Essay the Tao Of Pooh Book Review - 2340 Words

THE TAO OF POOH Philosophy is a complicated subject. Since the beginning of human existence, many tried to come up with theories about life, happiness, reality and knowledge. From philosophical ideas different beliefs sprung, and existence of different religions followed. Every theory raised by a philosopher attracted different followers. In todays modern society aside from major religions, there are thousands of others that suggest that their explanations to universal questions are the only accurate ones, and all of these religions seek to gain more followers to join their quot;wayquot;. One of these religions is the religion/philosophy of Taoism. Taoism has it roots in China, where the founder of Taoism Lao-Tse was searching for a†¦show more content†¦The second principle of Taoism that is presented in this novel is the belief that quot;The wise are not learned; the learned are not wisequot;. This principle can be simply explained by the fact that although intellect may be useful for rati onalizing and analyzing certain things, deeper spiritual matters are beyond intellects grasp. Every day people try to use knowledge and come up with ideas that interrupt with the natural order of things. They fail to recognize the fact that everything has its own place and function. Everyone have their limitations that they need to accept and be aware of, which if ignored will only cause them to fail. Pooh illustrates this principle, by the fact that he never tries hard to be something that he is not. He recognizes the fact that he cant fly or live under water, therefore instead of trying to ignore his natural abilities and recognize his weaknesses he enjoys his every day life as a bear in the forest, eating honey exactly how nature intended him to be. The third principle of Taoism described in this novel is the principle of Wu-Wei, in other words -3- Taoism in action. This principle states that actions should evolve from inner sensitivity and be a part of the natural rhythm of things. In order to practice Wu-Wei one must learn to work with his inner nature and the surrounding natural laws operating around him or

Industrial Injuries and Occupational Diseases Free Essays

MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN INTERNATIONAL UNIVERSITY OF INFORMATION TECHNOLOGIES Essay Industrial injuries and occupational diseases Checked by: Utepov T. Y. Done by: Gilmanov N. We will write a custom essay sample on Industrial Injuries and Occupational Diseases or any similar topic only for you Order Now E. Alamty 2012 Industrial injuries and occupational disease. An industrial injury covers of two different forms: Accidents at work   and Occupational diseases. An accident is a physical or mental injury following an incident or exposure. The incident or exposure has to be sudden or last no more than 5 days. An accident can be recognized as an industrial injury if the injury occurred due to your work or working conditions. In other words, there has to be causality between your work and the cause of the injury. If you accidentally get injured in the workplace, the injury is not necessarily caused by your work. Example: You get up from a chair and get a prolapsed disc. Occupational disease is a disease that is caused by the work or working condition. The disease may develop due to short- or long-tem exposures. For example your hearing reduced by working several years in noisy environment. In this essay I want to focus on industrial injury and generally occupational disease. Common causes of industrial injuries like poor ergonomics, manual handling of heavy loads, misuse or failure of equipment, exposure to general hazards, inadequate safety training and clothing. They causes may damage human organs like spine, lungs, eyes, skeleton and skin. There are many methods of preventing or reducing industrial injuries, including anticipation of problems by risk assessment, safety training, control banding, personal protective equipment safety guards, mechanisms on machinery, and safety barriers. In addition, past problems can be analyzed to find their root causes by using a technique called root cause analysis. According to definition, an occupational disease is a disease or disorder that is caused by the work or working conditions. This means that the disease must have developed due to exposures in the workplace and that the correlation between the exposures and the disease is well known in medical research. Or put in another way, it must not be likely, beyond reasonable doubt that the disease was caused by factors other than work. Examples of occupational diseases: Tennis elbow, Allergy, Hearing loss, Asthma, etc. Also, there are several methods to preventing occupational disease organization must organize safety training, control banding, and provide personal protective equipment safety guards and mechanisms safety barriers. In addition it will be useful if all problems will be analyzed and found cause to solve it. Summing up, occupational diseases are widely known industrial injuries. Workers in every occupation can be faced with hazards in the workplace. Preventing work diseases and accidents must be the goal of occupational health and safety programmers. In order to provide safety and health organizations must possibly limit harm from hazards. How to cite Industrial Injuries and Occupational Diseases, Essay examples

A Dissertation Proposal Related To Renewable Energy In Nigeria

Question: Write on a dissertattion proposal related to renewable energy in nigeria? Answer: Introduction Solar energy can be measured as an important form of renewable energy. As the technologies those are in use produce no global warming gases. Solar energy provides anchor to hydro power. The hydrological cycle is controlled by sun. During the full moon or the solar eclipse helps to raise the water level and raise the flow of water to some extent. The wind power is controlled by sun as the movement of the air is a result of the heating effect by the sun on the atmosphere. This situation arises because of the wind of a region that got hotter and much lighter, i.e. pressure of the air in that region falls. Then the wind with less heat come in the place of hot wind and occupies the place with much speed. Thus it can be said that electrical energy, chemical energy and kinetic energy are derived from sun. But there is a technological limitation to the collection, distribution and the storage of solar energy. According to the recently published reports, there has been a reduction in installa tion of photovoltaic cells (SOLAR ENERGY POTENTIAL AND ITS DEVELOPMENT FOR SUSTAINABLE ENERGY GENERATION IN NIGERIA: A ROAD MAP TO ACHIEVING THIS FEAT, 2014). It has been predicted that the PV cells will deliver more than 340 GW of energy by 2020. The huge number of installed PV cells is in Germany. Nigeria has to meet the energy demands of their country. They must explore the potential of the renewable energy sources. This will act as a supplement to the conventional sources of energy (Chineke, Nwofor and Okoro, 2010). Nigeria and the Middle Belt are sitting on an energy reserve which has massive potential (Coker, 2004). It is also becoming economically viable to use the renewable resources of energy. As a new technology and being able to process renewable energies (solar energy), it requires a huge lump of money. As these technologies are on demand due to its environment friendly usage and not harmful to incorporate, due to the no emission of global warming gases. It is important to make an in depth exploration of the energy potential in the region. The research paper identifies the use of solar energy (photo voltaic cells, Figure 1) as the potential source of energy at Maiduguri airport. The use of solar energy as an energy resource will be a sustainable energy source at the Maiduguri airport. Background of the research The researches took place at the Maiduguri airport in Nigeria. As it will become possible for me to collect the data regarding the energy supply at the airport because I work at the Nigerian Meteorological agency which is located near the airport. Thus it is possible for me to collect all the required data. The airport experienced power outage for a period of seven months from June 2014 to January 2015, during which generators were in use at the airport but they pollute the environment. Therefore Maiduguri airport has been chosen as an idea location to investigate the feasibility of implementing a renewable energy supply (solar energy). Research Aims The research aims and objectives will help to focus on the strategies for the adoption of the renewable energy in Nigeria. The following objectives will be achieved in the research. To determine the ultimate benefit behind the usage of electrical energy generation using solar energy in Nigeria. To determine the environmental facts that came across while adopting photovoltaic cells in Nigeria for the generation of electricity using solar energy. To identify the impact of utilization of solar energy for electricity generation at the Maiduguri airport. Literature review Nigeria is located in the West African region. It is situated within the longitudes of 3 to 14 degrees and the latitude is 4 to 140 degrees. Since Nigeria is situated above the equator, it receives abundant sunlight throughout the year. The daily duration of sunshine in Nigeria is 6.5 hrs. The total amount of solar energy received by the country is 4.851 * 1012 kWH. This amount of solar energy will be available for 26% of the day. The facts and figures regarding Nigeria indicate that Nigeria has the potential to generate electrical energy from solar energy (SOLAR ENERGY POTENTIAL AND ITS DEVELOPMENT FOR SUSTAINABLE ENERGY GENERATION IN NIGERIA: A ROAD MAP TO ACHIEVING THIS FEAT, 2014). The energy generated in Nigeria is not sufficient. Hence it is required to adopt the alternative sources or new technologies to incorporate energy technologies (renewable or sustainable energies). The electrical energy can be used for the Maiduguri airport in Nigeria. It will be a sustainable form of e nergy. As Photovoltaic cells are using the solar power and even there is no global warming emission is associated with the generation of electricity. Even solar power is endless. The venture will be successful with the pragmatic steps from the Government in developing policies and plans for utilization of solar energy in Nigeria (Oseni, 2011). Solar energy can be converted into renewable energy resource via two ways. One is using the photovoltaic material and the other is using thermal process of energy generation. The airport at Maiduguri can use the first process for electricity generation (Kalogirou, 2013). The entire process of conversion of the solar energy into power has been provided by the following diagram. Generation of Power using various sources of energy There are several ways of energy generation from renewable as well as from non renewable sources. In order to meet the steady power demand of the society, it is necessary to search for alternate energy a source which includes solar, thermal, wind etc. Among the all the other sources of non renewable energy, solar energy is considered as the potential source of energy for the reasons that is enumerated below Variable nature of Power output The power generated from solar energy is fairly constant. The generation of solar energy varies from day to night (O. Oji et al., 2012). Despite these factors, solar energy is an efficient source of energy. Solar energy can be used as a potential source of energy as it provides constant output. A significant amount of solar energy can be used for the generation of power (Mohammed et al., 2014). Pollution Like other developing countries in Africa, there is increase in the demand for electricity in Nigeria. The major source of generation of power is coal. The process of combustion of coal has led to pollution and destruction of the environment. The mining works has resulted in accumulation of dust in the air. This is creating enormous amount of pollution resulting in health hazards. Coal is considered as the main source of production of thermal energy. The mining industry has adverse impact on the tourism and the recreation industry. Thus the country has to recover from the situation. This can be achieved by using solar energy as the potential source of energy. The energy source will not create environmental hazards and the demands of energy can be easily met. Availability of resources Sun is the ultimate source of energy and there is fairly available solar energy that will drive the transducer in the circuit. There is no shortage of solar derived energy on Earth. The amount of solar energy that is intercepted on earth is greater than the amount of energy that is used by the world as fossil fuels each year. But a miniscule amount of the solar energy is used for power generation. Solar energy does not have to depend on any source unlike nuclear energy which depends on the availability of radioactive material. Solar energy will form a continuous source of energy (Worldwidescience.org, 2015). Generation of electrical energy from solar energy in Nigeria The energy supply in Nigeria is insufficient. Thus it is important to search for alternative sources of energy. There is significant amount of environmental degradation as a result of use of traditional energy resources. According to Nnaji and Unachukwe (2010) , abundant sunshine is received by Nigeria which could be available as solar energy if the solar appliances with 5% of conversion efficiency were used for only 1% of the total land area of the country. Oseni ( 2012) has presented a detailed analysis of the trends of energy in Nigeria between 2007 and 2008. The focus was on the search of renewable energy alternatives (Bugaje, 2006). According to him solar radiation of 5.5kWh per day and the recent improvement in the efficiency of PV panel it is possible to generate 190550GwH of electricity from solar energy in a year with the help of solar panels that will cover 1% of the entire land mass in Nigeria. It is also estimated that the demand for energy will continue to increase due t o the rise in the Nigerian population. Nigeria meets its energy demand by generating energy from fossil fuels but the secondary needs of energy of the country is met by the expensive imports. The energy demand from fossil fuel contributes to only 17.8% of the total energy consumption of the country (Droege, 2008). The flaring natural gas in Nigeria has resulted in serious environmental impact. A greater capacity of the country has been to address these issues that create pollution in the environment. Thus it is important to use supplements to crude oil so there is a balance of energy utilization in Nigeria (Fadare, 2009). Issues in using solar energy for generation of electricity Using solar energy as a potential source of energy has several benefits which includes low operational and cost of maintenance. The operation is noiseless and the PV panels are available in different sizes and modules with wide range of power rating (Chineke, Nwofor and Okoro, 2010). They are environment friendly source of energy with respect to release of green house gases, depletion of ozone layer. But there are several issues that arise in the generation of electricity from solar energy (Okoro and Madueme, 2004). Long energy payback time Sherwani et al. (2010) has carried a review of the life cycle assessment of the solar PV based generation of electricity. The variation in the generation of green house gases, energy payback time was dependent on various factors like the type of solar cell being used, efficiency of the components and orientation and angle of the solar panel. It is important to reduce the energy payback time of solar PV based generation of electricity by continuous improvement of the design that will facilitate the production of the PV cells (Mohammed et al., 2013). High capital cost High capital cost is required for the generation of electricity using solar energy. Investment in up gradation of technology has to be done by the Government and the giant companies for generating electricity using solar energy. It has already been implemented in countries like USA , China and Germany (Ogunleye, 2011). Element of Originality The research maintains its originality. There are numerous evidences which show that originality is maintained by the research. There are various evidences beyond the location in which the research is taking place that the elements of the research are authentic and reliable. The proposed research will be conducted in Nigeria. The implementation of renewable energy (PV cells) in Nigerian Maiduguri airport has been proposed. There has been no research on the implementation of renewable energy as potential source of electrical energy in Maiduguri airport in Nigeria. Now a day airports are very much concerned about the adoption of the solar technologies as there are so many unused lands are open to use. Photovoltaic system installation at airports generally cost a bit more than the other airports because of their distance from the system. There are various financing mechanisms are available to facilitate the installation of the PV system. The FAA does the inspection on the aspects of Ame rican civil aviation. FAA headquarters are involved only when the project plans for Photovoltaic cells require some additional resources or presents some complex problem. Proposed program of work In order to achieve the first objectives of the research, it is needed to take a deep insight into the widely available literatures. The data from various publications will be used. Other relevant information will be gathered from the academic articles. The second objective will be achieved by determination of the environmental impact of photovoltaic cells in the electricity generation in Maiduguri airport in Nigeria. As far as the impacts are concerned, depending on the location a large scale of solar facilities can raise the concern about the habitant loss and land degradation. The Solar PV cells do not involve water to generate electricity. Photovoltaic cell manufacturing processes include a number of hazardous materials those are mostly use for the purification of the semiconductor surface. While there is no emission of global warming gases while generating electricity using solar energy, still other stages associated with solar life cycle do emit the global warming gases. Most of the estimates of on the emission of photovoltaic systems are between 0.07 to 0.08 pounds of Carbon dioxide that is equivalent to kilowatt per hour. Impact of photovoltaic cells in the electricity generation in Maiduguri airport in Nigeria can be achiev ed by collecting primary information from structured interviews with the people working the Nigerian Ministry of Electricity and Renewable Energy. The outcome from the interview will be compared with traditional power plants. The third objective will identify the issues related to use of photovoltaic power. This will be achieved by collection of primary and secondary data from interviewing people working in the field of renewable energy in Nigeria. Collection of relevant literature in this regard will be collected. A Gantt chart has been organized in order to ensure that there is smooth working development on the project. Task Month 1 Month 2 Month 3 Month 4 Month 5 Month 6 Month 7 Month 8 Aims and Objectives of Research Research of literature Drafting the research Feedback on literature Draft on the Introduction chapter Collection of data Comparison of data and analysis Draft on discussion of data Finalization of draft for the chapters Feedback on the final draft of the project

Why Johnny Can’t Add The Failure of the New Mathematics. Morris Kline. Random House Essay Example

Why Johnny Can’t Add: The Failure of the New Mathematics. Morris Kline. Random House Essay Morris Kline in his book Why Johnny Can’t Add: the Failure of the New Mathematics discusses issues regarding modern mathematics. He argues that modern mathematics merely introduces further confusion in the way mathematics is taught even though it was formed to correct errors in the traditional way that mathematics was taught.The book starts with a catchy introduction about how mathematics is taught using the new curriculum. Mr. Kline clearly drives home the point that modern mathematics confuses those who are taught under this curriculum. He mentions a teacher teaching mathematical concepts to students. Yet even though the teacher introduces many concepts during his lecture, he only leaves the students more confused than before he started the lecture.Mr. Kline mentions that traditional mathematics has its share of faults which prompted the move for the mathematics teaching reform. He stresses that traditional mathematics stresses on mechanical ways of solving problems instead of making students understand, which should be the goal in all types of teaching. Students end up memorizing steps and proofs without really understanding what the point was in solving mathematical problems.Further on he discusses the origins and evolution of the new mathematics. Mr. Kline’s exposition on the subject is detailed and comprehensive despite the fact that he mentions only the contribution of only a few groups which were committed to revamp the traditional curriculum. Many other groups contributed to the work that ultimately became modern mathematics, but the author argues that these works tended to be imitations of each other. Thus these groups can be considered to form a single movement that produced modern mathematics.In the succeeding chapter, modern mathematics is shown to be ineffective as a substitute for traditional mathematics. Whereas in the traditional method learners of mathematics mostly relied on rote memory, modern mathematics more often than not ju st confuse its learners. The author made his point very clear with his exposition on the deductive approach to solving problems.The deductive approach relied too much on rules and logic.   This might be a good thing if the rules were at least made clear beforehand, but modern mathematics did not properly define such rules. The learner is also faced with a ton of them to use.   Such structure based on rules and logic is then contrasted to the fact that the masters of mathematics from antiquity up to more recent times relied on intuition in solving mathematical problems. Modern mathematics in effect leaves the learner to memorize proofs instead of really understanding concepts thus defeating the purpose for which modern mathematics was made.Other problems the author exposes in the book with regard to modern mathematics are rigor and language.   It seems that modern mathematics is obsessed with making problems that have to be solved by as much rigor as possible. It is also obsess ed with trying to make problems as rigid as they can come with respect to language. It makes it a point to leave no room for ambiguities. At this part, it can be seen that the author has a keen way of showing the absurdity of such an assumption. Students end up being more confused. Readability and even comprehensibility of mathematics texts are sacrificed. With such language the author argues that only experts would understand the text, but such texts are forced into novices.The insular way of promoting mathematics is also a point in the author’s case against modern mathematics. Mathematics divorced itself from fields where it is being useful. The author expresses alarm at this trend by arguing that students have become less appreciative of the subject. They don’t see math applied to relevant situations. The situation is further aggravated by the introduction of new concepts such as set theory, matrices, symbolic logic, abstract algebra, and congruence. Such subjects a re used almost purely in the study of pure mathematics unadulterated by fields such as engineering and astronomy!Formulators of the new mathematics curriculum did this in an attempt to present mathematics in a logical and orderly manner. Yet the author argues to his readers that what this does is just further confuse learners under this new curriculum.Nevertheless, the strongest argument Mr. Kline has against modern mathematics is the way it was developed and eventually accepted. There were no experiments to test whether the new curriculum would be better than the old or traditional curriculum. They were directly imposed upon students. Nevertheless, Mr. Kline does admit that testing for positive results or even negative results of the teaching modern mathematics can be difficult. Courses that claim to be modern may just be mixtures of traditional and modern concepts. Only â€Å"smart† students may have been enrolled under the new mathematics while those who were not as smart were left with the traditional method.The author, however, points out criticism from those who worked with the development of new mathematics to clamor for a change in how mathematics is to be taught. To give a darker tone to the new mathematics curriculum, the author mentions ulterior motives. Teachers who may have struggled with topics suddenly see easy and logical proofs as teaching tools. This may seem easy to them who have some mathematics background, but it may not be the same case for first time learners. Teachers who wanted to be recognized began writing modern mathematics textbooks. Publishers who wanted to profit from the controversy joined in. Soon there was no turning back. Students are now stuck with modern mathematics.The book shows that the author was passionate in his campaign for a reform in the teaching of mathematics. The traditional methods were not sufficient. Thus it was replaced by the new mathematics curriculum. Yet the new mathematics still did not make the cut. In fact it merely added more confusion in the teaching of mathematics. His use of exposition plus some sarcasm and good natured humor and common sense forms an informative and interesting text.The text also makes readers into thinkers. In a world where modern mathematics has largely replaced traditional mathematics, one is left wondering with many questions after reading the book. What if I learned mathematics in the traditional way? Could I have loved math then? Should we reform modern mathematics as Mr. Kline argues in the book? Would it even make a difference if the way of teaching mathematics is to be reformed? Would there come a time when ordinary students would eventually love math?Yet in conclusion, even though the book is almost light in its approach to the subject, it does it with a readability that warrants attention to its arguments.

The Scarlet Letter - The Goals of Life essays

The Scarlet Letter - The Goals of Life essays Take a creepy old mad man, and a reverend who wont confess his devil-like sin, mix in a little psychology, and mind games, and you get The Scarlet Letter, by Nathaniel Hawthorne. As this story goes, Hester Prynne has committed an evil sin, and must wear a red A on her chest for the rest of her life. Later, Hawthorne introduces her husband, Roger Chillingworth who finds out about her evil sin, and is ready to take revenge to the person who committed this act of adultery. Then, we find the towns minister, Dimmesdale, in a poor state of being, so Chillingworth becomes his doctor, and soon finds out that his real ailment is that hes committed a sin. The mind games between Dimmesdale and Chillingworth continue, until Dimmesdale steps up, and admits his sin. On that spot, Dimmesdale dies. The most fascinating part of the book is the time in which Chillingworth is playing mind games with Dimmesdale. Even more fascinating are the characters themselves. While it seems that Dimmesdale and Chil lingworth are two separate characters, both with different goals, they have several things in common with each other. Dimmesdale and Chillingworth are two different, yet interesting characters. Dimmesdale is a younger reverend of the town that everyone looks up to. Also, Dimmesdale... [is like] a coward (Kestner, 2), because of his weakness against confessing his sin, and his guilt, his prison, festered inside him until he started to physically deteriorate (Kestner, 2). On the other hand, Chillingworth was Dimmesdales physician, and had a remarkable way of healing people. Even though he could have used his healing powers for good, throughout the book, Chillingworth is described by the townspeople, and Hesters daughter, Pearl as the black man (the devil), and that Chillingworth is plotting against Dimmesdale. Hawthorne makes Chillingworth out to be a monster (Brayton...

A Worn Path Short Story Research Paper Essay Example for Free

A Worn Path Short Story Research Paper Essay ? Many obstacles can be taken when one desired the most is at risk. Phoenix Jackson is an old woman who has the right intentions, but meets many conflicts on the way. In the short story, â€Å"A Worn Path†, Eudora Welty predicts that one never knows where a path will end up leading them through conflict and symbolism. Phoenix Jackson warns that one never knows where a path will end up leading to. In the short story â€Å"a Worn Path†, Phoenix Jackson goes through many obstacles on the path to find medicine for her â€Å"grandson† (Welty). Phoenix is on a mission to retrieve treatment for her grandson. She is willing to face anything that gets in the way of her path leading to her destination. As Phoenix faces her journey she will reach conflicts beyond the way. While on the path to complete her mission phoenix stumbles upon many conflicts. In the short story â€Å"a Worn Path†, Phoenix comes encounter with intimidation of a â€Å"young hunter† in the woods (Heller). The hunter tests the old lady of weakness as he boasts of himself throughout the scavenged woods. Although the hunter has a gun with any possible chance to use it on Phoenix, she resembles courage upon the conflict for going about her business and continuing about her quest. In the short story â€Å"a Worn Path†, old woman Phoenix struggled up a hill â€Å"extricate[ed] herself from a thorn bush†, and crossed a log over a creek (Piwinski). As the woman struggles to get out of the bush she chooses to not give up and continue forward her path. The woods may have brought conflict and obstacles to Phoenix, but that won’t stop her from reaching the end of her journey. A Worn Path Short Story Research Paper. (2018, Oct 26).

Portfolio Part A - Article Review Example | Topics and Well Written Essays - 250 words

Portfolio Part A - Review - Article Example e to strict the definition of rhetoric as persuasion they asked the rhetoric scholars to explore other forms of rhetoric thoughts which was then told â€Å"invitational rhetoric†. Invitational rhetoric was a civil approach. Issue was also sorted out by simply studying the critiques on rhetoric concepts and difficulties in addressing the medium which scopes were limited by rhetoric concepts. In this journal traditional definitions of rhetoric thoughts were challenged and then examined as the invitational rhetoric concepts. These concepts of invitation rhetoric were considered as civil approach even up till now. They carried the theory given by Griffin and Foss 1995 and described as a different and a unique type of communication that had gone beyond rhetoric as persuasion. Another main finding was that invitational rhetoric was adopted to have an exchange of information in the environment based on equality, value and civility. Studies result better when work with many other researchers in the field. The authors could have worked with more theories related to civil approach communication. The search related to feminism could also have been included to high the studies of this article. As it is talked about exchange of information in in-equal environment a lot in this article so the primary data collection and interpretation would have helped a lot in the obtaining of true

Drawing on examples of ethnographic studies, critically evaluate the Essay

Drawing on examples of ethnographic studies, critically evaluate the main strengths and limitations of this research method - Essay Example The deployment of ethnography as a method to capture the realm of culture enables the researcher to dissect even the most subtle meanings associated with actions and interactions that often take place within that respective realm. It focuses on observation of specific actions and interactions within specific and natural settings rather relying solely on data collected through different external methods (Tuckman 1999). It helps to make sense of the deeper meanings that are motivated both from historical and political corner points and which rule the ruse in the daily lives. It also enables the researcher to simultaneously participate in the daily lives as well as to keep distance from the same in order to make sense of the subjective meanings attached to the actions by the subjects (Geertz 1995). In this paper I shall attempt to provide a critical overview of ethnographic research with regard to the possibilities it offer in social research. I have basically attempted to club the meri ts, demerits and instances of ethnographic research in singular edifice in the form of this paper. Thus I have attempted to draw from specific works in order to understand the relevance of the advantages and disadvantages and how the latter are overcome and through what additional methods. Being inductive in nature than deductive ethnographic research is more flexible and reserves sufficient room to incorporate elements that are difficult to manage and control and that emerge, even spontaneously, during the course of the study. The most significant use of making ethnographic analysis is that it helps the researcher to closely observe and understand the internal dynamics of the local daily lives in the cultural locale being studied. The use of observation and interviews in ethnography helps the researcher to stick to the natural settings (Wilson 1977). The opportunities for the researcher to observe the behaviour and human relations, actions and interactions within their usual enviro nment helps the researcher to â€Å"contextualize† her research (Brewer 2004: 154); it also plays a crucial role in the very process of laying foundation for the particular research. Gay and Airasian, during the course of their study about educational research generally in the European context, observes that â€Å"in ethnographic research, as opposed to other forms of social researches, hypothesis is formed after the initial phase of field visits, observation and so on† (25). This is a very crucial factor since it keeps the researcher away from any form of preoccupations about the research as such and the research questions and widens the scope of the project. In addition to the above this contextual specificity saves the researcher a great deal from generalizing the outcomes of the specific research. According to Pawson (1999), as a result of the constant interaction with subjects in their usual settings, there are constant and unexpected twists and turns in the ethno graphic research which prevent it from becoming â€Å"a neat series of sequential stages† (32). Thus ethnography could better be understood as incorporating great amounts of flexibility incorporating a â€Å"multiple series of actions in a rather flexible manner† (Ibid 33). While this remains so the question of research design occupies an important place in this research framework and ordering the research in a systematic

British Arguments During the Revolutionary War Essay Example for Free

British Arguments During the Revolutionary War Essay The colonists are good for one thing: complaining. They cry like babies for what just a few cents on their sugar and stamps, when in reality we were HELPING THEM. We made these taxes to defray for the defense of the colonies and to supply the troops. All they do is whine, whine, whine. They go on all day like fools with that idiot saying†¦ â€Å"No taxation without Representation.† 1764-Sugar Act 1765- Stamp Act Little Brats Somehow these peasants have made us look like the villains in the tragic event they call the â€Å"Boston Massacre. † Hey that is one way to put it, but truly they are the ones to be blamed in this whole bloody mess. The idiots started it by harassing some of our own sovereign soldiers, they even through snowballs at our soldiers. How rude?!? Oh well, they simply don’t have class. Sure, a few of the peasants died but it was simply self-defense. 1770- Boston Massacre Cavemen The Peasants have yet again come up with some crazy antics that even top off their outrageous behavior so far. This time they burned down one of our schooners- The Gaspee to be specific. Yes, that is right they burned down a ship. How grotesque? Idiots! Better yet, cavemen! They have no taste act like villagers. They even accused one of our finest commanders who was the captain of the ship- Lt. William Dudingston of being unjust and corrupt. Lies, lies, lies! 1772- The Burning of The Gaspee A Truly Intolerable Act Wait for this one, it is truly mind-blowing. Believe it or not, the peasants dressed up as Mohawks Indians and dumped 342 chests of tea into the Boston Harbor. This is a new low even for them. They are real idiots, wasting all that tea. How extremely insensitive of them? There are many people in this world that could have made a use of that tea. On the bright side, we punished them thoroughly.

Woodrow Wilson vs the Senate Essay example -- essays papers

woodrow wilson vs the senate â€Å"The Only thing necessary for the triumph of evil is for good men to do nothing† They say time is a great teacher. How true. History has taught us that peace must be kept at all costs. At the end of World War 1, the common goal between the victorious nations throughout the world was to declare peace. The leading statesmen of these triumphant nations met in Paris to draw up the Treaty of Versailles, which would decide the fate of the central powers. Woodrow Wilson, the American President, created fourteen points as the basis for peace negotiations. Among these fourteen points was the most controversial and yet the most important to President Wilson, the League of Nations. President Wilson developed its charter and soon died from exhaustion after his own country, the United States, refused to ratify it in the senate. American policy had temporarily shifted from isolationism to internationalism because of the war, however the United States senate was not ready for the responsibilities of a world peacekeeper. Due to a republican majority, senators Henry Cabot Lodge, Alfred Beveridge, and other isolationist senators helped to sway the rest of congress to deny the ratification of the Treaty of Versailles. These senators believed that by entangling themselves in an international organization they would create new alliances, which would commit them to go to war. Also, Lodge felt that the League of Nations would be able to control the United States military by limiting the number of armaments that a nation could have. Due to Article 10 and the limitations on armaments, which the senators objected, and the inability to compromise on the deadlock between the Pr esident’s beliefs and the Senators, led to the failure to ratify the Treaty of Versailles. These factors lead the senate to their decision, which left the world vulnerable for another war and the eventual demise of the League of Nations. The Fourteen Points were one of Wilson’s major accomplishments while he held office. Wilson introduced this theory on what he believed were successful measures in not only preventing Germany from beginning a war again, but to prevent all wars. After all World War One was the war to end all wars. These Fourteen Points included proposals such as freedom of the seas, general disarmament, the removal of international trade barriers, impartia... ...n and his political rival were stubborn and stayed in a deadlock. Therefore, the treaty failed to be ratified. Wilson died on February 3, 1924 and along with him died the United States involvement in the League of Nations and the ratification of the Treaty of Versailles. Out of the Fourteen Points came Wilson’s most important achievement at Versailles, the creation of an international peacekeeping organization, the League of Nations. Woodrow Wilson did all that he could to gain the support of his people for the acceptance of the League of Nations in the Treaty of Versailles. He believed that the idea of collective security was the key to keeping world peace. Yet, Wilson was ahead of his time. America was not ready to switch from an isolationist state to an international peacekeeper. The American senate wanted to make changes to the treaty in order to secure their international stand on domestic issues. But Wilson was unwilling to compromise on securing peace for mankind, so Wilson gained nothing. The ratification of the Treaty of Versailles and the League of Nations would fail, however the idea still burned on, and the United Nations would be formed after the Second World War.

Feasibility Studies for Bookstore and Coffee Shop

CHAPTER I The Project and Its Background This chapter provides all necessary information on the company’s background and nature of business. This includes the company name, location, nature of the business, historical background, mission, vision and core values statement, company objectives and feasibility criteria. Company Name During ancient times, leaves are used as a writing instrument in the form of â€Å"papyrus† which provides the knowledge and ideas that built the early civilization of mankind. It is an instrument which made people survive and improve their everyday life, and also, to help exist the world today.It became our inspiration in putting up a bookstore, the idea of which is to provide information, knowledge, and ideas that will help in supplementing the complex thinking of every person. The Leaflets Bookstore is then formed because of the said conceptualized idea and inspiration. Just like a leaf that produce food for a tree, Leaflets Bookstore will al so serve as an instrument in educating people and equip them with knowledge that will help them in forming their own idea of life. Location â€Å"A good location is as important as the product†.Strategically located in Northridge Congressional Avenue Quezon City, Metro Manila with the size of 237 square meters. More than adequate parking space. Reasonably priced per square meter. Rental Payments as well as additional payments shall be stated within the leasing terms including registration of utilities and amenities. Nature of the Business Leaflets Bookstore’s goal is to serve our customers with resources with that will enrich their minds and improve their skills. It also aims to provide them with the most efficient way of book shopping.The bookstore will offer a large variety of books including published and second-hand/used books. It shall also offer a â€Å"book bank service† which will provide used books for rent intended mainly for those customers who cannot afford to buy the books for sale and for those who want to â€Å"stop, sit and read†. A mini-cafe will also be established providing snacks and drinks that will make our customers’ reading experience more enjoyable. Historical Background An idea to enrich every mind by gathering and providing reading materials created our will to pursue a bookstore business.We know that by giving such service, this generation will have their minds filled with necessary information and knowledge. A generation with a good readership will create a responsible generation. Also, a bookstore that is filled only by books and other reading materials makes it plain and regular. We taught that by providing other services more people will come and will be encourage to read. With these little ideas, Leaflets Bookstore came to be. Mission, Vision and Core Values Statement Mission:Leaflets Bookstore aims to provide wide variety of books and other reading materials with prices fair enough for the yo uth and middle-class households. Our purpose is to give the best services a bookstore can have with a very relaxing ambience suitable for reading moods complemented by light meals and hot-and-cold drinks through our mini-cafe. Vision: Leaflets Bookstore endeavor to become the most innovative in providing wide variety of books; offering the best place for reading that will give satisfaction to our valued customers. And to be able to extend our services to other parts of the country who are in need of our offerings.Core Values: Quality, integrity and service are the utmost concern of Leaflets bookstore. We aim to provide our customers with books of good quality and give them excellent service. Company Objectives: 1) To gain an identifiable market share by 35% in the first 2 years of operation. 2) To increase the company’s profit margin by 10% per year. 3) To gain the company’s overall return-on-investment before its 10th year of operations. 4) To reach out to class A-B a nd C customers through extensive promotional tools and services. Feasibility Criteria Innovation.All innovation begins with creative ideas. We define innovation as the successful implementation of creative ideas within an organization. In this view, creativity by individuals and teams is a starting point for innovation; the first is necessary but not sufficient condition for the second. Originality. An original work is one not received from others nor one copied based on the work of others. Accessibility. Accessibility is a general term used to describe the degree to which a product (e. g. , device, service, environment) is accessible by as many people as possible.The products that we offer must be accessible to our market at all times Creativity. Creativity is typically used to refer to the act of producing new ideas, approaches or actions, while innovation is the process of both generating and applying such creative ideas in some specific context. CHAPTER II Management Aspect This chapter contains information on the company’s management aspect. It includes the pre-operating period, form of business organization, management control, financing, liabilities of the owner and personnel requirements. A.Pre-operating Period [pic] Figure 1 Gantt Chart B. Form of Business Organization Leaflets bookstore is organized by people who bind themselves through the aid of a written legal agreement to contribute their resources to create a common fund and later divide the profit based on the portion of contribution to the fund. It is advantageous for the businessmen to form a partnership because the unlimited liability of the partners make it attractive from the point of view of the creditors to extend loans beyond the capacity of the partnership to pay.The combined personal liability of the partners also offers a better proprietorship. Since more than one person participates in the business, closer supervision of all its activities will be attained. All partners direc tly involve in the management of the business and each has specific tasks and responsibilities to perform. The partnership will be composed of three (3) partners. It is a general partnership. All three partners are general-industrial partners who will contribute money and property as their capital. C. Management ControlThe firm will establish two major positions that will handle the firm’s operation. A General Manager, who is a major shareholder in the partnership, entitled to establish the company policies and is responsible for supervising the company’s direction and growth; and the Operations Manager, who is also a general partner, entitled to supervise all of the company’s existing systems and is responsible for executing the general manager’s policies and instructions in line with the company’s direction. To facilitate all financial records of the business an accountant will be hired.Our day to day cash and credit transactions will be taken ca re of by the cashiers. Sales Representatives will be hired to assist our valued customers. The organizational structure systems and design id formulated by the firm to allocate system operations and responsibility to every designated part of the organization. Making it possible to maintain the company’s organizational unity in its working capabilities. D. Financing The business will have an initial capital of P30,000,000. This excludes the personal assets of the partners which will later be used in case of insolvency.The capital will cover the financing from the pre-operating period up to the start of the normal operation. This includes the acquisition of the book supplies, furniture and fixtures, cash registers, utensils etc. This also covers the rental fees, advertising and promotional fees, operational expenses and other miscellaneous expenses. Table 1 Capital Contributions |Elmer Rico C. Jimenez |P 10,000,000 | |Daryl L.Deita |P 10,000,000 | |Rafael B. Nepomuceno |P 10,0 00,000 | | | | |TOTAL |P30,000,000 |E. Business Relations Leaflets will maintain good mutual affairs with its suppliers—Book City, a used book supplier, Rex Publishing, Goodwill Bookstore, CLC Philippines and Anvil Publishing which will provide us with various types of published books that we will sell and Convenient Distribution Incorporated, Del Monte Philippines and Nestle Philippines for our food products. We will also keep a cordial relationship with our customers especially to those who provide us with used books through buy-and-sell transactions.F. Business Secret Bookstores are very common nowadays and as a newbie in the market, Leaflets has to have an edge among its competitors. We offer a book bank service in which the customers can rent some of our books. We put value to our customers. We keep our prices as affordable as possible and we make sure that our products are available all the time. G. Liabilities of the Owner Each partner contributed to the capital in order to sustain the needs of the partnership.In case the possibility of loss or if bankruptcy occurs, the partners are obliged to either contribute their own personal assets in order to comply with the demand of the creditor, accept a new partner or dissolve the business. H. Legal Requirements Before the start of the business operation, legal requirements are to be sought. Listed below are the following requirements and the respective agencies where they can be acquired: Table 2 Legal Requirements AGENCY |REQUIREMENT | |Securities and Exchange Commission (SEC) |Business Name Registration, Articles of Partnership | |Department of Trade and Industry (DTI) |Registration for Partnership | |Quezon City Hall |Business Permit | |Bureau of Internal Revenue (BIR) |BIR Registration number, Tax payer Identification | | |Number(TIN),Registration of book invoice and OR, VAT Certificate | | |number | |Social Security System (SSS) |Certificate of Membership; SSS Employer ID number | |PhilHeal th |PhilHealth Insurance Form | I. Organizational Chart Figure 2 Organizational Structure of Leaflets Bookstore J. Personnel Table 3 Personnel Requirements: POSITION |DUTIES |QUALIFICATIONS |SALARIES & FRINGE BENEFITS | |Accountant |Responsible for the preparation |20-35 years old, male or female |P15,000 | |(1) |of the financial statements and |CPA or a BS Accountancy graduate |SSS, PhilHealth, Pag-ibig | | |other business transactions. |with at least two years if | | | |Supervises and coordinates |experience and has a pleasing | | | |activities relative to the |personality. | | |maintenance of complete, | | | | |accurate and up to date | | | | |accounting records of | | | | |transaction, control and | | | | |handling of funds, preparation | | | | |of required reports and costing | | | | |of products. | | | |Cashier |Responsible for all the daily |18-25 years old |P15,000 | |(2) |payment transactions and cash Preferably female, |SSS,PhilHealth, | | |register operation |College leve l or a graduate of |Pag-ibig | | | |any course with good | | | | |communication skills, highly | | | | |trainable and has a pleasing | | | | |personality. | |Sales Representatives |In-charge with the assortment |18-23 years old |P9,000 | |(3) |and monitoring of books, |At least college level, highly |SSS, PhilHealth, | | |clearing the area and assisting |trainable, with pleasing |Pag-ibig | | |the customers with their needs. |personality and hardworking. | | Hiring Policies: The recruitment process will include the following activities: 1. Print ads to inform that employees are needed to by the newly established bookstore. 2.Screening, interview and examination will be conducted upon submission of application forms. Employment Procedures: 1. Qualified applicanres:eas clease training areas cleas all the timeinaryn the customers with their needs. an instrument in educts will be notified within the day during the application process and scheduling of training. 2. Physical and medical e xamination, NBI clearance, SSS number and 2Ãâ€"2 pictures should be submitted within one week. 3. Newly hired employees shall undergo an orientation. 4. A contract is to be signed by the employees upon fulfillment of the conditions. Training Procedures: 1. Trainees are required to wear proper uniform during training. 2.One week training period will be given to the trainees. 3. They are given a one-hour break during trainings. 4. They are expected to arrive 30 minutes before their shifts. 5. Trainees caught doing unlawful activities such as smoking and sleeping is subject to immediate disciplinary action. 6. Trainees are expected to keep the training areas clean all the time. Rules and Regulations: 1. All employees are expected to wear complete uniforms and observe proper hygiene. 2. Employees are expected to arrive an hour before their respective time of duty. 3. Visitors are not allowed during working hours. 4. Employees must consult the supervisor in charge in case of customer co mplaints. 5.Cellular phones/ Telephone calls are strictly prohibited during working hours except in case of emergency. 6. All employees covered by this agreement shall strictly observe and adhere to faithfully comply with the company rules and regulations. 7. No covered employees shall be discharged, suspended or otherwise subjected to disciplinary action without being informed of the act or violation. Working Days and Hours of Work: 1. The established regular days of operation shall be seven (7) days a week from 9am to 9pm equal to twelve (12) hours a day (a total of eighty-four (84) hours a week). 2. The company shall prescribe its regular or official work day, working time, work shift and rest day of employees. 3.The regular or official work day, working time, work shift and rest day of any employee may be changed or modified by the company from time to time upon notification to the employees concerned depending on their circumstances or when the operation of the company requires . Leave of Absence with Pay: 1. Vacation leave 2. Sick leave Maternity leave 3. Paternity leave 4. Educational leave Overtime Pay: Employees who, due to the necessities of the operations, may be required by the company to render the necessary overtime work during the regular work days, rest days, and legal holidays, especially during the store sessions such as school openings, Christmas, etc shall be entitled to the payment of overtime pay in accordance with the law.For the purpose of the overtime pay, the legal holidays shall include the ff: 1. New Year’s Day 2. Araw ng Kagitingan 3. Labor Day 4. Independence Day 5. National Heroes Day 6. All Souls’ Day 7. Bonifacio Day 8. Christmas Day Non-working holidays: 1. Holy Wednesday 2. Maundy Thursday 3. Good Friday 4. Black Saturday 5. December 31 (New Year’s Eve) 6. All Saints’ Day 7. December 24 (Christmas Eve) Bonuses: 1. 13th Month Pay The company shall give 13th month pay to employees who have completed a t least 1 year of continuous and satisfactory service with amount equivalent to his/her monthly basic pay and shall be given on the 15th of December. CHAPTER IIIMARKETING ASPECT This chapter contains information on the company’s marketing aspect. It includes the supply and demand data, prices and the marketing programs to be used to promote the business. A. Demand YC = a + bx a = ? y / n b = ? xy / ? x2 x = years as measured from the middle year(s) n = number of past years covered Y (Demand) = Total population x % Primary target market x % tryers x % users x frequency of purchase A survey was conducted for the purpose of identifying the potential market share of Leaflets bookstore. It is composed of 250 respondents, mostly students and young professionals belonging to the class A-B and C of the market.It also aims to know the readership of the market, the bookstores where consumers usually buy, the number of potential customers interested in a bookstore with a mini-cafe; the consumer preferences in terms of the type of book that they buy, the budget spent for books by the consumers and their income level. [pic] Figure 3 Pie Chart Graph of the Readership of the Market [pic] Figure 4 Pie Chart Graph of the Bookstores where consumers usually buy [pic]Figure 5 Percentage Distribution of potential customers interested in a bookstore with a mini-cafe’ [pic]Figure 6 Percentage Distributions of Consumer Preferences [pic]Figure 7 Percentage Distribution of the Income Level of the Market [pic]Figure 8 Percentage Distribution of the budget spent on books by the consumers [pic]Figure 9 Percentage Distribution of the Sex of the potential consumers [pic]Figure 10 Percentage Distribution of Age Level of the Potential Consumers | | | †¢ Ninety-four percent (94%) of Filipino adults can read (Simple words at least). †¢ Ninety-percent (90%) of Filipino adults have read books, while 68% have read non-school books. †¢ Twenty-two percent (22%) of Fili pino adults read nonschool books at least weekly, while another 22% read nonschool books only a few times a year. †¢ Ninety-one percent (91%) of those who read non-schoolbooks do so to get information or gain additional knowledge, while 9% do so for enjoyment of amusement. Seventeen percent (17%) of Filipino adults, in the past year, read only one non-schoolbook, while 14% read at least ten non-school books. †¢ Filipino adults from ages 18-24 read more non-school books, with five books as average, compared to older ones, in the past year. †¢ Fifteen percent (15%) of Filipino adults bought at least one non-schoolbook for personal reading in the past year. †¢ Forty-two percent (42%) of Filipino adults do not know if a public library exists in their locale. †¢ Seventy-six percent (76%) of those who read non-school books do not borrow from libraries. †¢ Only 4% of Filipinos have home libraries. †¢ Fifty-eight percent (58%) of those who bought non-schoo l books for personal reading spent at most P 200 in the past year. Fifty-seven percent (57%) of Filipino adults prefer to read non-school books in Tagalog, 30% prefer English, and 13% prefer Cebuano. †¢ Romance/love stories (26%) and the Bible (38%) are the most popular non-school books read by Filipino adults. The National Book Development Board commissioned the Social Weather Stations to conduct a survey on the reading attitudes and preferences of Filipinos. This is the most comprehensive study on book readership in the country. The survey was conducted from March 10 to 25, 2003 with 1,200 respondents composed of 300 voting-age adults from every study area: National Capital Region, Balance Luzon (areas within Luzon but outside NCR), Visayas, and Mindanao.The sample size has an error margin of +/-3% for the entire Philippines and +/-6% for every study area. Of the total respondents, 63. 6% are from rural areas, while 36. 4% from urban. Of the total respondents, 7. 7% belong to classes ABC, 67. 4% class D, and 24. 8% class E. Significant Findings of the Book Readership Survey Readership of the 7 -17 years old age group Nationwide, 60% of the households surveyed have family members aged 7-17. Of these households, 35% have at least one member of the 7-17 age group who reads non-schoolbooks. Of the total family members aged 7-17, only 26% read non-schoolbooks, but most of those who read non-schoolbooks read at least weekly.Readership of non-schoolbooks among members aged 7-17 tends to be higher among females, classes ABC, those with a library at home, and those whose household heads have high education. The most popular non-schoolbooks read by the 7-17 age group are the Bible (22%) and romance novelettes (22%). Readership of Filipino Adults The good news is 94% of Filipino adults can read (simple words at least). 90% have read books at least some time in their lives. 68% have read nonschoolbooks. For those who read, 91% read to gain knowledge while 9% read f or enjoyment. Accessibility of Bookstores and Libraries The survey reveals that many of the respondents (42%) are not aware if a library exists in their locale. 0% say that bookstores are not within walking distance from their residence, and 18% do not know if there is a bookstore in their locale. Data gathered from the National Library show that there are only 511 municipal libraries out of 1,496 municipalities, and 49 provincial libraries out of 80 provinces. Adult readership of non-schoolbooks tends to be higher among: †¢ those with high levels of education, †¢ those who attended private rather than public schools, †¢ those from upper socio-economic levels, †¢ those with higher personal monthly income, †¢ those from urban rather than rural areas, †¢ those younger in age, †¢ those who are not married, †¢ those who have libraries in their homes and offices, those living nearer to bookstores and public libraries, and †¢ those whose social networks (kith and kin) also like to read. While Filipino adults generally recognize the value of reading books, many (43%) can let a whole year pass without reading a single non-schoolbook. On the other hand, 15% read 2-3 non-school books, and 14% read at least 10 non-school books. Books are read more for gaining knowledge and information, and thus perhaps book reading is considered something to do when the need arises. Watching TV, movies and videotapes, listening to the radio, and going to malls seem much more fun to do. Perhaps parents, educators, publishers, and advertisers ought to do more to portray book reading as fun to do too.Filipino adults generally find books to be good gifts, and although considered costly, a book is not regarded as a luxury item but a necessity. The survey shows that readership of non-schoolbooks is higher among Filipino adults from the upper socio-economic classes who have reached high levels of education and attended private schools, are younger, e ither single or without a partner, and live in the urban areas. Moreover those who live near libraries and bookstores read more often. The Bible (38%) and romance novels (26%) are the most commonly read books by adult readers. The highest percentages of Bible-readers are from Mindanao (51%), class E (43%), females (42%), and 45 and above years old (49%).The highest percentages of romance novel readers are from Balance Luzon (27%) and Visayas (27%), class E (28%), females (37%) and 18-24 years old (46%). After the Bible and romance novels, females like to read about cooking (11%), while males read about politics (10%). Manner of Acquiring Non-Schoolbooks Allowing for multiple answers, the following are the means through which Filipino adults who read non-schoolbooks acquire them: borrowing from other people (52%), receiving books as gifts (40%), borrowing from libraries (24%), renting (18%), and buying (15%). Majority of respondents from all study areas and all socio-economic classes do not borrow from libraries. Buying Non-SchoolbooksThe percentage of those who bought non-schoolbooks for personal reading in the past year increases with social class, educational attainment, and personal monthly income. 58% of Filipino adults who bought non-schoolbooks in the past year spent only a maximum of P200. 16% spent more than P1,000. Among classes ABC, 38% spent more than P 1,000. B. Supply Supply of Book retailers within Metro Manila = 1,399 C. Prices Table 4 List of Books from Rex Publishing Co. |ITEM |AUTHOR | |COPYRIGHT |PRICE |WITH 20% MARK UP | |DESCRIPTION | |QTY. | | | |Rex Publishing Co. | | | | | | |ACCOUNTING | | | | | | |Tax Accounting Digest |Co, Untian Jr, |10 |2008 |420. 00 |504. 60 | |Basic Accounting Concepts and |Garcia, et al |10 |2006 |250. 00 | | |Procedures | | | | |300. 0 | |Bookkeeping Manual for |Galanza, R. M |10 |2006 |151. 00 | | |Merchandising Companies | | | | |180. 20 | |Accounting Principles and | | | | | | |Procedures |Galanza, et al | | 2003 |272. 00 | | |Sole Proprietorship Vol. 2 | |10 | | |326. 0 | |Merchandising | | | | | | |Accounting Principles and | | | | | | |Procedures |Galanza, R. M | |2003 |254. 00 | | |Sole Proprietorship Vol. 1 | |10 | | |304. 80 | |Servicing | | | | | | |Partnership and Corporation |Carillo, J. L | |1997 |207. 00 | | |Accounting | |10 | | |248. 0 | | | | | | | | |BUSINESS LETTER WRITING | | | | | | |Business Finance |R. Medina |10 |2007 |250. 00 |300. 00 | |Business Finance (Philippine |Dela Cruz | |2005 |350. 00 | | |Environment) | |10 | | |420. 00 | |Merger and Acquisition of |Nasution E. | |2005 |344. 0 | | |Philippine Banks | |10 | | |412. 00 | |Business Ethics |Padilla, R. A |10 |2004 |200. 00 |240. 00 | |Integrated Business and |Abulencia, E. | |2001 |223. 00 | | |Technical Communication | |10 | | |267. 60 | |Business Correspondence |Baraceros, E. L |10 |2000 |188. 00 |225. 0 | |CHEMISTRY | | | | | | |Inorganic Chemistry |Miessler, et al |10 |2008 |988. 00 |1185. 60 | | | |10 | | | | |COMPUTER | | | | | | |Application Software |Reyes, F. D |10 |2007 |247. 00 |261. 60 | |Application Software |Reyes, F. D |10 |2006 |218. 00 |282. 0 | |Secret of Designing for |Mangilit |10 |2005 |235. 00 |417. 60 | |Websites | | | | | | | | | | | | | |EDUCATION | | | | | | |Student Teaching Work text |Atienza, et al |10 |2007 |285. 00 |342. 0 | | | |10 | | | | |Principles of Teaching 1 |Acero, et al |10 |2007 |180. 00 |216. 00 | |Introduction to Special |Inciong, T. |10 |2007 |335. 00 |402. 00 | |Education | | | | | | |Foundations of Education |Recto, A. |10 |2005 |164. 00 | | |Vol. 2 | | | | |196. 80 | |Foundations of Education |Recto, A. | |2005 |296. 0 | | |Vol. 1 | |10 | | |355. 20 | |Strategic Planning of Education|Miclat, E. F |10 |2005 |378. 00 |453. 60 | |Foundations of Education |Calderon, J. F |10 |1998 |416. 00 |499. 20 | |Principles an Strategies of |Acero, et al | |2000 |278. 00 | | |Teaching | |10 | | |333. 0 | | | | | | | | |ENGLISH | | | | | | |English for Edu cational |Francisco, S. |10 |2006 |255. 00 | | |Purposes | | | | |306. 00 | |Communication Skills I: |Baraceros, E. L | |2005 |273. 00 | | |Improving Study and Thinking | |10 | | |327. 0 | |Skills in English | | | | | | |Enhancing Basic Research and |Lacia, et al |10 |2004 |164. 00 | | |Writing Skills | | | | |196. 80 | |Fundamentals of English Grammar|Cruz, et al |10 |2001 |456. 00 |547. 20 | |Communication Skills 2 |Baraceros, E. L |10 |2000 |157. 00 |188. 0 | | | | | | | | |ENGINEERING | | | | | | |Engineering, Contracts, |Mendoza, G. | |1998 |385. 00 | | |Specifications and Ethics | |10 | | |462. 00 | |Strength of Materials |Mejia, et al |10 |1998 |169. 00 |202. 0 | | | | | | | | |FILIPINO | | | | | | |Komunikasyon sa Akademikong |R. Dinglasan |10 |2007 |273. 00 |327. 60 | |Filipino | | | | | | |Panitikan ng Lahi |Belvez, et al |10 |2006 |360. 00 |432. 00 | |Kritisismong Pampanitikan |Dimglasan, et al |10 |2005 |279. 00 |334. 80 | |Sulyap sa Panulaang Filipino |Macaraig, M. |10 |2004 |302. 00 |362. 0 | |Makabagomg Balarilang Filipino |Santiago |10 |2003 |279. 00 |334. 80 | |Pagbasa at Pasgulat sa |Casanova |10 |2001 |290. 00 |348. 00 | |Iba;t-ibanf Disiplina | | | | | | |Retorikang Pamgkolehiyo |Casanova |10 |2001 |302. 00 |362. 40 | |Panitikan sa Pilipinas |Rubin, et al |10 |2001 |350. 00 |420. 0 | | | | | | | | | | | | | | | |FOREIGN LANGUAGE | | | | | | |Learn to Speak English, |Belvez, P. M | |2003 |279. 00 |334. 80 | |Japanese and Filipino | |10 | | | | | | | | | | | |HOTEL AND RESTAURANT MANAGEMENT| | | | | |Nutrition and Dietetics |M. McWilliams |10 |2007 |838. 00 |1005. 60 | |A Guide to Meal Management and | | | | | | |Table Service |Soriano, N. N |10 |2004 |182. 00 |218. 40 | |Nutrition and Home Technology |Mortola, et al |10 |1997 |188. 00 |225. 60 | |Fundamentals in Meal Management|Dizon |10 |1994 |191. 00 |229. 0 | | | | | | | | |LITERATURE | | | | | | |Literatures of the World |Sialongo,et al |10 |2007 |318. 00 |381. 60 | |Treasures of the Phi lippine |Viar, et al | | 2006 |218. 00 |261. 60 | |Regional Literature | |10 | | | | |Literatures of the Philippines |Lacia, et al |10 |2003 |344. 00 |441. 60 | |The Literatures of Asia and |Duka, C. R |10 |2001 |242. 00 |290. 0 | |Africa | | | | | | | | | | | | | |MANAGEMENT AND MARKETING | | | | | | |Fundamentals of Strategic |N. A Orcullo | |2007 |265. 00 |318. 00 | |Management | |10 | | | | |Business Organization and |Medina, R. | |2006 |291. 00 |349. 0 | |Management | |10 | | | | |Human Resource Management |Corpuz, C. R. |10 |2006 |281. 00 |337. 20 | |Management Theory and Practice |Lorenzana |10 |2003 |241. 00 |289. 20 | |Marketing Management |Lao, F. M |10 |1998 |470. 00 |564. 00 | |Management |Fajardo, F. R |10 |1997 |308. 00 |369. 60 | |Principles of Marketing |Medina, R. G |10 |1990 |212. 00 |254. 0 | | | | | | | | |MATHEMATICS | | | | | | |Basic Statistics for the |Albert,et al |10 |2008 |286. 00 |343. 20 | |Tertiary Level | | | | | | |Mathematics of Investment |Altares, et al |10 |2007 |308. 00 |369. 0 | |College Algebra |Young, et al |10 |2006 |374. 00 |448. 80 | |Basic Mathematics for College |Benigno, G. D. |10 |2006 |312. 00 |374. 40 | |Students | | | | | | |Plane Trigonometry |Mejia, et al |10 |2004 |305. 00 |366. 00 | |Modern College Algebra |Dayrit, et al |10 |2002 |253. 00 |303. 0 | | | | | | | | |NURSING | | | | | | |Study and Thinking Skills in |Aquino, A. |10 |2007 |282. 00 |338. 40 | |Nursing | | | | | | |Concepts in Biology |Enger, et al |10 |2007 |1299. 00` |558. 80 | |Nurse’s Pocket Drug Guide |Barberio, et al |10 |2007 |625. 00 |750. 00 | |Math and Dosage Calculation for| | |2007 |748. 00 |897. 60 | |Medical Careers |Booth, K.H |10 | | | | |Human Anatomy |Saladin, K. |10 |2005 |1199. 00 |1438. 80 | |NCLEX-RN Review |Dahlhauser, M. |10 |2006 |759. 00 |910. 90 | |Developing Community Nursing |Spencer, et al | |2006 |534. 00 |640. 80 | |Practice | |10 | | | | |Ethics for Nursing |Padilla R. A |10 |2005 |248. 00 |297. 0 | | | | | | | | |PHILOSOPHY, ETHICS AND LOGIC | | | | | | |Business Ethics and Social |F. Roa |10 |2007 |230. 00 |276. 00 | |Responsibility | | | | | | |Logic for Nursing Students ad |Rivas, et al | |2006 |289. 00 |346. 0 | |Professionals | |10 | | | | |Medical Ethics |Padilla, R. A |10 |2006 |291. 00 |349. 20 | |Ethics in the Philosophical |Babor, E. R | |2006 |157. 00 |369. 60 | |Discipline of Action | |10 | | | | |Introductions to Philosophy |Ramos, C. R |10 |2004 |290. 00 |348. 00 | |Business Ethics |Padilla, R. A |10 |2004 |200. 00 |240. 0 | | | | | | | | |PSYCHOLOGY | | | | | | |Introduction to Psychology and | | | | | | |Understanding Human Behavior |Arenas |10 |2004 |501. 00 |601. 20 | |Educational Psychology |Gines, et al |10 |2003 |422. 00 |394. 80 | |Introductory Course in Group |Tria, et al |10 |1999 |220. 00 |264. 0 | |Dynamics | | | | | | |General Psychology |Gines, et al |10 |2003 |422. 00 |506. 40 | |Developmental Psychology |Gines, et al |10 |1998 |260. 00 |312. 00 | |Person ality Development and |Sanchez, C. A | |1996 |219. 00 | | |Human Relations | |10 | | |262. 80 | |Industrial Psychology |De Leon,E. B |1a0 |1993 |326. 00 |391. 0 | | | | | | | | |REFERENCE | | | | | | |Techniques and Strategies in | | | | | | |Taking the Civil Service |O. Yebra |10 |2008 |190. 00 |228. 00 | |Commission | | | | | | | | | | | | | |RESEARCH/THESIS WRITING | | | | | | |Research Methods and Thesis |Calmorin, et al |10 |2007 |357. 00 |428. 0 | |Writing | | | | | | |Principles and Methods of |ARiola, M. |10 |2006 |323. 00 |387. 60 | |Research | | | | | | |Methods of Research |Acero |10 |2006 |187. 00 |224. 40 | |Statistics for Research |Subong, et al |10 |2005 |270. 00 |324. 00 | |Research Methods |Sevilla, C. G |10 |1992 |318. 00 |381. 0 | | | | | | | | |RIZAL | | | | | | |Jose P. Rizal: Isang Aklat sa |Adanza, et al |10 |2002 |218. 00 |261. 60 | |Pandalubhasang Kurso | | | | | | |Jose P. Rizal: Life, Works and |Acibo, et al | |1995 |215. 00 |258. 0 | |Role in the Philippi nes | |10 | | | | | | | | | | | |SCIENCE | | | | | | |Introduction to Biology |M. Melchor |10 |2007 |165. 00 |198. 00 | |Essentials of Physical Science |Malenab, et al |10 |2006 |337. 00 |404. 40 | |Essentials of Anatomy |Singh,I. |10 |2005 |603. 00 |723. 60 | |Environmental Science |Santiago, F. |10 |1996 |202. 0 |242. 40 | | | | | | | | |SOCIAL SCIENCE | | | | | | |Introduction to Sociology and |Palispis, E. S | |2007 |190. 00 |456. 00 | |Anthropology | |10 | | | | |Philippine History |Halili, M. C |10 |2004 |271. 00 |325. 0 | | | | | | | | |PRE- SCHOOL AND CHILDREN’S | | | | | | |BOOKS | | | | | | |Ang Unang Alpabetong Pilipino |Agno, L. N |10 |1990 |90. 00 |108. 00 | |Bumasa Tayo |Agno, L. N |10 |1990 |45. 85 |55. 02 | |Flowers are here and there |Agno, L. N |10 |1990 |47. 50 |57. 00 | |Fruits for Children |Agno, L. N |10 |1990 |44. 50 |53. 40 | |Learning Basic English |Agno, L.N |10 |1990 |79. 50 |95. 40 | |Learning Language the Easy |Cosme. V. |10 |2001 |89. 95 |107. 94 | |Way(P) | | | | | | |Learning English the Easy |Cosme, V. |10 |2001 |80. 00 |96. 00 | |Way(N) | | | | | | |Learning English the Easy |Cosme, V. |10 |2001 |99. 5 |119. 94 | |Way(K) | | | | | | |Learning Math the Easy Way(K) |Munio, A. |10 |2001 |120. 00 |144. 00 | |Learning Math the Easy Way (N) |Munio, A. |10 |2001 |107. 00 |128. 40 | |Learning Math the Easy Way (P) |Munio, A. |10 |2001 |139. 75 |167. 70 | |Learning Reading the Easy Way |Bautista |10 |2000 |99. 75 |119. 4 | |(K) | | | | | | |Learning Reading the Easy Way |Bautista |10 |2001 |130. 00 |156. 00 | |(N) | | | | | | |Learning Reading the Easy Way |Bautista |10 |2001 |118. 00 |138. 00 | |(P) | | | | | | |Mag-isip, Magbasa at Gumawa (K) |Bautista D. |10 |2001 |188. 0 |141. 60 | |Mag-isip, Magbasa at Gumawa (N) |Bautista D. |10 |2000 |99. 95 |119. 44 | |Mag-isip, Magbasa at Gumawa (P) |Bautista D. |10 |2001 |130. 00 |156. 00 | |Mga Pambansang Sagisag Natin, | | | | | | |PRIMER |Agno L. N. |10 |1990 |37. 75 |45. 30 | |Musi cal Instruments |Agno L. N. |10 |1990 |46. 75 |56. 0 | |My Friend Jesus (K) |Terania, A. T |10 |2001 |95. 00 |114. 00 | |My Friend Jesus (N) |Terania, A. T |10 |2001 |69. 00 |82. 80 | |My Friend Jesus (P) |Terania, A. T |10 |2000 |75. 00 |90. 00 | |The Alphabet PRIMER |Agno L. N |10 |1988 |96. 00 |115. 20 | |Unang Hakbang sa Pagbasa |Agno L. N |10 |1957 |9. 50 |11. 0 | |Write It Right (K) |Gocalin G. B |10 |2001 |109. 25 |131. 10 | |Write It Right (N) |Gocalin G. B |10 |2001 |93. 00 |111. 60 | |Write It Right (P) |Gocalin G. B |10 |2001 |93. 00 |111. 60 | |NEW TITLES | | | | | | |Go Bright with Science |Alacar R. |10 |2008 |225. 00 |270. 0 | |Getting Ready to Read (N) |Tugade |10 |2006 |95. 00 |114. 00 | |Fun with Colors and Shape(N) |Tugade |10 |2006 |85. 00 |102. 00 | |Fun with Alphabets and Sounds(N) |Tugade |10 |2006 |135. 00 |162. 00 | |Starting Reader(K) |Tugade |10 |2006 |120. 00 |144. 00 | |Growing Reader(K) |Tugade |10 |2006 |95. 00 |114. 0 | |Thinking Reader (P) |Tugade |1 0 |2006 |80. 00 |96. 00 | |Super Reader (P) |Tugade |10 |2006 |80. 00 |96. 00 | |CHILDREN’S STORYBOOKS | | | | | | |A Gift for Santa Claus |Sulpicio M. C |10 |1997 |80. 00 |96. 00 | |Dalawang Puyo |Sulpicio M. C |10 |2001 |60. 00 |72. 0 | |Olivia the Octopus Princess |Sulpicio M. C |10 |1999 |150. 00 |180. 00 | |Polka Dot Mommy |Sulpicio M. C |10 |2001 |65. 00 |78. 00 | |Princess Oyster |Sulpicio M. C |10 |1997 |80. 00 |96. 00 | |The Guardian Angel’s Christmas List|Sulpicio M. C |10 |1997 |80. 00 |96. 00 | |The Sunflower Queen |Sulpicio M. C |10 |1997 |80. 00 |96. 0 | |Bryan Learns his Lesson |Babao C. B |10 |2004 |130. 00 |156. 00 | |Basura Monster |Babao C. B |10 |2007 |150. 00 |180. 00 | |The Story of Christine |Babao C. B |10 |2007 |150. 00 |180. 00 | |At Muling Ngumiti si Haring Araw |Papasin B. |10 |2008 |130. 00 |156. 00 | Table 5 List of Books from Anvil Publishing ANVIL Publishing |ISBN |ITEM |AUTHOR |QTY. COPYRIGHT |PRICE |WITH | | |Desc. | | | | |20% | | | | | | | |MARK UP | | |MARKETING | | | | | | | | | | | | | | |9712715795 |A Treasury of |Felix Lao |10 |2005 |95. 00 |114. 0 | | |Quotes for | | | | | | | |Marketing | | | | | | |9712714284 |Treasury Quotes- |Felix Lao |10 |2005 |95. 00 |114. 00 | | |Mktg. Practitioner | | | | | | |9712709965 |Art and Advertising|Emmanuel Uy|10 |2000/SB |250. 00 |300. 00 | |9712709957 |Art and Advertising|Emmanuel Uy|10 |2000/HB |595. 00 |714. 0 | |9712714616 |Creative Selling |Felix Lao |10 |2004 |95. 00 |114. 00 | | |Techniques | | | | | | |9712712494` |E- Marketing |Leonardo |10 |2002/BP |395. 00 |474. 00 | | | |Garcia | | | | | |9712712486 |E- Marketing |Leonardo |10 |2002/NP |250. 00 |300. 0 | | | |Garcia | | | | | |9712706664 |Marketing Cases 1 |Dr. Felix |10 |1997/NP |295. 00 |354. 00 | | | |Lao | | | | | |9712710971 |Marketing Cases 2 |Dr. Felix |10 |2001/NP |195. 00 |234. 00 | | | |Lao | | | | | |9712718236 |Pharmaceutical Bus. |Dr. Felix |10 |2006/BP |580. 00 |696. 0 | | |Cases |Lao | | | | | |9712718243 |Pharmaceutical Bus. |Dr. Felix |10 |2006/NP |295. 00 |354. 00 | | |Cases |Lao | | | | | |9712718212 |Pharmaceutical Care|Dr. Felix |10 |2006/BP |585. 00 |702. 00 | | | |Lao | | | | | |9712718229 |Pharmaceutical Care|Dr. Felix |10 |2006/NP |295. 00 |354. 0 | | | |Lao | | | | | |9712711862 |Pharmaceutical | | | | | | | |Eco. ,Adm. & Acctg. |Dr. Felix |10 |2002/NP |220. 00 |264. 00 | | | |Lao | | | | | |9712706656 |Pharmaceutical | | | | | | | |Marketing 2nd Ed. |Dr. Felix |10 |1997/NP |180. 00 |216. 0 | | | |Lao | | | | | |9712705683 |Pharmaceutical | | | | | | | |Marketing 3rd Ed. |Dr. Felix |10 |1999/NP |420. 00 |504. 00 | | | |Lao | | | | | |9712718427 |Pharmaceutical | | | | | | | |Marketing 4th Ed. |Dr. Felix |10 |2006/BP |950. 00 |1140. 0 | | | |Lao |

Harold Lasswell Essay

Harold Lasswell. political scientist. defines political relations as a power battle about â€Å"who gets what. when. and how. † David Easton defines political relations as an allotment of resources. David Easton defines political relations as the â€Å"authoritative allotment of values or scarce resources. † These resources are divided in three general types. Describe these types. The three resources are: 1. Political resources: This resource refers to the country’s power. prestigiousness. and position. backed by their military power. They are called scarce resources because they are looked at in the hierarchal agreement in the universe order. 2. Economic resources: This resource includes the state’s fiscal resources ( wealth. one-year national income. supply of capital. and investing chances ) . industrial and agricultural production. and natural resources ( oil. coal. H2O. and mineral resources ) . These are besides scarce resources every bit good such as Oil and Water. We must see we can make without Oil but non Water. It is possible we might see H2O wars probably in the twenty-first century. 3. Social and cultural resources: This resource is related. non straight. to the planetary battle for power ( The battle to vie for and make laterality in an organisation. a province. a part of the universe. or the whole universe ) . Unlike the other two resources. these resources are scarce and unevenly distributed around the Earth. As if you were a policy determination shaper. urge to your President which of these resources the authorities should concentrate on geting. As a policy determination shaper. I would urge to my President to use all three resources. I truly believe I would state the President to be more accountable with all the resources. I would urge to our President to take the Economic resource foremost. I chose this first because of our state is confronting at this minute are enormous adversities. Because we did non acquire ourselves in this state of affairs. we are confronting what the old President’s determination and we are cleaning up now. Discourse how you can accomplish the maximal allotment for the resources you choose. I truly believe that I would hold done by taxing all like the President has. I would besides give back like he has done by giving back 5 % of his income. All the Congress would hold to give back 5 % of their income. I would cut back on the costs of entertaining that goes on within the White House. The travelling costs and the entertaining would hold to equilibrate each other out. The 2nd that I would take Education and occupations every bit good as health care is my following end. I would do certain the Veterans and the Seniors every bit good as the people who are disable.

sugars and carbohydrates essays

sugars and carbohydrates essays Carbohydrates are present in sugars, starch, acids, and in many other nutrients that consist elements of carbon, hydrogen, and oxygen. Having a ratio of 1: 2: 1 or written as CH20. A monosaccharide meaning monomer of sugar is a "simple" carbohydrate. Containing backbone of five carbon atoms that are present in ribose and deoxyribose, components of RNA and DNA. Glucose a six carbon atom that is common cellulose, starch, and glycogen are classified as polysaccharide, Known as a "complex" carbohydrate, with straight or branched chains of many sugar monomers. These categories of carbohydrates are tested in two laboratory experiments. It will allow us (my partner and I) to detect the presence of sugar or starch. The first test, using two different solutions to expose the presence of sugar or starch by color alteration. I hypothesize that both samples of the experiment will result differently in order to pursue the next test. The second test consists of 9 food items, identifying t he appearance of sugar or starch. I guess in identifying 75% out of the 9 items right. Conducting both experiments will test my hypotheses either right or wrong. The first experiment on simple and complex carbohydrates, several tools and liquids were obtained: two test tubes, spot plate, test tube holder, benedicts reagent, lugol's iodine, 10% karo syrup solution, 1% starch solution. In a test tube (holding it with a test tube holder,) my partner fills 1 cm from the bottom of 10% karo syrup solution. With the benedicts reagent I gently add four drops, then quickly placed the tube in 98 degrees of boiling water, at 3:17p.m. While waiting for 3 minutes, we noticed that before placing the tube in the boiling water, the benedict reagent in the 10% karo syrup was blue. After heating, we observed at 3:20 p.m. that the benedict solution activated and turned yellow. Which meant that sugar (simple carbohydrate) was present in th ...

Criteria For Leadership And Its Importance For The Firm's Success Essay - 1

Criteria For Leadership And Its Importance For The Firm's Success - Essay Example The presentation of the project to Paul’s boss, Larry, did not have the expected effect. The position of CEO would be offered to another colleague of Paul, probably George since Larry believes that Paul is not tough enough in order to become the firm’s leader. The disappointment of Paul, as noted in the case study, can be explained by referring to the criteria on which the relevant judgment – regarding the ability of Paul – to become a leader was based. The events described in the case study are related to a series of issues, which have been extensively examined in the academic literature. Particular emphasis seems to be given to a) the concept of leadership, which has been related to specific qualities; in accordance with Daft et al. (2010) the leadership can be characterized as ‘a process by which a person exerts influence over other people and inspires, motivates and directs their activities to help achieve group of organizational goals’ (Daft et al. 2010). The above definition makes clear that leadership is not a position; rather it is a process, which has specific phases/ parts. The specific definition helps to understand the decision of Larry regarding the inappropriateness of Paul for the specific role; b) the concept of management, as being differentiated from leadership; the former focuses on practical aspects of the organizational activities; the latter focuses on the promotion of the firm’s vision and spirit; it is at this point that manager is differentiated from the leader; a successful leader needs to be able to promote the organization’s vision without being restricted by personal thoughts or the views of his environment (Millmore 2007), c) also, through the case study, the need of management theory for understanding the firm’s strategic priorities is revealed – reference is made especially to the theory of Kirkpatrick & Locke (1991) who set 6 criteria for identifying the ability of a  person to become a successful leader: ‘ambition and energy, desire to lead, honesty and integrity, self confidence, intelligence and job relevant knowledge’ (Kirkpatrick & Locke, 1991).

Response Connections to Current Events Essay Example | Topics and Well Written Essays - 750 words

Response Connections to Current Events - Essay Example Zakaria goes on to say that, "The Bill of Rights, after all, is a list of things that the government may not do, regardless of the wishes of the majority. Of America's three branches of government, The Supreme Court is headed by nine unelected men and women with life tenure." Zakaria has a point that the men and women in charge of one of America's highest offices must be elected. It is too much to expect the elected representatives to handle offices of the land that count among the best not only in the United States but among the best in the world. At least the election process of these gentlemen and ladies in the United States' Supreme Court must be more broad based that what it is today. Fareed Zakaria quotes specific instances and relates them to the illiberal way they are handled in democratic setup. His favorite democratic setups are the United States and Western Europe. His arguments have their due weight. Too much democracy becomes a punishment rather than a remedy. If democracy has to operate in a liberal environment, then it must per se allow its populace the maximum liberty which also provides security and choice. But Zakaria has said that "the tension between constitutional liberalism and democracy centers on the scope of governmental authority. Constitutional liberalism is about the limitation of power, democracy is about its accumulation and use." The contradiction is clear. Just like there is no such thing like a free lunch, there is such an issue begging notice that democracy is not the glittering gold that it is being offered as. Even in times of election the party offering maximum benefits quite often wins the show. The process of democracy is a tragedy being played out day in and out, and nobody is there to attempt to correct, modify or stop the show. If the process of democracy cannot work in places like Pakistan and Afghanistan, it is a telling commentary about the frailty of democracy as a system (US, UK express concern over terror safe haven in Pak, Afghanistan). Zakaria may not have offered feasible remedies to the malaise. However, he has pointed out anomalies that exist in the most democratic societies in the world. What's more He has pointed out that ironically democracy exists because of these anomalies. Evidence to support my argument First of all, let me make it clear I am not making common cause with Fareed Zakaria. I wish democracy all the best and hope it prospers wherever it exists. But just take a look at what is happening in some of the best democratic countries in the world. Let us take a look at the United States. President Obama and Vice President Biden have the issues of combating employment discrimination, expand hate crimes statutes, end deceptive voting practices, end racial profiling, reduce crime recidivism by providing ex-offender support, eliminate sentencing disparities, and expand use of drug courts (Civil Rights). I do not wish to denigrate the United States.

Analysis summary based on common ground paper Essay

Analysis summary based on common ground paper - Essay Example Today, people would like to know the factors why Saginaw was totally left behind, neglected in terms of socio-economic-political growth as compared with its other neighboring cities. This paper attempts to present some valuable insights that may contribute later to a deeper situational analysis of Saginaw as well as cite and emphasize the missing elements that must be provided with full support and attention. Saginaw is supposed to take the road towards change for a Better Saginaw. This means that all existing resources, strengths, opportunities as well as its exigent problems must be contained in a holistic plan that will address the needs of the city and its people and bring about changes that will chart its development. Moving towards this route, Paoli and Sarah Pedini have already pointed out that Saginaw has the most important resource of all, its People, who they claim are inherently artistic and creative. Should these traits be properly harnessed, utilized, supported and linked with local and international based commercial businesses, these can bring significant revenues to Saginaw. They also mentioned that Saginaw takes pride in promoting its existing old ancestral structures like museums, natural wildlife habitats, spaces for productive cultural activities, parks, etc. that could be developed to attract and develop its tourism industry. In addition, Dr. Chris Schilling, a resear ch Engineer (SVSU) and also a resource person, expounded on the different potential resources of Saginaw which can be tapped and developed as new Saginaw showcase industries (e.g. combined wind- solar industry, energy farming and recycling industry) that will attract external investors who will bring more jobs and income to the city of Saginaw. Like any other city, Saginaw faces deterrent factors to its development as well as new challenges. Greg

How and why has your experience and understanding of gender changed Essay

How and why has your experience and understanding of gender changed through this exploration of gender and popular culture this quarter - Essay Example I had romanticized obsession with popular culture as a mark of civilization and being up-to-date with things happening in the world. In my school experiences, individuals with more knowledge of the popular culture appeared more fashionable than the studious types. Popular culture, in this sense, is a concept that traverses commercial advertisements, sports, television, movies, internet products, and other related concepts. I realized that popular culture is an element that individuals have followed due to its allure. The efficiency and convenience of using internet products such as social networking sites distract individuals from evaluating whether such concepts corrupt our conscience. This suggests that popular culture is not a wholly beneficial concept. For instance, although commercial advertisements promote our awareness on products, they use certain images that promote a distorted view of sexuality. In addition, social media is a platform that can fuel hate messages about certain forms of sexuality. In this sense, critics of media content may be sometimes ignored because individuals are drawn to the entertainment perspectives of popular culture. One of the assumptions that support this campaign argues that analysts should view popular culture superficially. This suggests analyzing popular media in its intended realm. For instance, an advertisement on a beauty product promotes analysis from an aesthetic perspective. I have learnt, however, that popular culture is not as superficial as it seems. This is because media content submerge into our conscience. Repeated commercial images eventually inform how individuals perceive the world. In addition, such images infringe on the rights of individuals who deserve perception in their unique ways. For instance, commercial advertisements may not give a comprehensive view of how women feel. This is because they do

The Role Of Missionaries In Colonial African Education History Essay

The Role Of Missionaries In Colonial African Education History Essay The home page of Compassion Canada is that of a stereotypical Northern charity: showing pictures of suffering children alternating with those of post-intervention, happy children. Included on the website is information about the charitys programs, such as their Leadership Development Program in which participants earn a degree in their chosen field of study, and participate in Christian leadership training, enabling them to become a fully developed agent of change in their nation (Compassion Canada 2011). It is interesting to note that this project is not a new concept. As a member of the Church of England, it interests me to see echoes of Christian educational efforts by organizations such as Compassion Canada in the educational efforts of the missionary branch of the Anglican Church, the Church Missionary Society, or CMS. A member of the CMS, Henry Venn, boasted that the mission schools of Nigeria would produce an educated African elite that could form an intelligent and influentia l class of society and become the founders of a Kingdom which shall render incalculable benefits to Africa (Venn cited in Bassey 1991:37). That there are parallels between contemporary Christian organizations efforts and the missionary efforts of the mid-nineteenth to mid- twentieth centuries is a reason for concern, considering the similar impact of missionaries of all Christian denominations on the education of Africans in the British and Italian colonies in Africa. Although it can be said that Christian missionaries benefitted Africans by bringing in the more advanced Western education to the European colonies in Africa, it is believed that the mission schools in fact had a negative impact on the native peoples. Not only did mission education strengthen colonial rule, but it also weakened traditional societies and implemented poor standards of Western education. The missionary impact on education would have far-reaching consequences, as their creation of a weak basis of education would slow down the political and educational development of many former colonies in Africa. While missionaries could sometimes clash with colonial governments, for the most part missions were important tools for colonial governments. As Sir Henry Johnston, a key figure in the Scramble for Africa says, they [the mission stations] strengthen our hold over the country, they spread the use of the English language, they induct natives into the best kind of civilization, and in fact, each mission station is an essay in colonization (Johnston cited in Sheffield 1973:10). One of the missions most important contributions to the colonial regimes was their role in educating the native Africans. Mission schools provided a steady stream of educated Africans capable of filling the lower levels of the colonial administration and operated vocational and agricultural schools (Ayandele 1966: 295; Foster 1965: 90-91; Sheffield 1973: 10-11). The academic education purposely did not train Africans for the higher level positions of colonial administrations, which were mostly reserved for Europea ns (Ayandele 1966:295; Sheffield 1973:42), a practise which created dependency on the colonizers, as without them the colony did not have qualified administrators. In addition, while missionaries did run many academic primary schools, they provided little secondary education, a practice which prevented natives from becoming too educated (Ayandele 1966:286) and potentially subversive. Even if secondary education was provided, it was often reserved for the sons of local chiefs (Oliver 1952:212; Beck 1966: 120), an elite the colonial government could then call upon to help rule the colony, a common practice in colonial Africa. The latter, non-academic form of education provided by the missions has stimulated much interest among scholars, who are particularly interested in the failure of many of these schools and the hypocritical government support for the schools, seeing as the import of cheap goods from the mother countries caused many vocational school graduates, such as seamstresses, to be unemployed (Ayandele 1966:296; Foster 1965:134). However hypocritical, government support for the schools should not be surprising, considering the benefits the colonial governments stood to gain. Even when governments discouraged domestic industries, graduates of vocational schools contributed to the economy of the colonies -and therefore indirectly the mother countrys as well. Instead of needing to import skilled workers such as carpenters, the mission schools provided colonial governments with workers capable of building and maintaining the colonys infrastructure and basic technology, a contribution that kept the c olonies running smoothly. The agricultural schools the missions ran would have been even more advantageous to the colonial governments considering the discouragement of local industries that might have competed with the motherland. Agricultural school graduates did not compete with European industries or European farmers, as they mainly grew crops that could not be grown in European climates. Furthermore, they were skilled farmers that could grow cash crops to be consumed back in the mother country, such as cocoa from Ghana (Foster 1965: 153). Moreover, it was not in the colonial powers interest for the natives to become too educated, as they might become self-reliant and could conceivably demand independence from the colonial power, so encouraging the less intellectual agricultural schools was in the governments interest. The missions agricultural schools were especially beneficial for colonial governments considering that governments believed that manual labour was a means to prevent discontent and unrest i n the tribes (Hansen 1984:232). Thus by training Africans to fill only the lower levels of the colonial administration and providing skilled workers from the vocational and agricultural schools who contributed to the economy and were less likely to question colonial rule than more educated Africans, mission schools helped to strengthen colonial rule. Another negative impact of mission education was that it weakened traditional societies, which in many ways further served the colonial cause. The weakening of traditional societies was not simply a consequence of the efforts of missionaries but one of their main objectives, stemming from their belief in the civilizing mission. Supporters of the civilizing mission believed that European colonial enterprises were justified as the Europeans were imparting their superior Western culture and ideas to the ignorant heathens of Africa, Asia, the Americas and Australasia. For this reason, missionaries believed they were doing their students a favour by discouraging traditional practices and promoting Western ones. One method of discouraging traditional practices was to give students a fully Western education. As a mission school graduate noted, local history was almost totally ignored. We were expected to accept the European language as the superior one, and this was reinforced throughout my school career (Abu cited in Berman 1974:536). Being ignorant of ones history causes one to lose part of ones identity and pride in that identity, and one is therefore more vulnerable to attacks denouncing ones culture as inferior, especially if at the same time one is being taught the noble history of another culture. Furthermore, mission schools discouraged traditional ways of life outside of the classroom. One Liberian student recalls that we were taught to dress properly, to eat properly, to speak properly. Properly meant by Anglo-Saxon standards. In short, it was a very successful mission in making us little black Anglo-Saxon Protestants. Cultural deprivation is what many of us suffer from []. After a time the idea becomes ingrained -it is heathen and unchristian to be an African culturally (Awori cited in Berman 1974:536). Through academic lessons and lessons on Western etiquette and hygiene, mission students were isolated from their traditional cultures, a traumatic experienc e that would continue to trouble many students for the rest of their lives. It is interesting to note that while in many ways missionaries sought to isolate students from their cultures, missionaries often insisted in teaching in the native languages. Some earlier scholarship on mission education has taken this as a positive impact of the missionaries. For instance the scholar E.A. Ayandele (1966:283), writing in the 1960s, says, By their [the missions] efforts the main languages of Nigeria have been preserved as a lasting legacy to the Ibo, Yoruba, Efik, Nupe and Hausa. However, this practice was in fact probably more due to stereotypes of African ignorance than an interest in being culturally respectful: missionaries may have believed that it would take too long to teach a superior European language to the unintelligent natives when the natives souls were in such desperate need of saving. Indeed, once the souls had been saved and since the students must have been considered clever enough, European languages were almost universally the languages of instruct ion in the later primary years and in secondary schools (Beck 1966: 120; Foster 1965: 159; Miran 2002:127). Teaching in the vernacular had an additional use as it further strengthened colonial rule, of which missionaries were often agents, for as the Kikuyu people of Kenya were aware, [the] inability to communicate in English would be a crucial factor in the perpetuation of their subordinate status in the colony (Berman 1974:531). It is much easier to interact on an equal basis or even challenge the authority of another group when one is able to communicate in that groups language, instead of having to rely on an interpreter or non-verbal gestures, which undermine ones ability to show authority or express ones beliefs. In short, the impact of teaching in the vernacular was more negative than positive, as it reinforced colonial rule and no doubt did very little to preserve native cultural identities, seeing as missionaries promoted European languages as superior and only used the ver nacular because conversion and religious instruction were such high priorities. That missionaries used the vernacular illustrates the fact that missionaries were principally evangelists, and that they considered their other roles, including their role as educators, as less important. Given their priorities, it should thus come as little surprise that missions often provided poor education to the African pupils. There were several reasons for this poor education, some intentional and some not. First, missions saw education foremost as a means of conversion (Ayandele 1966: 286; Bassey 1991: 36; Berman 1974:527; Foster 1965:85; Sheffield 1973:11). The missionaries believed that in order to stabilize the faith of converts and to assist in character development, it was necessary that they should be able to read the scriptures or other books of religious instruction, translated by the missions. This involved learning to read in the vernacular (Hadfield cited in Bone 1969:7). Missionaries were no doubt also aware that Africans came to associate European technological a chievement with Western education (Bassey 1991:45) and therefore offered Western education as a means to attract Africans of this belief and then convert them. However, the motivation behind teaching Africans basic literacy and mathematics might not have been a cause for concern if not for the fact that the religious motivation curtailed education. As Ayandele points out (1966:285), the ideal of many of the missions was to make their converts live literally as the unlearned and ignorant apostles of old. This ideal, combined with the fact that many missionaries discovered that Africans with only basic education were best at spreading the Gospel, meant that missionaries were reluctant to provide higher primary or secondary education (Ayandele 1966:286). Seeing as missions in the British and Italian colonies had monopolies on education for the nineteenth to mid-twentieth centuries, this reluctance meant that there were few secondary schools at all (Ayandele 1966:287; Beck 1966: 120). A s long as the Africans could read the Bible, the missionaries were satisfied that they had had enough academic education. A second reason for the poor education of the mission schools was that in many cases the teachers in mission schools were unqualified as teachers, but were instead preachers by training. For instance, in the Salisbury region of Rhodesia, it was reported in 1924 that no male teachers had educational qualifications (Bone 1969:28). Third, rivalry between the various Christian denominations also contributed to the poor standards of education. Edward Berman notes that contemporary critics of the missionaries felt that missionaries were more interested in increasing enrolments in their respective churches than in pooling their resources for the benefit of African education (Berman 1974:533). Because of rivalry, instead of building one common, multi-denominational school in a village that really only needed the one school, missionaries each built a school for their particular denomination and competed for students (Berman 1974:533). Furthermore, each denomination had differing policies on education, so standards in education fluctuated across each colony, depending on what denomination had schools in each area. For instance, in southern Nigeria, the CMS policy was to teach in the vernacular at the primary level, while the Roman Catholic Missions policy was to teach in English (Bassey 1991:42). In addition to contri buting to fluctuating educational standards across the colony, inter-denominational rivalry caused a disparity in access to education. In regions where a denomination felt threatened by another denomination, the denominations were more likely to establish more schools in an attempt to gain more converts than their rival, while in regions such as northern Nigeria, where colonial policy prevented too much rivalry, schools were scarce (Bassey 1991:45). Thus, because of the motive of proselytization, unqualified teachers, and inter-denominational rivalry, missions frequently provided poor education. Indeed, the quality of the education could be so poor that the colonial governments complained, as in the case of the Nigerian government, which complained that the secondary school graduates provided by the missions were illiterate and ignorant and therefore poorly suited to fill the lower levels of the administration (Ayandele 1966:294-5). However, as Jonathan Miran (2002) argues in his work on the roles of missionaries and the Italian state in Eritrean education, missionaries should not be held solely accountable for the poor standards of education. As much as the governments liked to assign blame to the missions, they were also accountable for the poor education through their educational policies. As one Eritrean student remarks, Our sisters [the Italian Sisters] would have undoubtedly taught better and more, but the Italian government in the colony did not permit Eritreans to get good instruction (T.T. cited in Miran 2002:128). The colonial Eritrean government ensured that nativ e Eritreans received poor education by permitting them to only attend school up to the fourth grade (Miran 2002:127). Governments are also not free from blame even if they had a laissez-faire educational policy, as in Ghana, where until 1944 the registration of schools was not required and no attempt was made to exert detailed control even over the activities of grant-aided [by the government] institutions except for a series of minimal registrations (Foster 1965:114). If a government fails to regulate schools at all, they have no right to complain that the education in their colony is poor. Therefore, whether through their rigid educational polices or lack thereof, colonial governments contributed to the poor education, though there is no denying that missionaries also contributed to the quality of education to a great extent. In conclusion, the educational enterprise of the Christian missionaries in the British and Italian colonies of Africa during the mid-nineteenth to mid-twentieth centuries was primarily negative for the African pupils. Both the academic and vocational forms of education the missions provided served to strengthen the rule of the colonial powers, so that the native inhabitants were second-class citizens in their own land. Furthermore, missionaries, believing in the civilizing mission, attempted to disintegrate traditional society through education by choosing academic subjects, such as the histories of the Western colonial powers, that illustrated the superiority of the Western culture, as well as by teaching about the superiority of the West in non-academic matters such as hygiene. These attempts were traumatic for the students and threatened the survival of unique cultures. Last, missionaries provided a very poor education, causing their students to be ill-equipped for social or mater ial success, as they believed education to simply be a means for proselytization, were unqualified teachers, and allowed inter-denominational rivalries to interfere. As negative as all these impacts of the missionaries undoubtedly were for the African pupils, the long-term consequences are arguably as serious. The reservation of high-level positions in the colonial administrations for Europeans and the corresponding mission education that provided education fit only for lower positions meant that the withdrawal of European rule could cause serious political instability in the newly independent colonies. While colonial administration in colonies such as Kenya attempted to some degree to provide training for Kenyans to fill the high-level positions (Sheffield 1973:86), the attempts in many cases fell short, and when the European administration left, Kenya, for instance, had few sufficiently educated replacements (Sheffield 1973:88). Thus missionaries, by imparting education that promo ted dependence on colonial rule, arguably contributed to the political instability that continues in the present day in many former African colonies, such as Kenya and Eritrea. Moreover, mission education formed a poor foundation for future educational conditions in the former colonies. Given the fluctuating standards between schools and regions and the lack of qualified teachers in the mission schools which had monopolies in well into the mid-twentieth century, it should come as little surprise that the quality of education continues to be a concern in many former colonies. For instance, in Nigeria in 2006, approximately only 51.2% of primary school teachers of either gender were trained as teachers, and the enrolment rate in primary education for both genders in 2000 stood at about 62.7%, compared to 99.5% in Canada (UN Data 2010). Therefore, considering that the impact of mission education continues to have serious repercussions today, one must question whether the First World sh ould continue to interfere in African education. Volunteers and donors to organizations such as Compassion Canada believe that they are being humanitarian when they build schools in Africa, volunteer as teachers or help in other ways to improve the quality of education in African nations, yet missionaries and colonial governments were similarly lauded as performing a great work of humanity (Beck 1966:117) and likewise believed that they were helping their African pupils. However the superficial motivations and ideologies have changed, at the most basic level both contemporary Northern charities and nineteenth century missionaries share the belief that the North must come and save the suffering natives, which in the case of the missionaries, has been proven to have inflicted more harm than provided relief. Thus, despite what the images of suffering African children on websites such as that of Compassion Canada might lead one to believe, it is time for Africans to educate their own, w ithout any interference.