Are All Adolescents at High Risk for Drug Addiction?

‘Psychological characteristics’ is the reason behind the involvement of the young adults to the use of drugs. This is what the authors who investigated the children in Woodlawn have found.   The study of Kellam, Branch, Agrawal and Ensminger regarding the investigation of how the use of drugs has been present in the childhood antecedents traced how the group of urban children from 6 to 7 years old developed.In this study, the authors found that after a decade, when the children aged 16 and 17, they have been using drugs. Also, children who began going to school have already varied ways into young adulthood. (Kellam, Branch, Agrawal, & Ensminger, 1975; Kellam, Brown, Rubin, & Ensminger, 1983)There was also this study of Jeanne and Jack Block about the children at the San Francisco Bay area, whom since nursery have experienced cases with which psychological characteristics has also been the cause.If in Woodlawn study, children involved are those aged 16 and 17, in this s tudy, they have found out that children, at the age of 14, has already committed to drugs and the crimes and cases with its involvement, which is quite alarming.  (J. H. Block & J. Block, 1980)The study required the authors to call the government’s attention in mitigating the cases committed by young adults. But aside from the government’s efforts in conducting programs and actions, the study also eyes for the parents to take actions regarding the issue. In terms of the responsibility, it has been the parents who are always on the position to take care of the psychological and emotional development of the children.These studies also included the whole range of conference later subsumed by the California Child Q-sort and the California Adult Q-sort that was designed to give permission to the clinicians in providing the in-depth, wide-ranging psychological descriptions. It was intend to gather information that is full of all psychological terms to talk about the concer ns of the clinical and to give information to the efforts of intervention. (Smith, G. M., & Fogg, C. P. (1978).Earlier investigators to this case have assumed nonstop relationships between the measures of psychological disturbances and the level of drug usage. It is because the approach assumes that the infrequent experimentation with the drugs has been problematic in terms of psychology, because of the tendency and the pressure to the adolescents for the regular use of drugs and for it becomes good to them (drugs are found to be good when the user is under the influence of it).Nonetheless, most of the adolescents in the United States have experiments in the use of marijuana most of the time, and the huge majority of these adolescents do not latterly become abusers of drugs because there is found â€Å"adjustment in the psychosocial† to those young adults who have experiments the use of drugs occasionally and of those young adults who totally avoided drugs. (Johnston et al., 1986; Johnston, Bachman, & O'Malley, 1981 a, 1981 b; Miller et al., 1983; NIDA, 1986)Certainly, occasional use of drugs is what has been suggested by most of the researchers for the adolescents to understand the manifestation of the developmentally appropriate experimentation.   One of them has observed those behaviors, personalities and the attitudes of the young adults before they choose a path to in their own choice.It is an expedition for or the organization of self-rule and independently personality and performance. This may be believed a normative attitude among the adolescents of the America from a developmental mission of outlook and in conditions of incidence.In their study, the subject was one hundred and one children. There are forty nine boys and the fifty two remaining are girls. All ages 18 years old. They came from the preliminary preview of one hundred and thirty respondents in a study of the development of ego and mentality. They were at first employed into the ex periment at their age of three. They were attending their nursery then, assessed by their parents.  The children have been measured on an extensive successions of psychological methods at ages three, four, five, eleven, fourteen and eighteen. Because there are just few of the subjects were lost over many of years, there can still be an amount of degree of difference of the slow destruction.In the interview, it has been those with the age of eighteen are being collected of the information about drugs. These interviews were conducted by the skilled and knowledgeable deficiency experts and the interviews varied over a selection of topics together with the works in school, relationship with the classmates and friends, the dynamics of the family and the personal interests.  The respondents were given questions about if they smoked pot or if they are using it in another form. The response goes with answers like if they never used marijuana, used it one time or two, more than two, one time in a month, one time in a week; twice or thrice in a week and the daily usage.The result of the study reveals that thirty seven percent of the respondents have reportedly trying cocaine and those who tried hallucinogens have been about twenty five percent. It was about ten percent of them found to be trying inhalants, barbiturates, amphetamines and even tranquilizers. There was also one of them has found to have used the heroin.  Those who tried marijuana also have the largest count, which is about sixty-eight percent. Before this, it was researched that four years earlier, it was fifty one percent only of the research have been using marijuana. Of the sixty eight percent of the category, thirty nine percent has found to be using marijuana once or more within a month, while twenty one percent of it has found to be using it in a week or about more than a week.These data point out that in a no selected delayed young adult example, irregular study with the marijuana is not destr uctive in terms of personal and societal.This insight is held up by studies of the penalties of drug usage, as well as with the research in the background and associative of drug usage and by with the truth that most of the young adults in America have tested marijuana but have not consequently turn to be abusers of drugs.The obvious contradiction between medical awareness and the found facts by the study, on the other hand, have been resulted when it has been documented that the individuals who in attendance themselves for drug treatment are not courier of the broad population of the young adults.For them, the study with the drugs is extremely unhelpful because drugs effortlessly become an element of a wider pathological disease. For the young adults more in general, some of the study in drugs is obviously does not have the appalling repercussion in the psychology.The Institute of Criminal Justice and Criminology made an evaluation of the Drug Abuse Resistance Education (DARE). It examines the DARE if it functions well or bad, and if its reaction to the incidents of drugs is being competent.They compared three hundred forty one fifth grader DARE students to those students who are not under the DARE. There were found major differences in the anticipated track for the usage of alcohol in the previous year, trust in the non anti-society standards, involvement with the group of friends who uses drugs, productive involvement in a group, approach to the police or military, conduct trick, liking and enthusiasm to the school, behaviors that are close to to material usage, and rudenessThere were no distinctions found on the vice materials such as tobacco, cigarettes, and or marijuana usage last year, incidence of any use of drugs in the previous month. All have been the same, just some changes in terms of number figure, but in the total picture of it, nothing has changed.CONCLUSION  There have been a lot of books, references, studies and publications that are being made by the experts for the benefit of research and information to identify the causes and effects of the drug addiction issues worldwide. Almost every man in the world knows that the use of drugs is illegal, as it has been imposed by the government that drug use is prohibited because of its negative effects and disadvantages.The reason why there is a high risk for the adolescents in drug addiction is mostly because of the psychological attributes. The quality of guidance and assistance of the parents to their children is proven to be the major cause on why young adults are getting involved into drug addiction.It has been the parents who are being responsible on why the kids grow out of the path and without proper orientation of what life must be when they get into the matured age.Young adults are very prone in the addiction to drugs for their vulnerability stage. They are in the most curious stage of their lives in which no one can not stop them of being probing of everything new t o them. The temptation to do everything they want because they are curious about it is very active at their age. So they are really at the high risk of drug addiction.

Lady Macbeth is a fiend or a tragic figure Essay

The definition of a fiend is ‘an evil spirit’ or ‘a very wicked or cruel person’. This word conjures up many images in my mind, very much like the definition of what a fiend is. Notions of a person with no conscience or mercy enter my mind. What enters your mind when this word is implemented could change your views entirely. The first time we meet Lady Macbeth is when she is reading aloud a letter received from Macbeth. As soon as she has finished reading the letter, her thoughts immediately turn to the murder of Duncan. There is no hesitation, she has decided that she will do everything she can to make sure Macbeth becomes king. â€Å"Glamis thou art, and Cawdor; and shalt be what thou art promis’d†. Lady Macbeth knows her husband has the ambition needed to commit treason, but is concerned he hasn’t got the evil in him to correspond with this aspiration. Both Macbeth and Lady Macbeth’s minds immediately consider the possibility of taking the king’s life when they are informed of the witches prophecies. Macbeth says â€Å"my thought, whose murder yet is but fantastical†, which is implying that in his head, are visions of murder, but he does not yet know whether this will be carried out. Lady Macbeth, in contrast, believes whole-heartedly that this unlawful killing will take place. Lady Macbeth is power hungry, and she shows no deliberation over what might go amiss, or the consequences of her actions. Lady Macbeth’s considerations may well be all because she cares about Macbeth, and wants to provide him with what he lacks, ‘the illness’ that should accompany such ambition, so that he can fulfil his true potential. Lady Macbeth, immediately as she hears of Duncan’s arrival, calls on the supernatural force’s to remove all that makes her a woman, so she can perform the slaughter of the king. At this point I perceive Lady Macbeth as calling on the spirits to help her resort to evil, because she does not possess it naturally. However, some people’s views may differ to mine, and they could take the opinion that Lady Macbeth must not be a loving person to invite the spirits in, and question what kind of a woman would want her femininity eradicated, so that she could, in fact, become evil. She believes she can contend with the intrusion of unearthly spirits into her mind and soul, and the suppression of her femininity. The use of her language in this scene is dark and disturbing, ‘unsex me here’ and ‘take my milk for gall, you murdering ministers.’ At this point Shakespeare wants to make connections with hell, ‘dunnest smoke of hell’, this is all very mysterious and threatening. It is very hard to feel sympathy for her here, even though she isn’t involving herself for her own gain, and what happens to her later is all as a consequence of her devotion to Macbeth, and the fact that she did everything she could to make him exercise his full potential. The fact that she wants him to fulfil his potential is revealed throughout the play, for example, when she asks him if he is ‘afeard to be’ what in fact he would like to be. Tragic figures usually have a flaw in their character. I think Lady Macbeth’s flaw is that she didn’t have the evil in her in the first place, therefore she had to call on the spirits. Calling on the spirits was a significant error of judgement, and the outcome of this was the ending of Lady Macbeth’s life. When Lady Macbeth first greets Macbeth, she greets him with the titles the witches prophecies presented him with. This could be Shakespeare’s way of demonstrating that Lady Macbeth is in the same league as the supernatural forces that predicted the campaign for supremacy that follows. There are also other relations that Shakespeare makes between Lady Macbeth and the supernatural, these happen throughout the play, but are more subtle. He is always using the language of Lady Macbeth and distributing dark language throughout it. For example, ‘devil’, ‘hell’, ‘murdering’ and ‘blood’. Once Macbeth has informed his ‘dearest love’ of Duncan’s arrival, she swiftly launches into her plan of action, â€Å"O never shall sun that morrow see!† Lady Macbeth seizes the moment and takes control of the situation. She advises Macbeth to â€Å"bear welcome† in his eye, and â€Å"look like the innocent flower but be the serpent under ‘t.† This is something which Lady Macbeth frequently has to do, and later seems to come easily, for instance, when she speaks to Duncan. It doesn’t seem to come as easily to Macbeth, he finds it hard to stop his emotions displaying themselves through his actions and speech. Even though plotting to murder the king is very much a shared project, Lady Macbeth is the driving force behind the murder. Although, Lady Macbeth does not envisage there being any other murders. Here, I am unsure as to whether she wants to kill the king for Macbeth’s advantage, therefore being a selfless person and wanting to bring the best out of Macbeth. If not, did she do it all for her own benefit, so that she could have more control? Because, of course, she already has control over Macbeth, hence her reasons for being power hungry, once you have control, greediness sets in, and you yearn for more. She instructs Macbeth to â€Å"leave all the rest† to her, which again shows that she is dominant. The reason Lady Macbeth would be power hungry is because she has no power of her own, the only route to gaining authority for her is through her husband, Macbeth. Women in Shakespeare’s time didn’t have any individual power, they weren’t thought of as equals, and most didn’t learn how to read and write. Women had absolutely no rights. Therefore it makes sense for Lady Macbeth to want Macbeth to become king, as then she can gain supremacy too. She can make it seem to her husband, that she’s making an effort to help him develop his aspiration so that he can be better. When in fact, she is also driving him on for her own benefit. The â€Å"innocent flower† image is certainly portrayed in the way Lady Macbeth speaks to Duncan. They are very courteous towards each other, which is ironic, because of the horrendousness of what ensues. Lady Macbeth is at this point, a fiend in every way. She is planning to commit the grisly murder of the monarch of her country; yet, in greeting him she is well-mannered and gracious. If Duncan was addressing me as a â€Å"fair and noble hostess† and I was plotting his demise, this would make me feel a considerable amount of guilt. The fact that we see none of this influences me towards assuming the title â€Å"fiend† is one which is appropriate in this scene. Macbeth makes a decision, that going ahead with â€Å"th’ assassination† of the king would be a regretful deed. There are many reasons for his choice, he is afraid of going to hell and also Duncan is a wonderful king, people would miss him. Macbeth would like to be king, and wouldn’t mind murdering if there were no further consequences. Macbeth is not one to be easily deceived; he knows murder would entail many other things, for example, lies, deceit. He is not prepared to carry out his scheme. He admits he has no ‘spur’, and directly afterwards, enters Lady Macbeth, she is the spur that he is lacking, which is why Macbeth changes his mind, he now possesses the spur that he needed. Lady Macbeth makes him think he actually wants to be a murderer. She accuses him of not being a man, instead a â€Å"coward†, which to an individual which at one time was referred to as â€Å"brave†, â€Å"valiant† and â€Å"hardy†, could be deeply insulting. Macbeth could have dismissed what she said, if he had enough courage and control over himself. The fact he does not do this, shows Lady Macbeth as being in absolute control of him, and also an enormously influential part of Macbeth’s thinking, or it could show that Macbeth did want to go through with the murder after all, as he barely required much persuasion. She points out that Macbeth has already promised to undertake the elimination of Duncan, and that when he did this, neither time or place was appropriate, but he was going to find a way. Now though, time and place is appropriate, but he is afraid, therefore no longer a man. Lady Macbeth uses the brutal image of their lost baby to persuade Macbeth. This is an immensely important part of the play to me, as it may give a method to Lady Macbeth’s madness. Is the reason she has her sights set on murder to get justice for her dead child? Is she so consumed with burning rage, she believes another death will soothe her suffering? This makes me pity her greatly, she’s suffered so severely! However, my sympathy weakens as soon as she uses the image of the baby they were so obviously so passionate about as a tactic to manipulate Macbeth into performing a horrifying murder, of the worst kind. She knows this will weaken Macbeth’s resolve and paints a very graphic, violent picture of what she would have gone through with, if she had promised to do so. † I would, while it was smiling in my face, have pluck’d my nipple from his boneless gums, and dash’d the brains out, had I so sworn as you have done to this.† Lady Macbeth interrupts Macbeth a lot and is dismissive towards his opinions. This demonstrates how Lady Macbeth is a fiend, she does not want to listen to his points of view or arguments, she is determined the murder will go ahead. She divulges her very detailed and well thought out plan to Macbeth. A detailed plot is more likely to have impact, as it gives the impression nothing can go wrong. Lady Macbeth disregards the consequences, shows no mercy for her king and is in relentless pursuit of power and authority. When Lady Macbeth talks about what has made her become bold, this also proves the point that she has not got the full evil in herself, as the alcohol she’s consumed has stimulated her further to commit the crime. When Lady Macbeth couldn’t kill Duncan we see a glimpse of humanity, she did it because she genuinely felt she couldn’t bring herself to murder someone who so closely resembled her father. If this was the case, it proves that Lady Macbeth isn’t as cold and hard-hearted as she is primarily portrayed. We know this is her mind, as she speaks alone. Macbeth regrets the murder immediately; he is distraught that he could not say ‘amen’. ‘I am afraid to think what I have done’. He cannot go back and face what he’s done; he’s so racked with guilt. Lady Macbeth on the other hand has to be strong, Macbeth has brought the murder weapons back, Lady Macbeth has to return them, and does it with no mercy for the king, she has not thought of the consequences yet, but this will come later. Lady Macbeth tries to downplay the murder that has so recently been committed, ‘consider it not so deeply. I think inside she is considering it, and this point is proved by her actions later on in the play, where she recounts the murder, replaying the conversations between her and her husband. ‘A little water clears us of this deed’ is crucial, and again shows that Lady Macbeth thinks her mind can be freed from what they’ve just done by washing their hands. She reiterates this so many times in her actions later on in the play, which shows that even though she was acting as though it wasn’t relevant, and didn’t affect her, in actual fact, the truth is that it did have an emotional impact. ‘These deeds must not be thought after these ways; so it will make us mad’, which is extremely ironic in view of the insanity that later follows. Lady Macbeth is the iron fist and icon of authority for Macbeth, but as he ceases to confide in Lady Macbeth, she loses control more and more. The first time we see evidence of this is when she has to be carried out, after Macbeth has murdered the guards; this is the first time we sense they are growing apart. There are many reasons she could have fainted, she could be shocked, as Macbeth has acted without her. Originally, Lady Macbeth had to use all of her influential powers, including brutal analogies of their deceased baby to persuade Macbeth to commit murder. Now however, he commits murder without even discussing it with Lady Macbeth, and it was worryingly easy for him. She thought that the murder of Duncan would be the end of killing, and she was not prepared for another instance of death, and she thought they were in it together. This is where we begin to commiserate with Lady Macbeth. A tragic character does acquire sympathy from the audience, a fiendish villain does not. Therefore Shakespeare’s intending the audience to perceive her as a tragedy. ‘Noughts had, all’s spent, where our desire is got without content: tis safer to be that which we destroy than by destruction dwell in doubtful joy’. Lady Macbeth is feeling remorseful, they have not gained anything, but lost everything, they are living in an insecure pleasure. She is doubting that what they’ve done was the right thing to do, but reveals none of this to her husband. Instead she asks him why he is keeping things from her, ‘why do you keep alone’, and why he is contemplating thoughts which she says should have died with Duncan. This is the beginning of the separation of the two characters, who were previously so united in their marriage. Macbeth doesn’t tell his wife that he plans to kill Banquo, even though she asks ‘what’s to be done?’ ‘Be innocent of the knowledge dearest chuck’, gives an insight into the way that Macbeth thinks of his wife, he believes her to be untarnished, and is stil l considering her feelings. The defining scene in the separation of Macbeth and his ‘fiend-like queen’ is the banquet scene. Lady Macbeth is behaving as the gracious, well mannered hostess, giving a respectable speech to her fellow nobles. This again portrays the ‘innocent flower’ image, but I am not sure that her ‘serpent’ exists now at all. I say this because she has no intentions of killing anyone, therefore she has the right to be polite and play the role of the humble host. However, she is keeping up the pretence that Macbeth is acting normally, and that his ‘fit is momentary’. She encourages her guests to ignore Macbeth, but I imagine that she is finding it hard enough to do for herself. She again insults him, ‘quite unmann’d in folly?’ She is trying to control him in the way she did before the murder, but it’s not having the same effect. This time it is different because she can’t understand what her husband is seeing, as she isn’t going through it with him. She nonetheless covers for him when his ‘fit’ returns. This demonstrates that Lady Macbeth is devoted to her husband incessantly. It doesn’t matter for her whether he returns this devotion or not. Macbeth is the reason she stays strong, therefore when he begins to desert her, she doesn’t have a reason anymore, so this could be a cause for her ‘infected mind’ later on in the play. She is beginning to lose understanding of Macbeth, and tells him he lacks ‘the season of all natures, sleep.’ This is a very significant line, as it is again ironic because the next time we see Lady Macbeth, she’s the one that is having trouble sleeping. This is not the first time Shakespeare has made Lady Macbeth foresee the future, without realising. I think he may be continuing to do this so that it is connecting Lady Macbeth with the supernatural. Lady Macbeth has invited the supernatural in, so this could also be Shakespeare’s way of emp hasizing this fact. When Lady Macbeth begins to sleepwalk, this is a true insight into her mind. We are finally seeing her true colours, and the gradual disintegration of her mind, mentality and soul is brought to a head. Her command is that she has light by her all the time, realistically, is this the demand of a fiend? Lady Macbeth finally realises the consequences of her behaviour, and is racked with guilt. I think this scene is all about revealing the true character of Lady Macbeth, and exposing the vulnerability of this individual, who at one time showed such strength, or did she? In Polanski’s Macbeth, Lady Macbeth is shown naked, which reveals her defencelessness perfectly. She’s looking for a way to free herself of the guilt she’s been carrying for so long. Somehow though, I think she knows this can never be achieved, ‘will these hands ne’er be clean?’ Some people could argue that Lady Macbeth is looking for redemption, which I whole-heartedly believe, however, they would probably also make the point that her misconduct has been too much to expect salvation. I don’t think that she’s asking for too much to be able to try and redeem herself though, a truly evil person surely wouldn’t want to escape guilt, as there would be none. The thought of evil, which Lady Macbeth once sought after and accepted, is now haunting her in her troublesome sleep. It proves she expected murder to end after they had killed Duncan, ‘the Thane of Fife had a wife: where is she now?’ She shows remorse, and tries to cleanse her hands of the corrupted stains of murder, but she knows that ‘all the perfumes of Arabia will not sweeten this little hand.’ Some could maintain that Lady Macbeth deserves to be destroyed by evil, as she encouraged the spirits to enter her. Lady Macbeth’s conscience appears in private, whereas Macbeth’s emerges at a public banquet. This expresses the roles of men and women in Shakespeare’s day. Lady Macbeth returns to the times when her and Macbeth were closest, planning the murder together, and recounts conversations had. She is desperately trying to cling on to the person who she is so devoted to, but who has now abandoned her in his relentless pursuit for dominance. This factor points to her being a tragic figure, as we see her becoming increasingly isolated, and feel a heightening sense of pity for her. This scene marks the realisation of Lady Macbeth’s unavoidable descent to madness. I think death is welcomed by Lady Macbeth, as she knows she can never escape this swirl of grief and incessant guilt. In conclusion, Lady Macbeth’s character gradually degenerates through a false portrayal of unyielding strength, a shifting involvement with supernatural powers and gradual separation from her former life. Lady Macbeth invited evil into her life, which resulted in her being overpowered by the ‘spirits.’ There are two arguments as to whether Lady Macbeth is a fiend or a tragic figure. In my opinion, Lady Macbeth can sometimes appear as a fiend, but the overall view I have of her is as of a tragic figure, who in the end is so guilt-ridden that she takes her own life. She dominated the murder of Duncan, regarded her husband as someone she could manipulate, then when he isolated her, lost all sense of being and ended her life. She was selfish in the way that she wanted the murder to go ahead so that she could gain power, and calls on evil to support her, as she doesn’t contain it within herself. Some people might then argue that if she invited them in, she certainly deserves the dissolution of her mentality. I don’t think Lady Macbeth was aware of what the evil spirits would do to her. However, even if she was aware, would she still have called on them? I think not, but some could claim that she is so heartless she would have. Lady Macbeth never worries about the consequences until afterwards. Then it is too late for her to stop what she started. Lady Macbeth maintains human emotion throughout the whole play, for example, where she cannot kill the king because of his resemblance to her father. She is selfless in the way that everything she did, taking the daggers back, hatching the plan etc, was for Macbeth. She was totally devoted to him, even though he deserts her, when she needs him most. It is no coincidence that as soon as we sense the Macbeth’s growing apart, Lady Macbeth’s madness sets in. All in all, I don’t think Lady Macbeth deserves what she gets. Macbeth committed further crimes, yet he only showed initial guilt, but once he is past that, he becomes an unstoppable brute. She is a loyal, devoted character who is so isolated that she sees no way out. There is so much pressure, the murders of Banquo and Lady Macduff’s family return to haunt her conscience, even though she played no part in them. She is even feeling guilt for her husband’s murders, surely not a fiend-like quality? All of the pressure mounts up and she sees no means of regaining her life, and therefore decides to end her existence. She didn’t do it because she was weak, she did it because she was guilty and repentant.

Amu Scin138 Lab 9

0 Points Question 1 of 31 3. 0/ 3. 0 Points Questions 1 through 3 are based on the Lab Exercise, Step 2. Record your answer to Lab Exercise, Step 2, Question 11. How long ago was the igneous rock in rock unit B formed? A. 352 mya B. 380 mya C. 704 mya D. 1408 mya Answer Key: A Question 2 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 12. How long ago was the igneous rock in rock unit C formed? A. 70. 4 mya B. 140. 8 mya C. 352 mya D. 704 mya Answer Key: B Question 3 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 13. How long ago was the metamorphic rock in rock unit G formed? A. 625 mya B. 704 mya C. 1250 mya D. 2500 mya Answer Key: C Question 4 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on the Lab Exercise, Step 3. 4. Record your answer to Lab Exercise, Step 3, Question 14. How long ago were the fossils found in Layer A formed? A. 65. 5–145. 5 mya B. 201. 6–145. 5 mya C. 251–201. 6 mya D. 299–251 mya Answer Key: B Question 5 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer A formed? A. Cretaceous Period B. Triassic Period C. Jurassic Period D. Cambrian Period Answer Key: C Question 6 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 15. How long ago were the fossils found in Layer D formed? A. 251–299 mya B. 359–299 mya C. 416–359 mya D. 444–416 mya Answer Key: D Question 7 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer D formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: C Question 8 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 16. How long ago were the fossils found in Layer E formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 1000–542 mya Answer Key: B Question 9 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer E formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: D Question 10 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 17. How long ago were the fossils found in Layer F formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 000–542 mya Answer Key: C Question 11 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer F formed? A. Cambrian Period B. Triassic Period C. Carboniferous Period D. Tertiary Period Answer Key: A Question 12 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 18. What is the least amount of time that could have passed during the hiatus represented by younger unconformity seen in Figure 9. 12? A. 101 million years B. 150. 4 million years. C. 206. 6 million years D. 286 million years Answer Key: B Question 13 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 19. What is the least amount of time that could have passed during the hiatus represented by the older unconformity seen in Figure 9. 12 ? A. 708 million years B. 762 million years. C. 1333 million years D. 1958 million years Answer Key: A Question 14 of 31 3. 0/ 3. 0 Points 14. Which of the following principles is NOT used in determining the relative age of rocks? A. Principle of Cross-cutting Relationships B. Principle of Original Horizontality C. Principle of Superposition D. Principle of Vertical Continuity Answer Key: D Question 15 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on Figure 9. 17 on page 208 of your lab book. Determine the relative age each of the geologic structures shown in the geologic cross section below (Figure 9. 17) from youngest to oldest; then answer the questions below. As before, a wiggly line running across the geologic cross section indicates an unconformity and a fault is indicated with a bold straight line. Which is the youngest geologic structure in Figure 9. 17? A. E B. A C. B D. D Answer Key: B Question 16 of 31 3. 0/ 3. 0 Points Which is the oldest geologic structure in Figure 9. 17? A. A B. C C. F D. D Answer Key: D Question 17 of 31 3. 0/ 3. 0 Points Which letter represents an unconformity in Figure 9. 17? A. A B. C C. E D. F Answer Key: C Question 18 of 31 3. 0/ 3. 0 Points Which letter represents a fault in Figure 9. 17? A. A B. C C. E D. F Answer Key: D Feedback: F Question 19 of 31 3. 0/ 3. 0 Points What is the proper order of geologic structures B, C, D, and F in Figure 9. 17 from oldest to youngest? A. F, B, C, D B. D, C, B, F C. D, F, B, C D. B, C, F, D Answer Key: B Question 20 of 31 3. 0/ 3. 0 Points What relative dating principle states that in a sequence of sedimentary rocks, unless overturned, the oldest beds are at the bottom and the youngest beds are at the top? A. Principle of Cross-cutting Relationships B. Principle of Inclusion C. Principle of Superposition D. Principle of Original Horizontality Answer Key: C Question 21 of 31 3. 0/ 3. 0 Points What relative dating principle states that fossils in a sequence of sedimentary rock layers succeed one another in a definite, recognizable order? A. Principle of Cross-cutting Relationships B. Principle of Faunal Succession C. Principle of Inclusion D. Principle of Superposition Answer Key: B Question 22 of 31 3. 0/ 3. 0 Points The Principle of Cross-cutting Relationships states that A. sedimentary layers and lava flows accumulate as horizontal layers. B. rock fragments found within an igneous intrusion are older than the intrusion. C. geologic structures that cut across other structures are younger than the structures they cut across. D. younger rocks are deposited over older rocks. Answer Key: C Question 23 of 31 3. 0/ 3. 0 Points The Principle of Lateral Continuity states A. sedimentary layers and lava flows accumulate as horizontal layers. B. layer of sedimentary rock originally extended in all directions until it thinned to zero or reached the edge of the basin. C. rock fragments found within an igneous intrusion are older than the intrusion. D. younger rocks are deposited over older rocks. Answer Key: B Question 24 of 31 3. 0/ 3. 0 Points What type of unconformity appears between two parallel sedimentary layers? A. a disco nformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: A Question 25 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a sedimentary layer and an igneous or metamorphic rock body? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: B Question 26 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a tilted sedimentary strata and a horizontal overlying layer? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: C Question 27 of 31 3. 0/ 3. 0 Points If a sample of radioactive material contains a parent isotope with a half-life of 3 years, then at the end of 6 years A. all of the parent isotope remains. B. half of the parent isotope remains. C. one-quarter of the parent isotope remains. D. one-ninth of the parent isotope remains. Answer Key: C Question 28 of 31 9. 0/ 9. 0 Points Questions 28 and 29 are based on the Lab Exercise, Step 1. 1. Record your answers to Lab Exercise, Step 1, Questions 1 through 9. List each of the geologic features shown in Figure 9. 12 from youngest to oldest. C (youngest rock unit A H B D E F I G (oldest rock unit) Answer Key: C, a, h, b, d, e, f, i, G Feedback: ___C____ (youngest rock unit) ___A___ ___H___ ___B___ ___D___ ___E___ ___F___ ___I___ ___G___ (oldest rock unit) Question 29 of 31 4. / 4. 0 Points Record your answer to Lab Exercise, Step 1, Question 10. What letters represents unconformities, and what type of unconformities are they? H is a(n) Angular unconformity ; I is a(n) Nonconformity . Answer Key: an* un*, non* Question 30 of 31 3. 0/ 3. 0 Points A fossil is the preserved remains or traces of a once-living organism. Answer Key: fos* Question 31 of 31 3. 0/ 3. 0 Points An index fossil is a fossil of an organism that was common and had widespread geographic distribution during a short period of time in Earth’s history. Answer Key: ind*, fos* Amu Scin138 Lab 9 0 Points Question 1 of 31 3. 0/ 3. 0 Points Questions 1 through 3 are based on the Lab Exercise, Step 2. Record your answer to Lab Exercise, Step 2, Question 11. How long ago was the igneous rock in rock unit B formed? A. 352 mya B. 380 mya C. 704 mya D. 1408 mya Answer Key: A Question 2 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 12. How long ago was the igneous rock in rock unit C formed? A. 70. 4 mya B. 140. 8 mya C. 352 mya D. 704 mya Answer Key: B Question 3 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 2, Question 13. How long ago was the metamorphic rock in rock unit G formed? A. 625 mya B. 704 mya C. 1250 mya D. 2500 mya Answer Key: C Question 4 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on the Lab Exercise, Step 3. 4. Record your answer to Lab Exercise, Step 3, Question 14. How long ago were the fossils found in Layer A formed? A. 65. 5–145. 5 mya B. 201. 6–145. 5 mya C. 251–201. 6 mya D. 299–251 mya Answer Key: B Question 5 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer A formed? A. Cretaceous Period B. Triassic Period C. Jurassic Period D. Cambrian Period Answer Key: C Question 6 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 15. How long ago were the fossils found in Layer D formed? A. 251–299 mya B. 359–299 mya C. 416–359 mya D. 444–416 mya Answer Key: D Question 7 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer D formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: C Question 8 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 16. How long ago were the fossils found in Layer E formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 1000–542 mya Answer Key: B Question 9 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer E formed? A. Permian Period B. Devonian Period C. Silurian Period D. Ordovician Period Answer Key: D Question 10 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 17. How long ago were the fossils found in Layer F formed? A. 444–416 mya B. 488–444 mya C. 542–488 mya D. 000–542 mya Answer Key: C Question 11 of 31 3. 0/ 3. 0 Points During what period were the fossils in Layer F formed? A. Cambrian Period B. Triassic Period C. Carboniferous Period D. Tertiary Period Answer Key: A Question 12 of 31 3. 0/ 3. 0 Points Record your answer to Lab Exercise, Step 3, Question 18. What is the least amount of time that could have passed during the hiatus represented by younger unconformity seen in Figure 9. 12? A. 101 million years B. 150. 4 million years. C. 206. 6 million years D. 286 million years Answer Key: B Question 13 of 31 3. 0/ 3. Points Record your answer to Lab Exercise, Step 3, Question 19. What is the least amount of time that could have passed during the hiatus represented by the older unconformity seen in Figure 9. 12 ? A. 708 million years B. 762 million years. C. 1333 million years D. 1958 million years Answer Key: A Question 14 of 31 3. 0/ 3. 0 Points 14. Which of the following principles is NOT used in determining the relative age of rocks? A. Principle of Cross-cutting Relationships B. Principle of Original Horizontality C. Principle of Superposition D. Principle of Vertical Continuity Answer Key: D Question 15 of 31 3. 0/ 3. 0 Points Questions 4 through 8 are based on Figure 9. 17 on page 208 of your lab book. Determine the relative age each of the geologic structures shown in the geologic cross section below (Figure 9. 17) from youngest to oldest; then answer the questions below. As before, a wiggly line running across the geologic cross section indicates an unconformity and a fault is indicated with a bold straight line. Which is the youngest geologic structure in Figure 9. 17? A. E B. A C. B D. D Answer Key: B Question 16 of 31 3. 0/ 3. 0 Points Which is the oldest geologic structure in Figure 9. 17? A. A B. C C. F D. D Answer Key: D Question 17 of 31 3. 0/ 3. 0 Points Which letter represents an unconformity in Figure 9. 17? A. A B. C C. E D. F Answer Key: C Question 18 of 31 3. 0/ 3. 0 Points Which letter represents a fault in Figure 9. 17? A. A B. C C. E D. F Answer Key: D Feedback: F Question 19 of 31 3. 0/ 3. 0 Points What is the proper order of geologic structures B, C, D, and F in Figure 9. 17 from oldest to youngest? A. F, B, C, D B. D, C, B, F C. D, F, B, C D. B, C, F, D Answer Key: B Question 20 of 31 3. 0/ 3. 0 Points What relative dating principle states that in a sequence of sedimentary rocks, unless overturned, the oldest beds are at the bottom and the youngest beds are at the top? A. Principle of Cross-cutting Relationships B. Principle of Inclusion C. Principle of Superposition D. Principle of Original Horizontality Answer Key: C Question 21 of 31 3. 0/ 3. 0 Points What relative dating principle states that fossils in a sequence of sedimentary rock layers succeed one another in a definite, recognizable order? A. Principle of Cross-cutting Relationships B. Principle of Faunal Succession C. Principle of Inclusion D. Principle of Superposition Answer Key: B Question 22 of 31 3. 0/ 3. 0 Points The Principle of Cross-cutting Relationships states that A. sedimentary layers and lava flows accumulate as horizontal layers. B. rock fragments found within an igneous intrusion are older than the intrusion. C. geologic structures that cut across other structures are younger than the structures they cut across. D. younger rocks are deposited over older rocks. Answer Key: C Question 23 of 31 3. 0/ 3. 0 Points The Principle of Lateral Continuity states A. sedimentary layers and lava flows accumulate as horizontal layers. B. layer of sedimentary rock originally extended in all directions until it thinned to zero or reached the edge of the basin. C. rock fragments found within an igneous intrusion are older than the intrusion. D. younger rocks are deposited over older rocks. Answer Key: B Question 24 of 31 3. 0/ 3. 0 Points What type of unconformity appears between two parallel sedimentary layers? A. a disco nformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: A Question 25 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a sedimentary layer and an igneous or metamorphic rock body? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: B Question 26 of 31 3. 0/ 3. 0 Points What type of unconformity appears between a tilted sedimentary strata and a horizontal overlying layer? A. a disconformity B. a nonconformity C. an angular unconformity D. a sedimentary nonconformity Answer Key: C Question 27 of 31 3. 0/ 3. 0 Points If a sample of radioactive material contains a parent isotope with a half-life of 3 years, then at the end of 6 years A. all of the parent isotope remains. B. half of the parent isotope remains. C. one-quarter of the parent isotope remains. D. one-ninth of the parent isotope remains. Answer Key: C Question 28 of 31 9. 0/ 9. 0 Points Questions 28 and 29 are based on the Lab Exercise, Step 1. 1. Record your answers to Lab Exercise, Step 1, Questions 1 through 9. List each of the geologic features shown in Figure 9. 12 from youngest to oldest. C (youngest rock unit A H B D E F I G (oldest rock unit) Answer Key: C, a, h, b, d, e, f, i, G Feedback: ___C____ (youngest rock unit) ___A___ ___H___ ___B___ ___D___ ___E___ ___F___ ___I___ ___G___ (oldest rock unit) Question 29 of 31 4. / 4. 0 Points Record your answer to Lab Exercise, Step 1, Question 10. What letters represents unconformities, and what type of unconformities are they? H is a(n) Angular unconformity ; I is a(n) Nonconformity . Answer Key: an* un*, non* Question 30 of 31 3. 0/ 3. 0 Points A fossil is the preserved remains or traces of a once-living organism. Answer Key: fos* Question 31 of 31 3. 0/ 3. 0 Points An index fossil is a fossil of an organism that was common and had widespread geographic distribution during a short period of time in Earth’s history. Answer Key: ind*, fos*

Does religion cause war Research Paper Example | Topics and Well Written Essays - 500 words

Does religion cause war - Research Paper Example A major example of this is the Crusades which were expeditions of Christians in Europe during the 12th and 13th centuries for the recovery of Israel (Wiegand, 2011). Although the frontline issue of the Crusade is to rescue the Holy Land of Israel from its perpetrators and for other countries to be converted into the Christian religion; it doesn’t change the fact that this movement caused violence and struggle toward its enemies. They thought that it is appropriate to force people to convert into their religion (Wiegand, 2011). Another recent event which is speculated to be caused by conflicts with religion is the bombings of the World Trade Center (Poole. 2011). Regarding these thoughts, the big question is, does religion really causes war? In this paper, some cases and articles, which relates the concept of religion and war, will be discussed and try to answer the question if the prime mover for the development of war is religion, or is it something else behind it. Religion can be defined as set of beliefs concerning the cause and nature’s purpose of the universe, or the practice of religious beliefs (Poole, 2011). In the definition, the word â€Å"belief† is the key word for religion relies on what people believes in. The religious belief is the basis for the everyday living of a certain individual or group of people. Religious beliefs are the main factors which influences the decision-making and principle an individual have. Hence, many people have the notion that religion is one of the major causes of war. However, I think that this is not always the case for different interpretations and views of several form of religion do not always go about conflict and hence is not always a predisposition to the formation of war. Religion has been entailed in the formation of war since its creation. There are many form of religion which is practiced in the world today. Some

W5A 597 SWOT Analysis Essay Example | Topics and Well Written Essays - 750 words

W5A 597 SWOT Analysis - Essay Example The strengths of an organization could include the length of time that the business has operated which increases their expertise and competencies. In addition, the knowledge, skills, proficiencies of the leaders or executive management team also poses strengths to the firm since their competencies would define the decisions and strategies that were and would be implemented. The leaders’ proficiencies in the field of endeavor that the firm is undertaking would enable application of management and leadership theories which could be considered best practices in the field of discipline. Further, the design of company policies, philosophies, or procedures also help the organization achieve the defined mission, vision, and goals in the most efficient and effective manner. As such, these strengths enable the organization to exhibit financial success, gain market leadership, as well as offer products and services that benefit their various stakeholders. Likewise, objective identification of weaknesses would provide the organization with ample time, resources, and efforts to address, correct, or turn these weaknesses into strengths, as deemed possible. Weaknesses could come in terms of lack of needed resources or competencies in product development, or application of strategies for the marketing mix. Likewise, the firm could be transcending into new markets or changing leaders and members of the executive team. As such, transition periods, changes in management profile, or re-designing policies and procedures could pose challenges that might bring weaknesses in the process. Venturing into new or unknown avenues, without appropriate historical experience or expertise, could also pose difficulties for the firm. Thus, identifying these weaknesses through the SWOT analysis would enable decision-makers to make the necessary strategies to pre-empt or correct them, as deemed necessary. Concurrently, policy makers should

Medical Error Research Paper Example | Topics and Well Written Essays - 750 words

Medical Error - Research Paper Example However, hospitals and medical practitioners have consistently showed unwillingness to perform their side of the bargain by making medical error disclosures and apology promptly and in a proper way. The hospital and the individual physicians who operated on Ms. W violated disclosure laws, requiring proper and constant revealing of information concerning treatments and their impacts on the patients to the principal (Gallagher, 2009). Apology laws were also broken. In addition, the organization failed to implement an internal reporting system for critical incidents as required by health regulations; this would have resolved the error before the patient could make contact with her attorney (Pozgar, 2013). In light of these breaches to the law, the hospital is vicariously liable for the medical error committed by its staff. The medical doctors are also liable in their personal capacities for their failure to observe patient safety. As Pozgar (2013) said, the provider failed to adhere to the ethical rules of informed consent, non-maleficence, justice, truthfulness and honesty. The hospital failed to provide the patient with a prompt, detailed confession of the medical error and a genuine apology followed by compensation. Such response could have improved her trust in the hospital and the medical staffs (Gallagher, 2009). This is especially true considering that in most cases, patients and their families regard disclosures as a bold step towards providing sufficient care and that cases of medical error are human. If the provider had observed the ethical rule, the patient would have been more relieved emotionally and. In addition a more effective follow-up treatment plan would have been achieved in a better way. As Gallagher (2009) noted, the ethical failure defined the provider’s hesitant release of information about the error to the family, possibly out of fear that they could initiate legal proceedings against the hospital and the staff for

The Effects of Depression and Antidepressants on Sexual Health and the Research Paper

The Effects of Depression and Antidepressants on Sexual Health and the Sexual Response Cycle - Research Paper Example Knowledge of the terminology commonly used in sexual and mental health studies is crucial for the study of the interrelationship between the two. The physiology of sexual functioning can be best described through the sexual response cycle which is divided into four phases i.e. desire, excitement, orgasm and resolution. The sexual response cycle is regulated by a multi-component system involving endocrine glands, autonomic nervous system, sex hormones and neurotransmitters which intimates the relationship between sexual health and mental health. Sexual dysfunction refers to problems experienced during any of the phases of the sexual response cycle hence preventing an individual from obtaining satisfaction from sexual activity. Statistics present on sexual dysfunction indicate that about 41% of women and 34% of men in the general population experienced various manifestations of sexual problems ranging from diminished libido, vaginal dryness, erectile dysfunction, premature ejaculation and anorgasmia (Outhoff, 2009). Further breakdown of the epidemiology reveals that 35% of women and 16% of men experience inhibited sexual desire; 10-20% of men experience premature ejaculation while a further 35% experience erectile dysfunction. The prevalence of orgasm problems among women is 5-15% (Baldwin et al. 2003). Among the several causes of sexual disorders, discovery of a link with psychopathology stands out with sexual dysfunction being a common symptom among depressed individuals as indicated by the fact that sexual dysfunction occurs in only 26% of normal individuals while it stands at 45% of depression cases. Widespread use of antidepressant medications also led to the realization that such drugs had an adverse effect on sexual functioning with several experimental studies confirming this (Jespersen, 2006). The strong link between depression, antidepressants and sexual dysfunction alongside the grave statistics of sexual problems are the considerations that informed t his study. Undertaking this study is important as more knowledge on the link between the two needs to be generated through experimental, meta-analytical and review approaches and the research findings communicated to medical practitioners especially with the growing importance of evidence-based practice. Such research findings have the potential of influencing the prescription and treatment decisions for depression. This study will undertake to review literature from experimental studies into the effects of depression and antidepressant medications on the sexual response cycle after which the implications of the study findings on sexual health intervention research and policy will be discussed. The approach of the literature review will be through analyzing information from experimental research into the issue with focus given to work from the turn of the millennium so as to get up-to-date findings on the subject. Each study will be analyzed in terms of research topic theory, the me thod undertaken for the research and finally the research findings and conclusions arrived at by the researchers. Review of Literature Peng et al. (2006) undertook a study to find out the relationship between physiological and psychological factors with sexual dysfu

Picasso's Painting A Disheveled Woman Essay Example | Topics and Well Written Essays - 1500 words

Picasso's Painting A Disheveled Woman - Essay Example The essay "Picasso's Painting A Disheveled Woman" gives detailed information about the important artwork of Pablo Picasso, A disheveled woman. Picasso's Painting, ‘A Disheveled Woman’ was a painting created in 1901. Red, orange and brown background colors are mixed in the paintings background such that it is not possible to discern the color of the dress worn by the woman. Therefore, lines become the fundamental artistic elements that are applied to produce this figure of a woman against the background of mixed colors. The painting has applied black lines that are drawn unevenly bold from the woman’s hair and head, but starts to thin out from the arm regions and approaching the dress frills, which are marked by thinner lines compared to the ones used to draw the body frame of the woman. The painting does not apply straight lines to mark the body frame of the disheveled woman, but rather uses crooked and rugged ones. Additionally, the lines marking the dress and it s frills are also warped, curved and discontinued at certain points. Further, the lines drawn to show the woman’s hair are also rough, irregular and clumped together towards the back neck and around the shoulders, while loosened on the woman’s front regions of the head. According to the Visual Grounded Theory, a comprehensive analysis of a visual object must encompass its context of creation, to the product, its contents, and also its stylistic structures, in order to be able to discern the comprehensive message communicated by the visual image .

LEGO Case Study - Strategic Management Essay Example | Topics and Well Written Essays - 1500 words

LEGO Case Study - Strategic Management - Essay Example In the 80-year history of the company, the last fifteen years or so have been one of happenings periods in the history of company. From its peak in the mid 90s to a serious slump in the late 1990s and early 2000s and then from that to a period of recovery and dominance, the period of 1995-2009 has many stories to tell for Lego (Ireland, Hoskisson & Hitt, pp. 85-89, 2008). Problems for the company started somewhere in the 1990s but they did not made the headlines or even got the attention of the top management of the company till 1998 when the company incurred its first loss on its income statement in its entire history. Lego got back on the track of making profits during 2001 and 2002 but that was primarily because of the deals with Harry Potter franchise and when no Harry Potter movie was released during 2003, the company’s sales decreased by 26 percent and 20 percent in the subsequent year (The Lego Group, 2012). Furthermore, the company posted a record loss of over 240 mill ion US dollars and rumors started in the market that Mattel would soon takeover Lego (Lewis, pp. 21-23, 2011). There were many reasons behind the declining market share of the company. First, the toy industry was going through a similar revolution and competitive outburst as of the airline industry. Many competitors with low cost and claiming to be high quality, entered into the market to disrupt the equilibrium. For example, a Canadian toy company, Megabloks was instrumental in removing Lego toys from many shelves because not only it was of lower price to attract the customers but also even the retailers were paid with higher profit margins. Second, many of the customers of the company that were young boys were being more attracted to computer games and video games during that time thus decreasing the sales even further. Third, Lego’s main operations were in Denmark, which was high cost economy with long supply chains and many supplies. In fact, it at one point in time, Lego had more suppliers than Boeing had to build aircrafts (Ireland, Hoskisson & Hitt, pp. 85-89, 2008). Strategies In order to understand the strategies used by Lego during the period of 1995-2009, we will have to divide the period between two sub-periods of 1998-2003 and 2004-2009 since the company shifted its strategy during the period. First period (1998-2003) During the first period of 1998-2003 and even before that, Lego was following an aggressive policy of product development. Lego was constantly trying to improve its existing products with bringing new variations. The mindset of the company’s strategists was that by providing more product variations, they would force the customers to spend more and new variations would bring more and new customers into the loop (Bender, pp. 55, 2010). In fact, it appeared that somehow Lego was trapped in the product orientation, one of the five marketing orientations. In it, the prime focus and expectation of the company was on improving the current products, bringing more colour, designs and variations hoping that would make the customers stay and even become ready to pay a premium for Lego’s products (Ireland, Hoskisson & Hitt, pp. 85-89, 2008). Secondly, this was a period where Lego engaged in many strategic partners with Harry Potter, Disney and other franchises in an attempt to co-brand their products. In fact, this was the prime reason why Lego was able to show some profit during these years (The Lego Group, 2012). Second

Mandatory Second Language Essay Example for Free

Mandatory Second Language Essay As I was getting ready to go out, â€Å"Made in China† tag of my shirt caught my attention. My shirt traveled many miles to reach in my hands, I said to myself. Then I looked at my shoes; they were made in Bangladesh. I called my computer tech; I was transferred in India. For a moment, I thought I was a citizen of a globalized society where borders did not exist. As a matter of fact, U.S companies invest more than . 5 trillion a year to do business in other countries while foreign companies invest more than $2.3 trillion a year to do business in the United States (Williams, 2013, Intro to Management, 154). Our task is to set those numbers higher, which might not be an easy job if you don’t speak other countries language as they speak English. In order for a new generation to face globalization challenges, second language should be mandatory for all U.S students. As we grow global more foreign business in coming to U.S soil, and more U.S companies are reaching international market. I also hear people complaining of high levels of unemployment. The company I work for is aiming to open another 500 hotels in Asia region. Bilinguals are in demand. Most of the qualified trainers must speak another language besides English. Preferably, Chinese or Indian. There is a demand for workers, but skill needed to do the job is missing. The company I work for has signed 21 new deals in China during 2010, compared with 18 all during 2009. â€Å"And development keeps growing,† says Harris Chan, Starwoods vice president of operations support for China and Taiwan. Not only that, but according to the standards and policies of the company, every hotel should have a Chinese speaker in the team. Now I have a dilemma; should I spend 18 months going for my Master’s or should I use that time learning Chinese? Both options are valid for my working career. As I am working for a hotel industry, training is part of the job. The company sent me in Europe for a job training. A week in Barcelona! I struggled so hard to  sharpen my Spanish, before getting to Spain. The city was beautiful and impressive, but it would be better travel experience for me if would be able to tell the waiter how I wanted my eggs cooked, or how to ask for the bus station. What made me feel comfortable was the team I was working with. Everyone spoke another language besides their native ones. They all spoke English. I felt not confident using my broken English accent Spanish. I admit it was uncomfortable than everyone else spoke another language (maybe two) and I was the only one feeling comfortable only in English language. In fact, Spanish, Chinese, or any other language is not a bad idea in the country of melting pot. According to a study of an educational institution on 2010, below are the top ten foreign languages spoken in high schools of New York: America is the land of immigrants. Along with their traditions, immigrants bring their languages also. That is part of the American culture also. It is our job to maintain it. Not everyone that comes in the U.S soil speaks English. Does that mean, we have to shut the communication with the new immigrants just because of the language barriers? We all agree that, building walls is not an option. From the census of 2013, the governmental authorities stated that â€Å"As the nation continues to be a destination for people from other lands, this pattern of language diversity will also likely continue. I believe that, separating from social events just because of the language barrier it is unhealthy for the overall society. Isolation makes people unsocial and less active in their communities, which leads them on building walls instead of bridges. Social health depends on proper communication. Our future generations need to fit in the multicultural and global environment. Our communities grow healthier and stronger is we are capable of speaking each others language. In a conclusion, I would say that a second language is a need for our generations. The latest global business events are requesting it, by developing new multilingual markets. A good portion of the US trade is done with non-English spoken countries. Our future business achievements will depend on how well we will be able to communicate. Second, the American youth is facing an intellectual competition with foreign  counterparts on language skills. While the average European teenager speaks two languages, most of the teenagers in the homeland speak only English. It looks like we are falling behind. Third, diversity plays a role in national and global business growth. Therefore, diverse language environment is common. Being able to speak more than English, it is not just a skill but a requirement in the new era of business globalization. Reference Lavrusik, V. (2010, April 4). Top 10 languages spoken by students at Manhattan International. http://archives.jrn.columbia.edu/coveringed/schoolstories10/2010/04/top-10-languages-spoken-by-students-at-manhattan-international/index.html Ryan, C. (2013, August 1). Language Use in the United States: 2011. http://www.census.gov/prod/2013pubs/acs-22.pdf Williams, C. (2013). MGMT3 (5th ed). Mason, Ohio: South-Western Cengage Learning Yu, R. (2010, October 26). Foreign hotels flock to China. https://web-b-ebscohost-com.libdatab.strayer.edu/ehost/detail/detail?vid=8sid=684e6cc8-a980-4638bf02a989aee7%40sessionmgr110hid=116bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl#db=a9hAN=J0E369281117410

Application Of Integrated Coastal Zone Management Principles Environmental Sciences Essay

Application Of Integrated Coastal Zone Management Principles Environmental Sciences Essay In most West African sub-region countries, Integrated Coastal Zone Management (ICZM) is a fairly new idea and has therefore not been approached and adopted as a management practice. Thus, the management of the coastal zones is seen to be a diffused activity being undertaken by many institutions with interests and stakes in the coastal zone. Nigeria being a country with coastline of approximately 853km facing the Atlantic Ocean, its coastline lies between latitude 4Â ° 10 to 6Â ° 20N and longitude 2Â ° 45 to 8Â ° 35 E (Badejo and Nwilo n.d). The coastal area is low lying with heights of not more than 3.0m above sea level (Dublin-Green et al. 1999). According to (Ibe 1998), the Nigerian coast is composed of four distinct geomorphological units namely the Barrier-Lagoon complex; the Mud coast; the Arcuate Niger delta; and the Strand coast. Nigeria has one of the largest coastal zones in West Africa; with soaring socio-economic, cultural, physical, and environmental importance. Thus, its coastal zones have undergone sequence of advanced environmental development programs through the Federal Ministry of Environment and its environmental stakeholders in the quest of incorporating conservation and sustainable use of its rich cultural and environmental importance. However, environmental programs introduced are seen to have been unproductive owing to the fact that it was not properly approached due to politics of significant players in the Nigerian coastal zone management. Hence, for Nigeria to achieve the aims of incorporating conservation and sustainable development of its coastal zones, the administrative and stakeholders on environmental management needs to implement an Integrated Coastal Zone Management (ICZM) in order to achieve its this sustainable growth. 1.2. AIM OF RESEARCH To assess the need and feasibility of applying Integrated Coastal Zone Management (ICZM) principles in the management of Nigerian coastal waters with a case study on Lagos State coastline. 1.3. OBJECTIVES OF RESEARCH In the context of this research, the following objectives shall be considered: Literature review of ICZM and its principles; The key coastal issues facing Nigeria coastal zone; Assessing the current management of Lagos State coastline against the principles of ICZM; Evaluate barriers to the implementation of ICZM on Lagos State coastline; Evaluate the potential benefits of an ICZM approach. 1.4. BACKGROUND REPORT OUTLINE The Nigerian coastal zone sprawls a total of nine (9) states, out of the thirty-six (36) states of the federation, namely: Akwa-Ibom State, Bayelsa State, Cross River State, Delta State, Edo State, Lagos State, Ogun State, Ondo State and Rivers State. These coastal states are estimated to account for 25% of the national population. Nigerian coastal zones stretch inland for a distance of about 15km in Lagos in the West to about 150km in the Niger Delta and about 25km east of the Niger Delta (anon. n.d). FIG.1 MAP OF NIGERIA COASTAL AREAS Fig. 1 above is the map showing the Nigeria coastal areas (Nwilo and Badejo n.d.) Nigeria with about 853 km stretch of coastline has been characterized with differing erosive activities; a result of combination of natural and anthropogenic forces. Consequently, the importance of the Nigerian coastal and marine environment as the main socio-economic nerve centre of the country; where over 70% of the national income is generated, and there is need for an understanding of the physical changes taking place which would have profound socio-economic implications on the area and the entire nation (Okude and Ademiluyi 2006). The main key environmental management and development problems on the Nigeria coastal zones that needs addressing; in particular as degradation of the coastal environment in many of its coastlines decline in the quality of life of its local populations are stated below; Coastal and marine resource degradation; overexploitation of fisheries, coastal drifts-(erosion and flooding), clearing of mangrove forest, physical modification and destruction of habitats, Coastal and marine pollution; oil spillage, dumping of heavy metals, explosives, sewage and garbage, climate change and sea level rise For some years, coastal and marine resource degradation has been a major problem on the Nigerian coastal zones. (Okude and Ademiluyi 2006), evidences from studies and experiments have shown that the rate of shoreline retreat in some section of the Nigerian coast is so rapid as to be alarming. Generally, coastal erosion and accretion occur concurrently worldwide, even though erosion would appear to have a greater magnitude (Oyegun 1988). More so, (Okude and Ademiluyi 2006) the inadequacy of information about the Nigerian coastal areas would explain for the inadequacy in the management of the coastal erosion problems. In addition, lack of sustainable development policies with inadequate resources to implement coastal zone management by Ministry regulating Nigerian coastal environmental have contributed to the degradation. Apart from the natural environmental problems, such as flat topography of the region, high intensity and long duration of rainfall, high water table and low soil permeability, etc., man-made environmental problems are caused by unplanned and uncoordinated development; poor highway and watercourse design and construction, inadequate waste disposal infrastructure and lack of adequate and proper maintenance programme, and so on (Santos 1999). Being one of the largest oil and gas suppliers in West Africa, Nigerian economy is dependent on the oil and gas sector, thus, incurs a high risk of disastrous oil spills on the coastal zone owing to increasing oil tanker operations which are being carried out without utmost compliance with MARPOL 73/78, an IMO convention which regulates and prevents marine pollution. 2.0. LITERATURE REVIEW Coastal zone are unique. Such as daily tides, mangrove forests, coral reefs, tidal flats, sea beaches, storm waves, and barrier islands are found only on the coast (Clark 1996). Furthermore, due to the uniqueness of coastal zone in many coastal countries, the region has been recognised as a distinctive region which requires unique attention. Nevertheless, (Post and Lundin 1996), the increasing population on the coastal zone has caused conflicts between challenging uses in its resources and thereby calls for the need to ascertain long-term supply of these resources, on both land and the sea. However, the (European Commission 1999) asserts that coastal zones will continue to be areas of rich potential for our modern society as its productivity such as tidal inlets, salt marshes, and estuaries has an important role to play in food production- through maintenance of fisheries and aquaculture- and in safeguarding nature and biodiversity. In no doubt, (Clark 1996) the coastal zones is seen to have undergone adverse environmental adaption and weakening through developed human activities such as; dredging, fishing, sand filling, and pollution. According to (Sorenson and McCreary 1990), coastal zone is defined as the interface or transition zone, specifically that part of the land affected by its proximity to the sea and that part of the ocean affected by its proximity to the land. an area which processes depending on the interaction between land and sea are most intense. (Doody 2001), to the marine biologist; coastal zone includes the sea and all those areas which are periodically covered by the tide. While to the coastal ecologist, the zone extends landward to the limits of tidal movement or the influence of salt spray on soils and vegetation. Meanwhile, the quality of coastal waters is a major cause for concern. The two most spectacular phenomena in recent years, oil slicks and algal blooms, are illustrations of the fact that coastal communities frequently suffer the consequences of events or developments occurring inland or offshore and therefore beyond their control (CEC 2000). Therefore, it is imperative to conserve c oastal zones in order to accomplish a sustainable growth. There must be a demonstration of Integrated Coastal Zone Management (ICZM) to achieve sustainable growth of coastal zones. According to (CEC 2000) from 1996 to 1999, the Directorates General for Environment, Fisheries and Regional Policy in Europe operated a Demonstration Programme on ICZM which is designed to: Provide concrete technical information about the factors and mechanisms, which either encourage or discourage sustainable management of coastal zones. Stimulate a broad debate and exchange of information among the various actors involved in the planning, management or use of European coastal zones. This debate was intended to lead to a consensus regarding the appropriate measures necessary at the European and other levels of competence in order to stimulate ICZM in Europe. The demonstration programme has yielded a wealth of technical information about ICZM mechanisms and solutions to specific problems faced in the coastal zone (EC 1999 p.5). Furthermore, the demonstration projects have confirmed that there are serious inconsistencies between sectoral and territorial policies, programmes and plans whose impacts are felt on the coast. This fact is responsible for the failing of an application of an integrated approach to coastal planning and management (EC 1999). 2.1. THE THEORY AND PRINCIPLE OF ICZM Due to inefficiency of varieties of environmental resource management and development control programs adopted, many countries are now embarking on special integrated coastal zone management (ICZM) which strategizes compatible development and resource conservation management that are for the good of the nation as a whole (Clark 1996). (Shi et al. 2001) ICZM represents a dynamic and continuous process which administers the use, development, and protection of the coastal zones and its resources towards common objectives of national and local authorities and the aspiration of different resource user group. (Bower and Turner 1996) states; ICZM consists of a set of tasks, typically carried out by several or many public and private entities. On the other hand, (Morksness et al. 2009) ICZM can be defined as a decision-making and management process with which to achieve the sustainable use, development and protection of coastal and marine areas as well as of their resources. Thus, ICZM stands for an enviro-economic regulatory system for numerous competing interests (Eremina and Stetsko). Nevertheless, from the lessons of the European Demonstration Programme on ICZM (European Commission 1999), there are several dimensions to the word integration in coastal management: The horizontal integration of policies, management arrangements and development plans amongst different sectors, services and agencies at a given level of government (national, provincial, district and more local) as well as amongst interest groups with common interests in coastal areas and resources; The vertical integration of policies, management arrangements and development plans from national through to local levels of government, including community based approaches to coastal management; Geographical or territorial integration: which takes into account the interrelationships and interdependencies (physical, chemical, biological, ecology) between the terrestrial, estuarine littoral and offshore components of the coastal zone; Integration over time: the consistent integration of sustainable development objectives policies, plans and management strategies in the course of time. The process of ICZM starts with the awareness of issues of common concern, which facilitates a dialogue and exchange of views among interested and affected parties, and this is the basis for coordination of action, which in time fosters integration of management (EC 1999 p.15). With reference to the (European Council, 2002) integrated coastal zone management (ICZM) shall be based on series of principles as stated below: A broad overall perspective (thematic and geographic) which will take into account the interdependence and disparity of natural systems and human activities with an impact on coastal areas; A long-term perspective which will take into account the precautionary principle and the needs of present and future generations; Adaptive management during a gradual process which will facilitate adjustment as problems and knowledge develop. This implies the need for a sound scientific basis concerning the evolution of the coastal zone; Considering local specificity and the great diversity of European coastal zones, which will make it possible to respond to their practical needs with specific solutions and flexible measures; Working with natural processes and respecting the carrying capacity of ecosystems, which will make human activities more environmentally friendly, socially responsible and economically sound in the long run; Involving all the parties concerned(economic and social partners, the organisations representing coastal zone residents, non-governmental organisations and the business sector) in the management process, for example by means of agreements and based on shared responsibility; Support and involvement of relevant administrative bodies at national, regional and local level between which appropriate links should be established or maintained with the aim of improved coordination of the various existing policies. Partnership with and between regional and local authorities should apply when appropriate; Using combination of instruments designed to facilitate coherence between sectoral policy objectives and coherence between planning and management. Clear evidence of research but needs greater emphasis on assessing the quality of the published literature. 3.0 METHODOLOGY As the aim of this research is an assessment of the application of ICZM principles in the management of Nigerian coastal waters, case study: Lagos State coastline. The following listed methodology shall be applied to achieve the aims and objectives of the research; Data Collection; researching data comes in a wide variety of shapes and forms (i.e. primary versus secondary data). (Lancaster 2005) on one hand, a primary data will often be collected through techniques such as experimentation, asking questions, interviewing (one-on-one/telephone), observation and surveys. On the other hand, a secondary data is information which already exists in some form or other but which was not primarily collected, at least initially for the purpose of the consultancy exercise at hand. In most cases, a secondary will be the start point of this research as it consists of both external and internal data sources which encompassing internal company information such as databases, reports, government surveys, competitor information and increasingly, internet and web-based sources of information (Lancaster 2005). Qualitative Research Strategy; this type of research strategy shall be used for this research due to the fact that it can investigate how and why particular events and actions happen and how people feel about such activities. With reference to (Bryman, 2004 p.19-20). A qualitative research emphasizes words rather than quantification in the collection and analysis of data. Therefore, gathering a qualitative data for this research is imperative as the aim of the research is the understanding of believe and experience. Evaluation Research Strategy; this type of strategy will be used to discover whether the programme of ICZM intend to bring certain changes to coastal management of Lagos State coastline. (Thomas 2004) such studies are closely tied to concerns with accountability and are used to discover whether programmes and expenditures intended to bring about certain changes or to reach specified policy objectives have in fact achieved their goals. Study Design; this would be achieved through the use and study of relevant textbooks, online journals and articles to gather secondary data. Using the internet (e-mail) for primary research; the attraction of using a web-based survey are that it can potentially reach an enormous number of respondents anywhere in the world, the costs and time involved in distribution and collection of questionnaires are minimized, and analysis of data that are already in electronic format is made easy (Walliman 2005). Action Research; this is intended to improve understanding of and prospects for change in organisations by involving organisational members in collaborative relationships with specialist researchers who jointly design and carry out research studies (Thomas 2004). Collection of relevant document papers primarily from organisations, institution and authorities facilitate research. Sampling Design; this shall be based on costs, quality, time, and feasibility of the research studies. Ethical Research; throughout this study research, a good ethical research culture shall be maintained and abide by. (Greenfield 1996) ethics in its widest sense, as the principles of good human behaviour, is one of the issues for which philosophers have striven to provide guidance. Methodology for each objective should be based on the Research Onion (see page 132 of Saunders et.al), working from the outside inwards. It is essential to include justification for the chosen approach/method 4.0. LIMITATIONS OF STUDY Likely limitations towards the quality of this research study are listed below; Duration of research study; the time allocated to conduct this research is too short to conduct an assessment of the management of Lagos State coastline against the principle of ICZM, Online restrictions; some significant organisations while trying to access recent and quality online journal and articles on ICZM, restricts access and request payment by debit/credit card. Poor information database; unavailability of quality information database through the Nigerian Ministry of environment will be a barrier to this research due to lack of quality IT infrastructure, Finance; costs of communication/travelling to Nigeria to conduct a feasibility study on the management of Lagos State coastline will be a barrier due to Access inability; securing permission to some agencies/organisations while trying to carry out the study research will be a barrier owing to protocols. 5.0. CONCLUSION Although, the implementation of the practice of ICZM in Nigeria coastal zone has long been discussed by stakeholders in the Nigerian Ministry of Environment and it has been seen to a very difficult task and proved abortive. In view of some problems faced on how to balance the economic growth and conservation of coastal environment for sustainable development on the Lagos State coastline, the author of this research shall study critically and extensively on the application of ICZM and its principles and after that compare against the Lagos State coastal zone management practices, and in the end propose to the States Minister for Environments some viable ways of applying effectively the implementation of ICZM principles in order to achieve an integrated Lagos State coastline management and Nigerian coastal zones at large. 5.1. SCHEDULED IMPLEMENTATION Tasks Duration Start date Finish date Project topic selection 5days 26.04.2010 30.04.2010 Developing aims, objectives, and hypothesis 1day 30.04.2010 30.04.2010 Literature review 3days 30.04.2010 04.05.2010 Designing methodology 7days 30.04.2010 06.05.2010 Planning research programme 6days 01.05.2010 06.05.2010 Submitting project proposal 1day 07.05.2010 07.05.2010 Familiarising with research database 21days 09.05.2010 29.05.2010 Receive proposal feedback 5days 31.05.2010 01.06.2010 Reviewing proposal feedback 7days 31.05.2010 06.06.2010 Collecting research data 20days 12.06.2010 31.07.2010 Evaluating research information 32days 01.07.2010 03.08.2010 Drawing project conclusion 8days 09.08.201 16.08.2010 Publish project findings 9days 09.08.2010 17.08.2010 Findings appraisal 6days 10.08.2010 15.08.2010 Complete Project 16days 15.08.2010 31.08.2010 Submit project research 5days 30.08.2010 03.09.2010 REFERENCE LISTS ANON., n.d DRAFT EXECUTIVE SUMMARY: [online] Available: http://www.unep.org/AbidjanConvention/docs/THE%20STATUS%20OF%20THE%20NIGERIAN%20COASTAL%20ZONES%20version%202.pdf [accessed 05 May 2010] BADEJO, O.T., and NWILO, P.C., n.d. Impacts and Management of Oil Pollution along the Nigerian Coastal Areas. [online] Available: http://www.fig.net/pub/figpub/pub36/chapters/chapter_8.pdf [accessed 05 May 2010] BOWER, B.T., and TURNER, R.K., 1996. Characterising and Analysing Benefits from Integrated Coastal Zone Management (ICZM). [online] Available: CSERGE Working Paper GEC 97-12 http://www.uea.ac.uk/env/cserge/pub/wp/gec/gec_1997_12.pdf [accessed 06 May 2010] BRYMAN, A., 2004. Social Research Methods. 2nd ed. Oxford: University Press COMMISSION OF EUROPEAN COMMUNITIES, 2000. Communication from the commission to the Council and the European Parliament on Integrated Coastal Zone Management: Strategy for Europe [online]. Available: http://ec.europa.eu/environment/iczm/overview.htm [accessed 06 May 2010] CLARK, J.R., 1996. Coastal Zone Management Handbook. New York: CRC Press DODDY, J.P., 2001. Coastal Conservation and Management: An Ecological Perspective. London: Kluwer DUBLIN-GREEN et al. 1999. Climate Variability Research Activities in Nigeria. Lagos: Nigerian Institute for Oceanography and Marine Research, Victoria Island, Lagos, Nigeria. EUROPEAN COMMISSION, 1999. Towards a European Integrated Coastal Zone Management (ICZM), General Principles and Policy Options. Italy: European Communities EUROPEAN COUNCIL, 2002. Recommendation of the European Parliament and of the Council of 30 May 2002 concerning the implementation of Integrated Coastal Zone Management in Europe. Official journal of the European Communities. L148/25 p.2 Available: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2002:148:0024:0027:EN:PDF [accessed 05 May 2010] GREENFIELD, T., 1996. Research Methods, Guidance for Postgraduates. London: Arnold IBE, A.C., 1988. Coastline Erosion in Nigeria. Ibadan: University Press LANCASTER, G., 2005. Research Methods in Management, a concise introduction to research in management and business consultancy. Oxford: Elsevier MORKSNESS E., et al. 2009. Integrated Coastal Zone Management. Chichester: Blackwell OKUDE, A.S., and ADEMILUYI, I.A., 2006. Coastal Erosion Phenomenon in Nigeria: Causes, Control and Implications. [online], 1(1) pp.44-51. Available: http://idosi.org/wasj/wasj1%281%29/10.pdf [accessed 05 May 2010] OYEGUN, C.U., 1988 Process-Form Relationships Along Forcados Beach in Southern Nigeria Department of Geography. Ibadan: University of Ibadan POST, J.C., and LUNDIN, C.G., 1996. Guidelines for Integrated Coastal Zone Management. Environmentally Sustainable Development Studies and Monographs Series No.9 [online] p.1 Available: http://www.nacoma.org.na/Downloading/WBGuidelines_ICZM.pdf [accessed 04 May 2010] SANTOS, P.O., 1999. Director of Drainage, Lagos State Ministry of Environment and Physical Planning, Environmental consequences of uncontrolled development in Lagos State. IOC-SOA International Workshop on Coastal Megacities, Hangzhou, China, 27-30 September 1999 SORENSEN, J.C., and McCREARY, 1990. Institutional Arrangements for Managing Coastal Resources and Environments, Washington, D.C.: Coastal Management Publication SHI, C., et al. 2001. Towards a sustainable coast: an integrated coastal zone management framework for Shanghai, Peoples Republic of China. Ocean Coastal Management [online] 44(5-6) pp.411-427. Available: Elsevier/ARTICLES [accessed 06 May 2010] THOMAS A.B., 2004. Research skills for Management Studies. London: Routledge WALLIMAN, N., 2005. Your Research Project. 2nd ed. London: Sage WELLENS-MENSAH, J., 2000. UNESCO. IOC Workshop Reports series No. 165. Pan-African Conference on Sustainable Integrated Coastal Management; Proceedings of the Workshops: An integrated approach, (PACSICOM), Maputo, Mozambique, 18-25 July 1998. [online] p.7. Available: http://ioc.unesco.org/iocweb/iocpub/iocpdf/w165e.pdf [accessed 04 May 2010]

Paula Fass Outside In Essay -- Teaching Education Essays

Paula Fass' Outside In In Outside In, Paula Fass asserts that the form and function American education has been determined by the equilibrium between two predominate goals and ideals of education— to create a unified society with common values and beliefs (ecclesiastical objective) and to nurture the individual potential of each student by observing the individual needs and desires that students bring to public instruction (liberal objective). . The author aims to illuminate the tension that exists today between these two objectives by exploring how American education served â€Å"the other† throughout the first half of the twentieth century. Fass’s definition of the â€Å"other† includes those groups â€Å"outside the power networks that organized school systems and ran school organizations†(9). Outside In focuses on four groups in particular—immigrants, blacks, women, and Catholics. The experience each group brings a unique perspective to the evolving state of American education during this time period. Fass places most emphasis on the role of immigration and industrialization in the development of the aspirations, tensions and paradoxes of American education. In many ways, the problem of the immigrant at the turn of the 20th century gave birth to the ecclesiastical and liberal objectives of education. Before the development of the industrial age, an individual’s employment provided an important socializing experience. Industrialization greatly expanded employment opportunities, but the work was often brute manual labor with little educational value. Fass summarizes the reformist opinion of the time to be that â€Å"industrial labor failed to fit an older framework of socialization and did not serve as a force for social cohesion†(18).... ...sts discovered when they tried to cater to the individual needs of immigrants, to emphasize one objective is to sacrifice the other. The plight of blacks and women in the first part of the 20th century suggests that even the noblest of philosophies are not guaranteed to serve individuals in practice. Further, federal intervention into education, such as with the No Child Left Behind Act, should give educators pause to question what educational oversights would cause the federal government to intervene in its historical role as protector of the overlooked and unnoticed. Finally, the success of Catholic schools in the 1950’s and 1960’s is suggestive of the value of a standard, academic curriculum, but one must remember that Catholic schools enjoy the luxury of choosing the students they educate. Works Cited: Fass, Paula. Outside In New York: Oxford Press, 1989

Evaluating National Environmental Health Association’s (NEHA) Performan

A mission statement is what defines an organization’s reason for existing and is the foundation for everything they do (Aguinis, 2009). Furthermore, the vision statement is where the organization desires to be in the future (Cady, Wheeler, DeWolf, & Brodke, 2011). Therefore, it is important to make sure that the organization has a good mission and vision statement that is clear and concise. According to Aguinis (2009), an ideal mission and vision statement booth have eight different characteristics. The mission statement must describe what they do, their market, their unique benefits, what technology they use, concern for their survival, managerial philosophy, what public image they want, and their self-concept of business (Aguinis, 2009). In contrast, the vision statement must be brief, verifiable, bound by a timeline, current, focused, understandable, inspiring, and not easily attainable (Aguinis, 2009). The National Environmental Health Association’s (NEHA) mission statement is â€Å"to advance the environmental health and protection professional for the purpose of providing a healthful environment for all† (NEHA, 2011,  ¶ 1). In addition, NEHA does not have a vision statement. Instead, they have a strategic direction that focuses on directions and not destinations. It is the organization’s belief that by focusing on directions, it will allow them to change course quickly should a change be appropriate. In addition, NEHA’s strategic direction includes training, education, credentialing, advocacy, and organizational capacity (NEHA, 2011). Therefore, based on Aguinis’s criteria, NEHA’s mission statement is missing seven of the eight elements and only really addresses who their customers are, the environmental health and ... ...ization is, where they are going, and how they plan to achieve it (Cady, Wheeler, DeWolf, & Brodke, 2011). Unfortunately, NEHA is lacking a real strategic direction since their mission statement is too vague and they have no vision for the future. While they have a strategic direction statement, it is not tied to a clear mission or vision so it is also not very useful in aligning the organization. For an organization to realize their full potential and to stay competitive, they must have a strong mission and vision statement. â€Å"A vision alone is only a dream. Coupled with a mission, the vision is a destination† (Dossenbach, 2001). NEHA must have a destination if they want to continue to be the association that the environmental health and protection specialist turns to for education, professional advancement, and knowledge of the environmental health field.

Regression Results :: Research Analysis

3.3.4. Results For the purpose of finding a suitable function for benefits transfer, different meta-regression models become specified: (i) different functional forms (e.g., a simple linear form versus semi-log form); (ii) a fully specified model including all independent variables and a restricted model on grounds of statistical significance or econometric problems (e.g., multicollinearity); (iii) robust consistent standard errors to correct for heteroskedasticity. As shown by the test for heteroskedasticity (see Table 3.7), a simple linear form has heteroskedasticity. There are several ways to correct for heteroskedasticity (e.g., GLS, WLS, robust consistent errors, and data transformation). For this study, robust consistent standard errors and data transformation (e.g., the log transformation of the dependent variable) are utilized. All independent variables initially are considered, even if later dropped on grounds of statistical significance or econometric problems (e.g., multicollinearity). Some variables (e.g., MSW and ACTIV) are dropped because the variables have multicollinearity and/or are statistically insignificant at the 20% level for optimizing the meta-regression transfer model (suggested by Rosenberger and Loomis (2001, 2003). A wide range of diagnostic tests has been conducted on each regression for benefits transfer (suggested by Walton et al. 2006). The R^2 for the overall fit of the regression, hypothesis tests (F tests and t tests), and diagnostic works (e.g., skewness-kurtosis normality test, Ramsey’s RESET test for the specification error bias, heteroskedasticity test, and multicollinearity assessment) are reported. The F test assesses the null hypothesis that all or some coefficients ( ) on the model’s explanatory variables equal zero i.e., ã€â€"H_0: ÃŽ ² ã€â€"_1= ÃŽ ²_2=â‹ ¯= ÃŽ ²_k=0 for all or some coefficients (Wooldridge 2003). A linear restriction test on some coefficients is useful before dropping the variables when some variables are unreliable due to multicollinearity (Hamilton 2004). An important issue when handling small samples is the potential for multicollinearity which has a high degree of linear relationships between explanatory variables (Walton et al. 2006). The high correlation between estimated coefficients on explanatory variables in small samples can produce possible concerns: (i) substantially higher standard errors with lower t statistics (a greater chance of falsely accepting the null hypothesis in standard significance tests); (ii) unexpected changes in coefficient magnitudes or signs; and (iii) statistically insignificant coefficients despite the high R^2 (Hamilton 2004). A number of tests to indicate the presence and severity of multicollinearity exist (e.g., Durbin-Watson tests, VIF, Tolerance, and a correlation matrix between estimated coefficients). One test is the variance inflation factor (VIF) which measures the degree to which the variance and standard error of an estimated coefficient increase because of the inclusion of the explanatory variable (i.