Spend Your Money Wisely Essays - Aid, Humanitarian Aid, Poverty

Spend Your Money Wisely Spend Your Money Wisely The United States has faced a very significant economic growth after the Second World War. At that time, war was finished, and the American soldiers were back to their homes. There were ready to make their future houses and start families. In other words, they started spending money in the market acquiring commodities and services rendered at that time. The country faced a population growth, -as they are refereed to baby boomers- production growth, and as a result an economic growth. Since then the spending attitude of the American individual was rising. Most of the producers have more than enough customers to buy their commodities in the market. The problem is, spending behavior is becoming worse. Who should we blame here? Is it the customers or the producers? To answer this question, I would like to examine the behaviors of consumers, and producers. Buyers in any society tend to spend more money on commodities that are necessary to life. However, the typical American consumer tends to be one of the highest spenders in the world. Most of the United States consumers save around 5% of his income where, on the other hand, Japanese; for example, have 15% or more of their income goes to their saving's accounts. One of the problems that could relate to the spending behavior of the Americans is peer pressure. For example, an individual who buys a product or acquires a service can influence his or her friends to do the same thing. Another problem is self-esteem. Sometimes, people claim that the find their identity by buying more. They follow this equation: BUY MORE = SELF-ESTEEM + IDENTITY. When an individual finds that he/she don't have a specific product, he or she feels that it is important to buy it even if it is not that important thing to have. It is just greed, and to feel that a person can buy a product because others have it. Gr eed can be better seen in children. Children feel happy when they have more of what they want. They can't stop from buying candies, toys, or electronic games. They occupy a large sector of the American consumption. I read a story tow years ago about that child who wanted to but a toy through his father credit card, but his father did not agree to go along with his wishes. What did that child do? He took his father's card and reserved a ticket to Europe and almost done it. However, adults are not free from greed. They tend to work more to earn more and as a result, to buy more. The GDP per capita doubles every ten years, but it seems that saving plans don't change and spending is increasing. At a point some people travel to attraction malls by plane just to shop. There is a fact that the number of schools is decreasing and the number of malls is increasing. A credit card is a vital thing to acquire if it is used right. The idea behind credit cards is to use under emergency circumstan ces. Unfortunately, the majority uses them to satisfy useless needs and ignore the fact that what they bought is not important. It is a kind or block-out that they go through when they find something new. As a result loans accumulate and they end up bankrupt. Marketing has played an important role in selling more of firms' products and services. It has a lot of tricks and strategies that will attract more consumers into the firms' traps. Marketers target ?victims? in different ways such as TV advertising. They convince that a person in no one unless he or she buys the product either by saying that the previous version of the product is out of date, or by showing the importance to acquire such a product to any ones ?life?. It is a fact that an average American receives about one million advertisements before he or she reaches the age of 20. Another way to advertise is through posters and brochures. Just imagine the amount of junk mail that people receive every day. It got to be one of them that grabs the attention of the poor

Bio Lab essays

Bio Lab essays Every minute there are thousands of chemical reactions occurring in cells that are controlled by enzymes. (Vodopich) Enzymes are biological catalysts that speed up chemical reactions. As catalysts, enzymes lower the amount of energy needed to trigger a reaction. Enzymes are proteins with their own shapes determined by amino acid structures. The active site complexes on these structures determine what specific changes a substrate (reactant molecule in a catalyzed enzyme) will go through becoming a different substance with a different shape. (Weiss 2001) During this experiment the enzyme catalase was used to reduce hydrogen peroxide (H2O2) to water and oxygen. After adding aliqouts of reaction mixture we removed small amounts of sample at different time intervals we analyzed the molar concentration of H2O2 and the velocity of molar change per minute. Assaying denatured enzyme samples at different time intervals of 0, 0.5,1,1.5,and 2 minutes to review spectrophotometer readings of the c orresponding samples of H2O2. Our absorbency readings at 500 decreased from .921 at 0 minutes to 0.086 at 2.0 minutes. The concentration of H2O2 also decreased according to time, from .28 moles at 0 minutes to 0.026 moles at 2 minutes. Between 1 and 1.5 minutes the velocity of molarity change per minute peaked at a velocity of .16 and decreased to be .108 at 2 minutes. Confirming that with an adequate amount of subsrates, enzyme reactions increase. Accordingly depleted substrate reactions decrease with time. Graphically enzymes with an abundant substrate concentration rate appear linear with time. (Weiss 2001) Enzymes are catalysts, accelerate reaction rates, in Biological sequencesthat when left alone can speed up reactions 14-20 times while in ideal conditions such as 37 degrees celsius and neutral pH. Also enzymes are protiens which are made of specific amino acid sequences. The shape of an enzyme is determined by its amino acid sequence which controlt...

Air Transport Management and Operations Dissertation

Air Transport Management and Operations - Dissertation Example Airline industry profitability leans towards the elusive, and a need exists for rapid restructuring to retain the competitive advantage. Operational management of air transport operations now confronts new challenges because competition, increased fuel prices, security threats, recessionary and inflationary pressures, requirements for integrating well in the global transport system and employee union expectations present substantial pressures to deliver service excellence economically without compromising on safety or security. This dissertation presents a discussion about air transport management and operations in the new age. Declaration I certify that, except where cited in the text, this work is the result of research carried out by the author of this study. _____________________________________________ Name and Signature of Author January 2011 This write - up is for a dissertation on Air Transport Management and Operations. ... table accidents by phase of flight 21 Figure 6: Worldwide reportable accidents by occurrence category 21 Figure 7: Worldwide fatal accidents by occurrence category 22 Figure 8: Worldwide fatal accidents by operator region 22 Figure 9: Worldwide jet and turboprop fatal accident rate by type of service 23 Figure 10: Primary causal factor categories for accidents 24 Figure 11: Impact of relational coordination on airline performance 25 Figure 12: Percentage of employees represented by unions at major US airlines 26 Figure 13: Labour conflict at the major US airlines: number of strikes and arbitrations, mediations and releases since 1985 27 Figure 14: Average months required to reach contract agreement at major airlines 28 (This page intentionally left blank) Chapter 1 – Introduction In the present day and age, the most complex transportation systems and the most complex manufactured systems in the world support commercial aviation (Barnhart, 2007, Pp. 1 – 2). The worldâ₠¬â„¢s airlines and air cargo movers are the largest players in national and global air transportation systems, with the aerospace industry providing the planes and aerospace systems that make things happen (Wensveen, 2007, Chapters 1 and 4). Although the military aviation sector presents substantial statistics, general aviation is by far the largest segment of aviation based on the number of aircraft, the number of pilots and the number of airports and communities served (Wensveen, 2007, Pp. 111 – 112). According to Wensveen (2007, Pp. 112), in the year 2007 general aviation presented an industry worth US$ 40 billion, which generated more than US$100 billion in annually. This discussion focuses on the management aspects of air transport operations, with an emphasis on general management, human resource

CRM Assignment Example | Topics and Well Written Essays - 2250 words

CRM - Assignment Example This system will be available to the customers over the internet where they directly send their requests therefore maintaining an interactive customer experience thus enhancing customer satisfaction (Peelen 108). However, the primary goal of the system I am proposing for XYZ Corporation is to increase profits and reduces the costs incurred by the customers in accessing the products. The CRM system will also enable the corporation to track the online actions of the consumer thus it will possible to determine their future moves. The system will also be able to send direct emails to customers. The first step towards implementation of the CRM will be creation of a customer database which is the foundation of the customer relationship activity (Annekie and Adele,57). The homegrown systems used at XYZ Corporation will help in gathering the customer information for the already existing customers. The catalog will consist of data about the customers such as their transactions like the purchase history, price paid and the delivery date. The database will also contain the customer contacts that will be extracted from the homegrown system for the existing customers. Descriptive information will also be included in the database for the purpose of data analysis. The database will be integrated with the CRM system to be implemented such that the data stored on the database c an be accessed through the system. Capturing all the data related to the customers will help XYZ corporation management in understanding the needs of their customers thus; they can focus their production on the customer preferences (Annekie and Adele, 66). It also helps the management understand the customer trends thus they can identify the customer potential. Having a clear understanding of the customers will also help in maximizing profits. By considering all the needs and preferences of the customers,

The Importance of Economic Factors in International Politics in Essay

The Importance of Economic Factors in International Politics in Marxism and Neomarxism - Essay Example This paper outlines excessive emphasis that both Marxists and neo-Marxists laid on the essentiality of economics in international politics. The essay establishes a critical comparison of the Marxists and Neo-Marxists theories and also describes the connection of Neo-Marxism and Marxism to the ideologies of liberalism. The relationship among countries provides an avenue for developed economies to exploit the developing and underdeveloped economies in the world. This capitalistic nature of exploitation promotes neo-colonialism and economic dependence on the exploited economies. International politics is the major characteristics of the relationships between different countries world. The politics focus on strengthening the relationships between different economies to benefits at various levels. International politics entail policies by various authorities that promote exploitation in terms of materials, labor and natural resources. The integration of economic factors in concept of international politics is essential in promoting international relations The Marxists and Neo-Marxists highlight on negative effects of capitalism and liberalism on underdeveloped economies. Karl Marx examines the importance of incorporating various economic factors such as labor, production and raw materials in international politics in order to promote economic equality in the world. The Neo-Marxists and Marxist theories agree on the element of economic inequality in the world, which hinders effective development in the minor economies.

Assessment Strategies for Child Observation Study

Assessment Strategies for Child Observation Study Assessment in the ECE Curriculum – Assignment 2 My Belief I strongly believe that assessment is not just based on teacher’s observations and comments. Assessment has to be interactive, together with children and families, all of us will be actively involved in the process of documenting and analysing the information. As my school is inspired by Reggio Emilia, I also believe that documentation is important as it builds up a classroom community. It engages parents, children and teachers to think about the process of learning and adding value to the child’s learning (Seitz, 2008). Assessment Tools and Techniques Apart being informed by the Nurturing Early Learners, a curriculum framework, my school has also created their own set of cutting edge curriculum that will inform of the school’s programme. The curriculum focuses children’s langauge and communication skills, cognitive skills, creative expression, sensory and motor skills, and personal and social development (The Odyssey Global Preschool, 2014). The curriculum experiences promote learning of skills, concepts and content through play, where children make sense of the world and people around them, investigate the world, form and engage in active social interactions (The Odyssey Global Preschool, 2014). The Nurturing Early Learners have provided a framework and highlights the importance of observing and assessing children. It is an on-going and part of the teaching and learning process which includes observing, documenting and interpreting information to find out what children know and understand and plan to build on their learning (MOE, 2012). Based on the learning experience which I had planned, these are the assessment tools and technique I feel that it is appropriate to use to assess the children. Taking Photographs and Documentation Teachers can collect information about children’s learning and development through organised observations and documentation. Taking photographs is one of the useful ways to document down what did the child did in a particular activity. When a photograph is taken, teachers would need to reflect the date the picture was taken, together with the description of the specific activity and the learning goals or learning disposition that the child has achieved or developed (MOE, 2012). Learning Story The learning story approach focuses on the children’s strengths within a social and cultural context, making children’s ability more transparent and explicit (Arthur, Beecher, Death, Dockett Farmer, 2015). The learning story sets as a basis to give credit to the child’s competency, narrating the situations when children show interest, and communicating with peers and adults when they are challenged with a task (Arthur et al., 2015). In Hatherly’s research recommended that learning stories helped families to see the literacy that is embedded in everyday experiences within the early childhood setting (Arthur et al., 2015). When parents have the learning story, they can add comments and make suggestions to the learning story as families provides the child’s learning experiences at home. Learning stories can also be created together with children’s words, drawings and photographs and children can contribute to the analysis and future planning (Arthur et al., 2015). In addition, photographs can be added to enhance the learning stories. Carr and Lee (as cited in Arthur et al., 2015) can be a tool for sustained shared thinking as it helps children to reflect their learning and to make connections between past and present experiences, thus providing continuity of learning (Arthur et al., 2015). Checklists Another assessment tool I would use will be checklist. The focus area which I will be looking at will be more on the communication and language area and physical area. This assessment tool serves as additional information and a summary of the children’s development. As I have to observe a group of children, it is useful for teachers and in this case, the checklist allows me to see an overall pattern in what the children are at now (Arthur et al., 2015). However, this checklist will not be used alone. It will support the learning story and as well as the photograph documentation. There is a combination of the assessment techniques which I will be using based on the assessment tools which I had discussed earlier. Assessment for learning is will be the main assessment technique selected. There is an on-going process of documenting and analysing after observing the children and planning for future learning experiences for the children to be engaged in. As assessment for learning is formative, the process of collecting information, interpreting the information is continuous so that teachers can plan, reflect, and evaluate their learning (Arthur et al., 2015). In this case, the learning, mainly the skills which I would like to achieve in the learning activity will be cutting, pouring of fruits, understand the steps of preparing fruit pancake and introducing other types of fruits to the children. Language skills will also be involved when they interact with each other. The children would definitely need a period of time to acquire the skills; hence, teachers will d ocument the process and plan other activities to support the children to achieve their goals. In this case, if the fruits are slightly harder to cut, teachers can consider changing to softer fruits such as banana or strawberries. Assessment of learning is also part of the assessment technique when the checklist is used to assess the children. The children will be observed based on the milestone checklist provided by my school. This allows me to have an insight on how many children are able to control the butter knife and cut the fruits. Children’s Involvement in Assessment Procedure As the learning experience will spread over a period of time, children will assess their own learning as they develop their own understandings. In assessment as learning technique, children will document their own learning and reflecting on their learning process (Arthur et al., 2015) through various ways such as drawings, showcasing their skills to their parents. Parents Involvement in Assessment Procedure In order to have successful collaborative partnerships between teachers and family, both parties have to make a commitment to share relevant information and are built on mutual benefit (Arthur et al., 2015). In my school setting, are involved actively in the assessment procedure and in my school, various communication methods are available to reach out to the parents. Ongoing conversations After the learning experience which the children were engaged in, I do share with the parents verbally and would encourage the parents to extend their learning at home. The classroom will be the place where parents are welcome in to speak to any of the class teachers on their child’s progress. Apart from verbal communications, emails and phones are available for parents and teachers to stay connected. Pre Parent Teacher Conference feedback / Post Parent Teacher feedback The feedback form will be sent to parents before the meet up and after the parent teacher conference. This is to better understand how the child is doing at home and how we can support the child at school. Sharing Thoughts on their Child’s Work When the documentation is being put up in the classroom, there will be a space for parents to share their thoughts and comments on the children’s work. These comments will then be read to the children and this created an interactive of involving parents in the assessment. Evaluation Vygotsky’s described learning to social interactive, rather to be taught individually (Arthur et al., 2015). Rogoff has also further argued that â€Å"interactions and relationships are the core of effective learning environments and that there is a complex relationship between learning and development (Arthur et al., 2015, p. 91.). Rogoff’s three foci lenses have helped me in understanding children’s learning. Social cultural view has to be considering when we understand the child’s learning. Children from different home and cultural context will build on their individual learning through guided participation in social interactions at the school. Drawing on Rogoff’s lenses, social cultural activity can be analysed to understand how children learn through the transformation of participation (Bartlett, 2009). I felt that the assessment techniques used were appropriate. I am able to give critical analysis of what the children have achieved through a series of documentation and photographs. The parents enjoyed reading the documentations of what the children have experienced in this learning journey. They shared with me that pictures really helped them to understand the process that the children had went through, together with the description. From the learning experience which I implemented, I took pictures of children being engaged in exploring fruits to cutting of fruits. Apart taking photographs of children’s completed work, in this case the pieces of fruits that they had cut, I also captured children’s action and responses when they were exploring the fruits. These were documented in the classroom where children can revisit and reflect on their experiences. As the children were aged around three years old, the photographs were used to document the children’s learning experiences will be a great way for children to learn. The children were also showed reflectiveness when they looked at the documentations. Even though some of the children are still developing their language skills, the pointed at the pictures shared with their friends. I observed that some of them commented, â€Å"I cut banana!† They enjoyed looking at the pictures and also shared their experiences with their peers and teache rs. As my school is inspired by Reggio Emilia, observations and documentation is on the basis constructing new learning for children (American Journal of Play, 2011). Using photographs will also help viewers to better understand the experience that the children were engaged in (Seitz, 2008). When photographs are displayed together with description, teachers and parents are able to see how the child has progressed through a series of photographs. The format of the learning story has also allowed me to write the story, focusing on the child’s strengths and interest, writing down the interactions; analysing the learning that has happened in the story; providing opportunities and possibilities to follow up the child’s learning at school and at home; lastly, to hear feedback from parents. When I was writing the learning stories for the children, I recalled on how the child interacted with peers in the learning environment, building on their prior knowledge and skill and it had helped me to understand the child in another level. This is again drawing from Rogoff’s three foci of analysis where I observed how children learn individually, with peers and the context which the child is at. The checklist has also given me a summary on the achievement of the children’s ability and together with the documentation. The checklist has further assisted me when I wrote their individual learning stories. As I have only have a few experiences in writing learning stories, I felt that I would need more practice so that I can give better critical analysis of the children’s learning and be more proactive in engaging parents in the learning story. Through writing of learning story, I feel that I can better understand each child in my class and drawing out their strengths and finding opportunities and possibilities to further support the child. With the space on the wall for parents to share their thoughts, I am able to hear parents’ view on how they felt about their child’s learning at school. From there, I can continue to include parents in the assessment to better facilitate their child’s learning at school. Assess I would improve by having a variety of assessment tools when I observing the children. Apart from taking pictures, I would definitely consider taking videos of the children when they are engaged in activities. I would also consider being more innovative in documenting children’s learning experience to create interest to the children, families and community. I would definitely assess children through combing the three techniques, assessment for learning, assessment of learning and assessing as learning. One of the methods which I would want to improve on the assessment will be the adopting a literacy or numeracy quilt where families are encouraged to write, draw or collage on post it notes or photographs of literacy or numeracy experiences that their child engages at home (Arthur et al., 2015). From the sharing of home experiences by the parents, this provides me additional insight to plan appropriate learning experiences at school. In this way, I can build on the connection between school and families. References American Journal of Play. (2011). Play and the hundred languages of children: An interview with Lella Gandini. American Journal of Play, 4(1), 1-18. Arthur, L., Beecher, B., Death, E., Dockett, S., Farmer, S. (2015). Programming and planning in early childhood settings (6th ed). Australia: Cengage Learning. Bartlett, J. (2009). Fabric and Fanfare: Design and Ideas Technology in Early Childhood, unpublished thesis, Monash University. Ministry of Education. (2012). Nurturing early learners: A curriculum framework for kindergartens in Singapore. Seitz, H. (2008). The Power of Documentation in the Early Childhood Classroom. Young Children, 63(2), 88-93. The Odyssey Global Preschool. (2014). Nursery 1 Curriculum.Retrieved March 21, 2015, from http://theodyssey.sg/nursery-1/curriculum Appendices Diagnostic Assessment Age: 3 years old Setting: Classroom A group of five children were engaged in play dough activity. They were using the hands to knead, roll the dough. The children were given tools to manipulate. They showed interest in their favourite fruits and began to serve their food (play dough) on plate. Bananas, watermelons and apples were some of the fruits which were mentioned. They will pretend to wash the fruits, cut the fruits then to serving them. With that interest in mind, I would like to implement a little chef project with the topic on will be on fruits! From this learning experience, children will gain experiences in exploring more fruit choices such as dragon fruit, star fruit, strawberries etc through their senses – smell, taste, touch, sight; and finding out the different ways of preparing the fruits – mini fruit pizza, fresh fruit popsicles or fruit yogurt. In this project, children will be developing cooking skills and process while preparing the dishes and exploring different ways of eating. In this learning experience, children will also learn about food safety and hygiene when handling kitchen utensils and be informed of healthy eating through food pyramid. The plan that I have developed for the Learning Activity Learning goals Children will learn about healthy eating based on the food pyramid. They will discover the types of food eaten at different times of the day. They will also learn new fruits such as kiwi, dragon fruit. Children will gain experience being a little chef while preparing the food dishes and exploring how fruits can be eaten, as well as selling their food as a culminating event – Little Chef Day. Skills which the children will be learning Children will develop fine motor skills through: Scooping the fruits on the pancake Cutting fruits (Kiwi, Strawberry, Banana) Peeling Banana Spreading maple syrup on pancake Listening and Speaking skills – Children will be sharing their thoughts in short phrases or 3 – 5 word sentences. They will listen to one to two step instructions and songs. Math – Children will explore colours and shapes of the fruits such as banana, dragon fruit, kiwi and strawberry. Music – Children will participate and sing to the song – Fruits In this project, children will be developing cooperative skills as they work in small groups to present their dish. The skills that will involve during the activities include turn taking, sharing, accepting and sharing responsibility. The children will have to take turns when they take on different role on little chef day or being engaged in a task such as washing hands, tasting of fruits, cutting of fruits. They will be sharing utensils and be responsible of their task. The children will also develop self-management skills when they handle fruits and utensils. The project also challenged their perseverance, and engagement on a task. This project also created awareness for children to understand about healthy eating, personal safety and hygiene. In terms of communication skills, the children will be listening to instructions and to others, expressing their ideas verbally, speaking in front of their friends. Activities An example of Assessment Tool Names: Loo Si Hui (25687514) Page 1

The Setting in Emily Brontes Wuthering Heights :: Wuthering Heights Essays

The Importance of the Setting in Wuthering Heights   Ã‚  Ã‚   The setting of a gothic novel has been described as, "usually a large mansion or remote castle which is dark and foreboding: usually isolated from neighbors" In Wuthering Heights, Bronte has used Thrushcross Grange and Wuthering Heights to depict isolation and separation. The dark and foreboding environment described at the beginning of the novel foreshadows the gloomy atmosphere found in the remainder of the book. Wuthering Heights is an ancient mansion perched on a high ridge, overlooking a bled, windy. sparsely inhabited wasteland. The harsh, gloomy characteristics of the land are reflected in the human characters. In Frankenstein, Victor’s country house near Geneva is described as isolated, dwarfed by massive, snow capped mountain ranged and hunted by the emptiness of a calm lake. Victor also describes it as "an unusual tranquillity"(page 27) This effect of isolation and tranquillity leads directly into the dreary element of mood. Victors apartment at t he university also conveys a feeling of dread with its piles of books, scattered equipment, dust and unkemptness. Shelley’s novel takes us on a tour of the wildest, most isolated geography in Europe: the Swiss and French Alps, the Rhine valley, the Outer Hebrides of Scotland, Northern Ireland, Russia and the Arctic. In these places, where humans are dwarfed by uncontrollable nature, the protagonist is helpless and alone. The element of mood in a gothic novel has been described as, "gloomy, dark, terror, death, revenge, hate, mystery, horror." In Wuthering Heights, the two most convincing elements of mood are death and revenge. Every character in the Linton and Earnshaw family tree dies at a young age, with the exception of Harton Earnshaw and Catherine Linton. With his driving hate for the Lintons and Earnshaws, Heathcliff executes his revenge on both families from the first to second generation. In Frankenstein, there is a direct relationship between death and reve nge. Since the creature Victor had created had been denied love by Victor and society it set out to destroy those whom Victor loves. As the monster avenges itself on its creator it destroys Victor’s closes companions and relations. In both novels, the isolated setting play a major sole in creating mood. The raw, uncontrolled geography dominated the human characters, whose emotion are almost directed by their surroundings. Setting and mood are closely intertwined, and throughout the novels on senses that the humans are helpless in the face of nature and their own uncontrolled emotions and are impelled toward downfall determined by something other that themselves.