Speaking skill in teaching English as second language Essay

Speaking skill in teaching English as second language - Essay Example ational process focuses more on evaluation framework which is unlike Western process of education, and this instills fear of committing errors in Japanese EFL learners. Therefore, EFL teachers should focus on creating informal ambiance within the classroom and establishing positive relationship among students from different cultural backgrounds so that Japanese learners can shed their language anxiety in front of others. Today, English has become a common language to be taught in schools all over the world. For this purpose, schools are making broad use of technology in combination with second language theories. The idea is to adapt the best available practice that can enhance learning of English as second language. Any process that has been proved by previous research to yield best results is regarded as the best practice. It essentially includes â€Å"commitment of a teacher who is willing to use the knowledge and techniques at his or her disposal to ensure student success† (Li, 2013, p.218). Foreign language anxiety is increasingly becoming a common phenomenon among learners, and it is rapidly gaining attention among researchers for its significant impact on a learner’s ability to learn and retain a new language. This paper focuses on Japanese EFL learners’ fear of speaking English. Recommendations have been provided on how to overcome such fear. Although English has become a compulsory subject in most secondary and tertiary institutions in Japan, it is still an extremely common phenomenon that Japanese people exhibit poor English communication skills. Every year, millions of dollars are spent for making Japanese people proficient in English with the help of native or non-native English speaking teachers. Many Japanese students even travel to Western countries to learn English. There are many accepted theories that tend to explain poor English speaking skills among the Japanese. One such theory blames the geographical location of the country that isolates

What Students Have to Say Middle School Students Essay Example for Free

What Students Have to Say Middle School Students Essay Abstract The central research question of the study asks: how do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the study ask: what are some of the barriers to learning mathematics in middle school mathematics class and what causes students to understand certain mathematics concepts in middle school mathematics class? The purpose of the study is to discover and understand middle school students’ experiences learning mathematics in middle school mathematics classes. Qualitative methods are utilized, and a basic design is employed that uses the interview, document collection, and field notes in order to gather data. The results of the study show repetitive themes communicated by the participants related to how hard middle school mathematics is, how students have to work on mathematics problems by themselves, the fast pace at which middle school students have to work, student disruptions in the mathematics classroom, students playing and talking in the mathematics classroom, and that there are many skills, tools, and resources within the middle school mathematics class that help middle school students learn mathematics. It is concluded that learning mathematics in middle school mathematics classes can be an intimidating experience especially in light of the fact that some of the teachers give little help and that the pace at which some teachers move may be a little too fast for some students. It is also concluded that middle school mathematics students cannot learn mathematics effectively in the presence of competing stimuli such as students talking about things other than mathematics or students simply playing in class. Conversely, however, it is concluded that students have positive experiences learning and understanding mathematics in middle school mathematics classes as a result of certain skills, tools and resources being in place. Based off of the findings of the study, it is recommended that the study be replicated using other American sub-cultures, the â€Å"new† findings of the study be tested as hypotheses, the data from the study be rereviewed, and that the study be completed using observations as the primary means of data collection. Dedication I thought long and hard about to whom (or what) this work should be dedicated. The list would be too many if I were to dedicate to the many possible prospects. As such, I finally remembered who was there with me—unconditionally—up to and through this point in my 44 years on this earth. So, I dedicate this work to myself. Selah. iv Acknowledgments To me, it would make no sense whatsoever if I did not acknowledge my Lord and Savior, Jesus Christ. It would be almost just as nonsensical if I did not acknowledge my wife and children who endured the time I took away from the family as I completed this dissertation—for the former, all praise is due, and, for the latter, thanks for hanging in there with me. This work represents the culmination and expression of a journey I began many years ago. Beyond the journey, the completion of this dissertation is the truest of paradoxes in that it is the beginning of the end. Yes, the acknowledgements already made go without saying; however, and unbeknownst to many, acknowledgement must be made to an individual who is responsible for the impetus and motivation that is and has been an integral part of my journey from having no high school diploma to completing a terminal degree. This individual was the only person who had the effect on  me that engendered a desire to embrace education, so (just under God—smile), one of my greatest acknowledgments go to (the then) Lieutenant Michael Evans (during our tour at the Anti-Submarine Warfare Operations Center [ASWOC] at Guam). I can say with an utmost of certainty I would not be making this acknowledgment if it were not for all of his positive words about the importance of education and the related encouragement about why I should embrace it—Thanks Lieutenant Evans. v Table of Contents Acknowledgments List of Tables CHAPTER 1. INTRODUCTION Introduction to the Problem Background of the Study Statement of the Problem Purpose of the Study Rationale Research Questions Significance of the Study Definition of Terms Assumptions Limitations Nature of the Study Organization of the Remainder of the Study CHAPTER 2. LITERATURE REVIEW Theoretical Framework of the Study Mathematics Achievement Mathematics Underachievement In the United States Factors that Impact Mathematics Achievement—the Child Other Factors that Effect a Child’s Achievement in Mathematics Factors that Impact Mathematics Achievement—the Teacher vi v ix 1 1 2 5 6 8 11 11 13 14 16 17 18 20 20 21 24 26 33 37. Other Problems Linked to the Teacher that may Impact Student Achievement in Mathematics Factors that Impact Mathematics Achievement—School Climate Summary CHAPTER 3. METHODOLOGY Statement of the Problem Research Questions Research Methodology Research Design Population and Sampling Procedure Panel of Experts Sources of Data Validity Reliability Data Collection Procedures Data Analysis Procedures Ethical Considerations Summary CHAPTER 4. DATA COLLECTION AND ANALYSIS Descriptive Data Data Analysis Results Summary vii 42 43 52 57 59 60 60 61 63 65 67 70 72 73 80 86 92 94 95 95 103 105. CHAPTER 5. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS Summary of the Study Summary of Findings and Conclusion Recommendations Implications REFERENCES APPENDIX A. INTERVIEW QUESTION GUIDE/PROTOCOL APPENDIX B. COMPLETE LIST OF CODES AND THE FREQUENCIES IN WHICH CODES OCCURRED ACROSS ALL CASES/PARTICIPANTS 107 107 109 121 124 127 142 144 viii List of Tables Table 1. Student Demographic Data and Student Dynamics Data for the School District During the 2011-2012 School year 96 Table 2. Participant Descriptive Data Table 3. Participant Responses to Research Question Three 96 119 ix CHAPTER 1. INTRODUCTION Introduction to the Problem Within American schools, the current standards-based reform prompts school districts to use standardized tests to account for and highlight the academic progress of its students. In short, these standardized tests emphasize core content areas of learning. Of these core areas, mathematics and reading are the subjects upon which most states report (No Child Left Behind [NCLB] Act of 2001, 2002). Between mathematics and reading, today’s American youth experience lower achievement in mathematics than in reading (Boe Shin, 2005; Ketterlin-Geller, Chard, Fien, 2008). Researchers highlight a myriad of factors that have a potential for contributing to why students experience lower achievement in mathematics to include both cognitive and affective explanations (Koutsoulis Campbell, 2001). However, American mathematics underachievement, at least from grades three and four to grades seven and eight, cannot be explained by a number of important factors since factors that impact mathematics achievement have been shown to be consistent across grade levels through much of the research (Boe Shin, 2005). As a result and because little research has been found related to student perceived experiences in mathematics, it is the intent to listen to what the much ignored student in educational research has to say about his or her experiences in mathematics classes. In previous studies, when getting information about or directly from the student, much of the research involves post-secondary students (Anthony, 2000; Moody, 2003). Therefore, the current study attempts to directly garner the collective voices of a small 1 group of regular education middle school students. The study is accomplished by using a qualitative research methodology and a basic research design (Creswell, 2009; Merriam, 2009). Consequently, students participate in face-to-face semi-structured interviews in order to gather data about the experiences they have had in mathematics classes. Incidental to the interview process, documents offered by participants or asked for by the researcher are collected. Additionally, as suggested by Miles and Huberman (1994), field notes are collected as a third source of data. In turn, in an attempt to â€Å"make sense out of text and image data† (Creswell, 2009, p. 183), a systematic process is used to analyze collected data from student participants so as to identify some themes, patterns, and relationships that emerge between the participants’ experiences in mathematics classes and the actual phenomenon of being a part of the middle school mathematics class. Background of the Study Student learning of mathematics has been characterized as being either cognitive or affective (Singh, Granville, Dika, 2002; Winstead, 2004). For a long time, researchers have only considered the cognitive aspects of the student when providing explanations for student learning and academic achievement; however, recent research has considered the affective component of the student when providing explanations for learning and academic achievement (Singh et al. , 2002). Despite the explanation for how students learn, it is now known that there are a number of factors that play a role in student learning and achievement both in general, and more germane to this study, in middle school mathematics classrooms (Stevens, Olivarez, Lan, Tallent-Runnels, 2004). 2 In a study conducted by Singh et al. (2002), a number of important factors were pointed out as salient pieces to students’ learning of mathematics. Within middle school mathematics classrooms, a student’s achievement is a behavioral outcome that is impacted by other factors within that environment  (Schweinle, Meyer, Turner, 2006). More specifically, the researchers of the above mentioned study observed how a mathematics teacher’s instructional practices greatly impact a student’s impetus and subsequent achievement within that environment. Other researchers support the idea that student mathematics achievement is an outcome response that stems from factors such as test-taking, the level of mathematics, task difficulty, self-perception, and utility or intrinsic value (Eklof, 2007; Trautwein, Ludtke, Marsh, Koller, Baumert, 2006; Watt, 2006). In the case of test-taking, evidence points towards students taking low-stakes test less serious than high stakes tests (Eklof, 2007). In one study, it was found that a positive correlation existed between providing eighth grade students with a monetary incentive and their subsequent effort and test achievement (O’Neil, Abedi, Lee, Miyoshi, Mastergeorge, 2004). However, in the same study, it was found that a similar incentive had no effect on twelfth graders and their respective effort and test achievement (O’Neil et al., 2004). Karmos and Karmos (1984) found that the level of motivation to achieve in mathematics was stronger in boys than in girls, but, in a study conducted by Brown and Walberg (1993), no correlation was found between the level of motivation to achieve in mathematics and the sex of the child. All of the aforementioned research has made it known that test-taking is a factor that impacts student mathematics achievement in both negative and positive ways. 3 Other research has shown that there is a connection between the level of mathematics (i. e. , Pre-Algebra, Algebra, or Geometry) and how difficult the mathematics task is and student mathematics achievement (Trautwein et al. , 2006; Watt, 2006). Both studies conducted by the aforementioned researchers showed that despite the level of mathematics or the difficulty of the mathematics task, boys were still more motivated and displayed higher levels of achievement within higher level mathematics classes. The level of mathematics was shown to impact student mathematics achievement in the case of middle school students who show a decline in their ability to obtain success in mathematics courses (Eccles et al. , 1993). Another study showed this same diminished achievement ability in mathematics at the high school level (Chouinard Roy, 2008). A study conducted by Watt (2006) showed, although indirect, the difficulty of mathematics tasks impacts a female student’s mathematics achievement, choices in advanced mathematics classes, and choices in mathematics related career choices. In similar fashion, student achievement in mathematics has been impacted by such things as the student’s own self perception of mathematics as well as the student’s intrinsic and extrinsic values. Students’ achievement at higher levels of mathematics courses dwindles as they get into higher grades as these higher levels of mathematics are perceived by students as being more challenging (Eccles et al. , 1993; Chouinard Roy, 2008). In this same vein, Skaalvik and Skaalvik (2004) found that boys may perceive themselves as being better at mathematics than girls. Other literature suggests that mathematics achievement can be an outcome construct of one’s intrinsic and extrinsic value (Ryan Deci, 2000). Andrews and Hatch (2002) clarify that intrinsic value is the desire to do something that is self-satisfying while extrinsic value is the desire to do 4 something to get an outside reward (such as pay). Unfortunately, factors that deal with the student and teacher are not the only variables impacting student performance within the United States. Other researchers have pointed towards the climate of the school as yet another piece that effects mathematics achievement for students within the United states with the brunt of the effects of diminished mathematics achievement being felt by students at the middle school level (Cohen, Pickeral, McCloskey, 2009; Good Weinstein, 1986; Kuperminc, Leadbeater, Emmons, Blatt, 1997; Rutter, 1983). According to Boe and Shin (2005), data from the Program for International Student Assessment (PISA) presents a larger problem that involves American students lagging behind other industrialized nations in mathematics achievement at all grade levels. For American students in the middle school, 31 percent of included industrialized nations scored better in mathematics. For many of these American students, there are a myriad of factors that come into play that impedes access to and achievement in mathematics; many of these factors have been proven to negatively impact a student’s overall success in mathematics (Center for Teaching/Learning of Mathematics, as cited in Newman, 2008; Pustjens, Van de gaer, Van Damme, Onghena, Van Landeghem, 2007; Fuchs et al.  , 2008; Newman, 2008; Walsh, 2008; White-Clark, DiCarlo, Gilchriest, 2008). As for middle school mathematics students, providing some explanations of the phenomena of learning mathematics has become a continued priority of research (Singh et al. , 2002). Statement of the Problem There is a gap in literature regarding regular education middle school students’ experiences learning mathematics in mathematics classes. This gap in literature 5  perpetuates a practice problem for administrators of education as administrators focus more on the needs and wants of the administration instead of the needs and wants of the student (Armstead, Bessell, Sembiante, Plaza, 2010). For many of the studies completed concerning today’s youth, the research does not taken into account the perceptions of the student except in cases in which the research involves post-secondary students (Angier Povey, 1999; Anthony, 2000; Moody, 2003). Armstead et al.(2010) suggest that when soliciting information directly from the student, a clearer picture of what has and has not changed in the classroom is garnered. Furthermore, DeFur and Korinek cite the importance of getting information directly from students and state that, overall, getting information directly from the student is the equivalent of a â€Å"powerful tool for school improvement† (2009, p. 15). Preble and Taylor (2008) put it succinctly by stating the voice of the student is a valuable source of information. As a result of the aforementioned absence of the much ignored student in educational research and because little research has been found that asks middle school students about their experiences learning mathematics within the mathematics classroom, it is the goal of this dissertation to investigate those experiences as perceived by this group of students. Purpose of the Study Ultimately, the purpose of this study is to discover and understand middle school students’ experiences learning mathematics in mathematics class. Collected data regarding these experiences will more than likely have spoken to the larger problem that involves American students lagging behind other industrialized nations in mathematics achievement at all grade levels (Ross, 1992; Tschannen-Moran et al. , as cited in Charalambous, Philippou, Kyriakides, 2008; Chouinard Roy, 2008). In American 6 schools, underachievement in mathematics has placed us far behind other industrialized nations (Boe Shin, 2005). Much research has been done in an attempt to explain possible causes to mathematics underachievement, and this study is completed in order to provide further contributions to that body of research. Research on mathematics at the middle school level is important as achievement in mathematics at the middle school level may determine course enrollment and mathematics choices in high school (Singh et al. , 2002). Additionally, mathematics achievement at the middle school level is an indicator of other things such as students’ abilities to handle advanced mathematics courses that are predicated on middle school mathematics skills. Moreover, mathematics achievement at the middle school level makes available or limits postsecondary and occupational opportunities for students as they move from childhood to adulthood (Gonzales et al. , 2008; Singh et al. , 2002). Unfortunately, while there is a great deal of literature on mathematics that highlights such things as mathematics achievement as well as other mathematics phenomena, little is done in terms of interviewing the middle school student directly when it comes to mathematics research (Angier Povey, 1999). To date, when students are involved directly in mathematics research, the participants are postsecondary students (Anthony, 2000; Moody, 2003). As a result, the purpose of this dissertation is to listen to sixth, seventh, and eighth grade middle school students from one middle school within a large school district in the eastern United States regarding their experiences learning mathematics in mathematics classes. In a few past studies, getting information directly from the student provided for an assessment of the needs and wants of the student as opposed to the needs and wants of 7  the administration (Armstead, Bessell, Sembiante, Plaza, 2010). In the same fashion, by soliciting the thoughts and experiences of the student, a clearer picture of what has and has not changed in the classroom can be ascertained (Armstead et al. , 2010). Having provided a collection of experiences pertaining to learning mathematics in mathematics classes, data students share about such experiences should resonate in the form of their beliefs, attitudes, likes, dislikes, motivation, lack of motivation, etc. when it comes to being a part of a middle school mathematics class. By gaining this type of information, the proposed study is also meant to contribute to mathematics instruction by providing teachers, principals, superintendents, and curriculum specialists with data that highlights both impediments and compliments to middle school students’ acquisition of and overall achievement in mathematics courses. Simultaneously, the intent of this study is to yield data that may also help school administrators to determine whether or not the proper resources are available for students to learn mathematics as well as to train school personnel and teachers in matters regarding the presentation of mathematics concepts. Rationale A study such as this one requires the view of the participants being studied—the students. Accordingly, a Social Constructivist philosophical stance has been undertaken that follows under the assumption that â€Å"individuals seek understanding of the world in which they live and work† (Creswell, 2009, p.8). For many of the studies completed concerning today’s youth, the research does not taken into account the perceptions of the student (Angier Povey, 1999). When gathering information directly from the student, much of the research involves post-secondary students (Anthony, 2000; Moody, 2003). Therefore, the current study takes the Social Constructivist stance in an attempt to 8 construct some meaning from what middle school students have to say concerning their experiences in mathematics classes. In many studies, listening to what the student has to say about his or her own experiences pertaining to a specific phenomenon provides for an assessment of the needs and wants of the student as opposed to the needs and wants of the administration (Armstead, Bessell, Sembiante, Plaza, 2010). In the same fashion, listening to what students have to say about their own experiences provides a clearer picture of what has and has not changed in the classroom (Armstead et al. , 2010). Although little has been gathered in the way of actually interviewing and listening to the middle school student concerning mathematics in general, the research suggests the importance of considering that actual words of the student as, in the case of the current study, listening to the experiences of the middle school student regarding their experiences learning mathematics in mathematics class can be the equivalent of a â€Å"powerful tool for school improvement† (DeFur Korinek, 2009, p. 15). Preble and Taylor (2008) conclude that the voice of the student is a valuable source of data. Mertens (1998) suggests that qualitative research usually dictates a Social Constructivist approach. In identifying the phenomena as described by middle school students, such a stance should provide for the collection of qualitative data surrounding their experiences in mathematics classes through â€Å"multiple stages of data collection and the refinement and interrelationship of categories of information† (Creswell, 2009, p. 13). As part of a larger basic design, the collection of data within this study is accomplished through face-to-face interviews (of which middle school students are the participants), the collection of report card documents, and the collection of field notes. Collected data is constantly compared with emerging categories of information (i. e. , relationships between 9 the students’ experiences and their actual beliefs, attitudes, likes, dislikes, motivation, and/or lack of motivation when it comes to being a part of a middle school mathematics class (2009). In short, the Social Constructivist, qualitative, basic approach of this study provides for the most complete investigative and exploratory coverage of the phenomenon experienced by middle school students in the form their collective experiences in middle school mathematics classes. Because little research has been found that asks the middle school student directly through interviews about his or her experiences within the mathematics classroom, this study is a rational choice and contributes to current mathematics practices used in America with the overall goal being to get children to do better in mathematics. Additional rationale behind conducting a study such as this one evolves from following recommendations for further research by previous researchers surrounding motivation and mathematics. Such recommendations include (a) â€Å"further research on the relationship between test-taking motivation and test achievement† (Eklof, 2007, p. 311), (b) how different aspects of affect interact with each other (Hannula, 2006), (c) the â€Å"need for more research regarding the measurement of affective and motivational variables† (Singh et al., 2002, p, 331), or, in the case of this study, (d) what are the learning experiences of middle school students in mathematics classes. The reason behind conducting a study dealing with students’ perceived experiences in learning mathematics is to contribute to a body of knowledge in which a gap exists. Ultimately, this dissertation is closely linked to providing educational practitioners and educational law makers with some understanding of the phenomenon at hand that could be used to further fine tune teacher quality and selection, modify school—based as well as educational 10  policy in general, create relevant, appropriate, and applicable curriculum, and/or create appropriate placements for students during their matriculation through middle school. In this sense, doing a study such as this one is worthwhile. Research Questions The central research question that guides the dissertation is as follows: R1. How do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the dissertation are as follows: R2. What are some of the barriers to learning mathematics in middle school mathematics class? R3. What causes students to understand certain mathematics concepts in middle school mathematics class? Significance of the Study The current standards-based reform is largely predicated upon education being conducted utilizing research-based ideals (Deshler et al. , 2001). The reform has been occurring in order to provide some cohesion and consistency across local and state educational lines. Engaging in research-based educational practices also provides for a standardization of such practices that is the sounding board and foundation for our current standards-based educational practices and the larger No Child Left Behind (NCLB) policy. In this same vein, the current study is significant. At a federal level, there are many boards and councils that attempt to document mathematics achievement as well as provide suggestions to improve such achievement (Gonzales et al. , 2008; National Mathematics Advisory Panel [NMAP], 2008; National 11 Council of Teachers of Mathematics [NCTM], 2000). In an attempt to continue to contribute to the larger body of research that mandates proven ideas and practices, mathematics research has become a major priority (McKinney, Chappell, Berry, Hickman, 2009). As such, the current study is being offered in order to augment research that seeks to contribute to current mathematics practices used in America. Of course, the overall goal is to get children to achieve at higher levels in mathematics. In terms of mathematics learning and achievement, much has been written about mathematics achievement as an outcome variable that is preceded by a multitude of factors that impact the subsequent behavioral response of students in mathematics classrooms (Schweinle et al. , 2006; Singh et al. , 2002). As a result, doing a study such as this one is in keeping with recommendations for further research by previous researchers. Within the realm of identifying the experiences of middle school students learning mathematics in mathematics classes, a gap exists in the literature when it comes to such experiences as perceived by these students that necessitates that further research be conducted. Studying this area in mathematics contributes to an area of research that has not taken into account what the actual middle school students say about their experience learning mathematics in the middle school mathematics classroom. Overall, the significance of conducting this study is closely linked to providing educational practitioners and educational law makers with some scientific information that could be used to further fine tune teacher quality and selection, modify school—based as well as educational policy in general, create relevant, appropriate, and applicable curriculum, and/or create appropriate placements for students during their matriculation through school. 12 Definition of Terms The following terms are used operationally in this dissertation according to the definitions provided: Affective learning. The dimension of learning that is concerned with the reactions, feelings, and emotions of the learning (Buchanan Hyde, 2008). Attitude. A predisposition to think or act in a particular way in response to a specific stimulus (Fitzsimmons Barr, 1997). Child. An individual who has not attained the age of consent for medical care or for research activities in the jurisdiction in which the research will be conducted (Jonsen, 1978). Coding. The process of organizing qualitative research information in chunks or segments before ascribing any interpretation or meaning to the collected information (Rossman Rallis, 1998). Content standards. Broad, measurable statements about what students should know and be able to do (MSDE, n. d. d). Cross-sectional. A process used to gather data over the course of a few weeks as opposed to over several months as with a longitudinal process (Creswell, 2009). Mathematics Belief. Describing what students see as true in mathematics, in the classroom, and within themselves (Op ’T Eynde, De Corte, Verschaffel, 2002). Middle school. A school configuration in the United States, which in recent decades, includes students in grade six through eight, or occasionally grade five through eight (National Center for Education Statistics [NCES], 2000). 13 Middle School Mathematics. Middle school mathematics is a specific set of learning expectations for the middle school level that emphasizes the learning, development, and strengthening of computational fluency with fractions, decimals, and integers, measurement, statistics, problem-solving, reasoning and proof, communication, connections, representation, and, the ability to represent ideas algebraically and geometrically (NCTM, 2000). Nuremberg Code. A set of standards established for the conduct of human research as a result of Nazi leaders committing and conspiring to commit war crimes against humanity during World War II (Byerly, 2009). Social constructivist philosophical stance. A basic set of beliefs that guide a researcher’s actions during research. A Social Constructivist stance is a stance that follows under the assumption that â€Å"individuals seek understanding of the world in which they live and work† (Creswell, 2009, p. 8). Standardized test. A tool used (either in paper and pencil or on the computer) to measure student academic achievement (Higgins, 2009). Standards-based reform. â€Å"An attempt to boost the academic achievement of all students by establishing rigorous educational standards for all, aligning instruction with those standards, and using accountability assessments to measure progress toward meeting those standards† (Voltz Fore, 2006, p. 331). Assumptions The following assumptions, based off of the characteristics of qualitative research outlined by Creswell (2007), are present in the study: 14. 1. Data is collected in the students’ natural setting where students experience the phenomena. 2. In qualitative research, the researcher is the primary instrument. In this sense, although data is collected by conducting face-to-face interviews, gathering documents, and taking field notes, that data is mediated through the researcher (Patton, 2002). 3. Multiple sources of data (the interview, documents, and field notes) are collected. 4. A variety of procedures are employed in order to check the accuracy of findings within the study (Gibbs, 2007). 5. In an attempt to â€Å"make sense out of text and image data† (Creswell, 2009, p. 183), a systematic process is used to analyze collected data from student participants so as to identify themes, patterns, and relationships that emerge between the participants’ experiences in mathematics classes and the actual phenomenon of being a part of the middle school mathematics class. 6. The research follows under the assumption that themes and categories emerge as the research process progresses. 7. An inductive form of data analysis is used. 8. The study uses a Social Constructivist lens. 9. The researcher makes interpretations of what research participants reveal in each interview as well as what the researcher collects in terms of documents. It is assumed that such interpretations cannot be separated from the researcher’s own background, history, context, and prior understanding (Creswell, 2009). 10. A holistic account of the phenomenon under study is reported. Additionally, 15 11. The sample size is large enough to provide an understanding of the experiences of middle school students learning mathematics in mathematics classes.

Witch of blackbird pond Essay -- essays research papers

The name of the book that I read was â€Å"The Witch of Blackbird Pond† By, Elizabeth George Speare. The book took place in the year of 1687. Some of the book takes place on a boat called the â€Å"Dolphin,† and then the rest of the book in Wethersfield, in the state of Connecticut. The main characters in the book are Katherine Tyler (her nickname was Kit), Nat Eaton, Uncle Matthew, Aunt Rachel, Hannah Tupper, Kit’s cousins Mercy, and Judith, Prudence, Hannah Tupper, John Holbrook, Goodwife Cruff and Goodman Cruff. One of the problems in the beginning of the book is when she goes to her cousin’s house and was adapting to their way of life; for instance when she got there, they all did not have good clothes and she had really fancy clothes that they would have never worn in their life because they were too expensive. Another problem that she encountered was that she met a lady named Hannah Tupper that lived near Blackbird Pond and she was a Quaker. That’s why she was forced to live there, because no one liked her and she was al so accused of being a witch. Kit made friends with her when she bumped into her in the meadow. This jeopardized her life and that was a problem. She helped Prudence read and write and that was a little risky too.   Ã‚  Ã‚  Ã‚  Ã‚  I mostly identify with the main character kit. I mostly identify with her because she likes to try new things and I like to try new things also. I also identify with her because she likes to explore new places, for instan...

Explain the Hardware, Software and Peripheral Components of a Computer System and the Functional Relation Between These Components

Explain the hardware, software and peripheral components of a computer system and the functional relation between these components. Fig: functions of the operating systems (1) 1-Hardware Hardware consists of physical equipment of the computer. We distinguish equipment within the Case such as: Power supply: it is the equipment that receives electricity from a DC current and converts it to a alternative current AC for the needs of the computer. The power supply may depends on the motherboard of the computer because the wattage varies depends on other equipment inside the computer. Fig 3: power supply (4) The motherboard: it is the main equipment of the computer. On it are stored and connected every other equipment. The motherboard is the central piece of the computer. We have many others components installed on the motherboards such as microprocessor, RAM, controller†¦ Fig 4: the motherboard (5) Microprocessor: it is the brain of the computer. it means that all the operation on the computer are made by the microprocessor. It is also known as CPU (central processing Unit). it can be measured in megahertz (MHz) or in Gigahertz depending of computer. he performance of the microprocessor is so important that it is essential to any customer to be aware of the number of calculations it can perform before buying a computer [23]. for example, Dell Optiplex 990 works with Intel Core i3 2100 (3. 1GHz). Fig 5: microprocessor (6) RAM: it is Random access memory. its role is to store instructions or data for a possible processing and its storage is temporally. it hold s a list of instructions of an information that is currently working. it can be accessed randomly, it means that it does not have to look in the storage device (hard disk) from the start to find a piece of interest [23]. When we switch off the computer any storage within the RAM, will be erased that is why we say the storage is temporally. RAM is the main memory because we can quickly access any files in the hard disk. Fig 6: RAM (7) ROM: it stands for read only memory. ROM differs from RAM in two ways: first it is not changed or erased after the computer is assembled, you can read it but cannot write on it, and second it remains unchanged even after the computer is turned off. [23] Fig:19 ROM [22] Hard disk: it is the component where data, files, operating systems are saved. t stored large amount of data depending on its size. the records stored are not volatile as in the RAM, but it remains until it is changed or deleted. it is measured in bytes. today we noticed that computer are almost hard disk capacity of 40 gigabytes. this performance of the disk capacity is one of the main measure when we are buying a computer. [23] Fig 7: the hard disk (8) Drive controllers: its role is to control data trans fer to and from the hard disk. it is a circuits that allows the CPU to communicate with the hard disk and the other kind of disk drive. or example the controller talks to the keyboard and to the mouse to enable the CPU to read information from them(2). we have drive controller such as IDE(integrated drive electronic) and SCSI (small computer systems interface) Fig 8:drive controllers (9) CD-ROM Drive: we use this drive to play and read CD-ROM (DISK COMPACT Read only memory) in the computer. we can also play audio CD. a typical capacity of the CD ROM is about 650 megabytes. they are now being overtaken by DVD (Digital Versatile Disk) because of their large capacity storage up to 3. 9 gigabytes. [23] Fig 9: CD ROM drive(10) Floppy drive: we use this drive to save or read data in a floppy disk. a floppy disk is a small and removable storage devices that record data in square plastic jacket. fig 10: floppy disk drive (11) 2- Software The computer software are programs that controls the computer hardware. They command the hardware and tell them what to do and how to do it. We have many kinds of software: operating systems software, application software, and drivers. Operating systems: it is a program that controls and manages the computer in every task. it controls the input and the output of the computer such as disk drives or scanner. Two of the main features of the operating systems are: -multi user: it means that two or more users can run programs at the same time, it is used particularly with mainframe and minicomputer (3) -multitasking: it means that it is able to execute more than one task at the same-time. For example we can play music in the computer and use the write a document in Microsoft word. We have many type of operating systems: -Windows (XP, VISTA, Windows 7†¦) -Mac OS X -Linux there are additional operating systems that we find on the computer. We called them systems tools of the computer. e use them for the routine maintenance. routine maintenance is different method we take to keep our computer safe and without problems. we have tools such as Disk defragmenter: it is a tool that we use to keep our computer running quickly and efficiently. it organizes and consolidates data on the hard disk, allowing the systems to run faster. we have to use it at least every week. [17] Disk cleanup: it is a tool that enables us to free space in the hard disk and improve the performance of the computer. we use it to remove and delete programs such as temporally internet files, or programs that we on’t use. [17] Backup, [17] Application software: they are programs designed to handle specific types of information and achieve useful results. We distinguish many kinds of application software: -word processing: in those applications we can create text documents. E. g. Microsoft word -database: in those applications we can create and edit data records. E. g. Filemarker pro -presentation graphics: we have the possibility to draw, create 2D and 3D graphics. E. g Corel Draw -media player: with those applications we can play Video, MP3, and other audio formats. E. g. QuickTime player It facts application software depends on platforms and operating systems. for example there are some applications that cannot work in Drivers: there is a program that controls a particular hardware device. Devices such as keyboard, monitor and printer are controls by a driver. Without those drivers the devices cannot function properly. 3-Peripheral components of the computer the peripheral components of the computer can be input or output devices such as: Monitor: it is a device made as a screen where information is represented. it is one of the most important peripheral components of the computer. Fig 11: monitor (12) Keyboard: it is a device that we use to write or enter data text into the computer. Fig 12: keyboard (13) Mouse: it can be defined as a device composed of one or many button that we used to select or to choose specific things through a pointer in a screen. fig 13: mouse(14) Printer: it is a device that we use to represent physically text or graphic data or information stored in the computer. We represent it through a paper. we have many kinds of printer: Dot matrix printer: it can print up to 200 characters per seconds; the print head is hammered very rapidly over the paper. Laser jet printer and ink jet printer. fig14: ink jet printer (15) Scanner: it is a input device used to scan or copy pictures, text to the computer. fig 15: scanner [16] Digital camera: it is a device that we use to record video. We can transfer our recorded video to our computer, and edit them, or email them to friends. fig 16: digital camera[19] Loudspeakers: we use these devices to play music or to use some application that involves sound hearing. fig 17: computer loudspeakers [20] Microphone: we use microphone to create or record a voice or a sound . ometimes we use it for communicating with friends via internet. [18] fig 18: computer microphone [21] References: 1-www. cisco. co. uk 2-http://encyclopedia2. thefreedictionary. com/Hard+drive+controller 3-http://www. webopedia. com/TERM/M/multi_user. html 4-http://trustcomputers. co. uk/index. php? main_page=index&cPath=2 5-http://www. teach-ict. com/gcse/hardware/parts/miniweb/motherboard. htm 6-http://www. cpu-world. com/CPUs/K10 /TYPE-Sempron. html 7-http://www. pcextreme. net/news/your-ram-check-it/ 8-http://www. novell. com/coolsolutions/appnote/16837. html 9-http://www. techarp. om/showarticle. aspx? artno=388&pgno=2 10- http://www. powersourceonline. com/buy-equipment/ibm-Parts/10K3782/31776879-10K3782-cy-en. jsa 11_http://www. darlingtoncomputerrepairs. co. uk/index. php? main_page=product_info&cPath=58_100&products_id=87 12- http://www. lcd-monitor-reviews. com/lcd-monitor-reviews/iiyama-AS4611UT-lcd-monitor-review. html 13- http://voices. canonical. com/joey. stanford/2007/11/ 14- http://www. tomshardware. com/reviews/microsoft-breeds-unique-mice,1554-2. html 15-http://www. inkandmedialtd. co. uk/blog/epson-r300-inkjet-printer-review/ 16-http://www. letsgodigital. rg/html/events/PHOTOKINA-2004/news/epson/PERFECTION-4180_en. html 17-http://www. microsoft. com/atwork/maintenance/speed. aspx 18-www. camcorderinfo. com/content/Glossary. htm 19-http://digital-cameras-planet. com/ 20-http://www. comparesto reprices. co. uk/Trust-computer-speakers-reviews. asp 21-http://www. custom-product. com/wholesale-items/662/714-1/computer-microphone-cm-9002-129285. html 22-http://www. novopc. com/2008/09/rom-read-only-memory/ 23- Brendan Munnelly, Paul Holden, 2000, ECDL3 the complete coursebook, Prentice Hall, Redacteurs Software Documentation Limited 2000

Morality and Honesty Essay

The meaning of honesty is â€Å"truthfulness† Honesty is a great value which is recognized all over the world. A person is born with the quality of honesty but it is difficult to find a truly honest person. This â€Å"honesty† word is very much know to whole world but has less impact on the character main part of our society. The value of honesty is highest compliment for a person. An honest person can also be identified by his nature and behavior like sun. The sun is known to all by its light and energy. An honest man succeeds in life better than a dishonest man. He is trusted by the people, and respected for his moral character. A dishonest person may cheat some people some time, but not all the time. Today’s biggest gap in true sense is the honesty; which not strength properly in the young generation specially school student. It does not mean that; the taught is not in the schools but wan to draw the attention of the school teaching system. The school student must be impressed with honest practice rather than paying strong attention on the science subjects. This is one of the good values of our growing youngster kids and school student. In the future they will carry the nation on their feet. We all have to dictate the tremendous value of honesty to our kids from very beginning from their childhood. An honest man becomes morally strong and character is like a sharp sword made of stainless steel. Thus an honest man moves in the society freely like pure and sacred flower spreading sweet smell in all directions. But when a dishonest man is met on the road, people try to avoid his sight or company lest they should fall into his evil trap or get into some trouble for nothing. Today’s people forget the best policy, â€Å"honesty is the best policy†. One who remains honest all his life, honesty becomes his goodwill in the life time. It is honesty that leads him to reach the goal. He becomes fearless, straightforward, outspoken, and possesses clear conception of everything on earth; and hence he is capable of taking correct decision and giving faultless judgment in any matter. We have to realize the value of honesty otherwise social, economical balance will be lost. One day we answer our life before God. Thus his life becomes miserable.

Using Perl Chr() and Ord() Functions

Using Perl Chr() and Ord() Functions The Perl programming languages  chr() and ord() functions are used to convert characters into their ASCII or Unicode values and vice versa. Chr() takes an ASCII or Unicode value and returns the equivalent character, and ord() performs the reverse operation by converting a character to its numeric  value.   Perl Chr() Function The chr() function returns the character represented by the number specified. For example: #!/usr/bin/perl print chr (33) print /n; print chr (36) print /n; print chr (46) print /n; When this code is executed, it produces this result: ! $ Note: The characters from 128 to 255  are by default not encoded as UTF-8 for backward compatibility reasons. Perls Ord() Function The ord() function does the opposite. It takes a character and converts it into its ASCII or Unicode numeric value. #!/usr/bin/perl print ord (A); print /n; print ord  (a); print /n; print ord  (B); print /n; When executed, this returns: 65 97 66 You can confirm the results are accurate  by checking an ASCII Code Lookup Table online. About Perl Perl was created in the mid-80s, so it was a mature programming language long before websites exploded in popularity. Perl  was originally designed for text processing, and it is compatible with HTML and other markup languages, so it quickly became popular with website developers. Perls strength lies in its ability to interact with its environment and its cross-platform compatibility. It can easily open and manipulate many files within the same program.

Essay on Ruft Draft Mill on the Floss

Essay on Ruft Draft Mill on the Floss Essay on Ruft Draft Mill on the Floss Kyle Davis Authors before the 1900 2/27/2014 Feeder 3 Ruft Draft The Savior: A Hero or a Heroine? In the Victorian Era, persons was not characterized by the equality they share, but by the apparent difference between them. Not only are men and women different physically but then the difference was also apparent through their mental and emotional capabilities. Men possessed the capability for reason, action, aggression, and independence. While women inherited qualities of femininity, such as submission, passivity, and dependence. Women was usually secluded to the home, while Men had many types of freedoms. Families was usually a patriarchal lineage, this means that men were entitled to be known as the head of the family, and the guardian of the family members. The man of the family was the protector and the lord, strong and brave, all qualities of a natural born hero. While on the other hand, women was not seen as being heroines but seen as the damsels in distress. Many of these qualities could be seen in Tom and Maggie, the brother and sister, in George Eliot’s realism nov el The Mill on the Floss. This novel was set in the Victorian Era so many of the gender rules apply, but there is evidence to show a subliminal message of female empowerment and feministic qualities through the bildungsroman of Maggie Tulliver. The idea of being the â€Å"hero† or the â€Å"savior†, usually depicts a young man such as Tom, who works hard to try and restore his families good name, while Maggie is just seen a girl that isn’t capable of the same actions. In the novel, even though Tom portrays to have good actions to better his family and portray himself as the hero, he typically takes on the antagonist’s role, when it comes to his sister Maggie. While gender roles shape the society in which the Tulliver’s live, Eliot uses Maggie to show that females have the same potential to be a heroine within a novel, while Tom even though a man, also have the potential to be an antagonist. When examining the Bildungsroman of Maggie and Tom, we se e a pattern constantly taking place. Maggie always outwit Tom, because in the novel even though she is younger, she exudes more intelligence and knowledge of the world and people around her. Tom is the older brother, but most of the time he might feel inferior to Maggie. The only way he could make sure his dominant is known within their relationship is through their gender role expectations. Maggie says to Tom, â€Å"But I shall be a clever woman [†¦] everybody’ll hate you†, and Tom rebuttals, â€Å"Well, you’ll be a woman someday [...] So you needn’t talk.† (Eliot 46-18) So even though Tom is the older brother, he always has to reassert himself as the dominant figure, not because Maggie says something wrong, but because he doesn’t want her to forget her place in society, or even within the household.. So even though Tom goes to school, and is seen as the Tulliver that will take

Microsoft Word Tips Adjusting Text Alignment - Get Proofed!

Microsoft Word Tips Adjusting Text Alignment - Get Proofed! Adjusting Text Alignment Good formatting is important. After all, you need your text to be easy to read, so it needs to be presented on the page (or screen) clearly and consistently. And text alignment is a big part of this. In this post, then, we’re looking at how to adjust the text alignment in Microsoft Word. Adjusting Text Alignment The alignment options in MS Word control how text is positioned in relation to the page margins. This can be controlled via the â€Å"Paragraph† section of the â€Å"Home† tab on the ribbon. From left to right: Align Left, Center, Align Right, and Justify. From left to right, you have four alignment options available. These are: Align Left – Used to align the text to the left margin Center – Used to position text centrally on the page Align Right – Used to align the text with the right margin Justify – Used to spread text evenly across the page so the first word on each line begins at the left margin and the last word ends at the right margin To apply formatting, simply select the relevant text (or place the cursor where you want to type) and select an alignment option. Alternatively, you can select the text you want to adjust and click the arrow in the bottom corner of the â€Å"Paragraph† section to open a new window. You can then select an option from the dropdown â€Å"Alignment† menu and click â€Å"OK.† The Paragraph menu. Which Option Should You Use? For the main body of your work, you have two main options: Align Left and Justify. Justify is popular because it creates neat blocks of text, so it looks tidy. It is also useful if you have multiple columns of text on the page (this is why newspapers and magazines often use justified text). Align Left is the default for most people, though, particularly in the publishing industry. This is because it’s easy to read and prevents â€Å"rivers† (i.e., vertical blank spaces) appearing in the text. Text alignment options. In most documents, Center should be saved for headings and subheadings. You might also use it for short passages that need to be set apart from the surrounding text. However, if you need to present a longer passage in the middle of the page, such as a block quote, you should use the indent options instead of alignment. Align Right, meanwhile, is not used for much at all. There are some rare occasions when it is useful, such as for positioning a caption relative to an image. Usually, though, it just makes things harder to read. The key with formatting in any document, however, is clarity and consistency. The best alignment option to pick is therefore the one that makes your document as easy to read as possible. If you need a little assistance with your formatting, though, get in touch to see how we can help.

Discussion Board Questions Essay Example | Topics and Well Written Essays - 500 words - 3

Discussion Board Questions - Essay Example Similarly, P-O fit is imperative in assessing the risk of hiring an employee. Despite the significance of person-organisation match, it is not desirable to ignore the person-job match. This implies that during the recruitment process, it is vital for the recruiters to provide adequate information regarding the job. These include the qualifications, duties and the skills required. It is imperative to note that employees should have the background and the appropriate training in order to effectively undertake the duties as defined by the organisation. Additionally, passion for the job is a major aspect that employers should look for during the hiring process. Employees who have passion for the duties allocated to them are not only motivated but also they are highly productive. Affirmative action entails the statistical information that depicts the relationship between the qualified potential employees and the actual number of the people employed. One of the key aspects of the affirmative action is to establish a goal that is focused at ensuring that the right number of qualified women and minorities is employed. On the other hand, quotas are imposed by government authorities especially for the organisations that depict employment discrimination over a period of time. One of the major ways of ensuring that knowledge, skills, abilities and other attributes (KSAQ) deficiencies do not occur in an organisation is use of lecturers to convey knowledge to the employees. For instance, managers should hold regular meetings with their employees in order to train them on how to use communication system as well use of computers as a way of saving and sending files. In the same way, organisations should allocate a reasonable discussion time when employees can ask questions on the topics covered during the lecturers. Taking into consideration the need of enhancing the

Discussion- Ch12 Coursework Example | Topics and Well Written Essays - 250 words

Discussion- Ch12 - Coursework Example The growth stage involves a high rate of revenue increase owing to access to additional market and awareness by the customers. Marketing at the growth stage include development of new product features and packaging, increased advertising, and setting of high prices owing to high demand. Entry by competitors to the market reduces revenue growth towards the end of the growth stage. The maturity stage is reached when sales growth decreases but owing to high brand presence advertising is reduced. Product similarity is high reducing differentiation with the marketing mix done through sales promotions, price reductions, produce feature modifications, and innovative distribution channels aimed at extension of product lifecycle and maintenance of market share. Saturation of the market, technological obsolete products, and changes in customer tastes results in sales decline. The other features of the decline stage include increasing costs from reduced production volumes causing lack of profitability. Marketing at the decline stage includes reduction in product offerings, lowering of prices, little promotion expenditure, and selective distribution. After reading Liang’s discussion, I believe he articulates the concepts in product lifecycle well though he does not provide the marketing techniques for use at the introduction stage. The discussion does not state the marketing strategies in the growth and maturity stages but rather treats the two distinct stages together in terms of marketing. The decline stage marketing strategies are not well analysed. Overall the discussion is informative on the product life cycle but not clear on the different marketing strategies applied at various stages of the product

Leadership Essay Example | Topics and Well Written Essays - 500 words - 36

Leadership - Essay Example I can communicate very well with my team member. It is strength for me. My communications are very simple, clear and effective in nature. It would not crate any confusion in the mind of team member. Empathy with my team member is also strength of my character. I am very flexible in nature. I have to improve my level of conviction. This is an area where I have to work. I always give the credit of success to my team members. In this way my team members sense a feeling of responsibility and commitment. I always demonstrate my level of commitment in front of my team members; it would influence them to reach to the same level of commitment. My team member success is my success. I always take conflicts in a positive way. I always believe in together decision making. I need to improve my ability to solve any team member’s problem. This is the area where I need to concentrate more. I have clear goal for my team. I can communicate it properly in front of my group members. I believe my communication would help my group members to be recharged and energies and would feel motivated for their task. I would act as a transformational leader for my team member. I would be able to transform my group member’s life with my way of leadership. I would be able to inspire my group member and can bring a positive change among them. I am very passionate, enthusiastic and energetic in nature it would certainly influence my team members in a positive way and would help them to reach their career goal. I would focus on my task but at the same time I would very friendly and supportive with my team members. I would bring intellectual stimulation in my leadership style where I would give freedom to my team members to be more creative in their work. Every individual team members can give me their valuable ideas and advices to me. I will work in such a way that it would create an example in front of my team members and they would try

Financial and managerial accounting Research Paper

Financial and managerial accounting - Research Paper Example The budget would help Groovy Music to estimate their regular demand which in turn, would be helpful in deciding the product mix. Also, by preparing Activity Based budget, Groovy Music may be able to allocate their costs better and hence, get a clear picture about which order costs more. Essay 2 - The Woods and Waters Company Service Division: Particular Amount ($) Revenue (8000 x $50) 400,000 Less: Total Operating Costs (given) 280,000 (a) Net Profit 120,000 (b) Total Operating Assets (given) 400,000 Return on Investment (a/b x 100) 30 % Irrigation Division: Particular Amount ($) Revenue (250 x $5000) 1,250,000 Less: Total Operating Costs (given) 1,000,000 (a) Net Profit 250,000 (b) Total Operating Assets (given) 1,000,000 Return on Investment (a/b x 100) 25 % Company as a whole: Particular Amount ($) Revenue (400,000 + 1,250,000) 1,650,000 Less: Total Operating Costs (given) 1,280,000 (a) Net Profit 370,000 (b) Total Operating Assets (given) 1,400,000 Return on Investment (a/b x 100) 26 % Considering just the ROI, it can be concluded that the Service Division has performed

Why is so much expected of soft power these days Essay

Why is so much expected of soft power these days - Essay Example Hard power, which is characterized as coercive in nature, is usually measured by virtue of a state’s military strength.3 Hard power was once the only matrix by which a state’s power was measured. Nowadays, changes particularly with interdependence among the global community, information technologies and the rise of non-state and non-military actors such as corporations and non-governmental organizations have given expression to a more significant source of power: soft power.4 This research study analyzes the rise of soft power today and discusses why so much is expected of soft power these days. This paper is therefore divided into two main parts. The first part of this paper analyzes the theory of soft power and the second part of this paper, analyzes the rise of soft power and identifies why so much is expected of soft power these days. The Theory of Soft Power Joseph Nye, a diplomat and scholar of the 1980s, introduced the theory of soft power.5 Nye (2003) described soft power as: ..the ability to get what you want by attracting and persuading others to adopt your goals. It differs from hard power, the ability to use the carrots and sticks of economic and military might to make other follow your will.6 Soft power is more about using â€Å"credible claims† and less about â€Å"propaganda†.7 Nye explains how credible claims amount to soft power. It comes from the state’s cultural, political and policies’ appeal. When a state’s policies are viewed as â€Å"legitimate† the state’s soft power is exemplified.8 Although the US has used and continues to use the military in its war against terrorism, it has also used and continues to use soft power.9 Soft power in the US counterterrorism strategies include enhanced collection and sharing of intelligence, cooperation with other states and methods for cutting off financing for terrorists activities. The US has also described its war against international te rrorism as a war that uses the US’s influence, working together with its allies in an attempt to perpetuate the idea that terrorism is unlawful and is the kind of conduct that no legitimate state would tolerate or aid.10 The US has also pledge to lend assistance and support to â€Å"moderate and modern government† particularly in Muslim states as a means of ensuring that â€Å"the conditions and ideologies that promote terrorism do not find fertile ground in any nation.†11 The US’s counterterrorism strategy also involves reducing or removing the root causes of terrorism by influencing other states to target those areas vulnerable to terrorists’ influences. The US’s specifically states its intention to use soft power in the war against terrorism by stating that it intends to use: Effective public diplomacy to promote the free flow of information and ideas to kindly the hopes and aspirations of freedom of those in societies ruled by the sponso rs of global terrorism.12 Thus the US counterterrorism policies are not geared toward forcing change and cooperation. The US Counterterrorism policies are aimed at influencing and persuading a change in behaviour and thinking as a means of helping the US achieve its goal of eradicating the threat of terrorism. Aside from the wars in Iraq and Afghanistan, the US counterterrorism strategies can be distinguished from hard power as it is not coercive in nature. Hard power would have been demonstrated by the conscious use of economic and military power as a means of influencing the decisions and options of the enemy. Hard power is distinguished from soft power in significant ways. Hard power contemplates coercive techniques that can either be actual or symbolic. Soft power fosters agreement via policies and other forms of conduct that make

Financial and managerial accounting Research Paper

Financial and managerial accounting - Research Paper Example The budget would help Groovy Music to estimate their regular demand which in turn, would be helpful in deciding the product mix. Also, by preparing Activity Based budget, Groovy Music may be able to allocate their costs better and hence, get a clear picture about which order costs more. Essay 2 - The Woods and Waters Company Service Division: Particular Amount ($) Revenue (8000 x $50) 400,000 Less: Total Operating Costs (given) 280,000 (a) Net Profit 120,000 (b) Total Operating Assets (given) 400,000 Return on Investment (a/b x 100) 30 % Irrigation Division: Particular Amount ($) Revenue (250 x $5000) 1,250,000 Less: Total Operating Costs (given) 1,000,000 (a) Net Profit 250,000 (b) Total Operating Assets (given) 1,000,000 Return on Investment (a/b x 100) 25 % Company as a whole: Particular Amount ($) Revenue (400,000 + 1,250,000) 1,650,000 Less: Total Operating Costs (given) 1,280,000 (a) Net Profit 370,000 (b) Total Operating Assets (given) 1,400,000 Return on Investment (a/b x 100) 26 % Considering just the ROI, it can be concluded that the Service Division has performed

Marketing and consumption Essay Example | Topics and Well Written Essays - 1250 words

Marketing and consumption - Essay Example 2012). This study will extensively expound on the marketing event that took place on September 10th 2013 by Apple Inc where it launched the lower-cost iPhone 5C which is ‘The most colorful iPhone Yet’ and the iPhone 5S which is dubbed as ‘The Most Forward-Thinking Smartphone in the World’ (CBCnews 2013). Apple Inc is one of the most famous information technology companies, and it is a multinational corporation whose headquarters are based in America, California. Apple Inc is a world renowned for its high-quality products, and it is involved in the sale, development and design of personal computers, computer software and consumer electronics. Apple’s popular hardware products include the iPod music player, the iPad tablet computer, the Mac computers and the iPhone Smartphone (Chazin 2013). September 10th 2013 was a very special day for the Apple Inc company since it was launching two phones that have never been seen in the world ever. iPhone 5C is a lo wer-cost iPhone since Apple has been known to produce very expensive products due to its market niche as well as a good reputation that has lasted many years since the creation of the company in 1976. Thus, its products have been known to be very expensive as compared to similar products that try to rival Apple’s products (Apple 2013). Not only is the iPhone 5C lower in cost but also the most colorful iPhone to be manufactured in the world. ... It is the first Smartphone with 64-bit technology that provides blazing-fast performance, especially when editing photos, launching apps or when playing graphic-intensive games. The iPhone 5s delivers desktop class architecture on the palm of the customer’s hand (iPhone(a) 2013). My selection is relevant to marketing since Apple Inc is a world-renowned company and, therefore, any marketing launch that it organizes has to be covered by all the media in the world due to its attraction of many customers. The chosen marketing event for this study is an excellent example of marketing since there are various lessons that can be learnt from the event. It is paramount to note that Apple had already conducted a marketing awareness program that it will be launching the two phones and there was a humongous response worldwide from many people who wanted to purchase the iPhones firsthand (AppleEvents 2013). The marketing event had attracted very prominent people from all corners of the wor ld since they wanted to know what other new-product Apple had created. It is worth noting that Apple Inc has a long history with its co-founder, the late Steve Jobs and therefore, after his demise, many people thought that the company would not survive in business for long. Therefore, this marketing event was an attraction since people wanted to get a grip of the two new products (TheGuardian 2013). The marketing event was conducted in a very organized and colorful manner that was valuable to any person with a passion for marketing since there were numerous concepts that could be learnt. From the invitation cards to the colorful event, all aspects had what an excellent marketing event should endeavor to practice (Apple 2013). The

Engendering violence Essay Example for Free

Engendering violence Essay Violence could occur in various ways and in different levels. It may happen in the form of physical, sexual, verbal and psychological abuse, and could be inflicted by any individual, groups, institutions or nations. Whatever form of violence is inflicted, it could threaten the body of the violated person in the most complex way (Jarvis, â€Å"world of the body†). The society today is not new with the issue of violence. Every now and then, the media is consistently reporting events that are inhumane. Although violence could occur among different people, it has been well identified that the prevailing cases of violence are those that are gendered-based. Before one could fully identify gender-based violence, it is an imperative to clarify various definitions that are centered to the area being studied. It should be well understood that the usage of the words gender and sex are needed to be given identification in order to fully understand gender-based violence. In many cases the words gender and sex are used alternately; however there is a distinction between the two words. Sex is often referred to as the differences in the physical aspects of males and females while gender is known to be the roles of the males and females that are socially-prescribed. Such gender roles are acquired through the process of socialization (Ward, 2002 qtd in Benjamin and Murchinson 3). While the physical differences between male and female is persistently identified to be something that is easily distinguished and could be possessed in common, the gender roles are wide range and could be found in different aspects of an individual’s life and may apply in various aspects such as access to various resources, responsibilities that are public and private or even during the period of courtship. Although gender roles could be altered in the long run, it should be well understood that these gender roles reflect the position of men, women and children in the society (Benjamin and Murchinson 3-4). Based from these roles, gender-based violence could be identified as a form of violence that is done to an individual in accordance to the role he or she played within the society. Although such violence could also be directed among men, gender-based violence is prevalent among women and girls. The violence inflicted to females intends to empower hierarchies and strengthen gender inequalities (Benjamin and Murchinson 4). The term gender-based violence is now taking a new context where in it tends to examine and deeply understand the violence against women and discusses the role of gender in inflicting the violence. The power of gender relations always place women in a more disadvantaged position compared to their male counterparts. Gender-based violence place women at a level where they have less access to resources, information, decision making, benefits and have lesser hold on their rights. Aside from these, gender-based violence are also closely related to violence against women and girls because of the involvement of the idea that women are the subordinate gender in the society (UNIFEM 2-3). In various nations, women and girls are victims of myriads of forms of violence. Most of the cases of violence were not done randomly. The victims became the targets of the perpetrators because of the reason that they are females. Among the many forms of violence, sexual violence specifically rape is the most commonly inflicted among women. All sexual assaults are done out of aggression, despite of the gender and age of the victim. The primary motivation of the assailant to carry out rape is not centered towards satisfying a sexual desire or an issue of sexual deprivation from the past rather the perpetrator inflicts rape in order to express their power over somebody (Groth qtd in New York City Alliance against sexual assault, â€Å"Factsheets†). In most cases of female rape the act of violence was predominantly done by males who all come from socio-economic classes, racial or other ethnic groups. All through out the world, rape is often directed towards women because of their gender, regardless of their age, ethnicity or political affiliation (UNIFEM, â€Å"violence†). In the United States alone, it was reported that a woman is raped every two minutes. Just in 1995, the number of women who were raped or sexually assaulted reached over 354,670. The risk factors for initiating rape were accounted for early sexual experience, stereotyping which include the negative attitudes of males toward females, consumption of alcohol and the acceptance of rape myths (â€Å"American rape statistics†). In addition, during war and civil conflicts gender-based violence such as rape and sexual abuse were done in order to attack the morale of the enemy including men and women. For others gender-based violence was also conducted as â€Å"spoils of war. † (Benjamin and Murchinson 5) During the 1994 Rwandan genocide, sexual violence, especially rape was directed or encouraged by the Hutu Militia groups in order to strengthen their goal of destroying the whole Tsutsi clan. At this point in time, the violence was directed towards the Tsutsi women due to their gender and ethnicity. Furthermore, the sexuality of the Tsutsi women was also regarded by the Hutu’s, who were the genocide perpetrators, as a medium that could be used by the Tsutsi community to infiltrate the community of the Hutus. Because of this reason, the propaganda of sexually violating the Tsutsi women became prevalent in order to dehumanize and subjugate the Tsusti community as a whole. Aside from the Tsutsi women other Hutu women were also targeted for rape by their own tribesmen because they were associated with Tsutsi men who are considered as an opposition (Norwojee, â€Å"Shattered lives†). During the conflict in Bosnia-Hercegovina, Muslim women were raped and sexually abused as a part of the so-called â€Å"ethnic cleansing† for the establishment of the Greater Serbia, which is said to be ethically pure. On the basis of investigations, it was estimated that over 20,000 women became the victims of rape and sexual abuse. It was also documented that the rape was directed among the women in order to impose humiliation among the victims, their families and the community where they belong (WomenAid International, â€Å"EC investigative mission†). Much has been written about the prevalence of rape and rape reporting among females. However, it was stated earlier in the study that gender-based violence could also occur among males. In the case of rape, males are often disregarded about the issue because of the social context that males are the initiators of the sexual act, or if not they are considered as the dominating gender and that the women should be take the submissive role (Gagnon and Simon, 1973; Schneider Gould, 1987 qtd in Duncan and William, â€Å"Gender role,† 1). Despite this traditional sexual script, male rape is also very much similar to female rape. The most common perpetrators of male rape are also males, yet on a larger scale, the involvement of female as accomplices or perpetrators were also reported. In 2002, it was documented that out of eight rape victims, one of those involves a male (RAINN, 2003 qtd in Stanford’s men against violent group, â€Å"male rape†). More often than not, male rape is one of the many violence issues that are least discussed in the society. This is because such issue is often interpreted as an extension of the life in prison and is often regarded as a part of the homosexual subculture (Kaufman et al. , 1980 qtd in Pino and Meier, 1). However, what people do not recognize is the fact that male rape survivors include not only homosexuals but also heterosexuals, teenagers, homosexuals and children. Case research even suggested that males also experience the same reactions felt by females. Alongside with the feelings of depression, anger, self-blame, guilt, sexual dysfunctions, vulnerability and emotional distancing, male rape victims also have to endure unsympathetic attitudes from people even their friends, family and acquaintances (Brochman, 1991 qtd in New York City alliance against sexual assault, â€Å"Factsheets†). Likewise, it was also reported that males are more likely to become victims of multiple aggressors, yet the assailants could inflict sustained physical trauma and male victims could be held as captives for a longer period of time compared to their female counterparts (Kaufman et al. , 1980 qtd in Pino and Meier, 1).

Geoffrey Chaucers The Canterbury Tales English Literature Essay

Geoffrey Chaucers The Canterbury Tales English Literature Essay Life in England wasnt always easy in the early fourteenth century. On the surface, it looked as if nothing was going on but everyday life; however, In Geoffrey Chaucers The Canterbury Tales, it is revealed that you cant always believe what is on the outside. A group of travelers gather together at Tabard Inn to begin a pilgrimage to Canterbury. In the General Prologue, the readers are introduced to each of these characters. The stories which range from animal fables to epics about love and comedies of sexual comeuppance (Chaucer) are important factors in the story. During the pilgrimage, each traveler has to tell two stories on the way to Canterbury, and on the way back. Chaucer wrote the story around the late thirteen hundreds, but it was meant for a private reader because of its controversial stories. He died before he could finish the tale. He used the pilgrimage to create literary works that could last over a hundred years. Chaucers precise description of the harsh reality of soc iety includes controversial topics like the corruption of church, sexuality, and abuse of power; but regardless to say, Chaucers story helps unravel some of the corruption in society. In England, life was not easy for everyone. There was famine, poverty, corruption in politicians and people of high status. By the late fourteenth century, the Catholic Church, which governed England, Ireland, and the entire continent of Europe, had become extremely wealthy. It cost a lot of money to build and decorate the lavish cathedrals. The leaders of lay society were less patient with the special privileges of the clergy; laymen of all ranks questioned the vast wealth of the church wealth that was not all that much greater than before, but which seemed more irritating; and many genuinely religious people, lay and clerical both, criticized the spiritual failures of the church (Muhlberger). Due to expenses caused by war, and many deaths by the Black Plague, many people have lost patience with the church because of how it seemed like the church and its clergymen seem to have a more luxurious life compared to others. This triggered many stories and tales about how the church was g reedy and selfish. The religious figures Chaucer represents in The Canterbury Tales all deviate in one way or another from what was traditionally expected of them (Spark Notes Editors). The characters themselves are just the stereotypical representations of how religious figures acted during this time. The Monk, Prioress, and the Friar were religious figures, but in the general prologue, it is revealed that they are not who they seem to be. For example, the Prioress (a nun who is head of her convent) was described as modest and quiet, she aspires to have exquisite taste, and dressed very lavish and lived a life that most nuns do not. Of smale houndes hadde she that she fedde with rosted flesh, or milk and wastel-breed (Chaucer 5), in translation it says that she gave roasted mean or milk and bread to her dogs. During this century, there was a lot of famine and poverty. Many people could even afford milk and bread, so the fact that the Prioress can give her food generously to animals instead of sharing with others is an ironic representation of a nun who are usually kind and sharing. Another example of the representation is of the Monk. Most monks devote there life to work and prayer, and lived in monasteries, but the Monk on the pilgrimage didnt care for this rule. He enjoys hunting and eating as his pastimes instead of prayer and fasting. It is ironic because Monks are typically known for the quite calm nature, and love of life and gods creatures, and in this case the Monk enjoys hunting down the creatures he is supposed to love. Chaucers stereotypical representation of the characters doesnt represent everyone of the profession, just the ones on the pilgrimage. As stated earlier, it was a common stereotype that religious figures often abused their power for greed; in which some cases took advantage of the position they hold to cease opportunities for personal gain. It is human nature to want to have dominance over others and control over their lives. Some people just want power to be understood and treated better. Like the Wife of Bath, who used her story to send a message to the other men in the journey. The wife of bath told a story of a Knight who rapes a young maiden because he felt that he had the power to do so because of his authority. He was sentenced to death but the Wife gave him one chance to make amends, Thou standes yet, in swich array that of thy lyf yet hastow no suretee. I grante thee lyf, if thou kanst tellen me what thing is it that women moost desiren (Chaucer 182). A year later, he returns to the castle with an old hag who had given him the answer in exchange for any request she wanted. He told the Wife of Bath that what women wanted most was to have control over their husbands and lovers. The queen decreed that the knight was to be pardoned, but he was in horror because he was forced to marry the Hag. Over the next few days , the wife of the knight confronts him as to why he is acting repulsed by her. The women tells the knight that beauty is only skin deep, and that even though you are at of a high status in social hierarchy, it doesnt make you better then the peasants on the lower level. In essence, the Hag can represent the Wife of bath who is telling the story, because later on she turns into a beautiful maiden when the knight surrenders himself to her control. She wants to be considered beautiful and have power over her husbands, where as she has had five marrages already. The Wife of Baths story shows the significance of sexuality during this time, because back then it was common to not treat females right, it was a male dominated world. But her story shows that in some cases, bad men can change, and that women can have influence upon their lovers. Now not every male can be converted like the knight in the Wife of Baths tale, because in reality not all mens pride allows them to let their lovers dominate them. Although sex paid an important role in society, whereas being a male means that you have more dominance and power than others, it doesnt mean that all men use their powers wisely. Many of the religious figures in the Canterbury tales often abused their power, which can add on to the assumption that the Church of England was corrupted. The Friars and Summoners took advantage of the jobs they had. The Friars were traveling priest who spread religion in a wide, diverse area, along with collecting money for the church. In the story, the Friar was said to have taken advantage of people who wanted to atone for their sins. He would travel from town to town and demanded bribes when peasants and lords wanted to have penance for the sins they have committed. He would also take advantage of women. The friar can be seen as a symbol of corruption, because he uses his power as a man of god to gain money for himself, instead of fulfilling his duties for the lord. During the Pilgrimage, the Friar and Summoner often got into arguments because they did the same thing, take advantage of others and collected money. This clearly is an act of corruption, in our viewpoint it looks as if the church is the cause of the problem, but thats not always the case. It is the actions of an individual that creates the conflicts in society, not the group the person is associated with. Chaucer used the Canterbury tales to show how the church was assumed to be corrupted because of how people took advantage of their power. People took advantage of social status and people without knowledge to make money for personal gain. These people who have grown wealthy had stained the church during the time. During the Fourteenth century, the roles of sexuality led to several factors. Whether you were male or not determined how others treated you and what you were able to do, thus creating a need for power in the more neglected side as stated in the Wife of Baths tale. This abuse of power feeds those who prefer to advance their own selfish ambitions rather than help others for the good of man, which inevitably caused many to believe in the corruption of the church. Chaucers Canterbury tales helped readers see the darker part of society, whereas those do whatever they can to survive and for happiness, neglected who they affect in the process. Works Cited Page Chaucer, Geoffrey. Canterbury Tales. Alfred A. Knope, INC., 1958. 607. Print. Halliday, F.E. A Concise History of England. New York: Viking Press, 1965. Print. Muhlberger, Steven. Religious Conflict in Fourteenth-Century England. The Orb. Steven Muhlberger, n.d. Web. 15 Dec 2010. . SparkNotes Editors. SparkNote on The Canterbury Tales. SparkNotes.com. SparkNotes LLC. 2003. Web. 1 Dec. 2010.

The Culture and Music of Puerto Rico Essay -- culture Cultural History

The Culture and Music of Puerto Rico In the first decade of American rule, Puerto Rican culture was influenced drastically by its status as a US possession. Although the political and economic aspects of American influence were very significant, American rule also had a great impact on Puerto Rican culture. This is expressed through the development of Puerto Rican music both on the island and in the United States. Puerto Rican music not only became an important cultural icon, but also helped to determine the new identity of the Puerto Rican both on the island and the mainland. Under Spanish rule, Puerto Rican music had been shaped by the prejudices of their oppressors and the divisions between the peasant class and the upper class elites. Many people argued over what was true Puerto Rican music and culture, and the more powerful members of Puerto Rican society controlled the music that represented the island. For this reason, under Spanish colonization, the occupying country recognized the most refined and European-sounding music, the danza. However, the music of the lower classes also served as a means to declare an identity separate from the Spaniards. In this way, Puerto Rican music at this time had the influence of both Europe and its own native culture. According to Glasser, "it is likely that in this way the vals, the mazurka, and other European dances penetrated much of the Puerto Rican countryside and were absorbed, with some modifications, into the jibaro repertoire. (Glasser 26)" In other words, the refined European style that was forced onto the m by Spain and other types of music became part of Puerto Rican music, and part of their culture. Puerto Rican music and culture further developed when the United States ... ...uence. In addition to this, Puerto Rican music demonstrates that although there was outside influence, the Puerto Rican identity still grew strong. This is demonstrated by the various protest songs, and the strong ties between musicians on the island and on the mainland. In the face of early US colonization, Puerto Rican culture came under the same conflicts as it did under Spanish rule, and reacted much in the same way. While US intervention may have masked the appearance of "true" Puerto Rican music and culture, the lives and the works of the Puerto Ricans themselves showed that it is possible both to accept new cultural themes and to struggle to preserve one’s native culture at the same time. Works Cited Glasser, Ruth. My Music is my Flag: Puerto Rican Musicians and Their New York Communities 1917-1940. University of California Press, Los Angeles, 1995.

Mini Case Ch

What appears to be the problem areas in the Hobby Horse Company? The problem with Hobby Horse Company is that they were having a tough year throughout 2011. The company has $45 million loan that is due at the end of September, however the company does not have the means to cover the cost of the loan. Looking at the financial statement the company has fairly high leverage where their equity is not as strong. In addition, their current assets don't cover current liabilities-?meaning that the company is not as liquid.For the year 201 1, shareholders would not be better off in terms of investing in his company due to low return on capital for that year. For shareholders to actually benefit from this, earning a higher return would allow them to invest on their own in financial markets. Shareholders want the companies to invest only in projects for which the return on capital is at least as great as the cost Of capital. 2. What questions do the financial ratios Suggest that Ms.Plant and Mr .. Green need to address during their meeting with H Management. Some questions Ms. Plant and Mr.. Green need to address during their meeting with H management is the asset turnover in order to measure the efficiency of he entire asset base in order to turn them over more quickly. Looking at the operating profit margin would allow the company to measure the proportion of the sales that are in the profits and create plans to increase them each year.In analyzing the debt ratio, the managers need to take a deeper look into measuring the financial leverage due to their debt situation with the 545 million dollar loan being due at the end of September. This would put the company at risk for future borrowing since debt increases returns to shareholders in good times and reduces them in bad times. When Hobby Horse borrows money it makes a promise to make a series of interest payments and then to repay the amount that it has borrowed.If profits rise, the debt holders continue to receive only the fixed interest payments creating a gain for the shareholders. For 2011, since their profits were falling, the shareholders received most of the negative impact. Because they borrowed such a large sum of money, they are unable to pay off their debts for that year creating the dilemma of them finding more financing the next year or for extending their current loan. . Should the bank renew Hobby Horse's Agreement?If so what conditions should they place on the renewal. Yes, the bank would be wise in renewing the financial agreement with Hobby Horse. Although 201 1 was a troublesome year for the company the past financial records can show the beneficial growth that H has exemplified. Looking at previous years the company still has room for growth and judging at a single year would not be wise for banks to deny renewal.

“Is the technology accelerating to collapse the society?” Essay

I There was a time when people used to live a very miserable life and had to work hard in the fields to produce food for themselves. But for the last hundred years or so our quality of life has been gradually improving and today we have sophisticated machines that can do all that hard work for us and make our existence relatively easy and comfortable. Without a doubt, we owe this all to the fast development of our technology. However, the growth of technology has been made possible due to cheap energy which started to be available a little less than three hundred years ago when fossil fuels came into use. Thanks to this abundant and relatively cheap energy provided by fossil fuels humans have been able to exploit a rich variety of resources which created favorable conditions for the development of technology and improved their quality of life. Fossil-driven technology has particularly contributed to â€Å"the development of mechanized agriculture† which has allowed an insignificant number of farmers to â€Å"work vast tracts of land† and produce food in abundance. Sufficient amounts of food have led to â€Å"a wild growth of population†: around 1800 world population was one billion; by 1930 it reached two billion; by the beginning of the 1960s it was three billion; in 1975 – four billion; in 1986 – five billion; and the world’s present population is approaching six billion. In other words, the progress of our society has been based on the development of fossil-driven technology. But the exhaustion of fossil fuels is not far off and there is no other energy source which would be abundant and cheap enough to replace them. It means that our society as we know it today is likely to collapse. (Price, David. Energy and Human Evolution) â€Å"The Age of Exuberance is over, population has already overshot carrying capacity, and prodigal Homo sapiens has drawn down the world’s savings deposits. † (Catton, William. Industrialization: Prelude to Collapse) II Throughout human history many societies have prospered and collapsed; their collapses have direct relevance to the problems we face today. The ancient Maya, for example, were one of the most powerful and advanced societies of the past. Eighty percent of Maya society consisted of peasants who practised intensive slash and burn agriculture, growing mostly corn. (Heinberg, Richard. Meditations on Collapse) During the Classic period of Maya history which arose around A. D. 250 the Maya population â€Å"increased almost exponentially† and reached the highest numbers in â€Å"Page # 2† the eighth century A. D. (Diamond, Jared. The Last Americans. Environmental Collapse and the End of Civilization) One reason why the ancient Maya collapsed was population growth which outstripped available resources. While Maya population was steadily increasing, the area of farmland was decreasing as a result of â€Å"deforestation and hillside erosion†. Another reason was constant warfare which peaked before the collapse as more and more Maya people had to fight over fewer resources. These problems were also exacerbated by a series of droughts. And the final reason for the Classic Maya collapse was political. The coming crisis was not recognized and responded to by the kings and nobles. It can be explained by the fact that the Maya elite remained fixated â€Å"on the short-term concerns of enriching themselves, waging wars, erecting monuments, competing with one another, and extracting enough food from the peasants to support all those activities†, and did not focused on long-term problems. (Diamond, Jared) they did not â€Å"have the leisure to focus on long-term problems, insofar as they perceived them† Today there are many signs of the above-mentioned strands in the United States, the world’s leading power, which is also at the peak of its power and is suffering from numerous environmental problems. Many parts of the United States, for example, â€Å"face locally severe problems of water restriction† (southern California, Arizona, the Everglades, the Northeast), forest fires which result from â€Å"logging and forest-management practices† (intermontane West), losses of farmlands because of salinization, drought, and climate change (northern Great Plains). It is a fact that the environmental problems which exist nowadays in the United States are still modest compared with those of the rest of the world. But the problems of environmentally devastated and overpopulated distant countries are now American problems as well. (Diamond, Jared) Globalization means nothing more than improved worldwide communications and transport systems and at present America is tightly connected to many overseas countries. Intentionally or unintentionally, such things as terrorists, diseases (AIDS, SARS, cholera, West Nile fever), unstoppable numbers of legal and illegal immigrants can easily travel or be sent from the Third â€Å"Page # 3† World to the United States. Modern America depends considerably on the rest of the world and â€Å"political stability anywhere in the world† now affects the USA and its trade routes, overseas markets and suppliers. The ancient Maya were globalized only within the Yucata? n because of their transportation which was slow, short-distance and had low cargo capacity. We live today in a globalized world because our transport is much more rapid and â€Å"has much higher cargo capacity†. (Diamond, Jared) The reasons why past societies failed to anticipate and solve problems before they developed, â€Å"still can be seen operating today†. On the one hand, it is obvious that the possibility of collapse is not taken seriously by our political elite and society. And even when this problem is recognized, â€Å"those in power may not attempt to solve it because of a clash between their short-term interests and the interests of the rest of us†. Pumping oil, cutting down trees, and catching fish which is dying out bring the elite money and prestige but it is â€Å"bad for society as a whole† in the long run. On the other hand, when the problem is recognized and action is being taken it may be difficult for us â€Å"to acknowledge the wisdom of policies† that clash with some of our current benefits. (Diamond, Jared) III The scientific conclusion of many respected geologists, physicists, and investment bankers around the world as to the future of the present society is not encouraging at all: â€Å"civilization as we know it is coming to an end soon†. (Life After the Oil Crash) Our technology-driven economic system is characterized by a high consumption of renewable and non renewable resources – from food to forests, from fresh water to soil – which are disappearing quickly. (Ehrenfeld, David. The Coming Collapse of the Age of Technology) Modern societies depend on technological development and every part of our technology depends on the energy which comes from fossil fuels; and they supply nearly 75% of the world’s energy. At the rate of consumption that we have today known reserves of petroleum will be gone in about 35 years; natural gas in 52 years; and coal in some 200 years. And the demand for energy is â€Å"expected to grow at an ever-quickening pace†. (Price, David) Modern food production is fossil fuel â€Å"Page # 4† and petrochemical powered; commercial fertilizers are made from ammonia, which in turn is made from natural gas; farming machines such as tractors and trailers are constructed and powered using oil. Goods are manufactured in oil-powered plants and factories and then distributed across oil-powered transportation networks. Apart from transportation and agriculture which are dependent on oil, â€Å"modern medicine, water distribution, and national defense are each entirely powered by oil and petroleum derived chemicals†. Oil is required for all plastics, all computers and all high-tech devices. Tin, iron, gold, silver, copper, platinum, etc are each â€Å"discovered, extracted, transported, and fashioned using oil-powered machinery†. We have no way of producing even alternative systems of energy without an abundant and reliable supply of oil as well as of scaling them to â€Å"the degree necessary to power the modern world†. (Life After the Oil Crash) As we can see from these examples, oil plays the most important part among other fossil fuels in modern technology. However, a rapid decline of oil production capacity can be observed in nearly two dozen countries and more than half of the world’s supply has already been used. The global oil peak is likely to occur before 2010 and it is expected to be â€Å"a trigger for global economic crisis†. (Heinberg, Richard) IV All this points out that our present society is indeed heading towards a certain form of collapse. Starvation, social strife, and disease are likely to be â€Å"operative mechanisms† in the collapse of the human society. They are all consequences of scarce resources and dense population and interact in complex ways. (Price, David) Starvation will be a direct result of the depletion of energy resources. Today’s dense population depends for its food supply â€Å"on mechanized agriculture and efficient transportation†. Energy is used in the production and operation of farm equipment and as well as in the transportation of food to market. With the decrease of efficient energy resources food will be bound to grow more expensive and â€Å"the circle of privileged consumers to whom an adequate supply is available will continue to shrink†. Social strife will be another important consequence of the rising â€Å"Page # 5† cost of commercial energy. When goods are plentiful and â€Å"per-capita access to goods is increasing†, social tensions are usually muted. But when goods become more and more scarce and â€Å"per-capita access to goods is decreasing†, ethnic tensions surface, governments often become authoritarian and goods are usually acquired by criminal means. (Price, David) Public health systems will be crippled by a shortage of resources, too. In the meantime, a dense population will encourage the spread of contagious diseases. Throughout human history there have been many examples of large and dense populations leading to the â€Å"appearance of contagious diseases that evolved to exploit them† (smallpox, measles, the Black death). Today, our population is extremely dense and all parts of the world are tightly linked by air travel. All of this facilitates for new diseases such as AIDS to spread rapidly throughout the world. Moreover, a virus as deadly as AIDS but â€Å"more easily transmissible could appear at any time†. (Price, David) We could go even further to state that environmental problems, depletion of energy resources and increased population growth prove that collapse has already begun and all we can do is to make the best of it. It can occur slowly or quickly, be complete or partial, and controlled or chaotic. What we still can and should do is to make a concerted effort to manage this collapse. It would require changes that must be implemented by political leaders and the whole society: large-scale national and international cooperation is necessary in order to allocate essential resources to prevent deadly competition for them as they become scarce. (Heinberg, Richard) These changes are â€Å"well within our human and technological capacity†. First and foremost, the rate at which resources are being consumed and waste is being generated must be gradually decreased. Our resource use and the rate we are polluting the environment can be considerably reduced if we shift to â€Å"proven more-efficient technologies†. It is crucial that our modern society start making these changes now while fossil fuels and other non-renewable resources still exist. They could be invested â€Å"into building a society and economy based on renewable energy, the careful recycling of materials, and the equitable economic institutions required for a sustainable society†. (Gilman, Robert. Reclaiming â€Å"Page # 6†.Politics) We should also give up striving for â€Å"continuous economic growth† and adopt â€Å"lifestyles of voluntary simplicity†. (Heinberg, Richard) BIBLIOGRAPHY: 1. Diamond, Jared. The Last Americans. Environmental Collapse and the End of Civilization, http://www. mindfully. org/Heritage/2003/Civilization-Collapse-EndJun03. htm (November, 16 2005) 2. Ehrenfeld, David. The Coming Collapse of the Age of Technology, http://garnet. acns. fsu. edu/~jstallin/complex/readings/Ehrenfeld. htm (November, 17 2005) 3. Gilman, Robert. Reclaiming Politics, http://www. context. org/ICLIB/IC30/Gilman. htm (November, 30 2005) 4. Heinberg, Richard. Meditations on Collapse, http://www. museletter. com/archive/154. html (November, 16 2005) 5. Life After the Oil Crash, http://www. lifeaftertheoilcrash. net/ (November, 17 2005) 6. Price, David. Energy and Human Evolution, http://www. energybulletin. net/3917. html (November, 16 2005) 7. Catton, William. Industrialization: Prelude to Collapse, http://www. energybulletin. net/4632. html (November, 17 2005).