Renewable Energy Essay - 813 Words

Studyonlinenow Renewable Energy Is Only Part of the Best Way to Prevent Climate Change In our present life we are going through two of the main hazardous changes on the Earth, global warming and greenhouse affects. We want mankind to survive for a very long time, but if we keep using non-renewable energies the way we do, do you think we will be able to survive for a long time? I strongly believe that renewable energy is only part of the best way to prevent climate change. In this essay I intend to present a sound argument with a clear line of thought and relevant evidence. Of course there are times when renewable energy is not the best concept to prevent climate change. It has its†¦show more content†¦Renewable energy is as green as it gets as it is by today’s technical standards and it’s a marvellous method for fighting back against global warming. Fossil fuels are damaging the planet and this can be our way of doing something about that. The most important part is that renewable energy is commitment free and sustainable. It can be replenished s o we can use as much of this power as we need and we can restock it or it will restock itself. The sun and wind are with us for the long haul. As sources of power they are just waiting to be tapped for our future energy requirements all over the world. Even more importantly, renewable energy produces little or no waste products such as carbon dioxide or other chemical pollutants, so has minimal impact on the environment. Similarly, wind energy is friendly to surrounding environment, as no fossil fuels are burnt to generate electricity. Moreover, wind turbines take up less space than the average power stations. Wind mills only have to occupy a few metres for the base; this allows the land around the turbine to be used for many purposes, for example agriculture. As well as recorded in 2010, just in the Golf of the Mexico, more than 7000 birds, sea turtles and dolphins died because of the oil spills in the region. So, if we don’t use non-renewable energy thenShow MoreRelated Ren ewable Energy Essays1296 Words   |  6 PagesThe most of global energy production produces from fossil fuel such as coal, oil and natural gas. The vast fossil fuels generate energy which use for many purposes for instant residential, transportation and industrial sectors. While the rate consumption of fossil fuel higher than their formation leads to oil price crisis. Another concern of fossil fuel combustion is the impact on the environment. Global warming is a significant problem which results in increasing concentrations of greenhouse gasRead MoreEssay on Renewable Energy873 Words   |  4 PagesSoutheast Polk High School opened they added many new energy saving products. This included installing geothermal heating under the high school cutting back on the cost of heating such a large building. Many new windows help save on energy used to light the building along with automatic lights that turn off after several minutes without movement. The new high school shows how easy it is to save money and help the environment. Renewable energy is good for all aspects of the U.S, providing jobs, economicalRead MoreRenewable Energy Essay1099 Words   |  5 PagesRenewable Energy Energy cannot be created or destroyed, but it can be transformed: the first law of conservation of energy. Since the earliest days of human history, man have always been looking forward to control energy. But it wasnt until the nineteenth and twentieth centuries that humanity finally learned to harness the high concentration of energy existent in fossil fuels. (Why Sustainable Energy Matters,Learning Space). Even though humans achieved to apply the first law of conservationRead MoreEssay about Renewable and Clean Energy1611 Words   |  7 Pagesthrough time, renewable and clean energy is increasingly the ideal solution to energy related problems we have to solve one way or another. Biofuel is currently one of the mainstream and highly supported solutions, an idea to make renewable fuel by living organisms such as fiber, corn, vegetable oil or sugarcane. Biofuels, unlike nonrenewable fossil fuels over extracted by people, contains the potential to tackle most of the problems people encounter when using fossil fuels. This makes renewable fuels makingRead MoreRenewable Energy Sources Essay1360 Words   |  6 Pagesthe United States uses massive amounts of energy. Only about 8% of the United States’ energy needs are met by renewable energy sources. That means that eventually 92% of the nation’s energy resources will run out. Recently this problem has been brought into the public’s eye and the American people’s attention has shifted to renewable and â€Å"green† energy resources. President Jimmy Carter (1977) said that â€Å"[w]ith the exception of preventing war, this (the energy crisis) is the greatest challenge our countryRead MoreRenewable Energy in America Essays1573 Words   |  7 Pages One of the greatest problems in recent years in America is the dilemma of alternative forms of energy. While all forms of energy have various pros and cons, some are much more favorable than other depending on renewability, reliability and cost. Some are extremely energy renewable, some are much cheaper than others, some are much more reliable and some take up a lot less space than others. There has been a lot of disagreements as to what the best source is, pros and cons considered. All of theRead MoreUsing Renewable Energy Essays1622 Words   |  7 Pagesneed for more energy increases as well. We are accustomed to using fossil fuels as our central source of energy for everyday exploiting. Fossil fuels are a natural matter that is found in the ground of the Earth that is formed in a previous time period millions of years ago and are nonrenewable. Fossil fuels are burned in order to fabricate energy. When nonrenewable resources have been used, they cannot restock themselves or be used again. Renewable energy is a supply of energy that can be usedRead MoreRenewable Forms of Energy: Wind Energy Essay1320 Words   |  6 PagesRenewable forms of energy are becoming more and more necessary for a sustainable fut ure. Wind energy is a form of energy that is becoming more and more popular, and it offers a way for people to harness energy from something natural to create electricity. Wind energy in addition to other sustainable forms of creating energy are going to start taking the place of fossil fuels as people realize the true benefits of using them. There are many benefits of using wind energy in comparison to using fossilRead MoreEssay The Various Renewable and Non- Renewable Energy Sources1951 Words   |  8 Pageshowever, not all sources of energy are non-renewable (although the renewable sources do have their downsides). Some sources are more prevalent in certain areas, while they may be extremely scarce in others; on the contrary, some sources are found all over the world, but only in trace amounts. The world around us uses many different types of electrical energy and a variety of sources from which that energy may be extracted. Solar power, biomass, wind, oil, gas and coal energy all have their positive andRead MoreEssay on Renewable Energy: The Switch is Now1504 Words   |  7 Pagesprevention of this future is renewable energy. Unfortunately the support for the use of renewable energy is weak and ineffective. Unless the US puts forth effort to research and promote the use of renewable energy to consumers, conversion from fossil fuels to renewable energy will no longer be an option. The use of fossil fuels on a large scale, specifically coal, began with the Industrial Revolution in England. Industries/corporations first used coal as a main source of energy to fuel their factories

Stock Options Free Essays

Stock options increasingly dominate CEO pay packages. This column outlines when economic theory suggests that options-heavy compensation is in shareholders’ interests. The answer is that boards of directors are likely giving too many executive stock options. We will write a custom essay sample on Stock Options or any similar topic only for you Order Now As boards of directors have sought to align the interests of managers and stockholders, executive stock options have become an ever-larger fraction of the typical CEO’s total compensation (Murphy 1999). Occasionally this practice has led to aggregate compensation payments that are so large as to mock the very connection they are supposed to encourage. What does economic theory have to say about executive compensation in a dynamic context? From a conceptual perspective, how effective is the granting of stock options in promoting the correct managerial decisions? How confident can we be that when a large fraction of a manager’s compensation assumes this form he or she will be led to undertake the same labor hiring and capital investment decisions that the shareholders would themselves want to undertake if they were similarly informed? Managerial incentives and the design of compensation contracts are the systemic implications of executive remuneration are taken into account, that is, in a general equilibrium context; one finds that for a contract to induce managers to take the correct business decisions in the above sense, it must naturally have the following three features. A significant portion of a manager’s remuneration must be based, in one way or another depending on the context, on her own firm’s performance. This concurs with the general message of a wealth of microeconomics studies. But this is not sufficient. The general contract characteristics must also be such that the manager is not, as a consequence of this first requirement, enjoying an income stream with time series properties that are too different from the time series properties of the income stream enjoyed by shareholders. This later restriction arises because, as is well known, the income and consumption position of a manager will determine his or her willingness to undertake risky projects. Optimal delegation requires that this risk attitude is not too different from shareholders’ own. The second feature may have to be modified if the manager’s risk tolerance is inherently different from that of the shareholders. The typical motivation for stock options (as opposed to pure equity positions) is precisely that the (recurrent) lack of income diversification of a manager may make her excessively prudent (in pursuit of a â€Å"quiet life†). This is the idea behind setting executive compensation according to a â€Å"highly convex† contract, i. e. ne where the upside is really good, but the downside is not so bad. This asymmetry is necessary induce risk averse managers to make the right investment decisions from the perspective of well-diversified stockholders. Are options-dominated contracts warranted? Shareholders receive both wage and dividend income, with the wage or salary component being, on average, the larger of the two. This is an implicati on of National Income Accounting. In the typical modern economy, about 2/3rds of GDP is composed of wages, with capital’s income account for only 1/3. Points 1 and 2 above therefore imply that an optimal contract will have both a salary (with properties close to those of the wage bill) and an incentive component (with properties naturally linked to the income accruing to capital owners) with the former being about twice as large as the latter. The incentive component may take the form of a non-tradable equity position (giving the right to regular dividend payments) or it may be more closely tied to the firm’s stock price itself. Furthermore, both of these components enter linearly into the manager’s compensation function. In today’s business world, the salary component appears to be too small relative to the incentive component. Hall and Murphy (2002) report that the grant date value of stock options represented 47% of average CEO pay in 1999. Equilar, Inc. , an executive compensation advisory firm, reports that stock options awards represented 81% of CEO compensation for the largest 150 Silicon Valley firms in 2006. What happens to incentives if the salary component is too small relative to the incentive component? Such an imbalance between the components of a manager’s compensation will lead to excessive smoothing of the firm’s output from the shareholders’ perspective. They typically prefer a highly pro-cyclical investment policy whereas, without further inducement, the manager will be much more reluctant to exploit the good opportunities and instead select a mildly pro-cyclical or, even, possibly an anti-cyclical investment strategy. This problem is well recognized, and it is the main justification for using highly convex managerial compensation contracts (i. e. options). Convex contracts overcome this possibility by reducing the personal (expected) cost to the manager of increasing the firm’s investment when times are good. If the manager’s preferences are well represented by a logarithmic utility function of consumption, however, then this latter argument does not apply; the manager’s actions will be insensitive to contract convexity. That is, even a compensation contract that is heavily laden with options will not induce managers to alter their behavior one whit. A straightforward application of this logic produces an even more striking result. If the manager happens to be more risk averse than would be dictated by log utility – an entirely plausible configuration – the only way to induce optimal managerial behavior is by using a highly unconventional remuneration package in which the manager’s compensation is inversely related to the firm’s operating results. This would mean a contract that pays high compensation when profits are low and vice versa. In this situation an options laden compensation package will induce the manager to behave in a manner directly opposite to what the shareholders would like. More generally, the degree of contract convexity must be related to the relative risk aversion of the manager as compared to the shareholders and if these quantities are not precisely estimated large welfare losses will ensue. From a theoretical macroeconomic perspective, the circumstances under which a highly convex compensation contract, for example, one that has a large component of options, will properly guide the manager in making the correct hiring and investment decisions are very narrowly defined. It would be surprising if these circumstances were fulfilled in the typical contract case. How to cite Stock Options, Papers

Proposal For Managing Change Functioning of EngCo

Question: Describe about the Proposal For Managing Change for Functioning of EngCo. Answer: Scope of this proposal The particular proposal has been made to solve the problems arising in the functioning of EngCo a privately owned engineering firm wherein the bulk of its work are project based, undertaken by various project teams. From past few days the employees and the management both where facing various issues in dealing with the arising problems for e.g., the supply of the various requirements were delayed, the clients were unable to reach the firm. Thus, the competitors used up the opportunity at a large, the people working started leaving the work, as the firm was located at a distinct place and the employees found it harder to travel so long every day, etc. Finally, the firm taking a move decided to shift its office to a CBD location (Avis, 2015). Being the HR manager of the firm I find that the management decision regarding the shift is quiet good. Wider in scopes it will not only resolve the issues of the firm but will also provide the employees a healthy and new environment. The firm will provide itself with new opportunities in this dynamic environment. Shifting to a place of opportunities will prove beneficial for the firm and would remove chances of failure of projects at large. The firm will remain up to date and will be able to provide its customers better service. The workplace chosen is in the central location that would help the customers reach the firm without much effort. Competition would be large but opportunities of expanding, fresh ideas and talents together with up to date technology and many other opportunities will help the firm a lot (Bart, Bontis, Wakefield, 2012). Even after seeing all these benefits, the firm still had some disagreeing people who support the process and where against it but we still aim to solve such issues as soon as possible. Understanding he goals for change As an HR manager of the firm, it was important for me to make a survey so as to see whether or not the management decision is correct and how far the firm will be affected positively by the change. An in depth market study made me realize that they found that the firms working in the inner parts remained backward not only in technology but also in the opportunities, which are high in the central regions (Burke, 2016). Therefore, a change was needed by the firm to move ahead. Some of the goals of the firm as regard this workplace change are as follows: Never to miss out any opportunity Remain connected to the customers and provide them better services thus trying to build up a brand loyalty Take over the competitors Provide the employees with relief of not travelling far along everyday Remain up to date with the new upcoming opportunities Ensure a continuous supply of needs thereby providing the customers faster services. These are some of the goals of the firm with regard to the change. But still the plans of the firm have not yet been successful due to resistance from the employees and the workmens (Bart, Bontis, Wakefield, 2012). Even after so many advantages and benefits it was found in the survey that most of the employees resisted the step taken by the firm. They think that a change may disturb their daily work and will not provide them with the amount of satisfaction as they receive now. Some of the employees even said that the firm is trying just to look after its personal needs and thereby ignoring the members and the employees. Their main reason for not accepting the change is that they thing that the work pressure would increase and they will be treated more strictly. However, they do not understand what the firm wants. They do not get how this change would improve the functioning and will provide them with and a healthier and better environment. To an extent, they are correct too (Czerniawski Maloney, 2010). It is because when the firm will get into such huge market it will come in contact with better and better employees having fresh ideas and talents. It is damn obvious that they will be tried to hire and the existing employees will be at a risk of being fired. So in order to solve such issues the firm should try to give assure as regard the work. All these will help in getting better results (Need, 2006). Incorporating employee voice in change In this ever changing and highly competitive dynamic environment, it gets very difficult for a firm to maintain its position in the market. For this not only, the external environment but also the internal people are responsible (Bart, Bontis, Wakefield, 2012). The outside factors being not in control should be avoided to an extent and the inner peace should be maintained so that a healthier environment inside the workplace can help reduce the chances of failure. While framing any policy, it is required that all of the people working inside a workplace are contacted (Need, 2006). This is because a plan and a policy not only affects the firm but also affects the employees working. In order to maintain a healthier environment therefore it is needed that suggestions are being taken from the employees. This will not increase their loyalty towards the firm but will also push them up to work harder after all their hard work and patience is what that makes a firm achieve its objectives and ideas. The sense of responsibility increases within the workmen if such things are done within the organization of a firm from time to time (Dawkins, 2012). As per my surveys and a few personal contacts with the highly motivated employees, I can say that employees voice in change is really essential for a firm to succeed. One of the employees of the firm named Mr. David told me how he changed his mind regarding the firm when he saw that the management was trying to help them by knowing their needs and demands while making the policies last time. While when I found an employee who was about to resign from the firm I asked his reasons for doing so. As an answer, I got to know that he was dissatisfied with the employer who always used to neglect him while making any decision and always followed favoritism (Goodwin, 2010). From all the ideas I got, I only got up to one conclusion and that was keeping in mind the employees needs while framing any new rules and regulations r making any change in the firm. I also can say that the employees desires and ideas for change must be considered before taking any step. All that the firm will achieve from it is better ideas, support together with more dedication, responsibility, accountability and hard work (Czerniawski Maloney, 2010). Protecting employees mental health during change Employees are the most valuable asset for any firm or organization or even a company and therefore it needs to be protected and preserved as properly as one can do. Employees and workmens are the real people who make the organizational blueprint into reality. Their hard work and perseverance makes the company or the firm achieves its goals and objectives. In addition, this makes the firm to take compulsory steps as regard to protect its working employees so that they too feel that the management considers them as a part of it. All this will increase the dedication and hard work and the firm will always be benefited (Hallberg, 2015). In this present case, it was found that some of the employees resisted the change of the workplace while the others supported the step taken by the firm. Those employees who supported the act of the firm where found bullied and ignored by their own friends group (Yates, 2003). It was also found that some employees got tensed with the pressure of the upcoming projects which will increase in the coming times due to the change of the workplace. These pressures and ignorance made them feel that they might be wrong in the act they have been supporting the firm and these people even wanted to back out. All these activities also affected their current working habits thereby increasing the chances of their failure (Jacoby Chestnut, 2011). The firm in present case must call a meeting and ask its employees to understand the need for the changes as well as how this would affect the firm. They must also make the people understand that doing such activities with the one supporting the management is completely wrong and serious actions might be taken against people if they repeat such acts. The one suffering must be motivated by making them realize that they are supporting the right thing and theres nothing wrong in doing so (Wansink Seed, 2010). The firm should also try to build up confidence among the employees and make them realize that the management is with them supporting each and every act of them and anyone who stood against them will be seriously punished for disturbing their mental health. This entire act if done by the firm will build up a confidence and a sense of loyalty together with responsibility among the employees supporting the firm idea of change (Needham, 2016). Principles informing the approach to change Being the HR manager it is my responsibility to guide and help the firm in taking some important decision in such a way that none of its activities together with its members or employees are affected (Telecommunications, 2012). According to me a plan can never be successful is it faces any kind of resistance from the people who form the main part of it. This is the reason that involvement of all of the people working in a workplace must be there If a firm is taking any decision which is going to affect its working in the coming time. This will remove chances of failure as said earlier and will improve the quality of work done (Ozturkcan, 2013). Some of the important steps that must be taken while implementing the change of workplace in the present case are: Bring in the best and the most appropriate proposal Reach the employees working with the proposal made Try to get the reactions of the employees by conducting a survey regarding whether or not they support the firms idea Prepare separate list of supporters as well non supporters Supporters must be provided with peace of mind by supporting them in each and every possible means Non supporters must be called upon together and it must be tried to know the reasons for their non resistance (Need, 2006) Once the reasons are known different groups with similar reasons for not supporting must be made Separate meeting for each group must be held Each meeting must be held in such a way that the management brings out the positive points of the proposal Every member therein must be dealt in his or her own way and the management must try to remove this resistance thing from his or her minds (Czerniawski Maloney, 2010). Once such things are done, the management should form a list of principles, which might support its principles and proposals: The first and foremost principle must be receiving the best possible opportunities by dealing with every problem efficiently Remaining in contact and supporting each and every member who proved to be the real and supported the firm in each and every activity (Czerniawski Maloney, 2010) Giving good results to the customers as well as the employees who remained stick to the firm even when everyone was against them Bringing continuous improvement in the technology and other minute things that are beneficial for the firm in some or the other way In addition, many other principles, goals, or objectives might be brought forward so that the firm goes on and on even when other firms are not being able to sustain in the market by losing their market share (Severi Ling, 2013). This will help the firm in remaining in contact with the inside and the outside environment thereby achieving its objectives and goals. All this will support the firm to maintain its stake in the market and will also help in satisfying its customers at a large (Svensson, 2010). Case study based on shifting of workplace Jay global of Franklin, Penn shifted its location to a foreign place. It was for the 1st time that they made such a change and this finally led to resistance among the employees. Some of the employees were dissatisfied by the management decision and resisted every part of action, which led to change. However, the HRM branch therein made plans and tried persuading them by every means leading to a complete changeover the mind. Some of the employees who were feeling insecurity were made to understand that none of them will ever face any issues regarding whatever they were insecure about and gave them full security (Severi Ling, 2013). When the employees got a kind of guarantee, they started supporting the decision to the extent leading the plan to get the desired result. Some of the experiences resulting from the survey a.) 3 reasons why the management wants to conduct an open work It will create more and more opportunities for the management as well as the employees working in there The firm will be able to face its competitors and get stronger as the time passes by The firm will be able to know the outside work environment more and more and will try to take full advantage of the opportunities b.) 3 concerns that the employees working therein might have about moving an open plan office - They might be feeling an insecurity regarding the job - They might not be ready for the change (Severi Ling, 2013) - They might be insecure about their promotion and other things, which might create a sense of unethical and unhealthy working environment. Explanation on the importance of survey Being the HR manager I was asked to conduct a survey, which was to be meant to know completely the organizational functioning management and the effect of change. As per the survey I got to know that the supporters where ready to accept the change. They also tried persuading the other people but organizational efforts meant to be more effective than theirs (Bart, Bontis, Wakefield, 2012). The later part of the survey after the change showed us that the people after getting confirmation got to get more loyal and tried to get more committed towards their work. This finally led to firms proposal to a change, which was accepted by everyone. This whole process seemed to be beneficial and got the firm a large profit scenario in later stages. The employees working therein are more than happier the management thought them to be and their work level has been increasing in later years (Need, 2006). Survey conducted As per the managements order and being, the HR manager of the firm a short survey was planned so as to keep track over the future working. It was planned that the members will be called upon one by one and each one of them will be asked what changes they want in the organization. As per the plans one by one the people where called upon and each one where asked to reply to the questions personally. Some of the questions asked where: What changes do they want in theorganizationalatmosphere? Are they happy with all the changes that arebeing made? What suggestions do they want to give so as to make changes in the functioning of the organization? What facilities do they expect from the organization (Need, 2006)? In addition, many more things where asked as to know their point of view. Due to this survey, there were several benefits derived by the organization. The reason behind this is that the survey had the employees involvement making the resistance less (Czerniawski Maloney, 2010). People will get more dedicated towards the work Fraud chances will be less In addition, many other benefits will be derived by the organization due to these survey conducted. Thus, benefit will be more than resistance. References Avis, J. (2015).Decision management(1st ed.). Oxford: Elsevier/Butterworth-Heinemann. Bart, C., Bontis, N., Wakefield, P. (2012).Management decision(1st ed.). Bradford: Emerald Insight. Burke, L. (2016).Decision management(1st ed.). Oxford: CIMA/Elsevier. Czerniawski, R. Maloney, M. (2010).Creating brand loyalty(1st ed.). New York: AMACOM. Dawkins, S. (2012).Management accounting decision management(1st ed.). Oxford: Elsevier. Goodwin, P. (2010).Decision analysis for management judgment(1st ed.). New York: Wiley. Hallberg, G. (2015).All consumers are not created equal(1st ed.). New York: John Wiley Sons. Jacoby, J. Chestnut, R. (2010).Brand loyalty(1st ed.). New York: Wiley. Need, W. C. D. H. P. (2006). Human resource management: Gaining a competitive advantage. Needham, C. (2016). Brands and political loyalty.J Brand Manag,13(3), 178-187. https://dx.doi.org/10.1057/palgrave.bm.2540260 Ozturkcan, S. (2013) Identification in Hyper-Loyalty Brand Communities.SSRN Electronic Journal. https://dx.doi.org/10.2139/ssrn.1362445 Severi, E. Ling, K. (2013). The Mediating Effects of Brand Association, Brand Loyalty, Brand Image and Perceived Quality on Brand Equity.Asian Social Science,9(3). https://dx.doi.org/10.5539/ass.v9n3p125 Svensson, R. (2010).Success Strategies and Knowledge Transfer in Cross-Border Consulting Operations(1st ed.). Boston, MA: Springer US. Telecommunications. (2012) (1st ed.). Arlington, VA. Wansink, B. Seed, S. (2010) Making Brand Loyalty Programs Succeed.SSRN Electronic Journal. https://dx.doi.org/10.2139/ssrn.2715021 Yates, J. (2003).Decision management(1st ed.). San Francisco, Calif.: Jossey-Bass.

Kelly Couch Essays (329 words) - Characters In Hamlet, Hamlet, I

Kelly Couch February 13, 1997 Period 1 Character Journal Hamlet I have continued to fool King Claudius, Gertrude, and the rest of the royal family. They still believe I am mad and this should help me to find out for sure if Claudius is indeed guilty or I have seen a devil ghost. When Ophilia came to me, saying she had some things to return, it enraged me. I told her that I had never loved her and that there are no male figures that will ever love a woman truly, but that they think only of themselves and are liars. Claudius has agreed to watch the play that I have so ingeniously changed to find his guilt. I reminded the players in the play to act natural in their parts and not to over emphasize things. Horatio has agreed to watch Claudius as the play advances and help me determine his guilt. Ophilia was full of questions during the dumb-show and I had to assure her that it will be explained later. The time comes, when the players shall act my new parts. Claudius jumps up and tells them to stop the play and turn on the lights. He acts as though he is appalled and completely confirms his guilt! Now, I feel that I should kill my mother, as she is requesting me. But I shall not, I shall do as my fathers spirit has told me and leave her for her conscience. I went to Claudius' room, yet I could not bring myself to harm him-not yet. Later, when I went to my mother's room, I killed Polonius. It was not on purpose, I had thought that it might be Claudius hiding behind the curtain thing. Oh, how I hate my mother; for what she has done to me, to this country, and to herself! I have vowed that if I do get sent to London, that I shall also kill my companions, for they are evil as well.

Law Term Paper Topics

Law Term Paper Topics A term paper implies – that you have studied for a specific term, and have obtained enough knowledge on the subject, enough to write a term paper, and incorporate the obtained knowledge and add additional information obtained by individual education and personal research. A law term paper is one of the most complicated term papers there is, as in a law term paper you will have to be asked to write specific things taught during the semester. In order for a student to be able to write a good law term paper on any topic – he will have to use 100% information provided during class as well as implement absolutely innovative knowledge from various books, journals, publications. If that seems impossible – there are always custom term paper writing services, such as CustomWritings.com for you to order a law term paper and forget about writing it. Using custom writing services is an easy and effective way to avoid problems with your law term paper. Using a CustomWritings.com is very easy and convenient, as all you have to do is provide clear and understandable instructions for writing the law term paper and possible law term paper topics you would like the writer to choose from. If you have managed to accomplish all that – getting a paper done is only a matter of time. If you wish to write the paper yourself – you will surely need a guidance of some sort, to understand what is expected of you, and to write an appropriate law term paper. The whole law term paper writing process can be divided into several stages. In these stages you have to: 1. Revise everything you have learnt during the education process. This is by far the most important stage, as here you have to remember everything you have learnt over the semester and sort thing out a specific way which you will use in the law term paper 2. Choose an appropriate law term paper topic. Topic may vary, but be careful no to pick a very easy topic. If you do that – the professor might have an idea that you are trying to pass his course with minimum effort. There are millions of law term paper topic examples over the internet. Try using one of those topics, but be careful not to plagiarize anything, as you can easily get in trouble with the academic administration. 3. Collect mandatory information, additional material, sources for writing the law term paper. Always write down the sources you have used. Referencing and citation is mandatory. If you fail to do so – you will have to explain your professor why your paper has appeared to be plagiarized. 4. Formulating the research hypothesis, narrowing the law term paper topic to a specific aspect he would like to discuss in your law term paper. There is nothing worse then a vague term paper. Try to be specific as possible, and try to include as many examples as possible. 5. Develop a quality and detailed outline, which will help you structure the information and write an excellent text to the law term paper. 6. Write the first draft of the law term paper and perform a critical analysis. Afterwards you need to revise and make amendments. 7. Print the final copy of your paper. If a student will be able to follow these simple stages – he definitely will write a good law term paper and prove to his professor Ð µÃ'€Ð µ he obtains some knowledge and is able to apply it in an appropriate field. Here is a list of the most popular law essay topics: 1. European Supremacy Law 2. The complex relationship of UK law and European Law has given UK litigants  access to legal remedies in a wide variety of situations further illustrating the extensive impact of the former legal system on the latter 3. Philosophy of Law 4. International Law and the Gender equality principle 5. International Treaties in Australian Domestic Law 6. Aquinas and Aristotle’s View of Law 7. The 1834 Poor Law Amendment Act 8. How a Bill Becomes a Law 9. Law and Morality 10. Megans Law in Australia 11. Evaluate the extent to which the English law of contract addresses inequality of bargaining power 12. Employment Law Sexual Orientation 13. Where does the impetus for law reform come fromand which bodies could reform the law? 14. Defamation Law on the Internet 15. Law of E-Commerce 16. Minimum Wage Law 17. EU Law: Educational organisation and policy are not as such included in the spheres which the Treaty 18. Trade Secret Law 19. Law Relating To Children 20. History of Constitutional Law 21. Evaluate Parliament as a Lawmaker 22. Sources of EC Law 23. Copyright Laws In Canada 24. The Mandatory Seat Belt Law 25. How effective is international law in dealing with military conflict?

Definition and Examples of Platitudes in English

Definition and Examples of Platitudes in English Definition A platitude is a trite and obvious observation, in particular, one thats expressed as if it were fresh and significant. Adjectives: platitudinous and platitudinal. Verb: platitudinize. A person who habitually uses platitudes- or clichà ©s- is (among other things) a platitudinarian. Platitudes can be instruments of gentle criticism, says Karen Tracy. Platitudes are  especially useful in the context of public argument, for they promote the sense that a speaker is addressing a policy concern rather than actually criticizing or attacking a person (Challenges of Ordinary Democracy, 2010). Etymology: From Old French, flat, dull Pronunciation: PLAT-i-tood Related Concepts Platitudes are similar to some other terms, but can also be mixed up with some of these terms. Some of the related concepts and language terms are: CatchphraseChunkClichà ©CollocationDead MetaphorIdiomPet PhraseProverb Examples of Platitudes Youre as young as you feel.Crime does pay.It doesnt matter what youre doing, as long as youre having fun.Love will always get you through.Crime doesnt pay.He/she who laughs last, laughs best.Everybody needs somebody.Alls well that ends well.Honesty is the best policy.Life begins at 50 (or 60).Its okay to be silly.You have to act your age.Acting your age is for old people.Love what you do.Do what you love.The secret to a long life is doing what you love.Who cares what other people say? Observations About Platitudes There are already some four-star platitudes on the list, some old sayings, some repeats, and a few opposing ideas. (Jay Douglas, Stalking the Story. Alpha Books, 2011)His subjects are intriguing, but Coles is embarrassingly conventional and unreflective. He writes in platitudes (about lifes ironies, the dilemmas of our time, the richest nation in the world, peoples darker side, Freuds superior cast of mind, etc.). (William White, The Library Journal Book Review, 1975)He was fond of thinking in platitudes- but to him, all platitudes were profound and had the freshness and vigor of original thought.Like bubbles, he said to himself, human life is as momentary as a bubble.(Khushwant Singh, Posthumous. Not A Nice Man To Know: The Best of Khushwant Singh. Penguin, 2000)Everybody can repeat the platitude that the mob can be the greatest of all tyrants. But few realize or remember the corresponding truth which goes along with it- that the mob is the only permanent and unassailable high pries t. (G.K. Chesterton, Charles Dickens: A Critical Study, 1906) Anti-Intellectualism in Politics: Inspirational Platitudes and Partisan Punch Lines Instead of bringing arguments to the public deliberative sphere, [American] presidents are increasingly inclined to declare and assert, offering us a predictable inventory of inspirational platitudes and partisan punch lines. I turn first to George W. Bush and his use of inspirational platitudes as an instance of argument by declaration, then to Bill Clinton and his use of partisan punch lines as an instance of argument by assertion. It may appear at first glance that these two anti-intellectual strategies are polar opposites of each other. Platitudes articulate the obvious and are therefore assumed to be universal, while partisan punch lines are strategically one-sided and therefore particular. Both, however, are united by their rejection of the weighing and judging of reasons. Both are proffered as foundational beliefs that cannot be argued for or against. Self-evident truths can be declared without justification, just like partisan punch lines are asserted strategically to preempt consideration of the other side. Both paradoxically transmit ambiguous meaning in categorical language. Indeed, that is why partisan punch lines are often dressed up in the ambiguous language of platitudes. Phrases such as liberty, support our troops, and freedom in Iraq are often deployed as coded conservative punch lines delivered as creedal platitudes that cannot be denied, while fairness, universal health care, equal employment opportunity are the liberal analogs of projects that are self-evidently unobjectionable. (Elvin T. Lim, The Anti-Intellectual Presidency: The Decline of Presidential Rhetoric from George Washington to George W. Bush. Oxford University Press, 2008) The New Rhetoric of Civility The new rhetoric of civility misunderstands the role of argument as a social and socializing process. In so doing, it dissuades the public from embracing and refining argument as a means to achieve civility. In seeking a cure to incivility, todays discussions have characterized argument as a disease, when its cultivation might actually offer the most efficacious cure...If we fail to redeem ourselves through rhetoric, we condemn ourselves to recycling platitudes about civility. And through those platitudes, the new rhetoric of civility will continue to perpetuate the very stereotype about argument that, ironically, have led to todays calls for civility.(Rolf Norgaard, The Rhetoric of Civility and the Fate of Argument. Rhetoric, the Polis, and the Global Village: Selected Papers From the 1998 Thirtieth Anniversary Rhetoric Society of America Conference, ed. by C. Jan Swearingen and Dave Pruett. Lawrence Erlbaum, 1999) Platitudes in Drama That an idea is not available dramatically until it has become a platitude is itself one of the most platitudinous of dramatic platitudes. But there is a considerable difference in the mere availability of a platitude and the conversion of the platitude into lively and engaging drama. Good drama, in point of fact, consists in so veiling a basic platitude with the vari-colored gauzes of imaginative beauty that it shall be but vaguely perceptible to those who give it eye and ear. The greater the dramatist, the more successful he is in deceiving his audiences as to the existence in his work of the platitude. He is, in a way of speaking, a prestidigitator of platitudes: one whose infinite legerdemain of metaphor, fancy, wit, and surface originality is successful constantly in making the ever-present platitude seem to disappear. (George Jean Nathan, Materia Critica. Alfred A. Knopf, 1924)

STRATEGIC LEADERSHIP Essay Example | Topics and Well Written Essays - 2500 words

STRATEGIC LEADERSHIP - Essay Example At the beginning of the 20th century, IQ tests had been considered as the most valid measure of individual intelligence and potential to achieve success in life (Mandell & Pherwani 2003). However, IQ could not reflect the emotional and situational factors of leadership success (Mandell & Pherwani 2003). Today, research of how emotional intelligence and gender affect leadership styles is gaining momentum in organization studies and industrial psychology. More often than not, emotionally intelligent leaders are believed to possess an inherent capacity to perform better and transform the organization. Gender is claimed to predetermine the choice of particular leadership style. However, both assumptions have their strengths and limitations. Emotional intelligence and leadership styles That emotional intelligence (EI) and leadership style create a cohesive relationship has been widely documented. The body of empirical and theoretical literature examining the effects of EI on leadership style constantly expands. Emotionally intelligent leaders are generally considered to be happier than their non-emotional colleagues (Gardner & Stough 2002). Emotionally intelligent leaders are associated with greater workplace and organizational commitments and are believed to have emotions needed to improve the quality of decision making in organizations (Gardner & Stough 2002). Emotions have the potential to boost enthusiasm in followers and contribute to the development of sustained interpersonal relationships (Gardner & Stough 2002). These are the most popular claims highlighting the relationship between leaders and their emotions; but is everything as good as it seems? Generally, researchers recognize that EI does affect leadership styles. Of particular importance is the relationship between EI and transformational leadership (Mandell & Pherwani 2003). Really, transformational leaders usually display a greater extent of emotions than non-transformational leaders, and this fact has far-reaching implications for the effectiveness of their leadership decisions. EI enables transformational leaders to develop and articulate enthusiasm for the vision and mission (Mandell & Pherwani 2003). Emotions contribute to the development of charisma in leaders (Mandell & Pherwani 2003). Emotional leaders have better opportunities to develop trust and commitment among their followers. It is no wonder that EI is mainly associated with transformations and transformational leadership styles. Leaders who score high on emotional intelligence scale usually display better emotional recognition and expression that non-emotional leaders (Gardner & Stough 2002). They can eas ily identify their feelings and express these feelings to others. EI leaders have a capacity to incorporate their emotions in decision making and use these emotions for the benefit of their organization. In other words, emotionally intelligent leaders can use their emotions to direct and guide their cognition (Gardner & Stough 2002). Emotional intelligence greatly influences leadership style, because emotionally intelligent leaders can read other people’s emotions, identify and interpret them; more often than not, it is transformational leaders that accomplish this emotional job (Gardner & Stough 2002). Emotionally intelligent leaders also possess good emotional control and can manage their own and others’ positive and negative emotions (Gardner & Stough 2002). The main question is in whether the EI-leadership relationship is strong and what theoretical models (if any) can

Writing Experience Essay Example | Topics and Well Written Essays - 500 words

Writing Experience - Essay Example The essay "Writing Experience" presents the story about the writing experience. The author tells that he started developing the art and zeal of creative writing at the tender age in elementary school. He could learn and practice writing using anything that could draw or make simple lines.I could sit at my desk in school and trace out simple letters on gray papers that afterward smudged when I engaged eraser harshly on the paper. My conscious was vivid; I wanted to emerge the best creative writer in Kindergarten class. I believed in creative writing. It had taken control of my thinking, and I remained at its mercy.My desire to excel in creative writing grew in me throughout the years in school. I developed the zeal to write better-compared to authors in the vast number of books, which I read. I had become jealous of other creative writers. Each day, I could write many times and compare my work with other notable authors. I was so passionate about writing better than the existing liter ary scholars that my mother had to intervene. Mother informed me that if I could engage my soul in writing, I would be the most famous literary writer than authors of the books that I read. Henceforth, I believed in the company of my soul in writing an appealing and understandable literature. I trusted in my mother’s words and later came to the realization that human mind has the power of letting words flow naturally during writing. I also learned that I would have the most interesting and convincing voice in my literary works.

Alcohol and Advertising Essay Example for Free

Alcohol and Advertising Essay â€Å"Alcohol is not often thought of as a drug largely because its use is common for both religious and social purposes in most parts of the world. It is a drug, however, and compulsive drinking in excess has become one of modern society’s most serious problems† (ARF). This is so true because many people don’t consider alcohol a drug but the effects it has on you are so serious that it should be. â€Å"The effects of drinking do not depend on the type of alcoholic beverage but rather on the amount of alcohol consumed on a specific occasion† (ARF). To give you a background on alcohol, here is a quick refresher on how it works and the effects it has on your body. â€Å"Alcohol is rapidly absorbed into the bloodstream from the small intestine, and less rapidly from the stomach and colon. The drinker’s blood alcohol concentration depends on the amount consumed in a given time, the drinker’s size, sex, body build, and metabolism, and the type and amount of food in the stomach† (ARF). The effects of alcohol are very frightening to even consider. They depend on â€Å"the amount taken at one time, the user’s past drug experience, the manner in which the drug is taken and the circumstances under which the drug is taken† (ARF). At 50mg you experience mild intoxication which includes a â€Å"feeling of warmth, skin flushed; impaired judgment and decreased inhibitions† (ARF). From there you can go all the way down to 500mg which will more than likely cause death. It is an extremely scary thought to know that a substance that can cause death is freely advertised on television so that even our children can see it. In fact, they are the targets of some manufacturers marketing. In this paper we will show you both sides of whether alcohol companies should be allowed to advertise on television or not and then give you our conclusion. No Alcohol Advertising Should Not Be Allowed On Television Alcohol companies should not be allowed to advertise on television. In today’s society, more and more children are spending all of their free time in front of a television. They don’t go outside and play anymore, they just come home from school and flip on Jerry Springer or a soap opera. Adults need to take the responsibility to protect children from undue influences as much as they can. Banning alcohol advertisements would be a simple way to help this process. In a recent study done by the Center for Media Education (CME), they found that many alcohol companies actually target youth even though it is illegal for them to drink. Companies use such things as â€Å"cartoons, personalities, language, music, or branded merchandise popular in youth culture or which would be particularly attractive to college or high-school-aged students† (CME). This shows a blatant attempt on their part to recruit new consumers who are underage. There have been previous attempts to stop alcohol companies from targeting youth such as the Voluntary Alcohol Advertising Standards for Children Act, but that is just the thing, it is voluntary. This is a try at making themselves look responsible but they still really aren’t. This Act pressures broadcasters to simply not run alcohol advertisements. It shouldn’t be the responsibility of the broadcasters to filter what goes on the air. Alcohol companies should not waste their money making these ads to begin with. Instead, they need to target a more mature audience who have the right to consume their products. The beer and liquor companies claim they don’t target youth but how can that be when you see the â€Å"Budweiser frogs or the Coors’ â€Å"Tap the Rockies† campaigns or Seagram’s dogs and Hiram Walker’s Kahlua Mudslide† (Hacker). Many of these companies have, in the past, even advertised on the youth-oriented MTV. Anheuser-Busch just recently pulled their ads off MTV. â€Å"Why did it take 10 years since â€Å"age-21† became the law of the land for the world’s largest brewer to stop competing for attention on MTV with ads for pimple control products and sports equipment† (Hacker)? â€Å"Indeed the evidence is that even young children are aware of alcohol advertisements and tend to remember them. Manufacturers further reduce the chances of young people failing to get the message by sponsorship of sports teams and events and music concerts having particular appeal to the young† (IAS). â€Å"Today, kids are bombarded by more than $700 million in beer, wine, and liquor ads on radio and television. Those ads encourage them to drink, and they bolster unacceptable levels of alcohol consumption among young people and the problems that go with it† (Hacker). When considering the Budweiser frogs, â€Å"a recent study by the San Francisco-based Center on Alcohol Advertising tested commercial and character recall among 9-11 year olds. The results: the children demonstrated higher recall (73%) of the Budweiser frogs’ slogan than of the slogans associated with other television animal characters, including Tony the Tiger (57%), Smokey the Bear (43%), and the Mighty Morphin Power Rangers (39%). Only Bugs Bunny did slightly better, at 80% recall of â€Å"Eh, what’s up doc? † Overall, 81% of the children surveyed identified beer as the product promoted by the frogs† (Hacker). This is a scary revelation, that our children know more about beer ads than the cartoon characters who promote good products. There are too many people who are hurting themselves and others as a result of alcohol abuse. In the past, there have been studies done that find there is nothing wrong with alcohol companies advertising on TV, but a study done by the Marin Institute found differently. â€Å"’Until now, most of the studies done on the subject conclude that alcohol advertising doesn’t affect drinking behavior,’ says Henry Saffer, research associate at the National Bureau of Economic Research, ‘The alcohol industry uses these studies to bolster its argument that advertising only induces people to switch brands. These studies keep coming and find nothing because they set themselves up to find nothing’† (Abramson). â€Å"The NIAAA estimates that 14 million Americans meet the diagnostic criteria for alcohol abuse or dependence and about 100,000 Americans die each year from alcohol-related injuries, one-fourth of them on the highways† (Abramson). Granted that these are not just children but they had to start somewhere too and more than likely they began drinking at a young age. One way to help reduce these injuries and deaths is to create counter-ads. â€Å"Consumption decreases as the level of counter-advertising rises. Counter-advertising could be funded by taxing alcohol advertising† (Abramson). The study done by Saffer at the Marin Institute was a long one, it took three years to complete. â€Å"’Most researchers have little money and use inexpensive or free data on alcohol advertising expenditures that measure advertising at the national level with little annual change’, says Saffer. ‘I was able to obtain quarterly data that cost more than $25,000 from 75 cities, and that made all the difference’† (Abramson). With all of his resources he was able to come to some concrete results using a proven theory. â€Å"Saffer used a theory known as the advertising response function, which says that consumption rises as advertising increases, bus as advertising reaches the point of saturation, consumption tapers off. To measure consumption, he used highway fatalities, more than 40 percent of which involve alcohol consumption† (Abramson). â€Å"Saffer’s statistical analyses of advertising expenditures showed that decreasing alcohol advertising reduces highway fatalities† (Abramson). Another survey done by the Robert Wood Johnson Foundation gave remarkable results. â€Å"An overwhelming majority of Americans say they are worried about teen drinking and would support tough measures to help curb the problem† (New and Views). One particular finding was very interesting in that it said sixty-seven percent of Americans would support a ban on television advertising on liquor. If so many people want it, why isn’t on its way to becoming a law? â€Å"There are about 9 million drinkers under age 21 in the United States and half of them are binge drinkers. When they drink, teens increase their risk of violence, date rape, sexually transmitted diseases and injury or death in traffic accidents† (Health You). These kids had to learn it somewhere. Television is becoming a way of life for many teenagers and they take what is on it as the truth. For many of them, discerning between what is the truth and what is just great advertising becomes near impossible. They need help and it is our responsibility as adults to help them. There is legislation now from Representative Kennedy called the â€Å"Children’s Protection from Alcohol Advertising Act†. This â€Å"would eliminate advertising and marketing practices that have the most impact on young people. Remaining ads would, for the first time, honestly reflect that alcohol is the number-three killer in America today, taking a toll of 100,000 lives yearly. Those ads would bear a rotating series of health and safety messages, reminding all viewers and listeners of some of the major risks related to drinking. In addition, alcoholic-beverage product labels, for the first time, would be required to reveal comprehensive, useful consumer information, such as ingredients, calories, and alcohol content, expressed in unit serving terms† (Hacker). The bill would answer the concerns of many parents and adults who feel the alcohol companies go too far in targeting youths. Alcohol companies need to be more responsible for who they target and they should also be prepared to handle the consequences of their actions as more and more people die as a result of their products. They are the ones that should be held accountable for the deaths of so many innocent people. They also should include in their advertisements the real facts. Doing this may deter people from becoming alcohol abusers. The companies do not do this though, â€Å"By definition, alcohol advertising is one-sided, avoiding any reference to the negative aspects of alcohol consumption† (IAS). They need to tell the truth and the truth is that alcohol does no good for anyone, it only hurts and destroys people and the people around them. Yes Alcohol Advertising Should Be Allowed On Television â€Å"Advertising increases alcohol consumption, which increases alcohol abuse†¦right? WRONG. There is no solid evidence from either scientific research or practical experience that this theory of advertising is correct† (Advertising Impact). Alcohol is a legal substance so why wouldn’t it be allowed to be advertised on television? The First Amendment to the Constitution gives us the right to free speech. The American Advertising Federation opposes any effort to restrict truthful advertising about any product or service. â€Å"The U. S. Supreme Court has affirmed that truthful commercial speech enjoys the free speech protections of the First Amendment – including speech about so-called sin products. The government’s right to ban a product does not give it the right to ban speech about the product† (AAF). The AAF does not want restrictions to even begin, â€Å"bans on advertising for one product or service inevitably will lead to bans on advertising for others. Censorship is contagious† (AAF). There are some that believe that the advertising would be okay if they would agree to put warnings on the advertisements. â€Å"The alcohol industry believes that the proposed requirement of warnings in alcohol advertisements is an infringement of their First Amendment rights† (Kelly). The advertising the alcohol industry does do is simply to keep the customers they already have. â€Å"The focus of alcohol advertising is to encourage existing drinkers to maintain their brand preference, or to switch brands, and that it is not intended to attract new customers† (Kelly). â€Å"Much of the debate concerns the possible effects on children and young people. The Advertising Codes prohibit the specific targeting of minors† (IAS). Most children who watch television may like the cartoon characters but that isn’t going to make them go out and demand alcohol. They shouldn’t be allowed or able to obtain it so it shouldn’t really even matter if they see the advertisements for it. â€Å"The evidence also suggests that advertising is of less importance than other influences such as parental attitudes and example and peer group pressure† (IAS). Final Conclusions As you can see from our research, there is solid evidence that advertising alcohol on television needs to stop the way it is being done right now. There are entirely too many targets put onto young viewers. The industry may claim that it is not targeting them but there is really no explanation otherwise. Mother’s Against Drunk Driving (MADD) has come up with an exceptional set of rules for advertising alcohol on television. 1. Beverage alcohol advertising should not: a. portray or encourage drinking by individuals under the age of 21; b. use celebrities, music stars, athletes, animals, cartoon characters or other language or images that have special appeal to youth; c. depict sports, rock concerts, or other events with strong appeal to youth; or d. target spring break activities or cultural, sporting, or marketing events where it can be anticipated that a majority of the audience will be made up of people under age 21. 2. Beverage alcohol advertising should not include the licensing of youth-oriented clothing or toys that feature alcohol brand names, logos, or trade characters. 2. Beverage alcohol advertising should not portray or encourage drinking by pregnant women or women who are seeking to become pregnant. 3. Beverage alcohol advertising should not model, suggest, or otherwise encourage heavy consumption. 4. Beverage alcohol advertising should not portray or encourage drinking by alcoholics or other groups particularly vulnerable to alcohol abuse. 5. Beverage alcohol advertising should not state or imply that any level of alcohol consumption is risk-free or safe. 6. Beverage alcohol advertising should not associate alcohol consumption with high-risk activities or with situations that require alertness. 7. Beverage alcohol advertising should not depict revelry or hint at the possibility of inebriation. 8. Beverage alcohol advertising should not portray drinking as a means to achieve popularity or social acceptance, sexual appeal, or social or financial status. 9. Beverage alcohol advertising should not portray drinking in association with sexual passion, promiscuity, or any other amorous activity as a consequence of or in association with alcohol consumption. These rules would be wonderful if the alcohol companies would follow them. But, with the First Amendment backing them up, they are not going to change the way they market without a fight. The cartoons are working for them, so why should they change? There is a growing problem in this country with underage and binge drinking and these advertisements are only adding to the problem. We need to stop the problem at its root, which would mean taking the Budweiser frogs off the air. This is a great step toward reducing alcohol related deaths and injuries and it isn’t like the industry would be losing any money. They may even retain more profit because their advertising expense would be dramatically cut. We need to regulate these advertisements now! Bibliography American Advertising Federation (AAF). â€Å"AAF Position Statement: Alcohol Advertising Bans†. Available: http://www. aaf. org/bans. html Abramson, Hillary. The Marin Institute. â€Å"Alcohol Ads Increase Drinking†. Available: http://www. marininstitute. org/saffer. html Addiction Research Foundation (ARF). â€Å"Facts about Alcohol†. Available: http://www. arf. org/isd/pim/alcohol. html â€Å"Advertising Impact on Alcohol Abuse†. Available: wysiwig://9/http://www2. potsdam. ed†¦-info/Advertising/Advertising. html Center for Media Education (CME). â€Å"Alcohol Advertising Targeted at Youth on the Internet: An Update†. Available: http://tap. epn. org/cme/981218/alcrep. html Hacker, George. Center for Science in the Public Interest. Available: http://www. cspinet. org/booze/hacker. html Hacker, George. Press Conference on Alcohol Advertising Reforms. May 16, 1997. Available: http://www. cspinet. org/booze/516state. html Health You. May/June 1998. â€Å"Proms, Parents and Alcohol†. Available: http://www. lvhhn. org/healthy_you/magazine/proms_alcohol/ IAS. Available: http://www. ias. org. uk/factsheets/advertising. htm Kelly, Kathleen and Ruth Edwards. â€Å"Image Advertisements for Alcohol Products: Is There Appeal Associated with Adolescents’ Intention to Consume Alcohol? † Adolescence. Spring 1998. V33 n129 p47(13).

Smoke in the Air :: essays research papers

The Smoke in the Air Marijuana is probably the most debatable plant in history. It has been around for millennia in various forms and uses. However, it’s known mostly as a drug. In the Americas, its beginnings can be traced back almost 456 years when the Spanish first brought it with them in 1545 (Levinthal). Cannabis sativa or marijuana, as it’s commonly known, is commercially valuable in the production of hemp rope, crude cloth, twine, shoes, sailcloth and containers (Levinthal, Keese). Notably, marijuana can be also be utilized in the development of medicines to ease a number of modern-day aliments. In ancient times, it was considered a cash crop. In the 20th century, however, marijuana is looked upon more as a narcotic than a plant that has commercial potential. The beginnings of marijuana's political life in American history can be traced as far back as 1915, when marijuana prohibition started on a local and statewide level, mainly owing to anti-Mexican sentiments (Bonnie 1). From 1932 to 1937, national consciousness of marijuana was brought about by anti-marijuana campaigns funded by the federal authorities in support of the Uniform Narcotic Drug Act (Bonnie 1). This resulted in the passage of the Marijuana Tax Act. From then on marijuana hysteria escalated. The government enacted stiff penalties on most marijuana offenses, even simple possession (Bonnie 1). Marijuana possession became a felony in most states, until 1973, when Oregon became the first state to decriminalize marijuana. Since then the government has began to take a non-criminal approach towards discouraging marijuana use (Bonnie 1). Escalating marijuana consumption and its penetration in all levels of society, has forced every state to amend its penalties in some fashion or a nother (Bonnie 1). Today, Alaska, Arizona, California, Colorado, Nevada and Washington have joined Oregon by decriminalizing marijuana (Central News Network). Those opposed to marijuana in the past have met fierce resistance from advocates for its decriminalization. The debate is rapidly becoming political. Marijuana’s significance as a medicine is no longer an issue. The issue at present is whether or not the sanctions against marijuana are socially and economically viable to keep in place. As put by Richard J. Bonnie, author of Marijuana Use and Criminal Sanctions, "legislators must somehow 'weigh' the 'benefits' of criminal sanctions against their 'costs'" (16). Marijuana should be decriminalized in order to minimize the social, legal, and economical repercussions suffered by the American public. Marijuana sanctions are affecting the American public in three ways.

Comparison Between Poem Red, Red Rose and Sick Rose

Comparison between both poems, â€Å"Sick Rose† and â€Å"A Red, Red Rose† The poem â€Å"The Sick Rose† by William Blake is about a rose that has reached the end of its lifespan in the arrival of winter. A rose usually symbolises love, beauty and romance, but in this poem the rose is sick. This reflects the damaged, hurt and destruction. The rose which represent as an ill woman which was damaged by the worm, which is represent as the man who has caused the harm to her.The poem reveals the negative attitude of a man towards a woman, whom he destroys to satisfy his lust. Where else in the poem â€Å"A red, red Rose† by Robert Burns the poem is about a man who is deeply in love with his lover. The word red is repeated twice, which shows the great passion he has for his lover. It is a romantic love poem which has a positive attitude of a man towards a woman whom he loves by showing his great passion of love, which is growing deeper and deeper each day. Anothe r comparison of the poem is respect.In the â€Å"Sick Rose† the man destroyed the dignity of the woman. He ruin the life of a woman and caused her to be become ill. Where else in the â€Å"A Red,Red Rose† the man keep the dignity of a woman whom he is in love with and even praised her beauty. Besides that, the poem's responsibility. In the â€Å"Sick Rose† the man is irresponsible, he does not care about woman. His intention is to ruin the life of the person he loves in the wrong way, where else in â€Å"A Red, Red Rose† the man’s action shows his loyalty of being a responsible person.In the last stanza of the poem he said that he will return with love though he is ten thousand miles away from her, â€Å"And I will come again, my love, Thought I am ten thousand mile†. Furthermore the love in â€Å"Sick Rose† is a secret love of a man towards a woman. He used force and unhealthy way to get his love from the woman. His action and impati ent behaviour has caused the damaged in the woman whom he loved secretly. Therefore, it shows the darker side of human nature. In â€Å"A Red, Red Rose† the man patiently and gradually release his love towards his lover.He shows his passion in a decent way and he did not use any force. Burns used two similes to compare the love, the first â€Å"red, red rose† and the second is his love is like the â€Å"melody†. Both of simile shows a delicate form a love between a man and a woman. It also shows the brighter side of human nature. In â€Å"The Sick Rose†, the poem ends with a depressive tone where the beautiful rose was spoiled by the evil, lust of a man, but in â€Å"A Red, Red Rose†, the deep feeling of the man's love is longer, even when he has to say farewell: â€Å"And fare you well, my love†.Burns ends the poem in a tender, hopeful and inspiring note. The language of both, Blake and Burns', in the poem interest the readers to find the h idden message behind it. The use of symbolic and figurative language written made both the poems very interesting and appealing to the readers’ mind. After comparing both poems both poems reflect the two opposite of a human soul as â€Å"The Sick Rose† is a dying rose while the â€Å"A Red, Red Rose† is a blessings rose.

Our Sense of Self

As Feenstra (2011) states in your textbook: â€Å"Social psychologists are interested in who we are. Our sense of self is affected by what we know about the self and by the people around us. The self is a powerful force. The self affects how we feel, what we think we can do, and what we in fact do. † (pg. 32). Expanding on the quotation above, describe how individuals develop a self-concept and self-schema. Discuss the cultural, social, and environmental influences on that development.In what ways does our sense of self determine how we think about others and how we interact with individuals and groups of people? What is the significance of the acting self? In your response, be sure to address at least three of the key concepts presented in Table 2. 2 of the reading. Individuals develop a self-concept through learned behaviors, attitudes and beliefs that they usually get from their friends and family. Self-concept is continuously developed by the reinforcement of factors such as religion, experiences, relationships and even actions.The self-schema helps organize all the information we contain within the self-concept. The way we see ourselves versus the world’s view definitely plays a significant role in the choices we make, our behavior, and even our beliefs. A person’s opinions of the world are generally influenced by the experiences they have with the outside world, both negative and positive, but ultimately it is the person’s reaction to the situation that forms the self-concept. One large impact on the development of our self-concepts is our culture. Cultures vary greatly in a variety of ways, but one large difference is in the way cultures view the self and connections with others. † (Feenstra, J. , Chp. 2, Sec. 2. 1)  Cultures that are independent view people as unique individuals while interdependent cultures believe that people should be viewed as a group. Having a healthy sense of self is essential for interaction wi th people.Self-esteem plays a large part in determining a person’s personality: high self-esteem = outgoing, makes friends, â€Å"party starter†, low self-esteem = quiet, keeps to oneself, doesn’t appear friendly. That doesn’t mean high self-esteem individuals are awesome, however that doesn’t stop them from believing they are. A person’s sense of self is important when it comes to interacting with people because it affects a person’s feelings of acceptance and rejection. If a person feels rejected by the social world then they will have a hard time mingling with others.The acting self allows us to become who we need to be at that particular moment. For example, during a job interview when asked how well you could perform the job, a person must describe their worth as high in self efficacy for that specific job. The images we portray of ourselves to others is constantly changing and therefore allows us to take on new roles when necess ary. Reference: Feenstra, J. (2011). Introduction to social psychology. Bridgepoint Education, Inc.

Deism essays

Deism essays Discrimination, bias, prejudice, inequality, bigotry, partiality, favoritism, chauvinism, sexism, the previous list are all infraction of our inalienable rights. A major cause of all these: injustice. Prejudice is everywhere. Although injustice is decreasing, it will never come to an end. In 1775, France and England were on the brink of a revolution. The cause: injustice. The poor people were tired of being trampled on, they were sick of the upper class controlling them and treating them like property and peons. One man that was sick of the treatment, decided to retaliate. He killed a nobleman, and paid a huge price for what he did. They hung him over a lake and let the blood drain into the lake so that no poor people could get to his blood. It was a very cruel and unjust punishment. There was so much bitterness that it was only a matter of time before they had had enough. This time was reaching nearer and nearer. Dr. Alexander Manette was great man and good at heart. He had no problem either way, with the upper or lower classes. He minded his own business and lived only to help people. He was taken from his wife and young daughter unjustly without a trial. He was never told if his family was ok, or even alive. With no connection to the outside world, he became a very bitter man toward the people that had done this to him: The Evremondes. This was the family that all the people were revolting against. After ten years, Dr. Manette had finally come to the conclusion that he was going to die in this place. He went through so much pain and suffering that he went crazy. About eighteen years after Dr. Manette was put in jail, he was released, and taken to his daughter, Lucy, and his friend, Mr. Jarvis Lorry. His daughter took very good care of her father, and eventually he was able to do what he loved again: be a doctor. A man that also helped with her father was a man by the name of Charles Darnay. He ...

Baffled by choosing keywords for your LinkedIn Profile HEADLINE

Baffled by choosing keywords for your LinkedIn Profile HEADLINE Many people are flummoxed when it comes to choosing a LinkedIn profile headline.   What keywords should they include?   How do you get that up and down symbol ( or a Tagline / Unique Selling Proposition (USP)? This article will mainly address the last question:   Keywords or USP?   The answer to the question depends on your main goal with your LinkedIn profile. Below you will find several situations you might be in.   Find yourself as closely as possible and handle your headline in the most appropriate way for your situation.   If you don’t find yourself exactly, find the nearest match and adjust from there. 1.   You are a job seeker and you want to be found in searches.* If you are a job seeker, your main goal is probably to be found and contacted by recruiters and hiring managers.   If so, you need to focus on keywords in your headline.   Keywords are the terms a recruiter would be searching for if looking for someone like you. The prevailing wisdom is to choose 4-5 words as keywords and leave it at that.   Adding extra words or extra characters like your email address may serve to dilute the effectiveness of your headline. Examples of good headlines are: Manufacturing Supply Chain Executive | Asia Procurement Contract Specialist | Treasury Manager Account Executive | OEM Sales | Field Sales | Territory Manager Director Communications | Branding | Online Marketing | Social Media Note these headlines zero in on the most essential keywords and do not add any fluff to dilute their impact. Some job seekers write â€Å"Open to New Opportunities† in their headline.   Some recruiters actually search on the term â€Å"opportunities† and might find you that way.   Other recruiters will skip over you if you put that phrase in your headline.   My advice is to try it one way, and if you’re not getting the attention you want, try it another way.   That’s the beauty of social media †¦Ã‚   nothing is ever engraved in stone. 2.   You are a job seeker and your main goal is to look good when people find you. Perhaps you are currently employed and doing a very selective and confidential job search.   Or perhaps you want people to look for you primarily after you have contacted them.   If so, you may not particularly be looking to be found in searches.   In this situation, you have more flexibility when crafting your headline.   I recommend that you write your job title and a catchy phrase, tagline, or Unique Selling Proposition. Examples: High-Powered Financial and Analytical Trainer | Propelling International Business Teams to the Top Program, Process and Project Manager | Creating and Implementing Innovative Technological Solutions Managed Care Professional | Building relationships with attention and integrity For more ideas on catchy headlines, see my article, Your LinkedIn Profile *HEADLINE* What Would Draw You In? 3.   You are a business owner or professional and you want people to find you.* If you are a business owner or professional wanting to attract clients, stack your headline with the keywords your clients would be searching on.   My headline says: Essay Resume Writer | Executive Resumes | Personal Statements | LinkedIn Profiles | Web Copy The result of having these keywords in my headline (and also in my summary, specialties and job titles) is that many people find me when they are seeking the services I provide. During admission season I change my keywords to emphasize college essays and MBA Admissions consulting. Change your keywords as much as you want until you get the number of visitors to your site each day that you’re looking for. 4.   You are a business owner or professional and you just want to build a close network of solid business connections. If you are laying low on LinkedIn and selectively building a network, really all you need is your job title and organization.   LinkedIn will take care of that for you. *NOTE TO THOSE IN CATEGORIES 1 3:   Remember that the number of hits you get on your LinkedIn profile will always increase when you increase your number of connections.   For more on that topic please view my signature webinar, How to Write a Killer LinkedIn Profile. BEWARE of the LinkedIn Default!   If you update your current job position, LinkedIn automatically changes your headline unless you catch the box that lets you opt out.   If this happens, take control and change your headline if you want it to say something different! Like so many things, there is no â€Å"one size fits all† answer to the LinkedIn Headline question.   If you’re not sure what the best way is to approach yours, comment below or contact The Essay Expert for assistance in crafting a KILLER LinkedIn Profile!

Sexuality and violence Essay Example | Topics and Well Written Essays - 250 words

Sexuality and violence - Essay Example A perfect example took place in 1931 with the Scottsboro Boys case (Pratt, 2010): two police runaway women, Bates, a minor and Prince, an adult, claimed to have been raped by black Americans after a fight between two gangs; blacks and whites after they were discovered to be wearing men’s attire by officials. A crowd was waiting at the train terminus in Alabama to lynch the nine black men arrested of the rape act but the National Guard Forces prevented it. Nevertheless, they were tried by a white jury and found guilty labeling the crime as the most heinous against whites. A second example is the Central Park Jogger case where the victim, Trisha Meili was raped and beaten severely leaving her in a coma and without memory of what happened. Police assumed that the crime was committed by several Latinos and black Americans. Consequently, an arrest of five men followed and all were imprisoned. In 2003, Matias Reyes, one of the five convicts confessed to have committed the crime alone and despite a match in DNA evidence collected, the initial prosecutor verbally opposed cancelling of the initial convictions. Furthermore, a panel of police from New York City Police Department claimed that the initial number of suspects (five) was guilty. ii. The accused are assumed to be guilty (Davis, 1981). For instance, Prince claimed to have been raped by twelve black men and instead of police looking for the twelve men specifically, all black Americans on the train were taken captive. Similarly, Meili’s case saw Matias confess of being guilty yet the other four convicts were not voided and still assumed guilty. In both cases, the victims were imprisoned despite the court failing to find sufficient evidence. From the non-white point of view, the harsh decisions made against the four men in the Meili’s case led them to believe that any sexual activity against a white woman will be considered the most heinous of

Research project outline Essay Example | Topics and Well Written Essays - 1500 words

Research project outline - Essay Example This report will outline the internationalization strategy and activities of Bentley in its efforts to enter and establish itself in China’s emerging economy, the market situation analysis, in addition to the firm’s expansion motives, strategic direction. Bentley’s internationalization trajectory Lately, Bentley has been engaged in a number of internationalization strategies including exportation, establishment of wholly owned subsidiaries, Greenfield ventures, and vertical integration across national frontiers; these global brand strategy aim to strengthen its position in the highly competitive automobile industry (Peng 2009, p.33). In formulating a most effective course of action, Bentley has evaluated several advanced technology options and decided to focus on improved efficiency and the use of alternative powertrain technology to reduce CO2 emissions while improving fuel economy. In this regard, Bentley’s environmental strategy addresses both the globa l issues of fuel security and global warming (Bentley 2008, p.7), thus cutting a niche for the socially responsible consumes who are keen in making environmentally sound investments. Bentley is also keen on improving efficiency by utilizing a range of technologies including engine revisions, improved transmission systems, drive train alterations, in addition to enhanced vehicle characteristics. Bentley has also explored the market of hybrid cars due to the advancement of hybrid technology thereby contributing greatly to the energy and CO2 emission savings when driving these cars especially in an urban environment. Besides the hybrid cars, Bentley also has explored the use of Hydrogen and Electricity, as an alternative automobile propulsion system; hydrogen and electric cars have a zero tailpipe CO2 emissions because Hydrogen burns cleanly and combustion is not necessary for electricity-powered cars. Largely, Bentley’s internationalization trajectory is based on economically v iable, ethical, and environmentally sound solutions in response to the global potential crisis over energy shortages and climate change. Bentley’s introduction of car models that are powered by renewable and sustainable energy sources is motivated by the firm’s commitment to reduce the environmental impact of its vehicles with the improvement of efficiency. Situation Analysis China is undoubtedly the second leading automobile producer and market by 2009 with annual sales that are slightly shy of 14 million cars, yet the market continues to expand at a rate of about 36.1% increase in annual sales by 2010 (APCO Worldwide 2010, p.3). The rapid growth of the Chinese automobile industry market is attributable to the rising domestic demand for vehicles because of the rising incomes, an emerging middle class, and supportive government policies in the industry (Xavier Richet and Joel 2008, p.450). The Chinese government has implemented special tax adjustments and subsidies for the purchase of cars, which are aimed to motivate buyers to go for hybrid electric vehicles or the purely electricity powered vehicles, in addition to normal models with a reduced engine displacement. Places such as Beijing in China have

How a new company deal with orgnizational behavior in a new country Essay

How a new company deal with orgnizational behavior in a new country - Essay Example nced by, or learnt from their superiors since an enabling organizational behavior can be achieved if leaders set a good example to employees, and practice ethical behavior towards everyone in the organization. Leaders need to be emphatic, and be considerate on how such as decision shall affect the total morale and attitudes of the organization as a whole (Bonin, 2012). In addition, the notion of leaders giving instructions or making ethical judgments, while they themselves do not apply it would create a negative impression on employees hence affect organizational behavior. Secondly, the author relates the influence of changing technology on organizational behavior, and organization as a whole. He argues that changes in technology create a competitive advantage for the organization, and if handled well it enables the organization to increase its bottom line. Moreover, when these changes are introduced to the organization they usually lead to the production of higher quality products and services. With this change in technology, employees work performance may be affected as they have to adapt to these changes. Changes in technology may affect the employees work performance negatively; in turn, increase work related stress among them. This stress levels affect them physically and mentally and if not handled well shall affect the work performance of employees, reduce job satisfaction and in the long run the overall organizational output (Bonin, 2012). The article provides a solution in handling this work related stress in the workplace that may be caused by technological change. It states that in order to create better organizational behavior among employees, organizations need to provide training to employees on the changes in technology to enable them adapt well. There is also need to provide information on literature on stress, and if possible provide counseling to employees to help reduce stress. In the case of a new company in a new country, it should consider

Science field trips | Teaching

Science field trips | Teaching Introduction For several years, many science concepts have been accepted and included into the curriculum, however more often than not these concepts are incorporated as a division of topics within a specific discipline. For example, specialty science courses like environmental biology, environmental chemistry, environmental physics, and environmental geology. Field trips to local spots of interest can be an educational and enlightening component of a science course. In spite of the complexity of arranging these and creating them into the course curriculum, they should be strongly measured. Plan field trips in advance so that the time is used efficiently. For example, if a visit to the local zoo is considered, give students some initial worksheets on animal behaviour while they are there. A visit to a local water resource, information about environment and flora and fauna should come first and follow the trip. Procedures for environment assessment are available from many sources, including the local department of natural resources, the local EPA office, or other professionals like the scenic rivers coordinator in your state. However the acceptance of science teachers on the use or the incorporation of science fieldtrips in the curriculum has been put in question. Some teachers are hesitant to conduct fieldtrips for various different reasons. Their attitude and behaviour towards this well accepted practice varies from training to a personal judge of their capacity. A study regarding the effect of training on urban science teachers perspective on the educational potential of science fieldtrips had been conceptualized to address the trend and its implication to the academe. Review of Literature The quality of learning that students acquire and the degree of experience that students have from their educational activities depend greatly on their teachers. The National Standards for Science Education has incorporated a detailed parameter for teachers and teacher preparation programs that will assist in advancing science literacy in their students. There are a very limited number of researches published that evaluates teachers opinions with regards to taking their students to natural environments such as museums to learn. The research proposes that teachers give importance to outside learning experiences but also report disincentives and significant institutional roadblocks that stand in their way. This review of studies and literatures will discuss how teachers are motivated by this other form of teaching environment and teaching mechanism. Insight from studies in the last thirty years as to what factors facilitate the learning experience for school field trips were discussed (Bitgood, 1989; Price Hein, 1991; Griffin, 1998). Falk and Dierking (1992) discuss perceptions that John Falk and associates have gained from their various studies involving field trips. They said that children begin a field trip with two programmes. The first programme is child-centered and focuses on what students imagine they will be doing: seeing exhibits; having fun travelling there; buying gift shop items; and having a day off from their normal school routine. The second programme communicates to the schools and museums expectations. These programmes are that they assume they will learn things and be meeting people who work at the museum. Field trips are undertaken with a particular reason. These purposes vary. Griffin (1998) did a study involving school excursions to museums in Sydney Australia, and found teachers stated disagreeing purposes for going on field trips. Some of the teachers viewed the field trip as a change of tempo for students and a social experience. Some teachers formulated learning oriented objectives pertaining to the curriculum presented to them. Griffin found that teachers explicit and implicit purposes may differ. There are teachers who wishes to incorporate social interaction and enrichment of previously discussed or presented topics therefore resolve the field trip in highly educated manner in which their knowledge and skills will be further enhanced. She suggests that teachers may react in this manner because they are uncomfortable with their capacity to manage their students in an unfamiliar environment. She feels that teachers are perhaps ignorant of, or unable to understand many of the pr inciples of learning in informal environments, such as learning through play and direct involvement with phenomena. In addition, she found that the teachers purpose for the field trip influences the students rationale for the visit. Therefore it can be said that students attitudes tend to mirror the teachers attitude (Griffin, 1998; Griffin Symington, 1980). Research studies by Gottfried (1980) and others support the idea that teachers view field trips as enrichment experiences (Gottfried, 1980; Brigham Robinson, 1992; Griffin, 1998). With this given analysis it presupposes that fieldtrips appeal to the educating world as means of escape to a usual habit or pattern. Sometimes it holds true that teachers are not sure of how to facilitate a learning environment outside the four corners of the classroom. As observed some may let the students wander off to the new environment without making any further information on what is seen and observed in the environment to where the educational fieldtrip is conducted. The author was quick to assume that teachers attitudes and motivation to adapt a science fieldtrip in the curriculum relies on their outlook of how they will perform or how prepared they are to facilitated and head the said trips. The accountability is overwhelming for teachers in the eyes of the author. In this case I presume that the author knows the essence or the importance of the teachers readiness to hold such responsibility in being motivated to include a science fieldtrip in their curriculum. Connections between Informal Science Sites and Schools In recent times, there has been a growing interest in the development of relationships between informal science sites and schools. This is conceptualized to the detection that informal education sites have the potential to offer more than a one-time field trip to teachers and students. According to Ramey-Gassert (1997), science fieldtrips has many potential benefits. These include improving motivation and attitudes, interactive participation, and fostering curiosity. In itself this may be reason enough for teachers to be interested in promoting connections between schools and informal education sites. In a sense, fieldtrips may encourage students to actively take part in the study. In fact the application of what is taught at school may be seen and experienced firsthand during fieldtrips. Having done so, teachers may use this to stir students curiosity and further encourage them to find means to improve or develop what they have seen. Technology is best taught if the application is seen and viewed by the students. Michie (1998) found that the environment of informal science learning, which incorporated features such as voluntary, unstructured, non-assessed, open-ended, and learner-centered (p. 248) led to heightened student interest. This open-ended learning experience can also have optimistic effects on how students feel about science learning. (Gottfried, 1980). While the most beneficial facet of informal science learning may be the often incalculable notions of appreciation and motivation for further learning, researchers have also reported gains in content knowledge by students (Gottfried, 1980; Fiso, 1982; Munley, 1991). The freedom to manipulate, operate and explore the learning environment makes learning highly conducive and interesting. This attitude may be encouraged to further stress a point or a concept. Teachers may utilize this to explore the students perception and opinion regarding a particular topic. Teachers may very well plan a curriculum under which interactive participation may be facilitated. Most importantly, informal science sites can offer teachers and students something which they often cannot experience in the formal classroom. Mullins (1998) illustrates the experience this way: it is precisely because informal science sites are informal learning settings, where attendance is voluntary. In an informal science sites, the visitor is at liberty to wander at will, taking in things that connect to previous knowledge and experience, and discovering new ideas with pleasure (p.42). The appeal of fieldtrips to students is not confound to it being compulsory and rigid. In fact as previously mentioned the idea that this environment is less strict and more open has its appeal to students more and more interesting. However, before teachers aspire to make schools more like an informal science sites, it is important to understand the inherent differences between schools and informal science sites. Despite doing a similar activity as with the classroom as students in an informal environment, there are important disparities between the assumptions that are made as the teaching/learning is taking place. Informal learning stands separately from school learning in that it is free-choice, non-sequential, self-paced, and voluntary. The formal education system was not designed in this way. Schools are designed to teach students so that they are equipped to function successfully in society. The learning requirements are set as standards that all students are expected to learn. The teaching and learning that most often occurs in schools involves obligatory learning in which learning is focused by a programmed set of requirements imposed externally by a forced authority (Falk, 2001). Unfortunately, as Falk and Dierking (1992) point out, learning has become tantamount with the words education and school where learning is perceived as primarily the attainment of new ideas, facts, or information, rather than the consolidation and slow, incremental growth of existing ideas and information (p. 98). Recognizing these disparities is vital to understanding how each approach and their associated fundamental assumptions are part of the whole learning experience for students and teachers. Instead of trying to make one institution be like the other, a suitable approach may be to recognize the strengths of both informal sciences sites and schools and to bring those resources together to better serve both teachers and students. Anderson (2004) points out that the informal and formal education communities are pursuing the same goal of educating the public even if it originates from different assumptions and inherent qualities. One way that informal science sites can contribute to this objective is by helping teachers to gain assurance in teaching science. Science teaching assurance, or science teaching self-efficacy, is an essential component of effective science teaching. Teacher effectiveness has been found to be one of the most important factors influencing teachers work (Bitgood, 1993; Lessow, 1990) and is an important factor in teacher motivation. Horizon Research, Inc. (2001a) reported that long-term association with an informal science sites can begin to shift a teachers confidence in science teaching. For example, one teacher in their study reports, This museum has done a lot for the individual teacher. I think many of us have undergone a long-term change in our teaching style, and are more confiden t and comfortable in a student-centered teaching approach (p.16). Price and Hein (1991) assures that gains in science assurance and enthusiasm by elementary school teachers after they were engaged in collaborative projects with an informal science sites. According to a national survey which appeared in 2001, only approximately 25 percent of elementary teachers feel they are well qualified to teach science (Horizon Research, 2001a). Furthermore, teachers will normally avoid situations where they qualm their ability to perform successfully. Improving elementary teachers science teaching confidence is therefore an imperative factor in the development of science education. As results of this recognition of the advantages of informal science learning, an increasing number of universities are collaborating with informal science sites in preparing their future teachers. Muse, et.al (1982) describes the many benefits includes the chance to work with children of different ages and backgrounds, the chance to work with other teachers, the chance to practice good science teaching and gain assurance, and the knowledge of science teaching resources. Across all of these partnerships, the specific strengths of the informal sites are acknowledgement and brought into the training of future teachers. As suggested by a university professor, in addition to the benefits of a unique kind of teaching and learning that occurs in informal environments, research also advocates teachers can benefit from the resources and programs offered by informal science sites. This can include interactive exhibits, educational materials and science equipment that many teachers and school districts cannot afford or do not have access to in school (Rennie, 1995). Teachers who not using Informal Science Horizon Research Inc. (2001a) established that there is nearly one informal science education institution for every 1,000 elementary school teachers in the United States. Yet these institutions serve only 10 percent of all U.S. teachers teaching science. While there has been a changing focus to heightened the numbers of these relationships with teachers, many teachers do not seem to be using museum resources in partnering ways where unambiguous links are made to classroom curricula and teachers return for additional assistance and partnership as needed throughout the school year. The literature on this subject revolves around the assumption that using informal science actually pertains to taking field trips. These studies do not openly concentrate on those teachers who continually use informal science sites in many different ways. Nonetheless, these studies show why teachers may not be as likely to take their students on field trips as other teachers. Explanations for why teachers are not taking field trips can be arranged into several categories. Logistics: transportation coordination and cost (Lessow, 1990; Michie, 1998; Price and Hein, 1991), safety concerns (Michie, 1998); and student misbehaviour and large class size (Fido and Gayford, 1982; Lessow, 1990; Price and Hein, 1991) External Support System: a lack of support from the government who see the field trip as a vacation (Michie, 1998; Mullins, 1998; Price and Hein, 1991); and a lack of support from other teachers who are uncomfortable with new experiences and getting out of the classroom (Michie, 1998; Mullins, 1998) Personal Motivation: such as fear of failure (Mullins, 1998), lack of energy and time (Lessow, 1990; Michie, 1998; Mullins, 1998; Price and Hein, 1991) low interest (Mullins, 1998); and lack of personal knowledge of and positive experiences with informal science sites (Fido and Gayford, 1982; Michie, 1998) Availability of Resources: inadequate choice of informal science sites (Michie, 1998) Orion (1993) points out that many of the complications involved in linking informal science institutions and the formal education system can be addressed to differences in size, orientation, and mission. Informal science sites tend to be smaller than school systems, are profit oriented and are mostly private. Ramey-Gasset (1996) asserts that these obvious differences can make associations very difficult to attain. While both classroom teachers and informal science sites educators have the similar Objectives of educating students, they approach it from very different outlooks. Schools and informal science sites have not viewed themselves as equal partners; asserting that each feels that they are performing different things in terms of science education, and one does not necessarily complement the other. There is also a common view of informal science educators as pseudo-educators. Claiming that museum educators practice some of the best teaching in a community may not be entirely correct and may overestimate the teaching proficiency of these teachers (Munley, 1991, p. 14). While many informal science sites educators are superior teachers, many do not have the experience or training to serve as model teachers. For this truth, many school administrators and teachers may not view the informal community as a competent partner in science education. However, this may change. Creating standards for informal science educators has the impending to positively impact future partnership between the informal science community and schools. Factors Influencing Teachers to take Field Trips The focal point of this research is on teachers who use the resources of informal science on a regular basis. This subject appears to be focused on the actual field trip and not on using informal science resources in different ways and on a regular basis. There are numerous studies that address this concern of the factors influencing teachers to take field trips. Lessow (1990) surveyed 585 teachers on their use of informal science and used quantitative analysis to settle on the possible correlations between teacher quality and use of informal science. Some of his major findings were that teachers took more field trips when they had taken personal trips to a particular site felt that their students gained either cognitively or affectively. Lessow (1990) did not find that those teachers who assumed having a science related hobby, read science journals or attended more professional development took more field trips. And those teachers with more experience teaching also did not take more trips than other teachers. While this study had some interesting findings, it did not disclose the nature of these trips or teachers personal thoughts on taking them. While Lessow (1990) addressed the efficiency of the field trips, this was determined primarily through survey answers and focused around the use of pre-visit and post-visit activities. Therefore, ho w these teachers used these sites was not revealed. Michie (1998) interviewed 28 secondary science teachers in Australia to determine the influences on them to organize and conduct field trips. It was found that teachers who took field trips wanted to give students hands-on, real life experiences which they could not have in the classroom. He also said that while there was some perplexity on the usefulness of field trips, most teachers accepted the cognitive gains associated with the trips. There were some teachers who commented on the emotional values. In addition, six more experienced teachers elementary teacher to college professors were chosen for follow-up interviews. These expert teachers reported that they conducted field trips for three reasons. The first was because of the positive benefits they and their students receive in reference to the relationships that developed among students, between students and teachers, and between students and informal educators. Mullins (1998) reported that these relationships raised confidence , invigorated lives and enhanced their questioning and learning (Mullins, 1998, p. 165). The second reason these teachers chose to take these outdoor trips was that they acknowledged that their thinking on how learning takes place had changed after engaging in these environmentally based trips. They realized the worth of interactive learning and project-based learning where the students were involved in real-life projects. The third reason was simply because of the experiential benefits. They said that nature taught them how to teach; and that observing students attach with nature was their main purpose for having field trips. This study also reported that most of the experienced teachers all had positive field experiences as children. While the literature concerning the factors motivating teachers to take field trips is informative, there is the absence of a clear picture of teachers who choose to frequently use the resources of informal science. Further, at a time when the majority of elementary teachers do not feel well-equipped and credible to teach science and are teaching less science (Horizon Research, 2001a), hearing from those elementary teachers that do feel confident in their ability to teach science and incorporate informal science in their teaching can inform this issue. While many teachers will take their students on at least one field trip during the year, fewer will lead effective field trips where students gain both cognitively and affectively. Many teachers will use it as a form of leisure or will not amalgamate it into their curriculum (Lessow, 1990). Support for Using Informal Science Realizing how and why these teachers continually use informal science was the focal point of this study. And directly related to this is the support they receive for using informal science. An important result of this study is that the existence of support is indispensable to whether these teachers use the resources of informal science for the gain of their students. However, it is paramount that they have support. This can have significant effects on less experienced teachers. Mullins (1998) found that a teacher support system, either from peers or administrators, makes the distinction in whether a novice teacher chooses to pursue informal science opportunities. A large portion of the required assistance for using informal science is budget. This is especially the case for taking students on field trips which is the primary way in which these teachers and most other teachers tend to use informal science (Inverness Research Associates, 1995). The cost will be used for transportation and money for entrance fees. A school (or most often, the school district) allots a certain amount of field trips based on priorities and what can be afforded. These costs can be huge obstructions to teachers use of informal science. Teachers identified transportation costs as a major limiting factor to using informal science in studies by Lessow (1990) and Michie (1998). These two studies focused on teachers who did not necessarily use informal science on a regular basis. The teachers in those studies were accompanying their grade level on their allotted yearly field trips. The teachers do not directly refer to money as a limiting factor. Kaspar (1998), in his survey of administrators and teachers in regards to the use of informal science, also found that more experienced teachers did not list administrative tasks and logistics as obstacles. The teachers are experts at navigating these barriers. While funding is always important to their use of informal science, these teachers talk more about the basis of the funding. Based on the teachers stories, they are more concerned with the emotional support they receive from these sources. This importance of administrator support is reflected in Mullins (1998) study where a lack of support by the school administration was one of the most frequently mentioned obstacles to taking field trips. This is further supported in a statement made by an experienced teacher who uses informal science regularly in her teaching. Those teachers have to somehow have an administration that understands that a field trip is not just kids getting away from school; its not a play day. The administration has to understand that it is an extension of the classroom. Five hours on a field trip can be worth far more than five hours in the classroom. Administrations and school boards have to be able to see how field trips can positively impact grades and see that its okay to be different (Mullins, 1998, p. 134). Further, administrative support has been described as being extremely important to teachers ability to effectively teach science (Ramey-Gassert et al., 1996). District and state current policy on science education likely affects some teachers use of informal science. This is especially true for Betty, who expresses how the de-emphasis on science and focus on passing the state standardized tests has hindered her teaching of science and use of informal science. None of the other teachers expressed this same sort of frustration. Teaching at a school in a low-income area where passing the tests was of major concern was likely an important factor. While Greg also teaches in a high-poverty school, he is somewhat protected due to his district-approved and specially funded science-focused classroom. Without administrative support of some kind, even a highly motivated teacher will find it difficult to do the things he/she would like to do with students in science inside or outside of the clas sroom. Administrative support is narrated as a motivating factor in these teachers ability to use the resources of informal science although to different degrees among them. A teacher in a small school in a large district relies heavily on principal support, while another in a large school in a smaller district relies mainly on district level support. Administrative support is likely to be especially significant for teachers in low-income areas. Without district support of non-profit program, most teachers would have difficulty involving their class in such an extensive off-campus project with an informal science site. The success of that program has largely been due to the collaborative nature of its beginnings and the community encouragement it has received. While the fact that most teachers do not discuss it does not mean that it has not been an essential factor, it is a factor that they may have taken for granted. This is the case in the higher-income schools where there tends to be mo re parent support for these trips and projects especially in terms of funding. Parents, in turn, are able to financially support these projects and trips and since many mothers work at home, they can act as chaperones. Surprisingly, there is little in the discussions on the importance of parent support in teachers use of informal community resources. The studies of teachers use of informal science tend to focus more specifically on the field trip and not the teachers themselves (e.g. Lessow, 1991; Michie, 1998; Mullins, 1998). Further, those studies focus on either experienced science teachers from all levels of education (Mullins, 1998) or on more typical teachers on a grade level field trip (Lessow, 1991; Michie, 1998). Yet, parent support was found to be a significant authority on all of the teachers in this study. Teachers realize the significant role that parents play in making that possible. When parents are not able to pinch as much due to financial limitations or work schedules, those teachers rely more heavily on administrative and outside support and must try harder to provide informal science experiences for their students. Because the teachers in this study are often responsible for planning the field trips for their grade level, many of them express frustration at the negative attitudes of other teachers towards project involvement and science in general. On a finding supported by Michie (1998), it shows that teachers reported some resentment from other teachers if they took students on field trips. However, in Michies study, the students were in secondary school. The teachers protested because students were taken out of class or were late for another class. The teachers in this study are experienced, science-oriented, curious teachers. And unfortunately, they are not the standard in the mentoring profession. They are more like the teachers in Mullins (1998) study, even though those teachers were mostly secondary-level teachers and college professors. They were clearly passionate about teaching science. Mullins (1998) found that the more experienced teachers reported fear within the teacher to be the most significant obstacle to teachers implementing field trips. One teacher said, Its just not familiar. Teachers need someone because most of them are troubled by the idea that they are in fact clueless as to what may transpire during fieldtrips. Youre likely to do things the way youve always done them unless you have some good reason to do something differentlike if there is a real good program and someone suggests field trips and they take teachers out and then teachers say, Oh, thats not so hard, I can do this. Teachers want to; they just dont know what to do because we do so little of this in our teacher training programs (Mullins, 1998, p. 136). While the teachers in this study have ultimately been responsible for their choice to use informal science in their teaching, they are the first to admit that it has required plenty of support financial, logistical and emotional. All of these teachers claimed to require support to use informal science. It is not something they can easily do on their own. These teachers are excellent at navigating the barriers in terms of their use of informal science whether it is simply rallying parent support despite a lack of funds, holding bake sales, or finding ways to bring informal science into their classroom. And if these teachers, who are clearly exemplary science teachers, require support and encouragement, then it is likely that other teachers need even more encouragement in using informal science. As mentioned earlier, the average elementary teacher is likely to feel apprehensive about teaching science, and will lack the confidence needed to seek out informal science opportunities. The exceptional teachers in this study often found this on their own it was the emotional support that they needed in order to continue the pursuit of their science teaching goals. Based on my interpretations, providing more support for teachers in using informal science is a logical place to begin to focus energy so that more teachers are likely to look to these community resources. Highlights of the Teachers Attitudes towards Conducting Science Field Trips Field trips can be referred as one of the three ways through which science can be taught through formal classroom teaching, practical work and field trips. In the United States teachers tend to use the term field trip instead of excursion. There have been a number of challenges to define field trips. The definition used in most the researches is taken from Krepel and Duvall (1981): a trip arranged by the school and undertaken for educational purposes, in which the students go to places where the materials of instruction may be observed and studied directly in their functional setting: for example, a trip to a factory, a city waterworks, a library, a museum etc. (p. 7). The use of the term field work emphasizes some of the formal exercises which are conducted outside of the classroom, usually in biology and geology at senior high school and tertiary levels. These activities may be referred to be a subset of field trips or excursions. Much of the literature start off from museums and science centers, other noted venues such as zoos, aquariums, planetariums and field study or nature centers (see reviews such as Falk Dierking, 1992; Ramey-Gassert, Walberg Walberg, 1994; Rennie McClafferty, 1995, 1996). It often relates a range of effects on visitors, rather than students per se, Quantitative studies of the attitudes of teachers towards field trips were done and facilitated by Falk and Balling (1979), Fido and Gayford (1982) and Muse, Chiarelott and Davidman (1982). The researchers found that, in the opinion of teachers, the positive benefits derived from field trips were Ha