Why South Korea export lead growth is so successful

Introduction South Korea is one of the fastest growing economies in the world and especially in Asia. Today, South Korea is among those countries with a middle-level economy. This significant growth began in the mid 1970s after the realization of the need to create a strong industrial base (Horikane 390).Advertising We will write a custom essay sample on Why South Korea export lead growth is so successful? specifically for you for only $16.05 $11/page Learn More Although various factors have facilitated this trendy growth and success in the general export portfolio, few factors remain critical. Firstly, the eminent and significant political will demonstrated during the early 1970s acted as an impetus in redefining the political scenario capable of harnessing from the then existing potentials. During this momentum, South Korea felt threatened about its political sovereignty and as such, the need for the creation of international relations acted in its fav or (Horikane 390). Discussion During the early 1960s, export promotions became the fundamental objective of the Korean government. Subsequently, to improve the quality of international balance of payments, the government mobilized every policy agenda that could boost the nature of its exports. According to Horikane (2005), the government pursued these policy measures with extensive patriotism through the application of orthodox tax system, credit breaks and incentives (309). Relying on these impetuses, the Korean exports received much promotion thus recording phenomenal growth. According to Economic Planning Board (EPB), the country registered an annual export value of about $55 million in 1962 Horikane (2005). Although studies reveal no strict relationship between the Korean exports and the growth of GNP, records indicate that the ever-growing annual export rate of about 23% came with an average annual per capita income of 6.4% during the period of 1965-87 (Krueger 108). The faster growth in the general export in the Asian countries gains from the underlying lack of restrictions that prevailed within the export regimes. This support proved as a formidable strategy in South Korea in which exporters were exempt from export restrictions necessary for the promotion of exports. Therefore, the government interventions implied an outright assurance of the profiting period (Krueger 108). Contrary to the export strategies adopted by South Korea and other Sian countries, countries that exhibited quantitative controls over the importation with slow potential growth lagged behind in terms of the value of their exports and the resultant growth in the Gross National product (GNP). Increased GNP is an assurance for the increase in the overall per capita income since GNP is a function of Per Capita Income.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More As GNP increases, while assum ing constancy or slow growth in population, the resultant per capita income continues to grow significantly. This scenario explains why South Korea has registered a successful growth in its export portfolios on an international scale (Westpha 41). For a successful production process, skilled labor must be present in order to yield possible results. During this growth, South Korea benefited from the existing and skilled labor force, which necessitated the growth of domestic production to serve the expanded foreign export markets (Krueger 109). Conclusion Although the strategies adopted had no express capacity to fuel continued export growth, it is worth noting that the base created by this momentum modeled a self-fulfilling trend. In this case, any policy that could sabotage the growth of exports had little or no influence based on the strengths gained from the initial phases. In essence, the political will coupled with proper harmonization of economic and human resources may account for the phenomenal growth experienced by South Korea as demonstrated by its growth in GNP and annual per capita income. Works Cited Horikane, Yumi. â€Å"The Political Economy of Heavy Industrialization: The Heavy and Chemical Industry (HCI) Push in South Korea in the 1970s.† Modern Asian Studies 39.2 (2005): 369–397. Krueger, Anne. â€Å"Asian Trade and Growth Lessons.† The American Economic Review 80.2 (1990): 108-112. Westpha, Larry E. â€Å"Industrial Policy in an Export- Propelled Economy: Lessons from South Korea’s Experience†. The Journal of Economic Perspective 4.3 (1990): 41-59. This essay on Why South Korea export lead growth is so successful? was written and submitted by user Frederick Marquez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on A Dolls House

A Doll’s House In 1879 the first stage production of Henrik Ibsen’s A Doll’s House caused quite a stir, ending with what one critic called â€Å"the slammed door that reverberated across the roof of the world†. (Handout, A Doll’s House, Ibsen, pg 580) It is hard to imagine today that a woman leaving her husband and children behind to go find herself could even raise an eyebrow, but this was the Nineteenth Century. This was a time of openly displayed male dominance, where women were brought up to be economically, socially, and psychologically dependent on men and especially on the institutions of marriage and motherhood. Women were expected to be the trophy, the plaything, as well as the means for bearing children for their husbands and, during this time, women did what was expected of them. They allowed themselves to be spoiled and didn’t let on if they minded not being able to think for themselves. Ibsen’s character, Nora, turned all these traditiona l roles upside down in 1879, with one closing of the door. Nora Helmer was raised by her father according to the traditions of that period, meaning she was expected to absorb his opinions, ideas, and tastes rather than develop her own. She was made to believe her greatest role in life was in becoming a wife and mother. Her father, like her husband, did not take her seriously but treated her like a doll or a plaything. She performs for her husband in exactly the way he wants her to perform. He wants her to be pretty and childlike, with no head for business. Nora knows if she behaves the way he wants, it will make him happy. His values will have been flattered by her playfulness and his ego will be stroked. It is then she can get what she wants. That in itself brings a sense of power over men that women have always had, and maintain today. In the play, Nora has secretly borrowed money, by forging her father’s name to an IOU, to take her seriously ill husband ... Free Essays on A Doll's House Free Essays on A Doll's House I found A Doll’s house to be a very complex and a very well thought out play. Rather than presenting the traditional happy ending Ibsen decided to end the play with a twist, especially for the times. I decided to take the ending that Ibsen used and prolong it. Through out the play I had a connection with the character of Dr.Rank. I felt that he provided guidance and advice to household. Since Torvald confided in him so much I felt that Nora should as well. I sent Nora to Dr.Rank’s home was mostly because of the conversation they had earlier when Rank told Nora had some feelings for her and also the fact he was the only other person Nora trusted or confided in at the time besides her friend Kristine. Since Nora left her home so confident and headstrong I did not want that momentum to die in the next act (IV). Even though DR.RANK was not in the best physical and metal condition I still wanted him to be an asset to the play. I believed that having that conversation in RANK’S home showed that she did care for him as well and that she also trusted him and the advise he had. I wanted to show NORA and DR.RANK having something in common in act IV because I felt they had a small connection during the play. Plus I wanted to show a change in character with DR.RANK because I wanted him to continue throughout the play. At the very end, when NORA asked rank for money it was the punch line related to the incident with Krogstad. The reason being I feel that NORA could never the independent women that she dreams of. Nor does know any other lifestyle and she always has to be controlled or comforted by someone.... Free Essays on A Doll's House In Henrik Ibsen’s, A Doll’s House, the character of Nora Helmer goes through the dramatic transformation from a kind a loving mother to an empowered woman. Her transformation is the personification of feminism during the nineteenth century. Torvald, her husband, represents society in the way he treats his wife. Nora rebels against this treatment and comes to realize that she is her own person, not a mother, not a wife, but a woman. In Act I Nora is still nothing more than a child, careless in her action and not thinking ahead to the possible consequences. She enters the scene, just returning from her Christmas shopping, planning to have a big holiday party. Her husband, Torvald, tells her that their budget this year won’t permit them to have the usual big holiday party they usually have. He speaks to her in a very condescending way, representing the way society viewed women at the time. Her treats her like a child, telling her that she doesn’t know better and calling her pet names like â€Å"songbird† and saying that she is â€Å"scatterbrained†. Society at this time viewed woman in the exact same way. Creatures meant to be taken care of because they â€Å"did not know better†. Torvald’s condescending manner serves to slowly push Nora closer and closer to the edge, finally pushing her over in the end. Toward the end of Act I a man named Krogstad enters onto the scene. This is the man from whom Nora has borrowed four thousand crowns to finance a trip to southern Italy. This meeting begins Nora’s slow transformation from the inferior half of society to the empowered woman. Krogstad comes to Nora seeking a favor. He works at the bank where Torvald is the manager and he has broken the law, but still wants to keep his job. He asks Nora to try to persuade Torvald to let him keep his job. When Krogstad asks this favor of Nora he highlights another role that society demands of women. He recognizes the feminine influ... Free Essays on A Doll's House â€Å"People who questioned how Nora Helmer could fare in the world on her own were not aware that it is a common theme in folklorethat of the innocent creature journeying through the world to discover basic human values...Only an innocent, fearless creature has the power of vision to see through false values of sophisticated society†{Marianne Sturman). This quote lays the foundation for the circumstances that kept the character, Nora, innocent and quite naive to the ways of the world. But, innocence should not be mistaken as an inability to adapt and overcome, as Nora completely demonstrates her ability to do so in Henry Ibsen’s play, â€Å"A Doll’s House.† Nora’s innocence allows her to see through the subterfuge and masks that polite society obtain in order to make their way in the world. However, in the time this play is set, Nora is kept, much like a doll, away from the necessity to struggle for a living. Lack of struggle does not make her unintelligent; in fact, she is just the opposite, having become a master manipulator. Of course, like most women of her time period, manipulation was the only way in which they could achieve their own goals. In this respect, women were reduced to the role of children. The men of the time, especially her husband Torvald, belittle their women and define them based on their potential as a companion, housekeeper, and the ability to produce offspring. This attitude is quite evident in Torvald’s belittling attitude of Nora. In one of the very first scenes between the two, the reader realizes that Torvald is going to be a domineering and demeaning person to Nora. He downplays her suggestions with dull phrases such as â€Å"how like a woman†(Ibsen 1011) and â€Å"Spendthrifts are sweet, but they use up a frightful amount of money† (Ibsen 1012). These are the types of phrases one uses with a child, which serves to reduce Nora to the status of a child. Torvald seems to take an ownership manne... Free Essays on A Doll's House A Doll’s House I believe that â€Å"A Doll’s House† could be updated because; most of the central ideas are still prevalent in today’s society. There are still women today that feel trapped by their marriages, still run away from their marriage’s leaving children behind, and still feel that it is important to do more then get married and have children. One of the reasons that I feel that â€Å"A Doll’s House† could be updated is that many women of today still feel trapped by their marriages. Some women, I’m sure this might be more common in upper class societies, fell that they are not equal to their husbands, just like Nora felt. They don’t receive all of the prestige and praise that their husbands do, and they wonder what their role is in the marriage. Many women of today still feel like they are a â€Å"doll† with nothing of importance to do. They have nannies and babysitters that practically raise their children, and so they feel that they don’t bring any real influence in raising their children. Just as Nora felt she didn’t have much influence in raising her children. Her husband even at one time was going to take her children away from her. In some cases all of these feelings can only be made worse if the wife in the marriage has no real college education. Then in this case she, is unable to get a job that is comparable to her husbands. This is exactly the problem that Nora had, and it was very frustrating to her. All these issues in today’s society can leave any women feeling trapped in her marriage just as Nora felt. On another note, although it is a lot more common now if not even a more accepted part of today’s society, women still run away from their marriage leaving children behind. All thought it would not be as shocking today’s society as it was in Nora’s time, there are still many cases of a wife leaving her family. I sure that everyone knows somebody that this has happened to... Free Essays on A Doll's House Influence Of Antigonism On A Doll's House It is very difficult to label something as a first in literature. Much the way inventions are often adaptations of previously patented objects, most authors borrow ideas and techniques form pre-existing media. In order to truly classify something as a first one must look for something entirely revolutionary, something that has never been done before. Two of these so called "firsts" include the first modern novel with Flaubert's Madame Bovary and what has been called the first modern play in Ibsen's A Doll's House. Regarding the latter, it is important to realize that while the play did break several molds which had endured for centuries, much was borrowed and adapted from past works. Of these, another "first" emerges for having shown a strong influence on Ibsen and his revolutionary play. Coincidentally, it is what historians refer to as on of the first plays in existence, Sophocles' Antigone. In merely looking at the surface, one notices right away that both plays are significant in that they avoid the social temptation of using a man as a protagonist. Looking deeper into the stories, however, one can see that in even more contradiction with society, the female characters go against men. Both Antigone and Nora step into the spotlight as the female hero who has been put in a compromising situation and is forced to decide whether it is more important to follow what society dictates, or go with what they feel is moral and just. Antigone is faced with the death of both brothers, one who is to be buried with full military rites, while the other, under dictate of the king, is to be cast aside and allowed to rot in the sun. She places family before the law, and ventures out to give her brother a proper burial. In A Doll's House, Nora too must decide where the line between right and wrong is drawn. In order to save her husband's life, Nora forges her fa... Free Essays on A Doll's House A Doll’s House In 1879 the first stage production of Henrik Ibsen’s A Doll’s House caused quite a stir, ending with what one critic called â€Å"the slammed door that reverberated across the roof of the world†. (Handout, A Doll’s House, Ibsen, pg 580) It is hard to imagine today that a woman leaving her husband and children behind to go find herself could even raise an eyebrow, but this was the Nineteenth Century. This was a time of openly displayed male dominance, where women were brought up to be economically, socially, and psychologically dependent on men and especially on the institutions of marriage and motherhood. Women were expected to be the trophy, the plaything, as well as the means for bearing children for their husbands and, during this time, women did what was expected of them. They allowed themselves to be spoiled and didn’t let on if they minded not being able to think for themselves. Ibsen’s character, Nora, turned all these tradition al roles upside down in 1879, with one closing of the door. Nora Helmer was raised by her father according to the traditions of that period, meaning she was expected to absorb his opinions, ideas, and tastes rather than develop her own. She was made to believe her greatest role in life was in becoming a wife and mother. Her father, like her husband, did not take her seriously but treated her like a doll or a plaything. She performs for her husband in exactly the way he wants her to perform. He wants her to be pretty and childlike, with no head for business. Nora knows if she behaves the way he wants, it will make him happy. His values will have been flattered by her playfulness and his ego will be stroked. It is then she can get what she wants. That in itself brings a sense of power over men that women have always had, and maintain today. In the play, Nora has secretly borrowed money, by forging her father’s name to an IOU, to take her seriously ill husband ...

Discussion Essay Example | Topics and Well Written Essays - 250 words - 80

Discussion - Essay Example From a personal standpoint, I understand that emotional intelligence allows people to rationalize their actions, reactions, and responses to different life experiences from time to time. For example, anger, stress, and frustration are triggered by the reaction of an individual to certain circumstances in life. Through these valuable EI elements, any person can rationalize their approach to life experiences and subsequently avert the underlying negative implications. The insights shed in the book are relevant to both home and work environments. Effective and efficient management of personal behavior results in enhanced relationships and interactions both at home and in the workplace. The essence of EI is to understand what makes a person tickle. In light of these insights, I understand that I have to approach people differently because each person exhibits diversity in regards to emotional behavior. Through EI, therefore, I am in a better position to foster functional, positive, and productive relationships in both home and work

Rules of Engagement Essay Example | Topics and Well Written Essays - 750 words

Rules of Engagement - Essay Example ROE can be specific or general. Since they were developed, ROE have had large variations between various wars. It should be noted that ROE may be derived from national or regional law in order to be applied in a particular operation. It is designed to ensure victory through disciplined and appropriate use of force (Collins, 2005). This paper will seek to correlate the understanding of ROE with the limited war ideology and its assumptions as they are seen through the experiences and perspective of the six levels in the Vietnam War: individual soldiers in the field; battalion commanders; division commanders; General William Westmoreland; Secretary of Defense Robert McNamara; and President Lyndon Johnson. In the Vietnam War, President Lyndon Johnson made a decision of not mobilizing the National guards because he felt that doing so might signal wrong intentions to the Chinese and Soviets, leading to direct intervention into the war (Moss, 2010). The then Secretary of Defense Robert McNa mara recommended to President Johnson on July 20, 1965, that he should mobilize about 235,000 National reserves and guards. However, the President felt that the war in Vietnam would end within one year and that the soldiers would be needed to be involved in a war in Korea in case it erupts again (Dorschel, 2011). It came to emerge later that the United States failed because it underestimated the scale of the challenges in the war. Also, it failed because it backed undemocratic and unpopular government and failed to gain the approval of the people of America (Schulzinger, 1998). In direct correlation of ROE to the war, it occurred that the ranks of the National Guards swelled at the same time as the resentment of the active army. The active army started to view the Guards as dodgers. The period after the Vietnam War witnessed the beginning of the Total Force Policy era which saw the active army treating the National Guards with indifference and bias (Moss, 2010). What became clear wa s that the Guard infantry soldiers were able to rise to the occasion as required by ROE and completed their missions successfully (Logevall, 1999). ROE requires that the employment of National Guard combat units should be done by the combatant combatants for planning and requesting their participation in the campaign. The National Guard is the Army’s reserve force. They are trained and are always ready for deployment to areas of operations and can also assume the departing active units’ role. The Active Army is made up of 33 combat bridges (Moss, 2010). In the Vietnam War, General William Westmoreland commanded the United States’ military operations during its height from 1964 to 1968 (Dorschel, 2011). Later on, he served as the Chief of Staff of the Army. In accordance to ROE, General Westmoreland expressed optimism in his public statements regarding the war; he reported that American ground and air forces were wearing down the Army of the North Vietnam (Schulz inger, 1998). It should be pointed out that ROE relates ideology with international or aggressive actions. It is against this background that the American foreign policy during the war was aimed at pushing the American’s mission, and particularly safeguarding its security interests in the international arena (Collins, 2005). Ideology served to define the legitimacy of the action, as well as defining what

Non-Democratic Regimes for Transition Assignment

Non-Democratic Regimes for Transition - Assignment Example In other countries, the transition to democracy stuck and the countries reversed from becoming democrats to non-democratic countries. However, this transition and the latest setback are only temporary. It is important to consider why democracy transition countries are in trouble as well as the conditions under which democracies can function and survive best to transit become to the democratic states. Democratization can occur anywhere even the most unexpected countries thus it is important to note though consolidation and stable democracies are hard to achieve due to ineffective governments in the associated countries. The answer to the argument that is raised above will point to essential areas needed in ensuring that the development ought to be successful. These can be described as the conditions for venturing into a stable democracy and ensuring that the development is a success. This condition includes the countries having a relatively high and stable level of the economy, having a vibrant civil society and a strong civic authority. For the non-democratic country to have a smooth transition, it is necessary for them to have a strong civil authority as well as a firm level of the economy. These necessary conditions are characterized by the old and stable democracies that have stable democracies (Juan J Linz and Stepan, 269). However, they remain not the only things that are lacking in the most of transitioning and third wave countries. Rather, another the attributes that these states are lacking is the provision of a coherent and stable functioning state. Democratization in a country is likely to become a success when the new state regime is distinguished from the former regime.  

The Non Traditional Student

The Non Traditional Student This chapter reviews relevant studies and literature on the experiences of nontraditional students as they make their way towards the completion of their undergraduate degree. An overview of the characteristics of nontraditional students compared to traditional students is made. Furthermore, the barriers towards completion and the support systems needed are examined for nontraditional female students. Finally, theoretical and empirical literature on barriers experienced and the support systems helpful in overcoming barriers towards completion are presented. The Non-Traditional Student in the 21st Century While the higher education system is designed to reflect the needs and experiences of traditional students (Choy, 2002), the influx of non-traditional students has spurred adjustments within higher education (Bowl, 2011). College recruitments and operations still revolve around the traditional student as evidenced by Web pages, campus newspapers, admissions information, and even administrative hours (Hagedorn, 2005). Studies have even purported to the traditional path toward an undergraduate degree as exception, rather than the rule (Horn Carroll, 1996, p. 14). Nonetheless, despite the fact that mature students aged 25 years old and above are now becoming a common sight in college and university campuses, their concerns are still not properly addressed by higher education institutions (Kilgore Rice, 2003). Studies focusing on the experiences and needs of adult learners and nontraditional students have been conducted since the early 1980s (Cross, 1981; Bean Metzner, 1985). Despite the empirical attention the subject has gained, operational definitions used in the studies have varied considerably, hence, the lack of a consistent definition of the nontraditional student (Bowl, 2001). In the U.S. context, the Department of Education (2002) has defined the nontraditional student as having the following characteristics: 1) delayed enrollment, 2) part-time enrollment, 3) financial independence, 4) full-time employment while enrolled, 5) dependents, 6) single parent, and 7) high school graduation status. Further to this, Horn and Carroll (1996) placed the nontraditional definition along a continuum and suggested that those possessing one of the above-mentioned attributes are considered minimally nontraditional; those having two to three attributes are moderately nontraditional; and those havi ng four or more attributes are considered highly nontraditional. For this particular study, the group of interest is the highly nontraditional group particularly female, aged over 30 and below 61, with dependents, delayed enrollment in college, and employed full-time while pursuing a college degree. Both quantitative and qualitative studies on nontraditional students have more or less painted a common picture of some of their experiences. For in The picture presented by quantitative research is complemented by the insights provided by recent qualitative studies in which a variety of factors which seem to explored. Many writers refer to the extra commitments for which adult students have responsibility; for example, the logistics of running a family and managing family care arrangements, problems with access to library facilities and feelings of isolation often feel tensions between course and family commitments (Ashcroft and Peacock 1993). In addition, mature female students may experience particular problems when family members do not accept the personal growth that takes place as a result of and competing demands, the high level of commitment of mature students is often cited as a contributory factor to the good performance of these students (Powell, 1992; Bullough and Knowles, 1990). Additionally, some older students come to higher education with a powerful personal history of anxiety about a low school performance (Gardner and Pickering, 1991); mature students often feel they have not entered university by the normal way, but have come in through the back door, and consequently feel the need to prove themselves by doing as well as possible (Ashcroft and Peacock, 1993). Once adults have made the decision to enter higher education, they are faced with innumerable threats to their success. While traditional undergraduates are generally able to direct most of their energy toward their studies, older students, parents (especially single parents), and students who work full time have family and work responsibilities competing with school for their time, energy, and financial resources (Choy, 2002). Unlike their more traditional counterparts, nontraditional students often encounter situational, dispositional, and institutional barriers to persistence with little or no support services available to them from their school (Kilgore Rice, 2003). However, when preparation and life-skills are taken into account, traditional students seem to be less prepared for higher education. Many students perceptions of higher education are skewed and based on stereotypical assumptions. These perceptions are typically based on their experiences in secondary education. Many believe that college will be moderately difficult academically, and extremely exciting socially (Laing 2005). Traditional students also perceive the teachers and learning environment at a higher education institution to be similar to their high school. This often results in many students (due in part to their previous educational experiences) will have entered higher education without having taken responsibility for their own learning (Laing 2005:170). A study performed by Bowl (2001) points to the need for institutional change if non-traditional students are to thrive within a system that purports to be directed toward widening participation (p. 141). Bowl (2001) found that non-traditional students are frustrated with the lack of change and improvements that their respective higher education institutions are will to make. Entering into higher education, for non-traditional students can result in a feeling of powerlessness, as well as a struggle for personal, academic, financial and emotional survival (Bowl, 2001, p. 142). The definition of a nontraditional student varies. This study utilized Horns (1996) classification strata, which defined a nontraditional student as an individual who, at a minimum, possesses one of the following characteristics: (a) has delayed enrollment following high school graduation, (b) is a part-time student for at least a part of the academic year, (c) works 35 hours or more per week while enrolled, (d) is considered financially independent under financial aid qualification guidelines, and (e) is a de facto single parent. Horn (1996) delineated nontraditional status as minimally nontraditional (possesses only one characteristic), moderately nontraditional (possesses two or three characteristics), and highly nontraditional (possesses four or more). A traditional student was defined as one who, upon completing high school, immediately enrolled full-time in college, relied upon his or her parents for financial support, and did not usually work during the school year. Barriers Experienced by Non-Traditional Students Susan Weil (1986, 1989) examined the impact of informal learning on non-traditional students expectations and experiences of higher education entry. She described the disjunction between the home and early schooling experiences of research participants and how this disjunction may also be felt by those moving into higher education. According to her, entering higher education can be a shock, accompanied by a sense of personal powerlessness. Evidence from other research with non-traditional students, indicates that higher education is experienced in different ways than by standard, 18 year-old entrants (Macdonald and Stratta, 1998; Pascall and Cox, 1993). It is seen initially, at any rate, as a struggle for personal, academic, financial and emotional survival. Situational Barriers Family, job, and finances all play a part in determining situational barriers. Household income, the number of dependents in the household, and the financial aid received by the students are all variables that determine the persistence rate of adult students (Carney-Crompton Tan, 2002). Although other variables can be negotiated, income levels cannot. The basic needs of the family, like food and rent or mortgage, take a priority over educational expenditures. Time and energy spent trylng to make ends meet, for example, can drain the most dedicated student. Additionally, parents feel guilt about being unavailable when their children need them with mothers of children younger than thirteen feeling the most role conflict (Terrell, 1990). The age of the children may well determine the persistence of women; those with older children may persist to graduation, whereas women with younger child may interrupt or stop their education (Carney-Crompton Tan, 2002). Both a blessing and a curse, employment may have a positive psychological effect on adults, but at the cost of most of their spare time. In addition, nontraditional students my have to make career compromises for the sake of both their families and their academic work (Terrell, 1990), leading to health and financial consequences. Women are often laden with a disproportionate burden of household tasks and caregiver responsibilities (Carney-Crompton Tan, 2002) when attending college. Managing multiple roles may be a source of stress for nontraditional female students. Parents may feel guilty about being unavailable when their children need them, with mothers of children under thirteen reporting the most conflict (Terrell, 1990). Women with older children may persist to graduation, whereas those with younger children may interrupt their education to fulfill family responsibilities (Carney-Crompton Tan, 2002; Home, 1998). Jacobs and King (2002) name several reasons why nontraditional females over age 25 are at-risk of leaving college before degree completion. The biggest risk for older students is part-time attendance. Nontraditional female students without children and attending college full-time have about the same chance of completing college as those in their early twenties. Jacobs and King believe that older women, enrolled part time, who delayed entry into college, and who have become mothers are much less likely to complete their degrees (p. 222). Dispositional Barriers Dispositional barriers are intrapersonal and, consequently, much harder to define. Full-time students report role overload, and student, family, and job demands all contribute to role contagion (Home, 1998). Many full-time students are unable to full anticipate the effects of their combined role demands. In contrast to jobs with fixed hours, student and family demands never seem to end. Increases in roles, demands, and time conflicts are associated with high stress, anxiety, and depression for adult female students (Carney-Crompton Tan, 2002). Because adult students may never find a cohort of similar students with whom they can connect socially or emotionally, support from family and friends is essential when adults are making the decision to stay in school or to drop out. Carney-Crompton and Tan (2002) report that traditional-aged students have more supportive individuals available in their lives than do adult students. Nontraditional students have little or no time to make connections on a college campus. One caring person who answers questions and offers advice may be viewed as a life preserver in a sea of stress and confusion; however, it may be difficult for older adults to find a suitable mentor. Learners construct their experience in the context of particular social settings, cultural values, and economic and political circumstances. As well as being the foundation for learning, experience also distorts, constrains and limits. One example of the limiting power of experience was manifested through the LAST students negative attitude to aspects of the course in terms of content and process. The former was said to be too abstract and the latter too formal and didactic. The issue here, therefore, was one of disposition towards the course. ( Bamber Tett, 2000) Institutional Barriers When asked about the lack of student support services available to nontraditional students at UW-Stout, a representative from the Admissions Office described a fundamental institutional barrier: Schools are not structured to accommodate adult students. (Personal communication) Institutional barriers are systematic barriers that exclude adults or make it difficult for them to successfully navigate through their higher education (Kilgore Rice, 2003). For example, office and class hours that do not meet the needs of students who work and/or care for family members. Adult students may show up for evening and weekend classes and find darkened building whose only lighting is the classroom for the course. The business, financial aid, academic advising, and other student support offices have been closed since five oclock. This example illustrates a lack of not only understanding about the needs of adult learners but also awareness of the students themselves. Even the way assignments are giv en in classes might be considered an institutional barrier and unusually stressful for nontraditional students; for example, group work. Using small groups in student cooperative learning enterprises has become a major trend in American higher education (Cheng Warren, 2000). Despite this increase in frequency, a pilot-study conducted at University of Wisconsin-Stout revealed a litany of complaints by students about group projects (Droege, 2006). In fact, the term grouphate has been coined to indicate the negative attitude that many students have about group work (King Behnke, 2004). This attitude stems from the feeling that group work implies a loss of individual control resulting, in part, from the need to spend time tutoring less competent group members. In most cases, the only way to combat this lack of control is to assume full responsibility for completing the assignment on your own. Ultimately, whether you choose to take control of the group or the leadership role is thrust upon you, there is an added degree of stress that is absent from the other members of the group (Droege). On the plus side, research also confirms a number of benefits to group work. Among others, those benefits that have been identified in the literature include the following: students learn teamwork skills, improve their critical thinking skills, gain more insight about a particular topic, and further develop their social skills. Studies show that employers want college graduates to have developed teamwork skills, and advocates of collaborative learning suggest that this educational strategy affords students a first-hand experience to gain these skills (Payne, Monk-Turner, Smith, Sumter, 2000). Furthermore, it is believed that group projects can effectively serve as a bridge between the academic community and the business world (Page Donelan, 2003). Ideally, working with their peers as part of a group, students will learn decision making skills and how to communicate more effectively with one another. These findings have important practical implications. As suggested by Zepke and Leach (2005), the crucial importance of building relationships also requires the institutional culture to adapt. It is important that the teaching staff help the non-traditional students understand the value of proactive behavior in their university life, through specific tutorial initiatives. Multi-role students who have little time for university activities may sometimes find it difficult to identify the best behaviors to achieve academic success. If setting aside time for oneself has proven to be one of the most frequently cited difficulties among the interviewees, helping these students to recognize the value of investing in social relationships in the community could be an important objective for the university. Research exploring the reasons for student withdrawal tends to conclude that there is rarely a single reason why students leave. In most cases, the picture is complex, and students leave as a result of a combination of inter-related factors. The most comprehensive national survey of students withdrawing from university was conducted by Yorke in the mid-1990s (n = 2151) (Yorke et al 1997). It identified the five most significant reasons for student non-completion: incompatibility between the student and institution, lack of preparation for the higher education experience, lack of commitment to the course, financial hardship and poor academic progress. Yorke and Longdens more recent survey (2008) identified the following seven factors as contributing to early withdrawal: poor quality learning experience; not coping with academic demand; wrong choice of field of study; unhappy with location and environment; dissatisfied with institutional resourcing; problems with finance and employment ; and problems with social integration. Davies and Elias (2002) obtained similar findings (with a sample of over 1 500 students). In their survey, the main factors for leaving were: a mistaken choice of course (24%), financial problems directly related to participating in higher education (18%), and personal problems (14%). More recently, the National Audit Office (NAO) (2007) identified seven types of reasons why students withdraw: personal reasons, lack of integration, dissatisfaction with course/institution, lack of preparedness, wrong choice of course, financial reasons and in order to pursue other opportunities. In summary, the reasons for early withdrawal are. Levels of Support Connecting Classroom Student support includes academic support, skills development, pastoral support, financial information, advice and support. Support may be delivered by dedicated, professional staff (e.g. student services), by academic staff (e.g. personal tutor), by peers (e.g. via mentoring schemes) or via the students union. There are different models of providing both academic and pastoral support: separate, semi-integrated and integrated curriculum models (Warren 2002, Earwaker 1993). Integrated approaches are favoured, as research shows that many students who would benefit from academic and other support services are reluctant to put themselves forward (Dodgson and Bolam, 2002). Personal tutoring is central to establishing a relationship between students and the institution, and providing a first point of contact (Dodgson and Bolam 2002, Yorke and Thomas 2003, Thomas and Hixenbaugh 2006). Teacher Support Work on personal tutoring has drawn on institutional research and evaluation of practice (Thomas and Hixenbaugh 2006). These studies are remarkably consistent in finding that:  · tutoring enhances many students learning experience and improves retention, progression and success  · traditional models of tutoring are no longer appropriate or fit for purpose  · new models of tutoring should be student-centred, integrated into the curriculum, connected to professional services and proactively engage students, especially as they make the transition into HE  · staff need to be involved in the development of new tutoring systems, and provided with guidance, training and support to enable them to fulfil their new roles, in a wider range of contexts and modes of delivery. Other research on academic study support also identifies the value of integrated or semi-integrated approaches (see below). Curriculum development is at the heart of what institutions can do to improve student retention and success. For many students, their academic interactions are the only way in which they interact with the institution, so that learning, teaching, assessment and course content become central to students experience and their decision to stay or leave early. In particular, research evidence points to the importance of: i) Active learning and teaching strategies ii) Formative assessment iii) Relevant courses iv) Integrated personal tutoring and study support v) Flexible learning i) Active learning and teaching strategies Many efforts to improve student retention and success via learning, teaching and assessment approaches focus on promoting greater student engagement in the classroom. This is primarily being undertaken by moving from largely teacher-centred approaches towards student-centred learning practices. There is a consensus that interactive as opposed to didactic teaching improves academic success and promotes the inclusion of learners who might feel like outsiders (Bamber and Tett, 2001; Haggis and Pouget, 2002; Thomas, 2002; Parker et al, 2005). Student-centred learning conceives of students as playing a more active role in their learning processes, and drawing on their existing knowledge, previous experiences and personal interests to enhance engagement, course commitment and retention on the programme. De Corte (2000) (in the context of Belgian schooling) identified the following features of a powerful learning environment. It should:  · include group discussions of both the content and the process of learning and studying  · provide authentic tasks and realistic problems that have personal meaning and future use  · initiate and support active and constructive learning processes (conceptual understanding) and  · enhance students awareness of their own cognitive processes and their ability to control their motives and feelings (cognitive and volitional self-regulation). Active learning is often associated with experiential, problem-based and project-based learning, and other forms of collaborative learning, and less reliance on the large lecture format. Boud and Feletti (1998, p2) identify the key features of a problem-based learning approach as:  · using stimulus material to help students discuss an important problem, question or issue  · presenting the problem as a simulation of professional practice or a real-life situation  · appropriately guiding students critical thinking and providing limited resources to help them learn from defining and attempting to resolve a given problem  · having students work co-operatively as a group, exploring information in and out of class, with access to a tutor who knows the problem well and can facilitate the groups learning process  · getting students to identify their own learning needs and appropriate use of available resources  · reapplying this knowledge to the original problem and evaluating their learning processes. Vincent Tinto has promoted the idea of learning communities as a way of facilitating student engagement both academically and socially. For example, by registering students for the same course or having all new students study the same topic, the entering students form their own self-supporting associations to give each other academic and social support (Tinto, 2000, p28-9). In Tintos work, students found that learning communities had academic and social benefits that impacted positively on student achievement and persistence (Tinto 1998, Tinto 2000). Formative feedback is integrated into the learning experience, and so does not detract from discipline-focused teaching, and it also reaches all students, not just those who have the knowledge and confidence to seek support. Furthermore feedback on formative assessment provides a vehicle for interaction between students and staff, thus helping to develop student familiarity and confidence to approach staff for additional clarification and guidance if necessary. Feedback information can also be used by staff to realign their teaching in response to learners needs (see Russell 2008). Life-World Environment Family Nontraditional students need opportunities to interact with faculty, staff and peers regularly. One of the participants in this study felt that faculty and staff should make themselves more available to students who may have questions or need extra help with assignments. The participant recalled a time when she could not locate any faculty or staff members to answer her question. The experience was incredibly frustrating as the student walked from office to office in search of answers. Departmental faculty and staff should participate in the monthly student forums to answer questions that students may have. Monthly student forums also provide an opportunity for peer interaction among students. Family has been identified as the primary source of support for nontraditional female students. To emulate this type of support, teacher education programs can attempt to create a family atmosphere within the program. A family atmosphere has to be created in every class to build a sense of community among students. The thought of completing two years of coursework individually or as a cohort may be overwhelming for some students. Students have to complete courses one at a time and may need the support of others to do so. Communities are the contexts in which people connect with each other. When nontraditional students feel connected to a place, they tend to invest in their learning (Larrotta, 2009). Social Engagement Harvey and Drew (2006) found that, although social integration is thought to be crucial to student retention and success, it is given comparatively little attention within institutions for example the forming of friendships and the impact of the locality and its social (non-university) facilities are not considered. In the US context, Tinto has established learning communities that study together and these have promoted social, as well as academic, integration. Thomas et al. (2002) found that student services can play a role in promoting social interaction by helping students to locate each other (e.g. mature students, international students etc), by providing social spaces, by offering more flexible and affordable Accommodation options and by compensating for the informal support usually provided by networks of friends. Yorke and Longden (2008) also note the importance of accommodation and living arrangements. Theoretical Framework on Non-Traditional Students Retention This study incorporates two conceptual models (Cross, 1981; Donaldson Graham, 1999) in order to develop a theoretical framework that will examine how nontraditional female students complete their journey towards their college degree. More specifically, this study is concerned with identifying the barriers experienced by these students and in understanding how differing levels of support was helpful in overcoming such barriers. Cross (1981) categorized barriers to participation in adult learning into three areas: institutional, situational, and dispositional. Cross categorization of barriers is one of three works used to form a theoretical framework for the present study. 1. Situationalthose that arise from ones situation or environment at a given point; 2. Institutionalthose practices and procedures that exclude or discourage adults from participating in organized learning activities; and 3. Dispositionalthose related to the attitudes and self-perceptions about one-self as a learner Within the international literature on student retention in higher education, a paradigmatic theoretical framework (Braxton Hirschy, 2004) is Tintos Interactionalist Theory. This theory, in its various revisions (1975, 1988, 1993), identifies the main predictive factor as the level of integration reached by the student in the social and institutional context of academia. In relation to the synthesis proposed by Braxton, Milem, and Sullivan (2000), much empirical evidence currently particularly supports the hypothesis that the degree of the students social integration in the campus community influences the level of commitment during the academic journey and thus the likelihood of successfully completing that journey. However, this model was developed mostly in relation to traditional students and to residential academic contexts, and doubts have been expressed about the validity of generalizing its constructs to explain attrition among non-traditional students (Bean Metzner, 1985; Cabrera, Nora Castaneda, 1993; Donaldson, Graham, Kasworm, Dirkx, 1999; Sandler, 2000; Taniguchi Kaufman, 2005). Donaldson and Grahams (1999) model of college outcomes for adults proposed a framework to examine and assess the key elements affecting the learning of undergraduate nontraditional students. The model takes into consideration the adults preexisting conditions and motives, cognition, classroom engagement, influences of reallife experience, and the outcomes that they observe and experience as a result of college experiences (Donaldson, Graham, Kasworm, Dirkx, 1999). The model draws on the work of Kasworm (1995) who investigated adults experiences and outcomes from undergraduate education. The model examines the relationships among six major elements related to adults undergraduate collegiate experiences: (a) Prior Experience Personal Biographies, (b) Psychosocial and Value Orientations, (c) Adults Cognition, (d) the Connecting Classroom, (e) the Life-World Environment, and (f) the Outcomes. The Connecting Classroom is the central avenue for social engagement and for negotiating meaning for learning. Adults use the classroom to define the separation between academic and life-world knowledge structures (schemata). They use academic knowledge structures to illuminate and elaborate existing life-world structures and transform both real-world and academic knowledge structures into new, integrative structures and meaning. For nontraditional students, the classroom defines the college experience (Kasworm, 1997). The classroom serves as the pivotal hinge with adults utilizing their various roles in life such as student, worker, citizen, and family member to make meaning of their college experience (Kasworm, 1997; Donaldson Graham, 1999). The Life-World Environment encompasses current work, family, and community situations and settings or the different roles and contexts in which adults work and live. Adults have out-of-class social settings that support their entrance or return to higher education; individuals in these settings include family members, coworkers, supervisors, and community members. These levels of support can detract from or enhance the elements of the psychosocial and value orientations component when adults engage in collegiate experiences (Donaldson Graham, 1999). Summary

Analysis of Bruce Springsteens Song Devils & Dust Essay -- Song Music

Analysis of Bruce Springsteen's Song "Devils & Dust" In times of war it is quite common for people to start questioning their values and their actions and be unsure of the path they are taking. This is common because to protect our values we often are told that we have to take actions that conflict with those values. One example would be how to protect our liberties we must sometimes restrain those liberties during treacherous times. However, the ultimate question is whether or not going against the very values we stand for is a hypocritical and wrongful action plan. Bruce Springsteen approaches this very issue in his song â€Å"Devils & Dust†, from the CD with the same title, and he subtly criticizes how the United States is betraying its values. Springsteen wrote â€Å"Devils & Dust† during the Iraq War. He has been openly against the war and has been quoted saying to Rolling Stone, â€Å"As the saying goes, "The first casualty of war is truth." I felt that the Bush doctrine of pre-emption was dangerous foreign policy. I don't think it has made America safer.† The song itself could be interpreted as a soldier’s point of view about the war but overall it stands as a critique on our society betraying its own principles. The first couple of verses in the song already evoke the image of a soldier stuck in a war. â€Å"I got my finger on the trigger / But I don’t know who to trust† could be understood as a soldier’s experience in war but it could also have a deeper meaning. It could also signify that our society has to make these important choices that will end up affecting people’s lives but it is all too ambiguous, there just isn’t any certainty. We are left w ith the desperate feeling of not knowing what to do, not knowing wh... ...ty and privacy are essential for it. Also, I am a dual citizen and in my other country, which is Brazil, we are still somewhat haunted by the shadow of a dictatorship that just ended in 1987. So I know people who have suffered the consequences of lack of liberty. Even so sometimes I am doubtful of my opinion, even though I try not to express it often and defend liberty as much as I can. Whenever I see some terrible act, whether terrorist or governments do it, I think if there would be a way to stop that with restrictions on certain liberties and more surveillance. However, if we do that, if we overreact, we destroy our values, destroy a part of ourselves and fill our soul with devils and dust. Works Cited Springsteen, Bruce. â€Å"Devils & Dust.† Devils & Dust. Columbia Records, 2005. Springsteen, Bruce. â€Å"We’ve Been Misled.† Rolling Stone 22 Sep. 2005

EPA †Policy-making in the Federal System Essay

The federal government enacted the Clean Air Act, so as to protect the citizens of the United States. At the same time Congress created the Environmental Protection Agency with its primary role of regulating and the enforcement of environmental policies at the state and tribal levels. A brief history on air pollution, in October 1928 in the industrial town of Donora Pennsylvania a thick cloud formed. This thick cloud lingered for five days, causing sickness in 6,000 and killing 20 of the town’s people. And in 1952, over 3,000 people died in London to what is known as the â€Å"Killer Fog†. These events alerted the federal government to the dangers that can come from air pollution and the public health issues that can arise from pollutants in the air. The original Clean Air Act of 1963 was passed, establishing funding for the study and cleaning of air pollution. The United States Environmental Protection Agency (EPA) was established and began operating on December 2, 1970. The EPA’s primary responsibility is enforcing and regulating the laws, these regulations and laws are for protecting the environment and public health. The EPA is a regulatory agency that Congress has authorizes to write regulation that explains the critical details that are necessary to implement environmental laws. (epa.gov/laws-regulation) The Clean Air Act – 42 U.S.C.  §7401 et seq. (1970), regulated air emissions from stationary and mobile sources. With the approval of this Act the EPA was able to establish the National Ambient Air Quality Standards (NAAQS) which regulates emissions of hazardous air pollutants that can harm public health. The Energy Policy Act – 42 USC  §13201 et seq. (2005) addressing energy  production in the United States, such as Energy efficiency; Renewable energy; Oil and gas; Coal; Nuclear matters; Vehicles and motor fuels. This Act provides loan guarantees for entities that develop or use inventive was that avoid producing greenhouse gases. Another provision of the Act increases the amount of biofuel that must be mixed with gasoline sold in the United States. (epa.gov/laws-regulation) America’s federal environmental laws set national standards, and on the condition that a state can shoulder the crucial task by enforcing these standards, they do by adopting laws that are as severe as the federal laws. Many states have assumed these responsibilities of enforcing the national standards by giving responsibility of specific programs throughout agencies within the state. The federal government is the overseer that enforces all cases and supervises the states’ activities while also monitoring state and the tribal operations of the Environmental Protection Agency programs. The Environmental Protection Agency supports the states and tribes to achieve effective enforcement and environmental compliance, and maintains support approved state programs through grant funds, and involvement. The Environmental Protection Agencies and state agencies make active efforts to educate the regulated community. A numerous compliance assistance tools have been put in place to help business, industry and state governments to conform to the environmental requirements. Web sites have been developed; hotlines, workshops, compliance training, fact sheets, and additional compliance guidelines are given to the regulated community. The Clean School Bus Program unites businesses, education, transportation, and public health organizations to encourage actions to stop the unnecessary idling of public schools busses. Modifying old schools busses with better emissions control technologies and proving cleaner fuels. The EPA is publishing a proposed rule designed to reduce air pollution, in 2017 the Tier 3 design would set new standards for vehicle emissions criteria and lessen the sulfur found in gasoline. This new rule would reduce tailpipe and evaporative emissions. The lower sulfur gasoline will improve  fuel economy by reducing gas consumption as well as reducing greenhouse gas (GHG) emissions. The Environmental Protection Agency seeks to provide a healthy environment. By partnership-building with states and communities the reduction of environmental pollutants becomes a joint venture. References: Retrieved from: http://www2.epa.gov/laws-regulations/summary-energy-policy-act Retrieved from: http://www.epa.gov/otaq/documents/tier3/420f13016a.pdf Retrieved from: http://www.epa.gov/air/caa/peg/understand.html

The Wolf From Within essays

The Wolf From Within essays Being a monster is monstrous enough...but being a monster when you want to be a regular guy is a tragedy. This holds true for two men Will Randall-chief editor of a New York publishing office- in the 1994 horror movie Wolf and Larry Talbot-an American educated son of London astronomer Sir John Talbot- in the 1941 horror movie The Wolf Man. After being bitten by a wolf, they both began to experience the transformation into a werewolf. It is said that once someone is bitten, if that person was evil in their ways before being bitten, they will be just as evil as a werewolf. This helps to explain why these two men leading different lives-but going through the same change, displayed so many different characteristics. Will is what one might call a civilized man. He is a chief editor of a New York publishing office. He is married with no children. The type of man who puts others before himself. After being bitten, the first changes are apparent as he sleeps all day and is awake all night followed by the sudden acuity of his sensory perceptions. He gains the ability to read without his glasses. He can smell an early-morning nip of tequila on a co-workers breath from the other side of the corridor and hears soft voices coming from another floor. He has the ability to sniff his wifes dress and identify the scent of his wifes lover. Wills personality also takes a shift; he is no longer a meek, easygoing man. Will becomes decidedly wolfish in fighting for his job after his firm is taken over by business tycoon Raymond Alden who degrades Will and brings a weasel like sycophant Stewart Swinton into replace him. Will also gains a measure of courage when it comes to dealing with the members of the o pposite sex, as is displayed when he catches his wife cheating on him. He begins to take a liking to his bosss daughter, Laura (who in the end ...

Old Girls Twitter Essays

Old Girls Twitter Essays Old Girls Twitter Paper Old Girls Twitter Paper To Tweet, or Not to Tweet My sixty-two year old father asked me about â€Å"tweeting† several weeks ago. Naturally, I thought to myself, what the hell is my father doing asking me about twitter, he doesn’t even own a computer. I assumed that he had seen a newspaper article about it or heard it on the news. I stood correct. Twitter has become new media phenomenon and let’s be honest- who doesn’t have a Twitter account these days? In defense of Twitter by Caroline McCarthy and Do I Really Have To Join Twitter? By Farhad Manjoo were two articles that struck me as captivating. Personally, I’ve never found twitter all that appealing, and yet I still have an account. However, I am happy to report I’ve only â€Å"tweeted† twice in the past year. As soon as I created my account, I immediately regretted it. I wasn’t too fond of the idea that people were going to be â€Å"following† my tweets and they would be updated with unnecessary complaints or food choices of the day. Farhad Manjoo seems to share similar thoughts on the subject. Commited Twitterers argue that the 140-character-or-less tweet represents the next great mode of human communication†¦Wait a minute-you want me to keep a perpetual log of my boring life for all of the world to see? † I agree. Twitter allows complete strangers to stalk your ideas and involve themselves in learing about your personal life. Creepy? Just a little. Manjoo argues whether or not there is a point to Twitter, needless to say, not one valid point was made. Manjoo’s article made a second compelling point. It is an alien form of communication. Micro-blogging mixes up features of e-mail, IM, blogs, and social networks to create something not just novel but also confusing, an doing it well takes some time and patience. † I’ve seen my friends on their Twitter accounts, and they will sit in front of their computer for ten minutes or so, just to write a three sentence statement about their life, trying to make themselves sound a lot more intriguing to their â€Å"followers†. In their defense, I can recognize why they wouldn’t want to sound tedious or dull, but there are certainly better things they could be doing with that ten minutes of their time. When I read over the article In Defense of Twitter I couldn’t help but laugh because although my mind generally doesn’t accept the idea of Twitter, everything in the article seemed to make valid points, while they may seem contradictive to the previous article. â€Å"The beauty of Twitter is that, unlike a full-out blog, there’s no obligation to be philosophical, thought-provoking or grammatically sound. Because it doesn’t require that kind of extra effort, it’s great for people like me who want to jump on the social-media bandwagon but don’t have the time to set up something elaborate on WordPress. I can understand this to an extent. Some people enjoy blogging in general, and since there are â€Å"apps† for Twitter, you can do it straight from your phone. For people who lead a chaotic, busy schedule filled with kids, jobs and extracurricular activities, I can see why Twitter would be an escape or even fun for that matter. McCarthy do es argue however, that people reveal sensitive information that doesn’t need to be broadcasted to the whole social networking system. Childrens’ names and exact locations for example, should not be included in the 140 character long tweet. I totally agree with her points, in my opinion personal information and personal emotions for that matter should be kept outside of the blogging world. A couple months ago, I accidentally, (I guess it was more of me being nosey than being accidental) stumbled upon a Twitter page that wasn’t private, and I didn’t happen to like the user of the page all that much for personal matters. Within two minutes of reading this nine-teen year old girls Twitter, I found out that she smoked marijuana around her seven month old baby, she needed a babysitter to go to a party that night, and she had a six pack of Twisted Tea in her trunk. I’ve never actually met this girl, unfortunately I just know of her from mutual friends. Good first impression? I don’t think so. People also forget the fact that many employers are involved in social networking sites. If you’re going to be putting inappropriate tweets, you might want to think about adjusting the privacy settings- just a thought. Facebook, MySpace, Live Journal, Skype, AIM, and Twitter included are not for everyone. â€Å"I’m of the opinion that no piece of social-media software is for everyone, and Twitter is no exception. I have friends who are so frustrated by Twitter’s lack of functionality and frequent site outrages that they’ve given up on it altogether. † Certain people aren’t comfortable with sharing there thoughts with their close friends, let alone the whole realm of Twitter. I suppose it all depends on the individual, but let’s be honest; no one needs to know that your new conditioner smells like apples. All in all, I think twitter is pointless. However, I understand why people enjoy the concept. I think an unbelievable, unnecessary portion of society is wasting their time with pointless social blogging, but who am I to say it’s right or wrong. I enjoyed the two articles’ distinction, and reading other peoples opinions and reasoning’s is a good way to acquire a better understanding as to why society is so obsessed with the idea of micro-blogging. There’s tweeting now, what will come next?

Research Paper- Analyzing a contract Paper Example | Topics and Well Written Essays - 1000 words

- Analyzing a contract - Research Paper Example This particular contract is being used so as to act as a formal agreement between the tenants or flat mates sharing the house as guidelines on how to meet the costs of staying in the house. The contract is also being used in policies and regulations pertaining to the stay in the house. There are third parties involved in this contract. One of them is the landlord of the flats and house being shared. His or her role is to oversee that the agreements signed by the parties involved are in favor of his flats and houses. The other flat mates not in this agreement may also act as witnesses to the contract in case of breach. This flat or house sharing agreement is governed by the law of tenancy. For example, the law stipulates that the premise belongs to the landlord and he or she reserves the right of acceptance of the tenants. The landlord owes the tenant security and care while staying in his or her premises. However, the tenants cannot sublet the premise unless stated otherwise in the t enancy agreement. The laws indicated in the Residential and Tenancies Act 1986 governs this contract. The laws and regulations governing tenancy applies in this contract fully. The flat or house sharing agreement will observe the Residential and Tenancies Act 1986 since the agreement lies in that act. ... t payable by each party, the bond to be paid to the head tenant and other terms such as; the termination of the agreement, receipt of notice room the landlord, keeping of pets within the premise, expenses of telephone toll, expenses of electricity, food, gas, water and other bills received, removal of any fixtures or chattels from the premises, the fate of the agreement, and what happens in the event of a dispute. These terms applies to all the parties at equal capacity without any discrimination of a party. Any party who breaches any of these terms is treated equally if the other also fails to observe any of the terms. Factors that lead to the termination of the contract are also highlighted in the contract making it a very fair agreement to all the parties involved as well as the third parties. The flat or house sharing agreement is completely integrated on the details that pertain to the nature of such contract. The contract in question has all the parole evidence that may be used to question the issues of the contract. Some of those evidences include the identity details of the parties, the address of the rental property and premise, the terms and conditions governing the sharing of the premise, as well as the parties involved which indicate their commitment to the contract. The third parties such as the landlord shows that the agreement has a parole of evidence and is fully integrated with all the element of a contract such as the informed consent of the parties involved, the witness, the capacity of the parties, the terms are also clearly indicated as well as the personal details of the parties. This contract of the flat or house sharing agreement allows for the assign ability of rights of the parties involved in this case the flat mate and the head tenant. The

Pre lab springs Assignment Example | Topics and Well Written Essays - 250 words

Pre lab springs - Assignment Example The theoretical y-intercept in the standards equation of a straight line compares (corresponds) to the determined value of T2. The slope (constant) is normally represented by the value of m in the standards equation of a straight line and in this case corresponds to K d. c. Again, compare the standard form of the equation for a straight line and the result for part (a), what should the theoretical value for the y-intercept be in terms of constants and the dynamical spring constant k d and m0 the effective mass of the spring? In terms of the y-intercept (and other known values), what is the value of the effective mass of the spring m0? As argued above, the standard equation of a straight line is y= mx +c. This equation implies that y is the same as c since it is the value where the line cuts the y-axis. C is the intercept on the y-axis. In comparison, if T2 compares to y, and T2=1.61, then it means that the straight line of the graph of T2 against m cuts the x-axis at 1.61. This value depends on the constant K d, since the spring constant results from the resultant forces applied on the spring, the restoring force and the mass, mo applied on the