Bush Meat: African Apes Essay

The African individuals, especially the individuals who live in and close to backwoods territories, have been eating meat of wild creatures or bushmeat for quite a long time. They chased for resource, as bushmeat was a fundamental wellspring of protein in the backwoods. Be that as it may, as Africa’s woodlands progressively become increasingly available through urbanization, the chasing for bushmeat in West and Central Africa is presently forming into a huge and amazingly productive business exchange. Actually, bushmeat is currently being traded to and sold in secret markets in the United States and Europe, where bushmeat is treated as an extravagance food thing like caviar or shark meat. With the expanding interest for bushmeat all through Africa and the developing exchange that provisions it, bushmeat chasing is presently the best danger to Africa’s extraordinary chimp populace. Meats from chimpanzees, gorillas and bonobos may just be a little extent in the bushmeat exchange, but since these incredible primates imitate more gradually than different well evolved creatures the chasing places them at risk for eradication. The nonattendance of parent chimps to sustain their young additionally represents a hazard to the extraordinary primate populace. Youthful stranded chimps, since they still don’t have a lot of meat in them to eat, are being sold as pets. Preservationists contend that except if the bushmeat exchange is halted there would be not any more practical extraordinary chimp populace inside 50 years. There are three African extraordinary primates: bonobos, chimpanzees and gorillas. Every one of the three are presently jeopardized species. The resulting gorilla populace gauges gave here, except if in any case expressed, are from 1996 figures. Bonobos must be found in the Democratic Republic of Congo and were evaluated to be 10,000-25,000 in numbers. Western chimpanzees, assessed to be 12,000, could at present be found in Guinea, Sierra Leone, Liberia, Cote d’Ivoire, Mali, Ghana and Senegal. This sub-types of chimpanzees are presently terminated in Gambia, Guinea Bissau, Burkina Faso, Togo and Benin. The focal chimpanzee populace was evaluated to be 80,000. They can in any case be found in Gabon, Congo (Brazzaville), Cameroon, Central African Republic, Equatorial Guinea, Nigeria and Angola (Cabinda enclave as it were). The last sub-types of the chimpanzee is the eastern chimpanzee and could be found in the Democratic Republic of Congo, Uganda, Tanzania, Burundi, Rwanda and Sudan. Their populace was assessed to be 13,000. There are additionally three sub-types of the gorilla: the western swamp gorilla, the eastern marsh gorilla and the mountain gorilla. The western marsh gorilla, with an expected populace of 110,000, live in the conditions of Gabon, Equatorial Guinea, Congo (Brazzaville), Cameroon, Central African Republic, Nigeria and Angola. The eastern swamp gorilla, then, must be found in the Democratic Republic of Congo. Its populace is evaluated to go from 8,700-25,500 of every 1998. In conclusion, the mountain gorilla is the least of all the incredible primates. There are just around 600 of them and they could be found in the Democratic Republic of Congo, Rwanda and Uganda. Rose (1998) had refered to different examinations on bushmeat exchange across West and Central Africa. The bushmeat business around the Congolese city of Ouesso done by Hennessey found that 64% of the bushmeat in the region originated from only one town and that a solitary tracker could have provided in excess of 80 gorillas every year. He additionally assessed that 19 chimpanzees are murdered each year in the city. In the Sangha area, numerous trackers like to exchange their bushmeat at Ouesso as opposed to sell them at logging concessions on the grounds that in Ouesso they can sell it at a greater expense. As refered to by Rose, Stromayer and Ekobo had detailed that Ouesso and Brazzaville are the â€Å"ultimate wellsprings of demand† for bushmeat. There is likewise an extreme chasing of gorillas and chimpanzees in southeastern Cameroon. The greater part of the meats chased here are dispatched to the commonplace capital of Bertoua and to Yaounde and Douala where trackers could make more benefits. Bushmeat exchange is additionally present in towns close to Lope, Ndoki and Dja Reserves, and in city markets at Bangui, Kinshasa, Pt Noire and Libreville. In view of the examinations on bushmeat trade, Rose extrapolates that â€Å"the bushmeat exchange across central Africa could be in excess of a two billion-dollar yearly business. On the off chance that logging and chasing keep on growing unchecked, the quantities of monkeys and gorillas slaughtered for the cooking pot will increment. † A decent result is an incredible inspiration for trackers of bushmeat. Bowen-Jones (1998) said chimpanzee bodies in Cameroon could pay as much as $US20 to $25 each. The expansion in bushmeat chasing has been filled by general enhancements in framework, which makes street access to woodlands and transportation to urban markets simpler. The developing lumber industry, commanded by European-possessed organizations and progressively joined by Asian enterprises, likewise expanded interest and encouraged the flexibly end. The ranger service workers chase so they could accommodate their own needs. Business trackers proliferate to accommodate the requirements of ranger service laborers and different customers outside the forested area. Purchasers of bushmeat are the logging camp families, yet in addition restaurateurs and private eats in well off national capitals. Bushmeat is sold at costs running from two to multiple times that of hamburger or pork, the two of which are promptly accessible to purchasers in bigger towns and urban communities. The expanding accessibility of weapons likewise adds to the inescapability of the bushmeat exchange. The extension of trade in Africa likewise compromises the social legacy of African people group. As refered to by Rose (1998), Mordi’s investigation of mentalities toward natural life in Botswana found that â€Å"contemporary Africans have lost their customary ‘theistic’ respect for untamed life and many have taken on the harshest utilitarian view. † Rose additionally clarified that â€Å"tribal benefits of saving and ensuring non-human life are rendered profoundly inoperable, while new biological and moral establishments for continuing nature have not developed. † He likewise refered to Ammann’s talk in Washington DC to report that African clans that had before taboo the utilization of primates are currently starting to eat their meat. Rose further says that, in Africa, â€Å"A ‘live for today’ mentality wins. This holds for individuals attempting to get by, just as for affluent Africans. † Citing Hart’s 1978 investigation, Bowen-Jones (1998) revealed that the change from resource to business chasing started 50 years back. Hart’s investigation of the Mbuti Pygmies of the Ituri timberland in the Democratic Republic of Congo found that the dwarfs had started reaching meat brokers during the 1950s. These meat merchants went with them to their backwoods camps to advance â€Å"intensification of customary chasing techniques, for example, public net drives. † Meat, at that point, was a methods for trade. They traded it for iron instruments, tobacco or agronomically delivered food. In numerous different places in Central Africa, indigenous backwoods occupants have likewise been exchanging meat for different items for quite a while. Bowen-Jones proposed that â€Å"This exchanging ethos, went with at times by differing degrees of pressure, has prompted a frequently various leveled structure in the recently thriving business exchange meat from the woodland, where Bantu supporters [who are agriculturalists] utilize Pygmy trackers. In different cases, the chasing is completed by foreigners pulled in by work or the possibility of bringing in cash by poaching and chasing. In any case, the shared factor is that, inexorably, creatures are pursued not for nearby utilization however for the urban populace communities, where request keeps costs high and motivates others in the woodland to chase. † Another issue presented by bushmeat chasing is the danger of transmitting hazardous ailments to people. This is on the grounds that primates, being the nearest living family to people, harbor pathogens that additionally influence people. The Ebola infection, which is plague in chimps and gorillas, has been found to originate from dead cadavers of primates and could spread during butchering. Researchers have announced in an Independent Online article by Fox (2004) that the infection breaks out when individuals butcher chimpanzees, gorillas and little gazelles. The Ebola infection had slaughtered 29 individuals in the Congo Republic in January 2004. Also, consistently expanded creature mortality consistently precedes the main human cases. HIV, which causes AIDS, is likewise said to have been transmitted to people from chimps. Chasing and butchering produces blood splatters which can without much of a stretch make infective mist concentrates. Rose (1998) revealed that clinical researchers have found proof that focuses to western African chimpanzees as the first wellspring of the infections that causes AIDS. Bushmeat chasing â€Å"could transmit new types of SIV that could additionally grow the AIDS plague. The unlawful bushmeat trade had before been seen as a natural life emergency. Be that as it may, presently, with proof supporting the exchange of plague maladies from gorillas to people, the bushmeat emergency stretches out from an issue of chimp eradication to a danger to human progress. To summarize, the illicit bushmeat exchange is filled by: the expanding request all through Africa; the lessening social worship for untamed life; the quickly developing wood industry: the improvement of ranger service foundation like streets, vehicles and camps; and the expanding accessibility of weapons. A portion of the outcomes of an unregulated bushmeat business are as per the following: powerless and jeopardized species, including every one of the three African incredible gorillas, face annihilation; unprotected and unstudied species are placed at serious risk; the old culture of African indigenous networks are endangered; and there is an expanded danger of transmitting perilous infections to people. Catalog: Rose, A. (1998). Developing Commerce In Bushmeat Destroys Great Apes And Threatens Humanity. Recovered February 22, 2007 from http://b

Shipping Economics Essay Example | Topics and Well Written Essays - 2000 words

Delivery Economics - Essay Example Marx (1953) depicts it as understandings composed by transportation lines to ports of call to mastermind the pooling of load, cargo monies or net income. They by and large control costs, i.e., cargo rates and traveler charges. They make a perpetual body with a Chairman or Secretary. The meetings were either casual (oral) or formal (composed), containing deliberately settled rights and commitments of participation. Such a position to set and fix the value gives them the intensity of a cartel to hoard the business. The delivery business has developed from birth and keeps on advancing in the wings of mechanical advances. Globalization has occurred, and as shared by Notteboom (2004, p.86), it is reshaping the transportation business. As per Jansson and Shneerson( 1987, p16), the liner delivering is equipped towards offering customary types of assistance between ports following time-tables, and costs are promoted well ahead of time. It looks like an open vehicle framework wherein the administration is available to all with some freight to convey, known as 'general payload' which are moved in different bundling, for example, beds, boxes, barrels, cartons. Offering such assistance requires broad coordinations, i.e., ships/vessels, stacking and emptying hardware and organizations to handle the port activities. The liner will undoubtedly keep its calendars and be tough in actualizing its strategies, in this way, it needs to leave ports on time full or half-full in load limit. The significant expense of working a transportation line is fixed. The pay rates of supervisors, designers and group individuals, the port taking care of cost, and other regulatory and operational costs are normally paid whether or not the vessel is full to limit, or there are enormous or little stocks to convey when cruising. This makes flexibly and request lopsidedness, an economic situation which would either push costs upward or pull them descending, by and large. In this specific case, there is an overabundance vessel limit (flexibly amount) as for real burden (amount requested), a circumstance which triggers a descending pattern of cargo rates or gathering duties. Benefits have been low and moderately little in liner delivering. Under a free economic situation, exchanging misfortunes may even be acquired. The issue is exacerbated by the powerlessness of bearers to make speedy go arounds to have the option to lessen costs and work at negligible benefits. Sturmey (1975, p125) stresses that the best way to deal with decrease transporting costs lies in accelerating the pivot of boats. Liners invest 60% of energy in port freight dealing with, a total misuse of costly capital tied up in motors, convenience and structure. The wastefulness of taking care of in both stacking and releasing ports causes the clog of boats at the wharf rendering it hard for them to make another round or a greater amount of cruising. Compartment

The University of California Essay Prompts 2017-18

The University of California Essay Prompts 2017-18 The University of California Essay Prompts 2017-18 The University of California Essay Prompts 2017-18 All University of California schools require the same application which is awesome for students who are interested in multiple campuses! The application doesnt come without its downfalls, however. Students have to write four essays to be considered for admission. Since most students are also applying to other universities that accept the Coalition or Common App, this means students have quite a few essays to brainstorm, write, and edit. The good news is we have consolidated the prompts for you! Take a look and see which 2017-18 prompts strike your interest: 1. Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. 2. Every person has a creative side, and it can be expressed in many ways: problem solving, original and innovative thinking, and artistically, to name a few. Describe how you express your creative side. 3. What would you say is your greatest talent or skill? How have you developed and demonstrated that talent over time? 4. Describe how you have taken advantage of a significant educational opportunity or worked to overcome an educational barrier you have faced. 5. Describe the most significant challenge you have faced and the steps you have taken to overcome this challenge. How has this challenge affected your academic achievement? 6. Think about an academic subject that inspires you. Describe how you have furthered this interest inside and/or outside of the classroom. 7. What have you done to make your school or your community a better place? 8. Beyond what has already been shared in your application, what do you believe makes you stand out as a strong candidate for admissions to the University of California? UC requires each essay to be no more than 350 words, so make sure you brainstorm responses that are succinct and communicate an aspect of your personality, character, strengths, or past that will make you memorable. About CEA HQView all posts by CEA HQ » Need help getting started? We're here to help. CONTACT US »

The Increase in Crimes to Achieve the American Dream Essay

Blood-stained shoes, a meager sum of cash, and a guilty conscience: this is what Richard Hickock and Perry Smith left with from the Clutter Household on the night of November 15, 1959. Four innocent people, who could have changed the world one day, received fatal gun shot wounds and for what: a mere sum of forty dollars? Hickock and Perry committed this senseless crime as they felt it necessary to live up to the America ideals of power and money, no matter the cost. The American Dream, once thought to be the dream of a freer, better, richer, and happier life for all citizens of every rank, has now turned into a desire for quick success and financial security, regardless of the means by which people achieve it. Due to the media and changing†¦show more content†¦According to the Uniform Crime Report (UCR) done by the FBI in 2012, the number of violent crimes increased 0.7 percent from the previous year, and does not show signs of stopping (UCR 2012). In addition, studies by th e FBI in 2012 show that the murder rate stands at 4.7 murders per 100,000 people, significantly higher than most other wealthy nations (UCR 2012). Criminal historians agree that the United States far exceeds other nations in the number of crimes committed by an industrial nation. Whether people choose to commit acts of embezzlement, robbery, or homicide, people have started to look at criminality as a shortcut to success. Through time and the changing atmosphere of society, the pursuit of the American Dream has become extremely distorted and a chilling nightmare for many, as misguided people are willing to commit detestable crimes in an effort to fulfill the ‘revised’ American Dream. The American people once believed that the dream included â€Å"a land in which life should be better and richer and fuller for everyone, with opportunity for each person according to ability or achievement...regardless of fortuitous circumstances of birth or position† (Adams 2).. On ce the ideal of millions to achiever a greater life of success for all, the American Dream has now become distorted, and replaced by new immoral ideas on how to succeed. The renowned sociologist Robert Merton published his Social Structure and Anomie in 1938. In it he states that rigid adherence toShow MoreRelatedThe American Dream1183 Words   |  5 Pagesis where people from around the world come to achieve the American dream, beginning with the people that originated the dream itself - the born Americans. Success can be achieved by any and every one with endless opportunities to obtain money, success and wealth; This is the American dream. The more money you have the more successful you are. America is a country of free thinkers, individualism, liberty, and privilege. It is a land of freedom to achieve, explore and flourish unlike other countriesRead MoreThe Social Disorganization Theory Of Crime1141 Words   |  5 Pagesimportant and well-studied criminological theories intend ed to explain and predict crime rates is social disorganization theory (Sampson 2012). The social disorganization theory of crime was originally articulated by Shaw and McKay (1942) to explain differences in neighborhood crime rates among juvenile delinquents in concentric zones in the Chicago metropolitan area. They found that some areas had consistently high crime rates and juvenile arrests over time despite population changes in race and ethnicityRead MoreThe American Dream By John Winthrop1168 Words   |  5 Pages What is the â€Å"American Dream†? 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This essay is going to demonstrate an understanding of Robert Merton’s strain theory, the advantages of the Strain theory and also the disadvantages of the theory. Robert Merton (1910) best known for developing theories of deviance. Robert Merton is considered to be one of the most influential social scientists. Merton’s work is highlyRead MoreThe Impact Of Immigration On The Culture Of Host Country994 Words   |  4 Pagesillegal aliens must reduce the work opportunity of native, increase the cost of host country, and trigger social unrest. Convincing arguments clearly be made that immigrants have threaten the work opportunity of natives. Most of the advocates who are of this opinion argue that there are increase competitive pressure of labor market for the local workers. Farkas points out that people realize they cannot fulfill their American dream if they were not hard-working (2003, p.2). In other words, there

Racial Profiling And The American Culture - 843 Words

I grew up in a family where my father was a doctor and my mother a homemaker, both immigrants from Pakistan hoping to achieve the American dream. Growing up in a white-dominant community and attending a high school with predominantly, white students and teachers, I was restricted in my growth and freedom. I was treated differently by my friends, peers and faculty members as I tried to acclimate to the American culture. My low social status, identity as a student in my high school was due to my race and gender. My race, defined by my phenotypic traits, compelled my peers and teachers to treat me differently, because of association with an inferior race. Despite being born in America, my foreign looks and association with another country, led me to be captured by the chains of racial profiling. My family, my low-social status in a White-dominated institution and my membership in primary groups were all pivotal aspects that have allowed me to attend UC Davis, where I plan to combat the low expectations of my Pakistani race. Raised by traditional Pakistani parents, who migrated to America in hopes of a better life and future, I was encouraged by my parents to achieve success through education. My family was a pivotal institution, a â€Å"complex collection of interdependent roles and relationships that combine to perform an important social function,† that forced me to pursue success by my higher education (Gutierrez November 3, 2015). In America, my father worked long days andShow MoreRelatedEssay on Criminal Profiling1253 Words   |  6 PagesCriminal profiling is one of few first things to think of when it comes to forensic psychology. Criminal profiling is featured in popular television shows such as in Law and Order and CSI. 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However, they are the same, and both are morally wrong, but for different reasons. Racial profiling is morally wrong because in most situations, it is usually used by law enforcement in apprehending a criminal. Howe ver, it usually targets someone because of their raceRead MoreRacial Profiling And Its Impact On Society1310 Words   |  6 Pagesthe word â€Å"stereotype† has raised doubts about justice since it has existed and progressed as part of the American culture for a long time. Stereotype can be classified into many subcategories, one of which is racial profiling. This issue, where authorities target certain individuals based on their racial characteristics, has never ceased. According to many influential claimsmakers, racial profiling has stained the United States by negatively affecting society and disturbing the certainty of justice

Proposal for assessing the UK’s Free Essays

string(67) " Also here is were we need to add how many surveys were completed\." Overall Objective The goal of this research proposal is to provide Tangent Company LLC an accurate, detailed plan of the team’s research goals, methodology, and progress to ensure the project is in alignment with Tangent’s overall expectations. The goal of the research itself is to provide Tangent the knowledge to fully understand water usage, management, issues, and perceptions in the United Kingdom for future business sessions. Our research provides all of the understandings to what Tangent’s expectations are regarding the objectives. We will write a custom essay sample on Proposal for assessing the UK’s or any similar topic only for you Order Now Specific Aims The team provided a concise quantitative analysis involving water quality, precipitation, water consumptions and usage in homes of the I-J market as well as an accurate qualitative examination of consumer perceptions and attitudes of water in the I-J. This research focused primarily on households with a decentralized water supply, but will examine the Auk’s overall infrastructure for water usage, treatment, and disposal. The Auk’s existing problems with water supply, quality, disposal, and ending is clearly defined and the consumer perceptions of these problems are surveyed. PROJECT SCOPE We accomplished most of the research goals we have planned. The team used secondary research methods to define water use and the disposal infrastructure in the ELK. The research was focused on individual residences, particularly looking at the market of the point of entry, point of use, and point of discharge in homes with decentralized water. Secondary research defined how water is supplied to residences. Information on existing problems with the Auk’s water supply, quality, espousal and sustainability funding is readily available and current. The team will contained information that is unavailable anywhere else. The primary research is the most important, as the team was able to talk to individuals and get better understanding of the overall perception from consumers. The one condition we were not unable to accomplish is primary research outside the greater London area. We were able to get good sample in the city of London and other small cities around the area. The primary research was done using both surveys and interviews. We were able to get a large amount of people to complete he online surveys even before arrival in London by using an assigned student- partner from New Packinghouse University as a distribution channel. In addition to distributing the surveys, he has been tasked with putting together a focus group with environmental majors at â€Å"Bucks† University and is gathering recent newspaper articles that involve water issues happening now. Since water is such a hot topic in the I-J, the team feels that we will get a lot of good information from interviewing the local residents and they will have a lot to say about it? SPECIFIC QUESTIONS TO BE ANSWERED BY RESEARCH The following list of questions combines specific questions developed by Tangent Company LLC and questions that had developed during the team meeting with Tangent in February. This list does not include specific questions developed specifically for the interview and surveys. O What is the water supply in the I-J? O What does the water supply infrastructure look like? 0 How old is the piping in the I-J? O How is water delivered to residences? O What percentage of the population uses a decentralized water supply? 0 How much of the water is centrally treated? O How is the water supply and waste water collection funded? What is the size of the market for water softeners? Septic tanks? 0 How many homes use well water? What is the typical water use pattern in the I-J? O How does water use in the I-J differ from that of the United States? O What are the actual water supply problems? What are the perceived problems? DHOW long could the I-J survive a drought? O What are the actual water quality problems? What are the perceived problems? Is the water high in iron? Does it require softeners? O What are the actual wastewater disposal problems? What are the perceived p roblems? 0 What percent of the water is wastewater? Is it influenced by surface water? O Are there water infrastructure funding problems? What are the prevailing consumer attitudes towards water supply, quality, disposal, and funding problems? 0 Are UK residences concerned about their water supply? O Where are the discrepancies between attitudes and reality? O What is the level of understanding and acceptance for water recycling? 0 What is the perceived value of water recycling to the end-user? O Is there competitive technology in the I-J? O What are some of the water industry associations in the I-J? O Who are the ejaculating bodies and what are the regulatory requirements for water in the I-J? 0 What are the water quality standards in the I-J? RESEARCH METHODS Information gathered was comprised of a combination primary and secondary research techniques that will conclude if Tangent’s water recycling units will be successful in the U. K market or not. By using both types of research methods, the final report has a good balance of qualitative and quantitative data. The secondary research covers the entire United Kingdom, whilst the primary research will ultimately be limited to the greater London area. Primary Research Methodology There are two different types of primary research: specific and exploratory. Exploratory is dealing more with open-ended research, like having unstructured interviews with small group of people. Specific research is precise and is used to solve the problem exploratory has identified, but specific is more expensive to conduct. In this case exploratory would be the better option considering the budget. Our primary research consisted of randomly selected man-on-the-street interviews, online surveys, and in-depth interviews/focus groups. With the help of our Bucks tuned-partner, surveys were be distributed via email to his contacts prior to the team’s departure. In-person interviews were the best method to gather qualitative data. Here is where we need to talk about our interviews and the names of the two men and their titles. Also here is were we need to add how many surveys were completed. You read "Proposal for assessing the UK’s" in category "Papers" The process for interviewing happened in person and residents will be randomly selected. Once we have all our questions and the format configured, the primary research was conducted. This happened at the beginning of the trip to give us an dead of how people feel about this problem to help determine the ideal target to gather more in-depth information about recycling waste water. Once we gathered all the data from the primary research, then the analysis plan was put together to help organize the data to find a conclusion about the proposal with recycling waste water. This helps with all the different sources that were used to gather the information that we need to present to the client and gives them a clear view of the raw data to help determine whether their product will be successful and if it would make an impact on the water supply. Sources of Data Data was obtained by distributing surveys and holding interviews with industry experts. The survey was created in Qualities, a secure online survey software system. This system allowed us to effectively create, distribute, and analyze data collected. The survey was distributed via email to I-J residents. Collection and Assessment of Data Survey and interview questions was protested by five people including Bucks partner The survey will be sent prior to departure to our partner at New Packinghouse University for distribution. The survey will also be distributed to the team’s current arsenal contacts in the UK with a request to forward to other residents in order to get a large sample: no less than 100 completed surveys. In addition to email distribution, surveys will be physically conducted by the team while in London. Surveying a variety of people including, environmental experts to the average home owner to gather information about an array of perceptions from all ages, incomes, and education levels. The persons selected for the survey will receive a link via email to fill the questionnaire out over the internet. Once the survey is submitted, the results will be collected and processed by the Qualities software. In-depth interviews will be conducted face-to-face in London. The interviews are still in the process of being scheduled, but contact has been made with various organizations from research facilities to water companies. Professor Tony Allen- Department of Geography at King’s College in London has already agreed to an interview and has emailed links to credible online sources for our secondary research. He is a member of The London Water Research Group and is looking to gather a few more industry experts for the team to interview. The plan is to speak to no less than 3 industry experts while in London. The interviews will last approximately 15-20 minutes and will consist of a combination of closed and open- ended questions. The interviews will be conducted by a single team member acting as the interviewer and asking the questions, another team member will take diligent notes, while another will moderate the interview by watching the clock and keeping interview on schedule, ensuring that we respect the interviewee’s time. Format for Final Results The final layout for our final primary research results is still to be determined. It will include a concise summary of survey results including graphic data. The data collected from the interviews will also be summarized, and the full interviews will be available in the appendix. It will be organized by participants who have decentralized water infrastructure and participants who have centralized water infrastructure. A bar graph will help present the differences between the different groups. Specific Questions The team has developed questions to ensure that Tangent will not be contacted for a sale as a result of our survey or interview. Key elements of the primary research include: Demographic information, including age, gender, education, location proximity of residence from downtown London), household size, household type (flat, single-family home, etc. ), if they reside in an urban or rural location, and type of household water supply/disposal (centralized or decentralized). Behavior-based questions focusing on typical water usage and buying habits (bottled water, water conserving appliances, water softeners). Questions to determine the level of the publics understanding of water recycling and its reception: â€Å"How do you feel about â€Å"What is your biggest concern regarding your household water? † Scaled questions to determine the publics concern of the actual water problems derived from secondary research â€Å"On a scale of 1-5, how concerned are you about the growing population in the UK with regards to the water supply? . The online survey consists of mainly closed-ended questions that are answered by multiple-choice or on a scale: â€Å"On a scale of 1-5 (1 being not concerned-5 being extremely concerned) how concerned are you about the droughts happening all over the U. K? † Other questions will determine if the consumer is a part of the target market: â€Å"Do you have a septic tank? Yes/No†, If they choose yes, it wil l lead to a implementers question. If no is chosen, another question will follow. More open- ended questions to gauge customer knowledge and attitudes about current issues and water recycling technologies will be used during face-to-face interviews. â€Å"Would you drink recyclable water, why or why not? † See appendices for complete list of questions. Primary Research Results! Talk about all our surveys, the questions, and answers. Analyze, perceptions Secondary Research Methodology The majority of the research conducted will consist of secondary research methods by gathering information from various credible sources to answer the specific questions outlined by the client. Most of this research will be conducted prior to the team’s departure, this will ensure the team is educated on the topics upfront and will assist with developing and modifying specific questions conducted during the primary research in London. Some secondary research will be conducted while abroad, taking advantage of the opportunity to gather information from Loon’s libraries that cannot be obtained elsewhere. It is expected that some level of secondary research will need to be done upon return back to the United States to tie up loose ends for the final report. Sources of Data The research databases provided by Cleveland State University library allows students free access to full text scholarly Journals, articles, trade magazines, newspapers, and other sources of credible information. The online research databases used include Water Resources Abstracts and an array of databases provided by Obscenest including Academic Search Complete, Environment Complete, Newspaper Source, and Science Direct. The web is also a good source to use to gather secondary research. There are many reliable sources of current information on all aspects of water in the I-J. Many are hosted by the water companies and water-governing bodies. Professor Adams recommends using www. Afoot. Gob. UK/ The Water Services Regulation Authority website, www. Water. Org. UK/ for a wealth of data on all aspects of water use, and www. Environment-agency. Gob. UK/ for its page on water demand management. And sewerage sectors in England and Wales, Water I-J represents all major UK water and wastewater service suppliers at national and European level, and Water Demand Management (WAD) considers national and international water resources, demand management and water conservation. We work closely with the Government, water companies, regulators, universities, academics and trade bodies on all national and international water demand management issues. Looking up different water companies in the U. K and finding statistics regarding water recycling helps determine the target audience. The website, â€Å"Wastewater Treatment and Recycling,† is a credible source from the U. K explaining the different treatments that are currently being used. It discusses the recycling of residual sludge and how it has an impact with their water supply. This information will help give the team insight with what the U. K is doing with this situation. So far, the U. K does not have any product on the market that can recycle water and is mainly focused on households while having the cleanest and safest water possible: eliminating all chemicals and pharmaceuticals. Information from this website also helps with our primary research and how we should organize our interviews, surveys, and potential focus groups. While in London, the team will also have access to the British Library and the City Business Library of London. These libraries contain information that cannot be obtained anywhere else in the world. The secondary research performed here could provide vital information to give the client a competitive advantage. The team intends to spend at least one full day conducting research at these libraries. The team will also have access to the library at New Packinghouse University, which may also prove to be a useful source of information. Specific Questions Secondary research provided general information on the Auk’s overall water usage and disposal infrastructure by answering questions such as: Where does the water supply come from? How is it delivered to the home? How old is the centralized infrastructure? How is wastewater collected, treated, and disposed of? How many households use decentralized water in the I-J, in the London area? What problems exist regarding water supply, quality, sustainable funding, and wastewater disposal? Who are the governing bodies and regulatory agencies that oversee the Auk’s water? What is the typical household water use pattern in the I-J, and how does it compare with the US? What is the market for POE, POP, and POD technology? Secondary research Results! Here can insert quotes from the secondary research findings Conclusions and Recommendations , Summary of our results Strengths Secondary research objectives are easily obtainable through online databases and the web. The information is current. Ability to gather a large sample population for the online survey due to our Bucks student-partner and the team’s established personal contacts in the I-J. The team has the opportunity to use the British Library and the City Business Library of London. Water problems are a big issue now both globally and in the I-J, so the timing for this project is excellent. The team has a strong understanding of the client’s expectations for the final project. Willingness of members of the London Water Research Group to participate in our in- depth interviews and assist in providing contacts for the online survey distribution. Limitations Amount of time for primary research in London is limited. The team will be located in an area with centralized water supply and will have to travel to find a significant sample of target audience. Primary research will only be conducted in the London area. Emailed surveys are easily ignored, forgotten, or deleted. The accuracy of responses of the online survey can be questionable due to the fact the artificial is not being monitored. How to cite Proposal for assessing the UK’s, Papers

Constitution Timeline free essay sample

Constitution Timeline! There are five particular documents that led to the development and the signing of the United States Constitution. They are the Magna Carta, the Mayflower Compact, the Declaration of Independence, the Articles of Confederation and the Federalists Papers. This paper will be discussing these documents and be stating if and how they impacted the United States constitution. Then it will be stating when the Unites States Constitution was finalized and passed and signed. Then there will be a summary of these in the conclusion of this paper. The Magna Carta is a document that was developed in the year 1215. This document gave people the right to have a habeas corpus. The Magna Carta was used in the development of the United States Bill of rights in 1689, which were later included in the United States Constitution in 1791. So the Magna Carta did have an impact on the United States Constitution. This impact was that it was used as an inspiration for the Bill of rights that were included in the United States Constitution. The Magna Carta is called the â€Å"great charter† part of the bill of rights (Turner, R. 2003). The Mayflower Compact is a document that was written in 1620 onboard the Mayflower ship. One of the first ships that landed on the United States soil. The Mayflower Compact was signed be all of the adult males onboard the Mayflower in 1620 when they first landed on the American soil. This document was based on a social contract made by the first American settlers in the year 1620. The Mayflower Compact o nly remained in effect from 1620 until 1630. The Mayflower compact did not really impact the United States Constitution. This is because it only lasted for ten years (N. A. , 2010). The Declaration of Independence was the first document that stated that the United States was an individual country that had its independence from England. It was developed in 1775-1776 and was signed on July 4, 1776. This document was a way to explain to the world why the United States of America started the revolutionary war against England. The Declaration of Independence was the first document signed that stated that the Unites States was then freed from England and was an individual country (N. A. , 2010). The Declaration of Independence was a way that the people of the United States had natural rights (Patterson, T. E. , 2009). The Declaration of Independence was the main document that had the most impact on the United States Constitution. If the United States did not have a document that stated the United States as a free country then they would not be able to even have their own Constitution. So that is why the Declaration of independence had been such an important document for the United States to have (Patterson, T. E. , 2009). The Articles of Confederation was the basis of the first government of the United States of America. The Articles of Confederation was the written out in 1777 by the first Congress of the United States. The Articles of Confederation made it impossible for congress to tax the citizens of the United States. So there was no way to build a Navy or hire an Army to protect the citizens of the United States. The Articles of Confederation could be amended only by unanimous approval of the representatives of the states that are in the United States (Paterson, T. E. , 2009). The Articles of Confederation did in part lead to the United States Constitution. It was discovered in 1986 that they did need to change the Articles of Confederation and to develop a Constitution for the United States after there was a rebellion made by farmers against the foreclosures of the farmland. So with this said that is how the articles of confederation did impact the United States Constitution (Patterson, T. E. , 2009). The Federalist Papers were a series of political essays that were written in 1787 and 1788 under the pseudonym pubilus. Alexander Hamilton initiated the Federalist Papers in 1787 as a way to get the Federalist Constitution passed. Hamilton wrote 51 out of 85 Federalist papers. The other 34 essays were written by John Jay and James Madison. For sure 14 of them were written by Madison and 5 were written be Jay. The other 15 were not clear on who wrote them. All but 8 of the Federalist papers were first printed in New York newspapers. It is the belief of Cooke (1971) that the Federalist papers had very little impact in the United States Constitution. So then the work towards the actual United States Constitution was started in the spring of 1787 with debates made between the Virginia plan and the New Jersey plan. Some of the debates discussed were Slavery, Ratification, Farmers Goals, Protecting Liberty, the Bill of Rights, the Powers of the three forms of government, more power for the people and less for the government. The United States Constitution as finally passed and signed in the summer of 1787 in the east room of the old Pennsylvania state house (Patterson, T. E. , 2009). There were five documents that led to the development of the United States Constitution. These documents were the Magna Carta, the Mayflower Compact, the Declaration of Independence, the articles of the Confederation and the Federalist papers. This paper has discussed all of these documents in detail. Then it discussed the parts of the Constitution and ended with where and when the United States Constitution was passed and was in effect. These were all import things that happened to make the United States Constitution make the United States of America the strong country it is today. References Patterson, T. E. (2009). The American democracy (9th Ed. ) PP. 30-52. Retrieved on December 10, 2010. Turner, R. (2003). The Meaning of Magna Carta since 1215. History Today, 53(9), 29. Retrieved from Academic Search Premier Database. (2009). The Articles of Confederation. Articles of Confederation, 1. Retrieved from Academic Search Premier Database. (2010). Declaration of Independence. Columbia Electronic Encyclopedia, 6th Edition, 1-2. Retrieved from Academic Search Premier Database. (2010). Federalist, The. Columbia Electronic Encyclopedia, 6th Edition, 1. Retrieved from Academic Search Premier Database. (2010). Mayflower Compact. Columbia Electronic Encyclopedia, 6th Edition, 1. Retrieved from Academic Search Premier Database.

Black Codes Essay Example

Black Codes Essay Ryan Fagan U. S. History Honors Bushong 4/27/12 How did the Black Codes prevent the immediate integration of the freed black men into society? Written pages: 5 The Civil War caused many issues for American Society, from the physical separation of the southern states, to the issue of ending slavery, being the most well known, and for good reason. While the north wanted the slaves to be free, the south did not, which obviously caused Problems. This topic of free vs. slavery did not begin after the war started though, the government had dealt with many different cases and often the ended in favor of slavery. After the Civil War the issues with slavery still existed because of the creation of Black Codes, codes that basically forced the â€Å"free† men to report to a white employer or supervisor who decided what they could and could not do freely. These are just few of many reasons that the integration of freed black men, and men of color, took almost a century after the day they were legally released to truly have their freedom. One of the many reasons that the integration of the freed men into society was not more immediate was because of the stance of the national government before the war. We will write a custom essay sample on Black Codes specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Black Codes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Black Codes specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The north may have not been slave states, but when it came to helping a slave in need, they were not going to be the ones to lend a hand. The Dred Scott case is a prime example of this stance. In this case a slaved argues that his owner moved from a slave state to a free state, thereby causing him to become a free citizen of society. This case was extremely controversial. While on one hand the slave made a point, the other hand caused the government to deny his request for freedom, without real rational reason. When the government’s stance changed and Abraham Lincoln became president, the newly elected president caused the country to go to war with itself because of his public stance on slavery. This tragic event caused the south to secede from the United States and form their own government. Of course the sole issue of the south’s secession was not the loss of slavery, but also had an economic aspect as well. When the Civil War was over, it was quite obvious that the southern states still had a deep and powerful hatred for anyone of color. This hatred, as mentioned before, is the primary reason for the southern states creating the Black Codes. Not only did the Black Codes cause issues between the southern ex-slave owners and their freed slaves, but it also caused a great number of issues in the northern states. The northern states saw these Black Codes as an unfair and cruel way of bringing back slavery. Primarily because in the southern states state government, the white legislators saw no real reason to end the inequality between the white men, and the men of color (Constitutional rights foundation, 2011). Without establishing a new state of mind the governments in the southern states would continue to make these laws, leaving the federal government unable to make any real changes to ensure the well being of the men of color. This only delayed the integration of the men of color into society even longer, because the relationship between the state governments and the national governments were too fragile at this point in time to make anything positive happen. In reviewing the South Carolina Black Codes, it is clear how biased and restricted the everyday lives of the freed men were. In order to integrate into society completely, the freed man would not only need to attempt to change the views of the white men around them, they were still required to follow the Black Codes. Rebellion could only get the freed men so far because they were not permitted to own anything that could be used as a weapon. The South Carolina Black Codes also prevented the migration of freed men to South Carolina without the approval of two South Carolina white men. These white men, known as freeholders, were essentially the people responsible for the freed men, also known as servants, that they approved. After that the Black Codes basically permit slavery to those who take on the responsibility for the freed men. The reason that the free slaves were not able to immediately integrate in society was the Continued existence of the Black Codes. The Black Codes only promoted the previously accepted view of superiority and resulted in lasting conflicts between the races for years. The immediate elimination of the Black Codes would have completely removed any political power that one race would have ad over the other, which in turn would have prevented the conflicts of pride and respect. An immediate overturning of the Black Codes would have also caused the issues of indirect slavery, and violations of rights given to all men by the Bill of Rights and the Constitution. The overall attitude towards freed slaves would have been completely different and would have resulted in a faster change in public opinion and would have allowed the integration of the freed slaves to be much more fluid. Work Cited Black codes and jim crow laws. (n. d. ). Retrieved from http://www. sciway. net/afam/reconstruction/blackcodes. html Constitutional rights foundation. (2011). Retrieved from http://www. crf-usa. org/brown-v-board-50th-anniversary/southern-black-codes. html Herda, D. J. (1948). The dred scott case: Slavery and citizenship  . Berkeley Heights, NJ: Enslow Publishers, Inc. The mississippi black code (1865). (n. d. ). Retrieved from http://wps. ablongman. com/long_longman_lahdemo_1/0,8259,1546454-,00. html

Free Essays on Caste System

The Indian caste system is over 3500 years old. Still today the values of the caste system are held strongly. It has kept a sense of order, and peace among the people. There are five different levels of the system: Brahman, Kshatriya, Shudra, and Harijans. Within each of these categories are sub castes or jatis. They all have their own place among each other and accept that it is the way to keep society from disintegrating to chaos. This system has worked well for Indian people, primarily the Hindu’s, and still has a major role in modern India. The Sanskrit word for caste is ‘varna’ meaning color. When the Aryans moved into northwest India and started the caste system it was originally a color classification. The purpose of the system was to distinguish between the Aryan invaders and the previous occupants. Eventually the origins of the caste system were forgotten and it became an accepted part of society. The original caste system consisted of the first four levels. Later, when the Aryans moved across India from their original position in the northwest, they conquered more people. To fit the newly conquered people into their way of society they created a new category. The new caste was placed below the Shudras, and was called the Untouchables. Hindu’s strongly value the caste system because it goes along with their beliefs of dharma and reincarnation. Dharma means virtue. The Hindu’s believe if they fulfill their duties on earth, they will be rewarded by being reincarnated, or reborn into a higher class. This is the reason they do not help lower class citizens. They feel as if it would be going against the natural order of things. At the top of the caste system is the Brahmin. They are the caste of priests, their job is to know and repeat the Hindu text, which is called Vedas. They belong to the dvija or twice-born category, which means they take part in a ceremony to initiate them selves into the Hindu religion and are... Free Essays on Caste System Free Essays on Caste System The Indian caste system is over 3500 years old. Still today the values of the caste system are held strongly. It has kept a sense of order, and peace among the people. There are five different levels of the system: Brahman, Kshatriya, Shudra, and Harijans. Within each of these categories are sub castes or jatis. They all have their own place among each other and accept that it is the way to keep society from disintegrating to chaos. This system has worked well for Indian people, primarily the Hindu’s, and still has a major role in modern India. The Sanskrit word for caste is ‘varna’ meaning color. When the Aryans moved into northwest India and started the caste system it was originally a color classification. The purpose of the system was to distinguish between the Aryan invaders and the previous occupants. Eventually the origins of the caste system were forgotten and it became an accepted part of society. The original caste system consisted of the first four levels. Later, when the Aryans moved across India from their original position in the northwest, they conquered more people. To fit the newly conquered people into their way of society they created a new category. The new caste was placed below the Shudras, and was called the Untouchables. Hindu’s strongly value the caste system because it goes along with their beliefs of dharma and reincarnation. Dharma means virtue. The Hindu’s believe if they fulfill their duties on earth, they will be rewarded by being reincarnated, or reborn into a higher class. This is the reason they do not help lower class citizens. They feel as if it would be going against the natural order of things. At the top of the caste system is the Brahmin. They are the caste of priests, their job is to know and repeat the Hindu text, which is called Vedas. They belong to the dvija or twice-born category, which means they take part in a ceremony to initiate them selves into the Hindu religion and are...

Pro's of distant learning Essay Example | Topics and Well Written Essays - 750 words

Pro's of distant learning - Essay Example eo conferencing, and virtual mode) has been a mechanism that has been used to reach out into communities where individuals want to obtain an education but has not been necessarily easy to obtain using the traditional classroom setting. It has been geared to reach individuals that are at a distance and want to study but are not physically at the university campus and its surroundings and/or do not have time to take these courses using the traditional classroom setting. In today ´s day and age of information technology, distant education continues to exist and many more higher education institutions are offering these non-traditional courses. Information Technology is here to stay. There are different paradigms that are used by institutions of higher education (synchronous/asynchronous). There are forums where the students and the assessor discuss topics, ask questions, and make comments. This type of communication opened infinite possibilities in making distant education accessible to all of those individuals who want to obtain higher education recognition (diploma/degree). The visual mode within distant learning is a powerful asset. You not only communicate by writing and in some instances sound is included, but by having the visual mode incorporated into this virtual paradigm augments the possibilities given the different learning styles. According to Veenema & Gardner (1996) interactive technology could become a valuable tool in education if it takes into consideration how the human mind works. These authors stated that â€Å"†¦cognitivists argue that individuals do not just react to or perform in the world; they possess minds, and these minds contain mental representations-images, schemes, pictures, frames, languages, ideas†¦Ã¢â‚¬  (p. 70) They emphasized that some mental representations that individuals have are that they are born with them or are formed at an early age, have proven to be enduring but that others are created, transformed or dissolved over time

In a culturally diverse word, the universality of human rights remains Assignment

In a culturally diverse word, the universality of human rights remains unsettled. Discuss - Assignment Example The UK has enacted several legislation that safeguard the human rights of its citizens such as the Human rights Act 1998 that introduced in to domestic law the human rights safeguarded by the international law like European Convention of Human Rights like the right to life, right to a fair trial, freedom of expression, right of education, freedom from slavery and forced labour and freedom of religion. Key development was the Declaration of Human rights in 1948 by about 50 of the United Nations member countries and subsequent ratifications by other countries. Other international conventions that followed aimed at expanding the doctrine of human rights to include civil and political rights, cultural rights, sociol-economic rights and prohibition of all forms of discriminations (Claude and Weston, 2006). For instance, the International Covenant on economic, social and cultural rights was adopted in 1966 and ratified by several states. Human rights refer to the recognition and respect of human dignity. Human rights entail a set of moral principles and legal guidelines that promote and protect the identity, values and abilities of individuals in order to enhance the standards of living (Claude and Weston, 2006). ... This paper will discuss the contents and principles of human rights, the universality versus cultural relativism of human rights and finally outline the current trend in protection of universal human rights. In the conclusion, the paper will offer a recommendation on whether universality can exist with cultural relativism and ensure universal human rights. Contents and principles of human rights The first guiding principle of human rights is equality and non-discrimination. Non-discrimination acts as the basis of international human right law and is outlined in all the human rights treaties. International human rights conventions such as the International Convention on the Elimination of discrimination especially racial and women discrimination requires all state governments to enact legislations that protect the citizens from such discrimination (Claude and Weston, 2006). This principle is applicable to all human beings regardless of non-exhaustive criteria that include sex, religio n and other identifiable status of the individuals. According to Article 1 of the Universal Declaration of Human rights, all human beings are born free and equality in their dignity should be respected (Talbott, 2005). The second content of human rights is interdependent and indivisible nature of human rights. This principle asserts that human rights are interrelated and interdependent since enforcement of one rights leads to advancement of the other rights and the ultimate increase in the general standards of living (Claude and Weston, 2006). Accordingly, civil rights such as the right to life and political rights lead to equal protection by the law and fair trial. In addition, a violation of one right such as the

Syllabus Design In English Language Teacing Education Essay

Syllabus Design In English Language Teacing Education Essay Abstract It is debatable whether ESP has a distinctive methodology and syllabus. Thispaper argues that methodology and syllabus design in English Language Teacing (ELT) andESP differ little and that it is not possible to say whether general ELT hasborrowed ideas for methodology from ESP or whether ESP has borrowedideas from general ELT. two characteristic featuresof ESP methodology are identidfied: ESP can base activities on students specialism, and ESP activities can have a truly authenticpurpose derived from students target needs. Dudley-Evans and St. John(1998) maintain that what haracterizes ESP methodology is the use oftasks and activities reflecting the students specialist area Introduction In the 1970s, EFL teachers first ventured out of the Arts Faculty and the gentle landscape of language and literature into the land beyond the mountains inhabited by illiterate and savage tribes called scientists, businessmen and engineers, wrote Ramsden (2002). In the light of this quotation, Ramsden pours his scorn over the turning point in the history of language teaching from art to science; and from English for general purposes(EGP) to English for specific purposes(ESP) . Though ESP emanates from EGP, it has established itself as a distinct trend. The distinctions between ESP and EGP are quite fuzzy. To clarify the issue, Hutchinson and Waters (1987) pointed out that there is no difference in theory, but in practice, there is a great deal. This paper delves deeply into the literature of ESP and EGP to uncover their points of similarities and differences, chiefly at the level of syllabus design , methodology and instructional materials. For the sake of clarification, theoretical preliminaries will be provided from the outset. As expected, the current paper is comparative in nature and selective in illustration. Theoretical Preliminaries: Definitions of: EGP: According to Blackwell, EGP is polarized with ESP ( English for specific purposes) to refer to contexts such as the school where needs cannot readily be specified. This view is misleading, since purpose is always inherent. EGP is more usefully considered as providing a broad foundation rather than a detailed and selective specification of goals. EGP, then, refers to that basic linguistic code that could be used in larger context and in everyday conversation. It does not take into account neither the requirements of a workplace nor needs of learners. Being general in its nature, EGP holds a sway at the core level of language instruction. ESP According to Longman dictionary of applied linguistics, ESP refers to the role of English in a language course or program of instruction in which the content and aims of the course are fixed by the specific needs of a particular group of learners. For example courses in English for academic purposes, English for science and technology, and English for Nursing. In this regards, ESP is chiefly associated with special language or register. However, Hutchinson and Waters )1987, p.19) claimed that ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Understood properly, it is an approach to language teaching. From the above definitions, one can notice that there is no absolute clear cut between ESP and EGP. To ask which one embraces the other is likely to generate divergent views. In an attempt to answer this question, Hutchinson and waters ) 1987.p.18) have drawn a tree of ELT where the ESP is just one branch of EFL/ESL, which are themselves the main branches of English Language teaching in general.. However, A closer gaze at the tree and to the ramifications of ESP and EGP uncovers the distinctive features of each. These features will be tackled in subsequent section. Distinctive features of ESP and EGP: Despite the overlapping connections between EGP and ESP, there are several differences at the level of their concerns and practices. First, the focus in ESP is on training students to conform well to the requirements of the workplace; whereas, in EGP, the main focus is on education. Widdowson( 1983) sees the difference between Education and Training as that of creativity versus conformity (in White, 1988: p.18). Second, Designing a course content in EGP is much more difficult than in ESP for the difficulty of predicting the future needs of EGP students. Knowing about only learners survival needs is quite unbeneficial because it may lead to an oversimplified language, unauthentic communicative structure and unrealistic situational content. Third, ESP learners are usually adults with an average mastery of English language. Their main purpose is to communicate and learn a set of professional skills. In EGP, the age of learners , however, varies from childhood to adulthood. Their chief purpose behind learning English is to achieve communication in the basic everyday communication. At the level of macro-skills, the four language skills are integrated and reinforced in EGP instruction, while in ESP the selection of language skills is based on needs analysis. For instance, in studying English for science and technology, the emphasis is on context and subject of the course. At the level of micro skills, EGP has shed too much attention to teaching of grammar and language structure; yet the focus in ESP is on the context and subject of the course. Finally, a distinctive feature of ESP classroom is team- teaching, where the teacher of language collaborates with subject teacher in the delivery of the lesson. This feature is , however, absent in EGP classroom where the language teacher seems sufficient to instruct broad themes. To sum up, though ESP stems from EGP, it has preserved for itself distinctive characteristics as outlined before. To sum up, Stevens states that ESP has four absolute characteristics: 1. Is designed to meet specific needs. 2. Is related to themes and topics particular to occupation. 3. Is centered on language appropriate to those activities, in terms of lexis, syntax, discourse pragmatics, semantics and so on. 4. The above is in contrast to General English (Stevens 1988 in Dudley-Evans St. John 1998: p.4). In the subsequent section, the paper will take both EGP and ESP a stage further to list the similarities and differences at the level of syllabus design. To facilitate the process of comparing and contrasting, an example of each course content will be highlighted. Syllabus design in EGP A syllabus refers to a particular plan of a course. It is a document that details the structure and operation of ones class. It can also be called the basic reference document that guides students and the instructor through a course (Breen 1984). In the current section, this section aims to uncover the salient types of syllabus adopted in EGP and ESP based on contents of two textbooks: Natural English( EGP textbook) and English for Careers: Tourism, (ESP textbook) Based on their observations of general English language courses, Brown (1995) and Richards (1990) list the following types of syllabuses. They also point out that courses are often based on a combination of: Structural (organized primarily around grammar and sentence patterns). Functional (organized around communicative functions, such as identifying, reporting, correcting, describing). Notional (organized around conceptual categories, such as duration, quantity, location). Topical (organized around themes or topics, such as health, food, clothing). Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket). Skills (organized around microskills, such as listening for gist, listening for specifi c information, listening for inferences). Task- or activity-based (organized around activities, such as drawing maps, following directions, following instructions). Extract.1: Contents of Natural English , As can be observed in the content of Natural English, one of the main aims of the textbook is to enable General English learners to improve the four language skills, especially speaking and listening to everyday English. Yet, the integration of the four language skills is not the sole distinctive feature of the textbook. The contents of course book also seem to respond to the general wants of GE learners in that it all covers functions, notions, vocabulary and grammar. Each unit introduces GE learners to notions, functions and grammatical structures in an equal weight of emphasis. Thus, a point that one can infer is that EGP syllabus is integrative. Language skills as well as functions, notions, forms and semantic entries are all fused together. For example, in unit 2, the book introduces notions such as shopping and work. Concerning functions, expressing request and responding with sympathy are the main functions found in unite 1. The grammatical forms are so varied from using the present continuous to passive voice. What is so remarkable is that the communication of a notion entails the use of adequate target functions. From the design of Natural English, it is evident that the units are organized on topics. Unit one is on Cartoon Mobile Invasion, unit two on Joke lost in desert, and three on Cartoon Perfect Day. However, a striking existence of situations looms chiefly in extended speaking. Students are in front several situations, such as on train , on holiday, and are encouraged to interact , following the necessities of imagined communicative setting. To conclude, the pertinent remark we can deduce from the course content of EGP is that its syllabus is integrative and synthetic in nature. Functions, notions , forms, situations and skills gain enough space in the EGP syllabus. Nevertheless, these elements are tackled more broadly. For instance, It seems that the subjects are too general, the functions and notions are recurrent in daily life issues, and language skills are not relevant to any professional field. Now , ESP makes extensive use of content-based approaches. According to Master and Brinton (1998), CBI has the following features. The syllabus is organized around subject content; for example, in English for Careers: Tourism, an ESP textbook, the subject matter is on a number of topics from tourism, such Registration Client perceptions and supply and demand. Teaching activities are specific to the subject matter being taught and are geared to stimulate students to think and learn through the use of the target language. Language is viewed holistically, and learners learn from working with whole chunks of language and multiple skills. Content-based approaches reject synthetic approaches to course design-the idea that language or skills can be atomized into discrete items to be presented and practiced by learners one at a time. The approach makes use of authentic texts to which learners are expected primarily to respond in relation to the content. It has been argued (Hutchinson Waters, 1987) that once we remove the text from its original context, it loses some of its authenticity. For example, the intended audience is changed once the authentic text is imported into the classroom. Authenticity also relates also to the readers purpose in reading the text. For example, recommendation reports for the purchase of technical equipment are, in their original context of use, devised for the purpose of helping the reader decide which of two or more items of equipment to buy. If, however, a recommendation report is transported into a language teaching classroom and students are given an activity whose purpose is to answer c omprehension questions on it, the match between text and task is artificial. Content-based instruction tries to avoid some of these potential problems by using content (authentic texts) in ways that were similar to those in real life. Content-based approaches involve also the integration of skills. Writing often follows on from listening and reading, and students are often required to synthesize facts and ideas from multiple sources as preparation for writing (Brinton et al., 1989). In fact, ESP syllabi (in this case an English Vocational Purposes syllabus) differ from English General Purposes (EGP) syllabi, both in goals and content. Below is an outline of some major differences adapted from Widdowson (1983 in White 1988: pp.18 26), Hutchinson Waters (1987) and Stevens (1988) (both in Dudley-Evans St. John 1998: pp. 2-4). The ESP syllabus must be based on a previous analysis of the students needs, which includes not only an analysis of the situations in which the language will be used and of the language appropriate in these situations, but also an analysis of the students wants and subjective needs. The whole business of the management of language learning is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1)If we are to prescribe content, we need to ask, whose content? Methodology Having uncovered the nuances existing between ESP and EGP syllabi, This current chapter will move a stage further to draw a comparison and contrast at level of methodology, chiefly at the types of techniques employed by each and the roles they played in serving the students needs. As defined by Robinson (1991), methodology refers to what goes on in the classroom and to what students have to do. Using technical terms, it refers to classroom activities and techniques. There are too many techniques which largely emerged in EGP classroom such as tasks, role play, simulations, and so on and so forth. These techniques soon adopted by ESP practitioners . Concerning tasks, Little John and Hicks ( ) noticed that valuable tasks in EGP have certain characteristics: they should be motivating and absorbing; and exploit learners prior knowledge. In ESP, the above criteria are also predominant, but what is specific here is that ESP tasks comprise linguistic and professional skills. For instance, medical students studying English may be assigned to carry out a series of operations as outlined below: Moreover, the role play and simulations are used differently in ESP and EGP. While dealing with simulatons in ESP, Strutridge() noticed that they were originally used in business and military training with focus on outcome rather than the means -language- of training. In EGP, the outcome was ,however, less important than the means used to achieve fluency. One should not perceive hastily that means in esp have no disregarded. Stutridge concludes that in ESP end is as important as the means. Taking case studies into account, Nunan in an outsanding research tested the validity of the technique to ESP course. He found out that it helps ESP students to draw upon their professional skills, utilizing the cognitive and behavioral styles of their work rather than of traditional language classroom. Case studies may prove difficult to be conducted by EGP learners if we take into consideration their younger age and Worse of al their professional immaturity. For ESP students who are not fully qualified in their profession, the use of case studies help to induct them into some aspects of professional culture ( Charles 337,pp.28-31) Project work is out-of-class activity used in both ESP and EGP classroom. However, Fried() observed the more advanced examples of project work would be appropriate for ESP. A final technique which is common in ESP and EGP as well is the oral presentations. Usually, they are the culmination of project or case studies conducted outside the threshold of classroom. The utility of such activity is that it trains students to develop their self autonomy and master the four skills of the target language. Word processor and PowerPoint become familiar means for presentations, Succinctly, the methodology endorsed by ESP is quite similar to that of EGP chiefly if we consider the types of techniques and activities .Yet, the ways in which techniques are employed in ESP differ a lot from that in EGP. the next chapter will attempt to decipher how material design becomes a site of innovation after the emergence of ESP. Being in its heyday, ESP materials assume a divergent way from EGP. ESP designers come up with in-house materials quite plausible to the students needs more than the General ready-made textbooks which hold their strength in EGP classrooms. Materials Design One of the common characteristics of of material design in ESP is the existence of an established tradition of ESP teachers producing in-house materials. These materials are the outcome of needs analysis. the tailor made material accounts to the learners needs more than a general textbook can do., However, several questions may emerge to the surface: What are the major factors behind the over-existence of in-house materials in ESP in contrast to its acute shortage in EGP? -what are the key features that distinguish ESP materials from EGP? One of the key factors behind the profusion of in-house materials in ESP is because of its reliance on needs analysis. Need analysis is rarely carried out in GL classroom. This is partly because of the difficulty of specifying GL learners and partly because of a lack of literature on the particularities of analyzing needs data. Needs analysis tends to be associated with ESP and is neglected in GE classroom. Hutchinson and Waters(1987,p.53-54) say that what distinguishes ESP from GE is not the existence of a need as such but rather an awareness of the needà ¢Ã¢â€š ¬Ã‚ ¦ for the time being, the tradition persists in GE that learners needs cannot be specified and as a result no attempt is usually made to discover learners true needs. Secondly, The fact that ESP materials are tailored to the needs of specific group of learners makes its absolute adoption by other ESP teachers futile. Even when suitable materials are available, it may not be possible to buy them because of import restric tions pointed out Hutchinson and Waters (1987,p.). If textbooks are more available in EGP than in ESP,ESP textbooks have not been immune from criticism. Ever and Boys(p.57) mount a strong a attack on the EST textbooks suggesting that most of them are designed for, or are the outcome of, remedial or supplementary courses and assume that students already possess a knowledge of Englishà ¢Ã¢â€š ¬Ã‚ ¦.unhappily, this is not at all understood by potential users, especially in developing countries abroad where the greatest demand for EST exists. Another strongly worded attack was that the heavy concern of ESP practitioners with methodology and approach leads them to ignore issues such the accuracy of explanations ,validity of examples and suitability of linguistic content. Because ESP materials are relevanct to target needs, This may increase the motivation of ESP students, but there are other aspects which are also highly important, such as Waters (1987: 48) put it, ESP, as much as any good teaching, needs to be intrinsically motivating. () Students should get satisfaction from the actual experience of learning, not just from the prospect of eventually using what they have learnt. The following task, for instance, could be interesting for Engineering students:. Another characteristic of ESP materials is that it is more authentic than EGP materials. The latter might be produced for the purpose of teaching language, while in ESP authenticity refers to the materials used in the students specialist workplace or study institution. Additionally, for ESP authentic text selection usually follow the needs analysis. To conclude, the whole business of language learning management is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1). However, designing tailor made materials would in principle be motivating, authentic and innovative. Conclusion This paper has highlighted some of the issues involved in ESP curriculum development. It can be argued that language varieties are based in and extend from a common core of language. Or it can be argued that language varieties are self-contained entities. Needs analysis can be seen as an entirely pragmatic and objective endeavour to help course developers identify course content that is truly relevant to the learners, or it can be argued to have a bias in favour of the institutions and may overemphasize objective needs at the cost of subjective needs. It can be argued that syllabuses should specify content (what is to be taught). Or it can be argued that they should specify method (how language is to be taught). Some argue that the ESP courses should be as narrow-angled as possible. Others argue that this is not practica EST is in a parlous state and is being abandoned by many tertiary institutions who, like Sultan Qaboos University, found that the English teachers seemed to learn a lot of science, but the students didnt seem to learn much English

Cognitive and Emotional Intelligence paper sample Essay

DECLARATION I declare that this assessment is my own work, based on my own personal research/study . I also declare that this assessment, nor parts of it, has not been previously submitted for any other unit/module or course, and that I have not copied in part or whole or otherwise plagiarised the work of another student and/or persons. I have read the ACAP Student Plagiarism and Academic Misconduct Policy and understand its implications. I also declare, if this is a practical skills assessment, that a Client/Interviewee Consent Form has been read and signed by both parties, and where applicable parental consent has been obtained. Organisational Behaviour Assessment 1 Two important differences in organisational behaviour are cognitive intelligence and emotional intelligence. The following essay evaluates theoretical and practical strengths and limitations of both intelligences and discusses the application of each in modern organisations. Modern organisations face differing challenges to those of the previous century, high turn-over, globalization and the rapid development of ever changing technology all require special attention. It has never been more important to find the right person for the right job. General mental ability does not give the whole picture. There is a link between cognitive and emotional intelligence, each being important contributors to modern organisations. Cognitive intelligence (CI) has traditionally been the indicator of successful job performance (Bosco, Nathan, & Allen, 2012). Organisational psychology uses cognitive ability to predict workplace success (Neisser et  al., 1996). Cognitive intelligence can be generally defined as academic ability, IQ or general mental ability, including the ability to critically think and reason logically, to analyse and problem solve, as well as individual aptitude in reading and writing (Sternberg, 2006). CI is a valuable asset in employees, particularly in some specialist fields where critical thinking, logic and reason are required, occupations such as scientific researchers, accountants, economists etc. The capacity of all workers to engage cognitive intelligence in quick and effective decision making serves as an important basis for achieving successful outcomes in the most workplaces. Patton (2003) found a consequence of the developing business climate is the global economy and the Internet, each necessitating an increased speed of communications in business transactions. Decisive leaders are forced to make timely decisions without consult and all the data on hand, such an environment necessitates in the need for higher levels of general mental ability in order to achieve both increased levels and faster acquisition of job knowledge, thus leading to greater levels of job performance (Schmidt & Hunter, 2004). CEO of Southwest Organisational Behaviour Assessment 1 Airlines, James Patton, displayed the importance of quick and effective decision making when facing a crisis on September 11, 2001. When planes where grounded and millions of passengers stranded, Patton decided that customers and staff would come first. No employees were required to stand down or take pay cuts, and passengers were given hassle free refunds, furthermore, Southwest employees were encouraged to take passengers to a movie or bowling to pass the time while awaiting news. In the aftermath of 9/11, while most airlines were reducing their workforces by 20% Southwest announced a $179.8 million profit sharing program for employees and managed to retain all staff (Gittell et el, 2006). Other examples of CI are literacy skills, such as reading and writing which are major tools of modern day  businesses: emails, documents and various other item of paperwork require high levels of accuracy for effective communication, efficiency on computers and an ability to learn new technolog y is important in this information world. McKenney, Copeland, Copeland and Mason (1995) propose that the revolution in communications and information technology should be considered as a dominant force in recent social and economic change. Although CI is undeniably important in establishing an efficient workforce it is not the whole picture. The value of cognitive intelligence is irrefutable however some limitations apply. Validities of predicting outcomes in real life are low. According to Viswevaran and Ones (2002), general mental ability accounts for only 25% variance in work performance. Furthermore, they suggest that intelligent behaviour is more than just the result of what intelligence tests measure. A practical example of the limitations of cognitive intelligence can be referred back to the other airlines effected by the 9/11 crisis. While Southwest airlines triumphed against adversary other airlines suffered greatly. There is no denying that the CEO’s of these struggling airlines were people of high cognitive intelligence, however, this personal asset alone was not enough to avoid financial losses, perhaps other ingredients such  as emotional intelligence and adequate policies are still required in order to retain consumer trust. Other CI limitations include measurement, particularly IQ testing which ma y result in adverse impact against minorities (Viswesvaran & Ones, 2002). Tests presented in a language other than an individual’s primary language as well as differing cultural approaches make the result of such tests weighted in favour of the culture that produced it. High IQ does not guarantee adequate function in the  workplace. Highly gifted people are often underestimated and misunderstood by peers and society (Nauta & Corten, 2002). They may make ineffective leaders as staff may not appreciate their intensity, perfectionism, questioning, and being â€Å"too smart† Heylighten (n.d.). Furthermore, CI does not guarantee a good team player. Elkin and Burke (2008) report Steve Jobs, while an example of a successful individual with extremely high cognitive intelligence, is reputed to have been a tyrant to work for. Critics claim he took credit for ideas that were not his, was not a team player, and was impatient, domineering and obsessive, behaviour which is inducing of high staff turnover or low employee retention rates. They also suggest Jobs strengths such as vision, magnetic charisma, perfectionism, all drove him to be a great CEO but are also the same drives that placed his company, staff and investors at risk. Highly intelligent individuals may have issues with delegation, trust, admitting error or asking for help. When compared to autonomous work, good teamwork enables tasks to be accomplished faster and more efficiently, reduces workloads, work pressure and improves staff relations (Kelly, 2004). Some highly intelligent people, such as those with Asperger’s Syndrome, may have low social skills. Individuals with Aspergers may test very highly on a CI tests but often their communication with others is blunt, awkward, stilted or odd (Shea, 2009). Saaty (1999) suggests that primary language expresses affections rather than ideas or thoughts. An inability to effectively communicate with consumers may result in difficult social relationships. While CI is indeed an important consideration in e mployee ability it is not a stand-alone measure of success. Emotional Intelligence (EI) is increasingly being viewed as having a significant influence on job performance and effective leadership in the workforce. A commonly referred to definition of EI was given by Mayer, Caruso and Salovey (1999) â€Å"Emotional intelligence refers to an ability to  recognise the meanings of emotions and their relationships and to reason and problem solve on the basis of them. Emotional intelligence is involved in the capacity to perceive emotions, assimilate emotion-related feelings, understand the information of those emotions and manage them† (p. 267). EI reflects one’s capacity to cope with daily challenges and may assist in predicting both personal and professional success in life. Assets in any working relationship include social awareness, social networking, relationship management, self-awareness and self-management. While small business has long relied on understanding the importance of social networking and keeping healthy relations hips and positive reputation in their community, new technology, globalization and social media now take social awareness and social networking to a whole new level. According to Qualman (2009) global connectivity now results in both positive and negative messages regarding products and services becoming immediately, permanently and easily accessible to the whole world. EI is a valuable asset in employees, particularly in some specialist fields where charisma and empathy are required, such as, sales and marketing, counselling or nursing. Effective leaders, as part of their role in managing relationships, should embody competent levels of respect, empathy, courtesy, motivation and be able to inspire others. The importance of empathy can be illustrated by an American business called Toro who manufacture commercial lawn equipment. The nature of the product results in around 100 serious injuries annually, prior to the appointment of CEO Ken Melrose, Toro faced an average of 50 law suits per year, resulting in massive financial losses to the company. However, Melrose added empathy. Injured workers and their families where meet by company representativ es, sympathies where expressed, investigations made and any needs were meet at the onset. This change in policy has reduced the number of lawsuits from an  average of 50 per year to only one since 1991 when the policy was introduced (Rainey, Chan & Begin, 2008). Furthermore, leaders need teams who are energetic, innovative, creative and passionate (Sloane, 2007). Understanding individual drives and motivations enables management to get the best results from their team. Effective management must be self-aware and have the ability to self-manage, including being aware of and managing moods, adapt appropriate emotions and behaviours to appropriate situations. Jack Welsh, Chairman of General Electric states that â€Å"A leader’s intelligence must have a strong emotional component. He has to have high levels of self-awareness, maturity and self-control.’ (as cited in Balakrishanan & Mouli, 2011, p. 44). EI allows managers to get the best out of their employees. Perks (2007) advises that successful leaders are high in emotional intelligence; they maintain posit ive working relationships and employ adequate coping strategies in all areas of life. Leaders, ideally, should possess emotional intelligence to encourage the best of their team. Emotional intelligence, however, has its limitations. Cherniss (2010) even suggests that EI has produced the highest level of controversy in the social sciences of recent years. More clarity in regard to theory is required. Roberts, Matthews and Zeinder (2010) propose that EI models do not adequately address theory. Furthermore, Roberts suggests that emotional intelligence definitions lack clarity and questions the criterion of which qualities should belong under the banner of emotional intelligence. It seems necessary to adopt one clear common definition. Measures of EI are currently underdeveloped in this relatively new field, more research and the creation of better measures may improve construct validity (Cherniss, 2010). This may result in the development of greater understanding and respect for the field. There is no guarantee that a person high in EI, will use this asset in a positive manner. Individuals with high emotional intelligence may manipulate people or situations for personal gain. Saaty (2001) suggests that decisions are not always based on the greatest idea  but on a person’s ability to persuade others to accept the idea. More exploration and clarification is required to address some of the limitations of emotional intelligence. Modern organisations face fundamentally different problems from those of the in the past, globalization, increases in technology and staff turnover are just some of the issues being confronted. The belief has been held for around a century that higher intelligence in individuals is more valued due to their higher task performance (Viswesvaran & Ones, 2002). Modern organisations provide services, and are organised according to a blend of individual’s, information and communication technology, social capital and recognized talents (Schoemaker & Jonkers, 2005). The measuring of CI enables modern organisations an affordable and speedy way of evaluating an employee’s general mental ability. General mental ability has been related to occupational level on both cross-sectional and longitudinal studies (Schmidt & Hunter, 2004). CI measures allow employers to apply specific cognitive abilities to valid and appropriate positions within the business with a view to discovering the best person for the job. According to Holloway (2003) employing the â€Å"right person for the job† or job fit is more essential now than ever. Job fit can be described as â€Å"the degree to which a person’s cognitive abilities, interests and personality dynamics fit those required for the job† (Russell, 2003, p.27). This is where the importance of emotional intelligences comes into play. A constant balance between understanding the individual drives and motivations of workers and ensuring staff remain engaged, enthusiastic and valued has many rewards for modern organisations. Incorporating a balance between both intelligences gives employees the greatest chance of achieving appropriate job fit. Holloway (2003) states that positive job fit, results in increased job satisfaction, increased productivity and reduced staff turnover. Furthermore, research by O’Reilly, Chatman and Caldwell (1991) suggests newly hired staff whose with values that fit in with the culture of the organisation tend to adjust quicker, remain longer with the company and are overall more satisfied. While Hollaway,  (2003) states th at understanding of workers in regards to work/life balance, personal goals and drives may encourage loyalty reducing turnover, saving on retraining and downtime. Furthermore, EI combined with CI addresses the gaps between management and workers through understanding of positive leading by example management that can result in emulation by employees resulting in a ripple effect throughout the organisation. There is a strong link between emotional intelligence and cognitive intelligence and the combination of both intelligences has become necessary for successful business relations in modern organisations. Cognitive intelligence and emotional intelligence are each important factors in regard to individual differences in the field of organisational behaviour in modern organisations. While general mental ability accounts for many valuable employee assets such as efficiencies in regard to knowledge acquisition and technological aptitude, limitations to validity and measurement of testing and relevance mean that cognitive intelligence is not the only measure of a successful employee. Emotional intelligence also plays a key role in individual success in modern organisations. Effective leadership, self- awareness, social networking, empathy, self-management are all are assets of the emotionally intelligent. Modern organisations benefit from the combination of both intelligences by finding the best fit for the position resulting in higher job satisfaction, higher retention of staff and greater profits. References Balakrishanan, L., & Mouli, S. (2011). 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