ordinary the internet client? The internet is going an all the more all inclusive known signifier of imparting around the universe these yearss and it s utilized for the most part in simultaneousness with individual/business apparatuses to spread out the horizons of online business. The same number of little to huge concern follow the inclination, searching for flooding total compensations, by puting their anxiety on the web, they are left to happen a danger in the on-line universe in footings of security issues. This can be reached out in regards to online Bankss and financial foundations that give the worries their minutess, alongside the current dangers of individual privateness and assurance absconds related with banking on the web. Web based banking is non simply about sing accounts on-line, or paying measures. It has more to that, it incorporate reassigning of financess, shopping on-line and so on. As a demonstrated certainty, lawful offenses staying of tricky conduct have assaulted national Australian Bankss and are by and by in lawful situation over the astounding issue. Before long, unsure of the foundation of the offense, Bankss have been constrained into an unsuitable st

You Need to Check Out These 70 Most Liberal Colleges in America

You Need to Check Out These 70 Most Liberal Colleges in America SAT/ACT Prep Online Guides and Tips On the off chance that you’re politically dynamic, you might need to go to a school where the understudies, personnel, and organization share your qualities. You’ll be bound to discover understudy bunches that are lined up with your inclinations and convictions and you'll most likely have an increasingly agreeable school understanding. In this article, I’ll give you the names of the absolute most liberal universities in the United States. Moreover, I’ll detail the attributes of liberal schools, clarify potential preferences and burdens of liberal universities, and encourage you how to discover liberal universities that could be a solid match for you. Qualities of the Most Liberal Colleges Liberal universities are politically left-wing. They're all the more tolerating of various sexual directions and sex personalities, and understudies will in general kindness liberal positions like consummation the War on Drugs, banning private detainment facilities, and raising the lowest pay permitted by law. The most liberal universities will in general be private human sciences colleges.Very liberal understudies are regularly attracted to little aesthetic sciences schools on the grounds that these schools offer increasingly dynamic instruction. For instance, at Reed College, grades are recorded, yet deemphasized and not dispersed to understudies, and educators serve more as middle people in class conversations rather than being teachers. Moreover, the most liberal schools for the most part mirror the political leanings of their areas. A large number of the most liberal universities are situated on the west coast and in the Northeast, both known for being incredibly liberal spots. Potential Advantages of Going to a Liberal College In the event that you're liberal, at that point you'll presumably be more joyful and progressively agreeable around similarly invested individuals. You're bound to make companions who share your political and social perspectives. Your teachers are likewise liable to be liberal, and you'll be getting training that corresponds with your qualities and convictions. Liberal universities are known for being incredibly lenient and socially touchy. LGBT understudies and understudies from underrepresented foundations may feel progressively upheld at liberal schools. The school is bound to offer help administrations and associations for these understudies. Likewise, liberal schools will in general be less exacting and organized. Numerous liberal universities highly esteem being less centered around grades and large talk classes and progressively centered around coordinated effort and self-completion. They regularly have a significantly more tolerant culture, and they will in general be more averse to brutally rebuff understudies who take part in extracurricular exercises that are characteristically connected with school life. In case you're liberal and go to a moderate school, it's conceivable that you'll feel secluded and excluded for your convictions. You'll discover more Bernie Sanders fans at liberal universities. (Marc Nozell/Flickr) Potential Disadvantages of Liberal Colleges In case you're liberal, you may profit by being presented to various perspectives. Having your convictions tested and being around assorted conclusions can assist you with learning and develop. In case you're extremely liberal and go to a liberal school, you may simply be encircle yourself with individuals who are probably going to reverberate your convictions. While liberal schools are open minded of individuals from various foundations, they tend to not be extremely lenient of moderate perspectives. A considerable lot of the understudies at the most liberal schools see traditionalists as shut disapproved or oblivious. In the event that you need to be in a domain that invites assorted perspectives, you may not feel totally good at the most liberal schools. Moreover, the most liberal schools and understudies are getting infamous for dissenting and making a move against discourse they think about harsh or hostile. Numerous individuals accept these universities and understudies have become extremely touchy. Since most universities will in general lean liberal, and most of school employees are liberal, you don't need to go to the most liberal universities to associate with liberal individuals and belief systems. The main universities that have gained notoriety for being increasingly traditionalist are a significant number of the strict schools, the administration institutes, and open schools in the most preservationist states. At last, the less organized condition at the most liberal schools may not be valuable to you. A few understudies need more structure and control to exceed expectations. Likewise, the absence of accentuation on grades and a customary educational program at probably the most liberal schools may not suit your instructive needs and could contrarily affect a portion of your future openings for work. The Most Liberal Colleges How about we experience two rankings of the most liberal universities, so you can get a sense ofwhereyou should look in case you're wanting to go to an especially liberal school. Specialty Specialty is a site that gives audits, rankings, and measurements about neighborhoods and schools. It gives various school positioning records from the general best universities to the top party schools to the most liberal schools. The Niche rankings of the most liberal schools depend on a political survey of 50,000 understudies from 747 universities. A full 80% of the rankings depends on understudy study reactions with respect to the understudies' very own political leanings. The staying 20% depends on understudy study reactions with respect to the political leanings of different understudies at the school. The List I'm giving you the main 50 most liberal universities as per Niche, with #1 being the most liberal. The majority of these universities are private schools and many are little human sciences schools. A portion of the state funded colleges that made the best 50 are University of Vermont, UC Santa Cruz,SUNY Purchase, andPortland State University. UC Santa Cruz (Casey Marshall/Flickr) School Area Acknowledgment Rate 1. College of California - Santa Cruz Santa Clause Cruz, CA 51% 2. San Francisco State University San Francisco, CA 70% 3. Columbia College Chicago Chicago, IL 92% 4. Plants College Oakland, CA 87% 5. College of California - Berkeley Berkeley, CA 17% 6. Mount Holyoke College South Hadley, MA 51% 7. Poet College Annandale-On-Hudson, NY 58% 8. Portland State University Portland, OR 92% 9. American University Washington, DC 29% 10. Oberlin College Oberlin, OH 34% 11. New York University New York, NY 28% 12. Howard University Washington, DC 41% 13. Sarah Lawrence College Bronxville, NY 53% 14. Bryn Mawr College Bryn Mawr, PA 38% 15. Smith College Northampton, MA 32% 16. Vassar College Poughkeepsie, NY 24% 17. SUNY Purchase College Buy, NY 74% 18. Carleton College Northfield, MN 21% 19. Wesleyan University Middletown, CT 16% 20. College of Washington Seattle, WA 46% 21. SUNY New Paltz New Paltz, NY 44% 22. Northwestern University Evanston, IL 9% 23. Kenyon College Gambier, OH 34% 24. Design Institute of Technology New York, NY 47% 25. College of California - Santa Barbara Santa Clause Barbara, CA 33% 26. CUNY Hunter College New York, NY 40% 27. Western Washington University Bellingham, WA 85% 28. Columbia University New York, NY 7% 29. Roosevelt University Chicago, IL 70% 30. Denison University Granville, OH 37% 31. College of Oregon Eugene, OR 83% 32. College of San Francisco San Francisco, CA 66% 33. Barnard College New York, NY 15% 34. Morgan State University Baltimore, MD 64% 35. SUNY Buffalo State College Wild ox, NY 58% 36. Occidental College Los Angeles, CA 42% 37. New College of Florida Sarasota, FL 69% 38. College of California - Riverside Riverside, CA 57% 39. Emerson College Boston, MA 46% 40. Swarthmore College Swarthmore, PA 11% 41. Northeastern University Boston, MA 27% 42. Hofstra University Hempstead, NY 64% 43. Boston University Boston, MA 25% 44. Bowdoin College Brunswick, ME 14% 45. California State University - Los Angeles Los Angeles, CA 46% 46. San Jose State University San Jose, CA 67% 47. Spelman College Atlanta, GA 40% 48. California State University - Dominguez Hills Carson, CA 54% 49. Ithaca College Ithaca, NY 71% 50. College of Vermont Burlington, VT 67% Rally of the Carleton College Dems (cursedthing/Flickr) Princeton Review The Princeton Review rankings for the most liberal schools depend on understudies' reactions to the inquiry Strategically, would you say you are left-wing, Democrat, center, Republican, conservative? The List These schools are little, private universities except for Clark University (Worcester, Massachusetts) and Brown University (Providence, Rhode Island), which are dynamic private research colleges. Schools that made both the Niche and Princeton Review records are Bryn Mawr and the University of Vermont. The schools on the Princeton Review list are positioned from 1-20. School Area Acknowledgment Rate 1. Bryn Mawr College Bryn Mawr, PA 38% 2. Bennington College Bennington, VT 63% 3. Reed College Portland, OR 35% 4. Earlham College Richmond, IN 62% 5. Sarah Lawrence College Bronxville, NY 53% 6. Grinnell College Grinnell, IA 25% 7. Pitzer College Claremont, CA 14% 8. Scripps College Claremont, CA 28% 9. Factories College Oakland, CA 71% 10. Brandeis University Waltham, MA 34% 11. College of Vermont Burlington, VT 67% 12. Clark University Worcester, MA 55% 13. Skidmore College Saratoga Springs, NY 36% 14. School of the Atlantic Bar Harbor, ME 76% 15. Carleton College Northfield, MN 21% 16. Whitman College Walla, WA 43% 17. Earthy colored University Provision, RI 9% 18. Mount Holyoke College Sou

Blog Archive Mission Admission Do Not Neglect Short Answer Questions

Blog Archive Mission Admission Do Not Neglect Short Answer Questions Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. Many MBA candidates will work painstakingly on their essays, prepare rigorously for their interviews, and endlessly contemplate their choice of recommenders. However, applicants tend to leave the short answer section of their applications to the last moment, and some simply paste in information from their resumes or from their applications to other schools. The short answer sectionsâ€"meaning the actual questions within the application about your work and community experiences, hobbies, etc.â€"should definitely  not  be ignored and should be completed with the same spirit of diligence that you bring to all the other aspects of your application(s). We advise candidates to refrain from just pasting bullet points from their resumes into the short answer section and to instead take time to truly contemplate the questions that are asked and write out the answers in full sentence form. Further, bullets from a resume often lack the necessary context, so they rarely make effective answers for this portion of the application. Although the information conveyed in the short answer section is important, we believe that what is really crucial is that candidates give care and thought to  all  aspects of their applications. Share ThisTweet Mission Admission Blog Archive Mission Admission Do Not Neglect Short Answer Questions Mission Admission is a series of MBA admission tips; a new one is posted each Tuesday. Many MBA candidates will work painstakingly on their essays, prepare rigorously for their interviews, and endlessly contemplate their choice of recommenders. However, applicants tend to leave the short answer section of their applications to the last moment, and some simply paste in information from their resumes or from their applications to other schools. The short answer sectionsâ€"meaning the actual questions within the application about your work and community experiences, hobbies, etc.â€"should definitely  not  be ignored or hastily completed at the last minute. They should be approached with the same spirit of diligence that you bring to all the other aspects of your application(s). We advise candidates to refrain from just pasting bullet points from their resumes into the short answer section and to instead take time to truly contemplate the questions that are asked and write out the answers in full sentence form. Further, bullets from a resume often lack the necessary context, so they rarely make effective answers for this portion of the application. Although the information conveyed in the short answer section is important, we believe that what is really crucial is that candidates give care and thought to  all  aspects of their applications. Share ThisTweet Mission Admission

College And Achieve A Better Education And Career

Let s go to college and achieve a better education and career. What we do not know is that in order for us to achieve this we need to pay for college. There are several options, which could be: loans, scholarships, or be rich. Nearly all students who attend college have some form of loans. We all believe it will be easy to pay them (loans) off once we finish college and get a good paying job. In most cases this does not happen and interest rates begin to stockpile, you will be paying extra including the money that was borrowed. According to the National Education Center for Statistics in the fall of 2015 approximately 20.2 million students are expected to attend college, this has increased by 4.9 million since the year 2000. â€Å"Americans owe nearly $1.3 trillion in student loan debt, spread among about 43 million borrowers. In fact, the average Class of 2016 graduate has $37,172 in student loan debt, up six percent from last year.† How do we minimize student loan debt in A merica? 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Dawn by Elie Wiesel Essay - 716 Words

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He is most known for his novel Night, which is about his survival during the Holocaust. Elie was born on September 30, 1928; he lived in Sighet, Transylvania that is now present-day Romania. When Ellie was 15 he was transferred to Auschwitz along with his younger sister, his mom, and

How Nora was a victim and victimizer in A Dolls House by...

It is easy to forget how far our society has come in the last hundred years in recognizing the equality of all people. Often when we take a look into the past what we see is very shocking. Such is the case in a Doll House by Henrik Ibsen. Here we see Nora presented as a victim of her father and male dominated society; however she also plays the role of victimizer against her husband, family, and friends. As Nora takes both sides of the conflict we see how she is forced into both roles. Nora plays with Dr. Rank s emotions; though by accident, she does so more than she had intended. Nora becomes desperate for money at one point and intends to use her sex appeal and subtle charm to get some from Dr. Rank. Nora is in the process of flirting†¦show more content†¦We also see his demeaning behavior when he underestimates her ability to handle money. Herman Weigand points out that Torvald tells her in money matters she has inherited her father s disposition (Weigand 27). So Torvald s condescending language and names keep Nora in her place as a doll where he likes her to be. James Huneker put it best when he said It is Nora as an individual cheated of her true rights that the dramatists first depicts, for her marriage, as she discovers in the crisis, has been merely material and not that spiritual tie Ibsen insists upon as the only happy on in this relationship. (Huneker 64) Krogstad victimizes Nora in a very different way than her husband and father. Krogstad does not use his position of dominance as a man to control her. Instead he uses blackmail to manipulate Nora to his will. As we examine her situation Nora seems more a victim of circumstance here than of the not so evil will of her blackmailer. Each time Nora finds herself unable to help herself the problem is easily directly traced back to her husband, her father, and to the overbearing dominance of the male society. She tries to save the life of the man she thinks she loves and in doing so sees how she has become a victim of her own ignorance which has been brought upon her by the men in her life. Works Cited Hunker, James. Iconoclast a Book of Dramatist. New York: Charles

Critical Thinking and Level Comprehension Application free essay sample

Identify subject of poems b. Understand point of view c. Communicate an informal personal response to poems d. Identify poetic devices and its effects in poems No. of Items According to Knowledge Level Comprehension Application Analysis Synthesis 2 (4 minutes) 1 (3 minutes) Total no. of Item Evaluation 10 (40 minutes) Poem 3 (16 minutes) 4 (17 minutes ) QUESTIONS Comprehension (Objectives a. b. ) 1. What is the poem mainly about? (a. ) A. The old Amah’s poor lifestyle. B. The persona’s expression of sadness for the old Amah. The old Amah who did not have anyone to take care of her in old age. D. The persona’s regret for not taking care of the old Amah. 2. Based on the poem, how does the persona feel about the old Amah’s situation? (b. ) 3. What is the relationship between the persona and the old Amah? (a. ) Evaluation (c. ) 1. How would you improve your living condition if you were the old Amah? 2. Should a family be responsible for taking care of their domestic helpers/ maids/ housekeepers even until old age? 3. In your opinion, should employers maintain a professional distance with a aid? Analysis (d. ) 1. List out 2 examples of the use of symbols in the poem. 2. Does the Old Amah have any family to take care of her? Provide evidence from the poem to support your answer. 3. Match the words with the correct meaning: Trestle A. a rough prickly shrub or vine. 2. Spittoon B. a braced frame serving as a support. 3. Brambles C. pull or twist (someone or something) suddenly and violently. 4. Cubicle D. a bowl-shaped, usually metal vessel, often with a funnel-shaped cover, into which tobacco chewers periodically spit. 5. Wrenched E. small partitioned space; especially: one with a desk used for work in a business office. 4. The overall tone of the poem is â€Å"helplessness†. How does the persona express this tone? Use evidence from the poem to support your answer. Marking Scheme Comprehension 1. B (1 mark) 2. Answer keywords: sad/ upset/ tragic/ sympathy/ helpless. Similar answers can be considered. (2 marks) 3. Answer: The persona was taken care of by the old Amah in the past. He was most probably a child then while the old Amah was the housekeeper/ maid/ nanny at home. (2 marks) Evaluation 1. Answer: should display logical, critical thinking; it should make sense while considering factors such as her age, financial background etc. (2 marks) 2. Answer: should display logical, critical thinking from a moral standpoint; it should make sense while considering factors such as her age, financial/ family background etc. (2 marks) 3. Answer: should display logical, critical thinking; it should make sense while considering factors such as her age, employeremployee relationship norms, background etc. (2 marks) Analysis 1. Answer: Flame caught among the final brambles of your pain, the moth fluttering against the electric bulb. 2 marks) 2. Answer: No. Elaboration should include the phrase: â€Å"the walls the old photographs, do not know your going†. (2 marks) 3. (2 marks) 4. Answer: Ex. He is unable to help ease the Amah’s discomfort and that he cannot express his gratitude for her. (3 marks) Supporting evidence: To most your dying seems distant outside the railings o f our concern; face bears the waste of terror at the crumbling of your bodys walls; Your palms crushed the childs tears from my face; Now this room will become your going; brutal in the discarded combs Neighbours by Robert Raymer Content / Theme/ Topic / Genre Short Story (Neighbou rs) Objectives Knowledge a. Identify and interpret themes and messages in the text b. Analyze and understand plot in the text c. Describe characters and interpret their interactions and relationships with one another d. Identify and interpret literary devices in the text No. of Items According to Knowledge Level Comprehension Application Analysis Synthesis Evaluation 2 (15 minutes) 1 (3 minutes) 2 (6 minutes) 1 (5 minutes) 1 (3 minutes) Total no. of Item 8 (40 minutes) (8 minutes) QUESTIONS Comprehension 1. Why was Johnny send to hospital? (b) 2. Who are the members of Johnny’s family? (c) a. Mr and Mrs Koh b. Miss Chee c. Dr Nathan d. Veronica, Lily and Danny 3. Do you think Miss Chee likes Mr Tan? Why? Analysis 4. Do you think Johnny committed suicide? Why? (b) 5. What is Mr Koh’s occupation? Provide evidence to support your answer. (c) Evaluation 6. What is the theme of the story? Give one theme and support it using examples from the text. (a) 7. What is the message that the writer of the story is trying to convey? . How does the setting of the story connect to your readings? MARKING SCHEME Comprehension 1. Answer: He was sent to hospital for drinking weedkiller, Parquat. (2 marks) 2. D (1 mark) 3. Answer: Yes. Miss Chee likes Mr Tan. She was trying to attract his attention during the discussion on what happen to Johnny. (2 marks) Analysis 4. Answer: should display logical, critical thinking; it should make sense while considering what happen in the story. (3 marks) 5. Answer: Mr Koh is an insurance seller. It can be seen when Mr Tan was saying that Johnny might as some insurance and Mr Koh was unhappy with the fact. He assumed that Johnny bought insurance from others and not from him. (3 marks) Evaluation 6. Answer: Gossiping / Social Value / Attitude of People (3 marks) 7. Answer: Community relationship / Pay attention to trivial matters / Materialism (3 marks) 8. Answer: Residential Area in Malaysia; should display logical, critical thinking; it should something that the can help to relate their personal experience to the setting of place in the story.

Horse Slaughter free essay sample

Nearly one hundred thousand horses are sent to slaughterhouses each year. The slaughtering of a horse is a very misunderstood and diluted practice that many people still confuse with euthanizing. But should this method of horse destruction still be a legal practice? While slaughtering is an option for putting injured or malnourished horses out of their misery, it is an inhumane practice for both the horses and human beings and there are more appealing options to take into consideration that would help us completely ban slaughtering. The misconception with equine slaughtering is rooted deep in what really happens. Picture over 50 horses packed into a closed off truck, some with injuries, some unable to withhold their own weight due to malnourishment. The racehorse from the track that finished at the back of the pack last week or the foal who just didn’t live up to his breeder’s expectations. The old school mare who spent years caring for the younger children first learning to ride and the Budweiser pony who pulled one too many carts trying to please his owner. We will write a custom essay sample on Horse Slaughter or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The collection of horses all piled together in a confined and crowded double-decker cattle truck. They are offered no food or water, sleep is nearly impossible to obtain, and fear runs through all the animals veins. A simple fact that is often not acknowledged is that the majority of horses sent to slaughter have not been raised for such practices. The large majority have them have been in constant contact with humans whether from pleasure riding, rodeo, horse races, heavy duty draft, ranch work or the variety of other disciplines. They are used to being cared for by humans; fed, exercised, and cleaned and have created a trust with them. While there are still a notable few places where the horses are bred specifically to be sent to slaughter, the majority of them just have been in the wrong place at the wrong time and their future becomes determined at a auction house by a mallet and a few bills. Their winning bidder has become the killer buyer who will ensure they are to be delivered to the slaughterhouse, no matter their condition. For a human broken and domesticated horse, a slaughterhouse is far from their known world. To suddenly be mistreated and disoriented is an emotional and terrifying experience and only begins the animal’s suffrage on the road to death. A slaughterhouse does not follow the same regulations that an animal shelter does. In Mexican and Canadian slaughter plants, each horse is either stabbed multiple times in the neck using a â€Å"puntilla knife† to severe their spinal chords or administered a thirty second shock treatment; just enough to be able to tie a rope around its hind legs and hoist it up in midair. Still very much alive, the animal is left to bleed out and is slowly dismembered by the workers. Very rarely does a horse experience death before it starts to feel the pain (Vets Stunned at Horse Slaughter Misinformation). Studies have shown that most Americans perceive that slaughterhouses use a form of euthanasia. The cold truth is it’s a far cry from being humane. In fact, humane slaughter is an oxymoron in itself. Euthanizing a horse is a cheap and painless alternative that costs a mere two hundred and fifty dollars, the average monthly price to sustain and care for the animal. â€Å"Euthanasia is the act of inducing humane death in an animal. The term euthanasia is derived from the Greek ? terms meaning â€Å"good death†. Euthanasia techniques are supposed to ensure that if an animal’s life is to be taken, it is done with the highest degree of respect and with an emphasis on making the death as painless and distress free as possible. The method should minimize anxiety experienced by the animal prior to a rapid loss of consciousness and which is followed by cardiac or respiratory arrest and the ultimate loss of brain function† (Facts that Refute the 7 Most Common Myths about Horse Slaughter). Not only is the horse brutally mutilated and destroyed during this process, but also the resulting products can be potentially harmful and deathly to humans. Most slaughter-bound horses have been vaccinated with a variation of drugs and enhancers throughout their lifetime, the majority of which have never been tested on humans. Phenylbutazone, or bute as it is most commonly referred to, is used on a variety of different types of horses as determined by the federal governments National Toxicology Program. We must keep in mind that Europe has adopted a policy where horses that are slaughtered for human consumption are required by law to come with documentation that they are free of drugs that would not be fit for human consumption. The slaughter companies in northern America, most specifically Mexico and Canada have yet to require any such assurances to their exported horsemeat. There has also yet to be a system to track the past history of slaughter horses to determine their origin in case of a tainted food scare or recall According to USDA, in 2006, 92% of horses they inspected were young and healthy. This high percentage is caused by the increasing demands for exported horsemeat in international countries and has very little to do with the overpopulation of unwanted horses. In a sense, the majority of â€Å"unwanted horses† are not unwanted at all. As recent studies have shown, there are over 400 equine rescues in just the United States that take in new horses on a daily basis. There has been an increase in the demands for horses to be used as therapeutic teachers for returning Iraq war vets, autistic humans and other physically and mentally challenged people. They are also now being used as a means of prisoner rehabilitation across the United States and other countries. In addition, more equine retirement facilities and rescues are being opened. Just slightly more than 1% of the entire equine population ends up being sent to slaughter (Horse Slaughter Facts and FAQ). While there are numerous purposes for the use of slaughterhouses, the most popular and widely used one deals with the sale and consumption of horsemeat. This practice dates back to the early 1800’s when the French and Russians were at war. Emperor Napoleon recommended to his starving warriors that horsemeat was an appropriate alternative for food as it was protein-rich and had an almost sweetened taste to it. Later on, when the costs of living in France had skyrocketed in 1866, the government legalized the ingesting of horsemeat as it was more plentiful and less costly than that of other animal meats (Horse Meat). In today’s society, many countries, including but not limited to Germany, France, Belgium, Chili, and Japan are still active consumers of horsemeat. The slaughtering of horses is banned in the United States, but that does not mean it doesn’t still happen under our noses. Canada and Mexico each offer their own forms, if the horse owners are willing to smuggle their animals across the border. An estimated 40,000 horses were sent to Canada and over 65,000 to Mexico in the previous year to find themselves in slaughterhouses. Two of the most notable acts that seek to lower these numbers are The American Horse Slaughter Prevention Act and The Horse Transportation Safety Act. These would provide the necessary protection for America’s equine population from slaughter effectively ban any use of double deck trailers to ? transport horses no matter where they are headed and ensure a safe and successful travel. They also ensure strict enforcement and penalties for anyone who tries to cross them (The Facts on Horse Slaughter). The United States still breeds a large abundance of horses each year. They, however, have yet to make any provisions or laws to help determine the horses disposal and death. While many anti-slaughterists have strived to ensure that all excess equines are to be cared for, the Robert Lawrence of the Equine Industry Program at the University of Louisville estimates that this would require a sum of around $400 million dollars a year. California passed an anti-slaughtering law back in 1998, but the aftermath seemed to prove that the act backfired. As many veterinarians had feared, there were still a fair share of horses being sent to slaughterhouses, but now they were forced to make the trek to another state or even Mexico or Canada and be met with even worse conditions along the way. If their owners did not find slaughter a good alternative and could not afford to euthanize their pets, many people simply deserted their horses and left them to starve. Abandonment is a problem that dates back to the recession and has become increasingly popular in current times. The sad truth is that there will always be horses abandoned and left to starve. It is a practice that directly relates to the drought and economic conditions as well as the hay and farmland prices. While abandonment is a practice that will never fully disappear, the slaughtering of equines is not. When I sat down and interviewed my horseback-riding trainer, Brianna, her beliefs about slaughter were standard: â€Å"It [horse slaughtering] doesn’t exist in the United States anymore†¦Yes, there are still horses being killed in other ways but we don’t allow them to be slaughtered†. As our discussion continued, she proved the ignorance of almost all Americans to what is truly going on. While the use of slaughterhouses in the United States has been banned, thousands of horses each year are sent to neighboring countries to be tortured and killed in these plants. Almost all horses sent here have been deemed in good health and are not unwanted at all, just unlucky. The use of these houses is majorly for the creation of horse byproducts, like meat. Horses are still being killed in a majority of other ways, but slaughter is by far the most inhumane and misunderstood of them all and needed to be banned completely across the world.

Free Essays on Notes On Fuhrerprinzip

Notes on Fuhrerprinzip Definition: This was a Nazi term referring to the creation of authority from above downward and of responsibility from below upward. It included a cult of the Fuhrer, (leader), which was based on pseudo-Germanic ideas of order, authority and hero-worship. All Nazi organizations became absolutely authoritarian in accordance with this principle. Adaptation to all Nazi Enterprises: A special characteristic of National Socialism was a religious veneration of the leader, a cult of the Fuhrer. This was based on pseudo - Germanic ideas of order, authority, and hero worship, placing the leader and his followers in a military relationship of dominance and obedience. After Hitler became the leader of the National Socialist party in July 1921, its organizational structure became thoroughly authoritarian and defined by this principle. The function of the leadership principle combined the political - charismatic idea, racial criteria, and the bureaucratic - authoritarian concepts of the totalitarian order. The structure of all Nazi organizations, economic enterprises, and social institutions was also adapted to the leadership principle. The principle went on to be implemented outside Germany through the Nazi war policy, with its programs of racial persecution, territorial expansion, and exploitation of "inferior" races. The manifestation of the leadership principle in the organization of political and social life was intended to create a perfect monolithic state governing the extension of power to the lower echelons. Paradoxically, however, in order to achieve the supervisory functions of the totalitarian regime, the machinery of both party and state had to be expanded. This expansion hindered the full implementation of the Fuhrerprinzip. The dramatisation of Fuhrerprinzip in the Nazi cinema, and how history films were used to propagate themes of anti-parliamentarianism and the concept of an individual leader of... Free Essays on Notes On Fuhrerprinzip Free Essays on Notes On Fuhrerprinzip Notes on Fuhrerprinzip Definition: This was a Nazi term referring to the creation of authority from above downward and of responsibility from below upward. It included a cult of the Fuhrer, (leader), which was based on pseudo-Germanic ideas of order, authority and hero-worship. All Nazi organizations became absolutely authoritarian in accordance with this principle. Adaptation to all Nazi Enterprises: A special characteristic of National Socialism was a religious veneration of the leader, a cult of the Fuhrer. This was based on pseudo - Germanic ideas of order, authority, and hero worship, placing the leader and his followers in a military relationship of dominance and obedience. After Hitler became the leader of the National Socialist party in July 1921, its organizational structure became thoroughly authoritarian and defined by this principle. The function of the leadership principle combined the political - charismatic idea, racial criteria, and the bureaucratic - authoritarian concepts of the totalitarian order. The structure of all Nazi organizations, economic enterprises, and social institutions was also adapted to the leadership principle. The principle went on to be implemented outside Germany through the Nazi war policy, with its programs of racial persecution, territorial expansion, and exploitation of "inferior" races. The manifestation of the leadership principle in the organization of political and social life was intended to create a perfect monolithic state governing the extension of power to the lower echelons. Paradoxically, however, in order to achieve the supervisory functions of the totalitarian regime, the machinery of both party and state had to be expanded. This expansion hindered the full implementation of the Fuhrerprinzip. The dramatisation of Fuhrerprinzip in the Nazi cinema, and how history films were used to propagate themes of anti-parliamentarianism and the concept of an individual leader of...

Nutrition Essay Example | Topics and Well Written Essays - 250 words - 3

Nutrition - Essay Example utrition, eating foods rich in carbohydrates and fats but not protein, having problems in gastrointestinal tract which inhibits absorption of protein or any other infection that somehow affects protein intake by the body. Sometimes weaning off early may also result in kwashiorkor since breast milk is composed largely of proteins and sudden removal causes protein deficiency. Kwashiorkor leads to swollen belly, fatigue, weight loss, retarded growth and susceptibility to other opportunistic infections. Marasmus is also caused by a deficiency of protein in diet. The causes therefore are very similar to those of kwashiorkor. However unlike Kwashiorkor Marasmus can occur even before the age of six months even when the baby is being breast fed. There is no collection of fluid in belly and on the contrary to kwashiorkor, a child suffering from marasmus would lose weight and appear thin. Both Marasmus and Kwashiorkor are common to the third world countries and are life threatening conditions. The treatment of these conditions needs to be done with care and constant monitoring of the diet that the patients take. Proper food programs and nourishment may herald a world without kwashiorkor and

Global Warming and how it Relates to Tsunami Essay

Global Warming and how it Relates to Tsunami - Essay Example Michael Crichton's "State of Fear," for example, claims of eco-terrorists creating ecological disasters like tsunami in an effort to reinforce paranoia about abrupt climate change (Apologetics 2005). Hundreds of scientists, however, including those from the National Academy of Sciences, the American Geophysical Union and the Intergovernmental Panel on Climate Change consider the challenges raised by Crichton that global warming is here on account of human-caused emissions, not just natural factors (NRDC 2004). In its annual report, the Natural Resources Defense Council (NRDC) said higher temperatures may cause drought, disease, floods, and lost ecosystems and that global warming effects have already begun from sweltering heat to rising seas (GW, NRDC n.d.). Solutions are however in sight, with them knowing that most heat-trapping gases come from: power plants and vehicles. Hence, part of the action will have to come from curbing emissions, employing modern technologies and stronger laws, promoting online activism, pressing businesses to use less energy and build more efficient products, and fighting for laws that will speed these advances (Ibid). Global warming refers solely to the fact that the Earth's atmosphere is warming near its surface. It simply means the earth is getting hotter but does not imply a cause or speak to cause something. The scientific community believes climate changes like global warming have occurred throughout Earth's history and will continue to occur in the future (What is GW, WiseGeek 2005). Terms and meanings. Climate scientists who prefer references to climate, claim that the term, global warming, is imprecise and should be avoided in public communication as it is confusing. However one noted that the terms 'global warming' and "climate change" both emphasize the natural variability of climate, while downplaying the role of anthropogenic forcing. Accordingly, scientists should rather insist on scientific terms such as 'enhanced greenhouse effect', 'changes to atmospheric composition', 'climate disruption', and 'human climate forcing' as these terms are more precise, less controversial, and less politicized than either "global warming" or "climate change". (Tobis 2004). Moreover, "global warming" is too loaded a term and is threatening to people, and when the Bush administration introduced the term, "climate variability," people are really scared. The problem with the term, "global warming," is that it merely connotes increase in temperatures which is not. There is the hydrology part of it which can cause much destruction as in tsunami (Ibid). Scientific consensus. At an unprecedented rate heat-trapping pollution from fossil fuels and other sources is warming the planet according to more and more evidences supporting this conclusion. Moreover, climate models designed by NASA and others are also conclusive in their findings of human activities causing climate change (NRDC 2004). No evidences.. There is no evidence, however, that humans are responsible for increasing global temperatures. Furthermore, carbon dioxide emissions have actually been beneficial to the environment. (Robinson and Robinson 1997). The cause of global warming in the first place, is primarily natural, not manmade (Gerhard 2005). The earth evolves and has changes in orbit and in solar radiation (Ibid). Volcanic GW. Global warming caused by volcanic activity may have caused the

The relationship between education and development

The relationship between education and development Development, which implies positive values, has been the concern of mankind from time immemorial. Many renowned thinkers devoted efforts to understand development better consequently theories of development have emerged. Ingemar Fagerlind and Lawrence J. Saha (1983) cited at least four clusters of development theories, namely, the (i) classic cyclical theory, which includes the Greek and Roman views of the never ending cycles of growth and decay of all material things, including nations and civilization; (ii) Augustinian Christian theory, which represented the views of doomsdayer who sees the world as heading toward major catastrophe, including the threat from a nuclear war or the explosion of the population bomb; (iii) linear theory, represented by optimists who see development as a never-ending progress; and (iv) cyclical linear theory which combines the essence of the conflict orientation of the cyclical theory and the optimistic orientation of the linear theory. By and large, people who see a dynamic interactive relationship between education and development are advocates of the linear model theory. Within this model, however, are three groups of social scientists, namely, the so called structural functionalists (e.g. Talcott Parsons and Robert Merton), the human capitalist theories (e.g. Theodore Schultz), and the modernization theorists (Alex Inkeles). The human capitalist theory and to a certain extent the modernization theory constitute the framework for building cases to show that education enhances development. The human capital theory postulates that the most efficient path to national development lies in the improvement of a countrys population. And of course, educators and almost all socio-economic planners are convinced that the best way to improve the population is through various forms of education and training Those who think of education as crucial to development also draw inspiration from the modernization theory. Alex Inkeles and his colleagues think that to modernize is to develop. Society cannot develop unless its population holds modern attitudes and values. They see a direct relationship between education and socio-economic development, in that education brings about a change in outlook in the individual which promotes productivity and work efficiency. Education has a modernizing influence on values, beliefs and behaviours which make human beings more development-oriented. Viewed from the modernization theory, education is called upon to re-orientate and/or suppress beliefs, attitudes and values which tend to obstruct the initiation of the modernization process. EDUCATION, DEVELOPMENT AND HUMAN CAPITAL THEORY S.G. Strumlin first attempted to quantify the role of education in economic growth in 1925. It was not until the late 1950s and early 1960s that interest in the study of the nature of the changes occurring in the different sectors of the economy in the United States of America pushed economists to search for explanations. Some of these economists such as Denison and Solow found out that a large part of growth in Gross National Product (GNP) in the United States over the first half of the 20th Century remained unexplained when they tried to attribute the growth to conventional economic factors. Even after taking into account increases in real physical capital like equipment, structures and the like, and total number of hours worked, a large residual still remained to be explained. However, they came to realize that important qualitative changes in the labour force had occurred. People were more productive for each hour they worked because of the greater skills and knowledge they posse ssed. The assumption was made that formal education was instrumental to these high levels of productivity that they were observing in the economy. Economists such as Schults and Becker, and economists of education such as Welch and Hoffman explained a part of the residual by what they called Human Capital of which education through formal schooling was considered a major factor. It is the view of Fagerlind and Saha that one of the first systematic articulations of the Human Capital Theory occurred in 1960 in Theodore Schultzs Presidential Address to the American Economic Association on the topic investment in Human Capital. In the address, Schultz suggested that education-was not to be viewed simply as a form of consumption but rather as a productive investment. He also argued that an educated population provided the type of labour force necessary for industrial development. Proponents of Human Capital Theory assume that formal education is highly instrumental to the improvement of the productive capacity of a population. The improvements of the productive capacity of the human work force in this sense is a form of capital investment. Human capital theorists postulated that the most efficient path to national development lies in the improvement of human capital through education. They also contended that the two pre-conditions for economic growth and development in any nation were investment in education and improvement in technology. Klees and Wells put this argument as follows: Human Capital Theory considers educational activities explicitly as investment that contribute to efficiency now and growth over time. From this perspective, education develops an individuals productive skills and therefore yields benefits over time to the individual and to the society as a whole. Thus we can evaluate, at least in part, the relative worth of allocating resources to educational activities compared to other alternative uses of these resources by examining educational costs and benefits. This framework has provided the basis for a considerable amount of educational resource and policy through the developed and developing world. This orientation championed by Schultz and Associates dominated the thinking in Economics of Education throughout the sixties. It formed the basis for manpower planning models used in forecasting educational enrollments required for specific development needs. Human Capital Theory also gave economists the conceptual tools with which to link man -power demands, their changes over time in response to economic growth and the educational system; and to incorporate them into elaborate national development plans and growth targets. Four manpower planning strategies or guidelines emerged from Human Capital research. They are the Social Demand Approach, the Manpower Requirements Analysis, the Cost-Benefit or Rate of Return Analysis and the Optimum Allocation of Resources Method. The social demand approach assumes that education is a social good. It is believed that its expansion as the demand arises will eventually result in benefits for the society. Therefore the state should bear the costs of educational expansion. Demographic data and social conditions are used in planning educational provisions when using this approach. Manpower require-ments for certain economic production targets can be estimated and produced through the formal education system. Planning education using this technique involves estimating skill requirements for certain occupational categories needed for economic development over a period of time. In cost-benefit analysis, estimates of the costs of acquiring various levels and kinds of education and the benefits associated with each kind and level are made. The assumption is that the value of the ratios so estimated would guide planners in decision-making with respect to the kinds of education to be offered or changed. In so doing, competitive rates of return on investment in education relative to other investment portfolios in the conventional capital markets can be maintained. The method used in optimum allocation of resources is to describe the principal relationships between education and other sectors of the economy and then to allocate resources optimally, given some objective functions and constraints. In general, linear programming techniques are used to derive the education production functions. In most developing countries, the manpower requirements approach was used as a guideline to relate educational planning to economic needs. A survey in 76 countries in 1968 showed that 65 of them had educational plans modeled after the manpower needs of the country. How-ever, as Sobel pointed out, protagonists of the manpower planning approach subsequently developed systematic mathematical models integrating manpower needs and educational planning which resulted in a proliferation of single-occupation studies in virtually all societies by each university or national university system, governmental manpower department, education ministry or vocational training department. Linear programming techniques were used to combine rates of return or cost-benefit analyses approaches with manpower requirements techniques to generate models of demand for education from the expected level and distribution of output in a given economy. These were done in an effort to ascertain whether the resultant manpower and education mix would maximize the growth of Gross National Product, maximize the excess of benefits over the costs of education. Most of the research findings showed that in country after country, a correlation exists between levels of education and subsequent lifetime earnings. In a comprehensive research study, Psacharopoulos standardized 53 rate of return studies for 32 different countries and sought to determine what generalizations could be made from the results. Some of the findings are as follows: * rates of return are generally higher in less developed countries; * primary education tends to yield the highest returns; * returns to human capital exceed those on physical capital in underdeveloped countries but roughly equal those on physical capital in developed countries; and * differences in per capita income can be explained better by differences in human than in physical capital. This theoretical orientation of the Human Capital Theory, as Kless and Wells point out provided a basic justification for large public expenditure on the expansion of formal school systems in developing countries. Its appeal was based on the presumed economic returns to investment in education both at the macro and micro levels. Thus governments intensified efforts to invest in Human Capital so as to achieve rapid economic growth and development.The obvious policy implication for most governments given the results of such empirical research was to expand enrollments and to provide for a longer period of schooling in order to maximize the benefits from schooling. In Africa, a Conference of African States on the development of Education in Africa was organized by the United Nations Economic Commission for Africa and the United Nations Educational, Scientific and Cultural Organization (UNESCO) from May 15 25, 1961. The Conference, as Thompson noted, firmly grasped the concept that education was an investment in productivity and urged that educational provision should be planned continuously in relation to manpower needs at all times. EDUCATION, DEVELOPMENT AND MODERNITY THEORY Another dimension from which the relationship between education and development was vigorously examined and explicated during the 1960s was in the social psychological and sociological formulations of modernity theory. Modernity theorists argued that modernization is essentially a social-psychological process through which a country becomes modern only after its population has adopted modern attitudes, values and beliefs. They tried to show that there were causal links between modernizing institutions, modern values, modern behaviour, modern society and economic development. They maintained that the creation of modern values can be planned. Particular social institutions like the school, the family, the media and the workplace were identified as being of extreme importance in the emergence of modem values. However, most modernity theorists placed considerable emphasis on education because the school was perceived as a major agent in producing the skilled manpower and the modem attitudes and values necessary for the existence of a modern society. In the early postà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬World War II era, approximately twenty societies were regarded as highly modernized and roughly another ten to twenty were depicted as having passed a threshold on the path to modernization. Definitions of modernized varied. Some noted structural features, such as levels of education, urbanization, use of inanimate sources of energy, and fertility. Others pointed to attitudes, such as secularization, achievement orientation, functional specificity in formal organizations, and acceptance of equality in relationships. Conscious of the ethnocentric nature of many earlier explanations for growth in national power and income, social scientists in the 1950s and 1960s generally omitted cultural traits associated closely with Western history from definitions of modernity. Yet, given the rhetoric of the Cold War and a preoccupation with democracy in U.S. national identity, political institutions became a central factor in many definitions. The theory of modernization normally consists of three parts: (1) identification of types of societies, and explanation of how those designated as modernized or relatively modernized differ from others; (2) specification of how societies become modernized, comparing factors that are more or less conducive to transformation; and (3) generalizations about how the parts of a modernized society fit together, involving comparisons of stages of modernization and types of modernized societies with clarity about prospects for further modernization. Actually, reasoning about all of these issues predated postwar theory. From the Industrial Revolution, there were recurrent arguments that a different type of society had been created, that other societies were either to be left permanently behind or to find a way to achieve a similar transformation, and that not all modernizing societies had equal success in sustaining the process due to differences in economic, political, and other institutions. In the middle of the 1950s, these themes acquired new social science and political casting with the claim of increased rigor in analysis. (Modernization Theory Defining Modernization Theory Modernization Theory Modernization theory is a description and explanation of the processes of transformation from traditional or underdeveloped societies to modern societies. In the words of one of the major proponents, Historically, modernization is the process of change towards those types of social, economic, and political systems that have developed in Western Europe and North America from the seventeenth century to the nineteenth and have then spread to other European countries and in the nineteenth and twentieth centuries to the South American, Asian, and African continents (Eisenstadt 1966, p. 1). Modernization theory has been one of the major perspectives in the sociology of national development and underdevelopment since the 1950s. Primary attention has focused on ways in which past and present premodern societies become modern (i.e., Westernized) through processes of economic growth and change in social, political, and cultural structures. In general, modernization theorists are concerned with economic growth within societies as indicated, for example, by measures of gross national product. Mechanization or industrialization are ingredients in the process of economic growth. Modernization theorists study the social, political, and cultural consequences of economic growth and the conditions that are important for industrialization and economic growth to occur. Indeed, a degree of circularity often characterizes discussions of social and economic change involved in modernization processes because of the notion, embedded in most modernization theories, of the functional compatibility of component parts. Although, there are many versions of modernization theory, major implicit or explicit tenets are that (1) societies develop through a series of evolutionary stages; (2) these stages are based on different degrees and patterns of social differentiation and reintegration of structural and cultural components that are functionally compatible for the maintenance of society; (3) contemporary developing societies are at a premodern stage of evolution and they eventually will achieve economic growth and will take on the social, political, and economic features of western European and North American societies which have progressed to the highest stage of social evolutionary development; (4) this modernization will result as complex Western technology is imported and traditional structural and cultural features incompatible with such development are overcome. For example, in the social realm, modern societies are characterized by high levels of urbanization, literacy, research, health care, secularization, bureaucracy, mass media, and transportation facilities. Kinship ties are weaker, and nuclear conjugal family systems prevail. Birthrates and death rates are lower, and life expectancy is relatively longer. In the political realm, the society becomes more participatory in decision-making processes, and typical institutions include universal suffrage, political parties, a civil service bureaucracy, and parliaments. Traditional sources of authority are weaker as bureaucratic institutions assume responsibility and power. In the economic realm, there is more industrialization, technical upgrading of production, replacement of exchange economies with extensive money markets, increased division of labor, growth of infrastructure and commercial facilities, and the development of large-scale markets. Associated with these structural changes are cultural changes in role relations and personality variables. Social relations are more bureaucratic, social mobility increases, and status relations are based less on such ascriptive criteria as age, gender, or ethnicity and more on meritocratic criteria. There is a shift from relations based on tradition and loyalty to those based on rational exchange, competence, and other universally applied criteria. People are more receptive to change, more interested in the future, more achievement-oriented, more concerned with the rights of individuals, and less fatalistic. Educational Reform and Human Capital Development. Aga Khan University Examination Board (AKU-EB) is a Federal Board of Intermediate and Secondary Education established by Aga Khan University (AKU) in response to demand from schools for more appropriate school examinations. AKU-EB was founded in August 2003. It offers examination services to both Secondary School Certificate (SSC) and Higher Secondary School Certificate (HSSC) throughout Pakistan. Its primary purpose is to improve the quality of education by making examinations of reputable standard more accessible to Pakistani students and having them increasingly valued by leading higher education institutions in and outside the country. In 2000, AKU-BOT approved the recommendation of the task force to establish and examination board. Its principal aim was to offer high quality public examinations using modern methods of assessment to test achievement within the national curriculum in order to enhance the quality of education. AKU-EB from the beginning was envisaged as a small undertaking which would be able to serve as a role model to have positive impact in field of education. There has been great amount of funds poured in to AKU EB. Besides AKU, USAID supported through the Governments Educational Sector Reforms throughout Pakistan . After the initial start-up period of five years, the University expects to become solely responsible for AKU-EBs financial affairs. The general objective of the AKU-EB is to design and offer high quality public examinations in English and Urdu based on the national curriculum for secondary and higher secondary education. It also arranges training sessions for teachers to develop appropriate learning materials to prepare teachers and students for the new examination system. It is intended to serve as a model of internationally recognized good practice in order to enhance the countrys capacity for educational assessment and tests, and therefore to improve the quality of education in schools, and through them, the quality of education in the national universities. The concept of human capital and education revolutions intertwined because formal education is an important factor in human capital formation. One of the objectives of AKU EB is to improve school environment by improving their curriculum by changing assessment strategy. Generally an individualà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s levels of human capital are raised producing better school results. Hence this effect the policy making in public and privte sector involved in educational reforms. Education is an investment in human capital, that is, in the skills and knowledge that produce a return to the individual in the form of higher earnings. Education also has social returns or spillovers. The presence of educated workers in a region enhances the earnings of those who, regardless of their own educational level, work with or near educated workers. I would be interested to know about how AKU EB is measuring its impact on schools and teachers. How it can be explained by human capital development theory perspective? How is it investing in building infra structure and equiopment and training? What are individual and social returns of AKU EB efforts? And what are its effects on changing other local boardsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ assessment strategies and curricula. How are teachers and parents looking at AKU EB as source of human capital development?

Compare and Contrast Tennysons Mariana with Brownings Porphyrias Lov

Compare and Contrast Tennyson's Mariana with Browning's Porphyria's Lover. What is the emotional state of each speaker and how effectively is this conveyed? Tennyson and Browning were contemporary Victorian poets. During his lifetime, Tennyson was made Poet Laureate. His poem 'Mariana' is very cyclical and minimal. The mood is depressive, which reflected Tennyson's family traits, as Tennyson himself was very susceptible to depression. However, Browning's 'Porphyria's Lover' is very linear as the action clearly moves from one stage to another and is not so repetitive. The remote and rural location of each poem portrays a sense of loneliness and isolation that is directed towards the central character. This heightens feeling and emotion and enables them to be introspected and egocentric. Both Mariana and Porphyria's Lover as people are unhappy with their current lives. They both desire love, as they feel frustrated because of their lovers. However, the two are slightly different. Mariana has been dejected whereas Porphyria's lover needs to control the relationship. In verse one of 'Mariana', the overall theme is one of isolation and neglect. The 'rusted nails' and 'broken shed' set the scene that Mariana too is neglected throughout the poem. 'My life is dreary' is Mariana showing her depression and also turning the misery in on herself; her lover 'cometh not'. Verse two shows Mariana crying. Her misery and gloominess are overwhelmingly apparent. Also her isolation from people is evident as she is shown to be in-tune with nature as her tears correspond to the drops of dew in the fields around her. Other features of her background are also appropriate. 'She glanced athwart the glooming flats' sugges... ...f, 'O God, that I were dead!' Another similarity is obvious here because both solutions are death but the difference is that Mariana but must commit suicide. 'Mariana' is very much a Victorian feminist poem in stressing female passivity, which was very prominent in that era. 'Porphyria's Lover' reinforces the idea of male activity and dominance compared with females having the over ruling power. Both poems are very successful in portraying desperate situations but focus on different points. Tennyson is very effective in showing a switch in power and the thought process of the central character. However, Browning's depiction of detail around Mariana's entrapment is most impressive. The way we can see her life going round and round in circles with amazing background ingredients is fantastic imagery by Tennyson. Therefore I think Mariana is more effective. Compare and Contrast Tennyson's Mariana with Browning's Porphyria's Lov Compare and Contrast Tennyson's Mariana with Browning's Porphyria's Lover. What is the emotional state of each speaker and how effectively is this conveyed? Tennyson and Browning were contemporary Victorian poets. During his lifetime, Tennyson was made Poet Laureate. His poem 'Mariana' is very cyclical and minimal. The mood is depressive, which reflected Tennyson's family traits, as Tennyson himself was very susceptible to depression. However, Browning's 'Porphyria's Lover' is very linear as the action clearly moves from one stage to another and is not so repetitive. The remote and rural location of each poem portrays a sense of loneliness and isolation that is directed towards the central character. This heightens feeling and emotion and enables them to be introspected and egocentric. Both Mariana and Porphyria's Lover as people are unhappy with their current lives. They both desire love, as they feel frustrated because of their lovers. However, the two are slightly different. Mariana has been dejected whereas Porphyria's lover needs to control the relationship. In verse one of 'Mariana', the overall theme is one of isolation and neglect. The 'rusted nails' and 'broken shed' set the scene that Mariana too is neglected throughout the poem. 'My life is dreary' is Mariana showing her depression and also turning the misery in on herself; her lover 'cometh not'. Verse two shows Mariana crying. Her misery and gloominess are overwhelmingly apparent. Also her isolation from people is evident as she is shown to be in-tune with nature as her tears correspond to the drops of dew in the fields around her. Other features of her background are also appropriate. 'She glanced athwart the glooming flats' sugges... ...f, 'O God, that I were dead!' Another similarity is obvious here because both solutions are death but the difference is that Mariana but must commit suicide. 'Mariana' is very much a Victorian feminist poem in stressing female passivity, which was very prominent in that era. 'Porphyria's Lover' reinforces the idea of male activity and dominance compared with females having the over ruling power. Both poems are very successful in portraying desperate situations but focus on different points. Tennyson is very effective in showing a switch in power and the thought process of the central character. However, Browning's depiction of detail around Mariana's entrapment is most impressive. The way we can see her life going round and round in circles with amazing background ingredients is fantastic imagery by Tennyson. Therefore I think Mariana is more effective.

Coffee shop Essay

Java Culture coffee bar is determined to become a daily necessity for local coffee addicts, a place to dream of as you try to escape the daily stresses of life and just a comfortable place to meet your friends or to read a book, all in one. With the growing demand for high-quality gourmet coffee and great service, Java Culture will capitalize on its proximity to the University of Oregon campus to build a core group of repeat customers. Java Culture will offer its customers the best prepared coffee in the area that will be complimented with pastries, as well as free books that its patrons can read to enjoy their visit. The company will operate a 2,300 square foot coffee bar within a walking distance from the University of Oregon campus. The owners have secured this location through a three-year lease with an option for extending. The have also provided $140,000 of the required $170,000 start-up funds. The remaining capital will be obtained through Bank of America commercial loans. The company is expected to grow sales revenue from $584,000 in FY2001 to $706,000 in year three. As Java Culture will strive to maintain a 65% gross profit margin and reasonable operating expenses, it will see net profits grow from $100,000 to $125,000 during the same period. 1.1 Objectives. Java Culture’s objectives for the first year of operations are: Become selected as the â€Å"Best New Coffee Bar in the area† by the local restaurant guide. Turn in profits from the first month of operations. Maintain a 65% gross margin. 1.2 Keys to Success The keys to success will be: Store design that will be both visually attractive to customers, and designed for fast and efficient operations. Employee training to insure the best coffee preparation techniques. Marketing strategies aimed to build a solid base of loyal customers, as well as maximizing the sales of high margin products, such as espresso drinks. 1.3 Mission. Java Culture will make its best effort to create a unique place where customers can socialize with each other in a comfortable and relaxing environment while enjoying the best brewed coffee or espresso and pastries in town. We will be in the business of helping our customers to relieve their daily stresses by providing piece of mind through great ambience, convenient location, friendly customer service, and products of consistently high quality. Java Culture will invest its profits to increase the employee satisfaction while providing stable return to its shareholders. Company Summary. Java Culture, an Oregon limited liability company, sells coffee, other beverages and snacks in its 2,300 square feet premium coffee bar located near the University of Oregon campus. Java Culture’s major investors are Arthur Garfield and James Polk who cumulatively own over 70% of the company. The start-up loss of the company is assumed in the amount of $27,680. 2.1 Company Ownership. Java Culture is registered as a Limited Liability Corporation in the state of Oregon. Arthur Garfield owns 51% of the company. His cousin, James Polk, as well as Megan Flanigan and Todd Barkley hold minority stakes in Java Culture, LLC. 2.2 Company Locations and Facilities Java Culture coffee bar will be located on the ground floor of the commercial building at the corner of West 13th Avenue and Patterson Street in Eugene, OR. The company has secured a one-year lease of the vacant 2,500 square feet premises previously occupied by a hair salon. The lease contract has an option of renewal for three years at a fixed rate that Java Culture will execute depending on the financial strength of its business. The floor plan will include a 200 square feet back office and a 2,300 square feet coffee bar, which will include a seating area with 15 tables, a kitchen, storage area and two bathrooms. The space in the coffee bar will be approximately distributed the following way–1,260 square feet (i.e., 55% of the total) for the seating area, 600 square feet (26%) for the production area, and the remaining 440 square feet (19%) for the customer service area. This property is located in a commercial area within a walking distance from the University of Oregon campus on the corner of a major thoroughfare connecting affluent South Eugene neighborhood with the busy downtown commercial area. The commercially zoned premises have the necessary water and electricity hookups and will require only minor remodeling to accommodate the espresso bar, kitchen and storage area. The coffee bar’s open and clean interior design with modern wooden decor will convey the quality of the served beverages and snacks, and will be in-line with the establishment’s positioning as an eclectic place where people can relax and enjoy their cup of coffee. The clear window displays, through which passerby will be able to see customers enjoying their beverages, and outside electric signs will be aimed to grab the attention of the customer traffic. Products Java Culture will offer its customers the best tasting coffee beverages in the area. This will be achieved by using high-quality ingredients and strictly following preparation guidelines. The store layout, menu listings and marketing activities will be focused on maximizing the sales of higher margin espresso drinks. Along with the espresso drinks, brewed coffee and teas, as well as some refreshment beverages, will be sold in the coffee bar. Java Culture will also offer its clients pastries, small salads and sandwiches. For the gourmet clientele that prefers to prepare its coffee at home, Java Culture will also be selling coffee beans. The menu offerings will be supplemented by free books and magazines that customers can read inside the coffee bar. 3.1 Product Description. The menu of the Java Culture coffee bar will be built around espresso-based coffee drinks such as lattes, mochas, cappuccinos, etc. Each of the espresso-based drinks will be offered with whole, skimmed, or soy milk. Each of these coffee beverages is based on a ‘shot’ of espresso, which is prepared in the espresso machine by forcing heated water through ground coffee at high pressure. Such espresso shots are combined with steamed milk and/or other additives like cocoa, caramel, etc., to prepare the espresso-based beverages. Proper preparation techniques are of paramount importance for such drinks. A minor deviation from the amount of coffee in the shot, the size of the coffee particles, the temperature of milk, etc., can negatively affect the quality of the prepared drink. 3.2 Sales Literature.