40 Definetions Essay Example | Topics and Well Written Essays - 2000 words

40 Definetions - Essay Example There are a lot of consequences of the noise pollution. It has an effect on the general wellbeing as well as hearing power of the humans. The high concentration of noise as well as its persistent use can be a reason of wound to the ears. It may produce the permanent loss of hearing. A huge blast can lead to the damage to tympanic membrane. It may create nervousness and constant worry which may bring about the panic. It causes the disorder of nervous systems of urban children and causes the emotional disorders in conjunction with the unusual behaviour. It may raise the heart rate, lessened productivity, constriction of vessels as well as damaged vision. In case of animals it can have an effect on the heart, liver as well as brain. It may as well have an effect on the brain by expanding the blood vessels. It may as well have an effect on the eyes by â€Å"dilating the pupil and cause the digestive spasms†. It may as well cause the raise in cholesterol level in blood (Finney, p 8 9, 1984). Noise Pollution usually indicates unnecessary sound created by human activities -unnecessary for the reason that it hinders the communication, job, relaxing, leisure time, or sleep. The two mainly significant measurement of noise pollution are sound force and sound concentration, these are calculated in various units, and the range of the magnitude is separate as well as incredibly large compared with noise (Nelson, p. 22, 1975). Noise pollution can be defined as human generated sound damaging to physical condition or wellbeing. Means of transports are the most awful lawbreakers, with aeroplane, railroad stock, wagons, buses, cars, and motorcycles all creating too much of noise. Every sound which is frustrating, disturbing, or physically detrimental is noise pollution. The physical consequences can consist of tinnitus, hearing loss, nervous tension and insomnia. Noise pollution is generally talked about in terms of

Sudan Education Essay Example for Free

Sudan Education Essay Acknowledgments This report was written with Kevin Watkins of the Centre for Universal Education at the Brookings Institution. Our research was greatly assisted by many individuals and organisations. Several ministers from the Government of the Republic of South Sudan were extremely generous with their time, providing advice and comments on early drafts. Special thanks are due to Joseph Ukel Abongo (Minister for General Education and Instruction), Peter Adwok Nywabi (Minister for Higher Education) and Kosti Manibe Ngai (Minister for Finance and Economic Planning). Senior officials and consultants from a number of ministries provided comments and insights including Esther Akumu (Director for Development Partner Coordination, Ministry of General Education and Instruction), Stephanie Allan (Donor Coordinator, Ministry of Finance and Economic Planning), Deng Deng Yai (Undersecretary for General Education and Instruction), Catherine Dom (Technical Adviser, Ministry of Finance and Economic Planning), and Moses Mabior, (Director for Aid Coordination, Ministry of Finance and Economic Planning). Education in South Sudan: investing in a better future  David Masua (Education Programme Manager, Windle Trust), Sue Nicholson (Education Technical Adviser, Save the Children in South Sudan), and Habibur Rahman (Education Programme Manager, BRAC South Sudan). We also benefited from discussions with Jubabased staff from a number of donor agencies, including Hilde Johnson (Special Representative to the Secretary General on South Sudan), Yasmin Haque (South Sudan Country Representative, UNICEF), William Osafo (Education Team Leader, USAID South Sudan Mission), and Fazle Rabbani (Education Adviser), DFID. Initial findings from the report were presented to a group of non-governmental organisations at a meeting held in London, on 20 March 2012. The subsequent discussions and comments informed the redrafting process. We wish to thank the following organisations for their participation: Action Aid, the Anglican Church, BRAC, the British Council, Camfed, Care International, The Children’s Investment Fund Foundation, Christian Aid, Comic Relief, the Global Campaign for Education, the Open University, Oxfam, Save the Children and VSO. Michael Holman, author and former Africa Editor of the Financial Times, kindly commented on an early draft. While all of the individuals and organisations mentioned above have informed this report, the views expressed are those of the authors alone. Staff working with non-governmental organisations in South Sudan provided invaluable advice based on their programme experience. We are indebted to Caroline De Anna (Education Programme Coordinator, Episcopal Church of Sudan), Reverend Emmanuel (Education Manager, Episcopal Church of Sudan), Emily Lugano (Education Adviser, Save the Children in South Sudan),  6 Foreword: South Sudan – time to act parents everywhere around the world, I know that it is through education that children broaden their horizons and develop the skills they need to realise their potential. Education and learning are the real foundations for opportunity. Today, millions of children around the world are denied a chance to put those foundations in place. Progress towards the 2015 goal of universal primary education is slowing, leaving 67 million primary school age children locked out of classrooms – and many more receiving a sub-standard education. Poverty, child labour, early marriage, and armed conflict are among the scourges holding back progress in education, along with failures of political leadership. The High Level Panel on global education was created to address what I see as a global crisis in education. As co-chair, along with Graca Machel – Madiba’s wife – I have spent time researching that crisis. I have spoken to political leaders, the heads of international agencies, and non-governmental organisations. And I have spent time talking to people at the sharp end of the crisis in education. I have heard agonised stories from parents who want their children to be able to live the life they are capable of living, but are forced by circumstances to settle for something less; and I have spoken to children who are desperate for the education that they know could transform their lives. Africa’s newest nation My work as Co-Chair of the High Level Panel on global education has involved visits to many countries. But there is one country that illustrates more than any other what is not working in the current international aid 7. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education One of the great privileges that I have enjoyed in my political life is the opportunity to meet Nelson Mandela. Like many people around the world, I have been inspired by his life, his courage, and his wisdom. Through his personal example, he has demonstrated that iron resolve backed by practical endeavour and clear strategies can move mountains. Of the many words that I have read by Madiba, there is one sentence that I am always drawn to. It is this: â€Å"There is no passion to be found playing small in settling for a life that is less than the one you are capable of living. † Since becoming a parent I have often thought about these words. Like parents everywhere across the world, I want my children to have the lives they are capable of living. And like architecture on education. That country is South Sudan, Africa’s newest nation. Much has been achieved over the six years that have passed since South Sudan emerged from a brutal and protracted conflict. Yet parents and children are still waiting for an education peace premium – and South Sudan is embarking on independence anchored to the bottom of the world league table on education. Over one million children of primary school age are out of school. Enrolment rates in secondary education are below 10 per cent. In what is a desperate situation for all children, South Sudan’s girls face additional disadvantages. Just 6 per cent of 13 year old girls have completed primary school. So extreme are the gender inequalities that young girls in South Sudan are more than twice as likely to die in pregnancy or childbirth as they are to make it through primary school and into secondary education. Behind these numbers is a vast waste of potential. Getting children into school and providing them with decent quality opportunities for education would help them to build a better future, for themselves and their country. In an increasingly knowledgebased and interconnected world, sustained and shared prosperity depends not on what countries have in terms of natural resources, but on what their citizens are able to learn. For South Sudan’s young people, education is a passport to employment. Education also has a wider role to play. Armed conflict and the threat of violence remains a source of insecurity for many of South Sudan’s people. Many factors are involved, including prejudice, long-standing hostilities, and attitudes that see recourse to violence as legitimate. With the right curriculum in place, the education system could act as a powerful force for peace8 building, the development of shared identity, and the creation of a society that is more resilient and less vulnerable to violence. To its credit, the Government of the Republic of South Sudan (GRSS) is putting in place an education strategy that holds out the promise of a better future. However, it lacks the financial resources, technical capacity and institutional systems to overcome the vast backlog in education provision. That is why the international community has such an important role to play. Several donors, UN agencies and non-governmental organisations have put in place education programmes that are making a difference – but not on the required scale. This paper sets out an agenda for change. It identifies a framework for policies that would: †¢ Bring opportunities for improved education to 2. 5 million children, half of them currently out of school Provide financial support for the education of half-a-million girls Make provision for the education of 300,000 children displaced as a result of armed violence, or living in conflict zones Train 30,000 teachers and build 3,000 schools †¢ †¢ †¢ Education in South Sudan: investing in a better future. Achieving these goals will require additional resources. We set out a financing strategy that includes an increased resource mobilisation effort on the part of the GRSS. Development assistance will have to cover a financing gap of US$1. 6bn over the next four years, or US$400m annually. Our proposals include recommendations for individual donors. The Global Partnership for Education (GPE), the major multilateral mechanism charged with financing efforts to achieve the international development goals, has yet to establish a programme in South Sudan. This is a wasted opportunity – and not just for South Sudan. The GPE needs to establish its credentials as an innovative and dynamic force for change in countries affected by conflict. The World Bank’s International Development Association (IDA) could also play a vital role. We propose a GPE-IDA cofinancing arrangement to mobilise US$180m annually. Other actors also have to step up to the plate. Bilateral donors and the European Commission could mobilise an additional US$100m annually. Non-traditional donors – including China – could be approached. And the Africa Development Bank/Africa Development Fund has developed co-financing mechanisms that are well suited to support the development of education infrastructure. I am, of course, aware that some people will argue that the goals that have been set are too ambitious, that the costs are not affordable, and that South Sudan should concentrate on taking small steps in the right direction, rather than attempting a great leap forward. I do not accept these arguments. In the course of research for this paper I have looked at the programmes of several nongovernmental organisations doing extraordinary work in education. The Ecumenical Church of South Sudan runs the largest teacher-training programme in the country, whilst the Bangladesh Rural Advancement Committee (BRAC) operates over 500 schools in some of the most difficult parts of the country, providing thousands of children with the hope of a better future. And Save the Children is bringing health and education support to many communities. These and other non-governmental organisations have found ways of delivering results, working with and through government. They are clear that, with additional support, they could scale-up their programmes. The same is true of UN agencies and many bilateral donors. Expanded delivery is held back not by a lack of capacity, but by a lack of predictable finance on a scale commensurate with the problem. Having reviewed the situation in South Sudan I am struck by similarities with other conflictaffected countries. Children in these countries should have first call on international support. Instead, they are pushed to the back of the queue for development assistance. Education is not a priority in the humanitarian aid system – in fact, it accounts for less than 2 per cent of emergency aid. And because the governments of conflict-affected states are often unable – or unwilling – either to deliver services or to meet the reporting standards required by major donors, children and parents are left to fend for themselves. From Somalia and the refugee camps of northern Kenya, to the war zones of north-eastern. Democratic Republic of Congo, conflict is destroying opportunities for education on an epic scale, and the aid system is providing limited protection. As an international community motivated by shared values and a common commitment to education, we must acknowledge this gap in the aid architecture – and then we must fill it. That is why I believe we need a new type of organisation to deliver not just money, but also teachers, books, temporary classrooms, and counsellors trained in trauma management to conflict areas. It is against this background that we are planning to form a new type of organisation called Education without Borders. The aim: to provide a mechanism that galvanises support, coordinates action, and delivers aid and education services to those most in need. This is not an exercise in creating parallel structures. It is an attempt to create a mechanism through which a wide range of actors – the public, teachers and other education professionals, the business 9 community and others – can join a shared effort to keep the flame of education alive for children trapped in conflict. It can achieve for education in broken down areas a little of what Medecins Sans Frontieres and the Red Cross achieve for health. Let me conclude by returning to the country that is the focus for this report. When I think of South Sudan, I think of a people who have shown extraordinary courage in the face of unimaginable adversity. I think of parents who, like you and me, want the best for their children. And I think of children who are filled with talent, potential and hope. It is to the children of South Sudan that I dedicate this report. And it is on their behalf that I ask your support for the proposals it sets out. South Sudan’s children have waited long enough for the education peace premium. And they have a right to expect bold action and our best effort – not half-measures, hesitation and indifference. To paraphrase Madiba we are ‘playing small’ with education in South Sudan. And by playing small we are consigning a generation of children to lives that are immeasurably less than the lives they are capable of living. The children of South Sudan deserve better – and we must do better by them. The Right Honourable Gordon Brown MP, former Prime Minister of the United Kingdom, Co-Chair of the High Level Panel on global education Education in South Sudan: investing in a better future Children at the BRAC supported Hai Kugi School on the outskirts of Juba in South Sudan.  © UNESCO /M. Hofer (2011) 10 Executive Summary I never had the chance to finish school but all my children must have an education. Then they can have the chance of a better life. No one will get anywhere in this country without an education. Beida Ropani, aged 28, farmer, Lora village, Central Equatoria, South Sudan. Education in South Sudan – investing in a better future The newly-independent country of South Sudan is anchored to the bottom of the world league table for education. More than half of its primary school age children – over 1 million in total – are out of school. Young girls are more likely to die in pregnancy or childbirth than to graduate from primary school. South Sudan’s young people face restricted opportunities for the education they need to build a better future for themselves and their country. It is time for the world to come together and change this picture. The children of South Sudan have suffered enough. It is time to deliver the education peace premium that their parents hoped for – and that they deserve. The Government of the Republic of South Sudan (GRSS) has set ambitious goals in education but there are daunting obstacles to be overcome. The recent disruption of revenue from oil exports threatens to starve basic service budgets of the financing needed to build schools, health clinics, and vital social and economic infrastructure. Ongoing violence in parts of the country is causing large-scale displacement and dislocation of services. There are problems in governance and in government capacity. The education system is under-financed. Most of the country’s teachers are untrained. There are chronic shortages of classrooms and textbooks. Learning outcomes are abysmal. Set against these challenges there is a vast untapped potential for change. At the heart of that potential are the people of South Sudan. They have shown extraordinary courage, resilience and commitment to education. In the face of overwhelming odds, they have been trying to get their children the schooling they deserve. Enrolment numbers have more than doubled in the five years since the peace agreement. The GRSS has pledged to make education a priority – and that pledge is backed by a strategic plan for the construction of an education system. Donors have a more mixed record. Development assistance for education falls far below the level required to support a breakthrough. The education sector receives a low-level of support and aid efficiency has been hampered by weak coordination. Most bilateral donors are operating programmes on a modest scale. While UNICEF has played an important role in coordination and reconstruction for education, the wider multilateral aid effort has been limited. Other actors are conspicuous by their absence. The Global Partnership for Education (GPE), a multilateral partnership that operates under the financial auspices of the World Bank, rightly describes itself as â€Å"the only multilateral partnership devoted to getting all out-of-school children into school for a quality education. †i Promoting gender 11 equity is one of the GPE’s priorities. South Sudan has a larger proportion of its children out of school than almost any other country in the world, along with the deepest gender inequalities. Yet six years after the peace agreement, the GPE has not yet delivered a programme in South Sudan. Hopes that this would change in early 2012 have not yet been realised. Following a review of the Government of South Sudan draft education strategy, the GPE secretariat determined that full endorsement of the plan would require its further development over several years and recommended that the government re-submit a less ambitious ‘transitional plan’. An indicative allocation of just US$38 million over four years has been set aside – an amount that falls far short of what is needed. What should have been a test case for the GPE’s effectiveness has become a showcase for what is going wrong in an aid system that is too inflexible, slow-moving and unresponsive to the needs of conflict-affected countries. There is still time to change this picture. The Board of the GPE could demand an urgent review of the response to South Sudan’s education strategy. It is also important that the World Bank steps up to the plate by putting into place a financing programme to support early delivery of results and longterm capacity building. What is clear is that the children of South Sudan have a right to expect something more. In the absence of a strengthened aid effort, South Sudan will fail to achieve the ambitious goals set by its government and demanded by its people. This paper sets out the case for a South Sudan Education Peace Premium (EPP) backed by a US$1. 6 billion aid investment over the period 2012-2016 US$400 annually. The GRSS would need to supplement this aid effort by 12 mobilizing an additional US$100m annually for education spending. Supplemented by an increased resource mobilisation effort on the part of the GRSS, the education peace premium would extend opportunities for some 2. 5 million children and adolescents. Beyond the wider benefits for poverty reduction, peace-building and state-building, returns from the peace premium would include: †¢ †¢ another 1 million primary school age children in school wider benefits for an additional 1. 5 million learners by improving the quality of education emergency provision for 300,000 children displaced by on-going conflicts early childhood provision for 300,000 children under the age of 5 support for half-a-million girls extended opportunities for adolescents and young adults who missed out on opportunities for basic education training for 30,000 teachers another 3000 schools for current and future generations of learners †¢ †¢ †¢ †¢ †¢ †¢ Education in South Sudan: investing in a better future Financing for the proposed EPP would be drawn from a range of sources. Success will hinge on a compact between the GRSS and the international community, represented by a range of donors. Our proposal envisages a broader and deeper donor support base for education. We suggest that the GPE provide annual financing of US$90m, with the World Bank co-financing an equivalent amount through the International Development Association (IDA). Drawing on its extensive experience and project portfolio in post-conflict states, the African Development Bank/African Development Fund is well placed to support the development of school infrastructure and support. We propose a financing contribution of around US$40m annually. Less concessional elements in the financing could be secured against future oil revenues. Bilateral donors and the European Union would have to mobilise another US$100 million annually, with non-traditional donors – including China – providing US$30m annually. We also argue that private foundations and charities should play a greater role in supporting education in South Sudan. Delivering an early and substantial education peace premium in South Sudan will be difficult – but the degree of difficulty should not be exaggerated. Sustained progress will require the development of technical and administrative capacity, along with the development of more robust systems for transparency and accountability in public finance. Increased and more equitable public spending is critical. But governance constraints can be overcome by drawing on arrangements that have emerged since the comprehensive peace agreement, as well as the experiences of other countries. To that end, we propose the creation of a pooled fund for education. Jointly managed by donors and the GRSS, this would build on the practices established under the Basic Service Fund (BSF). This has been the most successful of the pooled funding mechanisms in South Sudan, with spending of US$65m to date on primary education, health, water and sanitation. The BSF has been a major source of financing for school construction and teacher training. The great advantage of the facility is that it enables donors to pool risk and resources behind the government’s strategy, working through non-government organisations with a proven track record on delivery. With current pooled funding arrangements in South Sudan about to expire, there is an opportunity to put in place a flexible new structure for education. Over time, the pooled funding mechanism could evolve into a sector-wide support programme. More immediately, it could mobilise support for non-governmental organisations working with government to build capacity and deliver results on the ground. The achievements of non-governmental organisations refute the claim that South Sudan lacks the conditions for an education take-off. Working with a broader alliance of churches, the Episcopal Church of South Sudan has developed the largest teacher inservice training programme in the country, meeting high standards of performance. One of the largest non-governmental organisations providing education is the Bangladesh Rural Advancement Committee in Education (BRAC) – an agency with a proven track record in reaching highly marginalised communities and training female teachers. Save the Children is leading the implementation of a major alternative education programme financed by the United Kingdom’s Department for International Development (DfID) and piloting innovative early childhood interventions. We have based our cost-estimates for the education peace premium on the programmes of these and other NGOs with a proven capacity for scaling-up, as well as UN agencies and bilateral donors. In drawing up the proposed plan of action we do not discount the very real difficulties that will have to be addressed. Outcomes will depend on the development of a partnership between the GRSS, donors and nongovernmental organisations, and on political leadership on all sides. Listing problems and enumerating the many technical reasons that can be found either for delaying action, or for testing the water with small-scale pilot programmes, is easy. But South Sudan’s children cannot afford delay and prevarication 13 – and the country cannot afford to waste the potential of a generation of youth. Our proposal combines the four critical requirements for delivering results: achievable targets, an efficient delivery mechanism, predictable aid, and a compact between the GRSS, donors and non-governmental organisations. Headline figures for the cost of the proposed programme have to be considered against the potential flow of benefits, as measured by the number of children in school, the expanded opportunities for learning, and the renewed hope that will come with progress in education. The US$400m a year for four years that is required may seem unaffordable. The question that has to be asked is whether the world is willing to stand-by while 2. 5 million children lose their chance for an education that could lift them out of poverty, create jobs, build a more peaceful and resilient society, and support economic growth. Failure to expand opportunities for education will increase the risk of more conflict, which will in turn leave donors facing the prospect of increased humanitarian aid costs. Viewed against this alternative, the cost of implementing the actions proposed in this report is a small price to pay for a very high return. ii Education in South Sudan: investing in a better future An agenda for action This report sets out an agenda for achieving an educational breakthrough in South Sudan. Proposals include: †¢ Additional aid of US$400m annually for four years, with domestic budget resources increased by US$100m annually. The GPE and IDA to mobilise US$180m through a co-financing arrangement. An independent assessment of the GPE’s review of the South Sudan draft education strategy. The creation of a pooled fund for education in South Sudan to provide a focal point for government support. Measures to support disadvantaged children, including financial incentives for parents to keep children in school, especially young girls; expanded education provision in conflict-affected areas; and programmes for adolescents. Expanded programmes for training teachers and recruitment of female teachers. †¢ †¢ †¢ †¢ †¢ 14 Introduction The Republic of South Sudan is sub-Saharan Africa’s newest nation. Established in July 2011, the country achieved statehood facing enormous challenges. The Government of South Sudan (GRSS), created with the signing of the Comprehensive Peace Agreement in 2005, inherited none of the institutions associated with an independent state. South Sudan’s human development indicators are among the worst in the world. The human capital and physical infrastructure are limited. Insecurity remains a major concern across many parts of the country. Yet independence has unleashed a wave of hope, optimism and expectation. Having endured a brutal and long-running civil war that claimed over 2 million lives, South Sudan’s people have a right to expect a ‘peace dividend’, including improved access to basic services, more secure livelihoods, and greater safety. Failure to deliver in these areas would be a lost opportunity with tragic human consequences for the people of South Sudan, and with damaging implication for peace and security not just across the new nation, but across the region. Delivering the education peace dividend Perhaps more than any other sector, education has the potential to deliver an early, large and highly visible peace dividend. The education system in any country is a point of contact between governments and their citizens. And in a country like South Sudan, where the civil war destroyed educational opportunities for generations, the presence of functioning schools, teachers and books has the potential to demonstrate that the peace is delivering. Moreover, South Sudan’s people attach a very high value to education, with survey evidence showing that parents identify schooling – alongside food and water – as being a major priority. Across South Sudan, parents and young people are striving to overturn a legacy of illiteracy, restricted opportunity, and poor quality schooling. In towns and villages across the country, desperately poor people are working to get their children into an embryonic and over-stretched education system. The GRSS is working with partners to strengthen that system and build capacity. While the term ‘post-conflict reconstruction’ is widely used to describe the process now underway in South Sudan, in the case of education – and other basic services – it is misleading. Six years ago this was a country without an education system. Even today, only the initial foundations are in place. So this is a case of post-conflict construction in a country that inherited no infrastructure and has very limited human resources. Against this backdrop, the achievements registered in education since the 2005 peace accords have been extraordinary. The number of children in primary school has doubled in five years. Over 500 classrooms have been constructed. Led by a clear statement of intent on the part of President Salva Kiir, the GRSS has put in place ambitious plans to accelerate progress towards the 2015 Millennium Development Goals (MDGs). South Sudan’s constitution includes a provision establishing the entitlement to ‘free and compulsory education at the primary level’. The South Sudan Development Plan includes a wide range of 2015/16 targets for education aimed at putting the country on track for the MDGs. iii The Ministry of General Education and Instruction (MoGEI) is finalising a strategy 15 aimed at translating these targets and highlevel political commitments into policies and spending commitments aimed at achieving the MDGs and wider Education for All goals by 2022. iv Currently available in draft form, that strategy Promoting learning for all aims to get the country on course for universal primary education by 2016, with expanded provision of second chance education, measures to improve learning achievement levels and a range of strategies aimed at closing the gender gap. The document, which has been drawn up in close consultation with the Local Donor Group, bears testimony to the professionalism of staff in the Ministry of General Education and Instruction (MoGEI). Several bilateral donors, UN agencies and non-governmental organisations are supporting the reconstruction effort, often working under difficult conditions. UNICEF’s Go to School Programme helped to double school enrolment in three years. Both the government and its partners have demonstrated a capacity for flexibility and innovation, building classrooms, delivering textbooks and training teachers. v Nongovernmental organisations are active across the country, often operating in areas affected by conflict. While experience under the World Bank-managed Multi-Donor Trust Fund (MDTF) was disappointing, another pooled funding arrangement – the Basic Services Fund (BSF) – delivered cost-effective results, notably in school construction and teacher training. One of the strengths of the BSF has been its ability to lower transaction costs and achieve economies of scale in delivery. For those who question the capacity of international aid and partnerships in education to deliver results on the ground, the evidence from South Sudan tells a different story. Donors and non-governmental organisations have found ways of delivering results, working in the process to build government capacity. 16. The challenge now is to build on best practice and scale-up the level of ambition in an environment that may deteriorate as a result of budget austerity. The oil crisis Like all other sectors, education stands to be severely affected by the ongoing crisis over oil exports. Failure to resolve that crisis will have grave consequences for South Sudan (as it will for Khartoum), raising the spectre of a reversal of the fragile gains in education, health, water and other areas that have been achieved over the six years since the comprehensive peace agreement. With oil accounting for 98 per cent of government revenues, even a modest loss of export earnings would lead to significant cuts in expenditure. The background to the crisis can be briefly summarised. Since the comprehensive peace agreement, oil from South Sudan has been exported through pipelines from Sudan. As of March 2012, pipelines from two of the three oilfields were close to shut-down. The GRSS decision was prompted by a heavy transit tax levied by the Government of Sudan and a subsequent seizure of oil shipments by the government in Khartou.

outsourcing at clarendon :: Globalization essays, research papers

INTRODUCTION Clarendon Street Consultants (CSC) is a long-standing consulting firm based in Chicago. With a history of operations spanning more than forty years, our firm has established a faithful client base, which it serves through five privately-owned offices. The firm has recently been confronted with the controversial issue of outsourcing American jobs. Proponents of the measures claim that the outsourcing of labor is beneficial for Americans in terms of cost savings for corporations and the creation of better-paying jobs for workers. Those that oppose these measures point out the loss of American jobs at the expense of low income households, as well as a greater dependence on other countries. CSC has decided to examine the issues of outsourcing American labor from a bilateral perspective—the firm will analyze the issue based on its positive impact on profitability and American society. The firm wishes to form its own conclusion based on available information. This conclusion will help CSC in its own future outsourcing-related issues, and will guide the advice given to clients on the subject. A recent article on the subject of outsourcing from Business Today proved useful in our analysis. In the article, author Max P. Michaels heavily favors outsourcing. Michaels, who is a member of the India Business Council, gave a few valid arguments supporting the use of outsourcing in the U.S. However, in order to get a clearer picture of these arguments, I found it useful to analyze the article itself and the arguments in favor of such a position. ARGUMENT In his article, Max P. Michaels concludes that â€Å"Offshoring is Good for America† (96). In order to determine why Michaels believes this is so, we must first take a closer look at his argument. He has provided the following reasons to support his conclusion that offshoring is good for America: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cross border outsourcing of American labor results in U.S. wealth creation †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Cross border outsourcing is good for shareholders, consumers, and workers in America ANALYSIS Cross-border Outsourcing Creates Wealth Michaels provides his first reason for his argument by stating that â€Å"America is going through a wave of wealth creation, this time triggered by cross-border outsourcing† (96). Restated, the reason simply states that cross-border outsourcing causes wealth creation. This is a good reason to support the author’s conclusion, but there are a few impediments to his argument in the article. First, the author uses ambiguous wording to describe his presentation of the facts. The phrase â€Å"disruptive creation† is used twice in this section, without leaving the reader with any clue as to the author’s meaning (96).

Million Dollar Baby

The theme of this story is achieving the American Dream of riches and fame, it’s also about the need for love and support. Frankie is a brilliant but unsuccessful boxing trainer who train a lot of excellent boxers but lack of success. Maggie is a natural boxer who tirelessly trains each day in Frankie’s gym even though he has rejected her requests that he trains her. She is at the age of 32 believes she has one last chance to make a life for herself in boxing. They are the loneness people that try to find meaning in their life. Both of them want success! Frankie is estranged from his daughter, who returns his many letters that all are unopened. Beneath his crusty exterior is a man crying for the love and acceptance of his daughter, so he goes to church every single day. There is an aching void in his heart. Maggie is a waitress from a white trash family. Her mother only cares about her welfare. Nobody cares about her in the family. She also lack of family love but she treats her family very well because of her strong will. Maggie dedication and hard work influence Frankie’s mind and he agrees to train her, but only in the basic and then he will turn her over to another trainer. At this point Frankie is still afraid to open himself up to Maggie who follows every word of his advice. As Maggie fights her way up in her boxing, Frankie establishes a parental relationship with Maggie. While Maggie’s mother ridicules her success is the ring, Frankie eventually arranges a million dollar fight for Maggie and they actually success. Also the movie always mentions the guy who is called Danger. He is a innocent and optimistic young boy who always come to Frankie’s gym to practice but is not a nature boxer. Being successful in boxing is also his dream. The remorseless fact blows him into the depth of despair. Although he comes to the gym every day to practice, he can’t even fight back to the black guy. Now he know boxing is not as easy as his imagination. For this reason he disappears some days. But eventually, he comes back with his confidence. This is the irony in this story, even though you work hard, it’s not always a good outcome. He realized that he is not suit in boxing but the worshipful part is he still coming to practice tireless when he is awakened by Mr. Scrap. At least he flights for his dream and doesn't live in a ordinary life like Maggie’s mother. Maggie’s mother doesn’t have a job because she is lazy and she lives on the welfare. She doesn't have a dream and doesn't care about her own daughter. The only thing she concerns is money even though her own daughter is on the verge of death. At the top of the life of Maggie’s boxing, she is being a paralytic by the accident. The pain is intolerable for Maggie, she ask for ending her life. She does the most valuable thing in her life that she is satisfied with the brilliant achievements in the twinkling of an eye. She enjoys the process of boxing that she has never ever been regret of being a boxer. Lying on the bed is against to her believe – never have a original life. People in the world all are never and ever be the same because of difference dreams. They are finding the meaning of their lives. Maggie chooses to end of her life to wind up her finally dream. This story tell us, everyone has a right to pursue the dream. Just go for it, it might be failure but at least we try and our life will be unordinary. If we keep proceeding in the way of our dream, even though we fail we still get more than the other who live in an ordinary life.

Autobiography

My name is Andrew Windiest, I was born in Redding, California, a mid-sized city located in the most northern part of the Sacramento Valley. I have four brothers named Alex (14), Jordan (21), Nathan (25), and Tyler (28) along with two sisters, Courtney (29) and Samaritan(26). My Dad's name is Neil Windiest (60) and my Mom's name is Katharine Buchanan (49), they were never married and I don't remember them ever being together. Vie grown up most of my life in Dixon, CA where my mom lived up until three years ago when she moved to Elk Grove. Most of my friends that have known me since I was really young are in Dixon.My dad lives in Red Bluff, CA, up near Redding and that's where I spend most of my time right now. In the future I hope to get out of the valley, although I like some areas of it, I like mountainous areas a whole lot more. I am now attending Elk Grove Charter School as a senior and hope to gain on all my missing credits and graduate this year. I really enjoy the outdoors and it is where I like to spend my time whenever I get the chance. I love fishing and would fish everyday if I could, I have spent many, many hours on the river enjoying the peacefulness. Another thing I enjoy is working on cars, particularly my own.I like high performance cars and love the freedom of driving. I enjoy hiking mountains a lot and like adventures. I climbed Met. Lessen Peak when I was six years old. My Dad has a house on the Oregon coast in Coos Bay. We go up there and ride the sand dunes and it's a lot of fun. My dad bought me my first car it's a eagle's Talon. My dad has had two of these cars previously except his were all wheel drive. These cars have lots of horse power for how big the engine is because they are turbocharged. This a short story of my previous life and my life now and I hope to add many more memories to my life story. Autobiography I attended La Immaculate Primary School, Muffles College High School graduating with a Diploma in Academic Business, Muffles Junior College graduating with an Associate Degree in General Studies, university of Belize graduating with a Bachelor f Science Degree in English Education, and presently studying at Galen university to acquire a Master's Degree in Business Administration. I have always been a rather quiet individual at home, at work, and at school. Accustomed to being around primarily adults, I am mature for my age and most of my friends are males.My hobbies are reading, cooking, baking, and listening to music. Occasionally, I watch some television if I am bored. I did well in school, as I always read ahead and researched even before school opened. I spent my vacation reading all my school codebooks and highlighting the information I deemed Important, while my friends spent theirs traveling or enjoying themselves. In College, I used to spend more time with my friends. We woul d play cards and dominoes and eventually I became a great domino player.I have been encouraged to enter competitions, but I just play for the center of attention. I am more of a behind the scenes type of person, preferring to observe than step to the forefront. I was never one who saw myself with a family and did not want to be tied down by the constraints of a husband and children. Although I absolutely adored children, I assumed I'd never have any children or marry. However, as I grew older my mentality changed and I met someone whilst studying for my Bachelors.After three years of dating, I had a daughter. Shortly after the birth of my daughter, due to an accident, my partner died and I ended up becoming a single mother at the age of 21 . I found myself balancing being a mother, studying and working, always looking for a better job so to make more money to give my daughter a better life than I had. I'm proud to say this new role suits me. I'm driven, not only to do great things f or myself, but to spur my daughter on to even greater ones.What I achieve in life, I do it for my daughter. I do not consider myself a genius, but I study hard or seek help when I need it. I always attempt tasks first and then seek help when I realize that I really do not know what I'm doing, or I cannot do it on my own. I still have that independent nature strongly embedded. Presently, my goal is to graduate with honors and obtain a scholarship for a PhD. Furthermore, having met someone and getting engaged, I look forward to marrying and having two more children. Autobiography Inspirations come from many avenues. My inspiration came when I was 16 years old in the form of a 3 pound baby boy measuring the length of a ruler. Being a young adolescent myself, this was a very trying time for me. My son was born almost three months early and could very easily have not survived. The birth of my first child is what changed my life forever and shaped me into the person I am today.At the age of seventeen I was attending high school, being a mother to my son, and working away from home as a waitress; all the while missing my little boy beyond words. I knew right then what I wanted to do with my life. I wanted to watch my son grow. I wanted to not only be his mother but also his teacher.As my life moved forward my family grew. I was lucky enough to have the privilege to stay at home with my children. During this time I decided that caring for children and helping them grow was what I wanted to do. I started doing child care for a few of my friend’s children and absolutely fell in love with it. This is what I have always done and is something that has always come completely natural to me. Being responsible for a child’s growth while watching them learn and mature right before my eyes is an amazing feeling and a blessing.My children are now all in school full time which has me feeling ready to share the passion I have in caring for, nurturing, and teaching children with others. After I complete my CDA coursework my goal is to become a preschool teacher. I feel with current education with child development and the love I have for watching children’s developmental growth this will be a great future for me.

Social Inequality Minorities Essays

Social Inequality Minorities Essays Social Inequality Minorities Essay Social Inequality Minorities Essay Social Inequality and Minorities in the United States In this course I have learned about many different kinds of social problems in societies around the world and in the United States, such as poverty, social inequality, race and cultural discrimination, gender stratification, environmental damage, population growth, and urbanization. I chose my final essay to be on Social Inequality and Minorities in the United States. For me this subject raises many points of our daily life and brings us to the point of reality in our world. My paper will discuss why is deviance found in all societies? How does who and what are defined as deviant reflect social inequality? What effect has punishment had in reducing crime in the United States? Let’s start off with what are social inequities and what is minorities? Social inequality refers to a lack of social equality, where individuals in a society do not have equal social status. Areas of potential social inequality include voting rights, freedom of speech and assembly, the extent of property rights and access to education, health care and other social goods. Inequality is socially created by matching two different kinds of processes. The social roles in society are first matched to ‘reward packages’ of unequal value and individual members of society are then allocated to the positions so defined and rewarded† Social inequality is different from economic inequality but the two inequalities are linked. Economic inequality refers to disparities in the distribution of economic assets and income. While economi c inequality is caused by the unequal distribution of wealth, social inequality exists because the lack of wealth in certain areas prohibits these people from obtaining the same housing, health care, etc. s the wealthy in societies where access to these social goods depends on wealth. â€Å"The degree of inequality in a given reward or asset depends, of course, on its dispersion or concentration across the individuals in the population†. (Dictionary. com) I also feel economic inequalities goes well with these examples before I go further†¦Ã¢â‚¬ ¦ Economic inequality refers to disparities in the distribution of economic assets and income. The term typically refers to inequality among individuals and groups within a society, but can also refer to inequality among nations. Economic Inequality generally refers to equality of outcome, and is related to the idea of equality of opportunity. It is a contested issue whether economic inequality is a positive or negative phenomenon, both on utilitarian and moral grounds. Economic inequality has existed in a wide range of societies and historical periods; its nature, cause and importance are open to broad debate. A countrys economic structure or system (for example, capitalism or socialism), ongoing or past wars, and differences in individuals abilities to create wealth are all involved in the creation of economic inequality. The existence of different genders, races and cultures within a society is also thought to contribute to economic inequality. Some psychologists such as Richard Lynn argue that there are innate group differences in ability that are partially responsible for producing race and gender group differences in wealth (see also race and intelligence, sex and intelligence) though this assertion is highly controversial. The idea of the gender gap tries to explain differences in income between genders. Culture and religion are thought to play a role in creating inequality by either encouraging or discouraging wealth-acquiring behavior, and by providing a basis for discrimination. In many countries individuals belonging to certain racial and ethnic minorities are more likely to be poor. Proposed causes include cultural differences amongst different races, an educational achievement gap, and racism. Now let’s take a look at minorities’ definition as I thought was the best way to describe as a minority or subordinate group is a sociological group that does not constitute a politically dominant voting majority of the total population of a given society. A sociological minority is not necessarily a numerical minority - it may include any group that is disadvantaged with respect to a dominant group in terms of social status, education, employment, wealth and political power. To avoid confusion, some writers prefer the terms subordinate group and dominant group rather than minority and majority, respectively. In socioeconomics, the term minority typically refers to a socially subordination ethnic group (understood in terms of language, nationality, religion and/or culture). Other minority groups include people with disabilities, economic minorities (working poor or unemployed), age minorities (who are younger or older than a typical working age) and sexual minorities. The term minority group often occurs alongside a discourse of civil rights and collective rights which gained prominence in the 20th century. Members of minority groups are prone to different treatment in the countries and societies in which they live. This discrimination may be directly based on an individuals perceived membership of a minority group, without consideration of that individuals personal achievement. It may also occur indirectly, due to social structures that are not equally accessible to all. Activists campaigning on a range of issues may use the language of minority rights, including student rights, consumer rights and animal rights. In recent years, some members of social groups traditionally perceived as dominant have attempted to present themselves as an oppressed minority, such as white, middle-class heterosexual males. Every large society contains ethnic minorities. They may be migrant, indigenous or landless nomadic communities. In some places, subordinate ethnic groups may constitute a numerical majority, such as Blacks in South Africa under apartheid. International criminal law can protect the rights of racial or ethnic minorities in a number of ways; the right to self-determination is a key issue. (Dictionary. com) As many of us know social inequalities and minorities are the discrimination of our world. We class and judge all types of minorities; even though we all know we should not we still peruse others falsely and judgmentally. Treatment or consideration based on class or category rather than individual merit; partiality or prejudice: racial discrimination. Unfortunately this is something that Americans deal with every day. Weather it is at school, at work or even in a public space, racial discrimination has been haunting our nation for hundreds of years now. There are many factors that go into determining the path a persons life may take; the most significant of these is the social class into which he or she is born. Every modern society has a class society. Each of these societies has based its civilization, its culture, its technology, on the oppression of the majority by a minority. Class is vitally important in understanding social inequalities suffered globally by the races which comprise our world, but also it extends more specifically into the different ethnicities which comprise a race. Why is deviance found in all societies? Although we tend to view deviance as the free choice or personal failings of individuals, all behavior- deviance as well as conformity- is shaped by society. Deviance varies according to cultural norms. No thought or action is inherently deviant; it becomes deviant only in relation to particular norms. Around the world, deviance is even more diverse Albania outlaws any public display of religious faith, such as â€Å"crossing† oneself; Cuba and Vietnam can prosecute citizens for meeting with foreigners; Malaysia does not allow tight-fitting jeans for women; police in Iran can arrest a woman simply for wearing makeup. People become deviant as others define them that way. Everyone violates cultural norms at one time or another. For example, have you ever walked around talking to yourself or â€Å"borrowed† a pen from your workplace? Whether such behavior defines us as criminal or mentally ill depends on how others perceive, define, and respond to it. Both norms and the way people define situations involve social power. The law is the means by which powerful people protect their interests. A homeless person who stands on a street corner speaking out against the government risks arrest for disturbing the peace; a mayoral candidate during an election campaign does exactly the same thing and gets police protection. In short, norms and how we apply them reflect social inequality. How does who and what are defined as deviant reflect social inequality? The social-conflict approach links deviance to social inequality. That is, who or what is labeled â€Å"deviant† depends on which categories of people hold power in a society. Social-conflict theory explains this pattern in three ways. First, all norms and especially the laws of any society generally reflect the interests of the rich and powerful. People who threaten the wealthy, either by taking their property or by pushing for a more egalitarian society, are labeled â€Å"common thieves† or â€Å"political radicals. Karl Marx, a major architect of the social-conflict approach, argued that the law (and all social institutions) supports the interests of the rich; or as Richard Quinney puts it, â€Å"Capitalist justice is by the capitalist class, for the capitalist class, and against the working class†. Second, even if their behavior is called into question, the powerful have the resources to resist deviant labels. The majority of the corporate executives involved in recent scandals have yet to be arrested; very few have gone to jail. Third, the widespread belief that norms and laws are natural and good masks their political character. For this reason, although we may condemn the unequal application of the law, most of us give little thought to whether the laws themselves are inherently unfair (Quinney, 1977). What effect has punishment had in reducing crime in the United States? When asked this question the first thing I thought of was the four justification of punishment in our text book. Which is Retribution The oldest justification for punishment? Punishment is society’s revenge for a moral wrong. In principle, punishment should be equal in severity to the deviance itself; deterrence an early modern approach. Deviance is considered social disruption, which society acts to control. People are viewed as rational and self-interested; deterrence works because the pain of punishment outweighs the pleasure of deviance. Rehabilitation a modern strategy linked to the development of social sciences. Deviance is viewed as the result of social problems (such as poverty) or personal problems (such as mental illness). Social conditions are improved; treatment is tailored to the offender’s condition. Societal protection is a modern approach easier to carry out than rehabilitation. If society is unable or unwilling to rehabilitate offenders or reform social conditions, people are protected by the imprisonment or execution of the offender. Currently, 2 million people are imprisoned in the United States. In response to tougher public attitudes and an increasing number of drug-related arrests, the U. S. prison population has tripled since 1980. The size of the inmate population is going up in most other high-income nations as well. Yet the United States imprisons a larger share of its population than any other country in the world. Certainly, punishment deters some crime. Yet our society has a high rate of criminal recidivism, later offenses by people previously convicted of crimes. About three-fourths of state prisoners have been jailed before, and about half will be back within a few years after release. So does punishment really deter crime? Only about one-third of all crimes are known to police; of these, only about one in five results in an arrest. The old saying â€Å"crime doesn’t pay† rings hollow when we consider these statistics. As we can certainly see social inequalities are in each of our lives as well as our judicial system and there are still many discriminatory differences in the United States. Knowing what is right and wrong in these circumstances makes us knowledgeable in making a difference in the world. Minorities and social inequalities are a part of who we are as a society. It is what we built around us. We all have our thoughts on what makes discrimination harmful, I truly feel it is up to us to change our social inequalities and minorities

Converse Terms

Converse Terms Converse Terms Converse Terms By Sharon Ive been reading a book on linguistics recently. During the process I have discovered some new terminology, such as converse terms. This phrase describes pairs of words where one word reverses the relationship that is denoted by the first. As someone else put it, theres a relationship of equivalence. In other words, if you are my mother, then I have to be your daughter. If I am standing over a bridge, then the bridge is under my feet. Here are some more examples: ancestor and descendant before and after bequeath and inherit buy and sell doctor and patient employer and employee father and son give and receive guest and host husband and wife infer and imply lend and borrow parents and children predator and prey sister and brother teach and learn teacher and student trainer and trainee Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Spelling Test 1How to Pronounce MobilePreposition Mistakes #1: Accused and Excited

The History of Small Business in the United States

The History of Small Business in the United States Americans have always believed that they live in a land of opportunity, where anybody who has a good idea, determination, and a willingness to work hard can start a business and prosper. Its the manifestation of the belief in a persons ability to pull themselves up by their bootstraps and the accessibility of the American Dream. In practice, this belief in entrepreneurship has taken many forms over the course of history in the United States, from the self-employed individual to the global conglomerate. Small Business in 17th and 18th-Century America Small businesses have been an integral part of American life and the US economy since the time of the first colonial settlers.  In the 17th and 18th centuries, the public extolled the pioneer who overcame great hardships to carve a home and a way of life out of the American wilderness. During this period in American history, a majority of colonists were small farmers, making their lives on small family farms in rural areas.  Families tended to produce many of their own goods from food to soap to clothing.  Of the free, white men in the American colonies (who made up about one-third of the population), over 50% of them owned some land, though it was generally not much. The remaining colonist population  was made up of slaves and indentured servants.   Small Business in 19th-Century America Then, in 19th-century America, as small agricultural enterprises rapidly spread across the vast expanse of the American frontier, the homesteading farmer embodied many of the ideals of the economic individualist.  But as the nations population grew and cities assumed increased economic importance, the dream of being in business for oneself in America evolved to include small merchants, independent craftsmen, and self-reliant professionals. Small Business in 20th Century America   The 20th century, continuing a trend that began in the latter part of the 19th century, brought an enormous leap in the scale and complexity of economic activity. In many industries, small enterprises had trouble raising sufficient funds and operating on a scale large enough to produce most efficiently all of the goods demanded by an increasingly sophisticated and affluent population. In this environment, the modern corporation, often employing hundreds or even thousands of workers, assumed increased importance. Small Business in America Today Today, the American economy boasts a wide array of enterprises, ranging from one-person sole proprietorships to some of the worlds largest corporations. In 1995, there were 16.4 million non-farm, sole proprietorships, 1.6 million partnerships, and 4.5 million corporations in the United States - a total of 22.5 million independent enterprises.

Family and sports, recreation, leisure Essay Example | Topics and Well Written Essays - 750 words

Family and sports, recreation, leisure - Essay Example I have come to realize that these SRL activities also changes with time or the generation (Human Kinetics 2005). You notice that the sports recreation and leisure activities that were practiced by our parents or quite different from what we are practicing today. These few factors made me to talk to my mother and my grandmother in an interest to know more about my family generation history in sports, recreation, and leisure activities. Family interviews I had some questions to ask my grandfather; Me: â€Å"Grandfather, did you consider your family as being poor or rich?† Grandfather: â€Å"I can’t say that we were that rich, but my father had enough properties and resources to support the family’s wellbeing. My father had a large farm and livestock, he was a great farmer. That’s how he managed to raise the family.† Me: â€Å"Did you enjoy your life?† Grandfather: â€Å"yes I really enjoyed my time very well. As a young boy, I always played to gether with other young boys. I also enjoyed assisting my parents in the farm.† Me: â€Å"What recreation or sports activities did you participate during your leisure time?† Grandfather: â€Å"We had a lot of activities to do. ... When I was young, your grandpa took care of me very well. I used to hang out with the rest of young boys when out of school.† Me: â€Å"What were your favorite sporting and leisure activities?† Father: â€Å"There were many sporting activities we used to play. We played board games, high jumps, bullfights and participated in local wrestling competition. We also did some hunting activities but not often. During the night, we could assemble together in a fire and listen for stories from our grandparents.† The Ties of My Grandfather’s Generation with the Readings The time of my grandfather’s youthful age was the time when the communities were still indigenous. The kind of sports, games, and social activities they participated in like dancing and some physical activities were reflecting their culture and a particular way of life. The culture that was adapted was from my grandfather’s tribe. The tribe’s culture and traditions determined thei r leisure and sporting activities. These physical activities, games, and sports were considered very important means of recreation. The different classes of people played their games and sports differently. My grandfather’s ethnic community could not interact or play with other ethnic communities (Mackenzie, Para 7). My Generation Sports, Recreation, and Leisure (SRL) Activities All these activities are quite different from the sporting, recreation, and leisure activities that I practice or the current young people are practicing in their free time. Our sporting activities vary from field sports like soccer, rugby, and athletics and so on to indoor games and computer games. I spend my time playing and watching soccer, which

Comparative Study of Critical Resource Diagramming Versus PERT and CPM Assignment

Comparative Study of Critical Resource Diagramming Versus PERT and CPM - Assignment Example PERT is a statistical implement used in project management, it is designed to analyze and exemplify the task evaluation completing a given project (Delgado et al., 2004). It is normally used in conjunction with CPM which is known as critical path method in project scheduling and management technique. CPM is a tool used to evaluate and determine duration based on the proof of identity of â€Å"critical work† through an activity network (Delgado et al., 2004).Ultimately CPM and PERT can be merged into one to form a project scheduling technique known as CPM/PERT. The combination of both CPM and PERT makes it visually easier to view precedence relationships and gives an opportunity for ideal large projects with several activities (Delgado et al., 2004). CPM/PERT contain two major key elements: activities and events. An activity embodies an action and consumption of resources such as time, money and energy needed to complete a quota for a given plan. The activity is typically epitomized by an arrow; this is due to the fact that it encompasses resources (Delgado et al., 2004). An event, normally taken to mean node will basically occur at the beginning and the end of an activity. The events have no resources and as a result are represented by a circle (Delgado et al., 2004). When working on a complicated project, it is normally very hard for the business owner to envisage the schedule and risks. Applying the PERT/CPM can help play a major role in breaking the large efforts down into smaller tasks and show the relationships between different tasks. This can help in determining the expected outcome besides anticipating and alleviating scheduling bottlenecks (Delgado et al., 2004). Using the just-in-time (JIT) philosophy as a standard project scheduling technique can help solve the implications of Ajax project management that includes the stratagem, fabrication and introduction of a firsthand microwave oven. The just-in-time is used to eliminate wastage by cutting unnecessary inventory and doing away with the delays in operations.  

Fundamentals of Entrepreneurship paper Research Example | Topics and Well Written Essays - 750 words

Fundamentals of Entrepreneurship - Research Paper Example For instance, a business dealing with seasonal goods will make losses when the season ends. Also, failure to manage the business in a professional way may lead to collapse of the business. Managing the business is a broad term that encompasses many aspects such as finance, intellectual property and human resources among others (Bygrave & Zacharakis 103). This paper examines the issue of intellectual property rights on my proposed business; car dealership. Business ideas can be hard to protect from imitation or copying. Intellectual property refer to the creations of the mind such as inventions, artistic and literally work, images, designs and names for commercial purposes (Libecap 46). Products in the market take a lot of time during their development, but once they are in their finished form, they can be subject to imitation within a short time. Intellectual property rights are laws that seek to protect products from such duplication that will affect the profits of the company illegally. Intellectual property protection exists in various forms such as patents, copyrights and trademark. The first form will not apply to the business. Patents mainly protect authors whose work is authentic and not obvious. However, the business will utilize the other two forms of protections. The car dealership business has been a successful affair for those who have undertaken it. This means that other entrepreneurs might be interested to infringe into the business’s trademark and copyrights in the case that it becomes successful (Libecap 47). A trademark refers to the name of the business or the brand name. This also includes any symbols in the name that signify a product or distinguishes the product from that of other businesses in the market (Libecap 47). Such symbols might seem small and insignificant but play an immense role in the identification of a company’s product by customers. The business may register the mark and

Triangle Creative Ltd Essay Example | Topics and Well Written Essays - 3000 words

Triangle Creative Ltd - Essay Example The report is structured to include three main parts namely the marketing mix, relationship with variables and business networks, and the structure of the sales force. The three parts of the report form the basis of the success of the business during the current economic downturn. The recommendations presented in this report are based on the analysis of the current situation facing the company and are also effective in making sure that the business will manage to create a competitive advantage in the market. 2.0 Marketing Mix According to marketing principles regarding the marketing mix of a given business, there are a number of conditions that ensure the success of the business in its marketing functions (Kalish, Vijay & Eitan, 2005, p. 176). The marketing principles require that a business should at least address the following four conditions: i. The business should have the right product that has the right features such as appearance and functioning. ii. The available products sho uld be sold at the right prices to customers so as to maximize on attracting large numbers of customers that will record huge profits. The product should be sold in the right place and at the right time so as to improve the efficiency of business operations.The business should design and implement the most suitable promotion in marketing the product so that customers will have to be aware about the existence of the product in the market. The company has managed to attract a significant number of customers but the recent market conditions have led to the company losing a number of customers. This requires new strategies in the company’s marketing mix so as to ensure that the company attracts new customers as well as it retains existing customers. The strategy is that the business should consider expanding its marketing mix and making a number of changes on the existing marketing mix (Kemper, 2010, p. 112). 2.1 Product Triangle Creative Ltd should invest more in producing original services to customers as opposed to relying too much on outsourcing. This is because the outsourcing companies may provide services that may not meet all the needs of the clients. The company should improve its production capacity to include the provision of marketing and advertising services. This will ensure that the company has complete control over the quality of its product and makes it easier for the company to redesign its servi ces in the shortest time possible. The best option in this case is that Triangle Creative Ltd should consider merging with PJW Media Production. The advantages of such a merger include sharing of expertise knowledge and access to a wider market (Kiss & Martin, 2008, p. 129). Additionally, IMP literature materials suggest that mergers have the effect of reducing the costs of operations for any business (Kiss & Martin, 2008, p. 132). 2.2 Price The business should consider adopting a different pricing system for its services. Currently, the company is using a rigid pricing system that does not change with the pricing needs of the consumer. The limitation of such a pricing system is that the company is unable to offer price benefits such as discounts and bargains on prices of services. This may be one of the major reasons as to why the company is losing a

How Buy USA Helps Exporters Essay Example | Topics and Well Written Essays - 750 words

How Buy USA Helps Exporters - Essay Example The website has great presence across the country with offices in almost every region. This huge nationwide presence allows businesses from any region in the US to sign up to connect with potential clients. Buy USA gives business owners in the US a great opportunity to expand their businesses and put them on the international map. This expands the market for the businesses and enables them to maximize their profits with a lot of ease. It is a US commercial Service aimed at helping businesses find potential clients and meet new partners on the international level. Companies outside the USA can also find the website very useful in locating appropriate suppliers for their goods and services. Buy USA operates in about eighty countries across the world creating a very huge market for businesses to interact and share their products and services. Apart from connecting businesses to potential clients and business partners, Buy USA provides a wide range of services to both current and potential exporters, making it one of the leading commercial services in the country. The websites contains links to other equally essential business websites such as export.gov (www.export.gov) which has numerous resources about conducting an export business, and Commercial News USA (http://www.thinkglobal.us/) which offers businesses the latest news in the international market. Both new and experienced businesses in exports can benefit a great deal from using Buy USA. With a wide range of connection in about eighty countries, established export businesses can use these connections from Buy USA to rapidly increase their operations on the international scene, while new businesses can have a good foundation to start from with a great prospect of future growth and expansion. Among the services offered to new businesses that want to start exporting i nclude provision of relevant business and legal information, business advice, and advice on international logistics. New businesses can use this information to strategically plan their entry in to the international market. Lack of information and legal huddles have been stumbling barriers for small businesses to sell their products on the international scene but the services provided by Buy USA have greatly simplified that. With offices in over one hundred cities in the country, Buy USA is dedicated to ensuring growth of small businesses through provision of information and business advice to set them off to the international market. Established businesses can also benefit from services such as the latest international news, new links to customers and business partners, legal assistance, trade show experiences among others. Using Buy USA is a great way to market your business on the international scene. Established businesses can use this easy way to market their goods and services to the outside the US and reduce their marketing expenses on physical marketing (Joshi, 2005). The website enables businesses to maximize their profits by exporting their goods and services to a ready market outside the US. Buy USA is one of the most trusted agencies helping businesses in America and its growing popularity is set to benefit so many businesses, both big and small. Buy USA serves businesses in diverse industries ranging from agricultural, service businesses, manufacturing among others. Any company can join in and locate other businesses in the same industry for partnership or business deals. Potential clients for Buy USA include small and medium enterprises who may not afford the

Macroeconomics...........case5 Case Study Example | Topics and Well Written Essays - 250 words

Macroeconomics...........case5 - Case Study Example Economist Paul Collier, of Oxford Univesity in England, has examined what went wrong with these â€Å"trapped countries.† Based on decades of research, he identifies some poverty traps. About 750 million people of the bottom billion have recently lived through, or are still in the midst of, a civil war. Such wars can drag on for years with economically disastrous consequences. For example, the ethnic conflict in Burundi between the Hutus and the Tutsis has lasted three decades, which helps explain that country’s poorest-in-the-world ranking. Unfortunately, the poorer a country becomes, the more likely it is to succumb to civil war. And once a country goes through one civil war, more are likely. Ethnic conflict, or civil war, is Collier’s first poverty trap. But why, aside from poverty itself, are so many sub-Saharan countries mired in civil war? He finds that three factors heighten the risk of such conflicts: (1) a relatively high proportion of young, uneducated men with few job prospects (who, thus, have a low opportunity cost); (2) an imbalance between ethnic groups, with one tending to outnumber the rest; and (3) a supply of natural resources like diamonds or oil, which both creates an incentive to rebel and helps finance that rebellion. The presence of mineral wealth in an otherwise poor country can also undermine democracy itself. Government revenue from mineral sales reduces taxes, which dampens public debate about how taxes should be spent. For example, because of oil revenue, the Nigerian government relies less on taxes, so there is less pressure for government accountability, and hence fewer checks and balances on a corrupt government. Thus, misuse of resource wealth is Collier’s second poverty trap. About 300 million o f the poorest billion live in countries that have fallen into this trap. This leads us to the third poverty trap: a dysfunctional or corrupt government. Government

How Buy USA Helps Exporters Essay Example | Topics and Well Written Essays - 750 words

How Buy USA Helps Exporters - Essay Example The website has great presence across the country with offices in almost every region. This huge nationwide presence allows businesses from any region in the US to sign up to connect with potential clients. Buy USA gives business owners in the US a great opportunity to expand their businesses and put them on the international map. This expands the market for the businesses and enables them to maximize their profits with a lot of ease. It is a US commercial Service aimed at helping businesses find potential clients and meet new partners on the international level. Companies outside the USA can also find the website very useful in locating appropriate suppliers for their goods and services. Buy USA operates in about eighty countries across the world creating a very huge market for businesses to interact and share their products and services. Apart from connecting businesses to potential clients and business partners, Buy USA provides a wide range of services to both current and potential exporters, making it one of the leading commercial services in the country. The websites contains links to other equally essential business websites such as export.gov (www.export.gov) which has numerous resources about conducting an export business, and Commercial News USA (http://www.thinkglobal.us/) which offers businesses the latest news in the international market. Both new and experienced businesses in exports can benefit a great deal from using Buy USA. With a wide range of connection in about eighty countries, established export businesses can use these connections from Buy USA to rapidly increase their operations on the international scene, while new businesses can have a good foundation to start from with a great prospect of future growth and expansion. Among the services offered to new businesses that want to start exporting i nclude provision of relevant business and legal information, business advice, and advice on international logistics. New businesses can use this information to strategically plan their entry in to the international market. Lack of information and legal huddles have been stumbling barriers for small businesses to sell their products on the international scene but the services provided by Buy USA have greatly simplified that. With offices in over one hundred cities in the country, Buy USA is dedicated to ensuring growth of small businesses through provision of information and business advice to set them off to the international market. Established businesses can also benefit from services such as the latest international news, new links to customers and business partners, legal assistance, trade show experiences among others. Using Buy USA is a great way to market your business on the international scene. Established businesses can use this easy way to market their goods and services to the outside the US and reduce their marketing expenses on physical marketing (Joshi, 2005). The website enables businesses to maximize their profits by exporting their goods and services to a ready market outside the US. Buy USA is one of the most trusted agencies helping businesses in America and its growing popularity is set to benefit so many businesses, both big and small. Buy USA serves businesses in diverse industries ranging from agricultural, service businesses, manufacturing among others. Any company can join in and locate other businesses in the same industry for partnership or business deals. Potential clients for Buy USA include small and medium enterprises who may not afford the

Monsanto Issue in Europe Essay Example | Topics and Well Written Essays - 1000 words

Monsanto Issue in Europe - Essay Example This article will also discuss the global effects of the use of Monsanto products on humans, other organisms, and the environment. It will also give us some of the precautions that users of Monsanto products should consider before consuming the modified foods. The agricultural modified products in Europe banned due to claims of poisoning individuals. Due to the harmful factors associated with GMOs, Europe has involved its funds in fighting against the spread of such variety in its locality. It has only approved two varieties of GMOs to trade in their states. Varieties of corn and potato are licensed for trade (Wesley, Spital, and Lane 2002, p.3). Due to pressure from anti- GMOs, the government renews its contracts with the Monsanto Company every year to ensure that products introduced in the market are legal. The restrictions on trade of modified varieties hence need to remove such restrictions for the need for agricultural produce got sustain the increasing populations. To increase the market knowledge about the existence of these foods, the Monsanto group can make use of new marketing strategies, which are more likely to be efficient when compared to the old methods of advertising. Some of the new methods may involve active participation of the consumer and the government. The use of the social sites like internet pages may help establish a greater connectivity with the constituents in the market and hence increase the trust by the consumers. Other methods may involve giving samples to customers and giving reward to its consumers. Consumers also need to get approval from the authorities showing how efficient the products may be and assuring its natives of secure commodities. The consumer attitude towards this foods results to the need for the government to protect its citizens from harmful products that may endanger their lives.

Home School or School House Essay Example for Free

Home School or School House Essay What do George Washington and the Hanson brothers have in common? Do you give up? Well, the answer is that both of them were educated in their homes. Queen Elizabeth, Thomas Edison, and Theodore Roosevelt were also educated at home. According to the Home Education Research Institute, 1. 5 million students are staying home for class today. This number is five times more than ten years ago (Kantrow and Wingert 66). This trend leads to many questions. Does home school education work? Do students receive a proper education? How does a home school students education compare to that of public school student? Does home schooling isolate a child socially? These questions are concerns of parents, educators, and politicians alike. The future of America rests on the academic and social education of our youth, and home school education should be considered as an effective alternative to public school education. In the past, parents mainly chose to educate their children at home because of religious preference. These parents viewed the public school system as a source of negative influence on children. Violence, sex, drugs, and peer pressure were influences these parents sought to avoid. However, today parents have other reasons for home school education, which primarily all point to a lackluster public school system. Other reasons include a desire to build a strong family closeness, safety, and a handful of parents chose home school for their children because of special needs such as disabilities or special talents. However, no matter how good the reasons, the home school education system must prove to be an acceptable alternative to public schools. There are many advantages to giving a student a home school education. First, parents can make direct decisions concerning what their children are taught. According to the Home School Statistics and Reports in 1997, written by founder and President Dr. Brian D. Ray, seventy-one percent of the parents who educate their children hand pick the curriculum from a variety of books, videos, and educational manuals. Another twenty-three percent order entire cirriculum packages (Ray 14). With the technology of today, parents have an unlimited source for information via the Internet, which can be easily integrated in home school education. The study also shows the education level of the parent supervising and administering the curriculum has little or no effect on the  quality of education received by a student. Home-educated students whose parents did not have college degrees scored equally high on tests compared to students whose parents had college degrees(Ray 56). In addition to students own parents teaching them, groups are formed among home school families. These groups allow students to be taught a variety of subjects by different parents that have a better understanding of subjects such as algebra, chemistry, and biology. These groups also take field trips, participate in sports, and do volunteer projects together. Another advantage of home schooling is the quality of education received by the student. How do home school students compare with public school students? This is a very important question to answer, but the answer can never be a concrete one. However all of the research I did shows that students educated in their homes have an equal or higher level of academic skills compared to the public school students. In the 1997 and 1998 ACT test scores, home school students averaged a score of 23; meanwhile the public school students averaged a score of 21(Farris 8). Also, on nationally standardized achievement exams home students again outscored public school students by at least thirty percentile points(Ray 7). While these numbers cant truly reflect the comparison, an equal percentage of students from both groups seek college education(Ray 9). The government on all levels faces problems concerning the public school system. Funding for schools tops the problem list; local school boards and city governments are continuously fighting for tax proposals, meanwhile students in the schools suffer because of poor facilities and low salaries for teachers. The cost for taxpayers to send one student to a public school for one year is approximately $5325, while a home school student costs a parent $546 per year (Ray 11). Could an increase in home schools cut taxes? Could the money allotted for education now be used more effectively if there were fewer students? Maybe or maybe not, but if fewer students were in public schools, the chances of giving the public school student a better educational environment would increase. Many people who oppose home school programs claim interactions with other children at school are vital to their education. However, this argument usually does not work because parents who home school do not want to release their children into the negative influences that infect the public school system. After an interview with Beverly Decateau, a mother who taught her children at home for over seven years; I found that home school students participate in equally as many or more activities than public school students do. Her children and many others she knew of were active in church groups, Four-H groups, sports teams, and dance squads. All of these activities can be considered social interactions. I dont believe the public school system has a responsibility to socialize students; that job belongs to parents. In a public school system, some students can be pinpointed and teased, and these images can damage children for life. Despite the several advantages of the home school system, many people still oppose home schooling. Home school students may not miss interactions with other students, but they will miss the experience. Certain experiences at school are considered an important part of the American way of life. Public school students will never forget experiencing homeroom parties, pep rallies, and finding classes on the first day of high school. Can a home school students experience compare? Probably not, but to what importance these experiences play in the education and socialization skills of a student depends on each individual student. Home school education can cause problems among children and parents. Children who have parents constantly looking over their shoulders may have difficulty breaking away from home to attend college or enter the workplace. Children might also have trouble respecting their own parent as an educator, and this lack of respect may have a negative effect on the students education. In order for home school education to work, the parents must be willing to sacrifice time and patience above and beyond the average parents. The parents must also be willing to give up their own careers for the future of their children. Furthermore, not all children can be successful home school students. The children must be able to make friends in informal settings, and see home school education as a way of exploring different avenues of learning. Not everyone can educate their children at home, but the more students who can receive a solid education at home would improve the education given to students at public schools. Fewer students would lead to smaller classrooms where higher paid teachers could give more attention to public school students. Funds and taxes could be used more effectively because there would be fewer students to accommodate. In the future we should support home school programs and public school education to interact with each other for the benefit of all students. Regardless of where the education of Americas youth takes place, it is vital that parents have a major role in the education of their children in order to build strong families and a strong America. WORKS CITED Decateau, Beverly. Personal interview. 2 NOV 1998. Farris, Micheal. Home Schooling Today. The Washington Times 27 OCT 1998: E8. Kantrowitz, Barbara, and Pat Wingert. Learning At Home: Does It Pass The Test? Newsweek 5 OCT. 1998: 64-70. Ray, Brian D. Home School Statistics and Reports Home School Legal Defense HomePage. Dec 1997 http://www. hsdla. org//.

Wilfred Owens Poetry Vs Platoon :: essays research papers

1. Within each text the setting plays an important part. How do both Stone and Owen convey the setting and the conditions the men faced? (Don’t forget you must refer to specific lines and poetic/film, techniques) Naturally it is a lot easier to convey the desired setting of a scene if the medium used involved visual concepts. However, Wilfred Owens poetry manages to give the reader an extremely vivid idea of what the conditions were like for the people whom he describes. Like Oliver Stone, in his movie Platoon, Owen uses some very simple concepts to set the scene in his writing, such as mud, or loud noises, which convey not only the setting, but also the mood that goes with it. For example, in the poem Duce et Decorum Est, in the lines â€Å"Gas! Gas! Quick. Boys! –An ecstasy of fumbling, Fitting the clumsy helmets on just in time† This excerpt not only give the reader a clear idea of what is physically happening in the trenches, but the language used and in particular, the incoherent shouting in the first line also implies the confusion of the situation, as if the author can recall no more than a blur of it. Oliver Stone also uses techniques to imply confusion, such as when the platoon are attacked in the jungle scenes; the camera frequently changes perspective (from long-shots to close-ups) as well as focus, and is often jolting suddenly as if it is from the perspective of one of the soldiers running. The movie Platoon also uses light against darkness to represent good and evil, or even at time to imply the emotion and fear which the characters are feeling. For example, the eerie, blue light, which is noticeable in the jungle scene, gives the scene an air of unfamiliarity, which is also reflected on the emotions of the characters’ faces. Despite these good points, it is clear that Platoon does not have the realistic scenarios that Wilfred Owen brings forth in his poetry. This is probably because Owen’s work was written while he was actually fighting in the First World War, and his poems often seem as if they are recollections of the actual events. Oliver Stone on the other hand has served very little time, if any at all, and the movie is no more than a chimerical expression of his feelings toward the American attitude of the Vietnam War. One parallel between the graphic scenes of Platoon and the poetic description shown in Wilfred Owens work can be seen in the constant battle against the natural elements that is shown in both examples. Wilfred Owens Poetry Vs Platoon :: essays research papers 1. Within each text the setting plays an important part. How do both Stone and Owen convey the setting and the conditions the men faced? (Don’t forget you must refer to specific lines and poetic/film, techniques) Naturally it is a lot easier to convey the desired setting of a scene if the medium used involved visual concepts. However, Wilfred Owens poetry manages to give the reader an extremely vivid idea of what the conditions were like for the people whom he describes. Like Oliver Stone, in his movie Platoon, Owen uses some very simple concepts to set the scene in his writing, such as mud, or loud noises, which convey not only the setting, but also the mood that goes with it. For example, in the poem Duce et Decorum Est, in the lines â€Å"Gas! Gas! Quick. Boys! –An ecstasy of fumbling, Fitting the clumsy helmets on just in time† This excerpt not only give the reader a clear idea of what is physically happening in the trenches, but the language used and in particular, the incoherent shouting in the first line also implies the confusion of the situation, as if the author can recall no more than a blur of it. Oliver Stone also uses techniques to imply confusion, such as when the platoon are attacked in the jungle scenes; the camera frequently changes perspective (from long-shots to close-ups) as well as focus, and is often jolting suddenly as if it is from the perspective of one of the soldiers running. The movie Platoon also uses light against darkness to represent good and evil, or even at time to imply the emotion and fear which the characters are feeling. For example, the eerie, blue light, which is noticeable in the jungle scene, gives the scene an air of unfamiliarity, which is also reflected on the emotions of the characters’ faces. Despite these good points, it is clear that Platoon does not have the realistic scenarios that Wilfred Owen brings forth in his poetry. This is probably because Owen’s work was written while he was actually fighting in the First World War, and his poems often seem as if they are recollections of the actual events. Oliver Stone on the other hand has served very little time, if any at all, and the movie is no more than a chimerical expression of his feelings toward the American attitude of the Vietnam War. One parallel between the graphic scenes of Platoon and the poetic description shown in Wilfred Owens work can be seen in the constant battle against the natural elements that is shown in both examples.