Small Medium Enterprises Of Brunei Darussalam Business...

Project Topic Small Medium Enterprises in Brunei Darussalam: Business ecosystem, economic constraints counter measures. The project objectives are as follows; †¢ To define what are SMEs and determine the business ecosystem in the country. †¢ To identify economic challenges that SMEs are facing in Brunei Darussalam †¢ To determine what kind of counter measure that has been done and potential solution for the problems. The following project questions were formulated based on the project objectives; †¢ What are SMEs and what kind of business ecosystem they situated in within the country? †¢ What are the economic challenges that SMEs are facing in Brunei? †¢ What has been done to solve such challenges and the potential solution to the problems? Rationales for the choice of topic Brunei Darussalam is heavily dependent on the petroleum industry and its economy is inevitably prone to aggressive fluctuations of global oil price due to the market force of supply and demand. Recently, global oil prices have fallen sharply below $100 per barrel and have adversely affected the economic performance of oil-producing countries worldwide. Thus, in Brunei’s perspective, there is an upmost importance for economic diversification via promoting the growth and development of small medium enterprises (SMEs). SMEs play an indispensable role in the development of a less economically developed country to improve its economic outlook. However, the SMEs within the local business ecosystem are

Should Abortion Be Illegal - 1142 Words

Madison Bobe Mrs. Monts Enriched English II 25 April 2015 Should Abortion Be Illegal? Thousands of women in the world have abortions. â€Å" Since the 1970’s, abortion has been a very controversial issue throughout the United States. Anti-Abortion and pro choice organizations often express their differences of opinion in lawful demonstrations† (Andryszewski 10).Think of it this way, all of the fetuses are in life or death situations. Their mother is choosing whether or not she wants to keep them or abort them. The children that are getting aborted will never get the chance to live. The children that are aborted will never get a choice.They will never get to go through all of the good, and even the bad, times of life. Life is a blessing, and everyone should get the chance to live their life. Women who just don’t want a child, or even women who have been raped, are wanting abortions all throughout America. Whatever the reason for the abortion, the pregnant woman should not have the choice of taking a life that they created. There are reasons and ot her options why women should not get abortions. Abortions should be illegal because these women are murdering a child that is unborn, it could be harmful to women, and if not always, then almost always, women have the choice of adoption. Reason one for not getting an abortion is that women are having someone murder their child that is unborn. â€Å" The baby’s heartbeat starts at around 12 to 18 days, so it’s murder to kill someone withShow MoreRelatedShould Abortion Be Illegal?859 Words   |  4 PagesThousands of women decide to have an abortion each year. An abortion is when a mother decides that they do not want to continue their pregnancy so they terminate the baby/fetus. Abortion is just another term for murder. The baby is an innocent human being who does not get a say about whether or not they want to be born. There are usually two ways that an abortion can occur: a pill or surgery. Abortions affect not only the immediate family, but also their relatives. Abo rtions come with many physical and emotionalRead MoreAbortion Should Not Be Illegal Essay1123 Words   |  5 PagesAbortion is widely debated across the world and in 1973 Roe v. Wade would start an issue with ethical and legal issues. There are multiple cases arguing why it should or shouldn’t be lawful to go through with this procedure. Women should have the right to get an abortion as It is her rights to decide if they aren’t able to be able have a child, the woman shouldn’t have to rely on anyone else, she should be able to make this decision as they have to carry it for 9 months and endure the physical painRead MoreShould Abortion Be Illegal?899 Words   |  4 Pages Abortion is a very invasive and tragic medical procedure that is used to terminate a pregnancy and ultimately end an innocent life that is known as the unborn fetus or baby and should be illegal. This medical procedure consists of in most cases regrettable choices and an emotional toile on a person’s life that cannot be undone. Abortion should be illegal because it’s sending a very negative message to the younger generation that being promiscuous and making bad decisions can have almost no responsibilityRead MoreShould Abortion Be Illegal?1930 Words   |  8 PagesJacqueline Naour 9th Hour â€Å"Abortion does not make you un-pregnant, it makes you the mother of a dead baby†-Jacqueline Naour. Before researching this report I did not really think about how they kill the child or how the abortion actually occurs, so I did not really think much of it or know it was such a bad thing. As I have written this report I realized that it is honestly one of the worst things I’ve ever read about and should be illegal without question. Abortion should be illegal because it makes humanRead MoreAbortion Propaganda: Abortion Should Be Illegal593 Words   |  2 PagesAbortion is murder no matter what a person believes ! There are many reasons abortion should be illegal . Think about The health threat to the mother after going through with the procedure as well as the lifelong health risks that remain , also the emotional damage that occurs . Personally I’m against abortion and you should be as well . Many may not know that abortion can be a threat to a women’s health because all they see or choose to see is the reason why she is going through with the procedureRead MoreEssay Abortions Should Be Illegal1264 Words   |  6 PagesWhy are abortions legal? Do the doctors enjoy killing the babies since they can’t fight back or protect themselves? Do you know what the doctors do to the child when they are giving an abortion? Abortions are wrong and should be illegal around the world or at least in the United States. Abortions should be illegal; an abortion kills a human being that cannot fight back. How would you like if someone pulled you out of bed and duct taped your mouth shut, then just cut off your head? I don’t thinkRead MoreAbortion Should Be Illegal 3768 Words   |  4 PagesABORTION SHOULD BE ILLEGAL Jenny Martinez Mrs.Cholish American History I 12/16/10 Jenny Martinez Mrs. Cholish American History I 12/16/10 Abortion Should be Illegal Abortion is no different than murder no matter when a person believes a human life becomes official. This controversy will remain for centuries, but in no country should it be legal. The fact that a potential life has ended before given a chance is murder. Most people agree thatRead MoreShould Abortion Be Illegal? Essay845 Words   |  4 Pagesthink abortion should be illegal and the choice of women to choose what to do about their own bodies and pregnancies is being considered getting taken away from them? Abortion is a medical procedure that terminates pregnancy. It is usually done during the first twelve months of pregnancy, called the first trimester. Abortion has been legal ever since 1973 after the Roe v. Wade court case. This court case overturned all state laws in the United States restricting a woman’s access to abortion proceduresRead MoreAbortion Is Unsafe And Should Be Illegal1487 Words   |  6 Pagescould you do this to me ¨. Abortion is a horrific experie nce, that no one should ever endure. I am Pro-Life because of the consequences for mothers, the availability of adoption instead of abortion, and finally the Pro-Life movements in America. First I d like to talk about the consequences for mothers. This is a big reason why I think abortion is unsafe and should be illegal. The first thing I want to address is the mental state of the mothers who have had an abortion. Most times the mental stateRead MoreShould Abortion Be Legal Or Illegal?939 Words   |  4 Pagesissues is abortion. Abortion has been around at almost every point in American history. Consequently, since the Supreme Court decision of Roe v. Wade there have been approximately 57,762,169 abortions in America (â€Å"Are You†). This raises the question of should abortion be legal or illegal, and is this immoral or moral to do? The decision to have an abortion can be a difficult time in a woman’s life, but is not a moral way to end a pregnancy. Abortion in the United States should be illegal because of

Support Individuals to Maintain Personal Hygiene Free Essays

string(53) " practice in the performance described in this unit\." Elements of competence |HSC420. 1 |Raise awareness of the value of leisure opportunities and activities for individuals | |HSC420. 2 |Negotiate and agree leisure opportunities and activities for individuals | About this Unit For this Unit you will need to promote opportunities for individuals to participate in leisure activities. We will write a custom essay sample on Support Individuals to Maintain Personal Hygiene or any similar topic only for you Order Now Scope The scope is here to give you guidance on possible areas to be covered in this Unit. The terms in this section give you a list of options linked with items in the performance criteria. You need to provide evidence for any option related to your work area. Awareness raising audiences: sports and recreation associations; employers’ associations; local government planners; community self-help groups; governors; trustees; shareholders; the general public. Communicate using: the individual’s preferred spoken language; the use of signs; symbols; pictures; writing; objects of reference; communication passports; other non verbal forms of communications; human and technological aids to communication. Leisure activities related to: hobbies; interests; sports (as a spectator or participant); entertainment (e. g. ccess to the theatre or visiting theatre groups), socialising (e. g. eating out, talking to others about the old days). They may take place within or outside the care environment. People and organisations who are suitable and able to provide leisure opportunities and activities include: those who organise or provide recreation and leisure activities in t he care setting (e. g. care workers, entertainers); those who provide leisure activities for the general public (e. g. theatres, swimming pools, sports centres); those who provide leisure activities for specific groups within the community (e. g. Women’s Institute, youth workers). Your knowledge and understanding for this Unit will relate to legal requirements and codes of practice applicable to the scope of your work and that of others with whom you work; your role, the level of responsibility you have within your organisation to manage activities to achieve an optimum service; the depth and breadth of understanding that will enable you carry out your job role and support others to perform competently; the need to be able to solve problems and resolve conflicts; the need to be able to evaluate, assess situations and act appropriately; systems and processes within your own and across other organisations and the need for you to be able to work in collaboration with individuals[1] Values underpinning the whole of the Unit The values underpinning this Unit have been derived from the key purpose statement[2], the statement of expectations from carers and people receiving services, relevant service standards and codes of practice for health and social care in the f our UK countries. If you are working with children and young people they can be found in the principles of Care Unit HSC44. If you are working with adults they can be found in HSC45. To achieve this Unit you must demonstrate that you have applied the principles of care outlined in either Unit HSC44 or HSC45 in your practice and through your knowledge. Evidence Requirements for the Unit It is essential that you adhere to the Evidence Requirements for this Unit – please see details overleaf. |SPECIFIC Evidence Requirements for this unit | |Simulation: | |Simulation is NOT permitted for any part of this unit. | |The following forms of evidence ARE mandatory: | Direct Observation: Your assessor or an expert witness must observe you in real work activities which provide a | |significant amount of the performance criteria for most of the elements in this unit. For example how you were able to make | |and develop relationships with individual people for whom you are providing care, which enabled you to advise on and promote| |leisure opportunities and activities. | |Reflective Account/professional discus sion: You should describe your actions in a particular situation and explain why you | |did things. For example you could write about the ways you create opportunities to advise and inform individuals and groups | |of the benefits an active lifestyle holds, explaining what research and reading you used and how you selected appropriate | |information to share with others. |Competence of performance and knowledge could also be demonstrated using a variety of evidence from the following: | |Questioning/professional discussion: May be used to provide evidence of knowledge, legislation, policies and procedures | |which cannot be fully evidenced through direct observation or reflective accounts. In addition the assessor/expert witness | |may also ask questions to clarify aspects of your practice. | |Expert Witness: A designated expert witness may provide direct observation of practice, questioning, professional discussion| |and feedback on reflective accounts. | |Witness Testimony: Can be a confirmation or authentication of the activities described in your evidence which your assessor | |has not seen. This could be provided by a work colleague, individuals or other key people. |Products: These can be any record that you would normally use within your normal role e. g. communication records, reports | |and records; minutes of meetings, policies and procedures, etc. | |You need not put confidential records in your portfolio, they can remain where they are normally stored and be checked by | |your assessor and internal verifier. If you do include them in your portfolio all names and identifying information must be| |removed to ensure confidentiality. | |These may also be assignments/projects: For example from HNC, O. U. courses. You could also use evidence of previous | |in-house training courses/programmes you have completed showing professional development. |GENERAL GUIDANCE | |Prior to commencing this unit you should agree and complete an assessment plan with your a ssessor which details the | |assessment methods you will be using, and the tasks you will be undertaking to demonstrate your competence. | |Evidence must be provided for ALL of the performance criteria ALL of the knowledge and the parts of the scope that are | |relevant to your job role. | |The evidence must reflect the policies and procedures of your workplace and be linked to current legislation, values and the| |principles of best practice within the Care Sector. This will include the National Service Standards for your areas of work| |and the individuals you care for. | |All evidence must relate to your own work practice. | Knowledge specification for this unit Competent practice is a combination of the application of skills and knowledge informed by values and ethics. This specification details the knowledge and understanding required to carry out competent practice in the performance described in this unit. You read "Support Individuals to Maintain Personal Hygiene" in category "Essay examples" When using this specification it is important to read the knowledge requirements in relation to expectations and requirements of your job role. You need to provide evidence for ALL knowledge points listed below. There are a variety of ways this can be achieved so it is essential that you read the ‘knowledge evidence’ section of the Assessment Guidance. |You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |Values | | |1 The ways in which stereotyping, discrimination and stigmatisation might affect risk assessment and| | |how to guard against this. | | |2 How to apply the principles of equality, diversity and anti-discriminatory practice to your work. | |Legislation and organisational policy and procedures | | |3 The specific legislation, guidelines of good practice, charters and service standards which relate| | |to the work being undertaken, and the impact of this on the work. | | |4 The effect which Health and Safety legislation may have on the leisure opportunities and | | |activities promoted. | | |5 The boundaries and limits of your role in terms of promoting leisure opportunities and activities,| | |particularly in respect of the level of risk involved. | | |6 The role of the agency and its services and how they relate to other agencies and services in the | | |sector. | |7 The agency’s policy and procedures regarding confidentiality of information and the disclosure of | | |information to third parties, and the specific circumstances under which disclosure may be made. | | |8 Any particular factors relating to the agency’s policies and practices which affect the work | | |undertaken. | | |9 Your own role and responsibilities and from whom assistance and advice should be sought if you are| | |unsure. | | |Theory and practice | | |10 The role which recreation and leisure plays in the health and well-being of individuals. | |11 The effects of the therapeutic value or stimulation provided by leisure activities. | | |12 Evidence based practice in promoting leisure opportunities and activities to meet individual | | |needs and how to apply this evidence to your own work. | | |13 Methods of presenti ng information and encouraging interest in and about the role of leisure, in | | |meeting individual’s needs and promoting well-being. | | |14 The particular difficulties that individuals may face in seeking leisure opportunities and | | |activities. | | You need to show that you know, understand and can apply in practice: |Enter Evidence Numbers | |15 National and local schemes and agencies (statutory, private and voluntary) which are involved in | | |providing, promoting or creating leisure opportunities and activities, for whom they are designed | | |and how to access them. | | |16 The range of local leisure opportunities and activities, the forms these take, who they are aimed| | |at and how to access them. | | |17 The potential concerns which people and organisations may have about providing leisure | | |opportunities and activities for individuals, why it is important to acknowledge their concerns and | | |how to offer information to help them make informed decisions. | |18 How to gauge the level of interest and ability of people and organisations who may offer leisure | | |opportunities and activities to individuals. | | |19 How to alter communication when working with different individuals and representatives of | | |different agencies. | | |20 The options for promoting leisure opportunities and activities and which are the most appropriate| | |options for the people and organisations concerned. | | |21 Methods for assessing and managing risk. | |22 Methods of evaluating your own competence, determining when further support and expertise are | | |needed, and the measures to take to improve your own competence in this area of work. | | HSC420. 1Raise awareness of the value of leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You identify, contact, meet and communicate appropriately with | | | | | | | |people and organisations to establish their interest in the value | | | | | | | |of leisure activities for individuals. | | | | | | |2 You present clear, accurate and relevant information to awareness| | | | | | | |raising audiences about: | | | | | | | |(a) the relationship between and benefits that appropriate leisure | | | | | | | |activities can bring to individuals | | | | | | | |(b) the impact of discrimination, oppression and social exclusion | | | | | | | |on individuals | | | | | | | |(c) ways of offering leisure opportunities and activities to | | | | | | | |individuals | | | | | | |3 You give people the opportunity to ask questions and confirm | | | | | | | |their understanding of the information provided. | | | | | | | |4 You seek further support and advice in areas that are outside | | | | | | | |your expertise to deal with. | | | | | | | |5 You refer people and organisations who need information and | | | | | | | |advice that is outside your expertise to provide, to other | | | | | | | |appropriate sources. | | | | | | |6 You challenge constructively attit udes and behaviour which are | | | | | | | |ill informed, misguided, abusive or discriminatory. | | | | | | | |7 You identify and encourage people and organisations to become | | | | | | | |champions in the provision of leisure opportunities and activities | | | | | | | |for individuals and support them to raise the awareness of other | | | | | | | |people and organisations. | | | | | | | HSC420. Negotiate and agree leisure opportunities and activities for individuals |Performance criteria | | |DO |RA |EW |Q |P |WT | |1 You encourage people and organisations to consider their capacity| | | | | | | |and any reasonable adjustments that they could make, to enable them| | | | | | | |to offer individuals leisure opportunities and activities. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony HSC420. Negotiate and agree leisure opportunities and activities for individuals (cont) |Performance criteria | | | DO |RA |EW |Q |P |WT | |2 You evaluate the willingness and ability of people and | | | | | | | |organisations to provide leisure opportunities and activities for | | | | | | | |individuals. | | | | | | | |3 You identify people and organisations who are suitable and able | | | | | | | |to provide leisure opportunities and activities. | | | | | | |4 You examine with people and organisations who are suitable and | | | | | | | |able to provide leisure opportunities and activities: | | | | | | | |(a) the potential challenges and rewards | | | | | | | |(b) any resources which will be required | | | | | | | |5 You clearly explain your role and responsibilities to people and | | | | | | | |organisations who can provide leisure opportunities and activities. | | | | | | |6 You discuss and agree with people and organisations that have | | | | | | | |agreed to offer leisure opportunities and activities: | | | | | | | |(a) the number of individuals they are able to cater for | | | | | | | |(b) t he type of leisure opportunities and activities they are able | | | | | | | |to offer | | | | | | | |(c) any reasonable restrictions on those o whom the opportunities | | | | | | | |would be made available | | | | | | | |(d) any reasonable adjustments (beyond those that are legally | | | | | | | |required), they will need to make and who will resource and make | | | | | | | |the adjustments | | | | | | | |7 You confirm agreements in writing and take appropriate actions to| | | | | | | |enable the leisure opportunities and activities to be accessed. | | | | | | | |8 You record and report processes and outcomes within | | | | | | | |confidentiality agreements and according to legal and | | | | | | | |organisational requirements. | | | | | | | DO = Direct ObservationRA = Reflective AccountQ = Questions EW = Expert Witness P = Product (Work)WT = Witness Testimony To be completed by the Candidate | |I SUBMIT THIS AS A COMPLETE UNIT | | | |Candidate’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Candidate’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | |To be completed by the Assessor | |It is a shared esponsibility of both the candidate and assessor to claim evidence, however, it is the responsibility of the | |assessor to ensure the accuracy/validity of each evidence claim and make the final decision. | | | |I certify that sufficient evidence has been produced to meet all the elements, pcS AND KNOWLEDGE OF THIS UNIT. | | | | | |Assessor’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Assessor’s signature: †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | |Assessor/Internal Verifier Feedback | | | | | | | | | | | | | | | To be completed by the Internal Verifier if applicable | |This section only needs to be completed if the Unit is sampled by the Internal Verifier | | | |Internal Verifier’s name: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | | | |Internal Verifier’s signature: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | | | |Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. | â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ [1] If you are working with children and young people the term â€Å"individuals† covers children and young people and â€Å"key people† covers parents, families, carers, friends and others with whom the child/young person has a supportive relationship [2] The key purpose identified for those working in health and social care settings is â€Å"to provide an integrated, ethical and inclusive service, which meets agreed needs and outcomes of people requiring health and/or social care† How to cite Support Individuals to Maintain Personal Hygiene, Essay examples

Two Sides Of The Brain Essay Example For Students

Two Sides Of The Brain Essay Your brain has two sides. And each has a distinctly different way oflooking at the world. Do you realize that in order for you to read this article, the twosides of your brain must do completely different things? The more weintegrate those two sides, the more integrated we become as people. Integration not only increases our ability to solve problems morecreatively, but to control physical maladies such as epilepsy and migranes,replace certain damaged brain functions and even learn to thin into thefuture. Even more startling is evidence coming to light that we havebecome a left-brain culture. We will write a custom essay on Two Sides Of The Brain specifically for you for only $16.38 $13.9/page Order now Your brains right and left side have distinctly different ways oflooking at the world. Your two hemispheres are as different from eachother as, oh, Micheal Wilson and Shirley Maclean. The left brain controlsthe right side of the body (this is reversed in about half of the 15percent of the population that is left-handed) and, in essence, is logicalanalytical, judgemental and verbal. Its interested in the bottom line, inbeing efficent. The right brain controls the left side of the body andleans more to the creative, the intuitive. It is concerned more with thevisual and emotional side of life. Most people, if they thought about it, would identify more withtheir left brain. In fact, many of us think we are our left brains. Allof that non-stop verbalization that goes on in our heads is the dominantleft brain talking to itself. Our culture- particularly our school systemwith its emphasis on the three Rs (decidedly left-brain territory) effectively represses the intuitive and artistic right brain. If you dontbelieve it, see how far you get at the office with the right brain activityof daydreaming. As you read, your left-side is sensibly making connections andanalysing the meaning of the words, the syntax and other complex relation-ships while putting it into a language you can understand. Meanwhile,the right side is providing emotional and even humerous cues, decodingvisual information and maintaining an integrated story structure. While all of this is going on, the two sides are constantlycommunicating with each other across a connecting fibre tract called thecorpus callosum. There is a certain amount of overlap but essentiallythe two hemispheres of the brain are like two different personalitiesthat working alone would be somewhat lacking and overspecialized, butwhen functioning together bring different strengths and areas of expertiseto make an integrated whole. The primitive cave person probably lived solely in the rightbrain, says Eli Bay, president of Relaxation Response Inc., a Torontoorganization that teaches people how to relax. As we gained more controlover our environment we became more left-brain oriented until it becamedominant. To prove this, Bay suggests: Try going to your boss and sayingIve got a great hunch. Chances are your boss will say, Fine, get methe logic to back it up.The most creative decision making and problem solving come aboutwhen both sides bring their various skills to the table: the left brainanalysing issues, problems and barriers; the right brain generating freshapproaches; and the left brain translating the into plans of action. In a time of vast change like the present, the intuitive side ofthe brain operates so fast it can see whats coming, says Dr. HowardEisenberg, a medical doctor with a degree in psychology who has studiedhemispheric relationships. The left brain is too slow, but the rightcan see around corners.Dr. Eisenberg thinks that the preoccupation with the plodding leftbrain is one reason for the analysis paralysis he sees affecting worldleaders. Good leaders dont lead by reading polls, he says. They havevision and operate to a certain extent by feel.There are ways of correcting out cultural overbalance. Playingvideo games, for example, automatically flips you over to the right brainBay says. Any artistic endavour, like music or sculpture, will also doit.In her best-selling book Drawing on the Right Side of the Brain(J.P. Tarcher Inc., 1979), Dr. Betty Edwards developed a series of exercisesdesigned to help people tap into the right brain, to actually see or processvisual information, differently . She cites techniques that are as old astime, and modern high-tech versions such as biofeedback. .u00fe8c1574ae0d26f9dcdb40b82430c4 , .u00fe8c1574ae0d26f9dcdb40b82430c4 .postImageUrl , .u00fe8c1574ae0d26f9dcdb40b82430c4 .centered-text-area { min-height: 80px; position: relative; } .u00fe8c1574ae0d26f9dcdb40b82430c4 , .u00fe8c1574ae0d26f9dcdb40b82430c4:hover , .u00fe8c1574ae0d26f9dcdb40b82430c4:visited , .u00fe8c1574ae0d26f9dcdb40b82430c4:active { border:0!important; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .clearfix:after { content: ""; display: table; clear: both; } .u00fe8c1574ae0d26f9dcdb40b82430c4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u00fe8c1574ae0d26f9dcdb40b82430c4:active , .u00fe8c1574ae0d26f9dcdb40b82430c4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .centered-text-area { width: 100%; position: relative ; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u00fe8c1574ae0d26f9dcdb40b82430c4:hover .ctaButton { background-color: #34495E!important; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u00fe8c1574ae0d26f9dcdb40b82430c4 .u00fe8c1574ae0d26f9dcdb40b82430c4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u00fe8c1574ae0d26f9dcdb40b82430c4:after { content: ""; display: block; clear: both; } READ: The Right To Be Free Persuasive EssayAn increasing number of medical professionals beieve that being intouch with our brain, especially the right half, can help control medicalproblems. For examplem Dr. Eisenberg uses what he calls imaginalthinking to control everything from migranes to asthma, to high bloodpressure. We have found, he says, that by teaching someone to raise toraise their temperature by imaging they are sunbathing or in a warm bath they can control their circulatory system and terefore the migrane.Knowledge of our two-sided brain began in the mid-1800s whenFrench neurologist Paul Broca discovered that injuries to the left side ofthe brain resulted in the l oss of speech. Damage to the right side,however did not. Doctors speculated over what this meant. Was the brainschizophrenically divided and non-communicative?In the early 1960s, Nobel Prize winner Dr. Roger Sperry proved thatpatients who had their corpus callosum severed to try and control epilepticseizures could no longer communicate between their hemispheres. Thestruggle can be seen quite clearly in the postoperative period whe thepatient is asked to do a simple block design. This is a visual, spacialtask that the left-hand (controlled by the right brain in most of us) cando very well but the right hand (controlled by the language-oriented leftbrain) does poorly. The right hand may even intervene to mix up thedesign. Some people with epilepsy can control their seizures by concentratingactivity on the hemisphere that is not affected. In the case of left lobeepilepsy, this can be done by engaging in a right-brain activity such asdrawing. One intriguing question is why we have two hemispheres at all? Inbiology you always have the same thing on one side as the other ears,lungs, eyes, kidneys, etc. explains Dr. Patricia De Feudis, director ofpsychology at Credit Valley Hospital in Mississauga, Ont. But with thebrain there is more specialization. You can have something going on oneside and not not be aware of it in the other.Our knowledge of the brain is general is only beginning. We knoweven less about how the hemispheres operate, Getting in touch with how thetwo sides work can only do us good, if just to keep us from walking aroundhalf-brained.

We Wish To Inform You That Tomorrow We Will Be Killed With Our Familie

We Wish To Inform You That Tomorrow We Will Be Killed With Our Families By Philip Gourevithc BOOK REVIEW & SOCIAL COMMENTARY PAPER Gourevitch, Philip. We Wish to Inform You that Tomorrow We Will be Killed with our Families. My presentation today is over Philip Gourevitch book We Wish to Inform You that Tomorrow We Will be Killed with our Families First I will shortly say a little bit what the book is about, then I am going to tell how it's got it's title, after that I will tell about Rwanda in general, and finally I will talk about the Hutus and Tutsis. In the book We wish to inform you that tomorrow we will be killed with our families, Mr. Gourevitch explains why the Rwandan genocide should not be written off as just another tribal dispute. The stories in this book are both the author's and the people he interview's, as he repeatedly visits Rwanda in an attempt to make sense of what happened. Some of the people he interviewed include: a Tutsi doctor who has seen much of her family killed over decades of Tutsi oppression, a hotel manager who hid hundreds of refugees from certain death, and a Rwandan bishop who has been accused of supporting the slaughter of Tutsi schoolchildren. The title, We wish to inform you that tomorrow we will be killed with our families, comes from a letter that was sent in the midst of the genocide in Rwanda in 1994 by seven Tutsi pastors, members of Rwanda's Tutsi minority. They were inside a church where they'd taken refuge, as many Rwandans who were slated for death did, and at that point, everybody in the Tutsi minority was slated for death. They'd taken refuge in the church headquarters--this was an Adventist church in western Rwanda. And they had been told that they were slated to be massacred the next day. So these pastors got together and they wrote a letter to the president of the Adventist Church, who was also a pastor and a Hutu and the president of the church for this entire region. So they wrote, `Dear leader, we hope that you're well in these times that are so trying. We wish to inform you that tomorrow we will be killed with our families.' And the letter went on in, really, only about two or three more sentences to say , `And we hope that you will intercede on our behalf and try to help us at this time, as a man of influence, as the president of the church, to go and talk to the mayor, to try and help stay the authorities who are planning to kill us.' The author met some of the survivors of that church, of whom there are very, very few, although there were thousands of people. And they were killed the next day. All of those pastors were killed the next day. And what happened was that not only had the church president failed to intercede on their behalf but that he was widely held to have actually helped organize the massacre. And, in fact, the United Nations International Criminal Tribunal for Rwanda has issued an indictment against him as an organizer of the massacres. Next I will tell a little bit about Rwanda: Rwanda is located in the center of Africa. In the so called genocide period of 1994, which started on April 6th,1994 and lasted for 100 days, somewhere between 800.000 and one million people were systematically murdered. The original population was about 7.5 million people, so that means that about 10% of the total population was killed. The killings were done with hand-held implements like; hammers, garden tools, sticks, clubs, and also guns and grenades. The size of Rwanda can be compared to the size of West Virginia, and the average median income is $80 a year. Finally I will talk about the Hutus and the Tutsis: 85 % out of a population of seven and a half million or so were Hutus. The Rwandan government rigged the census numbers when it came to Tutsis because they wanted to have certain percentages. In other words, the government claimed that 9 percent of the population were Tutsis. While the real number was15 percent. Why would

Colleges that Accept the Common Application in 2017-18

Colleges that Accept the Common Application in 2017-18 For the 2018-19 admissions cycle, 805 colleges and universities accept the Common Application. The complete listing is below. Schools range from some of the most selective in the world to those with nearly open admissions. What most of the schools have in common is a holistic admissions policy, although as of 2014 The Common Application announced that holistic admissions would no longer be a prerequisite for membership. Still, most member schools  on this list consider the whole applicant, not just grades, test scores, and other numerical measures. Extracurricular activities, an essay, and letters of recommendation are important to the admissions process for the majority of colleges using the Common Application. Click on a schools name to get more information including SAT and ACT data, costs, average financial aid awards, and more. United States Schools that Accept the Common Application A Adelphi UniversityAgnes Scott CollegeAlaska Pacific UniversityAlbany College of Pharmacy and Health SciencesAlbertus Magnus  CollegeAlbion CollegeAlbright CollegeAlfred UniversityAllegheny CollegeAlma CollegeAlvernia UniversityAMDA College and Conservatory of the Performing ArtsAmerican Jewish UniversityThe American Musical and Dramatic AcademyAmerican UniversityAmherst CollegeAnderson University (IN)Anna Maria CollegeAntioch CollegeAppalachian State UniversityArcadia UniversityAshland UniversityAssumption CollegeAugsburg CollegeAugustana College (IL)Augustana College (SD)Austin CollegeAve Maria University B Babson CollegeBaldwin-Wallace CollegeBard CollegeBard College at Simons RockBarnard CollegeBarry UniversityBarton CollegeBates CollegeBay Path CollegeBaylor UniversityBecker CollegeBellarmine UniversityBelmont UniversityBeloit CollegeBenedictine  CollegeBenedictine UniversityBenedictine University (Arizona)Benedictine University (Illinois)Bennington CollegeBentley UniversityBerry CollegeBethany College (West Virginia)Binghamton University (SUNY)Birmingham-Southern CollegeBloomfield CollegeBluffton UniversityBoston CollegeBoston UniversityBowdoin CollegeBowling Green  State UniversityBradley UniversityBrandeis UniversityBrenau UniversityBridgewater State UniversityBrown UniversityBryant UniversityBryn Mawr CollegeBucknell UniversityButler University C Cabrini UniversityCairn UniversityCaldwell CollegeCalifornia College of the ArtsCalifornia Institute of Technology (Caltech)California Lutheran UniversityCalifornia University of PennsylvaniaCalvin CollegeCanisius CollegeCapital UniversityCapitol Technology UniversityCarleton CollegeCarnegie Mellon UniversityCarroll College (Montana)Carroll UniversityCarthage CollegeCase Western Reserve UniversityCastleton UniversityCatawba  CollegeCatholic University of AmericaCazenovia CollegeCedar Crest CollegeCentenary College of LouisianaCentenary University  (New Jersey)Central Connecticut State UniversityCentre CollegeChamplain CollegeChapman UniversityCharles  R. Drew University  of Medicine and ScienceChatham UniversityChicago State UniversityChristian Brothers UniversityChristopher Newport UniversityClaremont McKenna CollegeClark Atlanta UniversityClark UniversityClarkson UniversityCleveland State UniversityCoe CollegeColby CollegeColby-Sawyer CollegeColgate UniversityCollege of the AtlanticCollege of the Holy CrossCollege of IdahoCollege of Mount Saint VincentThe College of New JerseyCollege of New RochelleCollege of St. Benedict/St. Johns UniversityCollege of Saint ElizabethCollege of St. JosephThe College of Saint RoseCollege of St. ScholasticaCollege of William MaryCollege of WoosterColorado CollegeColorado State UniversityColumbia College (Missouri)Columbia College (South Carolina)Columbia College ChicagoColumbia College HollywoodColumbia UniversityConcordia College (Moorhead) Concordia College (New York)Concordia University (Oregon)Concordia University ChicagoConcordia University IrvineConcordia University WisconsinConnecticut CollegeConverse CollegeCooper UnionCornell College (Iowa)Cornell UniversityCreighton UniversityCulinary Institute of America (CA)Culinary Institute of America (NY)Culinary Institute of America (TX)CUNY Queens CollegeCurry College D D Youville CollegeDaemen CollegeDartmouth CollegeDavidson CollegeDean CollegeDefiance CollegeDelaware Valley CollegeDenison UniversityDePaul UniversityDePauw UniversityDeSales UniversityDickinson CollegeDillard UniversityDominican CollegeDominican University of CaliforniaDrake UniversityDrew UniversityDrexel UniversityDrury UniversityDuke University E Earlham CollegeEast Carolina UniversityEastern Connecticut State UniversityEastern Kentucky UniversityEastern Mennonite UniversityEckerd CollegeEdgewood CollegeEdinboro University of Pennsylvania​Elizabethtown CollegeElmira CollegeElms CollegeEmerson CollegeEmmanuel College (Georgia)Emmanuel College (Massachusetts)Emory and Henry CollegeEmory UniversityEvergreen State College F Fairfield UniversityFairleigh Dickinson  UniversityFelician CollegeFisk UniversityFlagler CollegeFlashpoint Chicago, A Campus of Columbia College HollywoodFlorida Institute of TechnologyFlorida Polytechnic UniversityFlorida Southern CollegeFlorida State UniversityFordham UniversityFramingham State UniversityFranklin and Marshall CollegeFranklin CollegeFranklin Pierce UniversityFranklin W. Olin College  of EngineeringFurman University G Gannon UniversityGardner-Webb University​Geneseo (SUNY)George Fox UniversityGeorge Mason UniversityGeorge Washington UniversityGeorgia CollegeGeorgia Institute of TechnologyGeorgia State UniversityGeorgian Court UniversityGettysburg CollegeGoddard CollegeGonzaga UniversityGoshen CollegeGoucher CollegeGreen Mountain CollegeGrinnell CollegeGuilford CollegeGustavus Adolphus College H Hamilton CollegeHamline UniversityHampden-Sydney CollegeHampshire CollegeHanover CollegeHartwick CollegeHarvard UniversityHarvey Mudd CollegeHastings CollegeHaverford CollegeHawaii Pacific UniversityHellenic CollegeHendrix CollegeHigh Point UniversityHilbert CollegeHillsdale CollegeHiram CollegeHobart and William Smith CollegesHofstra UniversityHollins UniversityHoly Cross College  (IN)Holy Names UniversityHood CollegeHope CollegeHoughton CollegeHoward UniversityHusson University I Illinois CollegeIllinois Institute of TechnologyIllinois Wesleyan UniversityImmaculata UniversityIndiana University BloomingtonIndiana University-Purdue University Indianapolis (IUPUI)Iona CollegeIthaca College J Jacksonville UniversityJefferson (Philadelphia University Thomas Jefferson University)Jefferson College of Health SciencesJohn Carroll UniversityJohns Hopkins UniversityJohnson Wales University - CharlotteJohnson Wales University - DenverJohnson Wales University - North MiamiJohnson Wales University - ProvidenceJuniata College K Kalamazoo CollegeKean UniversityKeene State CollegeKeiser UniversityKent State UniversityKenyon CollegeKettering UniversityKeuka CollegeKeystone CollegeKings CollegeKnox College L La Roche CollegeLa Salle UniversityLafayette CollegeLake Erie CollegeLake Forest CollegeLasell CollegeLawrence Technological UniversityLawrence UniversityLe Moyne CollegeLebanon Valley CollegeLehigh UniversityLesley CollegeLewis Clark CollegeLewis UniversityLindenwood UniversityLinfield CollegeLipscomb University​List College, The Jewish Theological SeminaryLong Island University Brooklyn CampusLong Island University-C.W. Post CampusLouisiana State UniversityLourdes UniversityLoyola Marymount UniversityLoyola University MarylandLoyola University New OrleansLuther CollegeLycoming CollegeLynn UniversityLyon College M Macalester CollegeMacMurray CollegeMaine College of ArtMaine Maritime AcademyMalone UniversityManchester UniversityManhattan CollegeManhattanville CollegeMarietta CollegeMarist CollegeMarlboro CollegeMarquette UniversityMarshall UniversityMary Baldwin UniversityMaryland Institute College of ArtMarymount California UniversityMarymount Manhattan CollegeMarymount UniversityMaryville University of St. LouisMarywood UniversityMassachusetts College of Art and DesignMassachusetts College of Liberal ArtsMassachusetts College of Pharmacy and Health SciencesMcDaniel CollegeMcKendree UniversityMenlo CollegeMercer UniversityMercy CollegeMercyhurst UniversityMeredith CollegeMerrimack CollegeMiami University (Ohio)Michigan State UniversityMiddle Tennessee State UniversityMiddlebury CollegeMillersville UniversityMillikin UniversityMills CollegeMillsaps CollegeMilwaukee School of Engineering (MSOE)Minerva Schools at KGIMissouri  University of Science and TechnologyMitchell CollegeMolloy CollegeMon mouth CollegeMonmouth UniversityMontserrat College of ArtMoore College of Art and DesignMoravian CollegeMorehouse CollegeMount Holyoke CollegeMount Saint Mary CollegeMount Saint Marys University, Los AngelesMuhlenberg CollegeMuskingum University N Naropa UniversityNazareth CollegeNebraska Wesleyan  UniversityNeumann UniversityNew College of FloridaNew England CollegeNew England  Institute of TechnologyNew Jersey City UniversityNew Jersey Institute of Technology (NJIT)New SchoolNew York Institute of Technology (NYIT)New York School of Career Applied Studies of Touro College and University SystemNew York UniversityNewberry CollegeNewbury CollegeNiagara UniversityNichols CollegeNorth Carolina State UniversityNorth Park UniversityNortheastern UniversityNorthern Vermont University JohnsonNorthland CollegeNorthwest Christian UniversityNorthwest Nazarene UniversityNorthwestern UniversityNorthwood UniversityNorwich UniversityNotre Dame de Namur UniversityNotre Dame  of Maryland UniversityNova Southeastern University O Oberlin CollegeOberlin Conservatory of MusicOccidental CollegeOglethorpe UniversityOhio Northern UniversityThe Ohio State UniversityOhio UniversityOhio Wesleyan UniversityOklahoma City UniversityOld Dominion UniversityOlivet CollegeOregon State University​Otis College of Art and DesignOtterbein University P Pace UniversityPacific Lutheran UniversityPacific UniversityPaul Smiths CollegePenn StatePennsylvania Academy of the Fine ArtsPepperdine UniversityPiedmont CollegePine Manor CollegePitzer CollegePlymouth State UniversityPoint Loma Nazarene UniversityPomona CollegePresbyterian CollegePrescott CollegePrinceton UniversityPrincipia CollegeProvidence CollegePurchase College (SUNY)Purdue University  Purdue University Fort Wayne Q Queens University of CharlotteQuincy UniversityQuinnipiac University R Radford UniversityRamapo College of New JerseyRandolph CollegeRandolph-Macon CollegeReed CollegeRegis College (Massachusetts)Regis University (Colorado)Rensselaer Polytechnic InstituteRhode Island CollegeRhode Island School of DesignRhodes CollegeRice UniversityRider UniversityRingling College of Art and DesignRipon CollegeRivier UniversityRoanoke CollegeRobert Morris University (PA)Roberts Wesleyan CollegeRochester Institute of TechnologyRoger Williams UniversityRollins CollegeRose-Hulman Institute of TechnologyRosemont CollegeRowan UniversityRussell Sage College S Sacred Heart UniversitySage College of AlbanySt. Ambrose UniversitySt. Andrews UniversitySaint Anselm CollegeSt. Bonaventure University  St. Catherine University  St. Edwards University  Saint Francis UniversitySt. John Fisher College  St. Johns College Annapolis  St. Johns College Santa Fe  St. Johns University  Saint Johns University (MN)St. Josephs College - Brooklyn Campus  St. Josephs College - Long Island Campus  Saint Josephs College of MaineSaint Josephs UniversitySt. Lawrence University  Saint Leo UniversitySt. Louis College of Pharmacy  Saint Louis UniversitySaint Martins UniversitySaint Mary-of-the-Woods College  Saint Marys College of CaliforniaSaint Marys College of IndianaSt. Marys College of MarylandSaint Marys University of MinnesotaSaint Michaels CollegeSt. Norbert College  St. Olaf College  Saint Peters CollegeSt. Thomas Aquinas College  St. Thomas University  Saint Vincent CollegeSaint Xavier UniversitySalem College (North Carolina)S alisbury UniversitySalve Regina UniversitySamford UniversitySanta Clara UniversitySarah Lawrence CollegeSavannah College of Art and DesignSchool of the Art Institute of ChicagoScripps CollegeSeattle Pacific UniversitySeattle UniversitySeton Hall UniversitySeton Hill UniversitySewanee: The University of the SouthSiena CollegeSierra Nevada CollegeSimmons CollegeSimpson CollegeSkidmore CollegeSmith CollegeSoka University of AmericaSoutheast Missouri State UniversitySouthern California Institute of ArchitectureSouthern Connecticut State UniversitySouthern Methodist UniversitySouthern New Hampshire UniversitySouthwestern UniversitySpelman CollegeSpring Arbor UniversitySpring Hill CollegeSpringfield CollegeStanford UniversityStephens College Sterling CollegeStetson UniversityStevens Institute of TechnologyStevenson UniversityStockton UniversityStonehill CollegeStony Brook UniversitySuffolk UniversitySUNY AlbanySUNY Alfred State CollegeSUNY BrockportSUNY BuffaloSUNY CobleskillSUNY College at Old WestburySUNY College of Environmental Science and ForestrySUNY College of Technology at CantonSUNY CortlandSUNY DelhiSUNY Farmingdale State CollegeSUNY FredoniaSUNY Institute of TechnologySUNY Maritime CollegeSUNY Morrisville State CollegeSUNY New PaltzSUNY OneontaSUNY OswegoSUNY PlattsburghSUNY PolytechnicSUNY PotsdamSUNY PurchaseSUNY Stony Brook University​Susquehanna UniversitySwarthmore CollegeSweet Briar CollegeSyracuse University T Temple UniversityTexas Christian University (TCU)Texas Lutheran UniversityThiel CollegeThomas CollegeTiffin UniversityTransylvania UniversityTrine UniversityTrinity Christian CollegeTrinity College (Connecticut)Trinity University (Texas)Trinity Washington University​Truman State UniversityTufts UniversityTulane University U Union College (New York)Unity CollegeUniversidad del Este (UNE)Universidad del Sagrado CorazonUniversity of AkronUniversity of Alabama  - BirminghamUniversity of ArizonaUniversity of BridgeportUniversity of Central FloridaUniversity of ChicagoUniversity of CincinnatiUniversity of Cincinnati - Blue Ash CollegeUniversity of Cincinnati - Clermont CollegeUniversity of Colorado at BoulderUniversity of ConnecticutUniversity of DallasUniversity of DaytonUniversity of DelawareUniversity of DenverUniversity of Detroit MercyUniversity of DubuqueUniversity of EvansvilleUniversity of FindlayUniversity of HartfordUniversity of HoustonUniversity of IdahoUniversity of Illinois at ChicagoUniversity of IndianapolisUniversity of IowaUniversity of KentuckyUniversity of La VerneU​niversity of LynchburgUniversity of MaineUniversity of Maine at AugustaUniversity of Maine at FarmingtonUniversity of Maine at Fort KentUniversity of Maine at MachiasUniversity of Maine at Presque IsleUniversity of Mar y WashingtonUniversity of Maryland Baltimore County (UMBC)University of Massachusetts AmherstUniversity of Massachusetts BostonUniversity of Massachusetts DartmouthUniversity of Massachusetts LowellUniversity of MiamiUniversity of MichiganUniversity of Michigan - FlintUniversity of Minnesota - DuluthUniversity of Minnesota - MorrisUniversity of Minnesota - RochesterUniversity of Minnesota - Twin CitiesUniversity of Mississippi (Ole Miss)​University of MissouriUniversity of Missouri - Kansas CityUniversity of Missouri - St Louis​University of Nebraska - LincolnUniversity of Nevada - Las VegasUniversity of New EnglandUniversity of New HampshireUniversity of New HavenUniversity of North Carolina at AshevilleUniversity of North Carolina at Chapel HillUniversity of North Carolina at CharlotteUniversity of North Carolina GreensboroUniversity of North Carolina at WilmingtonUniversity of North FloridaUniversity of North TexasUniversity of Northern ColoradoUniversity of Norther n IowaUniversity of Notre DameUniversity of OklahomaUniversity of OregonUniversity of the PacificUniversity of PennsylvaniaUniversity of PittsburghUniversity of PortlandUniversity of ProvidenceUniversity of Puget SoundUniversity of RedlandsUniversity of Rhode IslandUniversity of RichmondUniversity of RochesterUniversity of St. FrancisUniversity of Saint Francis - Fort Wayne IndianaUniversity of Saint JosephUniversity of St. ThomasUniversity of San DiegoUniversity of San FranciscoUniversity of the Sciences in PhiladelphiaUniversity of ScrantonUniversity of South AlabamaUniversity of Southern CaliforniaUniversity of Southern MaineUniversity of Southern MississippiUniversity of TampaUniversity of Tennessee at KnoxvilleUniversity of ToledoUniversity of TulsaUniversity of VermontUniversity of VirginiaUniveristy of the WestUniversity of West Florida​University of Wisconsin - MadisonUniversity of Wisconsin - Stevens PointUniversity of WyomingUpper Iowa UniversityUrbana University - A Branch Campus of Franklin UniversityUrsinus CollegeUrsuline CollegeUtica College V Valparaiso UniversityVanderbilt UniversityVassar CollegeVermont  Technical CollegeVillanova UniversityVirginia Commonwealth University W Wabash CollegeWagner CollegeWake Forest UniversityWalsh UniversityWarner Pacific UniversityWarren Wilson CollegeWartburg CollegeWashington Jefferson CollegeWashington and Lee UniversityWashington College (Maryland)Washington University in St. LouisWatkins College of Art, Design FilmWayne State UniversityWebb InstituteWebster UniversityWellesley CollegeWells CollegeWentworth Institute of TechnologyWesleyan UniversityWest Chester University of PennsylvaniaWest Virginia UniversityWest Virginia Wesleyan CollegeWestern Connecticut State UniversityWestern Michigan UniversityWestern New England UniversityWestern State Colorado UniversityWestminster College (Missouri)Westminster College (Pennsylvania)Westminster College (Utah)Westmont CollegeWheaton College (IL)Wheaton College (Mass.)Wheeling Jesuit UniversityWhitman CollegeWhittier CollegeWhitworth UniversityWidener UniversityWilberforce UniversityWilkes Honors College of Florida Atlantic UniversityWilkes UniversityWillamette UniversityWi lliam Jewell CollegeWilliam Paterson University of NJWilliams CollegeWilson CollegeWittenberg UniversityWofford CollegeWoodbury UniversityWorcester Polytechnic Institute (WPI)Wright State University X Xavier UniversityXavier University of Louisiana Y Yale UniversityYork College of Pennsylvania Z Zaytuna College International Schools that Accept the Common Application American University in BulgariaAmerican University of Beirut (AUB)The American University of ParisThe American University of RomeBard College BerlinBath Spa UniversityBishops UniversityBournemouth UniversityBrunel University LondonCarnegie Mellon University in QatarDoshisha University, The Institute for the Liberal ArtsDuke Kunshan UniversityDurham UniversityEcole hà ´telià ¨re de Lausanne (EHL)ESCP Europe Business SchoolFranklin University SwitzerlandHult International Business SchoolIE UniversityIE University - MadridJacobs University BremenJohn Cabot University in RomeKeele UniversityMary Immaculate CollegeMaynooth University (Ireland)Monash UniversityNewcastle UniversityNorthwestern University in QatarQueens University, CanadaQuest University CanadaRegents University LondonRichmond The American International University in LondonRiga Business SchoolRobert Gordon UniversitySaint Louis University - Madrid CampusSt. Marys University Twickendam, LondonSaint Thomas University, Canada Sungkyunkwan University (SKKU), KoreaTemple University, Japan CampusUnderwood International College, Yonsei University (South Korea)Universidad Carlos III de MadridUniversity College DublinUniversity of Aberdeen (UK)University of Bristol (UK)University of DerbyUniversity of East AngliaUniversity of East LondonUniversity of GlasgowUniversity of GuelphUniversity of Hong KongUniversity of HuddersfieldUniversity of LimerickUniversity of Michigan - Shanghai Jiao Tong University Joint  InstituteUniversity of PlymouthUniversity of SheffieldUniversity of St. AndrewsUniversity of StirlingUniversity of WarwickUniversity of West LondonUniversity of WorcesterYale NUS College

Bathroom Reading

In a culture that’s filled with an incessant call to action, it is paramount that we stop from time to time to think. This may sound like common sense, but in a fast-paced world it’s hard to find time to stop and consider things for more than a few minutes. Throughout my hectic high school career I have made a point of doing what many people fail to do on a daily basis: reflect and assess my life and decisions. I am a thinker. I analyze, postulate, and contemplate– sometimes too much– but always with the intention of learning something new about myself. You might be surprised to learn that I do my best thinking not, in the classroom, not in my bedroom, but in the bathroom. The bathroom has always been a place where I can sit and relax in peace, an oasis of calm and contemplation. The closest thing to an interruption is a polite knock on the door, and a soft quiet is continually maintained. Bathrooms are kept diligently clean, and ample mirrors provide for sufficient self inspection. In short, the bathroom is the ideal place for introspection and critical thought. My bathroom, which is situated a brief walk down the hall from my bedroom, is a wonderful, pristine chamber where I take solace in silence and retreat from the stresses of my life. After a long day of high school and homework, clubs and activities, I head to my bathroom to think and reflect about the day past and the days ahead. In fact, I do some of my best thinking in the bathroom. Everything from ideas for novels, screenplays, songs and movies, from what to eat for lunch are considered when I take refuge in the bathroom. Solutions to longstanding problems come to me in epiphanies while staring into the symmetrical, blue-tiled floor. I achieve new understandings of books that I have read while looking up at the ivory coated walls. I ruminate on my friends and family, and what they mean to me. I even realize the numerous mistakes and errors that I have recently made, and attempt to resolve my flaws. The thinking I do in the bathroom– whether it be asinine fantasies about my future as a rock star, or the sorry realization that my mother was in fact correct– is important to me. Taking the time to think and reflect has kept me grounded during my high school career, allowing me to make good decisions and stay focused on what is important to me. Instead of living my life blindly and complacently, I have made a choice to think deeply and keep things in perspective. To me, the bathroom is not a place to escape the challenges of reality, but rather a place to embrace and conquer those challenges through the power of human ingenuity. I know that when I leave home for college, and eventually leave college for the real world, critical thought will remain a constant in my life. No matter what I end up doing with my life–whether it be law, film, or literature–there will always be a clean, quiet bathroom down the hall. And for me, that bathroom will always provide the opportunity to better myself through critical thought.

AMERICAN HISTORY SINCE 1900 Research Paper Essay

AMERICAN HISTORY SINCE 1900 Research Paper - Essay Example president, Franklin Delano Roosevelt (FDR) for his conviction in working towards the betterment of the common man and the economy by his bottom-up approach, even at a time when the members of his own party were against some of his decisions. On the other hand, some are of the opinion that although the New Deal did provide the much needed immediate relief to the nation that was suffering from the adverse impact of the Great Depression, the deal, however, was a failure from a long term point of view and was unable to bring America out of the economic depression. The depression ended only after the United States entered World War II in   1941, when the increased demand for wartime commodities such as ships, tanks, and ammunitions gave the U.S. economy the jump start it needed. The above issues in the American history, when analysed in terms of the Franciscan values, it is observed that although the Franciscan values were not explicitly referred to during these times of struggle, there were ways sought to achieve what are known as the Franciscan values, particularly the values of serving and caring for the poor and the oppressed, working for justice, and taking responsible social action. These values that help an individual or a nation to show compassion, are the most needed, particularly in a situation of distress, when an entire nation is feeling the impact of an economic depression. Also, in such situations, when there are major labor issues, when the definition of the government’s role in the economy is questioned and when the political leaders have to take difficult decisions of entering a war or not, the values of resolving conflict and promoting non-violence come into the picture. The paper talks about the struggle of the American leaders during these periods of economic depression and war, in successfully applying these values to resolve the grave issues facing the nation. The paper first talks about the significance of the New Deal from a short te rm as well as a long term point of view, followed by the circumstances and the causative factors that lead to the New Deal. This is followed by a detailed description of the various steps taken by Franklin Roosevelt in order to successfully implement the New Deal, after which, the paper talks about the achievements of the First New Deal, particularly in terms of the 3 R’s – relief, recovery and reform. This is then followed by the criticisms the First New Deal received which resulted in the birth of the Second New Deal. Lastly, the paper talks about setbacks in the leadership of Franklin Roosevelt including the famous court-packing controversy and the Roosevelt Recession, followed by the conclusion. Throughout the paper, the relation of the historical events and personalities surrounding the New Deal to the Franciscan values and the struggle in applying these values has been clearly demonstrated. Before I get into the circumstances that lead to the New Deal, it is impo rtant to understand its significance in the context of American politics and society. The significance of the deal can be seen in the fact that the deal took place when the nation was going through one of its worst phases and the deal promised to bring the nation out of the economic and the political turmoil. Moreover, the deal paved the path for the application of the concept of welfare state, based on the economic theories of John Maynard Keynes, and for this

Microsofts Products, Domination, Development, Innovations Research Paper

Microsofts Products, Domination, Development, Innovations - Research Paper Example There has been a rapid growth in the number of products Microsoft manufacture. Microsoft released its first operating system. (Cusumano, Selby 1995). It became a massive success, after which the company started to develop. Since then Microsoft continued to hold the best position in the industry. After its invention of the operating system, there was a huge expectation form the other companies. Microsoft developed many new software components other than operating systems. The company started to expand its operations and widened its manufacturing area. It introduced software, without which most of the computers will not work today. The essential software was developed by Microsoft. It had developed a website, MSN which is widely being used. (Stross 1996).According to a survey, this website is the second in the list of sites that have been used frequently. Due to its innovative approach, it out beats the other The products of Microsoft are popular because of its simplicity in terms of usage. People find it easier to use and hence it is user-friendly. Microsoft's search engine, MSN is one among the websites that are being used by most of the people. Though there was a tough competition, Microsoft strived hard to become the best software developers. Microsoft is maintaining a dominant position in the software market as their products continue to rule the market in spite of tough competition. Other companies in the software market consider Microsoft as their major competitor. Microsoft started acquiring other firms and developed their operations. As the company's products are famous, the turnover of the company started to increase. One of the major inventions of Microsoft is the Microsoft Office suite. This turned out to be a huge success. (White, Bruton 2007).

Scooter sales in Vietnam Essay Example for Free

Scooter sales in Vietnam Essay Hom kia ong th? y em g? i cho em 1 cai article kha hay v? th? tru? ng xe 2B VN kha hay, m? i cac bac xem. EM xin l? i vi no la ti? ng Anh nhung vi? t cung kha d? hi? u . Qua bai bao nay em gi? t minh khi bi? t con s? ban ra c? a xe AB hon 120K , kh? ng thi? t . Va cac bac th? ng? m Hon Da VN da moc tui bao nhieu ti? n c? a dan minh [pic] Em xin phep VietNamNet Bridge – Two years ago the Vietnamese media was driven into a frenzy when Hollywood stars Brad Pitt and Angelina Jolie came to visit Vietnam for the first time. The image of the couple in casual clothes riding a black Yamaha Nouvo scooter in downtown HCMC was widely seen in newspapers and magazines. Scooter riders seen in downtown HCMC. Vietnamese consumers have an increasing preference for scooters. This actually gave free publicity to Yamaha. Sales of the Yamha Nouvo scooter have rocketed in Vietnam as this scooter has become a fashion for not only women but also men. Yamahas good business has led to other motorcycle makers to enter the market or boost scooter production to capitalize on the growing demand. The race starts. Italys Piaggio, the worlds fourth largest scooter and motorcycle manufacturer, started construction of its first factory in Vietnam. Honda and Yamaha from Japan will open their second Vietnam factories soon. Honda Vietnam, the largest motorcycle manufacturer in Vietnam, has shifted focus to scooters for men. It started a campaign to enter the market six months after the trip of Vietnam by Mr. and Mrs. Smith. It launched the Air Blade scooter designed with a sporty fashion. As a favorite motorcycle brand, Honda caused an instant fever on the market after launching this scooter. When placing an order for an Air Blade at a Honda authorized exclusive dealer in HCMC, customers will get a shake of the head. The dealers are flooded with a lot of orders. A Honda dealer on Nguyen Trai Street in District 1 says it still has more than 600 orders to fulfill. But those really wishing to own an Air Blade scooter can go to plenty of private retailers in the city, but the price is usually VND8-10 million higher than Hondas list price. Despite the strong demand, the company says it is unable to scale up production as its factory in the northern province of Vinh Phuc is running at full capacity. As an adaptive measure, Honda has increased shifts to fulfill the mounting orders. Koji Onishi, general director of Honda Vietnam, says that by end-April this year, more than 120,000 Air Blade units had been sold, becoming the best-seller of the scooter category on the local market. Not to miss the race, Yamaha introduced the new Yamaha Nouvo Elegance scooter that comes with an engine of 135cc in late April, which is higher than those of the previous scooter versions. With a list price of VND29. 2 million, including VAT, the new Nouvo scooter is going like hot cakes. Just around 10 days after the new Nouvo version came out, Honda announced the launch of two new Air Blade versions with a sportier and more fashionable design. They retail for VND28. 5 million (VAT included) and come with three colors dark blue, white and red. In addition to the new Air Blade, a sporty Air Blade Repsol version with the color of Repsol Honda racing team in MotoGP World Championship has been introduced this time at VND29. 5 million. The market is so lucrative that another Japanese motorcycle maker, Suzuki Vietnam Corp. , has also forayed into the scooter market, with the launch of  the Hayate priced between VND21. 8 million and VND22. 8 million. The 125cc Hayate has a sporty design and targets male motorcyclists and is expected to strongly compete with Hondas Air Blade and Yamahas Nouvo. The Suzuki prices are lower VND7-8 million than the other two brands, so the Hayate has a competitive advantage in pricing. The competition in design Vietnam Manufacturing and Export Processing Co. (VMEP), Sanyangs motorbike maker in Vietnam, was the first to make scooters in Vietnam with the SYM brand. Taiwans SYM is one of the successful stories. The company launched the Attila scooter in 1997, which has since gained increasing popularity among young people. SYM leaders say that the introduction of the Attila has paved the way for the company to gain a competitive edge over cheap Chinese motorcycles, which overwhelmed the local market in the late 1990s and early 2000s, as well as others. The Attila was then the best-selling locally assembled scooter model. Imported scooters like Dylan,@ and Spacy of Honda, Majesty of Yamaha, and Epicuro and Aventis of Suzuki are prohibitively expensive but the compact and fashionable design and moderate price have made the Attila more competitive. The Attila retails for about VND30 million, around one- and two-thirds of imports. Buoyed by SYMs success, other foreign companies including Yamaha, Suzuki, Honda from Japan later jumped into the market. Experts formerly showed concern that SYM would find it hard to maintain its dominance on the scooter market since more Japanese producers were aggressively increasing investment in scooter innovation and design to gain a slice of the pie. But brands like Honda Click, Yamaha Mio Classical and Suzuki Amity seem to be not the archrivals of the Attila which is particularly popular among urban females. SYMs Attila Elizabeth version has become a favorite among young women thanks to its fashionable, elegant and compact design. The demand for the Attila Elizabeth has outpaced SYMs supply, leading to its price outside the company dealers increasing by VND2-3 million per unit. The good outlook The growth prospects of the market are good as young consumers in cities have an increasing preference for scooters. Many motorcycle assemblers have switched to scooter production to capitalize on this market trend and have been expanding production to meet local demand. Taiwans biggest bike maker Kwang Yang Motor Co. Ltd. (KYMCO) is an example. It has become the majority owner of Hoa Lam Kymco Motors Corp. after acquiring a 60% stake from its local partner. Hoa Lam Automobile-Motorcycle Joint-Stock Co. transferred its 60% stake in this joint venture to the Taiwanese company, thus reducing its holding to 30% from the previous 40%. KYMCOs stake in the venture, meanwhile, is up to 90%. Nguyen Tien Sy, deputy general director of Hoa Lam Kymco Motors Corp. , says that the authorities have endorsed the stake transfer between the two partners. The acquisition, whose value is not disclosed, is part of the Taiwanese companys plan to deepen its investment in Vietnam. KYMCO will develop a new factory in HCMCs District 2 besides the joint venture factory that is mainly assembling motorcycles in Binh Chanh District. The new factory in Cat Lai Industrial Park will produce motorcycle parts for local sale and export to ASEAN markets, Sy says. KYMCO will move its production lines from a factory in Taiwan next month to the new factory, which will mainly manufacture scooters. KYMCO attributes its increased investment in Vietnam to the strong demand for motorcycles. This firm forecast the domestic scooter market will continue expanding in the next five to 10 years. KYMCO entered Vietnam in late 2004 by buying a 30% stake in the bike manufacturing plant, which was wholly owned by Vietnams Hoa Lam Automobile-Motorcycle Joint-Stock Co. The value of the factory then was set at US$15 million. The brand name KYMCO, however, is not popular in Vietnam, but the Taiwanese company has reaped success elsewhere, exporting products to 81 countries worldwide, including Europe. KYMCO has set up nine motorcycle factories in Asia. The two market leaders, Honda and Yamaha, also started work on their second factories in northern Vietnam last year. Hondas new factory worth US$65million will mainly produce scooters. The plant, which is located next to the first one in Vinh Phuc Province, is part of Hondas expansion plan after its success over the past 13 years. The new 28-hectare plant is scheduled for mass production in the third quarter of this year, with initial annual production capacity of 500,000 units, says Koji Onishi, general director of Honda Vietnam. Together with the existing plants annual capacity of one million units, this plant will help meet the increasing demand of Vietnamese customers, he says, adding state-of-the-art technology would be applied to ensure high quality. The most modern and latest technology of Honda will be applied to this new plant that may produce the perfect quality products for Vietnamese customers, he says. The income level is increasing and the infrastructure is developed. Thus, the demand for scooters becomes higher and higher. In addition, its easy operation and modern design can sharpen customers personality. Thanks to the growth of the Vietnamese economy, we realize that young people especially in big cities prefer the scooters, says Yasuhiro Imazato, director of Honda Vietnam brand in HCMC. Meanwhile, Piaggio, the worlds fourth largest scooter and motorcycle manufacturer, is building its first factory in northern Vietnam. The company will spend US$45 million on the factory which covers eight hectares in Binh Xuyen Industrial Park in Vinh Phuc Province, and will be commissioned in mid-2009, with an initial annual output capacity of 50,000 units for local sale and export. The project is part of Piaggios broader three-year plan to expand its operations in Asia by setting up shop in Vietnam and India, Piaggio chief executive Roberto Colaninno. He says the companys products are already available in Vietnam, but it still wants a factory plus a sales network in the country. Piaggio brand is generally targeted at high-end customers. The Italian firm has five local companies as distributors Sapa Trade Co. , Xuan Cau Co. , Viet Nhat Motor Co. , Y Viet Motor Co and International Friendship Co. However, Piaggios investment in Vietnam is still smaller than Japanese and Taiwan motorbike producers. Taiwans Sanyang Industry, which is known for SYM brand, looks to Vietnam as one of its major motorbike production hubs in Asia and its biggest investment markets. Under a motorcycle industry development plan recently approved by the Ministry of Industry and Trade, Vietnam will become a major Asian center for motorcycle design and production. The plan envisages local motorcycle demand reaching 2-2. 2million units a year. By 2015, there will have been some 31 million motorcycles in use nationwide and some 33 million by 2020, compared to the current 20 million, according to the plan. An additional 1. 8 million motorbikes will hit the road a year. (Source: SGT).

Marijuana Legalization Essay -- Legal Illegal Marijuana Pot Law Weed

Marijuana Legalization As defined by The New American Webster Dictionary, marijuana is a hemp-like plant whose leaves are smoked in a cigarette as a narcotic. HOWEVER: Other than just an illict drug used for getting "high", Marijuana can also be viewed as: * A pain reliever * A stress reliever * A medicinal alternative to over-used processed drugs * An untapped source of income for the United States Government * A prohibited substance with many misconceptions Smoking marijuana has long been viewed as something that only produces negative outcomes. New studies are quickly changing these views. The following are some new results found on the true influence of marijuana ingestion. * "According to clinical trial data pulbished this past spring in the American Journal of Addictions, cannabis use- including heavy, long-term use of the drug- has, at most, only a negligible impact on cognition and memory" (Armentano, "Cannabis and"). * "Canadian researchers found that experiments on rats which were given a potent cannabinoid, showed the drug stimulates the growth of new brain cells. It appears that the drug caused neurons to regenerate in the hippocampus, an area that controls mood and emotions, after one month of treatment" ("Cannabis Boosts"). * "The Researchers from the University of Saskatchewan, Canada, say that most drugs, including alcohol, heroin, cocaine and nicotine, have been shown to destroy nerve cells in the hippocampus. This study suggests that cannabinoids are the only illicit drug that can promote adult hippocampal neurogenesis following chronic administration" ("Cannabis Boosts"). * An analysis of previous experiments as pre... ...na>. McVay, D. (1991). Marijuana Legalization: The Time Is Now. SAGE Publications Inc. 22 Apr 2006. "Medical Marijuana." 2006. Drug Policy Alliance. 7 Mar 2006. "Medicinal Marijuana Posters." No Date. Online Image. Wo/Mens Alliance for Medical Marijuana. 1 Apr 2006. . "Medical Marijuana Reports." 6 Sep 2005. NORML Foundation. 7 Mar 2006. "Small Marijuana Leaf." No Date. Online Image. Alexabebe.com. 1 Apr 2006. . Stimeling, Gary. "Straight Dope: The Research on Marijuana Safety." 2005. Psychotropics Cornucopia Inc. 7 Mar 2006.

Essay Structure

The reality that an alarming number of qualified school leavers will not get spaces at universities in the United Kingdom has left many in shock. This could have serious implications for students who have long held dreams of acquiring university education. These students are left with the option of missing out on university education entirely or finding alternative means of acquiring this much sought after education. I will explore the reasons that have resulted in this crisis in the United Kingdom’s higher education learning system.I will also offer a study abroad alternative to students who still wish to acquire a university education. Finally, I will explore the advantages of this study option in comparison to universities in the United Kingdom. One factor that has contributed to this crisis is basically a demand and supply crisis. I intend to discuss how the cuts on government funding have affected the uptake of students who have completed their A-levels. I will explore in detail how the announcement by the Coalition of a two hundred million pound cut from the higher education budget has reduced the number of available spaces a the universities.In contrast, reports indicate that there has been a sharp increase in the number of students who made applications to universities. This increase in applications is taking place at a time when universities are planning to cut places available to British and European Union students. I will also discuss how the threat that faces universities for recruiting above the specified number of students of hefty fines guarantees that they will not admit extra students. These universities face fines of up to three thousand seven hundred pounds for each student above targets.The plans by government to introduce new graduate taxes which will inevitably result in a rise in fees will give more students enough motivation to reassess their study options. Interestingly, universities have not reduced their intake of foreign stude nts (Tony, 2010). Many universities have more places available to foreign students than British students and in other cases places are only available to foreigners. This is because foreign students are charged higher fees and are a source of profitable funding for the universities. I will also point out the alternative option of abroad study available to students.Students in the United Kingdom have over the years displayed a reluctance to study elsewhere, I will analyse this option in detail. I will highlight how the United Kingdom’s strong economy has made it a historic importer of students and labour rather than an exporter. This has resulted in attracting high quality academics and excellent standards. This has undoubtedly led to the reluctance by students to leave the United Kingdom due to the presence of institutions with established reputations like Cambridge and Oxford for academic excellence.To further support the option of studying abroad I will examine the benefits it offers. One advantage is the potential savings of several thousand pounds for students studying at reputable universities elsewhere in the European Union (Morgan, 2010). This would appeal to British students who expect to graduate with twenty five thousand pounds of debt (Morgan, 2010). I will also discuss the QS World University Rankings which indicate that many universities in the United Kingdom continue to perform better than others across the continent.However, many institutions across Europe outperform UK universities in specific subject areas. The University of Amsterdam which is ranked position thirty two worldwide for social sciences has been placed above all UK universities except Cambridge, University College of London and Oxford. They offer these courses at significantly reduced costs compared to universities in the UK. The exciting opportunity for a deeper cultural appreciation presented by abroad study will also be analysed.The acquisition of new language skills, inc reased cultural awareness and how this will serve to set the student apart in the competitive job market will be discussed. I will also point out the advantage one gains by acquiring an impressive portfolio of contacts. Finally I would include the QS World University Rankings, 2009 in the appendices. Written Evidence The numbers of students who will miss university places is alarming. Due to the stiff competition for these places even qualified students will miss out on the much coveted university positions. The vice-chancellor of Worcester University, Prof David Green commented that:â€Å"I think there will be many tens of thousands of young people, in particular young people with good A-levels, who will just miss out on the university offer made to them, meaning they won’t get a place. My earlier prediction that there will be around 220,000 unhappy people will be about right. Of those, about 100,000 will be pretty well qualified and motivated students who would have been a ccepted in previous years. † (Graeme, 2010, p. 7) This implies that an increased number of students will have to seek university education elsewhere or risk missing out on it altogether (Hannah, 2010).This has left many students confused and unsure about their fate. Aaron Porter the president of the National Union of Students said that these youth were â€Å"facing a very uncertain future. † He recommended that these students would have to review other options that may be available to them. The Universities Minister, Mr. Willets said that he felt ‘sorry’ for the students who had missed university places at the universities of their choice and advised them to lower their sights. This is a very disappointing situation for the thousands of students who studied very hard to pass their examinations.The government proposals for graduate taxes will also increase the already high fees paid by students in the United Kingdom (Clark, 2010). These have been subject to public outcry and political debate. A contender for Labour Party leadership, Mr. Miliband commented that: â€Å"They are attacking the poorest people in our society through VAT, attacking people on benefits, attacking people in the public sector and making a series of cuts well beyond what Labour would have done and in a way which is cavalier in terms of what it means for society. † (Tony, 2010, p.15) Universities are also cutting back on the admission of local students in favour of international ones. These students are also not subject to the stringent requirements of grades or restriction in places offered at the universities. In a report, the Quality Assurance Agency for Higher Education termed that this increase in foreign students was ‘unsustainable, ’due to various complications that arose. Sally Hunt, the University and College Union secretary urged the Business Secretary to exercise caution in the introduction of graduate taxes:â€Å"We urge Vince Cable to look again at the idea of taxing big business for the substantial benefit it gains from a plentiful supply of graduates, rather than merely looking to penalise students further. † (David, 2010, p. 24). REFERENCES Clark L. , Freeman S. (2010) I’m sorry: Minister tells students to lower their sights as frantic scramble for university places begins. The Mail. Pp10-11 David T. (2008). University push to lure foreign students branded ‘unsustainable'. Financial Times p 24 Graeme P. , Andrew H. (2010)’ More students to be rejected from university. ’ The Telegraph pp 7-8 Hannah R.(2010) University place scramble gets underway. www. bbc. co. uk Morgan J. (2010) Graduate tax could prompt brain drain. Retrieved from: www. timeshighereducation. co. uk Tony K. (2010). Labour needs ‘deep renewal', says challenger. Northern Echo, pp15. BIBLIOGRAPHY Green M. (2004) Competition slows lucrative foreign student share to 12% higher education: [London 3rd editi on]. Financial Times, Laurence Norman. 2010. U. K. to Maintain ‘Competitive' Tax Regime. Wall Street Journal Martin Wolf. 2010. Why Britain does not need a graduate tax. Financial Times, Miranda G. (2004). An insight into university education taxes. Financial Times, p. 4.

How to Prepare for a Part in a Play? Essay

Essay 3: All of the actors, whether they are professional or just amateur ones, always reckon that preparation in a play is half a battle in making sure of doing the part well. This step helps the actor know in depth about the script and his character as well as brings him opportunity to practise carefully on his own. If you want to make it successfully, you must always go through three main stages below. First of all, read the script as much as possible, at least 3 times. It does not mean that you must learn by heart the whole script, but understand it, discover what is hidden or not yet revealed. The more you comprehend the script, the more easily you do your part. That is due to the character is a part of story and his thinking, his behavior are totally based on the story. Therefore, let’s try to pay your attention to all scene discriptions, ask yourself why, when and where for every event. Even you can take notes on a separate sheet of paper about all the characters. If you do so, you will have an overview of the whole screenplay. The next stage is analysing your character in all aspects. You must study his behaviors, his words as well as his style of dressing or working. More specifically, you have to hear and see the characters in their immediacy, and to always remain open and sensitive not only to what they do and say but what is implied by what they do and say. When one reads from â€Å"inside the story world†, rather than as an unwilling or gawking spectator, one intersects and interacts with the characters at approximately the same emotional depth at which they are operating. Let’s take yourself in the place of your character, try to ask yourself why, when, where for every his action. Once you have a thorough grasp of your part, you can make the last stage. An English saying:†Practice makes perfect† and in case of preparing for a part, this statement is totally right. You have analysed both script and character, but that is not enough. You must have a process of practice what you had acquired through the last two stages. You should speak out loud the dialogues combining with using the body language and the expression of your face. Expressing the part as if you are the character, or rather you must forget all about who you are temporarily. You may ask others for considering your way of playing. By this external way, you will realise what your weak points are to improve more effectively. Finally, I am sure that you are totally ready for doing your part well. Taking all the above into account, we can see that prepare for a part in a play includes three stages which require you so much arduous effort. But it is not difficult at all if you have a real passion for acting the play and follow three steps in the right way. The more carefully you prepare, the better you do your part. Your preparation is a firm basis for your success in making a strong impression with spectators.

Review of Pans Travail essays

Review of Pan's Travail essays J. Donald Hughes, Pans Travail, (Baltimore, 1994), 277 pp. Oddly enough, there is little biographical information available on J. Donald Hughes. His special interest in the Mediterranean and sacred groves is evidenced by the numerous books and articles he has published on the subject. He is multilingual, fluent in German, Greek, and Spanish with basic skills in French and Russian as well. He received his doctorate in History from Boston University and then taught at several different colleges. He is currently a History professor at the University of Denver, and the author of eight other books and articles about environmental history. The first four chapters (out of eleven total) are dedicated to providing the reader with background information. Hughes gives an overview of environmental history and ecology as a whole, preparing the reader to narrow the focus of these concepts to a single area: the Mediterranean Basin. He also describes this region and discusses why it is such a unique ecosystem. Not only are climate, land, and sea addressed, but a charming section on the different winds of each section of the region is also included. Pre-history is touched upon, and Hughes examines Egyptian and Mesopotamian societies and their relationships with nature. By showing how each city dealt differently with the flooding of their respective rivers, Hughes illustrates two opposing views towards nature. Literary evidence shows how Greek and Roman religion viewed the world as a sacred place. This contrasts with the view eventually offered by such philosophers as Aristotle which placed nature in hierarchical order, with plants exist[ing] for the sake of animals, animals for the sake of man, and...inferior men [as] natural slaves of the superior (60). These four chapters effectively give the reader enough information about the basis of Greek and Roman society to understand the following arguments regarding the...

Answers to questions Essay Example | Topics and Well Written Essays - 500 words

Answers to questions - Essay Example The Sixth Circuit reversed, finding that the impairments substantially limited respondent in the major life activity of performing manual tasks. In order to demonstrate that she was so limited, said the court, Williams had to show that her manual disability involved a "class" of manual activities affecting the ability to perform tasks at work. She satisfied this test, according to the court, because her ailments prevented her from doing the tasks associated with certain types of manual jobs that require repetitive work with hands and arms extended at or above shoulder levels for extended periods of time. In reaching this conclusion, the court found that evidence that she could tend to her personal hygiene and carry out personal or household chores did not affect a determination that her impairments substantially limited her ability to perform the range of manual tasks associated with an assembly line job. The court granted her partial summary judgment on the issue of whether she was disabled under the ADA. The Supreme Court granted certiorari.] The Americans with Disabilities Act (ADA) is grounded in the will to provide equal opportunity in employment, transportation, public accommodations, public services, and telecommunications for individual with disabilities.

Report on The Rose Theatre Kingston Essay Example | Topics and Well Written Essays - 750 words

Report on The Rose Theatre Kingston - Essay Example Purposes that qualify a Trust to be a registered charity are â€Å"to promote, maintain, improve and advance education, particularly by the encouragement of the arts including the arts of drama, mime, opera, ballet, music, singing, dance, literature, sculpture and painting† (CC, 2010b and 2010c). To achieve this, The Rose plays an important role, which also justifies entering into funding and working partnerships with the Royal Borough of Kingston Upon Thames Council and Kingston University. The Rose is the â€Å"research laboratory† for the University, specifically its postgraduate Masters degree course in Classical Acting. The Rose is likewise the source of economic activity and the social and cultural revitalization of the surrounding communities (Rose, 2010a). According to its latest (2009) financial report, the agreements signed in 2008 with these groups guarantee annual funding of  £900,000 towards a yearly budget of  £2.3 million. Some of the Trustees are likewise from the University and the Council, helping the Trust secure funding from the Arts Council (CC, 2010d). The Rose Theatre’s executives are industry veterans Sir Peter Hall (Director Emeritus) and Stephen Unwin as Artistic Director and CEO. David Jacobs, Life President, is a retired broadcas ter. These three report to the 20-member Board of Trustees, whose task is to guarantee the execution of the charity’s strategies and purposes. Given its purposes, The Rose wants to attract people from surrounding communities of Kingston Upon Thames to watch performances. It also wants tourists from outside Kingston to patronize its shows. Among those in the community, The Rose wants a wide range of customers coming from a broad range of economic capabilities, from low-budget students to middle- and upper-class local and neighbouring residents and tourists. This is the primary