Economic Factors Affecting The Economy - 1459 Words

Economic factors The primary cause that evolves from most studies is `indebtedness’ (87%-93%). A farmer gets indebted when his/her return from the yield is not as much as he expected and he becomes unable to pay the loan, which he might have taken for productive purpose, social purpose or to meet his immediate consumption needs. Indebtedness is quite evident in most of the affected districts. In Kerala indebtedness is higher compared to national average due to availability of good informal and formal credit facilities, cash crop production and higher value of assets per households. Almost all the states which reports farmer suicide are drought prone (except Kerala) and if not, faced problem of deficient rainfall during the period of crisis causing crop failure (41%). The regions also lacked in irrigation facilities. Irrigation is an implicit cause of indebtedness, as many farmers take loan to dig well. A study of 50 deceased farmers in Warangal district shows that, well is the largest source of irrigation for about three-fourths of the farmers. Only about one-third of the wells were dug under the subsidy schemes of the government. In the rest of the cases farmers themselves have borne the expenses for the digging of the wells Dependence on rain fed agricultural also one of the reason for farmer suicide. Due to there is no water in that area the overall agriculture is dependent on the rain that falls in the area. So if the amount of rain happened is good and sufficientShow MoreRelatedFactors of Economic Development1163 Words   |  5 PagesFactors of economic development Economic development involves actions that are sustained and concerted by policy makers and the entire community. These actions lead to improved standards of living as well as the economic health within a specified area either in the local, regional or global environment. Economic development can also be termed as the qualitative and quantitative changes that occur within an economy. For economic development to take place there has to be contributions by variousRead MoreNoki A Finnish Multinational Communication And Information Technology Company Essay1489 Words   |  6 Pagesbillion then renamed to Nokia networks. The troubles affecting Nokia arise from a radical transformation in its business environment. A brief examination of political, economic, social, technologic for knowing company’s current status and future steps to be taken for the company’s success for the coming years are sown below PEST analysis PEST analysis (political, economic social and technological). It describes a framework of macro environmental factors used to scanning component of strategic managementRead MoreFactors Affecting The Manufacturing Industry Of Ecuador1712 Words   |  7 Pagesconsiderable skills in such occupations as weaving, their wages were among the lowest in the labor force, and as machine-weaving became more widespread their skills were increasingly obsolete. In the 1980s, the government offered special credits â€Å"FACTORS AFFECTING THE EMPLOYMENT IN MANUFACTURING INDUSTRY OF ECUADOR† 11 and loans to encourage a transition from artisan workshops to small factories. The largest number of artisans produced clothing and furniture. This group included dressmakers, tailors, shoemakersRead MoreIkea Swot Analysis966 Words   |  4 Pagesan organization. Further, the external influences are categorised under 6 headings; political, economic, social, technological, legal and environmental; abbreviated as STEP (Johnson and Scholes, 2005). Based on the above discussion, STEP analysis has been chosen to analyse the macro-environment to diagnose the external influences that are affecting Goldman Sachs. Social factors: Social factors which affected a firm involve the attitudes, beliefs, opinions of a person in the external environmentRead MoreUnderstandin How Market Works in Practice1491 Words   |  6 Pagesdifferent type of economy. Command economy, free market economy and mixed economy. Command economy, the majority of factor of production to be within state control, production and distribution decisions by the state is done from the economic system. It is the opposite of a free market economy. That state is the owner of the factory and the field. What people should consume, what goods should be produced to such questions as the state is giving its sole discretion. Free market economy, government interventionRead MoreEconomics Question Bank772 Words   |  4 PagesVelammal Institute of Technology Department of Computer Science and Engineering MG2452- Engineering Economics and Financial Accounting Question Bank Part A: 1. Define economics 2. Define managerial economics. 3. Define micro economics 4. Define macroeconomics 5. Differentiate micro and macroeconomics 6. Draw economic circle. 7. State the subject matter of economics. 8. What is scarcity? 9. What is firm? 10. What are the objectives of firm? 11. What areRead MoreWal-Mart Case Study1097 Words   |  5 Pagesenvironment, include technological, socio-cultural, economic, political, and legal forces. These forces tend to be challenging to identify and are affecting both the corporation and the industries in which it competes. Because they are indirect forces, which for the most part are out of management’s control, they may present threats and expose weaknesses. Some examples of environmental forces, which may present threats to Wal-Mart, are economic, political and legal forces. Being the world’s largestRead MoreIndia Is A Global Agricultural Powerhouse Essay1548 Words   |  7 Pageshowever plays a major role in the Indian economy. It is the largest in the production of wheat, rice and cotton. Multiple factors have influenced the growth of India’s agricultural sector which includes the growth of consumption, household income and expansion in agricultural exports. There has been a rise in private p articipation in Indian agriculture and the use of information technology in the agricultural industry. However, India suffered its own economic downturn in 2008-09, when production outputRead MoreThe Growth Of The Internet1030 Words   |  5 Pagessubscribe for online video content. Conceptualization of transaction cost economies is important in making decision to subscribe for online video streaming. Transaction cost refers to cost incurred in making transaction (Groenewegen, 1996). Transaction cost holds importance in online purchasing. Economies in transaction cost leads to subscribe for online video content. There are certain factors that affect transaction cost. These factors include uncertainty, frequency and security. Uncertainty is associatedRead MoreEco 372 Week 1 Dq1 Essay1395 Words   |  6 PagesWeek 1 – DQ Identify economic factors that affect the real GDP, the unemployment rate, the inflation rate, and a key interest rate. How do you predict the economy will perform in the next two years given the current state of two of the economic factors you identified? How might your organization be affected by these changes? Response #1 There are many factors that affect the real GDP such as interest rates, consumers confidence in spending and/or asset prices. When it comes to interest

Educational Development Theories Free Essays

Understanding human development is considered the key towards maximizing the potentials of every student in the classroom. Developments in various fields, such anthropology, psychology, and biology have contributed largely to reinventing education in the last century. Research is given a central role in shaping â€Å"children’s education and experiences in schools† (McDevitt Ormrod, 2010, p. We will write a custom essay sample on Educational Development Theories or any similar topic only for you Order Now 4). The advances in related fields and the increasing support from research have prompted educators to be reflective and evaluative about pedagogy and curriculum in an effort to ensure that the best learning environment is provided. In short, teachers now have comprehensive tools to guarantee that no child is left behind. Any child that sets foot into the classroom carries with him/her a myriad of experiences and background; thus, making it essential to perceive the child in relation to the systems and dynamics that surround him/her. â€Å"All areas of development depend on the context of children’s lives—children’s experiences in families, schools, neighborhoods, community organizations, cultural and ethnic groups, and society at large† (McDevitt Ormrod, 2010, p. 5). Learning does not happen in isolation and it is how these various contexts that play out during developmental years that significantly affect his/her experiences in school. To illustrate the impact of context to development a case study is presented in this paper of an eight year old child, Tonya, attending first grade. After a discussion of the student’s classroom behavior, the developmental milestones for her age will be presented. These stages of development will be contextualized with the socio-cultural background of the student. Having created a picture of the circumstances of the student, I will then propose an analysis of the situation of the student drawing from educational development theories. Ethical considerations for the case study will then be discussed, followed by recommendations to improve the schooling and learning outcomes of the student. Tonya literally stood out in her class, not only because she was big for her age, but also because she was older than the rest of the class having been retained in kindergarten. At eight years old, she was attending a first grade class. Tonya was observed to display disruptive behaviors such as bossing and bullying other children, stealing items from others, or talking them into trading their things (McDevitt Ormrod, 2010). The teacher received complaints from both students and parents that she was also stealing food from her classmate’s lunchboxes. Tonya’s behavior can be described as atypical for other children of her age, and required serious attention. The period from six to ten years old is often referred to as middle childhood. There is continued differentiation of fine motor skills, although the growth in height and weight slows down and only picks up later on during the adolescent stage. Development of fine motor skills is reflected in illustrations that are â€Å"organized and detailed and include some depth cues† (Berk, 2009, p. 7). Moreover, such developments allowed for wider range of activities in play, sports and household chores. Often, parents start to build responsibility among their children by assigning them chores at home such as cooking, cleaning, and looking after their siblings. Middle childhood is also a period of active neural developments that manifest in increasing integration of cognitive processes. They are learning to read and write, as well as perform basic mathematical computations (i. e. addition and subtraction). In addition, they are beginning to express themselves creatively. There is also a marked improvement in verbal expressions, and are becoming more aware of the concept of rules with peers and parents. Thus, they are learning to grasp the concepts of cause and effect better. The socio-emotional development of children from six to ten years old is marked by development of emotional states in relation to the people around them. This accompanied by an increasing social network of peers and friends. At this stage, children become more aware of pride and guilt, and are more likely to conform to good behavior. Pro-social behaviors are observed when dealing with peers, especially as they learn to build friendships based on trust and assistance. It can be deduced that at this stage, children start to develop their moral compass and respond to others with sensitivity and better judgment. In the case of Tonya discussed above, it is apparent that the socio-emotional milestone expected for her age group was not been met. Instead of displaying pro-social behavior, she is disruptive in class, and clearly is not developing friendships that are based on mutual trust and assistance. She is actually behaving exactly the opposite. In addition, having been retained in Kindergarten may be a good indicator of some cognitive delays as well. However, physically, she has developed as expected, and has the capacities and skills to perform manual tasks for her age. In fact, the report from the teacher emphasized the point that Tonya had to take care of her three-year old brother before going to school. Knowing Tonya’s family background was the key to helping her curb the problematic behavior in school. Her physical development coupled with the responsibilities she had at home required healthy food and supplement, which was not available for her because her mother had lupus, and her step-father was permanently disabled. Children’s experiences within their families are especially important to their health† (McDevitt Ormrod, 2010, p. 149). Tonya was not provided with essential dietary supplement which triggered her decision to steal food from her classmates. Moreover, although she was entitled to free lunches, she was not aware of this, and there was no adult who facilitated the process of availing this service. Tonya’s behavior severely disrupted the possibility of developing friendships. Her reputation made it difficult to gain the trust and respect of her peers. However, the teacher’s intervention helped Tonya discern what was right and wrong. Tonya responded to the intervention positively, and changed tremendously. Because of the situation at home, Tonya lacked a role model and the constant guidance of the parents to help her maximize her potentials, both cognitively and socio-emotionally. The change in Tonya’s behavior and understanding of the consequences of her actions are good indicators of sound judgment and comprehension skills. It is highly plausible that retention in Kindergarten may have been caused by socio-emotional problems, rather than cognitive difficulties. Drawing ideas from prominent educational theorists, Piaget, Vgotsky and Erickson, can be helpful to facilitate learning for Tonya, and hopefully accelerate her so she achieves the proper grade level for her age. Jean Piaget coined the term â€Å"concrete operational stage† for children ages seven to eleven years old. At this stage, children have developed the concept of â€Å"conservation. † â€Å"The child can think logically about very concrete objects, categories and principles† (Coon Mitterer, 2010, p. 99). Thus, it is essential for the teacher to pay special attention to Tonya’s development of mathematical skills, and its relation to other subjects, such as science. Once she gains mastery, she will gain confidence as well in performing tasks, and this is essential for her to work towards reaching her expected levels. Providing Tonya with hands-on experiences will further facilitate her learning. Judging from the circumstances that surround Tonya, it is highly challenging for her to successfully develop according to the developmental milestones. As explained by Vygotsky’s (1978) zone of proximal development (ZPD), â€Å"human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them† (as cited in Slee, 2002, p. 209). One of the contemporary proponents of ZPD, Wood (1988) further outlines the instructional options for mothers of children between four and five years old: â€Å"(i) general verbal encouragement; (ii) specific verbal instruction; (iii) assistance in choosing materials for a task; (iv) preparing materials for assembly in a task; (v) demonstration† (Ibid). With Tonya’s family background, maternal interaction has been limited, and from her early years, she has missed out on the developmental opportunities. Vygotsky’s (1978) ZPD highlights the role of the adult in facilitating the learning of children. Compared to Piaget however, he approaches the development in a more qualitative, rather than quantitative perspective and is more liberal on the expected abilities of the children. It highlights the role of the adult, and in the case study, Tonya’s teacher to provide the guidance that she is not able to acquire in the home. Furthermore, it will require effort in integrating Tonya in the class considering her past behavior towards her classmates. Vygotsky’s (1978) theory emphasizes the role of adults and peers in the learning of the individual. I consider it meaningful to highlight Erickson’s psychosocial theory because Tonya’s case is hinged on her socio-emotional experiences which have serious implications on her psychological state. At her age, the basic conflict as identified by Erickson is â€Å"industry versus inferiority† (Learning Theories Knowledgebase, 2010, October). School becomes more formalized, and children have to adjust to the new environment while meeting the demands in academics. Competence is achieved through successful attempts, while failure breeds feelings of inferiority. An eight year old joining a first grade class sets the stage for inferiority, and the teacher must be proactive in creating measures to make Tonya feel competent. Encouraging words and positive reinforcement can help her gain confidence and advance academically. At this point, it is highly important to focus on building her confidence first, so she is able to take risks and work further towards building her competencies. The role of the teacher in assisting students like Tonya always stands out. The teacher becomes the architect who shapes the conditions that will benefit the students more. Going back to the teacher’s narration in this case study, it may be observed that the intervention highly suggested by the principal violates the ethical standards set by the National Education Association. The principal’s suggestion of punishment which consisted of a month without recess not only puts the child in danger, but also becomes an additional cause for further disruptive behavior. The teacher though, may have violated the code as well by disclosing the decision of the principal in published material which has the possibility of causing harm to the principal’s profession. However, the teacher made a wise decision about visiting the family, and examining the conditions before taking any action. Doing so allowed her to find better solutions without compromising the health of the student. It is hoped that the teacher did not give her real name so as not to compromise the school and the principal. Although the problem was resolved, there were still administrative matters that she hopefully handled properly, and exercising due confidentiality. Reference http://www.nea.org/home/30442.htm How to cite Educational Development Theories, Essay examples

Mirror Dance Essay Example For Students

Mirror Dance Essay Mirror DanceThere are some paintings that simply capture the essence of life within theirstill frames such as the painting of the Mirror Dance in R.A. Salvatoresnovel Crystal Shard. The painting depicts two characters set in a darkenedbackground. The faint light of the moon casts shadows down upon the grassyfloor on which the sylvan warrior and human assassin battle. The glimmer of themoon reflects upon a small, nearby pool of water. A silver sparkle in thedistance marks the nearby city of Silvery Moon. A sneer of hatred is etched upon the face of the human assassin. His eyesglimmer with a taint of red to depict his blazing internal rage. The clothingworn by the human is black as the night, much like the hooded garbs of ancientJapanese Ninja, the only hint of color coming from his weapons. One of hishands holds a vicious blade, blackened like the coal inside a fireplace. Smallflecks of crimson blood decorate the tip of the blade, matching the fresh cutupon the arm of the elf. The legs of the human are crouched, as if he wereready any moment to leap savagely at his opponent. His secondary hand hosts asecond blade, much smaller than the other sword, his hand holds the secondaryblade inward, as if to flick it out at his adversary. The elven warrior casts an extremely different perspective upon the viewer. His eyes twinkle with the soft moonlight, and his smile welcomes the fiercebattle. The warriors robes flutter in a soft breeze, shining in the glow ofthe night. Even with his arm bleeding red from a cut which must have beeninflicted by the assassin, the warrior still maintains a look of regality. Thecrown adorning the top of his head, marks his royal heritage. The weaponscommanded by the warrior seem to take on a life of their own, his sword dancingto meet the twin blades of the assassin while a radiance resonating from hisshield, cast light upon the foe who prefers the stealth of night. Nature lies still for the battle between the two adversaries. The birds inflight, bend away from the loud clashing of swords, and the deer hide amongstthe trees in the forest. The people of the distant town of Silvery Moon watchfrom their doorways, huddled close to keep the chill of the night from freezingtheir bones. They look upon the scene with deep interest, the smiles of thechildren obviously cast upon their elven hero. The only other spectacle of notice is that of a young lady sitting upon a rockin the lake. She dons a robe of pure white, and holds in one hand, a swordwhich looks much to hard for the young woman to handle, while in her other arm,she softly strokes a harp, releasing tunes into the air. It would appear thatit is for the glory of the wealth of the sword, that these two fighters battleout against each other. From the eyes of the assassin, it appears that thisbattle will clearly be to the death. The warrior looks ready to accept thisfact, his sword arm bent in the motion to follow his parry with alife-threatening swing. The painting captures the essence of life and of battle. The thrill of thenight air ringing with swings of blades, and the excitement of the audience. Yet it also manages to depict the seriousness and consequences of the outcome ofthe duel. The flow of blood from a fresh wound, strikes reality into the stillscene and desperation into the situation of the two combatants. The paintingcaptures within its stillness, a legend and a reality. .ue6867b4c42fc7e8198a9934fb7c2a44c , .ue6867b4c42fc7e8198a9934fb7c2a44c .postImageUrl , .ue6867b4c42fc7e8198a9934fb7c2a44c .centered-text-area { min-height: 80px; position: relative; } .ue6867b4c42fc7e8198a9934fb7c2a44c , .ue6867b4c42fc7e8198a9934fb7c2a44c:hover , .ue6867b4c42fc7e8198a9934fb7c2a44c:visited , .ue6867b4c42fc7e8198a9934fb7c2a44c:active { border:0!important; } .ue6867b4c42fc7e8198a9934fb7c2a44c .clearfix:after { content: ""; display: table; clear: both; } .ue6867b4c42fc7e8198a9934fb7c2a44c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue6867b4c42fc7e8198a9934fb7c2a44c:active , .ue6867b4c42fc7e8198a9934fb7c2a44c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue6867b4c42fc7e8198a9934fb7c2a44c .centered-text-area { width: 100%; position: relative ; } .ue6867b4c42fc7e8198a9934fb7c2a44c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue6867b4c42fc7e8198a9934fb7c2a44c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue6867b4c42fc7e8198a9934fb7c2a44c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue6867b4c42fc7e8198a9934fb7c2a44c:hover .ctaButton { background-color: #34495E!important; } .ue6867b4c42fc7e8198a9934fb7c2a44c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue6867b4c42fc7e8198a9934fb7c2a44c .ue6867b4c42fc7e8198a9934fb7c2a44c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue6867b4c42fc7e8198a9934fb7c2a44c:after { content: ""; display: block; clear: both; } READ: ON LEARNING EssayCategory: Miscellaneous

Short Analysis of Chevely, or Man of Honor

Introduction The paper is an analysis of the symbolism of Rosina Lytton’s work which shows the gender disparities that existed in the Victorian Era exploring the theme of women and specifically wives whose husbands are public figures, and the pain such women had to undergo.Advertising We will write a custom essay sample on Short Analysis of Chevely, or Man of Honor specifically for you for only $16.05 $11/page Learn More The Analysis In the opening scene Mowbray beats his wife Julia. However, to conceal the acts of domestic violence her husband makes everyone believe that she has slipped on the floor and that it was an accident. Although the doctor has reservation about the accident, Julia concurs with her husband lies to the doctor about her cause of injury (Lytton 2). One of the symbols used in this book is a mask. At the beginning of the book, Julia has a mask which she wore. The mask represents the fact that the reality can be concealed so tha t it will not be seen as it is supposed to be. There are instances where Julia pretended that her marriage was happy even though it was not the case. For instance, when she learnt that her husband was having relationship with other women she pretended that it was not true (Lytton 10). In addition, she masks herself when she has been mistreated and physically injured by concealing that everything happened was an accident though it was not. Mowbray pretends that she loves Julia although it is not the case as his actions tell otherwise. He is aware that his marriage has problems but wants his way to stay with him and pretends that it is working so that he can gain political favors as a morally upright and family person (Lytton 18). The author’s symbolic use of mask at the beginning is seen later where the other author shows instances of what the wife is expected to do. The book details how Julia is forced to pretend that everything is well in her family even when she is mistreat ed. When her husband has other mistresses she is insulted verbally and physically (Lytton 7). The theme of this book is about women as well as how they were expected to play a secondary role to their husbands no matter their attitude towards their wives. They were expected to remain in their marriages with god-like patience even though it was hurting (Lytton 22). Men unlike women did not follow the same code of behavior and expectations by the society. Mowbray accuses her wife of ill temper as well as separation when his wife violently responds to him after finding him with a mistress (Lytton 27). Men expect their wives to be patient and silent when they mistreat them yet they tell everyone when they feel that their wives have wronged them as Mowbray did to Julia. Julia goes to the extent of giving her husband money to fund his extravagant lifestyle thinking that it would make him love her more but it results into more problems (Lytton 30).Advertising Looking for essay on gende r studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion The book has used irony as a key feature. The character presented in this book deserves an honor. The author has used the title as a symbolism to show that what people see may not always be real. She exposes the life of wives of public figures along with the pain they have to experience as well as betrayal they undergo in order for them to remain married. Rosina’s book serves as a good study of gender disparities that existed in the Victorian Era and provokes one’s mind to think whether there are places where such gender disparities exist. Works Cited Lytton, Rosina. Chevely, or Man of Honor. London: Swan Sonnenschein Press, 1839. Print. This essay on Short Analysis of Chevely, or Man of Honor was written and submitted by user Analia Benton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

What Is Mercantilism Essays

What Is Mercantilism Essays What Is Mercantilism Essay What Is Mercantilism Essay What is mercantilism? According to the definition in the America Past and Present history book is an economic theory that shaped imperial policy thought out the colonial period, mercantilism was built on the assumption that the world’s wealth was a fixed supply. In order to increase its wealth, a nation needed to export more goods than it imported. Favorable trade and protective economic policies, as well as new colonial possessions rich in raw materials, were important in achieving this balance. During the reign of Charles II English policy makers assumed they established a well-integrated set of concepts about the nature of international commerce and a carefully planned out set of mercantilist government policies to implement them. However, they only were interested in solving their own problems. Since there wasn’t laws or anything to regulate these groups their needs lead to the rise of the English commercial regulations. The Navigation Act was passed in 1660 which stated that no ship could trade in the colonies unless it had been constructed in either England or America and carried a crew that was at least 75% English and that certain enumerated goods of great value that were not produced in England could be transported from the colonies only to an English or another colonial port. Thru out the years more and more regulations were set the last major legislation came in 1696. This statute tightened enforcement procedures putting pressure specifically on the colonial governors to keep England’s competitors out of American ports. American colonials thought they were in unity with England that would later prove false.

F-100 Super Sabre in the Vietnam War

F-100 Super Sabre in the Vietnam War The North American F-100 Super Sabre was an American fighter aircraft that was introduced in 1954. Capable of supersonic speeds, the F-100 was North Americans successor to the earlier F-86 Sabre which had seen great success during the Korean War. Though plagued by early performance and handling issues, the definitive version of the aircraft, the F-100D, saw extensive use during the Vietnam War both as a fighter and in a ground-support role. The type was phased out of Southeast Asia by 1971 as newer aircraft became available. The F-100 Super Sabre was also utilized by several NATO air forces. Design Development With the success of the F-86 Sabre during the Korean War, North American Aviation sought to refine and improve the aircraft.  In January 1951, the company approached the U.S. Air Force with an unsolicited proposal for a supersonic day fighter that it had dubbed Sabre 45.  This name derived from the fact that the new aircrafts wings possessed a 45-degree sweep.   Mocked up that July, the design was heavily modified before the USAF ordered two prototypes on January 3, 1952.  Hopeful about the design, this was followed by a request for 250 airframes once development was complete.  Designated the YF-100A, the first prototype flew on May 25, 1953.  Using a Pratt Whitney XJ57-P-7 engine, this aircraft achieved a speed of Mach 1.05.   The first production aircraft, a F-100A, flew that October and though the USAF was pleased with its performance, it suffered from several crippling handling issues.  Among these was poor directional stability which could lead to a sudden and unrecoverable yaw and roll.  Explored during the Project Hot Rod testing, this issue led to the death of North Americans chief test pilot, George Welsh, on October 12, 1954.   YF-100A Super Sabre prototype in flight. US Air Force   Another problem, nicknamed the Sabre Dance, emerged as the swept wings had a tendency lose lift in certain circumstances and pitch up the aircrafts nose.  As North American sought remedies for these problems, difficulties with the development of the Republic F-84F Thunderstreak compelled the USAF to move the F-100A Super Sabre into active service.  Receiving the new aircraft, the Tactical Air Command requested that future variants be developed as fighter-bombers capable of delivering nuclear weapons. North American F-100D Super Sabre GeneralLength:  50  ft.Wingspan:  38  ft., 9  in.Height:  16  ft., 2.75  in.Wing Area:  400 sq. ft.Empty Weight:  21,000  lbs.Max Takeoff Weight:  34,832  lbs.Crew:  1PerformanceMaximum Speed:  864  mph (Mach 1.3)Range:  1,995  milesService Ceiling:  50,000  ft.Power Plant:  Ã‚  1 Ãâ€"  Pratt Whitney J57-P-21/21A  turbojetArmamentGuns:  4Ãâ€"  20 mm  Pontiac M39A1  cannonMissiles:  4  Ãƒâ€"  AIM-9 Sidewinder  or  2Ãâ€"  AGM-12 Bullpup  or  2 Ãâ€" or 4 Ãâ€"  LAU-3/A  2.75 unguided rocket dispenserBombs:  7,040 lb.  of weapons Variants The F-100A Super Sabre entered service on September 17, 1954, and continued to be plagued by the issues that arose during development.  After suffering six major accidents in its first two months of operation, the type was grounded until February 1955.  Problems with the F-100A persisted and the USAF phased out the variant in 1958.   In response to TACs desire for a fighter-bomber version of the Super Sabre, North American developed the F-100C which incorporated an improved J57-P-21 engine, mid-air refueling capability, as well as a variety of hardpoints on the wings.  Though early models suffered from many of the F-100As performance issues, these were later reduced through the addition of yaw and pitch dampers.   Continuing to evolve the type, North American brought forward the definitive F-100D in 1956.  A ground attack aircraft with fighter capability, the F-100D saw the inclusion of improved avionics, an autopilot, and the ability to utilize the majority of the USAFs non-nuclear weapons.  To further improve the aircrafts flight characteristics, the wings were lengthened by 26 inches and the tail area enlarged.   While an improvement over the preceding variants, the F-100D suffered from a variety of niggling problems which were often resolved with non-standardized, post-production fixes.  As a result, programs such as 1965s High Wire modifications were required to standardize capabilities across the F-100D fleet.   RF-100 Super Sabre in flight.   US Air Force Parallel to the development of combat variants of the F-100 was the alteration of six Super Sabres into RF-100 photo reconnaissance aircraft.  Dubbed Project Slick Chick, these aircraft had their armaments removed and replaced with photographic equipment.  Deployed to Europe, they conducted overflights of Eastern Bloc countries between 1955 and 1956.  The RF-100A was soon replaced in this role by the new Lockheed U-2 which could more safely conduct deep penetration reconnaissance missions.  Additionally, a two-seat F-100F variant was developed to serve as a trainer. Operational History  Ã‚  Ã‚   Debuting with the 479th Fighter Wing at George Air Force Base in 1954, variants of the F-100 were employed in a variety of peacetime roles.  Over the next seventeen years, it suffered from a high accident rate due to the issues with its flight characteristics.  The type moved closer to combat in April 1961 when six Super Sabres were shifted from the Philippines to Don Muang Airfield in Thailand to provide air defense.   With the expansion of the U.S. role in the Vietnam War, F-100s flew escort for Republic F-105 Thunderchiefs during a raid against the Thanh Hoa Bridge on April 4, 1965.  Attacked by North Vietnamese MiG-17s, the Super Sabres engaged in the USAFs first jet-to-jet combat of the conflict.  A short time later, the F-100 was replaced in the escort and MiG combat air patrol role by the McDonnell Douglas F-4 Phantom II.   Later that year, four F-100Fs were equipped with APR-25 vector radars for service in suppression of enemy air defense (Wild Weasel) missions.  This fleet was expanded in early 1966 and ultimately employed the AGM-45 Shrike anti-radiation missile to destroy North Vietnamese surface-to-air missile sites.  Other F-100Fs were adapted to act as fast forward air controllers under the name Misty.  While some F-100s were employed in these specialty missions, the bulk saw service providing accurate and timely air support to American forces on the ground.   A USAF F-100F of the 352d TFS at Phu Cat Air Base, South Vietnam, 1971. United States Air Force Historical Research Agency As the conflict progressed, the USAFs F-100 force was augmented by squadrons from the Air National Guard (ANG).  These proved highly effective and were among the best F-100 squadrons in Vietnam.  During the later years of the war, the F-100 was slowly replaced by the F-105, F-4, and LTV A-7 Corsair II.   The last Super Sabre left Vietnam in July 1971 with the type having logged 360,283 combat sorties.  In the course of the conflict, 242 F-100s were lost with 186 falling to North Vietnamese anti-aircraft defenses.  Known to its pilots as The Hun, no F-100s were lost to enemy aircraft.  In 1972, the last F-100s were transferred to ANG squadrons which used the aircraft until retiring it in 1980. Other Users The F-100 Super Sabre also saw service in the air forces of Taiwan, Denmark, France, and Turkey.  Taiwan was the only foreign air force to fly the F-100A.  These were later updated to close to the F-100D standard.  The French Armee de lAir received 100 aircraft in 1958 and used them for combat missions over Algeria.  Turkish F-100s, received from both the U.S. and Denmark, flew sorties in support of the 1974 invasion of Cyprus.

ABC Hospital Risk Management Plan Essay Example | Topics and Well Written Essays - 1750 words

ABC Hospital Risk Management Plan - Essay Example The risk management plan developed for ABC Hospital is aimed to establish closer connection and collaboration between the departments of the Hospital and the services they provide in order to improve the overall service delivery. In addition, it identifies, investigates and management of accidents, injuries and other events and the process will be directed by the risk manager on managing adverse events occurring with patients, employees and other organizational assets. The risk management plan will affect, persuade and educate staff of the above mentioned departments in order to improve quality of care within the safe environment and protect resources of ABC Hospital. These departments are the Administration, Billing Services, Business Development, Clinical Services, Health Information and Privacy Management, Employee Health, Human Resources, Infection Control, Legal Services, Medical Equipment, Relations with patients, Quality and Improvement of Performance, Safety Management and En vironment of Care and Security Management. Resources needed for Risk management plan implementation will include meetings with staff and initiatives directed toward support of team efforts, training and development of skills necessary for better provision of services. A Quality and Improvement of Performance department will assist with the collection of data for evaluation of what should be improved and what goals should be reached.

Data warehouse Essay Example | Topics and Well Written Essays - 500 words

Data warehouse - Essay Example From a succinct summarization to probable benefits and the gist of the books’ content, the paper is more like an abstract or preview of the books than a research or analytic paper. As such, the paper do not come in handy and useful for people who wish to gain deeper insights into information systems and their implications in business scenarios. For this purpose, they can get well informed through the books mentioned in the paper. Regarding the books reviewed, it can be said that they are reliable and must be containing valuable material on data mining, CRM (Customer Relationship Management), IT and BPR (Business process reengineering). The publication houses of these books are McGraw Hill and Prentice Hall which itself signify quality and authenticity of the content. The author has also reviewed contemporary books which show that the author keeps in touch with the latest know-how of the business market. The paper definitely is a very good descriptive piece in terms of definiti on and concept building. Benefits are properly defined and explained of each scenario but the author lacks in adopting a critical approach to review and delivers mostly positives of all.

Culmination is the Zenith Essay Example for Free

Culmination is the Zenith Essay Considering the blooming of the bud to be the zenith in being the flower, in lieu with the activity conducted, Culminating Activity is bringing out the best of what the child has learnt as a unit. BHIS emphasises on Trans disciplinary curriculum which correlates every aspect of learning done in the school. It is of immense importance that education is not just textbook and classroom learning but a practical and application oriented format of learning. Culmination activities do just that. These activities correlate the various developing skills relating to intelligence, linguistic, social, physical et al. This activity is conducted twice a year . The first being during the 1st term and the 2nd in the month of March. In the month of __________________ Grd. 1 had the first culminating Activity which had Water as its theme. All the students of Grd. 1 participated in it, making sure the learning on the theme water was complete in it’s own way. Working with the children of my class I understood that through this activity the children, who might have not actively participated in the classroom sessions of Water, were seen to be doing it here and very enthusiastically. The Culminating Activity consisted of a skit, Tiddalik the Frog, followed by a song. The children also gave a brief presentation on ‘Water’. Weeks of practice made this activity a huge success in the presence of the parents. It is also apt to note that this activity though small had a great role in building confidence in the children.

Failure of the Revolution in Animal Farm Essay -- Animal Farm Essays

The animals in the book â€Å"Animal Farm† hoped to achieve unity, equality. trust/truth, prosperity, better quality of life, freedom and individuality, in terms of the revolution. This was achieved at the beginning of the revolution, which made it a success, but in the end the revolution was a failure. The farm, in many ways, was very prosperous when the revolution began. The animals were given an education, â€Å"the reading and writing classes were however a great success,† which made them feel equal to the humans because they were now learning in the same way the humans did. The farm was becoming more prosperous in that, â€Å" everyone worked according to their own capacity,† which made the farm a happier place to work in, and the more work was done, the better. This hard work paid off because, â€Å" the harvest was an even bigger success than they had hoped, ‘ which motivate and encouraged the animals. The animals also did very well in working together in building the windmill which even though it fell down, they carried on rebuilding stronger and bigger ones. The animals also became very u...

Defining Bullying Analysing Essay

Bullying in schools continues to be a problem faced by educational institutions today. It corresponds to the ability of both students and educators to use their power and capacity to intimidate and coerce others to follow their desires. Such realities then present negative consequences not only to the student but also to the overall capacity of the institution to facilitate opportunities for learning and growth. By seeking to identify the corresponding impact and risks associated with bullying, stakeholders in the realm of education can provide inputs and new strategies that can help promote change and pursue effective classroom management. Defining Bullying Analysing the definition of bullying, it is then crucial to determine its main scope and purpose. Here, it can be seen that using aggression, coercion, and violence are oftentimes the themes used by individuals to create situations of intimidation or torment. Under these specific circumstances, various reasons can be attributed to why people engage in bullying behaviour. Some scholars argue on the grounds of satisfying the need for control or power while some are just responding to the environment they see (Banks, 1997). Due to this, it is then crucial to understand these reasons more effectively to better identify policies and elements related towards change. Similarly, the idea of bullying also emanates from how one exercises influence and power over the other. Given that students who engage in such actions arguably have equal power than any other student in campus, the issue then here is their ability to abuse it due to specific circumstances. To elaborate further, â€Å"individuals differ in the power they can exercise over others and children need to learn not to abuse that power† (Rigby, 2003, p. 6). However, one must not try to align bullying with conflict between parties. This is because the idea here is that in bullying one exercises/has power over the other while in conflict both parties equally share an issue to argue about. It is through such interaction process that the playing field is levelled and therefore should not be mistaken for bullying. In essence, bullying does happen when students resort to misuse of their power, control, and influence towards others. Individuals commit to such actions because they believe they can while victims continue to be subjected to bullying because they continue to succumb to it (Findely, 2006). After looking at the definition of bullying, it is now crucial to identify specific ways on how such behaviour is carried out. Specifically, the main objective of any bullying behaviour is to have a specific target where individuals can utilize power and control over others. These actions can revolve from verbal abuse towards physical violence in small and frequent doses (Smith, 1999). Given the multiple ways that people can engage using verbal and physical bullying, it becomes rather difficult for educators and school administrators to point these issues accordingly unless students report such situations. What Australian Statistics Say Applying the elements of bullying in the educational system of Australia, it can be seen that considerable attention must be made to bridge gaps and develop strategies for change. In particular, several studies have noted the prevalence of the behaviour as early as preschool and continue to grow as the student progresses in his/her academic life. In particular, Rigby (2003) asserts that â€Å"assessing how often it happens is not easy, but research in Australia based on children’s reports suggests that about one child is bullied in one way or at least weekly† (p. 6). Similarly, statistics have also shown that both boys and girls do engage in bullying but illustrated using different means. For boys, they are most likely to commit physical actions and verbal abuse. On the other hand, girls tend to be more indirect and focus on ostracizing or excluding the individual from the rest of the group (Smith, 1999). This incidence greatly shows how each student is vulnerable to such threats and what different school administrators in Australia should focus on. By trying to point out and define the standards for appropriate behaviour, then the problem of bullying might be lessened. Identifying Reasons Looking closely at specific at the reasons why people engage into bullying behaviour, it can be seen that there are specific trends that illustrate behavioural and psychological conditions which hamper their ability to effectively respond according to school standards. On the behavioural perspective, different studies have argued that the main catalyst for students to practice bullying is their early exposure towards violence. They see their homes and environment they live as the norm and standard on how they should act and respond to others (Findley, 2006). Related to this process is the manner that educators showcase the bullying action themselves. Here, the practice of teacher violence emanates, either directly or indirectly, creates a mindset for students that the actions committed are valid (Riley, Lewis, and Brew, 2009). Through this, educators also serve as catalyst in expanding bullying due to their ability to influence and showcase a reality where one get what he/she wants provided that they coerce or overpower others to follow. On the other hand, there are also studies that tend to establish a psychological analysis of how bullying behaviour occurs. Specifically, it tries to argue how some children may have been suffering from conditions such as depression, ADD, or ADHD and brings about violent conduct towards other people (Ribgy, 2003). These dynamics in turn hinder the ability of a student to fully utilize their abilities and find it fearful to engage in classroom activities. Impact among bullied students Assessing the impact of bullying among students who have been subjected to it, it can be seen that these actions impede their ability to grow. In particular, students who have been subjected to such continuous behaviour often lose the ability and interest to study in schools (Banks, 1997). They see the location as threat and limit their ability to establish better means to coexist with their peers. In essence, this is one form of harassment that degrades the value of the individual and alienates them from participating in the educational endeavour and socialization (Findley, 2006). Looking closely at the specific effects of bullying, it can be seen that they revolve around the emotional as well as social levels. Particularly, students who been subjected to such harassment often lose their self-esteem and ability to isolate themselves from people at school (Smith, 1999). Since bullying may in turn correspond to a domino effect, the loss of self-esteem can lead towards the student feeling depressed and lonely. This in turn can result towards having limited motivation to go to school or engage in frequent absences (Findley, 2006). These elements are just examples of the short term effects of bullying. On the other hand, bullying can also induce negative effects in the long run. Here, an individual’s feeling of self-worth would be low and would result to accepting inadequacy as answer to this problem. Likewise, one would continue to isolate and feel powerless as they continue to tread their professional life. In addition, depression and psychological problems may also be present among students who have been bullied. More often than not, students who have been subjected to bullying behaviour have problems handling issues as they move towards their adult life (Rigby, 2003). Impact among those who Bully Analysing the impact of those who bully others, it can be seen that their actions correspond to the creation of uncertainty and insecurity within the school grounds. This especially applies for students who have not been subjected to such acts. Here, they feel that they can become victimized and create fear in the process (Rigby, 2003). These directions in turn serve to establish a bully’s ability to control the environment he/she is in. Another impact relevant effect of bullying revolves around creating opportunities for more bullies and continued disruptive behaviour. Given the idea that students do not tell teachers and administrators of what is going on in school, students feel they are powerful and can control the people around them. This then gives them the luxury to persist in abusing their power and likewise create opportunities to also influence others as well. With this environment, bullies are given the leverage to exercise what they want with limited possibility of being penalized or subjected to disciplinary measures. In the long run, bullies also are a problem for society if not addressed appropriately. Here, they can commit crime and limit their ability to engage in long term positive relationships towards other people. The threat then of criminal conviction alongside the development of specific problems on handling conflict issues with others are just some of the problems that bullies can experience in the future. Identifying Potential Risks of Bullying Student/Individual In determining the risks of bullying among students, it is important to note that since they are the ones who either engage in such behaviour or recipients of it, students are the most prone to experience the hurdle of responding and aligning their behaviour to survive such. That is why different effects, both emotionally and socially, can be seen among students and generates problems as it then relates with other potential risks such as academic achievement, teachers, and parents. Given the dynamics related to this approach, it is then essential to redefine programs that are focused on both victims of bullying and those who commit such acts. Academic Achievement Bullying also poses a risk in a student’s academic achievement. This remains to be seen especially among students who have been subject to continuous bullying and resulted to lack of motivation to go to school or partake in activities. Since some of these areas are important variables to get a good mark, academic achievement is comprised and sacrificed (Rigby, 2003). In particular, the ability to meet these standards becomes burdensome for students because they had to set the balance of adapting to bullies and the stress related to fulfilling the requirements of their subjects. Likewise, academic achievement is also at risk for bullies also because it gives them the leverage to abuse their power and gain opportunities to coerce people to follow their lead. Given that bullies have this ability, they can then ask others to do their assignment and submit specific projects or otherwise be beaten up. This then defeats the purpose of the educational process as bullies don’t learn anything and the bulk of the workload is provided to bullied students. Overall, bullying becomes a risk for academic achievement because it hinders students the ability to concentrate on their studies. Though the socialization process also is a significant precept in one’s academic life, the instance of bullying complicates the problem and leaves students the capacity to balance each of these tasks according to how they see it fit. Such reactions in turn limit students to reach their full potential and hamper their abilities to utilize their skills in academic activities (Smith, 1999). Parents and Intervention Parental intervention is also another risk that bullying creates. Under this process, parents are often clueless of what is happening to their children. Expecting that they do well in school, it can tarnish a child’s relationship with their parents especially if a student tells their parent’s they don’t want to go to school anymore or learns from their teachers that their child often absents. The basic assumption here is that since parents can exercise control, bullying hampers effective communication among parents because students feel that this can only worsen the issue they’re facing. Here, Banks (1997) point out, â€Å"students feel that adult intervention is infrequent and ineffective, and that telling adults will only bring more harassment from bullies† (p. 1). Likewise, if bullying transpires within a student-teacher relationship, then it is also another difficult aspect for students to balance. Allowing their parents to intervene would only result towards educators putting the blame on students or become intimidated further in class. The aspect then of defining misbehavior and what is the boundary between the process of ‘disciplining’ and bullying becomes an issue to consider (Lewis, Romi, Katz, and Qui, 2008). Similarly, since students find it difficult to establish and determine these boundaries accordingly, they are often left succumbing to intimidation, coercion or at times reprimand that crosses the line of how discipline should be provided. Indeed, it has always been the interests of parents to see to it that their child gets the most out of school. However, bullying impedes these expectations and at the same time serves as a barrier for students to communicate to their parents effectively. By understanding the dynamics related to the role of the parents in this issue, better means for intervention can be made available for students to use (Lewis, 2001). Teachers and Administrators Lastly, the prevalence of bullying within schools also becomes a risk among educators and administrators because it illustrates their inability to control the issue. Since both actors are valuable stakeholders in the maintenance of an effective learning environment among students, the increased incidence of bullying in schools makes them accountable to these children’s parents. Likewise, both educators and administrators need to realize that their role encompasses the insides of the classroom. They must see to it that the school environment is responsive to students need and assesses potential risks and providing solutions to these issues (Lewis and McCann, 2009). Applying this precept in the realm of student-teacher relationship, bullying also poses a risk among teachers and administrators because the incidence of such behaviour violates their roles and responsibilities within the classroom. Given that there are certain parameters that educators can use to discipline students, it must not cross the line and induce traces of intimidation, coercive action, or physical violence among students (Lewis, Romi, Qui, Katz, 2005). Seeing this, bullying makes a difficult process to develop since establishing a proper means to discipline and sanction students for misbehaviour would appear to be compromised or construed in a different way. Opening up Opportunities for Change Given the potential risks and effects that bullying does, it is then crucial to devise specific measures that can infuse changes and increase responsibility among actors involved. Here, it takes into account the role of each stakeholder in the educational process and finds means to integrate ideas and inputs to generate a facilitative response to the issue. That is why change must not come from the educational sector alone, rather it must try to reach out and allow parents, students, and the community to get involved. The purpose of this not mainly revolves around limiting the occurrence of bullying in classrooms but also generate an appropriate response on how to prepare students to effectively respond to democratic ideals and values (Lewis, 1999). Evaluation, Experience, and Education The first step in establishing providing change revolves around evaluating the current school environment. Here, educators and administrators may need to ask whether or not bullying is rampant on campus or not. Here, it is important to note that the ability to apply real change in the process involves not disregarding the realities that are happening and simply seek out to know the truth (Smith, 1999). Through such mindset, administrators can have a clear picture of what is happening in the school environment and understand the dynamics related to how students interact and respond to the issue of bullying. The next stage involves gathering experiences from students and observing what really happened. Through this, administrators can then realize how rampant the situation is and what possible strategies can be used to alleviate the issue. Seeing this, experiences matter in resolving the issue because it helps observers learn from it and gain specific insights on how to respond accordingly (Findley, 2006). Likewise, experiences also highlight the shortcomings and mistakes of the school in how they had addressed the bullying issue before. In essence, these facets can serve as useful tenets that administrators can use to define and plan out the next strategies to be used (Banks, 1997). The last part revolves around education. Under this process, administrators now provides specific inputs on what needs to be done and lays it out for educators to apply and use. Here, specific importance is given towards communicating to stakeholders about the issue that is happening, its gravity, and how it is affecting students from academics to their personal life. This remains to be important because this serves as the crucial precept in determining what actions need to be made and how different actors would respond in accordance to the issue of bullying. Likewise, education seeks to bridge inputs and policies together. This stage serves as the application phase where behaviour is patterned according to the observations and inputs gained from experience. By synchronising these inputs altogether, it helps create a dynamic process and further the ability of promoting sustainable and long term growth (Rigby, 2003). Diversifying the Anti-Bullying Campaign Given the inputs gained from experience and observation, the next step to address bullying would be to create an Ant-Bullying campaign in schools. Here, it must entail a collaboration of actors involved in the educational process and establish specific norms and responses in addressing specific cases. If an educational institution already has particular rules concerning bullying, it would be best to diversify options available. To diversify means that the scope, application, and analysis of cases must come from different actors. The purpose of this is to enrich communication patterns among stakeholders and generate new inputs on how bullying can be addressed within and outside the classroom (Rigby, 2003). The attempt to diversify must also seek to promote the aspect of inclusion. This means that decision making processes must not come from the school administration alone. Rather, it must try to include and introduce this principle to the community and parents. This is particularly relevant because it can showcase transcendence and capacity to align specific policies and behavioural changes according to the values and principles provided by the school (Banks, 1997). This then can become a good strategy for success because it merges common interests altogether and justifies what inputs need to be considered and applied. In essence, diversification entails creating a shared responsibility among actors involved in the educational process. The ability to include parents and the community within the dynamics of change, it can create better responses among students. This process can also serve to complement an educator and administrator’s increasing tasks by providing an assistive strategy related to implementation of educational goals and objectives (Findley, 2006). Opening Patterns for Communication Another crucial step to address bullying revolves around the process of infusing communication among students. The idea here is to develop the ability to track down cases of bullying and providing appropriate disciplinary measures to culprits and protection amongst victims. Here, educators, parents, and the community must work hand-in-hand to ensure that appropriate means are created to open lines of communication among students regardless of the possibility of threats from bullies (Smith, 1999). The value of communication then is to help ascertain the degree of bullying happening in school and determine what actions need to be made in order to accomplish these directives. Strengthening Disciplinary and Protection Measures Alongside the development of openness in communication patterns, educators and administrators should also contribute their part in providing concrete and available means to exercise disciplinary and assistive measures for bullying. The main reason why many students don’t complain about this issue is the fear of retaliation and the ability to distrust how the overall process works (Banks, 1997). Due to this, the capacity to strengthen strategies and instruments related to the process discipline can then motivate students to take part in the initiative to stand up against bullying. At the same time, inducing means for protection and counselling would also complement the ability to limit the occurrence of bullying. By providing specific and goal-oriented strategies, educators and administrators can align behaviour according to the needs of a student. Allowing students to take part in this endeavour also justifies that the school administration is committed in putting an end to bullying rather than just trying to control. Thus, redefining the rules and regulations to meet these requirements can induce positive outcomes and carry out means to shape students for the better (Lewis, 1999). Reinforcing Accountability and Responsibility among Educators Given the idea that bullying can also transpire in a student-teacher relationship, it also crucial to reinforce accountability and responsibility among educators. Here, it revolves around facilitating the value of openness and professionalism of practice. Under this process, specific rules can be modified and changed to adapt to the trends of 21st century education. By doing this process, it can allow educators to become more responsive and address the increasing needs of students in the classroom. Arguing further on the need to redefine rules, it is also crucial for administrators to take into consideration defining the boundaries of what the aspect of ‘discipline’ and bullying diverge. Since educators can also be subjected to stress, pressure, and emotional conditions that distracts them from achieving their purpose, it is then essential to outline specific strategies that can help handle misbehaviour and occurrences of bullying inside the classroom. By redefining and aligning these principles with respect to educational norms and the needs of educators, the idea of reinforcing discipline and sanctions would become constructive and induce better means for addressing student behaviour (Lewis, Romi, Qui, and Katz, 2005). In essence, the increasing roles and responsibilities sometimes limit the educator to function to his/her optimum capacity. By trying to align and create changes in the way educators operate, it can help induce greater means for educators to effectively facilitate classroom management and diversify opportunities to address bullying. Conclusion To conclude, bullying is a huge issue in classroom management that educators and other relevant stakeholders need to consider. This is because it takes into account the ability of both educator and student to use their power and position to promote intimidation and coercion to other people. Similarly, it creates negative consequences on the bully and those bullied in terms of their ability to respond to the environment, motivation, to study, and other behavioural long term effects. Bullying also creates risks on different facets shaping learning and professional development among educators. Given these challenges, it is then crucial to outline policies for change. It is important to note that the ability to transcend in this type of environment inside and outside the classroom corresponds to the recognition and redefinition of student behaviour. At the same time, it must also try to incorporate openness in communication and value inputs gained from experiences in the past. Fundamentally, the basis for managing and preventing bullying from happening circumvents from the recognition of each member’s role and aligning these ideas within policies and rules. In the end, as the current educational system continues to undergo changes that affects the role of students, educators, administrators, and other stakeholders, classroom management issues such as bullying would always be existent. The challenge then is to ensure that appropriate mechanisms are in place to address the situation and effectively carry out patterns to make appropriate changes and models suitable to meet the demands of today’s 21st century educational environment. List of References Banks, R (1997), ‘Bullying in Schools’, ERIC Digest, viewed 29 Jul. 2010, http://www. ericdigests. org/1997-4/bullying. htm Findley, I (2006) Shared Responsibility: Beating Bullying in Australian Schools, Australian Council for Educational Research, Australia. Lewis, P (1999), ‘Preparing students for democratic citizenship: Codes of conduct in Victoria’s ‘Schools of the Future’’, Educational Research and Evaluation, vol. 5 no. 1, pp. 41-61 Lewis, R (2001), ‘Student Responsibility and Classroom Discipline: The Students View’, Teaching and Teacher Education, vol. 17 no. 1, pp 307-319 Lewis, R and McCann, Tricia (2009), ‘Teaching â€Å"At Risk† Students: Meeting Their Needs’, International Handbook of Research on Teachers and Teaching. LJ Saha and AG Dworkin (eds), Springer Science + Business Media LLC, US Lewis, R, Romi, S, Katz, Y, and Qui, X (2008) ‘Student’ reaction to classroom discipline in Australia, Israel, and China, Teaching and Teacher Education, vol. 24 no. 1, pp. 715-724 Lewis, R, Romi, S, Qui, X, and Katz, YJ (2005), ‘Teachers’ classroom discipline and student misbehavior in Australia, China and Israel’ Teaching and Teacher Education, vol. 21 no. 1, pp. 729-741 Rigby, K (2003), Bullying among young children: a guide for teachers and careers, Commonwealth of Australia, viewed 29 Jul 2010, http://www. ag. gov. au/agd/WWW/rwpattach. nsf/VAP/(1E76C1D5D1A37992F0B0C1C4DB87942E)~Bullying+Teachers. pdf/$file/Bullying+Teachers. pdf Riley, P, Lewis, R, and Brew, C (2009), ‘Why did you do that ? Teachers explain the use of illegal aggression in the classroom, Teaching and Teacher Education, pp. 1-8 Smith, PK (1999) The nature of school bullying: a cross-national perspective, Routledege, US

Behaviour in the Classroom Essay

Everybody shall: use properly and carefully the school facilities, classrooms, wood and metalwork, fittings, furniture and things made available to us, as well as ours and our teacher’s and class-mates’, at all times; and bring to class the material needed (coursebooks, hand-outs, homework done, white sheets of paper, a plastic folder and something to write with) and have it out on the desk, ready to start working, as soon as the teacher goes into the classroom. No other material shall be on or in the desk. If you forgot to bring in any of the things needed, you must ask someone to share hers with you before the teacher gets in. Those who aren’t ready and haven’t done their homework are given a written assignment and dismissed. If the majority haven’t done it, they will do it on their own and expect a question about it on the next exam. PARTICIPANTS will either – speak, when the teacher chairing the meeting asks to do so, after raising one’s hand up, doing it in a polite way (not judging -‘That is .. ‘-, but expressing personal reactions and reasons -‘I agree/disagree with that opinion because †¦ ‘-), in a low voice, without fear nor shame, to truly (not hiding one’s contradictions, handicaps and mistakes and getting rid of the masks and disguises) ask for clarification or say something that has to do with the matter dealt with (relevant) as clearly and briefly as possible, based on the notes taken while listening; – be silent (mouths closed), listening actively (ears open, eyes looking to the person speaking or the text read and with the mind focused on understanding what it is being said and, then, thinking further meanings of it like: Do I agree? What are the reasons that base it? Does it explain anything? What details and nuances should be taken into account? Can I think of an example? ) and taking notes on the interesting ideas said and on one’s own doubts, questions and visions; – be with one’s hand up and silently miming or gesturing the answer to a question made; or – nod to show agreement with the person speaking. In PAIR & GROUP work, voices shall lower & everybody will speak taking turns clockwise.

Research Paper on Military Spending

Research Paper on Military Spending Even if they have never seen a weapon, millions of children seriously suffer from wars, as resources that could have been invested in development are diverted in armament. Armament spending has both positive and negative impacts on countries. On the plus side, military spending can be a boon to some businesses, which in turn is a shot in the arm to the nations economy as Ill explain later in the essay. On the other hand, there are malicious effects on economy as well. It is true that a large military spending will contribute to economic growth in a short term. Militarization will bring more job opportunities to citizens directly in both military and military-related fields. Meanwhile, the important part is that there is another high amount of secondary jobs has been given. For instance, a new military uniform factory opened. It not only creates jobs for the people in the factory, but also creates jobs for the people working on the cotton field, even the people doing transportations. Furthermore, it increases the employment rate instantly and significantly. Another positive side of a great military spending is that it will put a fuller use of existing productive capacities, and thus increasing output of goods and services. The most important reason to maintain a high military spending is that it will give a country higher national defense capability. It is obvious that the more money government spends on the army, better weapons will be made. It will protect people better as far as the homeland security is concerted. People will live in a safer condition, and not to worry about their family while they are working. Thus, they will put more efforts in their work because theyÐ ±Ã ¶re satisfied of their primarily safety. Hopefully, this will bring a better production to nationÐ ±Ã ¶s economy. Other than the defense, military also plays an important role on countries emergencies. Because the money that government spends on military is enough to train soldiers, they can protect civilians lives from natural disaster. For example, when a country is facing flood, at the first place, the army could bring enough well-trained soldiers to build a bridge and help people get out the danger. Even though there seems to be many reasons to believe that higher military spending will bring a better life to people in a short term, the long run of high defense spending may impede growth and development. First, high military expenditure tends to decrease an economys capacity to meet peoples basic needs, such as food, housing, and medical services. This is because increased military production leaves less national capital and financial institutions for the civilian sector of the economy. In addition, some government cares less about the life of their citizens than how to make the strongest weapons. Its possible to observe that developing countries, despite their lower incomes, tens to spend a similar and sometime larger share of their gross domestic product (GDP) on armed forces and weaponry than do wealthy developed countries. One of the examples will be North Korea, the government spends 32% of their GDP on armaments, rather than try to stimulate their economy, and give their civilians basic food and clothing. Another main disadvantage of high spending is that it leaves less money in the government budget for them to dealing with social, environmental and other developmental issues. According to a recent report from the United States, their federal government spends approximately USD $1.9 trillion in Fiscal Year 2002. Out of all this spending, Pentagon spending now accounts for over half (50.5percent) of all discretionary spending: USD $343.2 billions. In the same year, the U.S. government only spends USD $45 billions on education and USD $20 billions on social services. This translates to smaller social surety checks, less medical coverage, perhaps a third of countrys population doing without health insurance entirely, fewer scholarships and less aid overall for education, especially higher education for the poor people. With all the money spends on the national defense, the government could build three more sets of highway, many more hospitals and YMCAs. In additional, the government cou ld spend money on environmental projects, help economic development, or even on agriculture. All of these will help people to improve their standard of living. Militarization also hinders an economys efficiency, because a lack of competition. Since large amount of military spending creates lots jobs and productions, it becomes the main sources of income. But the military sector often allows military producers to feel less compelled to cut their production costs since they are paid by the government. Therefore, after a period of time, higher average production costs will depress the economy significantly. Meanwhile, it will hurt peoples life due to the high price and low quality. As for the additional employment allegedly provided by the military sector, this is only a short-term effect: military production tends to use proportionately more capital equipment and less labor than civilian industries and so creates fewer jobs than could be created from a similar investment in civilian production, particularly services. From a recent research, people find that USD $1 billion spend by the Pentagon on weapons, supplies and services generates 25,000 jobs. However, the same USD $1 billion would create 30,000 mass transit jobs, 36,000 housing jobs, 41,000 education jobs, and 47,000 health care jobs. (Pentagon Spending) Another important factor is that there is no end line for the military spending. It would be contradictory to continue building the military arsenal while at the same time paying the high cost of destroying the old weapons. For instance, to destroy chemical weapons costs about 10 times more than it does to produce them. In the fiscal year 2002, the U.S. government spends USD $343 billions on the department of defense. Meanwhile, there is a hidden number. In the same year, the government spends USD $200 billions more on military-related fields, such as foreign military aid, military retirement pay, and veterans benefits. Its obvious that the economy will be unbalanced after a short period of time, since most money is given to people with high ranks rather the people who imperatively need them. While putting billions dollars in the army, the mean usage of this money is not necessary for defense, but for offense- developing new weapons. Even just developing, testing, and assembling thing like unclear and biochemical weapons is dangerous, generating huge numbers of fatalities, cancers and injuries- even if the weapons are never once used in anger. As people concerted about their lives, there wont be any positive effects on the economy, because people tend to escape rather than produce. It is clear that reducing military spending will affect civilians life more in those exporting countries such as the United States, England, and France since countries selling their old weapons make them great revenues.

Buying Electric Vehicles in Australia

According to Tucker (2016), the majority of electric cars sold in Australia are purchased by commercial buyers. In 2015, only 2000 EVs were sold, compared to the 1.1 million new petrol and diesel powered cars sold during the same period (Tucker, 2016). This occurrence can be best explained by the concept of price elasticity of demand. The demand for electric cars follows the law of demand which stipulates that the higher the price of the product the fewer consumers are willing to purchase the product. Thus, given that the prices for EVs are much higher than the prices of traditional motor vehicles, consumers are more reluctant to shift to the new product. Typically, the price elasticity of demand is affected by the existence of substitutes and the proportion of consumer’s income that is spent on the product. Characteristically, EVs have a high elasticity of demand (Fan &Hyndman, 2010). Mainly, this is because the commodity is considered as a luxury good whose purchase can be postponed to a later date. Besides, there are various alternative and cheaper substitutes that the consumer can buy instead of the highly priced EVs. The high demand elasticity for the EVs has resulted in minimal sales to individual customers who prefer cheaper petrol powered cars. In contrast, commercial buyers opt to buy the products and resale them later to prospective buyers at a greater profit. The existing luxury car tax has a significant influence on the EV market. Ordinarily, high taxes are a great disincentive to individuals seeking to purchase any form of goods. Typically, taxes increase the cost of buying a product by increasing the price payable for the product. Thus, the luxury car tax imposed on EV cars imposes enormous costs to the purchaser. As such, the tax leads to a higher upfront purchase price, thereby discouraging potential buyers from purchasing the product (Duff, 2015). It is noteworthy that while other countries offer stamp duty reductions for EV purchases, there are no such provisions in Australia. In addition, the Australian government provides no federal tax incentives for consumers to purchase EV cars (Tucker, 2016). Consequently, this has significantly suppressed the demand for electric vehicles in the country as most individuals find them too expensive compared to the alternative petrol cars. Reports indicate that dealers do not want to sell electric vehicles to the Australian population (Tucker, 2016). By and large, this situation is attributed to the cost structure and potential revenue loss resulting from the acceptance of EVs into the Australian economy. Specifically, EVs have generally low servicing requirements that are less costly than the traditional diesel or petrol powered cars (Hills, 2014). Ordinarily, most mechanical failures and maintenance costs arise from the combustion engine of the gasoline powered cars. Interestingly, these mechanical failures cost the consumers a lot of money which act as the primary source of revenue and profits for most dealers (Howard 2013). But, the electric vehicle technology is designed with few moving parts, and their servicing costs are minimal (Tucker, 2016). In turn, this creates a financial conflict of interest and acts as a disincentive to dealers, who opt not to sell EVs in the Australian market. It is rational to think that the EV market will expand and prosper in the future given the changes in the resource market. At the moment, the primary substitutes to electric cars are the traditional locomotives which fully rely on petrol or diesel power. Given the trend characterised by continuously rising oil prices caused by cyclical fluctuations in the supply of the commodity, maintaining gasoline-powered vehicles may become quite expensive in the future. Subsequently, the high oil prices will force consumers to seek alternative products that do not require petrol or diesel. In turn, this will lead to an upsurge in demand for EVs in the country. Additionally, government policies with regard to the environment will lead to an increase in demand for EVs. Particularly, strict anti-pollution laws and anti-emission regulations will force manufacturers to reduce their production of traditional vehicles and move towards the production of environmentally sustainable cars. What is more, adopting zero emission vehicle ownership incentives for car owners will create an inducement for individuals to purchase EVs. In turn, this will intensify the demand for electric cars. Most importantly, the change in tastes and preferences of consumers for environmentally friendly vehicles will lead to the prosperity of the EV market (Tucker, 2016). Consumers’ habits and mentality are changing as they can discern the numerous advantages that come with the ownership of EVs. As such, consumer awareness as to the effectiveness and eco-friendliness of this technology has increased significantly. Consequently, this is bound to increase the demand for electric vehicles. It is worth noting that accelerating the pace and the growth of the EV market requires a coordinated and dedicated action by the government, manufacturers, dealers and consumers (Glerum et. al.). First, the Australian government should enact supportive policies that will guarantee that EV purchasers can get the full economic value of their choice to shift from the traditional model cars to electric cars. Additionally, the government should provide substantial tax incentives and deductions for EV ownership and purchases. Fundamentally, this move will lead to a significant reduction in the overall price of the product. Â  In turn, this will motivate and entice reluctant individuals to purchase electric vehicles, thereby expanding the market. Likewise, the government should offer buyers considerable zero emission vehicle ownership incentives to encourage individuals to shift the to the eco-friendly electric vehicle technology (Harvey, 2013). Notably, the incentive has been adopted in countries like the US and Europe and has worked magnificently to improve and expand the EV market in these economies. The government in collaboration with EV manufacturers could also set up enabling infrastructure to ensure that EV owners have adequate access to ultra-fast charging stations. By so doing, they will guarantee that EV owners will have convenience without the fear of running out of charge. Duff, C. (2014). Why Australians aren't buying electric cars - yet. Cars Guide. Retrieved 3 January 2017, from https://www.carsguide.com.au/car-news/why-australians-arent-buying-electric-cars-yet-30869 Fan, S. & Hyndman, R. (2011). The price elasticity of electricity demand in South Australia (1st ed., pp. 1-17). Clayton, Victoria: Business and Economic Forecasting Unit, Monash University. Retrieved from https://robjhyndman.com/papers/Elasticity2010.pdf Glerum, A., Stankovikl, L., Themans, M. & Bierlaire, M. (2013). Forecasting the demand for electric vehicles: accounting for attitudes and perceptions (1st ed., pp. 12-24). Ecole Polythenique Feredale de https://transp-or.epfl.ch/documents/technicalReports/GleStaTheBie_2012.pdf Harvey, D. (2013). Exploring the adoption of EVs in the US, Europe and China; charging scenarios and infrastructure. Green Car Congress. Retrieved 3 January 2017, from https://www.greencarcongress.com/2013/08/icct-20130806.html Hills, G. (2014). Electric car maker Tesla charges into the Australian market with Model S. ABC. Retrieved 3 January 2017, from https://www.abc.net.au/news/2014-12-03/electric-car-maker-tesla-charges-into-the-australian-market/5938528 Howard, B. (2013). EVs are better and cheaper, so why aren’t they selling? (Actually, they are). Extreme Tech. Retrieved 3 January 2017, from https://www.extremetech.com/extreme/165094-evs-are-better-and-cheaper-so-why-arent-they-selling-actually-they-are Tucker, H. (2016). Why Australian dealers don't want to sell electric cars. Business Insider Australia. Retrieved 3 January 2017, from https://www.businessinsider.com.au/why-australian-dealers-dont-want-to-sell-electric-cars-2016-1

Why does the UK financial services regulator take such a dim view of Essay

Why does the UK financial services regulator take such a dim view of both market abuse and insider dealing - Essay Example 179). Since the past decade, financial markets have experienced essential reforms. This is because globalization has had dramatic and far-reaching effects on United Kingdom. Market abuse and insider dealings are criminal cases for which one is to be fined or publicly censured (Avgouleas, 2005, p. 179). Market abuse is more loosely delineated than insider dealings. Most of the offenses in the financial markets are dealt with under the market abuse regime. The financial service regulator can enforce a criminal prosecution on a market abuse case if it deems fit and if there is sufficient evidence. Market abuse, according to Alexander (2001, p. 12), refers to improper behavior that destabilizes the United Kingdom markets and harms the interests of the ordinary market users and participants. For this reason, the financial services regulation Act has created sanctions and penalties which are adjacent to the criminals’ offenses Act (Compliance Reporter, 2011, p. 2-3). The primary asp ect of market abuse is behavior in relation to shares and other financial instruments transacted publicly in United Kingdom. For behavior to be termed as an insider dealing, it should typify one of the seven types of insider dealings and market abuses as described by the financial service regulator. However, it should be noted that insider dealing and market abuse acts amount to criminal offenses subject to penal sanctions. The misleading statements and courses of conduct with the aim of inducing another person to implement or desist from carrying out rights in relation to investments amount to criminal offenses (The Compliance Reporter, 2011, p. 4). The market abuse regime will nab anyone: not only the individuals working in the financial markets or who manage the quoted companies on the board but also anyone who will attempt to abuse the securities markets in delineated ways. An individual is liable even when the actions were unintentional and or indirect (encouraging such behavio rs). According to Alexander (2001, p. 4), market abuse and insider information regime covers financial instruments such as the shares, futures, warrants, options and debt insurance, and contracts for differences, transacted on every regulated market in United Kingdom. In addition, the regime covers all the operations associated with the financial instruments even when carried out off-market. In other instances, conduct according to other related financial instruments or essential goods may be nabbed, even when the instruments are not transacted on a normal regulated market. In addition, an individual’s conduct involving securities transacted on an overseas unfettered market may be nabbed if an option related to them is merchandized in United Kingdom. The market abuse regime purposes to safeguard markets from harm to their efficiency and to guarantee effectiveness, order and fairness. The financial service regulator has the responsibility of issuing codes of conduct in the mar ket, which give appropriate direction to individuals determining whether behavior constitutes abuse or not. An insider, in reference to Alexander (2001, p. 10), refers to an individual who has inside information about an investment as a result of his or her membership in the administrative or supervisory body of an issuer of qualifying venture or management. An individual may also be an insider due to holding capital of an issuer of a stipulated venture or due to having right to use the data by the fact of employment, professionalism, or responsibilities. In addition, an