Is Free Trade Desirable? Essay

The first part of this essay will be aimed towards understanding the concept of globalisation. We will analyse the various advantages and disadvantages that arise as a result of globalisation. The second part of the essay will concentrate on investigating the benefits and drawbacks that arise from the free trade. In order to devise an accurate and informative response to the essay question we must first understand the concept of globalisation. Globalisation is about what is happening to economies on a world scale. Although the idea is not often clear, everyone who talks about the concept recognises that the countries of the world tend to divide into two groups: those with developed economies and those that are sometimes referred to as developing countries. The economically developed countries have modern industries and technologies (the U.S, Japan and the countries of western Europe). The developing countries (most of Asia, Latin America, and Africa) have more lower incomes and large groups of impoverished people, especially peasants. However some countries are in between and have characteristics of both kinds of economies (for example, states of the former Soviet Union and Eastern Europe). The economic interactions of globalisation are fundamentally about big capitals of the developed countries that operate around the world. These are sometimes called multinational corporations; these dominate the economies of the developing countries along with a handful of global agencies such as the International Monetary Fund, the World Trade Organisation and the G-7 central banks. The results affect the majority of the working population in the developed countries, as shown by issues like runaway factories, satellite-linked offices and the attack on social welfare programs in the name of the free market. The term globalisation was originally started in the 1960’s to describe  international capital flows. Today however, globalisation is not just capital flow, but a revolution to make individual nations part of a global village, under one legislation. Basically, it’s to remove the distance between countries. As a result, it’s also the restructuring of everything, from politics, to the economy, to make it part of a global economy. The defining characteristic of globalisation is a free market capitalism and trade liberalisation. The consequences of these changed however, have not been discussed and are under heated debate. While some people think of globalisation as primarily a synonym for global business, it is much more than that. The same forces that allow businesses to operate as if national borders did not exist also allow social activists, labour organizers, journalists, academics, and many others to work on a global stage. With the technological revolution, it is now a lot easier to do so. Advantages and Disadvantages of Globalisation The existence of trade has always been present between people and between countries. However since the 2nd World War trade in goods and assets has gained a larger significance everywhere. There are various advantages related to globalisation – first the foremost related to trade and investments spreading wealth and linking countries together, however simultaneously there are various negative consequences. Some of the main advantages are: Increased liquidity of capital allowing investors in developed nations to invest in developing countries. Increased free trade between nations. Corporations have greater flexibility to operate across borders. Increases in environmental protection in developed nations. There will be a reduction in the likelihood of war between developed nations. Greater independence of nation-states. Spread of democratic ideals to developed nations. There will be a reduction of cultural barrier, increases the global village effect. Faster and easier transportation of goods and people. There will be increased flow of communication allowing vital information to be shared between individuals and corporations around the world. The presence of global mass media will tie the world together. Some of the main disadvantages are: Corporations seek out for the cheapest labour, therefore there will be increased flow of skilled and non-skilled jobs from developed to developing nations. There is increased risk of economic disruptions in one nation affecting all nations. Corporate influence of nation-states far exceeds that of civil society organisations and average individuals. There will be a threat that the control of world media by a handful of corporations will limit cultural expression. Greater chance of reactions for globalisation being violent in an attempt to preserve cultural heritage. Greater risk of disease being transported unintentionally between nations. International bodies like the World Trade Organisation infringe on national and individual sovereignty. Increase in the chances of civil war within developing countries and open war between developing countries as they compete for resources. Spread of materialistic lifestyle and attitude that sees consumption as the path to prosperity. What are some of the benefits of globalisation as put forward by the pro-globalisation movement? At a global level, globalisation has many benefits. For some people, it has been seen as an alleviation of poverty. One such example is the use of labour in 3rd world countries. At world level, globalisation creates hundreds of millions of jobs, not unemployment. These are mainly in the developing countries, but they are only marginally at the expense of jobs in advanced countries. As a result, the extra income would go to food and an improved lifestyle for some of the people living in 3rd world countries. For an example, the Japanese motor industry, Honda is manufactured in Thailand, and the U.S. Nike sports wear clothing are manufactured in China and South East Asian countries. This can create more jobs in the poorer countries and it also helps the wealthier countries. Due to the lower labour costs, larger quantities can be produced at a lower price. According to the World Bank report, it has said that developing countries have experienced high income growth, longer life expectancy, better schooling, higher wages and fewer people living in poverty since becoming integrated in the global economy. Environmental protection could also be pursued at a global level. Where international impacts, international cooperation and technology innovation, each of which is enhanced by the process of globalisation, can significantly accelerate efforts to find solutions. One such example is the whaling in Japan. With the population whales in the world declining, Japan was pressured into a Whaling Ban Treaty. Through this process, the amounts of whales around the world have gradually increased. More fundamentally,  globalisation fosters economic growth, which in turn generates and distributes additional resources for environmental protection. Increased trade and investment also promote opportunities to exchange more environmentally efficient technologies, share good practices, and contribute to environmental capacity building, particularly in developing countries. Green house gasses are one example. Through the Kyoto Treaty, most of the world’s leading nations have signed a contract to reduce greenhouse emissions. Only America and Australia have not signed. What are some of the disadvantages of globalisation as put forward by the anti globalisation movement? In this utopian idea, there are still flaws and disadvantages; mainly concern the developing countries. Some countries are just not able to compete with the cheap labour costs of other nation. The reason why countries such as Russia remain not integrated with globalisation is because they would lose many jobs. They are not able to compete with the prices of foreign products and many of the local manufacturers would begin to close down. Employment, nationally, would decrease as the factories move to countries of cheaper labour costs. Also, Australia has suffered because of the lamb tariffs in the U.S. As a result of this, many Australian farms will become bankrupt. George Bush, though an avid supporter of free trade and trade liberalisation has puts tariffs on lamb to help the ailing U.S. farming industry. Such hypocrisy however, does not help promote the benefits of globalisation. Despite claims from pro-globalisation companies the globalisation helps alleviate poverty, the Oxfam Community Aid Abroad estimates the 60 countries, a third of which are African, have become poorer since 1990. But why? Before some developing countries can join the globalisation market, they have to meet a certain criteria before entering. This might include dismantling trade protection policies and privatising public assets. This would allow rich and powerful multinational companies to buy up everything at a cheap cost, which would leave developing countries without many assets. Free Trade The free trade debate has been a long and very much politicized one since its conception, with people split up into camps such as â€Å"Economic Liberalists† and â€Å"Neo-Mercantilists†. Whether or not to impose a free trade system between countries has caused much fear and confusion within the public. Will free trade be beneficial to all or will it cause unemployment in developed countries? Will it cause entire domestic industries to crumble under the pressure of cheaper foreign products or will it lead to more productive domestic markets and new jobs in booming export industries? Will it lead to a so called ‘race to the bottom’ in which countries compete for the most lax environmental standards and low wages so as to attract investment, or will it increase workers rights and wages in developing countries and encourage better environmental standards for all countries? These are just some of the issues looming the free trade debate. Economic Liberalists argue that free trade would be beneficial to all countries if each country exports goods that it has the comparative advantage in producing, and imports products that they do not specialize in producing. Thus maximizing profits in they’re own specialized exports and obtaining other goods cheaply from other countries. However, as Clive Hamilton observes (2002:61) the comparative advantage theory makes many assumptions that do not hold in reality. Assumptions such as the non-existence of unemployment, perfect competition and the overlooking of implicit cost such as pollution and damage to the natural word make this theory in applicable in the real world. Even so this theory remains the basis for pushing free trade in the global market. Hamilton also stipulates that producing just what appears to be a country’s â€Å"comparative advantage† is not always the route to the highest profits. For example, in the 1950s the percussor to the World Bank advised South Korea to produce what was in its â€Å"comparative advantage†; rice and silk. However South Korea ignored this advice and instead went on to invest in industrial markets like the automotive industry and today is generating huge profits as a result of this (2002:48). This suggests that free trade would lock countries down into producing goods that it appears to have the â€Å"comparative  advantage† in while locking them out from realizing potential in other, previously unexplored markets. Many free trade advocates also put forward the case that free trade encourages competition. Ellig argues that â€Å"By exposing domestic companies to diverse overseas competitors, free trade creates pressure to improve quality† (2000:20ff). This stipulates that the introduction of less expensive quality goods from other countries will cause domestic companies to re-think strategies and operate more efficiently to compete with the foreign product. Thus improving the domestic market for that product. Hetzel also discusses this in his article The Free Trade Debate: The Illusion of Security Versus Growth: Free trade is a major source that drives innovation. †¦the McKinsey Global Institute†¦.compared productivity for the United States, Germany and Japan in selected sectors†¦ For each country, the Institute found that sectors facing foreign competition were highly productive, while protected sectors where unproductive. For example, in Japan, food manufacturing and brewing are protected from foreign competition. In these sectors, output per man hour is only a third of that in the US. (1994:44) However there is a fear that foreign competition may not always be able to be met by domestic firms thus destroying entire domestic markets for certain products. For example countries that allow sweat shops, suppress trade unions, allow child labour and tolerate highly polluting production methods will always have an advantage over domestic markets such as textiles and clothing (Hamilton, 2002:62). This would prove to be detrimental to unskilled workers. Therefore there is a fear that free trade cannot be fair or advantageous to all countries until a set of minimum workers rights and acceptable production processes are imposed on all countries. This leads to another fear expressed in the free trade debate; the so called â€Å"race to the bottom† in which large mega-corporations would move into countries that would allow them to produce their products at a lower cost due to low wages, the acceptance of child labour and no pollution restrictions in production plants, in turn prompting other countries to  lower their minimum wages and environmental standards to keep themselves attractive to foreign investment. Hamilton argues that â€Å"by permitting environmental subsidies a country can gain an unfair advantage in the international marketplace† (2002:65). Hamilton sums up his fears when he states: We frequently hear business groups arguing that Australia cannot afford proposed restrictions on pollution such as greenhouse gas emissions or improvements in working conditions such as shorter hours because it reduces their â€Å"competitiveness† against countries that have lower standards. They often threaten to move their operations to those countries giving rise to pressures for a ‘race to the bottom’. What is needed is a system that applies pressure to achieve ‘minimum safety standards for all workers. (2002:48) This view is countered by economic liberalists who state that lower wages and pollution restrictions give countries only a small advantage in attracting investment. A common view is that the vast technological differences in developed and developing countries would make up for any advantage developing countries have by providing cheap labour and loose pollution restrictions (Hufbauer and Kotschwar quoted in Ellig 2000:22ff). Another view commonly held by pro-free traders is that increased trade with developing countries will create wealth, therefore increasing wages and working conditions in said countries (Ellig, 2000:23). The view that free trade would improve wages and working conditions in developing countries is seconded by Lukas in his paper â€Å"WTO Report Card III: Globalization and Developing Countries†. Lukas highlights that although workers in the export sector of developing countries earn far less and endure much harsher working conditions than workers in the same sectors of developed countries, the comparison being made should be what these workers earn in the export sector, in comparison to other, locally available opportunities. It then becomes evident that employees in the export sector of developing countries are making much more than is offered in local opportunities (2000:7). Another notable point, is that employees of large  developed-country affiliate corporations, while making much less then they’re developed-country counterparts, are also paid significantly more then the average wage of the country they live in (2000:7). Lukas makes a significant observation that â€Å"poor countries tend to move away from labour-intensive production as they scale the ladder of economic development†. For example, South Korea’s textiles and apparel industry constituted 40% of its exports in 1980, however, this figure dropped to 19% in 1993. Today South Korea is more focused on automotive and electronic exports than clothing, and therefore, average wages have skyrocketed (2000:7). Another crucial point raised by protectionists is the fear that free trade will lead to the exploitation of the environment, with developing countries willing to forego their natural resources in order to attract international corporations and investments in their countries. This leads to the fear that developed countries, will fall to competitive pressures and will lower they’re high environmental standards in order to remain feasible to investors, and this win turn, will lead to a massive global environmental deregulation (Lukas, 2000:9). However, this view is debunked by economic liberalists stating that environmental standards make up only a small part of the factors that businesses take into account when choosing a location to manufacture in (Lukas 2000:9). Lukas argues that: Such considerations as guaranteed property rights, a functioning legal system, a well-educated workforce, and sufficient infrastructure figure much more predominantly in the calculations of most entrepreneurs and business managers than do environmental regulations (2000:9). Another important consideration is that businesses make considerable cost savings when using standardized production techniques. Therefore companies usually operate at the highest world environmental standards rather then using different production methods in different areas (Lukas 2000:9). Ellig also states that as peoples income rises (as a result of trade), that they want a cleaner environment, and the wealthier a society becomes, the more it can afford to spend on environmental protection (2000:23). Ellig also cites  a National (US) Bureau of Economic Research study that while studying 109 cities around the world, concluded that a 1% increase in income, leads to a 1% decrease in measured sulphur dioxide concentrations. This suggests that the more a country has the ability to trade, the cleaner the environment actually becomes. Conclusion In today’s corrupt society, it is hard to see globalisation work in a beneficial way for everyone. If it were to work, many of the rich and powerful nations would have to help many of the poorer nations, and not just with â€Å"jobs (cheap labour)†, but use initiatives such as dept reduction or cancellation. Although some good has been done through globalisation more damage has also been caused. A global effort to improve and upkeep the cultural, living and economic standards of every country would be required. Also, powerful nations would have to follow the rules and guidelines set instead of bullying poorer countries to allow them not to follow it. Globalisation is advantageous for the globe, but the world has to think globally instead of nationally. This would be difficult as there are many â€Å"rogue† countries that disagree with the globalisation paradigm e.g. Iraq. The free trade debate is undoubtedly complex and difficult to conclude. The problem being that its politicised nature invokes many fears of unemployment and environmental breakdown. It is these fears that often cloud people’s judgement and forbid them from looking at the problem in a logical objective manner. Would you think objectively if you thought your job was on the line? Although historically we know what protectionism can lead to; the post World War I depressions, the collapse of the Soviet Union in the 1990s, all a result of gross protectionism. To contrast this we can be benefits of increased trading in East Asia, with countries such as South Korea, and Singapore. No one can deny that increased trade makes a country wealthier and better off, so why then is free trade, the unlimited trade between all countries, so frightening? Bibliography and References: Joseph E. Stiglitz, Globalization and its Discontents , 2002 Ellig, J. 2000. â€Å"Why Free Trade is Good for Consumers†, Consumers’ Research, January: 19-23. Hamilton, C. 2002. â€Å"The Case For Fair Trade†, Journal Of Australian Political Economy, 48: 60-72. Hetzel, R.L. 1994. â€Å"The Free Trade Debate: The Illusion of Security Verses Growth†, Federal Reserve Bank of Richmond Economic Quarterly, 80(Spring): 39-58. Lukas, A. 2000. â€Å"WTO Report Card III: Globalization and Developing Countries†, http://www.freetrade.org/pubs/briefs/tbp-010es.html: 1-19.

My Aim in Life to be a Doctor Essay

Different peoples have different goals in their life. There are various professions like engineer, teacher, scientist, lecturer , doctor etc. But for achieving our aims we have to work from the very beginning. We also have to work very hard in proper way. Because without working sincerely we can’t achieve our set targets in our life. But for all these things we have to know our strength and weakness. The strength in a subject must be kept in mind for choosing the right path of success. I searched my plus and minus side of intelligence and knew that I have a strong memory power. I score also well in science subject . Therefore I decided to become a Doctor. It is because I judged my strength and I gave priority to my choice. As I am a girl this profession is quite suit to me. I usually read science and it was just like my dream to be a doctor. Second reason- One day when I was going with my family to market for marketing. I saw a poor man begging for his son. I saw that his son was dying because of a disease. I don’t know what was the disease. From that day I determined I will become a doctor to help the needy and poor people. It is a very rewarding and satisfactory job. I know that becoming a doctor is not a very easy task. It is a long journey of study to become a good doctor. But I have confidence in myself to accomplish the target. A doctor is someone who can help ill people anywhere anytime and can give his family good cure for health. Doctors are very respected people . There are many types of doctors like eye-specialist, skin-specialist etc. I want to become a medical doctor. It is distant from surgical work. Surgical job is not my favorite one. Many more can be written about â€Å"the aim of becoming a doctor†. I will elaborate this one in my next essay.

British Stereotypes Essay Example | Topics and Well Written Essays - 1000 words

British Stereotypes - Essay Example There goes the old ethnic joke which clearly depicts stereotyping among different cultures. Stereotype denotes simplified and fixed image of all members of a culture or group. Stereotypes are often based on race, religion, ethnicity, age, gender, and national origins (Stereotypes 2006). It is irrefutable that the world is filled with stereotypes as each one of us often tries to associate a certain trait or characteristics in an individual based on the common stereotype placed on the culture and race a person belongs to. For example, people always tend to characterize Americans as people who are superficial and with no fashion sense. This paper will look at the common stereotypes linked with British and how these stereotypes are justified. The next section of the paper will show the negative and the positive stereotypes given by foreigners. The report will conclude with its findings. Negative Stereotypes One of the most common stereotypes about British is their having bad teeth. The concept of â€Å"bad British teeth† can be traced as American’s perception on Britons. This concept is even worsened when Lisa Simpson was shown by her orthodontist as â€Å"The Big Book of British Teeth (Guardian Unlimited 2006).† British recognize that their teeth are relatively worse than their counterparts for a lot of reasons. Firstly, the structure of American teeth is really whiter and straighter than Britons. Aside from that, it was also recognized that Americans invests money on their dental health while British think that cosmetic surgery and self manipulation is vanity. It should also be noted that only a few number of British over the age of 35, regardless of income and social status have had orthodontia. In America, there is an overwhelming social pressure to have aligned and white teeth. Orthodontia has been a social necessity in the United States since 1970 (Why do Americans 2005). British are also regarded as unemotional. This is supported by the idiom "British stiff upper lip" which means displaying courage in times of difficulties. In British stereotype however, the stiff upper lip connotes their exercise of self-restraint in expressing their emotion. By some means, the formal demeanor of the ruling class of Britain gives rise to this stereotype. Another significant connotation of the stiff upper lip is feeling of superiority and proud. One of the reasons why people see this is the fact that British have never been colonized by any other nation. Other British stereotypes branded them as snob and reserved (Stiff Upper Lip 2006). British are also classified as shy individuals especially when it comes to financial aspects. British are not likely to divulge how much money they have and find it socially offensive to chat about how much they got according to the recruitment organization Jonathan Wren. It was also found out that eight out of ten feel embarrassed when discussing the size of their "pay pocket (Dunn 2005)." British art is very reserved and grey, avant-garde, eccentric and mad. Saudi Arabians also commented on the lack of British artist (How the World Sees 1999). British media is seen to be unreliable (How the World Sees 1999). Positive Stereotypes In a survey was conducted by MORI, the most prominent British public opinion research agencies to determine how the world sees Britain, the following positive stereotypes are derived. The survey was answered by 200 successor generation in thirteen countries which include Brazil, China, Egypt, France,

IFRS and GAAP Convergence Essay Example | Topics and Well Written Essays - 750 words

IFRS and GAAP Convergence - Essay Example ich have been adopted by the International Accounting Standards Board and comprise of IFRS, IAS (International Accounting Standards) and Interpretations. The term GAAP refers to the Generally Accepted Accounting Principles used by the CPA firms and companies in order to present their financial statements. These are also referred as the rule-based accounting standards. The Financial Accounting Standards Board (FASB) and the International Accounting Standards Board (IASB) are jointly functioning in numerous cooperative assignments intended to enhance the compatibility of US Generally Accepted Accounting Principles (US GAAP) and International Financial Reporting Standards (IFRS), and eventually converge both the standards with each other. (PWC) The convergence of IFRS and the GAAP will largely impact the public companies, accounting firms, and small and medium companies together. The affects which the convergence will have are discussed in detail below. The public companies will be largely affected as the convergence will alter the reporting requirements of the companies and greater disclosures will be required as per the disclosure requirements if IFRS. The convergence will also have impact on the revenue recognition as the IFRS provides a different and assorted way of treating revenues from different transactions. This convergence will also impact the banking industry with regards to computation and accounting of gain, impairment of financial assets and hedging etc. This convergence will give new dimensions to the work of the accounting firms as they will have to reassess the reporting requirements and the financial disclosures for which they have to give their opinion. CPAs as well as the accounting firms will be required to obtain considerable knowledge and training to cope up with the converged standards in line to make the move while educating their clients as well. (Convergence Is Coming: How Your CPA Firm Should Prepare ) The convergence will require

Journalism Essay Example | Topics and Well Written Essays - 2250 words

Journalism - Essay Example The development of information technology and other communication technology has helped journalism to grow further. (Balunywa 2009). The improvement in the technology has made people's life so easier and it has paved way for the other industries to use make use of them and grow. The drastic improvement has changed the way people communicate and it has a great impact on journalism. The way in which people were looking at journalism has become different. New technologies are being used in all stages. Development has taken place in terms of equipments. Introduction of Internet has taken over everything. It totally changed the way journalism was before. Traditionally communication media was in the form of television, newspaper and radio. After internet's development there has been a decline in the amount of people watching the news in television and people opting for printed materials. (Allan 2005). Technology allows the journalists to grow with efficiency that helps them to achieve more difficult tasks. materials. Normally reporters collect the information first hand or get the data from a reliable secondary source. Reporters mostly follow the same procedure in gathering the news. Then they had to take it to their respective offices and do the necessary modifications before publishing. Editing was also done by a separate group of people after which the information will be ready for publishing. Now all this can be done with the help of systems specially developed to serve these purpose. (Fredrick 2007). Channels have also undergone a change by introducing separate news channels that work for 24 hours. The increase in the competition between the various channels has led to the improvement in the way they approach the news. With the increasing number of private sector in the media field, there is an urge for the journalists to make sure they are well equipped. It has actually reduced the burden of the journalists. As everything can be done through internet, they can easily undergo an online training as of how to use these modern equipments. Internet gives the option of getting the information round the clock. Any topic like health, sports, environment and education can be got from the internet. People are able to watch the news live in the available news channel's website without any problem. E-Publishing has transformed the normal publishing industry and it has taken them to heights. The disadvantage of e-publishing is that anyone can publish their own articles which may sometimes give wrong information to people, but it has its own advantages. Almost all the magazines and books can be viewed online. Even the newspapers can be read in the corresponding website. In some days the online newspapers will comprise of video files of particular news. It will contain links which provide the detailed description of that news. This has changed the way people look at these industries. Internet is the most emerging standard using which a person can get information regarding anything that he thinks. After the evolution of mobile phones, the world has shrunk. It has brought people closer. Nowadays mobile phone includes all the features using which a person can view everything through his mobile. Using this reporter can get in touch with anyone at anytime which helps them

Coursework Assignment Introduction to Financial Management

Assignment Introduction to Financial Management - Coursework Example Although the sales revenue of the company has been increasing over the past four years rapidly but only the sales figure does not represent the performance of the company. The involvement of the cost incurred by the company should be analyzed as well. With the increasing sales revenue the cost is increasing as well. The company no doubt improved the sales but was not able to control the cost incurred for the period. Although the sales increased but the operating profit and profit before tax does not show such improvement which reflects company’s poor performance regarding cost effectiveness. In the statement of the chief executive the sure way for the increase in the shareholders’ wealth is the increase in the sales and the increase in the assets of the company. Shareholders’ wealth shall be increasing when the company performance increases and the reserves of the company increases. The increase in the net profit of the company shall be the determinant factors, which ensures shareholders’ wealth as the performance of the company enhances. The increases in the assets of the company compose of inventory and receivables. The increase in the inventory of the company reflects that the company s not able to sell the inventory and the inventory is stocking up. The increase in the receivables increase the risks of defaults and there is no provision for the doubtful debts thus the increase in such assets shall not be depicting the increase in the shareholders’ wealth. The statement of chief executive of the company reflects that the relevant costs of the investment project have not been taken accordingly and there are many errors in that too. All the relevant costs are not accounted for in the appraisal of the project. There are costs that are completely ignored in the evaluation of the project. The opportunity cost of the contribution foregone of the existing hotels that amounts to the total of

Sickle Cell Trait Research Paper Example | Topics and Well Written Essays - 1250 words

Sickle Cell Trait - Research Paper Example Normal red blood cells are smooth and round and therefore can easily move through blood vessels. Sickle cell trait (AS) differs from sickle cell disease (SS) in which two abnormal hemoglobin genes is present, one from each parent. Sickle cell disease is a genetic disorder that affects red blood cells, making them rigid, sticky and sickle shaped. Sickling causes plugging of blood vessels to occur which essentially hinders the transport of oxygen from lungs to various organs in the body. The objective of this paper is to highlight the various aspects of the sickle cell trait namely the historical evidences, mode of inheritance and its various complications. Historical evidences: The first case of death due to sickle cell trait was documented between March 1968 and February 1969 at Fort Bliss where four army recruits collapsed and died during basic training. Since 2000, nine college football players have died from sickle cell trait complications, by far the biggest non-traumatic killer in the sport. In March 2008, a jury finds the UCF Athletics Association negligent in the death of 19-year old Erech Plancher, who collapsed and died after offseason conditioning drills. ... When both parents have the trait, their child will have a 50% chance of having the trait (hemoglobin AS), as well as a 25% chance of being normal (hemoglobin AA) and a 25% chance of having sickle cell disease (hemoglobin SS). These risks are associated with each pregnancy. Linus Pauling asserts "I have suggested that the time might come in the future when information about heterozygosity in such serious genes as the sickle cell anemia gene would be tattooed on the forehead of the carriers, so that young men and women would at once be warned not to fall in love with each other." Complications: Sickle cell trait is normally considered a harmless condition, but extreme physical activity can lead to complications that can be fatal. Complications from sickle cell trait are important because about three million people in the United States have this genotype, about 40 to 50 times the number with sickle cell disease. (Kark 2000). When the individual is at rest, their red blood cells are norm al but rigorous exercise regimes induce sickling to occur and cause several problems. Such problems include increased urinary tract infection in women, gross hematuria, splenic infarction with altitude hypoxia or exercise, and life-threatening complications of exercise, exertional heat illness (exertional rhabdomyolysis, heat stroke, or renal failure) or idiopathic sudden death (Sears 1978; Serjeant 1992; Kark and Ward 1994 and Sears 1994). We will consider each of these problems in more detail. The frequency of urinary tract infection is higher in women with SCT than in racially matched controls, especially during pregnancy, when the frequency is about double (Pastore, Savitz and Thorp 1990). The presence of SCT in men was not associated with

Higher education Essay Example | Topics and Well Written Essays - 500 words - 1

Higher education - Essay Example I have realized that higher education is a place where knowledge diversification can be nurtured and learnt. Knowledge diversification dates back to the 1st half of the 20th century, when the history of higher education was starting on earth. Because of this, I will be able to train in a wide array of subjects within my course of computer science as well as become more knowledgeable in the global community. For instance in my college, I can take advantage of relations that have been forged with industry, explore various career services, job shadowing, internships, job fairs as well as volunteer opportunities together with a broad array of other invaluable courses that guide me in my chosen career path. Thus in my area of specialization, almost everybody has to complete an internship before graduation; something which I know will offer me invaluable experience, just before joining the job market. Secondly higher education has made me see that there is diversity as far as student body is concerned something that has enabled me to socialize with my fellow students from all over the world as well as learn from my professors who are equipped with a variety as well as wealth of expertise.In my class today, we form a mixture of all people from various backgrounds as well as ethnicities unlike in the 50s when, inspite of founding of colleges for minorities and women, college education continued, by and large, being the sphere of the wealthy white male (John, 2013). This is something that I really appreciate since I do learn a lot from them. I have met wonderful people in the course of my college life, and I have strived to learn as much as I can from them, just as they do from me. In addition, I have been privileged to interact with students from other faculties, joined student organizations and participated in debates and discussions. This has assisted me in learning interpersonal skills; which is one

401k pension Plan Research Proposal Example | Topics and Well Written Essays - 1250 words

401k pension Plan - Research Proposal Example It is a retirement savings plan and its only funds are through the employee’s contributions which are done at the agreed time period and also may involve some contributions from the employer. The advantage with this pension plan is that the contributions which are made to it are from the pre-tax salary hence meaning that they are portable. Over the past decades, it has had a lot of importance in most of the employees working in the private sectors in US. It is due to the increased demand by most of the employees working in the private sectors that it has served as the most popular defined contribution plan which having the largest number of participants and assets. For example, research tells us that by the year 2006, around 50 million people that is the American workers participated fully at the 401K action plan and by the end of the same years, it was also found that the number of invested assets also grew hence representing 15% of all the retirement assets in US hence this in terms of US dollars can be around $2.7 trillion in assets only. The 401K has its rules and regulations are these rules are constructed by the US tax code hence this pension plan takes its name from the Internal Revenue Code of the year 1978 that created them. So you will find that the activities of the pension plan can be regulated by the employee benefits security administration in US department of labor. (Ben, 2005). At 401(K) investment plan, you find that there are a number of investing options whereby the participants in this case can fall in the category of their choice. You find that these investments options are grouped in to eight categories. One of the investment options is the equity funds whereby under this investment, it only involves a pooled investments inform of stocks only and an example of such investments may include stock like life insurance, some

Strategic Plan For Your Organization Statistics Project

Strategic Plan For Your Organization - Statistics Project Example This paper will explore the strategic plan for GetWell, a pharmaceutical company that sells prescription medicine (Cravens & Piercy, 2008). GetWell possesses sufficient information about the target market. The demand for pharmaceutical products is high and keeps increasing every day (Callahan, 2006). The firm will use this information to serve consumers better. The customer base includes medical doctors, trainers, physical therapists and chiropractors. Most customers buy the medications for pain management and relief. The medical industry is under pressure to reduce costs for medical purchases. Insurance companies are exerting pressure on various medical institutions to buy low-priced but quality medicine. The number of people with drug plans is high especially for elderly people who have no medical coverage. The market for prescription medicine is expected to grow by 6% annually. Many pharmacies sell prescription drugs in cities that GetWell operates in but few offer low prices like GetWell. Competitors rarely advertise in print or digital media. The increase in the number of athletes and sports trainers ordering pain management medicine is encouraging (Brukner & Khan, 2008). GetWell aims at increasing its market share by targeting new customers and becoming the market leader for pharmaceutical sales in the region. The firm plans to reduce the market share of competitors by taking most of their walk-in customers and making more deliveries. GetWell plans to achieve financial growth of 15% for every year. GetWell is aiming at providing customers with the best medicine at discounted prices. GetWell aims at increasing the number of repeat customers by 9% in each quarter. The firm aims at increasing customer awareness about the various stores in the two states. GetWell plans to reduce client acquisition costs by 10% every year. Another objective is taking a majority share in supply of medicine to

Life in the 13 Original Colonies Essay Example for Free

Life in the 13 Original Colonies Essay In the 1600’s and 1700’s, the economies of the northern and southern colonies were affected due to many different factors. Because of the different climates and geography of their land, the northern colonies and southern colonies had different resources available to them, which shaped their societies into what they are today. The resources available to the northern colonies were completely different from the resources that were available to the southern colonies. In the northern colonies, due to the climate and geography of their land, crop growth wasn’t as successful as it was in the south. The could weather and rocky land made it hard for them so as time went on, the northern colonies became more of an industrial people and relied more on manufacturing things like naval equipment and rum. A few of the northern colonies participated in what they called a triangular trade system where New England traded rum for slaves from Africa and then these slaves were given to the west indies in exchange for sugar and molasses, which was made into rum again. The northern colonies heavily relied on this system and it was this that brought New England success. In the south, the climate was mainly warm and perfect for crop growth so the southern colonies became more agricultural. The main reason the south had such great success in the area of crop growth was because they discovered a great cash crop called tobacco. Due to it’s addictive nature and great taste, the demand for it was very high. The south purchased tons of slaves because farmers relied on slavery to help the success of their farms and crops. They were different from the northern colonies in this way because the north rarely used slaves. They merely transported them. Education was strongly affected by the geography and climate also, believe it or not. The North was cold and hard to grow crops in so they were more industrial based. This meant that all of the people needed to know how to read and write in order to make deals with the other nations. In the northern colonies, there were very few public schools. Therefore, the parents of children usually just hired a tutor until they went off to a university. If the family couldn’t afford a tutor, then they either sent the child to a public school, or didn’t educate them at all. In the south, the climate and geography was perfect for growing crops. Therefore most people lived on large farms called plantations. There was less emphasis on education in the south because most of the people were  slaves or indentured servants. Also, even many of the landowners didn’t know how to read or write because not much is needed to know in order to farm and they didn’t have to worry about trading overseas. They left that to the north. Ultimately, the geography and climate of the northern and southern colonies was the main factor that shaped the societies into what they are today. For instance, the north had horrible luck in climate for crop growth, which made them more of an industrial group of settlers. The south thrived on crop growth, which made them more of an agricultural group of settlers.

Characteristics of female offending and victimisation

Characteristics of female offending and victimisation Previous to the feminist movement of the nineteen sixties and seventies criminology was predominantly the domain of men as was the Criminal Justice System (CJS), (Newburn 2007). Therefore it is no surprise that women were mostly over looked within these fields. Moreover the few earlier explanations of female criminality have now largely been discredited due to their oversimplified, biological and sexually natured explanations (Lombrosso 1895, Thomas 1923 and Pollak 1950). Nevertheless it is due to these arguably sexist, and male dominated perspectives, and also an otherwise lack of interest in female criminality that inspired many modern and feminist writings; these writings bought about a shift in attitudes towards women and their place within these traditionally male professions. Consequently the reliability of police statistics has been challenged and new ways of gathering data has been developed, such as self report studies and victim surveys; all of which have brought about new debates and theories and has contributed to our understanding of women and crime. This essay will give a brief overview of the characteristics of both female offending and victimization and then discuss the contribution that criminology has made to our understanding of them. As a result of the aforementioned collective research there is a general agreement within criminology that women commit considerably less crime than men (although according to police statistics female crime rates are rising) (Newborn 2007). Women are less likely to commit certain crimes, such as sexual offences, and they are less likely to re-offend (Newborn 2007 and National Statistics Online 2006). The majority of offences that women commit involve theft and handling stolen goods, violence against the person and drug offences (National Statistics Online 2006 and Caddle and Crisp 1997). Criminology has contributed to our understanding of the characteristics of female offending in many ways. Firstly, since the feminist movement, Criminology has focused attention onto female offending and has helped to deconstruct the traditional sexist stereotypes of the female offender previously portrayed by traditional criminologists (Lombrosso, 1895, cited in Newburn, 2007). Modern Criminology has further developed existing theories in order to make them applicable to women such as control theory and has highlighted how womens experience of society is different to that of men; suggesting that womens place in society, i.e. their job, social background and being a mother can all effect their inhibitions towards crime and their opportunities to offend (Heidensohn 1996 and Carlen 1988). Thus, Criminology has helped us to understand how a womens individual circumstances can impact on whether she will offend and what types of offences she is likely to commit. Criminology has also highlighted the impact that prior victimization and the breakdown of social bonds has on female offending; in her research into how women become involved in illicit drugs, Cheseney-lind (1997) found that all of the women in her study came from unstable social environments, i.e. deprivation, parental alcohol abuse, sexual abuse and violence. Other studies have highlighted institutional sexism; Carlens 1998 study in which she interviewed fifteen Scottish sheriffs about their feelings towards prosecuting women offenders, found that they all disliked having to send women to prison. Carlen suggests that they resolve this uneasiness by discriminating between who they perceived to be good and bad mothers and disregard the impact of socio-economic factors on their behavior (cited in Heidensohn 1996). The sheriffs attitudes in Carlens study highlights a long running debate within Criminology, which is, are women treated more chivalrously or more harshly than men by the CJ S? (Newburn 2007) It could be argued that the uneasiness of the sheriffs to prosecute women points to a chivalrous attitude but the fact that they separate the women into good and bad mothers suggests that the women are being doubly judged, as both women and mothers. Therefore Criminology has given us greater understanding of how female offending is affected by a lack of family support and social bonds and arguably how women are affected by the double standards present within the CJS. By challenging police recorded statistics Criminology has highlighted other debates, such as why do female offending rates appear to be rising and to what extent do women commit less crime than men? (Newburn 2007). In regard to rising female crime rates there are several perspectives; some argue that it is because womens roles are changing in society which gives them greater opportunity to offend (Adler, cited in Newburn 2007); some claim that it is due to economic marginalisation and women offend because of deprivation (Carlen 1998) and others suggest it is due to changes in the labelling of crimes which make for stricter sentencing (Heidensohn 1996). Criminology has incited many debates which have helped to develop a better understanding of the characteristics of female offending. As a result of criminological research, such as the British Crime Survey (BCS), we understand that overall women are at less risk of criminal victimisation than men. The only crimes that women are at a higher risk from is domestic violence and stalking/harassment (although it could be argued that the latter is due to men being less easily intimidated and less likely to report those types of crimes). We also know that the vast amount of the domestic violence suffered by women goes unreported. Finally, although we know that women are at less risk of crime overall, the BCS tells us that they have a greater fear of crime than men, and this impacts negatively on their daily lives (Newburn 2007). Criminology has contributed to our understanding of the characteristics of female victimisation in many ways. Firstly, By challenging police statistics it has highlighted the dark figure of crime, showing the vast amount of crimes that go either unknown, unreported, or unrecorded; therefore highlighting the vast amount of domestic violence, sexual assault and rape crimes women suffer, mainly at the hands of their husbands, partners or other family members (Heidensohn 1996). The issue of domestic violence is shockingly illustrated in a study carried out by Painter and Farrington (1998), in which one in seven wives reported being raped by their husbands (cited in Rafter, 2003). Traditionally crimes of domestic violence were trivialized by the police because of a general acceptance of violence against women by their partners (Newburn 2007). Criminology has also highlighted the issue of repeat victimization in regards to women; due to the nature of the offence repeat victimization rates are high in cases of domestic violence but research also shows that women who were abused in childhood are at a higher risk of being victimized in adulthood (Rafter 2003). Therefore, because of Criminology we understand that many more women suffer domestic violence than the police statistics suggest and also women who were abused as children are at a higher risk of getting involved in an abusive relationship in adulthood. Womens fear of victimization is a debated issue within Criminology, some explain that it is because women are the smaller sex and so are more easily intimidated and others suggest it is related to a fear of rape caused by socialization and moral panic, suggesting that it is irrational (Rafter 2003). Criminology has highlighted womens experience of crime and the CJS and societys attitudes towards female victimization (Newburn 2007). Criminology has found that women are often accused of precipitating or facilitating crimes against them, such as rape and assault; according to lifestyle theories, how women dress, whether they go out alone and where they go, all participates to their victimization (Rafter 2003). This theory is contradicted by victim survey data which suggests that women are at more risk of domestic violence than stranger violence (Newburn 2007). In regards to womens treatment within the CJS, criminology has highlighted the unfair and un-sympathetic treatment women arguably receive in regards to being victim of such crimes as rape and domestic violence, suggesting that women were often subject to secondary victimisation because of unsympathetic treatment given by the CJS (Rafter 2003). Consequently Criminology has helped to improve attitudes and treatment within the CJS by helping to establish the use of rape suites and aftercare services (Newburn 2007). In conclusion we have a greater understanding of why women fear crime and how society and the CJS have blamed them in some part for their own victimization. In conclusion, Criminology has been crucial in contributing to our understanding of the characteristics of female offending and victimization. By carrying out studies and surveys, gathering statistics and developing and debating theories Criminology has developed a greater understanding of why and what causes women to commit crime; why they commit less crime in comparison to men, and why they are more likely to commit certain types of crimes over others. Criminology has highlighted the vast amount of female victimization that goes unreported and has helped to counteract this by improving womens treatment within the CJS and by helping to change attitudes and policies. Overall, Criminology has given us a greater understanding of female offending and victimization and has been fundamental to our understanding of women and crime. Chesney-Lind, M. (1997) The Female Offender, Girls, Women and Crime, London: Sage publications Inc. Carlen, P.(1988) Women, Crime and Poverty Milton Keynes: Open University Press Educational Enterprises Ltd. Heidensohn, F. (1996) Women and Crime. (2nd Ed.) Hampshire: Macmillan Press Ltd. Newburn, T. (2007) Criminology. U.S.A. and Canada: Willan Publishing. Rafter, N. H. (2003) Encyclopedia of Women and Crime. Newyork: Checkmark Books.

Cubism and Henry Moore: A Comparison

Cubism and Henry Moore: A Comparison The 20th century comprised of artists with a broad array of interests and fortes, causing an overlap of stylistic features in artworks ranging from the drawn, the sculpted and even the assemblage works. Sculptures during this era were radical in nature due to their loosening grip of the conventional sculptures that were prior constructed from marble or bronze and the divergence from representing figures. Henry Moore was a well-known sculptor of this period living nearly 90 years who demonstrated this avant-garde emancipation from the standard. In juxtaposition to Moore, Pablo Picasso was associated with the emergence of the Cubism a movement he is noted for. Both artists incorporate themes in their artworks that are both similar and different to one anothers stylistic specialty. The deviation from high-art materials to low-art materials, the influences of both artists from prehistoric to primitive, and the shared and unshared aesthetic qualities of their artworks have been discuss ed in relation to the comparison of Cubism (Picasso) and the sculpture of Henry Moore. Materials were a radical and trans-figurative aspect of both Pablo Picasso and Henry Moore. Both artists had rejected the conventions of traditional art and materials, which were mainly associated with high-art. The aforementioned, Picasso and Moore created their works by breaking these standardizations of the old masters by incorporating materials of low art: an avant-garde aspect that personified this era. Cubism uses every day commercial materials such as newspapers, wallpapers, cardboard, and metal, whereas Henry Moore takes a leap isolating himself from the rest of the sculptors and uses unusual and unique materials in his sculptures. Moores list of materials include: for stone alabaster, ironstone, Corsehill stone, African wonder stone, birds-eye marble; for wood ebony, beech wood, walnut, lignum-vitae; for metals- lead and bronze. It also includes terra cotta and cast stone and various combinations of string and wire with wood and metal (Blackshear, 46). For Picasso and Mo ore, materials were used to provide a contrast; In Moores case paint was not applied or used like the cubists did on their canvases; the use of a variety of materials replaced the act of applying the paint directly in favor of an element of colour interest often lacking in the accumulated work of a sculptor. (blackshear, 46). Both Picasso and Moore also believed to give truth to their materials, which later came to be known as the reduction of means (Kirschenbaum, 169). To extrapolate, both artists believed that the material used, should represent itself rather than insinuating an exterior notion paint should look like paint, wood like wood and stone like stone (Kirschenbaum, 169). The colonization of the African continent by the European powers was a stepping-stone for the emergence of primitive cultures and their influence on the Modern art. It was through this massive bloodshed of the colonization and trade, that the African Tribal Masks made their way to Europe. These masks were merely seen as wooden carvings until the hands of Picasso, Braque and Derain and many more were laid on them. The masks had become a hot commodity in the realm of art aiding in the growing interest of Primitive Art. One of these artists was Picasso, whom surprisingly in different accounts has denied his fascination with these Primitive artifacts. However, this subject is still controversial, because Picasso  remains silent about it and his friend, the art dealer Kahnweiler,  has denied in his writings that the Cubists borrowed from  African art. Despite Picassos refusal to discuss this subject, it is  known from the reminiscences of some of his artist-friends that  he was greatly impressed by and collected African art. He may be touchy about this matter, since Gertrude Stein once reproached  him of using African art as a crutch (Alfert, 391 393). Although Picasso disagrees with those who state that he is in fact indebted to primitive art, his artwork exemplifies otherwise. His early Les Demoiselles DAvignon of 1907 would have been incomplete without the primitive aspects of the mask- the shading, the rough contours, and the explicit twisting of bodies. On the contrary, Moore, who too was influenced by these masks, acknowledges that he borrowed from primitive art (Alfert, 391). In 1930 and just before, he [Moore] produced a number of stone figures  whose facial features are characterized by a concave, heart-shaped  form in which the eyes protrude as small, raised craters. Such a  configuration is common among the works of several African tribes,  notably the Ba-Lega of the North- Eastern Congo. (Alfert, 391) Inevitably, with African sculpture acting as a catalyst in 20th century art, the struggle in art became one for directness, immediacy, and economy of means. (Kirschenbaum, 169). The works of Picasso and Moore have come a long way since their initial exposure to the works of their forefathers of Modern art namely Cezanne and Rodin. (Elsen, 355). Picasso borrowed many of Cezannes pictorial techniques and integrated them into his early cubist works (lecture). He always looked up to Cezanne and admired him greatly since he had initially-before the Cubist movement-deviated from the legacy of the Old Masters; Cezanne instead epitomized new radical practices such as the flattening of the image and the abolishment of perspective-laying the foundation of the Cubist movement. Similarly, Moore looked up to Auguste Rodin who is believed to be the progenitor of Modern sculpture. (ucker, William (1974). Early Modern Sculpture. New York: Oxford University Press. ISBN 0-19-519773-9). It was from Rodin, that Moore developed an interest in the integration of nature and body -a repetitive theme of his works. Moore has explicitly accredited Rodin at many instances: Rodin taught me a lot about the body; its asymmetry from every point of view, how to avoid rigid symmetry, the flexible parts of the body, the head, jaw, neck, thorax, pelvis, knees etc., and that these axes should not parallel each other. These were the ways of giving the figure vitality. (Elsen, 355) Nature, for Moore became an imperative theme in his sculptures. He frequently places his pieces in a horizontal position, which devaluates the importance of the head and stresses the abdomen as the compositional center (Arnheim, 31). By targeting the abdomen, Moore emphasizes his continuous theme of nature, which is also seen in Fauconniers Abudance painting of 1910. Fauconniers piece is a masterful representation of the womb being the center of life regurgitating the role of the woman as being the body in which a growing fruit is held for nine months. This theme of nature used by Moore, is also proven by his favorite theme of the Mother and Child seen in many of his series. Through the integration of Cezanne and Rodins techniques and styles into their artworks, both Picasso and Moore demonstrate how they utilized what they learnt from their Masters to create a bridge towards their individual breakthrough. Aesthetic concepts in the works of Cubism and in the sculptures of Moore are similar in nature. The artists incorporate a sense of uniformity, balance, vitality and emancipation to their pieces to create a dynamic space for it to occupy. The Cubists and Moore have interpreted the occupancy of space by an artwork as being comprised of the relationship of negative and positive space (blackshear, 46). The Cubists believed the non-Euclidian theory where space is not comprised just of the first, second, or third dimension but also the fourth, which symbolizes the notion of timelessness, and simultaneity (textbook). In conjunction to the Cubists idea of space, Moore too has come to use space in all its forms (Blackshear, 46): he uses the dot (zero dimension), line (first dimension), shape (second dimension), volume (third dimension), and movement (form of fourth dimension) (Blackshear, 46). In contrast to cubist works, in which negative spaces cease to exist, Moore makes the use of positiv e and negative space- a tenacious quality of his sculptures (blackshear, 46). Moore utilizes the hollows created in his sculptures the Reclining Figure as the negative space and relates it to another punctured hole to create uniformity. The holes filled with dense air of its surrounding created in his carvings are concave in nature, reminiscent of the concave perforation in Picassos Guitar of 1914 (the Guitars concavities have been influenced by the Grebo Mask). Moore resists using convexities in his pieces because they would obstruct the space aggressively, countering his obsession with coherency. In accordance of invading space, the Guitar is comprised of protruding planes, which jut out in play of substance and void into the air, disrupting its surrounding space. Homogeny in Moores pieces is further achieved through the flow of his units the dead ends of the hands and feet [of the body] merge with each other or stream back into the body of the figure, permitting the circulat ion of energy to continue (Arnheim, 30). Regularity is also attained by the balance and assimilation of the two antagonistic tendencies the internal and external thrusts (Arnheim, 35). Vitality another aesthetic aspect of the work of Picasso and Moore is not achieved in cubist works because the works are to be seen as what they represent, and nothing more meaningful. The shattered fragments of cubist works deny the possession of energy, in favour of embracing spatial incongruity. To compare, for Moore: A work must first have a vitality of its own. I do not mean a reflection  of the vitality of life, of movement, physical action. Frisking, dancing  figures and so on, but that a work can have in it a pent-up energy,  an intense life of its own, independent of the object it may represent. When a work has this powerful vitality we do not connect the word Beauty with it. (3 way piece, 238) For both artists, the labeling of a work with the word Beauty was unacceptable. They both believed that a work should be viewed simply as what it is, similar to how they brought their materials to reductionism, so that they represented what they were and nothing else. Therefore, through the presence of uniformity, balance and the invigorating vitality in Moores works, he complements the surrounding air, by capturing the energy, absorbing it, and then allowing it to evaporate and disseminate into infinity.

Discuss Fitzgerald’s use of symbols within The Great Gatsby. Essays

Discuss Fitzgerald’s use of symbols within The Great Gatsby. Throughout his novel ‘The Great Gatsby’, F. Scott Fitzgerald uses symbolism. Symbols are objects, characters, figures or colours used to represent abstract ideas or concepts. The first symbol we see appears at the end of Chapter one. It is a green light, situated at the end of Daisy Buchanan’s East Egg dock and is only just visible from Gatsby’s expansive West Egg back garden. In Chapter one Nick (the narrator) describes his mysterious neighbour stretching â€Å"out his arms toward the dark water in a curious way’, this is Gatsby reaching desperately out to the green light, which represents his hopes and dreams for the future (which incidentally, involved Daisy). He associates it with Daisy and sees the green light as a guiding light to his goal. Perhaps the green light represents Daisy, the unattainable. Alike to the green light, she is so close, yet so far from Gatsby and just within his grasp. Although he is reaching out to her, he cannot in reality reach her because there is a divide, in the case of the green light it is water, but in the case of Daisy it is status (and her husband, Tom). The green light also represents the generalised ideal of the American Dream, because Gatsby’s quest for Daisy is generally connected with this. Fitzgerald’s choice of using ‘green’ as the colour of the light is very significant and symbolic in itself. Green is the colour of money and therefore wealth, this is something which Gatsby has always strived for (similarly he is reaching out and striving for the ‘light’) in order to capture Daisy’s heart, as she rejected him in the past due to his lack of wealth and status. Also, green is the colour that ... ...umping of industrial ashes. - It represents the moral and social decay that results from the uninhibited pursuit of wealth, as the rich indulge themselves with regard for nothing but their own pleasure. - It also symbolises the plight of the poor, like Wilson, who live among the dirty ashes and lose their vitality as a result. - Fitz uses the valley of the ashes as a dramatic contrast to the lives of the rich east and west egg dwellers, to really emphasise and show how large the difference between them is, despite them being so nearby. - He also uses it to highlight how superficial the rich are. They are the ‘beautiful people’ and this is reflected in where they live, however the valley of the ashes is dirty and unattractive. - The valley is actually used as a cut through road for the rich, however real people live there.

Singapore by author Mary Oliver :: essays research papers

Singapore by author Mary Oliver Let me begin this paper by introducing you to two people who live among many others in this world. One is an Electrical Engineer and the other is a labourer . According to the world , there is alot of difference in these both . A lot of things vary among them. One is highly educated and the other is not. One works in an Air conditioned office where as the other works in burning sun. The engineer earns in hundreds of thousands where as the labourer earns in hundreds. But there is one thing in common in both of them.There is one thing that is smiliar . Both are earning thir living. Both are working to live their life . No matter how much they earn, but they are doing it to go thorugh this world. Human Beings have been divided into different categories .There are certain kind of jobs to do in this world. Whatever the job we do, we have to do it sincerely and it is our responsbility to fulfill all the requirements our job requires from us.Once committed to our job, we have to be sincere, honest, devoted and responsible. This paper focuses mainly on the sincereity as well as the passion with which we do our job. Human body is a very sophisticated machine created by God himself. It can do all sorts of things but there are a few things at which the human body gets very perfect.And that perfectness comes from practice, devotion,love,sincerity and responsibility towards that particular thing. Let me associate the word "thing" in the previous sentence as working. Working for living. Reason I chose to write on this topic was that the Poem " Singapore" written by author Mary Oliver that I read in the book by John Schilb and John Clifford influenced me alot. The Poem narrates the life of a woman which works on an aeroplane and is cleaning teh restrooms which are very dirty. She visually and physically finds the job dirty. But while cleaning that restrooms she sees it in her own world.She finds her hands working in pleasure as she is wondering the scenes of rivers. She realises the truth o f life that she has to work to earn her living. I really admire the phrases author used to describe the feelings , emotions , visions and thoughts of that woman .

abraham lincoln :: essays research papers

Abraham Lincoln As the sixteenth American President, determined to end slavery, Abraham Lincoln finally put an end to his hard work by writing the Emancipation Proclamation. Abraham Lincoln had no intention on freeing slaves when he became president of the U.S.. Although Lincoln always believed slavery was wrong, he always believed in white supremacy. He said, â€Å"If slavery is not wrong, then nothing is wrong.† When the war started he thought of it only as a way of saving the union. Later, this opinion would change. There are many pressures faced while being the president. Lincoln faced many of these pressures. Pressure for abolition came into the country. This is how he came up with the idea for writing the emancipation proclamation. This made southern leaders reject Lincoln’s presidency. The pressures forced him to do what he did.   Ã‚  Ã‚  Ã‚  Ã‚   Lincoln wrote the Emancipation because of the pressures he was facing. â€Å"On September 22, 1862, five days after Union forces won the battle of Antietam, Lincoln issued a preliminary proclamation. It stated that if rebelling states did not return to the Union by January 1, 1863, he would declare their slaves to be â€Å"forever free.† The south rejected Lincoln’s policy, and so he issued the Emancipation Proclamation on January 1, 1863.† This caused the southern leaders to turn against Lincoln completely. The emancipation proclamation finally came into effect. On this day Lincoln read his proclamation. This would change the world dramatically. â€Å"By the end of the war, more than 500,000 slaves had fled to freedom behind northern lines. Many of them joined the Union Army or Navy or worked for the armed forces as laborers. By allowing blacks to serve in the Army and Navy, the Emancipation Proclamation helped solve the North’s problem of declining enli stments. About 200, 000 black soldiers and sailors, many of them former slaves, served in the armed forces. Even when the proclamation came into effect it still did not free many slaves.   Ã‚  Ã‚  Ã‚  Ã‚  Very few black men were freed from the emancipation, but it caused another huge point to come forth. It showed that the civil war was not being fought to save the union, but once and for all, put an end to slavery. Finally, the civil war ended with the north victorious. With all of the blacks joining the army and Navy, the Unions power was twice as strong, which helped the Union tremendously in winning the war.

Describing Places †Seoul Essay

Being the capital of Korea since the 14th century, Seoul (ì„Å"ìš ¸) is one of the most popular tourist destinations located in the west of its country. Packed with countless sights and places to visit, ranging from royal palaces to trendy shopping centre, Seoul is a city with so much to offer that tourists might not know where to begin. The streets of Seoul are always jammed with people as there are endless varieties of restaurants, cafes, shopping centres, discos available at any time of day. Bright neon lights and catchy songs coming out from nightclubs attract young people and there are plenty of karaoke bar where one can have a great time singing and dancing. The mayor tourist attractions of Seoul are â€Å"Seoul Tower† (ë‚ ¨Ã¬â€š °Ã­Æ'€ì›Å') and â€Å"63 Building† (ìÅ" ¡Ã¬â€š ¼Ã« ¹Å'ë” ©). The 236.7m Seoul Tower sits atop Namsan Mountain, offering a breathtaking panoramic view of the city and the surrounding areas. It is so stunning that many visitors consider Seoul Tower the best tower in Asia. As far 63 building, it is said to be one of the tallest buildings in the world. It is a skyscraper situated on Yeouldo (ìâ€" ¬Ã¬ ËœÃ« â€ž), overlooking the Han river (í•Å"ê °â€¢). 63 represents the number of floors it has and it mainly comprises financial offices, entertainment attractions, observatory, restaurants which cater for all ages, the wax museum, a trendy shipping mall packed with brand shops, and a huge aquarium with all kinds of fish. Seoul provides entertainment and an unforgettably unique experience. Unless you witness it for yourself, you will never know the excitement it brings you, try Seoul.

Child and Young Person Development Essay

Physical Development birth-3years The physical development for this age group is described below: Baby raises head and chest when lying on stomach and supports its upper body with arms when lying on stomach they are able to stretch their legs out and kick when lying on their stomach or back. They are able to open and shut their hands, pushing down on their legs when their feet are placed on a firm surface. At this age sucking and grasping reflexes develop the baby is able to focus and follow objects with eyes and brings hand to mouth. They begin to take swipes at dangling objects with hands their movements become stronger. They learn to co-ordinate their movements. Most 18month olds usually walk by themselves (even though some of them might become quite wobbly or unsteady). At 3years most can use tricycle, jump, hop and climb A child grows and develops at an astonishing rate during their first 3years of growing stages. Therefore a child’s body grows stronger, in which they start to develop co-ordination movements, By the time a baby reaches their first birthday, they begin to support large amounts of weight and pulls themself up to their feet, standing this is the beginning of walking. As a result an 18months old child will be capable to walk by themselves even though some of them might become quite wobbly or unsteady, also by the age of 3 years a child might be able to run, jump, hop, climb a climbing frame with little support and pedal a tricycle to get around easily. By the age of 2years a child may master scribbling with a large piece of crayon also by 3 years old they develop the skill to thread a large beads and also try to build a tower with eight or more blocks depending on how balanced and flexible they might be. Babies do not start their walking breakthrough with perfect pace. There is much shuffling, toe walking. The leaning for the baby’s legs to bob out will usually correct itself by the age of 3 years old. Communication and Intellectual Development At this age they watch faces intently following moving objects recognises familiar objects and people at a distance, they start using hands and eyes in coordination smiling at the sound of familiar voice. They smiles and coo in response to others and begins to imitate movements and facial expressions e. g. Sticking out tongue and begin to babble, imitating sounds. They are able to turn their head towards the direction of sound. This stage of development children will make development in both communication and thinking skills. Generally some children might communicate by crying by expressing their feelings that rely on reflex behaviour and simple baby language to children who can speak full sentences, ask questions and use their mind to solve problems to workout things for themselves. A 5year old can communicate using simple sentences and usually understand simple language. Social, Behavioural and Emotional Development At this age they begin to develop a social smile enjoys playing with other people and may cry when playing stops. They become more communicative and expressive with face and body Imitating some movements and facial expressions. Throughout children’s first 3 years of life they will have advanced a lot. A baby will become totally depending on their careers or parents for all of their care. Children become confident and independent individuals by the age of 3years old. But at the age of 3 years old children will become upset when they are faced with separation situations, such as starting nursery or if left with someone else (stranger) other than family members such as a mother or a father. Physical development 3-5 years Children of this age are able to walk in a straight line, backwards, and up and down stairs. They hop on one foot and are able to use paints, scissors, pencils, and crayons to purposefully create shapes, faces, and letters. They are likely to have bladder and bowel control and are able to dresses and undress themselves, feed themselves and do simple chores with assistance and direction. Children start to carry out more body co-ordination movements and start growing in confidence as a result and learn to control their gross motor skills more skilfully. Between three and five years, children’s confidence grows as they start to explore and look for answers and reasons for everything in their world. They love being praised for trying and like to try everything themselves. Both three and four-year-olds are likely to be very active because they are trying to develop their running, climbing and balancing skills. They need plenty of time outdoors to be able to do this. Although many children at four are experts at climbing, they will generally only attempt what they can manage safely. They still need supervision, however, as they sometimes can climb up an object and then are not able to get down without help. Children will start to engage in imaginary play, and pretend to be animals or fairies, or adults like mums or dads, teachers or doctors. Children by the age of 5years develop their fine motor skills as they are learning how to use their controlling skills in order to complete more complex tasks. At the age of 5 years many children can hop, jump and skip as some 5year olds will use a leading hand (either right or left). Communication and intellectual development †¢ Always asks â€Å"Why? † †¢ Uses longer sentences. †¢ Grammar improves. †¢ Starts to understand the difference between real and imaginary. †¢ Listens to, and understands, short stories. †¢ Sings simple songs and recites rhymes from memory. †¢ Has a very active imagination. Children start to understand more challenging theory (like time) and will sense problem-solving skills to work things out for themselves. At this stage their language skills progress very rapidly as the child’s vocabulary expands and they constantly ask questions. Generally on the whole three year olds have wide vocabulary and they can communicate using complex sentences that are most grammatically correct. At this stage children have an active imagination; they listen to, and understand short stories and might tell you their own version of the story. Children can use proper grammar as they are developing and start to ask questions such as why, where and when. They will start to use long sentences to try and explain things, they will sing and dance along to music’s or even they will recites rhymes from memory. Social, emotional and behavioural development At this age the child is able to ever more identify and put a name to their own feelings. They are also able to use words instead of actions to express feelings. They may start to develop fears include real (the dark, animals, and thunderstorms) and imaginary (monsters, ghosts) subjects and may exaggerates and tells â€Å"tall tales†. They enjoy talking about body functions, a sense of humor develops as the begins to share and take turns. This stage of development they start to hit less but will use name calling more, will enjoy playing with other children more at this stage. Children use pretend play more and use their imaginative and theme based to play mamas and papas. Children like to talk and will talk none stop, children enjoy playing group activities and games with other children or by themselves. At the age of three or five years children might undergo numerous changes and for most children this is the stage where they will be starting nursery and then going on to school. Therefore they will have new experiences which is challenging for children but this helps them to learn about managing their feelings and behaviour and develop social skills like sharing and playing together. Between three and five years children are able to understand consequences of behaviour and also the concept of ‘getting in trouble’. Physical development 5-8 years At this age a child may begin to lose baby teeth is able to dress self with little assistance, they learns to skip, throws a ball overhead catches bounced balls rides a tricycle skilfully; may show interest in riding a bicycle with training wheels. This age group is able to balances on either foot for 5-10 seconds, they are able to use fork and knife well, can confidently cut with a scissors, at this stage left or right hand dominance is established. This child walks down stairs, alternating feet without using a handrail; they are able Jumps over low objects, run, gallop, and tumble. They can skip and run on tiptoe and jump rope. They are interested in performing tricks like standing on head, performing dance steps and are capable of learning complex body coordination skills like swimming, ice or roller skating, and riding bicycles. They may be able to tie shoelaces and are able to copy simple designs and shapes. Between five and eight years children develop better co-ordination and more stamina of their gross motor skills. At this stage children become more skilful with their controlling abilities, they also develop team games such as football as it is a very popular game with children especially with boys. This stage of development children are learning to ride a bike with stabiliser, they also have developed the sense of rhythm and enjoy dancing and movement activities. On the whole a 5 year old can tiptoe or run, they will understand time, they have mastered the alphabet, can use simple correct grammar really well and they play really with other children and they can put on their own shoes by themselves. Most five year olds can walk backward, walk heel-to-toe without losing balance, run on toes, hop proficiently, get up without using hands, balance on alternate feet (eyes open or closed), catch a ball using hands more than arms, jump rope and jump down several steps at a time. Communication and intellectual development At this age children are able to use 5-8 words in a sentence, they might like to argue and reason; use words like â€Å"because†. They would know basic colours like red, yellow, and blue, green, orange and are able to memorize their address and phone number. The child at this age understands that stories have a beginning, middle, and end and is able to remember stories and repeat them, they also enjoys creating and telling stories and develops an Understanding, that books are read from left to right, top to bottom. At this age a child enjoys riddles and jokes, draws pictures that represent animals, people, and objects. They enjoy tracing or copying letters and can place objects in order from shortest to tallest. They can understand and use comparative terms like big, bigger, or biggest and are able to Sorts objects by size. They can also identify some letters of the alphabet and a few numbers (if taught). They are able to understand â€Å"more,† â€Å"less,† and â€Å"same† and can count up to 10 objects. They recognises categories eg these toys are all animals, these are all toys and understand position of an object. Their dramatic play is much more elaborate and complex and they can maintain a good attention span concentrating well. They develop curiosity and are interested in cause and effect and can understand time concepts like yesterday, today and tomorrow. Children’s great deal of learning takes place in school, while children are in school they develop their skills in literacy such as (reading, writing, speaking and listening) and their understanding of problem solving and reasoning. By the age of eight years children use logical thought. Social, emotional and behavioural development At this stage of development children start to invent games of their own with friends with simple rules and they will organise toys and pretend play with the other children. Children this stage start to confuse between what is a fantasy and reality and might contracted themselves. Every now and then children have fears of loud noises, the dark, animals, and on occasions of some people. This stage children might start to develop ownership or taking control of things and might not want to take turns and share things with others but doesn’t always want to. Children express anger in many different ways; they might hit another child because they were not given the chance or choice to have a turn in playing the same games and sometimes will get jealousy. Occasionally children try to test their muscular strength and motor skills, but are not emotionally ready for competition. Children time and again might exclude other children in play only wanting to stick with best friends, children develop the use of swear words or from time to time â€Å"bathroom words† in order to gain attention from peers or teachers. They can sometimes be very bossy, likes to try new challenges and take risks, and carries on conversations with other children and adults. They want to make decisions for themselves of what they want to do or eat and dress as. They start to develop an understanding of others feelings and might become aware of another child becoming angry or sad. Children might choose company of 1 or 2 children at a time and might even become bossy or sulky when others join in. A child might like to feel grown up; boasts about self to younger, less capable children. They begin to have a very basic understanding of right and wrong. They start to play contentedly and independently without needing a constant supervision; sometimes they take turns or shares with others but might feel a little bit hesitant. A child might sometimes ask for permission, shows respect and understands rules, they understand and enjoys both giving and receiving, enjoys collecting things and at times needs to get away and be alone, children develop understanding of relationships and similarities and differences in other families, a child will seek an adults approval and sometimes be critical of other children and might be embarrassed by own mistakes. They are less fearful of the world than they are of toddlers because they understand the world better, has a good sense of humour, and enjoys jokes and laughter with adults and peers. Children are becoming much more mature and independent. Children are increasingly independent, undertaking most physical care needs for themselves. They enjoy group play and co-operative activities. By this age children have increase sense of personality and gender are developed. Through improved language skills, therefore children are much more of expressing their feelings and managing their behaviour. By this stage children have established friendship and they become much more confident in social situations. Physical development 8-12 By this stage children develop their puberty for both girls and boys from the around the age of 9 and for some girls they may even start to menstruate around the age of 10 or 11 years old. But for most boys puberty starts later at around 13 or 14 years old and this can lead to some self-consciousness between boys and girls. Boys starts get to develop a deepening of their voice and will start to build up apple in their throat. Boys will begin to have growth of their testicles and penis and start to grow pubic hair, most will have spontaneous erections and wet dreams. Communication and intellectual development At this stage children’s thinking skills is developing maturing and most ten years old can now understand abstracts ideas such as (like feelings). Consequently children’s reasoning and problem solving skills becomes more established and also most ten years old can complete quiet complicated calculations. By this stage children will start that enjoy conversing with each other and chatting in friendships groups. Social development †¢ Girls and boys that develop early are often self-conscious of their body and a target for teasing †¢ Your child may become interested in experimenting with holding hands, hugging and kissing other boys or girls Children at this stage may feel unsettled when making transition from primary school to secondary school and as puberty approaches. Most children may find the transition to secondary challenging and demanding might as well experience intense anxiety and real fear the transit to secondary school. Which therefore can leads to problems with self-esteem and as a result some children become victims of bullying. Most children become independent and might make decision more; also they may play unsupervised at times. At this stage children may travel to school by themselves towards and by the end of age band. As they hit teenage stage they develop mood swings. They will also have conflict with parents/careers due to desire for more independence such as why can’t I stay home alone. They also find that rules are unfair (but all my friends are allowed to do it), they will also start challenging rules to see what happens and may also refuse to go along with some decisions made by parents/careers. Physical development 12-19 years By fifteen or sixteen years of age for most girls the process of puberty is completed. On the other hand for boys puberty starts around the age of fourteen years. For both boys and girls their body changes rapidly throughout puberty, even though some boys grow very rapidly, this can lead to some degree of clumsiness and poor spatial awareness. At this stage some children might develop some talents in sport activities. They might even learn or refine controlling skills such as drawing, stitching, carpentry, woodwork and playing instrument. Communication and intellectual development Young people will be faced with challenges in school as they will preparing for examinations and start to think about their future. At this stage of development children’s academic knowledge stats to increase as exam curriculum is followed towards aged sixteen, as a result decisions are made about their future goals such as (college course and university careers). They might become reluctant to directly as adults for advice or information they need. Young people may prefer to access information or advice as anonymously. Young people might become stressful due to the pressure to achieve and succeed becomes a powerful force. Young people’s communication is carried out in number of through electronic means such as text message ia mobile phones, emails or social networking sites such as facebook, twitter and instagram. Social, emotional and behavioural development Young people desire to express understanding starts to develop while at the same time they form strong desire to fit in with peers become apparent and interest in the opposite sex, and also in own sexuality. They might express themselves through creatively such as art/music/dance/drama and even in creative writing. Young people may experience mood swings and they may disregard the opinions/values of parents/careers if they conflict with those of the peer group. As a result many young people experience their first romantic relationships at this stage and this can lead to some complicated emotions for them to manage. Consequently these stages of development young people become overly concerned about their appearances such as weight or body image. In some cases this leads to eating disorders, low self-esteem and depressions. Sometimes young people swing between acting maturely and saying/doing ‘childish things’. Young people are more likely to communicate their inner thoughts and feelings more frequently to friends than they are with adults.

Assignment Writing Guide Essay

INTRODUCTION While your assignment comprises only 25% of your subject grade, it serves an  important function in helping you focus on the concepts and clarify your learning. In this sense, the assignment prepares you for the exam, which is much more heavily weighted at 75%. Scoring well on the assignment can sometimes mean the difference between a pass and a fail for the subject – or a high distinction versus just a distinction. This Assignment Writing Guide consists of five parts: 1. Importance of citation and referencing 2. Using peer reviewed / scholarly journal articles; 3. A nine-step approach to writing assignments; 4. The basic format of an assignment; and 5. Appendix A – Example assignment with added comments IMPORTANCE OF CITATION AND REFERENCING 1. Assignments must contain proper citations and referencing using the Harvard ‘authordate’ style referred to in the AIB Style Guide, that is: a. citations (or in-text references) of quoted and paraphrased materials to support your arguments/comments; and b. a reference list relating specifically to your in-text references. 2. Your grade will be adversely affected if there are no or poor citations and/or reference list, as referred to above. 3. Your assignment should normally contain the following number of relevant references from different sources in the reference list. a. BBA assignments: 5 – 10 b. MBA assignments: 6 – 12 4. All references must be from credible sources such as books, peer reviewed journals, magazines, company documents and recent articles. Students are highly encouraged to use peer reviewed journal articles as this may contribute towards a higher grade. 5. You are encouraged to make use of the AIB online library (i.e., EBSCO Host) which can be accessed through the AIB website. 6. AIB checks assignments with anti-plagiarism software. Please carefully check your assignments before final submission to ensure that all quoted and paraphrased materials are properly cited and referenced. 7. You are strongly advised to carefully read The AIB Style Guide for clarification of these requirements. USING PEER REVIEWED/SCHOLARLY JOURNAL ARTICLES Peer review is an academically accepted measure of quality. Peer reviewed journal articles are normally considered more credible, authentic and reliable as they are evaluated and recommended for publication by several experts in the field. It is therefore strongly suggested that you use the most recent peer reviewed / scholarly articles for your assignment. This will not only provide you with up to date knowledge but will also enable you to produce quality work. The â€Å"Refine your search† option (as shown below) in the AIB Online Library can help you to filter and view the peer reviewed / scholarly articles. Preferably you should filter the publication date to within the last 3 to 5 years. A NINE-STEP APPROACH TO WRITING ASSIGNMENTS The following provides a recommended nine-step approach to writing assignments. It is strongly recommended that you follow these steps in sequential order in order to address your assignment requirements. 1. Read, understand and address the assignment question Carefully read the assignment question and make sure you understand clearly what is being asked. Your submission must be responsive to the assignment question. This is the first and most important step. By doing this you will know what you need to do, how to do it and whether you need some form of assistance to finish the assignment. Furthermore, make sure you check the word count and make sure you understand what is required. The word count  should be used as a guide as to the desired length of your written assignment. But, be mindful that submissions that exceed the word count guide by more than 10% will have marks deducted. Then, consider the subject of the assignment and who will read it. Do the assignment instructions suggest that the assignment should be aimed at a particular manager of a particular organisation? If no particular manager is mentioned in the instructions, assume that the instructor will be  the audience. Whoever the reader is, aim the assignment at them and their requirements and knowledge. 2. Do background reading and jot down notes Do some brief background reading around the topic, starting with your textbook, jotting down the main concepts and ideas that seem relevant. Is there any relevant history related to your topic? Or is there any important detail that will be of high significance to the future? Are there any important people involved? Knowing such details will give you a better idea as to how to start and finish your assignment. 3. Organise your assignment Make a tentative, organized list of headings and some sub-headings and topics about important issues that will have to be addressed. Inform yourself as to how Table of Contents (TOC) fields are formatted in MS Word, or other word processing application you may be using; and how to update the page numbers for your Table of contents as your composition grows and evolves. Fine-tune your listing of subject headings as you start gathering information about the assignment’s topics. Organisation is always the key to a well-written assignment. It not o nly gives you direction as you write, but it also gives your paper a certain level of professionalism. 4. Collate information and note your sources for proper citation and referencing Gather information from articles and other credible sources (preferably from peer  reviewed journal articles). Take notes and write down reference information about your sources (you may forget or lose them, otherwise). The AIB Style Guide has details of what information is required for referencing in the assignment; make sure you collect all that information when you first have your hands on the source of information. Collecting all the necessary information for proper citation and referencing as soon as you encounter the source will save you precious time during the course of your writing. The list will also come in handy if you want to double check information. 5. Organise your notes bearing in mind the marking criteria Organize your notes and finalise the outline with its headings and sub-headings and topics. Consult the Assignment Cover Sheet and Assessment Sheet and the marking criteria for your assignment with weightings for concepts, application of concepts and so on. Bear these in mind as you plan and write the assignment. Comparing your outline with the Assignment Cover Sheet and Assessment Sheet will let you know if you have covered everything that the assignment requires or if you have included something that is irrelevant. It will give you a chance to finalize your outline before proceeding with the actual writing. 6. Start writing the assignment Then, and only then, start writing the assignment. The notes below about the format of an assignment have details of how each part of the assignment should be written (and include the recommended length of some sections). For your assignment writing, we recommend you use the Office Word Format/Font command to set Times New Roman Regular 12 point font, and the Format/Paragraph command to set 1.5 line spacing – refer to the AIB Style Guide. 7. Re-read and re-write your assignment ensuring you adhere to the word count Re-writing is essential. Make sure you add or delete appropriate words or paragraphs and check the spelling and grammar. Prior to re-writing, read and re-read your draft. Check whether the flow of thoughts is clear and maintains continuity. Check for any grammatical errors, spelling mistakes and/or improper use of periods, commas or question marks. Make sure you read your assignment carefully to check for errors or omissions. Lastly, ensure that you adhere to the required word count, and add / delete words as necessary. 8. Write the Executive Summary Now write the Executive Summary. This is the summary of the entire assignment. Include only salient points of your assignment. It is called a summary because it is supposed to be brief and comprehensive. 9. Write the References Add the References according the requirements of the AIB Style Guide, and submit the assignment to AIB, remembering to provide a word count which includes the Introduction section through to the beginning of the References section (that is, do not include the Executive Summary/Abstract, References or Appendices in the word count). BASIC FORMAT OF AN ASSIGNMENT REPORT This section will explain how you should develop the sections of your assignment. An example assignment that follows this format is provided at Appendix A. Title page Give your assignment a title and type out the main words from the assignment for the marker to know what the assignment is all about. Include the name of the business investigated if you are writing a case study. The title of the assignment should be comprehensive enough to give the reader an idea about the coverage of the assignment. Also, you need to place the word count (which includes all text from the Introduction section to the end of the Conclusion section) here. Executive summary This tells your reader what the assignment is about because it describes the topics or issues discussed, as well as providing a summary of the  conclusions and recommendations and reasons for them. Before going through the entire assignment, readers first want to see the summary. In fact in many busy business situations, sometimes decisions are often made solely on the basis of executive summary if it is persuasive. Your executive summary should include what you did, how you did it, what your main findings were and what are your key recommendations. Although the executive summary appears as first section of the  assignment, it should be written last after completing the assignment. Do not include any sub headings in this section. It is usually one or two paragraphs and should not be more than 250 words. Remember to not include these words in the word count, except if you are asked to write a marketing plan. As the executive summary is part of the marketing plan, it is included in the word count. Table of contents After the title page and the executive summary, you should show a table of contents with a list of the numbered sections and subsections of the assignment, with their page numbers. Numbered appendices, tables and figures with their titles should also be presented in the table of contents. MS Word provides a function for inserting an automatic table of contents. Please ensure the table of contents is updated before you submit the completed assignment. To update the page numbers in the contents table, when you have completed your assignment: †¢ left click on the table †¢ right click and select Update Field †¢ ensure â€Å"Update page numbers only† is selected †¢ click OK Introduction The introduction tells your reader what you are going to tell them in the body of your assignment. The first paragraph of your introduction gives the background to the assignment and why it is useful. Then your second paragraph should say what the aim, purpose or objective of the assignment is, any limitations and a very brief summary of the sections (no more than about two lines for this summary of the sections). The whole Introduction section should not take more than about half a page or so. Discussion The sections after the Introduction are where you begin the discussion, outlining relevant facts and events. A rule of thumb is that there should be at least one section or subsection heading per page. These sections after the Introduction will follow a logical pattern of thought. Make your headings longer than just one or two cryptic words, so that they also help the reader to quickly understand the sections and flow of the assignment. Present information in a logical order. Use information from a number of credible sources to support your findings and try not to include numeric calculations in the main body of the assignment. Instead, include these as an appendix to the assignment. This is to prevent interrupting the flow of the assignment. Acknowledge all sources using the Harvard ‘author-date’ style. The start of each section should make obvious its link to previous sections; for example, ‘The previous sections discussed strengths; this section turns to weaknesses’. Transition words are especially useful for this linking of paragraphs; for example, ‘moreover, furthermore, in addition, consequently, so, on the other hand, in contrast, but, however, nevertheless’.