Characteristics of Women That Attract Men Essay

2.0 RESEARCH METHODOLOGY 2.1 Research Sample We were searching for a characteristics of woman that attract men. After all, we distributed the questionnaire among Labuan Matriculation Colleges’ student (LMC) 2012/13 to get the specific answer. The questions are universal which can be answer by both gender, male and female. All the respondent are majority from Sabah and Sarawak, while some are from Peninsular Malaysia who studying in LMC. In this research, we were only focusing on teenagers, from age 19 to 20 as we believed, most individu starts to get serious in searching a life partner around this age circle. 2.2 Research Instrument Categorical and multiple-choices style of questions had been used in this questionnaire. Categorical style are most commonly use to determine the respondent’s life background, while, in order to prove the objectives, multiple-choices answer are given to help the respondents to answer bunch of questions. 2.3 Research Procedure After finished discussing the research’s topic, we combined all the ideas from the four heads of us to one paper. We justified the questions to be more specific and most important is , the questions must be interesting and easy to be answer. This is because, based on our own experienced, people will easily get bore when answering a question that sounds boring and difficult to answer, especially those question which you have to state a reason for some answer. So, in order to make sure the surveys is in the bag, we try to make it simple and easy as we can. Afterwards, we submitted the softcopy to our subject’s lecturer and wait for her approval. Next, we distributed the questionnaires to all the respondent in LMC during rest hour at cafeteria. There were 90 copies of questionnaire. 45 answered by male students age 19-20 while the rest answered by the opposite sex. It only took about 3minutes for each person to answer. Since both male and female can answer all the questions, we can see, there are a lot of different opinion between these two genders. Finally, making analysis is the hardest step to do when we have to check the answers one-by-one. However, it become easier when each of us showed cooperativity and helping each other.

Data communications system Essay

1.Message. 2.Sender 3.Receiver. 4.Transmission medium. 5.Protocol. Q1-11) Why are protocols needed? To achieve end-to-end delivery of data. Q-17) Explain the difference between an Internet draft and a proposed standard? – An Internet draft is a working document (a work inprogress) with no official status and a six- month lifetime. – A proposed standard is elevated to draft standard status after atleast two successful independent and interoperable implementations. Q2-5) A host communicates with another host using the TCP/IP protocol suite. What is the unit of data sent or received at each of the following layers? a. application layer:Message b. network layer:Datagram c. data-link layer:Frame Q2-12) When we say that the transport layer multiplexes and demultiplexes application layer messages, do we mean that a transport-layer protocol can combine several messages from the application layer in one packet? Explain. The TCP/IP protocol suite uses several protocols at some layers, we can say that we have multiplexing at the source and demultiplexing at the destination. Multiplexing in this case means that a protocol at a layer can encapsulate a packet from several next-higher layer protocols (one at a time); demultiplexing means that a protocol can decapsulate and deliver a packet to several next-higher layer protocols (one at a time). To be able to multiplex and demultiplex, a protocol needs to have a field in its header to identify to which protocol the encapsulated packets belong. At the transport layer, either UDP or TCP can accept a message from several application-layerprotocols. At the network layer, IP can accept a segment from TCP or a user datagram from UDP. IP can also accept a packet from other protocols such as ICMP, IGMP, and so on. At the data-link layer, a frame may carry the payload coming from IP or other protocols such as ARP. P1-4) For each of the following four networks, discuss the consequences if a  connection fails. a. Five devices arranged in a mesh topology. It Will not failed b. Five devices arranged in a star topology (not counting the hub). It Will not failed c. Five devices arranged in a bus topology. It will failed d. Five devices arranged in a ring topology. It will failed P2-11) Protocol layering can be found in many aspects of our lives such as air travelling. Imagine you make a round-trip to spend some time on vacation at a resort. You need to go through some processes at your city airport before flying.You also need to go through some processes when you arrive at the resort airport. Show the protocol layering for the round trip using some layers such as baggage checking/claiming, boarding/unboarding, takeoff/landing. 1-Print your boarding pass and check your luggage. 2-Head to security. 3-Find your gate/terminal. 4- Hang out and wait for your plane. 5-Wait for the announcement to board. 6-Get your boarding pass checked. 7-Enter the aircraft. 8-Stow your carry-on items. 9- Get settled in.

Thedacare Case Study Example | Topics and Well Written Essays - 1000 words

Thedacare - Case Study Example The development of TIS rested on three particular points. These were the improvement of employee morale, improvement of productivity, and improvement of quality. TIS was founded on a lean-thinking concept pioneered by Toyota, whose principles were value, value-stream, flow, pull, and perfection (Chalice, 2009). These five principles were used to identify waste and then eliminate the waste. The principle of value involved the amount, which the prospective and current customers would be willing to pay while value stream refers to the steps that Thedacare would take to deliver and achieve this value. The principle of flow involves the organization of the various value streams in a way that they could be continuous. Pull refers to the actions that Thedacare would take to trigger this flow from the various needs that the customer may have. Finally, the perfection bit references the continuous culture of change that Thedacare aims to have. Thedacare has improved their service delivery in many different areas, including the response time for patients coming in for diagnosis and treatment, correction of the various mistakes that cost the institution, and implementation of strategies that changed the manner in which they arrived at work. Lean thinking and TIS were an important basis for the improvement of the current services currently offered at the institution. Another plus point for the approach is the division of specialists to different departments in their respective places of work, which is supported by the satisfaction of staff and patients working in the institution (Chatman, 2010). Front line employees were engaged in the assessment of the current approaches, rapid iteration of the new processes, and the collaborative effort aimed at redesigning the process. After each event, the institution carries out assessment on process changes to quantify the savings. By holding several processes aimed at mapping of the value stream, as well as lean events, phone

Teaching statement for assistant professor position application Essay

Teaching statement for assistant professor position application - Essay Example I also direct undergraduate research that involves protein purification and single molecule experiments. The students are working on a single molecule study of metalloregulator-DNA interactions for transcriptional regulation. As their professor for this project, I make sure that students stay on task and that they are producing the results necessary for the project. Prior to my work at Cornell University, I was a Postdoctoral Fellow at Free University in Berlin, Germany. I supervised students, taught theory and monitored an advanced laboratory courses on Methods of Biophysics. I was responsible for all aspects of this course including grading lab reports and monitoring student progress. I learned a great deal about how students approach scientific experiments and their role in supporting and developing experiments. My goal in teaching is to help students learn at both the physical and visceral levels. I want them to learn that science is always changing, no matter what project one is working or how the experiment is running. Sometimes students are afraid that if they do not receive the results they think they should receive, that the experiment is not working. I teach them that science is always challenging and as an experiment moves along, there are times when visceral knowledge is more important than what they are exactly seeing. I have taught physic courses as a lecturer at Katmandu University in Nepal. This opportunity helped me to find ways to mentor students and to make coursework interesting. Many students have said that I am a very approachable professor in my teaching style and I make science interesting. In addition to my teaching experience, I am also an active research scientist. I have presented at many conferences, and I have published extensively on various scientific topics as shown in my resume. As an example, my research in Applied Science (Physics, Chemistry, and Biology) is particularly suited to this position. My PhD dissertation and

Reflection paper Essay Example | Topics and Well Written Essays - 1000 words - 7

Reflection paper - Essay Example They have also dug tunnels beneath the private property of individuals. This is with an aim of preventing Israel from attacking them, or destroying their weapons. This is because by using settlements where people live, Hamas is able to use them as human shields. Under International Law, it is a crime and illegal for soldiers to attack and kill unarmed civilians. Due to this tactic initiated by Hamas, the death toll of civilians in Gaza was so high, that Barnard and Rudoren identify as 650 people. This is by the time that this article was written. Barnard and Rudoren (2014) explain that under international law, Hamas has a legal obligation of minimizing its military operations near areas where civilians are living. Furthermore, they believe that Hamas is committing a war crime, through their action of firing rockets indiscriminately. Barnard and Rudoren (2014) also maintain that Israel has an obligation of identifying specific military targets in Gaza, and ensuring that civilians are not threatened by their military actions. The tactics of using civilians as human shield by Hamas, and storing weapons in civilian neighborhoods, is an example of urban warfare. Under international law, urban warfare is not illegal, but the law requires that the parties to the conflict must ensure that civilians are protected from harm. Barnard and Rudoren recognize that Israel is a more powerful army, as compared to Hamas, and hence to level the field, Hamas had to protect its weapons by hiding them in civilian areas, and engaging Israel in thos e areas (Barnard and Rudoren, 2014). However, after Barnard and Rudoren (2014) quoting thee extensive use of human shields by Hamas, they point out that there is no evidence that Hamas forced civilians to stay in such areas. Through this assertion, Barnard and Rudoren (2014) were trying to denote that Hamas was not committing an international war crime. To judge on whether this

History of the Mexican Trains Ferrocarriles Research Paper

History of the Mexican Trains Ferrocarriles - Research Paper Example The transportation network has had a major part to play in the economic progression of every nation on the planet. A well constructed and collaborative transportation network is the only guarantee that goods, people and services can be located from one part of the country to another with speed, flexibility and at little cost. Transportation can be seen as having a direct link to economic expansion and sustenance. It is unrealistic to expect that one region or nation has the ability to produce all that it consumes. In a similar manner, it is unrealistic to assume that a region can consume all that it produces. In order to strike the balance between demand and supply of various kinds of goods and service it is essential to have a well planned and integrated transportation network to rely on. Only such a transport network could allow the impeccable coordination required between various sectors of the economy such as agriculture, mining, manufacturing, retailing etc. While the provision of a transport network is highly relevant to the modern economic system, but this was not always the case. Instead, a well integrated transportation network was required by nearly all great nations for keeping up with their military ambitions. Economic priorities remained secondary when the creation of a well integrated transportation network was taken into account during the nineteenth and twentieth centuries. Given the need to move economic goods as well as military goods, the preferential method of enhancing the transport network was to use railway links. This also coincided with the fact that road based automobiles were neither common nor highly appreciated in the nineteenth century. Instead, the railway networks of the era were highly preferred given the technical expertise in manufacturing and operating railway linkages. Another major factor that contributed to the growth of the railways in the era related to disposable incomes and the cost of early automobiles. Early automobi les were not only expensive to buy but were equally fiscally demanding in terms of operating and maintenance costs. The problem was compounded by the fact that the majority of people did not have the kinds of disposable incomes to buy and use road based vehicles as yet. In this scenario, it made far greater sense to set up railway linkages in order to enhance the overall transport infrastructure rather than concentrating on roads and automobiles. Vehement development of the railway networks continued throughout the nineteenth century and through the early to mid parts of the twentieth century around the world. Contemporary super powers and countries looking for economic development all looked towards large railway networks in order to support and sustain their economic growth. It is from this era that the British railway networks emerged and spanned nearly half the globe ranging from Africa to the Tibet plateau. In a similar manner, the United States was bent upon enlarging the exis ting railway network to connect the East Coast to the West Coast. A number of different strategies were adopted in order to provide impetus for the expansion of the existing railway network. Conditions in Germany and France were similar with Germany attempting to bridge the Middle East and Europe using a railway link

Philosophies address the commonplaces of law concerning authority and Essay

Philosophies address the commonplaces of law concerning authority and the common good - Essay Example But the study of law is neither science nor metaphysics; since law is a normative phenomenon, there must always be a practical reason for studying law. As a normative construct, law attempts to correct human behaviors according to some norm. It is the attempt to determine this normative facet of law that troubles both law-makers and philosophers of law. As we see in modern philosophies of law, there are two primary ways of understanding the normativity of law, which are based either on a natural law tradition (represented primarily by L.L. Fuller), and legal positivism, which attempts to break laws down into social facts, as opposed to facts of nature. The natural law tradition as it applies to the philosophy of law is represented primarily by the 20th century philosopher L.L. Fuller, who developed eight ways to fail for any legal system in his work The Morality of Law (1967) . On Fuller’s word, if any of the eight normative principles are not represented within a government, a system will not be â€Å"legal†. Fuller argues for these principles to the extent that they represent the â€Å"internal morality of law† and that one is guided by such principles to create just laws, and straying from them makes one liable to creating evil laws (Fuller, 1967, p. 39). To that extent, Fuller seems to be following St. Augustine, a natural law philosopher, who said famously, â€Å"Unjust law is not law† (Marmor, 2001). On Fuller’s view, proper laws cannot be made without some reference to morality, making it a natural law thesis. Legal positivism stands opposed to the natural law tradition, rejecting any natural basis for laws in â€Å"natural facts† for morality. H.L.A. Hart, who belongs to the legal positivist tradition, adheres to the (2) conventionality thesis, thinks conditions for legal validity exist within standards of recognition that produce best practices in making or modifying law. These stand because they are

Theme park Dissertation Example | Topics and Well Written Essays - 2000 words

Theme park - Dissertation Example The landscaping, buildings and other attractions in the park use very specific themes such as Jungle life, Fairy Tales or the Wild West. Theme or Amusement Parks are constructed with an aim to provide good entertainment to large groups of people. These Parks are spread over a large area with a lot of attraction for children, for youth and also adults. Europe is considered to be a pioneer in Amusement Parks that evolved from pleasure gardens and fairs that entertained people during their leisure and recreation time. The world’s oldest Amusement park is Bakken, at Klampenborg, North of Copenhagen, Denmark that opened in 1583. In the United States, expositions and world fairs influenced the development of the Amusement Park industry. (Adams Judith A. 1991) In this research paper we are going to discuss about Theme Parks and the role they play in providing healthy and wholesome entertainment. PROJECT OBJECTIVES The primary objective of this project is to carry out an investigation on different theme Parks and to study and analyze its level of success or failure. This study would serve to give us a better understanding about Theme Parks and how they work and their contribution towards increasing the country’s economy. ... PRELIMINARY LITERATURE REVIEW Media plays a pivotal role through advertising these amusement and Theme Parks. A lot of media coverage is not only given about the different attractions, amusement rides and scenic beauty of the Parks but also covers the dangers and disasters that occur at these parks. The media also raises concern about the injuries and fatalities that take place and fulfills the social duty of bringing it to the notice of the general public. (Braksiek RJ, Roberts DJ. 2002) sheds light on Amusement park injuries and deaths stating that increased reports about such fatalities, have urged proposed legislation in order to regulate this industry. The author specially makes mention of the severity of injuries caused by roller coaster rides such as subarachnoid hemorrhages,  carotid artery thrombosis with stroke etc. (Braksiek RJ, Roberts DJ. 2002) Cindy Yoonjoung Heo and Seoki Lee (2009) shed light on the Theme Park industry’s revenue management (MR) applications a nd how they work. The authors explain that the theme park industry has great potential for enhancing its revenue by making use of essential RM strategies and techniques. In their study comparing the traditional RM industry such as hotels with that of the RM management of Theme Parks, the findings revealed that customers perceived ‘fairness’ in the RM practice when compared to the traditional RM made use of by the hotel industry. Cindy Yoonjoung Heo and Seoki Lee (2009) The authors suggest the adoption of RM used for Theme Parks because of the great potential to be highly successful. Yooshik Yoon, Dogan Gursoy and Joseph S. Chen enlighten us on the tourism development theory in relation to tourism that is encouraged because of Theme Parks. According to their

Learning and teaching assessment Essay Example | Topics and Well Written Essays - 2000 words

Learning and teaching assessment - Essay Example It is obvious that for such a sensitive procedure, my students have the basics of clinical studies covered. The most common way of classifying students is to use the visual, auditory and kinesthetic way, otherwise known as the VAK model (Utley, 2010). This model establishes a learner’s preferred mode for learning and processing new information. The VAK model was introduced in the 1920s by the likes of Keller, Orthon, Fernald, Stillman, Gillingham and Montessori (Dreeben-Irimia, 2010). In addition to the VAK model Gaberson and Oermann (2010) add more tools to expand the teaching strategies by including olfactory and emotionally experimental methods that help children who don’t benefit a great deal from didactic methods, learn. Although there are three main categories for students (refer to the VAK model) however, within the visual class Ryan at al. (2011) further divide the class into two subclasses; the ‘verbal visual’ and the ‘spatial visual’. The verbal visual students are those that best learn when the information is ‘written down’. The spatial visual students prefer solely the marvel of the visual; graphs, charts, diagrams etc. Such learners are generally good with faces and have good sense of direction (Hill & Howlett, 2012). Auditory students perform really well in brainstorming sessions. It is almost a ideal way to absorb, process and take part in the creative process (Spencer & Vavra, 2009). These learners can be taught better when the same idea is rephrased in several different ways (Lauwers & Swisher, 2010). The whole idea behind using the VAK model is not to isolate students based on their preferred teaching styles. It is a mere recognition that some students prefer one method over another while learning. In real practice, the VAK model is more popular with the more vulnerable exceptional learners (Zhang et al., 2012). The teacher can affirm if a student prefers

A Study on Impact of Fdi on Service Sector Essay Example for Free

A Study on Impact of Fdi on Service Sector Essay The study aims to analyze the growth dynamics of the FDI. It intends to see whether the growth in FDI has any significant impact on the service sector growth and also investigates whether a growth in this sector causes the GDP to grow, also analyzes the significance of the FDI Inflows in Indian service sector. The study also looks into the sub-sectoral dynamics and indicates towards the fact that the trade, hotels and restaurants, transport. storage and communications sub-sector contributes the most in the growth of Indian service sector. FDI to developing countries in the 1990s was the leading source of external financing. It is one of the most important component of national development strategies for most of the countries in the world and an important source of non-debt inflows for attaining competitive efficiency by creating a meaningful network of global interconnections. FDI provide opportunities to host countries to enhance their economic development and opens new opportunities to home countries to optimize their earnings by employing their ideal resources. India ranks fifteenth in the services output and it provides employment to around 23% of the total workforce in the country. The various sectors under the Services Sector in India are construction, trade, hotels, transport, restaurant, communication and storage, social and personal services, community, insurance, financing, business services, and real estate. Meaning: FDI stands for Foreign Direct Investment, a component of a countrys national financial accounts. Foreign direct investment is investment of foreign assets into domestic structures, equipment, and organizations. It does not include foreign investment into the stock markets. Foreign direct investment is thought to be more useful to a country than investments in the equity of its companies because equity investments are potentially hot money which can leave at the first sign of trouble, whereas FDI is durable and generally useful whether things go well or badly. Classifications of Foreign Direct Investment FDI is classified depending on the direction of flow of money. * Outward FDI:Any investment made by a country in other countries will account for outward FDI. Where as, all the FDIs invested by other countries in that country is called inward FDI. Outward FDI, also referred to as direct investment abroad, is backed by the government against all associated risk. * Inward FDI : Inward FDI occurs when foreign capital is invested in local resources. The factors propelling the growth of inward FDI include tax breaks, low interest rates and grants. FDI is classified depending on how the subsidiary company works in par with the parent investors. * Vertical: Vertical FDIs happen when a corporation owns some share of the foreign enterprise. The local enterprise could either be supplying the input or selling finished goods to the parent corporation. The subsidiary here helps the parent company to grow more. * Horizontal: When the MNCs kick off similar business operations in different countries it becomes horizontal Foreign Direct Investment. It is actually a cloning that is happening here. Both the countries enjoy the same share of growth. FDI IN INDIA After getting independence in 1947, the government of India envisioned a socialist approach based on the USSR system to developing the country’s economy. The last decade of the 20th century witnessed a drastic increase in foreign direct investment (FDI), accompanied by a marked change in the attitude of most developing countries towards inward investment. FDI flows have grown in importance relative to other forms of international capital flows, and the resulting production has increased as a share of world output.. FDI in India has in a lot of ways enabled India to achieve a certain degree of financial stability, growth and development during recession. This money has allowed India to focus on the areas that may have needed economic attention and address various problems that continue to challenge the country. The factors that attracted investment in India are stable economic policies, availability of cheap and quality human resources, and opportunities of new unexplored markets. Mostly FDI are flowing in service sector and manufacturing sector recorded very low investments. The investments in service sector enhanced the benefit of flow of funds to the home country. Presently India is contributing about 17% of world total population but the share of GDP to world GDP is 2%. India has been ranked at the second place in global foreign direct investments in 2010 and will continue to remain among the top five attractive destinations for international investors during 2010-12 period, according to United Nations Conference on Trade and Development (UNCTAD) in a report on world investment prospects titled, World Investment Prospects Survey 2009-2012. According to the fact sheet on foreign direct investment dated October 2010. Mauritius is the highest FDI investment in equity inflows with 42% of the total inflow followed by Singapore, USA, UK and Netherlands with 9%, 7%, 5% and 4% respectively. Service sector is the highest FDI attracting inflows with 21% of the total inflows, followed by computer software and hardware, telecommunication and housing and real estate with 9%, 8%, 7% and 7% inflows respectively. A report released in February 2010 by Leeds University Business School, commissioned by UK Trade ;amp; Investment (UKTI), ranks India among the top three countries where British companies can do better business during 2012-14. According to Ernst and Youngs 2010 European Attractiveness Survey, India is ranked as the fourth most attractive foreign direct investment destination in 2010.

What is Practical Work?

What is Practical Work? Practical work is viewed by the vast majority of science teachers, as an essential and integral part of science education. In fact, many regard it as an indispensable aspect of being a science teacher (Donnolly 1998 from review Practical work effectiveness in primary/sec schools Abraham). Practical work can encompass many different components, which can be divided into two main groups as described in Woodley E, (2009), as follows: 1) Core activities: These include hands-on activities such as different investigations, laboratory techniques and procedures, as well as fieldwork. These types of activities can help enhance the development of students practical laboratory skills, as well as helping them to understand key scientific concepts and phenomena. 2) Directly related activities: These are closely connected to the above core activities, and include practical demonstrations performed by the teacher, planning and designing scientific investigations and analysis of data. In addition, some argue that other activities such as use of computer simulations, modelling, use of surveys, presentations, group discussion and role plays can also constitute what is meant by the term practical activity (SCORE, 2008). However, others would disagree, and believe these activities would not come under the practical activity umbrella, and rather that they should be used complementarily alongside other practical activities, rather than be a substitute for them (Woodley, E). Millar described a practical activity as Any science teaching and learning activity which at some point involves the students, working individually or in small groups, in observing or manipulating objects to develop understanding. (Millar (2009)). It is described in The National Strategies as: Any activity that enables pupils to have direct, often hands-on, experience of the phenomena they are studying . (The National Strategies (2008)). In fact the following quotation from SCORE underpins what many believe about the importance of practical work in science: Science without practical is like swimming without water . (SCORE, 2008). Therefore, regardless of how practical work is defined, or what activities are thought to constitute it, it can be seen as a central part of how science should be taught in schools What is the Purpose of Practical Work? The main purposes of practical work are to engage students, aiding them to develop many important skills. In fact, practical work can support learning in a multitude of ways ranging from Personal learning and thinking skills to How science works (E Woodley) -See Figure 1. The overriding principle, however is to make links between the concrete and abstract worlds. (Reflecting on practical work). From reading the literature, it is clear that the different reasons and rationales for carrying out practical work in science can be classified into three main areas (see below), as discussed in (Practical Work in School Science: Which Way Now?  Jerry Wellington): Arguments for and against the use of practical work in science: 1). Cognitive arguments: It is thought that practical activities can relate to knowledge and understanding (the cognitive domain) by helping to strengthen students conceptual understanding of science by enabling them to visualise and make sense of different scientific laws and theories, often supporting learnt theory work. 2). Affective domains: This relates to the enjoyment and motivational aspects of practical work. Practical work is often used to generate interest and enthusiasm amongst students, and is thought to aid students in remembering things; making things stick. In fact, reports show that in terms of how students rate the enjoyability of school science activities, the three top rated were: going on a science trip (85%), looking at videos (75%) and doing a science experiment (71%), supporting the view that practical work is indeed highly motivational (Dillion J). 3). Skills argument: The last of the three main rationales for practical work is that it can help develop many transferable skills, as illustrated in Figure 1 above. However, characterising the real value and purpose of practical work is a very difficult task and divides opinion across the science education profession. In fact there are many arguments and counter arguments for and against practical work in science. Counter responses to the cognitive argument include the idea that practical work can often confuse rather than improve students understanding (especially if the practical does not go to plan). In addition Scott and Leach propose that practical work is not a good approach to teach theory, suggesting that theories comprise abstract ideas which cannot be demonstrated physically: In the context of the school laboratory it is clear that students cannot develop an understanding through their own observations, as the theoretical entities of science are not there to be seen. (Taken from Wellington book- Leach and Scott 1995:48) Arguments against the affective argument include the notion that many students are simply turned off at the idea and prospect of doing practicals. There is also evidence indicating that boys enjoy practical work more so than girls, and hence girls can often be less enthusiastic and motivated compared to boys doing the same practical task. (Wellington). Counter arguments to the proposal that practical work can develop many transferable skills also exist. These include the argument that group work within practical science often does not improve key skills such as communication and interaction, as widely believed, but when studied more closely, often results in more forceful students dominating the task, resulting in lack of enjoyment and engagement for some and the demotion of some students to simple medial tasks, such as drawing out tables or recording results without any real participation in the practical activity themselves.(Wellington). Many other science education professionals make claims of the overselling of the science education in terms of concept that science practical work can develop many transferable skills. The idea that these skills can add value to students and aid them on their chosen career paths have been discredited by some. In fact, Ausubel in the 1960s argued that any practical task that can give rise to the application of skills required for many disciplines, is simply not specific enough to address the particular scientific investigation being addressed: Grand strategies of discovery do not seem to be transferable across disciplines..it hardly seems plausible that a strategy of inquiry, which must necessarily be broad enough to be applicable to a wide range of disciplines and problems, can ever have sufficient particular relevance to be helpful in the solution of the specific problem at hand. (wellington, Ausubel 1964:298). Hence, there is much debate regarding the use of practical work within the teaching and learning of science in schools. The key question here really is to do with cognition and how we acquire knowledge. i.e. : How do we understand the world and make sense of it in our heads? (Miller R, 2004). One significant answer to this came from Jean Piaget, who is credited as the pioneer of the constructivist theory of knowing. He argued that we construct ever more complicated and sophisticated representations of the world. This is through modifying our existing understandings (or schemas; a structured cluster of concepts) through our actions on the world around us. If Piaget is correct, then the use of practical work in observing and intervening in the world must be vital for our understanding of science (R Miller 2004). The effectiveness of practical work in science As discussed above, many science teachers and other science education professionals believe that practical work in the education of science in schools is vital for helping students learn and remember things more clearly. However, as also noted there are arguments suggesting that practical work is actually not all that effective at achieving these aims. A prominent quotation from Osborne (1998) questions the effectiveness of practical work in the learning of science, saying that practical work: has only a limited role to play in learning science and that much of it is of little educational value (p. 156. from Miller 2004 review). Much of the conclusions of research into the effectiveness of practical work remain somewhat ambiguous. Research carried out in the 1980s by Hewson and Hewson (1983), in which In addition, others have argued that the way in which practical work is practised is often the cause of its ineffectiveness, and perhaps, therefore the type of practical work used, and the way it is used should be analysed, rather than simply saying that all practical work is ineffective. Hence if we are interested in looking at the effectiveness of practical work in science, the specific practical work used, or planning to be used need to be very carefully planned and thought out. A key consideration here is actually what is meant by the term effectiveness. A framework for judging the effectiveness of practical work Theobald in the 1960s argued that scientific theory must always be taught first and is required in order to visualise: Experience does not give concepts meaning, if anything concepts give experience meaning (J Wellington). Aggressive Reality Television: Impacts on Teenage Viewers Aggressive Reality Television: Impacts on Teenage Viewers Nashun Gross ABSRACT The popularity of reality TV has soared among teens. Not only are teenagers watching reality TV more than any other TV show, but it also influences their behavior, which is caused by teenagers who make a connection with the cast members. Connections happen when teens imitate the behavior because they view the cast as role models. Even when the cast behaves aggressive, whether physical, verbal, or relational, they tend to imitate that behavior. The more teenagers view aggression on reality TV, the more they are likely to use aggression as a tactic when solving real world problems. Aggression influences both girls and boys. When boys watch aggressive behavior, they tend to resort to verbal and physical aggression. Girls predominately react by using relational aggression. When aggressive reality television becomes the norm, social aggression will too. Aggressive Reality Television Impacts Teenage Viewers Although there have not been many studies on the effects of reality television there is an underlying issue researchers have found in reality television programming, relational aggression. Carlson Ward (2013) described relational aggression as social aggression, which includes indirect aggression, spreading rumors of one’s character and hurting someone’s reputation or self-esteem. In today’s programming reality television has more relational aggressive acts than regular television programming (Patino, Kaltcheva, Smith, 2011). Surprisingly, researchers found relational aggression more common than physical aggression in the media, specifically, in reality television (Carlson Ward, 2013). However, teenagers exposed to physical aggression and relational aggression had the same effects. In other words, exposure to any type of aggressive behavior, physical or relational, led to aggressive responses and reactions in both male and female teenagers. Teenager’s response to media proved to have both short-term and long-term effects (Swartzwelder White, 2013). In the short term, marketing and advertising showed significant results in sales after product was shown during a reality program (Patino et al, 2011).In the long-term, affects have been shown as late as 15 years increase (Coyne, Robinson, Nelson, 2010). Specifically, when teenagers connected with characters on television they were more likely to watch for longer periods of time. With ideas of how to react to real life situations left in the mind of a teenager could shape how they view the world (Patino et al, 2011). Since the first reality show aired in 1994, reality television has become the choice of media for teens in the U.S. Year-by-year viewer’s ratings continue to increase (Coyne et al, 2010; Carlson Ward, 2013) with forty percent of television watched by teenagers coming from reality shows (Carlson Ward, 2013). It is a popular media. Within this new genre, verbal and relational aggression is rampant (Carlson Ward, 2013; Coyne et al, 2010). Reality programming displayed 25.1 relational aggressive acts per hour, while non-reality TV displayed 8.7 acts per hour (Carlson Ward, 2013).When all forms of aggression were combined, verbal, relational, direct and indirect, it averaged 85 aggressive acts per hour (Coyne et al, 2010). When teenagers viewed relational aggression it led to other forms of aggression, especially when teenagers identified or connected with the characters (Coyne et al, 2010). Teenagers showed higher levels of aggressive behavior (Coyne et al, 2010), when they made a connection with the characters (Carlson Ward, 2013) and had the ability to interact or participate in the reality shows, such as voting off characters or choosing the best to win. Studies found realism played a huge role in the effects of reality television. If teens thought reality TV was real, not manipulated by producers to create drama, they were inclined to watch more reality programs (Carlson Ward, 2013). Despite the manipulation, studies still found teenagers drawn to watch reality TV because it satisfied a need (Coyne et al, 2010; Ferguson, Salmond, Modi, 2013). One study found conflicting results. An internal survey given by the Girl Scout Research Institute took a non-random sample of 1141 teenage girls (Ferguson et al, 2013). By using the uses and gratifications approach in an online questionnaire, girls were more confident after they watched reality programming and displayed no affects of relational aggression (Ferguson et al, 2013). Researchers thought relational aggression should not be a concern to the public and found the effects may be more â€Å"subtle and complex† (Ferguson et al, 2013). Researchers studied teenager’s motivations in watching reality television, while questioning their values. Teens were motivated when programs displayed realism, physically attractive characters, and popular among friends, (Pantino, Kaltcheva, Smith, 2011). The uses and gratifications approach was useful to find out why teens chose reality TV rather than non-reality TV. Researchers concluded they desired voyeurism, connection with characters and vengeance (Coyne et al, 2013). Teenagers also learned to mimic the behavior portrayed by those who they look up to, who they connected to in reality television. As teenagers consumed more reality programming, with aggression in its midst, they found teens had more aggressive behavior. Consumption is related to behavioral effects (Carlson Ward, 2013), but what has not been discovered is the quantity of social aggression in reality television and its related effects (Coyne et al, 2013). Majority of researchers came to the same conclusion, reality television affects both male and female. When researchers compared the effects between girls and boys, they found no differences (Carlson Ward, 2013). Concerning relational aggression, girls showed more aggression than boys, while boys displayed more physical aggression than the girls (Coyne et al, 2013). With miniscule differences, boys are more physically aggressive and girls tend to have a saucy mouth. As a whole, the results indicate a current trend in teenagers, specifically with watching reality television. Teenagers tend to have changes in their attitudes and behaviors similar to the ones they watch regularly on reality television. In addition, studies have shown it takes just a few hours of exposure to display negative effects (Coyne et al, 2013; White , Swartzwelder 2013). These literature reviews revealed aggression had the same effects on boys than on girls. However, for future research understanding the associations between teenagers and realism on TV is important because it could help in assessing the severity of relational aggression among teenagers. Hypothesis 1: Teenagers who see abusive behavior, such as hitting, kicking or pushing others, in reality television programs, will have an increase in aggressive behavior, with boys experiencing a greater increase than girls. Hypothesis 2: Teenagers who see aggressive behavior, such as spreading rumors or damaging someone’s reputation or self-esteem, in reality television programs, will have an increase in relational aggressive behavior, with girls experiencing a greater increase than boys. METHOD Participants Participants are 60 students from a middle school located in suburban Jacksonville, Fl. Half of the students are male, the other half female. The ages range from 11-14 years. As a random sample, there will be no consideration on race. However, the sample size is divided up by each grade, meaning 20 students from the sixth grade, 20 students from the seventh grade, and 20 students from the eighth grade. Measures Exposure to reality programs then observed . Students would watch a 30-minute top-rated program once a week in class. Programs shown will have social aggressive behavior throughout, such as The Challenge: Cutthroat, Jersey Shore and Survivor (Carlson Ward, 2013). Then an observer would watch their behavior and report the results. Procedure Students are invited to participate on a voluntary basis with their parent’s permission. After a few weeks of getting the permission of the parents, an observer would visit each classroom and show a reality program on video. The program would run for 30-minutes, then shortly afterwards the student’s behavior would be observed for additional 30-minutes. The total time needed is approximately one hour per classroom visitation. The observer will fill out a Likert Scale before and after the reality show is played (Appendix A) to show the differences of behavior. References Carlson, C. Ward, M.L., (2013). Modeling meanness: Associations between reality TV  consumption, perceived realism, and adolescents’ social aggression. Media Psychology,  16 (4), 371-389. doi:10.1080/15213269.2013.832627 Coyne, S. M., Robinson, S. L., Nelson, D. A. (2010). Does reality backbite? Physical,  verbal, and relational aggression in reality television programs. Journal Of  Broadcasting Electronic Media, 54(2), 282-298. doi:10.1080/08838151003737931 Examples of likert scaled responses used in data-gathering. (n.d.). Retrieved from  http://www.rpgroup.org/sites/default/files/Surveys Interactive Activity %20Examples%20of%20Likert%20scales.pdf Ferguson, C., Salmond, K., Modi, K. (n.d.). Reality television predicts both positive and  negative outcomes for adolescent girls. Journal of Pediatrics, 162(6), 1175-1180. Patino, A., Kaltcheva, V. D., Smith, M. F. (2011). The Appeal of Reality Television  For Teen and Pre-Teen Audiences. Journal Of Advertising Research, 51(1), 288-297. White, A.M., Swartzwelder, S. (2013). What are they thinking?!: The straight facts about the  risk-taking, social-networking, still-developing teen brain. New York: W.W. Norton   Company, Inc. Appendix A (â€Å"Examples of likert scaled responses used in data gathering,† n.d.) How Are Tension And Suspense Built Up? How Are Tension And Suspense Built Up? Novels such as TRR and TTTH were very popular during Victorian times, and some people think that this was partly a reaction to the development of science during the period that was known as The Enlightenment. The scientific age taught that there was a reason for everything, and that emotions like fear should be repressed. Horror stories like these led to many of the horror films that we watch in the cinema today, and people liked them for the same reasons; being scared is exciting, and lets the person watching or reading experience this in safety. Writers knew that people enjoyed the genre, and so they used a variety of ways to make sure that the interest of the reader was maintained, and they would want to read more. Both Edgar Allen Poe and H.G. Wells use the traditional Gothic conventions to explore human fear and the power of the imagination, particularly using tension and anti-climax to make an exciting rhythm. I have read the short stories TRR by HGW and TTTH by EAP, and in this essay I hope to show how each author developed and maintained tension and suspense. Many of the methods are used in both stories, and are based on standard Gothic conventions such as duality, the weather, the setting, fear of the unknown, the supernatural, mystery and dread; they also use metonyms for doom and gloom, such as doors slamming shut and gusts of wind blowing out lights. In TTTH the tension starts with the first sentence, TRUE! nervous very, very dreadfully nervous. The writer uses capital letters and exclamation marks to cause surprise and fear, and follows this with a short, repetitive sentence. He then immediately draws the reader in by asking why they think he is mad, when clearly they had not had that thought themselves. The mood is approaching hysteria, which was a great fear in Victorian times. The author then mentions many things that are opposite to each other, such as heaven and hell, day and night and the fact that although he had nothing against the old man in his story, the fact that he had the eye of a vulture meant that he would have to kill him. Once the tension is in place, the author slows the pace by lengthening the sentences, but keeps the reader in a state of fear through his use of language. He continues to repeat words cautiously oh, so cautiously cautiously, making the narrator seem even more mad, even though he is trying to explain that he isnt. He gives a very intense description of the darkness inside the old mans room black as pitch with the thick darkness, making the reader aware that it is under the cover of this darkness that the evil deed will take place. The suspense starts to grow again when the narrator says that he made a mistake with the lantern, and that small sound woke up the old man. Neither of them moved for over an hour, and it almost feels like you are holding your breath with the two people in the story. After a long time, the old man groans, and this gives rise to more hysterical thoughts by the narrator, the sentences slow again, and the language less staccato and very dramatic Death, in approaching him had stalked with his black shadow before him, so the reader knows that something awful is bound to happen soon. The momentum builds further as the narrator opens the lantern, which fell full upon the vulture eye, and making it clear that the old man now also knows for certain that he is in danger. The narrator becomes furious, and believes that he can hear the beat of the old mans heart. The rhythm of the work gets faster, choppy sentences and a lot of exclamation marks and more repetition increase the excitement with th e beat of the hellish tattoo; then the crescendo, The old mans hour had come! The actual murder is over in a moment, and this sudden drop away from extreme terror to the narrator saying that he smiled gaily to find the deed so done exaggerates the tension. The next concern for the reader is whether or not the murder will be discovered, and the author increases this worry by describing the dismemberment of the body in quite graphic detail. The mood of the piece is changing again, with the description of as dark as midnight making way for I went down to open it (the door) with a light heart as the police arrive. The narrator takes the police on a very long journey through the house, asking them to search search well, and this makes the reader become anxious about when or if they will find the evidence of the old mans death. The language is calm and this adds to the impression of time passing slowly. As the characters sit and talk, the narrator starts to get more agitated; he can hear a strange noise getting closer. The pace picks up, the vocabulary starts to get more hysterical I arose and argued about trifles, in a high key and with violent gesticulations, it grows more repetitive, and the punctuation is full of exclamation marks. It b uilds to another climax, when the narrator says I felt that I must scream or die! and now again ! hark! louder! louder! louder! louder!. The reader will be on the edge of their seat by now, wondering what on earth will happen next; and is immediately dropped from this state of expectancy as the narrator shrieks his admission of guilt to the police, and the story comes to a sudden and dramatic close. TRR starts in a similar fashion, with the piece being written in the first person so that the reader can quickly identify with them, and feel what they are going through. The physical scene is set in more detail, with careful descriptions of the hideous features of the people involved in the story, and how the narrator felt about them. The three of them made me feel uncomfortable with their gaunt silences, their bent carriage, their evident unfriendliness to me and to one another. He had come to disprove a ghost story, and was not afraid, but these grotesque custodians were affecting him a lot; which helps to slowly start to wind up the tension in the story. The language of this early section involves words such as withered, inhuman, senility, night, darkness, dead, haunted and evil, all of which add to the suspense, and are standard ways of creating fear in this kind of novel. As the narrator decides to move on to the Red Room, to discover more about the alleged haunting, the other characters seem to try to stop him, suggesting that this is not a good time for him to go there. But if you go to the Red Room tonight , this sentence tails off, letting the reader imagine what the man might have been going to say. The old woman whispers this night of all nights, and as the narrator leaves to continue his ghost hunt, the man with the withered arm says Its your own choosing. So there are plenty of warnings, and the state of tension in the readers mind is maintained as the narrator sets off down the chilly, echoing passage. This passage is further described as long and shadowy, with a film of moisture glistening on the wall, (was) as gaunt and cold as a thing that is dead and rigid, and this journey to the room makes use of many other words chosen to create as much fear as possible, talking about ghosts, omens, and witches. The author also uses shadows, flickerin g candles, darkness and cold to great effect, making certain that the reader is anxious before the Red Room is even reached. Arriving at the room itself, it is described as being in a shadowy corner, and then a detailed description of the room and its contents is given. Again, the language is very imaginative, and this increases tension as the narrator tells us that it looks very frightening, and that one could well understand the legends that had sprouted in its black corners, its germinating darkness. As he tells the reader about each item, the sense of waiting for something bad to happen is very strong. He mentions his scientific attitude of mind, which was very popular in Victorian times, but then destroys any confidence this might cause by saying that he caught sight of his own face in a mirror, and despite his rational approach, it was absolutely white. Now that he has admitted to being frightened, the narrator builds on this by describing how he tries to make himself safe in the room, by lighting candles, getting his gun ready, and making a barricade out of a table. He tells us that he is in a state of considerable nervous tension, and goes out to get more candles until the room is as brightly lit as possible; then the wait begins. The candles start to go out, and its even more frightening that they do so one at a time; a note of hysteria creeps into his voice as he starts to try to relight the candles, and he becomes panic stricken. The fear is everywhere, and the pace is building, with the narrator crashing around the room desperate to stop the darkness from overwhelming him. When finally even the fire goes out, he says it was not only palpable darkness, but intolerable terror. At this moment the reader is certain that something appalling will happen, and the narrator screams with all his might once, twice, thrice. He runs for the door, knocks himself out, and knows no more. At this point he is completely vulnerable to whatever malevolent spirit might be present. The opposite to darkness rescues the narrator, as he opens his eyes in the daylight, and the tension is broken for a moment. His rescuers take a more friendly approach to him, and in daylight he wonders why he previously disliked them. They ask if he now believes that the room is haunted, and he agrees that it is. This reinstates the feelings of fear and tension as the reader wonder what he is about to reveal. Two of the custodians have their own theories about who the ghost may be, but the narrator cuts them short, and tells them that it is not, building the tension further. The old people and the readers are now on the edge of their seats, as in The Tell Tale Heart, waiting for the climax of the story. The speed of the text increases, with choppy sentences and a lot of punctuation as he announces Fear! Fear that will not have light nor sound, that will not bear with reason, that deafens and darken and overwhelms. This is a great contrast against the scientific theories of the time, making the reader question rationality, and would increase fear. The story ends with the last of the three custodians joining in the conversation, defining the haunting as A Power of Darkness, a curse upon the home. As the reader has already been asked to put aside rational scientific thoughts, this makes it even worse, by making them think that such a curse might be able to put on their own home. The tension continues right up to the last moment Fear itself is in that room. Black Fear..And there is will be..so long as this house of sin endures.

Communication Essay -- Effective Communication, Barriers

This assignment discusses barriers to, and methods of, effective communication with people who are confused by reflecting on my experience in communicating with an elderly confused patient. Specifically, and within the scope of this assignment, I reflect on two methods of effective communication with elderly confused patients; one verbal (reality orientation) and one non-verbal (touch). During my first placement I was asked to assist in the care of Elsie (pseudonym), an 86 year old lady admitted to hospital with a fracture to her hip and a urinary tract infection (UTI). Elsie was suffering from frequent periodic episodes of confusion; however this was not due to a diagnosed cognitive disorder. Manos and Braun (2006) and Keenan (2011a) say that elderly patients with a bone fracture or a UTI often present with confusion; which is a disorder of brain function (Manos and Braun, 2006). The elderly are more prone to confusion when they are ill because, with increasing age, kidney size and renal blood flow decrease causing a reduction in renal threshold (Keenan, 2011b). When Elsie was in a confused state I found it difficult to interpret what Elsie was trying to communicate to me because her responses to my questions did not make sense. When communicating with Elsie I consciously used the active listening SOLER (Sit square-on, Open posture, Lean forward, Eye contact, Relax) model (Egan, 2010) that I had been taught at University. I used this to show Elsie I was listening and to help me try to understand what Elsie was communicating. I felt frustrated because although I used SOLER, slowed down my normal pace of communication and repeated what I was saying, Elsie’s responses still did not make sense. The National Health Service (NHS, 2... ...aching on a patient’s personal space. I should therefore use a calm reassuring voice with the use of touch. I find it comforting to know that Oliver and Redfern (1991) say that the use of touch is a skill that can be acquired and learnt. Reflecting on my experience communicating with Elsie I have learnt about two communication techniques (reality orientation and the use of touch) that will help me communicate more effectively with an elderly confused patient. I have realised I need to find out more about using expressive touch in communication and the use of other verbal and non-verbal techniques that can help in communicating with elderly confused patients, such as effective use of paralinguistic communication. This will give me greater confidence in communicating with elderly confused patients because I will have additional strategies to bring to the situation.

The Amazing Color-coded Campus :: Personal Narrative Essay Example

The Amazing Color-coded Campus At a glance ours had seemed the perfect school, with its large remodeled buildings, looming green trees and a campus filling a whole city block. Everyone wanted to go there, just so that they could cut class and escape to the real world. For me, leaving a private school where everyone looked and acted the same for a school known for having the largest and most diverse student body in the United States was nothing less than a dream come true. On my first day, though, I realized why my parents had originally yanked me out of public school. I had rejoined all those same kids who six years before had been stapling their ears, whispering talk of sexual things I'd never heard of, and literally gluing themselves to their seats after being told to do so figuratively. In a way I was glad, having spent six years at a school whose students' only quirks were random temper tantrums and acting out scenes from the latest novel they'd finished. The school had fences protecting us from the outside world, and how it might make us feel about ourselves. I had learned to disappear in that crowd, to appear as one of them when I felt like an outsider. I would listen to their stories of shoplifting, knowing their allowances covered anything their hearts desired, and lie about my own shoplifting experiences. I couldn't help but think that there was more beyond those gates, things that mattered and things that were real. The sky seemed to hang dangerously low above my head that day, the clouds so thick and gray it was if the universe ended at their edges. I had survived a week of high school, but still walked around campus feeling anxious, as if everyone could see I was shaking inside. My eyes scanned the people pouring from the buildings, desperately wanting to find my best friend. Through the undulating sea of students, which lightened and darkened every couple of feet, I finally spotted Kay doing her best to be invisible. The path to where we ate curved through "The Slopes," where black and Latino football players hung out, and "The Bricks," which held mainly white seniors. Ashamed of our nervousness to walk through "The Slopes," we looked only at each other and talked in hurried tones.

Schools and Education - Understanding the Rise in Apathy, Cheating and

The Rise in Apathy, Cheating and Plagiarism – Understanding the Problem Over the past ten years teachers have witnessed a drop in student preparation and a rise in apathy and cheating. Students who cheat do so from a variety of motives. Making this situation even more difficult is that faculty members do not even define plagiarism the same or punish it consistently (Howard, â€Å"Sexuality† 473). Some surveys even show that teachers simply ignore the problem or do not report plagiarism because: â€Å"they do not want to be bothered, because they think only the student who cheated is actually harmed, or because of the unpleasant bureaucracy and documentation ramifications† (Moeck 484). Alschuler and Blimling add to this list the fear of litigation, student reprisals, administrative reprimands and lack of support (124). With such diversity and outright dissention among teachers, finding solutions to these problems will require not only a common purpose but also an understanding of what may be at the heart of these issues. One potent ial answer lies in educating ourselves about the history and nature of plagiarism. Another potential answer lies in analyzing how so many students arrive at college ill-prepared and apathetic. Freire’s theories on banking education may explain some of these problems concerning student preparation and academic integrity. First, we must understand the history of plagiarism and the problem many instructors have in separating original thinking from collaborative thinking (that which is influenced by those who have come before). Western thought traces its roots to the great civilizations of Classical Greece and Rome. The nature of much writing from this period up into the 19th Century was ... ...n, 1993. 17-24. Howard, Rebecca Moore. â€Å"Plagiarisms, Authorships, and the Academic Death Penalty.† College English 57 (1995). 788-806. ---. â€Å"Sexuality, Textuality: The Cultural Work of Plagiarism.† College English 62 (2002). 473-91. Jeffers, Thomas L. â€Å"Plagiarism High and Low.† Commentary 114 (2002). 54-61. McCabe, Donald L. â€Å"Students Cheating in American High Schools.† The Center for Academic Integrity. 2002. 10 Nov. 2002. . Moeck, P. G. â€Å"Academic Dishonesty: Cheating Among Community College Students.† Community College Journal of Research and Practice 26 (2002). 479-91. â€Å"Statistics.† Plagiarism.org. 10 Nov. 2002. . Roberts, Peter. Education, Literacy, and Humanization: Exploring the Work of Paolo Freire. Ed. Henry A. Giroux. Westport, CT: Bergin & Garvey, 2002. 54-73.

Spanish and English Motives for Settling America

AP US History 1 July 2011 In the early fourteenth century, the Americas were home to natives who had lived there for centuries. They had created entire cities for places of worship. These cities were occupied by skilled mathematicians, architects, and astronomers. Thought they did make human sacrifices to their many gods, the natives were able to control their empire and keep it alive at least until the arrival of the European. On the other side of the world, Europeans were looking for opportunities of freedom, land, goods, and most of all riches.There was a high competition for the desired goods of India and China so Europeans began to search for easier routes that would bring them wealth. Spain was the first to discover and claim the Southwest Americas with the historical voyage of Christopher Columbus. Then a couple of years later, had John Cabot claimed the Northeast Americas for England. The Spanish and English differed in motives and benefits from the settlements that they had created in the seventeenth century because of how they treated the natives, colonized, and reasons of leaving Europe. The Spanish were thirsty for riches.Their main reason for leaving Europe was because of God, glory, and gold. Christopher Columbus’s accidental discovery had provided the right opportunity for the Spanish to achieve their goals. The natives welcomed the Spanish into their cities because they thought they were gods. When the Spanish discovered the vast amounts of gold in the area, they decided to conquer the lands and to gain riches and glory. Many natives died from the wars with the Spanish, but what really killed them was disease. Later on as the Spanish colonized southwest America, they brought Christianity to the natives.Missionaries tried to Europeanize the natives. Many Spanish men married native women and had European American children. In New England, the English colonies had different motives. Theirs was religious freedom. At first the natives and the English made peace treaties because of trade and Christianity. But as time passed tensions grew. The English did not intermix with the natives as the Spanish had. The natives were mainly a pestilence that was in the way of land. As with the Spanish, the natives had their populations wiped out because of European diseases and wars.The natives were forced to combine with other tribes and move to the Midwest. The Spanish settled the southwest Americas and the Caribbean. In the New Mexico and Texas areas of present day America, they found little success in their search for gold. They found the Caribbean useful for the crop plantations of tobacco, sugar, and corn. The Spanish spread Christianity to the natives, built forts and missions, and claimed the land for Spain for centuries to come. The Spanish planted their teachings, language, laws, and religion into their colonies and native neighbors.New England had been settled for the land and freedom it offered. Thousands of miles away from England, the Europeans were able to find comfort in freedom of religion. As colonies grew, things started to change. The colonist both fought with each other over land and religion. Government was made up and some of these written laws were placed in today’s constitution. Major cash crops were grown and the colonies grew also. Africans were shipped to New England as slaves to help maintain these large farms. New Englanders started out on a difficult journey but life continued to get better as the colonies grew.The Spanish and English both wanted to find easier routes to the Indies. They wanted the spices and other luxury goods the Asia had to offer. There were high competitions and everyone wanted a part in the wealth and adventure exploration offered. When the Spanish discovered America, they took the land and colonized it. Americas was rich in soil, minerals, and goods. This was a way for Spain to become a more powerful nation, so the Spanish seized their opportunity. The English on the other hand, wanted freedom form religious persecution and they wanted a bigger kingdom.The land was excellent for the planting of crops and offered the chance for people to get rich. Both the Spanish and English had different motives and benefits from their settlement of the Americas. They found success in many areas of the land that they settled. They made laws, discovered new places, and claimed a land for their mother nations. The English and Spanish were the biggest land owners of the Americas. Though some of their intentions were selfish, they played a major part in creating what is now the United States. Spanish and English Motives for Settling America AP US History 1 July 2011 In the early fourteenth century, the Americas were home to natives who had lived there for centuries. They had created entire cities for places of worship. These cities were occupied by skilled mathematicians, architects, and astronomers. Thought they did make human sacrifices to their many gods, the natives were able to control their empire and keep it alive at least until the arrival of the European. On the other side of the world, Europeans were looking for opportunities of freedom, land, goods, and most of all riches.There was a high competition for the desired goods of India and China so Europeans began to search for easier routes that would bring them wealth. Spain was the first to discover and claim the Southwest Americas with the historical voyage of Christopher Columbus. Then a couple of years later, had John Cabot claimed the Northeast Americas for England. The Spanish and English differed in motives and benefits from the settlements that they had created in the seventeenth century because of how they treated the natives, colonized, and reasons of leaving Europe. The Spanish were thirsty for riches.Their main reason for leaving Europe was because of God, glory, and gold. Christopher Columbus’s accidental discovery had provided the right opportunity for the Spanish to achieve their goals. The natives welcomed the Spanish into their cities because they thought they were gods. When the Spanish discovered the vast amounts of gold in the area, they decided to conquer the lands and to gain riches and glory. Many natives died from the wars with the Spanish, but what really killed them was disease. Later on as the Spanish colonized southwest America, they brought Christianity to the natives.Missionaries tried to Europeanize the natives. Many Spanish men married native women and had European American children. In New England, the English colonies had different motives. Theirs was religious freedom. At first the natives and the English made peace treaties because of trade and Christianity. But as time passed tensions grew. The English did not intermix with the natives as the Spanish had. The natives were mainly a pestilence that was in the way of land. As with the Spanish, the natives had their populations wiped out because of European diseases and wars.The natives were forced to combine with other tribes and move to the Midwest. The Spanish settled the southwest Americas and the Caribbean. In the New Mexico and Texas areas of present day America, they found little success in their search for gold. They found the Caribbean useful for the crop plantations of tobacco, sugar, and corn. The Spanish spread Christianity to the natives, built forts and missions, and claimed the land for Spain for centuries to come. The Spanish planted their teachings, language, laws, and religion into their colonies and native neighbors.New England had been settled for the land and freedom it offered. Thousands of miles away from England, the Europeans were able to find comfort in freedom of religion. As colonies grew, things started to change. The colonist both fought with each other over land and religion. Government was made up and some of these written laws were placed in today’s constitution. Major cash crops were grown and the colonies grew also. Africans were shipped to New England as slaves to help maintain these large farms. New Englanders started out on a difficult journey but life continued to get better as the colonies grew.The Spanish and English both wanted to find easier routes to the Indies. They wanted the spices and other luxury goods the Asia had to offer. There were high competitions and everyone wanted a part in the wealth and adventure exploration offered. When the Spanish discovered America, they took the land and colonized it. Americas was rich in soil, minerals, and goods. This was a way for Spain to become a more powerful nation, so the Spanish seized their opportunity. The English on the other hand, wanted freedom form religious persecution and they wanted a bigger kingdom.The land was excellent for the planting of crops and offered the chance for people to get rich. Both the Spanish and English had different motives and benefits from their settlement of the Americas. They found success in many areas of the land that they settled. They made laws, discovered new places, and claimed a land for their mother nations. The English and Spanish were the biggest land owners of the Americas. Though some of their intentions were selfish, they played a major part in creating what is now the United States.

Iago Manipulates Essay

In the play Othello, written by William Shakespeare, the antagonist Iago manipulates other characters. He makes them act in ways that benefits his plan of destroying Othello by making him believe that his wife, Desdemona, is having an affair with his lieutenant, Michael Cassio. In the beginning of the play, Roderigo who is in love with Othello’s wife, Desdemona, comes to Iago for help. Iago manipulates Roderigo by promising him Desdemona’s attention and love if he â€Å"put money in thy purse,† as Iago says. Roderigo gives money to Iago in the mistaken belief that Iago is using his money to help him get to Desdemona, but Iago is using it to finance his own plan. Roderigo is a desperate character in the play and is easy tricked by Iago, because he doesn’t think he has anything to lose and because he would do anything to get Desdemona. His desperate feelings for Desdemona and Iago’s convincing manner make Roderigo easy to deceive. Iago has also a wife, Emilia. He doesn’t really manipulate her, because she is unaware of what’s going on between Othello and Desdemona during almost the whole play, but he makes her do thinks that benefits his plan. For example, he makes her steal Desdemona’s handkerchief, which ended being the â€Å"icing on the cake† for Othello’s suspiciousness on Desdemona’s and Cassio’s love affair. Everyone likes and trusts Iago, and so do Desdemona. Iago is seen as an honest man, which helps him manipulate people, because they always believe him. Iago manipulates Desdemona by acting on her side and by sympathizing with her. When Othello starts to get very suspicious, he gets very angry at Desdemona, but he refuses to tell her why. Iago convinces her that Othello is angry on a letter he got earlier and not on her. Desdemona believes this lie, which probably stops her from questioning Othello’s behavior. Iago’s plan is to make Othello think that Desdemona and Cassio are having an affair together. His first move to manipulate Cassio is to get him in trouble. He gets Cassio in trouble by making him drunk and by developing a fight for him. When Othello hears what happened, he removes Cassio from his post. Othello asks Iago what Cassio did, but Iago refuses to tell him anything, he says, â€Å"I had rather have this tongue cut from my mouth than it should do offense to Michael Cassio. By doing this statement in front of Othello and Cassio, he earns Cassio’s trust. Iago uses this trust to manipulate Cassio later in the play. He tells Cassio that the best way to get his position back is to talk to Desdemona and get her on his side. Cassio does what Iago told him, and Desdemona is happy to help him because she knows him and she thinks he is a noble friend to Othello. But when Iag o and Othello come near, Cassio leaves because he doesn’t want to face Othello personally. Iago uses this situation to plant his seed of doubt, and tells Othello that Cassio fled when Othello came near. This is what starts Othello’s suspiciousness. Iago is a smart man who knows how to act and what he should say to manipulate the people around him. The character that Iago manipulates the most is Othello. He makes Othello believe that Cassio talks about Desdemona, while he is actually talking about Bianca and his sexual relationship with her. Iago makes up a story that he heard Cassio talking about Desdemona in his sleep. He also tells Othello that he has seen Cassio wipe his brow with Desdemona’s handkerchief. As a result of this, Othello gets livid and really frustrated, and wants to kill both Desdemona and Cassio. This clearly shows how Iago manipulates Othello. Iago is an intelligent character that is strongly talented in improvising and he has a clear feeling for timing. His most important skill is his acting ability. He’s a perfect actor. Although Iago plants his suspicion step by step by lying and by supplying â€Å"evidence† when it is needed, he always pretends to be a moral and loyal friend who everyone can trust. One of his strategies is to let other people make their own conclusions. Iago is smart enough to use other people’s actual weaknesses and to let them draw wrong conclusions themselves. All these strategies and abilities help him manipulate other characters in the play.

Gentrification of urban communities

Urban reclamation is frequently lauded as a approval by politicians and land developers ; it is seen as a method of conveying economic and cultural growing to an otherwise dead community. It is a set of alterations made in the hopes that new occupants come in, more concerns unfastened, and more capital flows into the country. However, redevelopment frequently consequences in the deconstruction and replacing of a preexistent community, displacing the former occupants and increasing their adversities instead than supplying revival. Gentrification, the procedure in which more flush occupants move into a poorer country and alter its societal and economic kineticss, is a term that comes up in virtually every argument sing urban renovation. In this paper, I will reason that the usage of urban gentrification for useful intents is unjust and delusory, and the Kantian thought that positive purpose affairs more than effect provides an insidious lenience. I will demo the hurt gentrification cau ses to local concerns and occupants through illustrations from countries that have undergone the procedure, and compare the statements for and against the pattern ; the effects of lifting belongings values, the alterations in a community ‘s concerns, and the alterations in a community ‘s societal make-up will be the chief countries of focal point. After the research is presented, I will research the philosophical point of views of Kant and Mill, and contrast idealism with the world that urban communities must confront in covering with gentrification. When flush fledglings set up places in a hapless community, they frequently rebuild or otherwise modify the belongingss they buy ; by making this, switch the belongings values up consequently. The belongings revenue enhancements and rent addition to fit this up grading of places and flats. These higher income households can afford these increased fees, and the excess revenue enhancement capital fluxing into the country by and large pleases the local authorities. But for long-time occupants, this displacement in belongings values can be an unwelcome load. Harmonizing to an appraisal conducted by Daniel Sullivan, longtime occupants of a gentrified community tend to be poorer than newer occupants. Consequentially, long-time occupants frequently become displaced by the newer, richer occupants. Koreatown, Los Angeles is a premier illustration of this effect. In the survey â€Å" The Contested Nexus of Koreatown † , Kyeyoung Park and Jessica detailed the alterations the urban enclav e experienced as restructured itself after the Los Angeles Riots. During the LA Riots, Koreatown ‘s belongingss suffered amendss that occupants were distressed to reimburse from ; many displaced occupants abandoned the enclave wholly. Outside investing and urban revival seemed the lone means to supply the alleviation Koreatown so urgently needed, but the research workers found its redevelopment self-contradictory ; while belongings values increased and the town experienced a singular recovery, established occupants found themselves out on the streets because they were unable to afford the new rents and fees. These occupants were largely local workers doing minimal pay wages, who all of a sudden found their flat composites being bought out by development companies ; the edifices would be renovated and refurbished, and the rents would be dual the original cost. Gentrification had compounded the supplanting of the original community alternatively of assisting them acquire back on their pess. From the point of position of the established community, it is hard to state that urban reclamation provided any societal good for them ; they had been swapped out in favour of newer occupants. As new higher-income occupants come in, the types of concerns in the country alteration every bit good. These occupants have more disposable income and the kinds of goods and services they desire differ from the other occupants. The concentration of professional services and retail shops addition, while smaller, local concerns go into diminution ( Park and Kim, 2008 ) . To run into with the demands of a altering community, some services become plethoric to the point of instability ; local concern proprietors find themselves missing the resources to remain competitory and travel out of concern, ensuing in farther supplanting of the established community versus the entrance community. In their survey, Park and Kim stated there was over-saturation of pool halls, cyberspace coffeehouse, karaoke bars, dark nines, room salons, and spirits shops in Koreatown ; while this gives the consumer more pick, the competition makes for a really hostile and unforgiving concern environment. The new sho ps and services can frequently be unaccessible to the established occupants, in footings of affordability and focal point ; it is a signifier of market positivism that takes merely the concerns of the flush into history. When Koreatown was redeveloped, the new services were centered towards pulling people to the night life with bars, nines, and high-class eating houses ; while these concerns were popular out-of-towners and the flush, the bulk of the local community had no usage for such excessive venues. Babylon Court, an upscale shopping centre located in Hollywood, is besides an illustration of disagreement between concern and the community. The shopping centre is a popular location for the upper category with its expensive retail shops and celebrated theatres, but it stand in stark contrast to the environing community of the homeless and comparatively hapless who can non afford the offering of Babylon Court ( Curtio, Davenport, and Jackiewicz, 2007 ) . Once once more, the intrigu es of the gentrification procedure have non helped the community, but hampered it ; outside investing and new concerns that were suppose to take a breath life into a fighting community have alternatively alienated and beleaguered the long-time occupants. When reclamation is enacted for the good of a community, the bing community is rarely the donee ; alternatively, the community is steadily changed and replaced so that revival is a consequence of a new public. Increased variegation and societal mixture does non happen, but replacing and segregation are frequently the consequence when covering with gentrification. In â€Å" Gentrification and Social Mixing † , Loretta Lees stated that in-between fledglings into urban communities self-segregated themselves even though they polled in favour of diverseness in a vicinity. This procedure of gentrification is on a regular basis aided by societal policies created by the province. One illustration of that happening is Cabrini Green in Chicago. In 1994, it qualified â€Å" the worst instance of public lodging in the US † , and was later given $ 50 million to redevelop ; the destruction and vouchering out that followed displaced a important part of low-income renters and recreated the community as a in-between category vicinity ( Lees, 2008 ) . The UK developed similar policies ; the London Borough of Brent New Deal for Communities undertaking funded the destruction of tower blocks and created over 1500 in private owned units, but at the loss of 800 publically owned units ( Atkinson, 2008 ) , displacing low-income occupants. The preexistent community is pushed out by the alterations in the local economic system, and an of all time so elusive societal cleaning takes topographic point, while policy shapers flaunt their love of societal public-service corporation and the public good and claim they are relieving the poorness of urban countries. A useful action should ensue the greatest felicity for the greatest sum of people. J.S. Mill demanded empiricist philosophy in infering what benefited the whole, but gentrification puts the felicity and experiences of clearly different groups at odds. Does gentrification function the felicity of the old occupants or the new occupants? Empirical scrutiny of informations Tells me the old occupants are simple garbage in gentrification and newer occupants are primary concern. Is the greater felicity a affair of population measure or is it a affair of population quality? Another empirical scrutiny reveals gentrification is process that favors people of higher income, a affair of quality instead than measure. My scrutiny reveals gentrification consequences in the greatest felicity for the few, instead than the many. So I pose the undermentioned inquiry: how does one justify gentrification as functioning the greater good? Social policies recommending gentrification claim they have improved and revitalized urban communities, when all they have done is displace the established low-income households to do it seem like they have reduced poorness in the country. This misrepresentation is something I take immense issue with ; even Milton Friedman, a adult male who was likely supportive of urban reclamation patterns, spewed sulfuric acid at utilizing the alibi of â€Å" societal good † to accomplish a personal docket. Gentrification in the name of societal public-service corporation is a failure, but Immanuel Kant said baronial purpose affairs more than effect. However, baronial purpose is something subjective ; what is baronial to one individual is non needfully baronial to another. The effects of gentrification are desperate and far-reaching and to pardon the procedure based on a subjective ideal is an indulgence excessively easy granted. In duty-based moralss, a individual must see his ideal as if it were a cosmopolitan axiom ; if it is contradictory, so it is a defective ideal. Suppose everyone went around fliping people poorer than themselves out of house and place, destructing and reconstructing belongingss for their ain usage ; this would ensue complete pandemonium, with people of all societal standings in ferocious struggle with one another. Through policy devising, advocates of gentrification have besides reduced the thought of community to a part of a map instead than people ; Kant would be taken aback by the deficiency of regard for the sovereignty of the person. Intent entirely can non salvage the policy of gentrification ; it is something flawed by subjective dockets, and Kant ‘s nonsubjective ideals can non be efficaciously applied to the worlds of the state of affairs. Gentrification carried out in the name of utilitarianism is a misrepresentation wrought upon troubled communities. It is excessively frequently that the promise of revival is made a cloak for a cleaning of a community ‘s societal order. The occupants suffer through a procedure of steadily increasing adversities and eventual replacing by the more privileged ; it ‘s â€Å" Invasion of the Body Snatchers † , except with the middle class alternatively of foreigners. With the increasing belongings values and as if by magic vanishing poorness, statistics are made reinforce the thought that gentrification works admirations for communities. I can non decently show my contempt for this sinister kind of planning ; it is a type of dastardly deed tantrum for scoundrels with long moustaches, twirling fingers, and big chapeaus. While I would immensely prefer investing and animation that allowed a community to go self-sufficing by its ain attempts, I would merely settle for the f ake of societal good to be dropped from the pitch. If you ‘re traveling to pass over out and reconstruct a community, name it for what it is ; they ‘re likely excessively hapless and incapacitated to halt you.Plants CitedAtkinson, Rowland. â€Å" Commentary: Gentrification, Segregation and the Vocabulary of Affluent Residential Choice. † Urban Studies V. 45 No. 12 ( November 2008 ) P. 2626-36, 45.12 ( 2008 ) : 2626-2636.Sullivan, Daniel Monroe. â€Å" Reassessing Gentrification. † Urban Affairs Review, 42.4 ( 2007 ) : 583-592.Leess, Loretta. â€Å" Gentrification and Social Mixing: Towards an Inclusive Urban Renaissance? . † Urban Studies V. 45 No. 12 ( November 2008 ) P. 2449-70, 45.12 ( 2008 ) : 2449-2470.Curti, Giorgio Hadi, John Davenport, and Edward Jackiewicz. â€Å" Concrete Babylon: Life Between the Stars. † Yearbook of the Association of Pacific Coast Geographers, 69 ( 2007 ) : 45-73.Park, Kyeyoung, and Jessica Kim. â€Å" The Contes ted Nexus of Los Angeles Koreatown: Capital Restructuring, Gentrification, and Displacement. † Amerasia Journal V. 34 No. 3 ( 2008 ) P. 126-50, 34.3 ( 2008 ) : 126-150.

The Garden Party

The Garden Party is written by Katherine Mansfield, a New Zealand prominent modernist writer of short fiction. Set in colonial New Zealand, â€Å"The Garden Party† falls into two clearly differentiated parts. For the major characters, Laura Sheridan, Mrs. Sheridan, Meg Sheridan, Jose Sheridan and Laurie Sheridan are considered by because they appeared in the story quite often. And for the minor characters, they are mostly the workers and helpers in the party, except for Mr. Sheridan and Mr. Scott.From this short story, we have encountered some literary theories. First theory that we have analysed is cultural theory. â€Å"The Garden Party† is a story about the differences between the upper class and the lower class lives. The Sheridan family represents the upper class while the Scotts represent the lower class. Mansfield gives certain importance for many words by repeating them persistently, especially hats, lilies, flowers, all those are symbols of wealth and superiori ty, in connection to the Sheridans.The Sheridan’s life appears more comfortable even when Mansfield is talking about them she uses only positive images, pleasure, flowers, songs, even in the house is highly organized. While talking about the Scotts and their class, only images of dark, ugliness, sorrow, disorder, and chaos came to our minds. Psychoanalysis theory is also one of the theories that we have encountered in this short story. â€Å"The Garden Party† traces the psychological and moral growth of Laura Sheridan.The story presents her adolescent confusion regarding the social values of her family and her awakening to a more mature perception of reality after her exposure to poverty and death at the carter's cottage. The third theory will be likely criticism theory. Most criticism of Katherine Mansfield's short story â€Å"The Garden Party† concentrates on the story as a story of the growth and maturity of a young idealistic character. For example, see Laur a's initiation as a passage from the â€Å"dream world of her parents and social class to the real world of the Sheridan's neighbouring working-class. This also describes the symbolic significance of the garden party, â€Å"The garden party epitomizes the dream world of the Sheridan women, a world whose underlying principle is the editing and rearranging of reality for the comfort. Throughout this short story, we have also analysed a few themes. For the overall theme and sub-themes from this story, â€Å"The Garden Party†, the major theme is growth. Laura’s mother summons Laura to supervise the workmen who come to set up the marquee for the garden party, she intends to leave everything to her children as a way to make them independent.When Laura suggests placing the marquee on the lily lawn, a workman rejects the idea, saying that she should the marquee â€Å"where it’ll give you a bang slap in the eye. † Laura then wonders whether it is respectful of a laborer to speak to a girl of her upbringing in the crude language of the common people. However, Laura ends up approving of the men even though they are the ones who choose the location for the marquee–against the karaka trees. Thus, though failing to supervise the men with authority, Laura learns to overlook class distinctions in dealing with the outside world.The another theme will be the contrast between life and death. The Sheridan's garden is a place of thoughtless pleasure and burgeoning energy, where young people resemble brilliant butterflies and arum lilies bloom with an almost frightening vitality. In contrast, the home of the dead carter is dark and oppressive, guarded by an aged crone and surrounded by a shadowy crowd. Mansfield deliberately exaggerates the difference between these two locations in order to emphasize her theme.That life and death are part of the same continuum is suggested by the temporal structure of the story, which begins at dawn and ends in a gathering dusk. As many critics have noted, Laura's journey to visit the bereaved family has strong mythic overtones and resembles the tale of Proserpina, a goddess who was abducted by Hades into the underworld. Laura's moment of epiphany testifies to a kind of knowledge unavailable in the sunny world of the garden party. In this way, her journey also has the quality of an initiation rite, in which a naive young girl achieves emotional and moral maturity.Last but not least, we realized that this short story is focused on third person point of view. It is because the narrator withholds information in favor of limiting what she says to what Laura thinks and experiences. Besides, she generally does not understand the incident of what she undergoes that day, at least not until the very end, when she says â€Å"isn't life, isn't life? † only for her brother to interrupt her, misinterpret her, and silence the knowledge about death she had just obtained from visiting the cottage o f the man who had died.

Selection and decision making assignment Essay Example | Topics and Well Written Essays - 1250 words

Selection and decision making assignment - Essay Example Therefore, interviews can turn out to be deceiving. Selection tests can be used to identify a prospective employee’s ability. An example is through the use of aptitude tests (Jenkins & Wolf, 2006). Employment testing is one of the tests used in the selection process. Potential employees are tested using written or oral questions determining a potential employee is desirable and suitable candidate for the job. Employment tests require being reasonable and based depending on the field being interviewed. The engineer is required to answer a math problem as the engineering comprises mostly of mathematics. Therefore, it would be unreasonable for a nurse to answer math questions at an interview. If tests match work performance, it be very economical for employers to select employees based on the tests only (Douglas et al, 1989) The screening process begins with short listing of job applicants based on information given by the applicant during the application stage. Selection process follows the short listing stage where applicants may be presented with a question to answer that is performed during interviews. Candidates are then given their interview results the soonest time possible. Qualifications and experience are reviewed by the interviewer through verifying information given by the candidate. It includes references. The candidate might undergo a medical assessment or fill in a health report to determine the candidate’s health. The final process is panel creation whereby successful candidates will be placed and land a job in the business (Williams & Moore, 1999). Job applicants should be able to produce a resume that stands out and allows interviewers take a small peak in the applicant’s history. A good resume must have an appropriate work style that includes a summary statement. Summary statements should show the

The Registration Statement (form s-1) Essay Example | Topics and Well Written Essays - 250 words

The Registration Statement (form s-1) - Essay Example From this perspective, the registration statement form successfully takes an enterprise â€Å"off the shelf† and into a certain market officially (Miller 506). When the Security Act of 1933 takes a business off the shelf, it normally offers them a base prospectus and supplement for a deeper understanding of public trading. Even though the goal of the 1933 Security Act was to allow a prospective procurement, it is not realized all the time. I believe this unsuccessful aspect of the law is brought about by the complicated nature of the registration statement. A business needs to be able to make a logical deduction bent on reliable data, which registration requirements included in the registration statement form often constraint. For instance, an issuer might be unwilling to engage true weaknesses in an activity. As a result, he or she uses the complicated registration statement form to delay the process while adhering to the law theoretically (Miller