Japanese Gardens And The Garden - 1490 Words

Japanese Gardens is a garden style that originated in Japan with a design elements that in line with the Buddhist belief. Buddhist teaching is symbolized in the different elements are make up the garden as a whole. Buddhism belief are used in the inspiration of various element through the use of water, stone, and architectural pieces. The specific element that will be focused on in this paper is water, stone, architectural elements. The Japanese Garden that used to break down the broad scope of all the different elements is a Japanese Garden. I chose to use this a Japanese Garden as my primary garden since I have visited multiple times at the Dubuque Arboretum and Botanical Garden here in town. In this garden all the key elements are†¦show more content†¦The waterfall in the garden of my primary text is a multi-stage style of waterfall. The waterfalls in the garden symbolize permanent impermanence (Shinn). The analysis the symbolism of water as a whole in the Japanese Garden it symbolizes the continuous flow of time and life change elements in the garden. One understanding of the flow of time and life change is that life is always moving forward at a fast pace and life is always changing. Along with life is always changing that can be seen as nothing in life is ever permanent. The Buddhist belief that re flects this idea is anatta: The theory that nothing is permanent entity of self (Anatta). The second element of Japanese Garden is the use of stones in the garden. According to the Ancient Japanese mythology, the mountains and stones create the skeletons of the Earth and symbolize permanence and immutability, and water is its blood, a symbol of the flow of life and change (5 Japanese Garden Elements). In Japanese gardens the stone element are all throughout the gardens in stone lantern and stone pagodas. First stone sculptural piece is the stone lanterns as are known as toro in Japanese they re symbolic of shedding light for a night time stroll (Fallow), while also described as being used to mark paths to tea rooms as well as to punctuate locations of water basins and entry points (Shinn 32-37). They are many various types of stone structures in a Japanese garden

Use of Facilities by Religious Groups - 1239 Words

Week 1 Case Studies David Fernandez School Law Use of Facilities by Religious Groups 1. Yes, I believe the Bible club has legitimate grounds to file suit for use of school facilities. Principal Gayle Dixon’s decision to deny the club use is based on her interpretation of the club’s charter to be discriminatory and not necessarily the law’s or districts. 2. No, I would say principal Dixon is not justified to deny use of school facilities because she is making the judgment based her beliefs and not the eye of the law’s. 3. Yes, the Bible club has the right to specify that only Christians may be club officers based on the fact that the Bible club members all agree or vote for the standards of the charter for the club.†¦show more content†¦Any exit where students leave the building or congregate before or after school should be supervised by a school official. 2. The school should be held liable for Holbrook injury of there was no school supervision provided in the area Holbrook and other student s were gathering. 3. Some facts that must be know would include: a. Was the exit used and appropriate exit from the school? b. Was there any supervision provided at this exit? c. Did school officials know students congregated there? d. Did any school official know of a threat to anyone in the school? e. Had any school official seen any signs of a threatening act about to happen? 4. If school officials knew a violent act was threatened to occur or if there should have been a school official on duty where the students were and was not, the school could be held liable for the injury. 5. If students were in an unauthorized area of school grounds the school may not be held liable or if school officials had exercised all viable options in dealing with a threatening situation. 6. As an administrator, building supervision and student/staff safety has to always be at the forefront in planning for the school day. Not doing so, can lead to the unthinkable like this situation, a schoolShow Mor eRelatedGood News Club v. Milford Central School995 Words   |  4 Pagesexamples of how a school may open their doors to public use and allows the school board to adopt their own regulations for governing their facilities. The respondent, Milford Central School, adopted 7 policies for facility use, and specifically two, which had implications in the case. (1) District residents may use the school for â€Å"instruction in any branch of education, learning, or the arts.† (2) The school is available for use â€Å"provided that such uses be non exclusive and shall be opened to the generalRead MoreFree Speech Rights, The Establishment Clause, And Their Incorporation Under The 14th Amendment1309 Words   |  6 PagesThis case involves a number of issues concerning free speech rights, the Establishment Clause, and their incorporation under the 14th Amendment. First, the Court must first decide whether the school facilities sought for use by the petitioner constitute a public for um to determine which standard of review should be applied to the State’s regulations. Upon establishing the standard of review to be used, the Court must determine whether the 1st Amendment free speech rights of the petitioner as appliedRead MoreThe Massachusetts Department Of Corrections1301 Words   |  6 Pagesand health issues. 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Fostoria Hospitals mission statement is short but meaningful. It is on all of the staff member name tags and all aroundRead MoreEssay on Religious Health Care1430 Words   |  6 PagesReligious Health Care Introduction This paper will explore and identify the strategic performances of Religion Health Care. Religion Health care operates in a community of 225,000, called Middleville and are experiencing competition from other health care facilities in the area. In order to continue to maintain their productive, quality and patient centered performance, the facility has to make sure that there are no errors in its performance and its services rendered must be at its best.Read MoreGender Separation in Public Restrooms1233 Words   |  5 PagesFor most of the general population, the decision of which restroom to use when in public is really not much of a decision at all. No thought needs to be put into it, people just choose one and go. For a transgender person deciding upon which restroom to use can be an agonizing decision to make, one that can lead to severe anxiety. Most businesses and schools have very clearly defined â€Å"men’s† and â€Å"women’s† restrooms. Within t he transgender community, it is not that black and white. A transgender personRead MoreSmerf1193 Words   |  5 Pages1. Define the term SMERF The SMERF market is known for encompassing social, military, education, religious, and fraternal organizations; however it has now evolved into SMERF including ethnic associations, events and organizations. This market segment generates room nights through sports tournaments, military reunions, religious conferences, and fraternal conferences and reunions. 2. Characteristics of SMERF ï  µ Non profit ï  µ Very price- sensitive; low rates ï  µ Meet during the slow season andRead MoreReligious Tax Exemption For The United States956 Words   |  4 PagesIn the fourth century, from 306-337, the first religious tax exemption was formed by Constantine, the Emperor of Rome, which granted the Christian church complete tax exemption from all forms of taxation, in an act of his conversion to Christianity. Now almost seventeen hundred years later churches remain tax exempt and cause a burden on the U.S. economy. Because of this burden, religious facilities should no longer remain tax exempt because churches help contribute to the U.S. debt, sell productsRead MoreCivil Liberties And Multiculturalism : The Freedom Of The Human Mind1430 Words   |  6 Pagespace in 1972 when a group of students who wanted to start a chapter of Students of a Democratic Society (SDS) at Central Connecticut State College were denied the right to organize (supreme.justia.com). Prior to this incident at the college, the SDS, a far left political or ganization with a strong anti-capitalism and establishment message, had already developed a notorious reputation throughout the country for inciting chaos at other universities (nyu.edu). For instance, the group staged a protest atRead MoreIs Religion An Effective Deterrent Against Juvenile Delinquency?1363 Words   |  6 Pagescapability to act as a deterrent, and if not then what other factors can be examined. Proverbs 22:6 (The New King James Version) reads â€Å"train up a child the way he should go, and when he is old he will not depart from it.† Though this is taken from a religious scripture, it is also a common-held belief that the things we teach our children, like saying please and thank you, honesty is the best policy and that sharing is caring, will remain with them as they get older and will guide them. But what happens

Management and Organization Linear Programming Perspective

Question: Discuss about theManagement and Organizationfor Linear Programming Perspective. Answer: Introduction The existence of long-term projections shows that an expected levels of demand of one hundred units of a particular product A and the alternative product B every day production capacity. There are constraints which can be considered as the upcoming limitations on producing the maximum expected capacity. The number of units that can be produced cannot go beyond 200 units and 170 units of product B on a daily basis. The level of utility that is required to be met in order to satisfy the shipping of these goods is a total of at least 200 calculators capable of being delivered every day.(Samuel, 2003) argued that Linear Programming 2: Theory and Extensions in Springer Series in Operations Research and Financial Engineering. Given that each unit of the scientific calculator that was supplied results to a $ 3 in loss made but every unit of B produced produce a $6 in profit made we can then determine the amount that the company can make daily in order to maximize the profits. X: stands for the units A produced while y: represents the units of B that were manufactured. In this perspective the company cannot produce a negative number of calculators hence there exists two constraints, x0 and y=/0. However in this case the problem solver can ignore the constraints because x is represented by equal or greater than 100 and y is greater than or equal to 80. (Fang, 1993)Linear Optimization and Extensions: Theory and Algorithms. This activity that was undertaken also led to a maximum: x_ 200 and y was given by the value less than or equal to 170. Combination that gives us the breakeven point where neither profit nor loss is made is x +y200 hence this justifies the fact that y-x + 200. The amount of profit that leads to the relationship will be the value that was optimized in the equation: P = -3X + 6Y. In our second scenario the representation of the system will be given by the equation that is simplified as P= -3x + 6y, currently subject to: 100x200, also do consider the value 80y170 and finally the resulting solution is y-x +200. (Daniel, 1997) said that Linear Programming 1: Introduction, Springer Series in Operations Research and Financial Engineering Our feasibility region of the graph will be as follows resulting from the computation is as follows. After the corners are put into a test there are points that are derived at (100,170), (200, 170), (200, 80), (120, 80) and (100, 100). The value that is obtainable as result of this sum is equal to P= 653 at (x, y) = (100, 170). The expected answer from the linear programming equation is 100 units of product A and 170 units of units B produced. In the above computation I have used the most optimal method to achieve the applicable and very best result. The lowest cost that was incurred in the production process has been depicted and also the highest level of profit attainable. The model has incorporated mathematics in the modules in getting the feasibility region. Cook, (1997) said that Combinatorial Optimization of functions that are in linear programming. Objective that is referred to as the linear factor has been used in minimizing and increasing the inequality constraints. Simplex method could not be the suitable method because it results to confusion and alters the proposed path of the algorithms. References Cook, W. (1997). The available combinatorial optimization of functions that are found in linear programming perspective. Winger man press. New York. Fang, S. (1993). Linear Optimization and Extensions: Theory and Algorithms. Prentice press, Upper River town. Daniel, K. (1997). Linear Programming 1: Introduction, Springer Series in Operations Research and Financial Engineering, springer press. New York. Samuel, L. (2003). Linear Programming 2: Theory and Extensions in Springer Series in Operations Research and Financial Engineering, Springer press. New York.

Sample Rhetorical Analysis Outline To Get You Started

Students often freak out when they hear the professor assigning a rhetorical analysis essay. It is considered to be one of the most challenging tasks and it sure is a little complicated, but definitely not impossible. The first step for writing a rhetorical essay is to understand exactly what it is. The reason why students find rhetorical essays to be a daunting task is the fact that writing such essays requires analysis of anything ranging from a literary work to a piece of art, or even an advertisement. The writer’s task is to analyze it and figure out the goal of the creator, author or painter, and the way he conveyed his views. The explanation also includes the extent to which he achieved his goal. However, there is absolutely no need to be intimidated by it. Once you figure out the design to follow, writing a rhetorical analysis essay will be a piece of cake. Quick Links 1. Rhetorical Analysis Essay Outline 1.1 Introduction 1.2 Thesis Statement 1.3 Tools 1.4 Body 1.5 Ethos, Pathos, Logos 1.6 Conclusion 2. Rhetorical Analysis Essay Outline Template 1. Rhetorical Analysis Essay Outline The outline for any piece of writing is just like a skeleton, keeping a human body erect and well-structured. Following the correct rhetorical analysis essay outline will make the writing process logical and ten times easier. Before you jump straight to writing, take your time to read and understand the original text carefully and analyze the information side by side. Focus on the author, his intended audience, his purpose, the setting and other details. To learn how to write a rhetorical analysis essay, continue reading the section given below. 1.1 Introduction The introduction section of your essay is the part where you inform your readers about the original text that you are going to analyze. Consider the following elements of the text when doing the analysis: Author Target audience Background context Keep this information clear and to the point by focusing on important aspects of the text only. Also, the introductory paragraph must specify whether or not the author was successful in achieving his goal. Start your introduction with an interesting hook. Briefly describe the author and the work, followed by your judgment and purpose of choosing it. Write a strong thesis statement at the end of the introduction and highlight the point that you are going to discuss in the essay. A thesis statement is the most important component of the essay as it provides a brief guide on what is going to be discussed in it. 1.2 Thesis Statement Thesis is usually one to two sentences long, written at the end of the introductory paragraph to define the purpose of your essay. The thesis statement should be clear and concise, with the sole purpose of informing the reader what to expect from your paper. Point out the tools used by the author and how they supported his argument. 1.3 Tools As mentioned above, the thesis statement must outline the tools that you are going to analyze in the essay. Typically, the authors use the following kinds of tools in their work: Simile - a direct comparison of two things by using "like" and "as." Imagery visually descriptive language. Diction the writer's choice of words and style of expression. 1.4 Body Paragraphs The body of a rhetorical analysis essay should analyze the original text, or work. Analyze how the tools used by the author helped fulfill the purpose of the text. Start each paragraph with a topic sentence that should refer back to your thesis statement and fortify it further. In addition to the topic sentence, it should also include a short quote from the original text that you will use to stress on the idea and analyze it. The body should be made up of the analysis, which should be three times more than the quoted text. The persuasive methods ethos, pathos and logos, will be used in the body paragraphs to analyze the content. Also, respond to the questions that are mentioned in the previous step and describe the strategies used by the author. You can also use quotes and findings to support your thesis. 1.5 Ethos, Pathos, Logos Did the author use rhetorical appeals such as ethos, logos, pathos? When analyzing the text, notice how the author has used them to prove his point. Ethos displays how the writer establishes reliability and integrity through tone or credentials, or both. Pathos is the use of feelings as an appeal to the audience's emotions. The writer may add pathos by using emotional language or personal stories. Logos indicates logical use of the author's ideas and how he concludes things. Make sure you keep them in your mind while analyzing your text, and employ these tips in your paper. 1.6 Rhetorical Strategies Authors use different types of rhetorical techniques or strategies in order to examine and better analyze the paragraphs and the content of the entire essay. These strategies help the authors to express their point of view by following a pattern. The most common strategies leading to an engaging rhetorical analysis include: Description Cause and Effect Process Analysis Exemplification Compare and Contrast Narration 1.7 Conclusion The concluding paragraph is the part where the reader leaves you, make sure that you address your main argument to strengthen its effect. Provide an overview of the positive and negative points of the text and state whether or not the text was effective. This was the basic outline that needs to be followed when tackling a rhetorical analysis essay. 2. Rhetorical Analysis Essay Outline Template If this is your first time dealing with such essays, then this sample rhetorical analysis essay outline template will definitely come in handy. Just go through it once and fill out the sections one by one. Rhetorical Analysis Essay Outline (PDF) Hopefully, you have understood the basics of rhetorical analysis essay outline by now and you are confident and willing to give it a try. If you want to learn more about rhetorical analysis essays, here is a detailed guide that covers everything about writing a rhetorical analysis essay. However, if you lack time or writing skills, then hand over your problems to 5staressay and the expert essay writers will take care of the rest. Whether it is a rhetorical analysis essay for your AP English class, or a research paper for a science class we have got it all covered. Reach out to us today and enjoy quality work!

Free Essays on Pros And Cons Of Ritalin

Pro’s and Con’s of Ritalin ADHD stands for attention deficit hyperactivity disorder. It occurs in childhood and causes children to become excessively hyper and chaotic. The symptoms are controlled by stimulants. The most popular would be Ritalin. And as we have been told a few times in class, Ritalin was made before ADHD was even discovered. This sparks many questions as to why it was produced and how people know it is the right drug for this disease. Ritalin has many good aspects that appear to help children with ADHD, but some believe it also has some terrible side affects that aren’t worth the treatment. According to Russell A. Barkley PhD, between 70 and 90% of children treated with Ritalin improve in their behavior.(p.253) Barkley has also stated that between 600,000 and 1 million children annually may be using Ritalin at the school-age.(p.258) Ritalin reduces restlessness therefore increasing attention span with class assignments helping both teacher and student. Aggression, noisiness, and disruptive behaviors are declined. Ritalin improves social behavior by lessening the intensity felt between the child and other beings. Ritalin is entered and eliminated from your bloodstream in 24 hours. So not only does it work as a stimulant fast if an allergies were to show up it would be out of the bloodstream within the 24 hours. Rethinking Ritalin states a story about a woman whose child had such bad temper tantrums accompanied with his ADHD that she had to remove him from preschool. So as a last resort she put her child on Ritalin and, â€Å"It worked so fast it was like Dr. Jekyl and Mr. Hyde,† she stated. Ritalin seems to have some pretty good reasons to be the drug for ADHD sufferers but let’s explore some of the downsides. Just to have this medicine work properly it must be taken several times a day every day to have the correct effects. ADHD is such an obscure disorder that it is hard to know what do... Free Essays on Pro's And Con's Of Ritalin Free Essays on Pro's And Con's Of Ritalin Pro’s and Con’s of Ritalin ADHD stands for attention deficit hyperactivity disorder. It occurs in childhood and causes children to become excessively hyper and chaotic. The symptoms are controlled by stimulants. The most popular would be Ritalin. And as we have been told a few times in class, Ritalin was made before ADHD was even discovered. This sparks many questions as to why it was produced and how people know it is the right drug for this disease. Ritalin has many good aspects that appear to help children with ADHD, but some believe it also has some terrible side affects that aren’t worth the treatment. According to Russell A. Barkley PhD, between 70 and 90% of children treated with Ritalin improve in their behavior.(p.253) Barkley has also stated that between 600,000 and 1 million children annually may be using Ritalin at the school-age.(p.258) Ritalin reduces restlessness therefore increasing attention span with class assignments helping both teacher and student. Aggression, noisiness, and disruptive behaviors are declined. Ritalin improves social behavior by lessening the intensity felt between the child and other beings. Ritalin is entered and eliminated from your bloodstream in 24 hours. So not only does it work as a stimulant fast if an allergies were to show up it would be out of the bloodstream within the 24 hours. Rethinking Ritalin states a story about a woman whose child had such bad temper tantrums accompanied with his ADHD that she had to remove him from preschool. So as a last resort she put her child on Ritalin and, â€Å"It worked so fast it was like Dr. Jekyl and Mr. Hyde,† she stated. Ritalin seems to have some pretty good reasons to be the drug for ADHD sufferers but let’s explore some of the downsides. Just to have this medicine work properly it must be taken several times a day every day to have the correct effects. ADHD is such an obscure disorder that it is hard to know what do...

What the Hertzsprung-Russell Diagram Reveals about Stars

What the Hertzsprung-Russell Diagram Reveals about Stars The stars are the most amazing physical engines in the universe. They radiate light and heat, and they create chemical elements in their cores. However, when observers look at them in the night sky, all they see are thousands of pinpoints of light. Some appear reddish, others yellow or white, or even blue. Those colors actually give clues to the temperatures and ages of the stars and where they are in their life-spans. Astronomers sort stars by their colors and temperatures, and the result is a famous graph called the Hertzsprung-Russell Diagram. The H-R diagram is a chart that every astronomy student learns early on. Learning the Basic H-R Diagram Generally, the H-R diagram is a plot of  temperature vs. luminosity.  Think of luminosity as a way to define the brightness of an object. Temperature is something were all familiar with, generally as the heat   of an object. It helps define something called a stars spectral class, which astronomers also figure out by studying the wavelengths of light that come from the star. So, in a standard H-R diagram, spectral classes are labeled from hottest to coolest stars, with the letters O, B, A, F, G, K, M (and out to L, N, and R). Those classes also represent specific colors. In some H-R diagrams, the letters are arranged across the top line of the chart. Hot blue-white stars lie to the left and the cooler ones tend to be more toward the right side of the chart. The basic H-R diagram is labeled like the one shown here. The nearly diagonal line is called the main sequence. Nearly 90 percent of the stars in the universe exist along that line at one time in their lives. They do this while they are still fusing hydrogen to helium in their cores. Eventually, they run out of hydrogen and start to fuse helium.  Thats when they evolve to become giants and supergiants. On the chart, such advanced stars end up in the upper right corner. Stars like the Sun may take this path, and then ultimately shrink down to become white dwarfs, which appear in the lower left part of the chart. The Scientists and Science Behind the H-R Diagram The H-R diagram was developed in 1910 by the astronomers Ejnar Hertzsprung and Henry Norris Russell. Both men were working with spectra of stars- that is, they were studying the light from stars by using spectrographs. Those instruments break down the light into its component wavelengths. The way the stellar wavelengths appear gives clues to the chemical elements in the star. They can also reveal information about its temperature, motion through space, and its magnetic field strength. By plotting the stars on the H-R diagram according to their temperatures, spectral classes, and luminosity, astronomers can classify stars into their different types. Today, there are different versions of the chart, depending on what specific characteristics astronomers want to chart. Each chart has a similar layout, with the brightest stars stretching up toward the top and veering off to the top left, and a few in the lower corners. The Language of the H-R Diagram The H-R diagram uses terms that are familiar to all astronomers, so its worth learning the language of the chart. Most observers have probably heard the term magnitude when applied to stars. Its a measure of a stars brightness. However, a star might appear bright for a couple of reasons:   it could be fairly close and thus look brighter than one farther away; and  it could be brighter because its hotter. For the H-R diagram, astronomers are mainly interested in a stars intrinsic brightness- that is, its brightness due to how hot it actually is. Thats why luminosity (mentioned earlier) is plotted along the y-axis. The more massive the star is, the more luminous it is. Thats why the hottest, brightest stars are plotted among the giants and supergiants in the H-R Diagram. Temperature and/or spectral class are, as mentioned above, derived by looking at the stars light very carefully. Hidden within its wavelengths are clues about the elements are in the star. Hydrogen is the most common element, as shown by the work of astronomer Cecelia Payne-Gaposchkin in the early 1900s. Hydrogen is fused to make helium in the core, so thats why astronomers see helium in a stars spectrum, too. The spectral class is very closely related to a stars temperature, which is why the brightest stars are in classes O and B. The coolest stars are in classes K and M. The very coolest objects are also dim and small, and even include brown dwarfs. One thing to keep in mind is that the H-R diagram can show us what stellar type a star can become, but it doesnt necessarily predict any changes in a star. Thats why we have astrophysics - which applies the laws of physics to the lives of the stars.

Expansion and Mergers Essay Example | Topics and Well Written Essays - 1000 words

Expansion and Mergers - Essay Example 356). In this regard, a natural monopoly may have adverse effects on the market economy once organizations engage in anticompetitive practices aimed at locking out their competitors out of business. In addition, the monopoly may engage in other practices like fixing prices of goods, which is not the ideal situation in a free market. On the contrary, government regulation is crucial in dealing with excessive competition practices in the market economy (Carroll & Buccholt, 2011, p. 358). In this case, firms will engage in setting prices below unprofitable levels forcing some firms out of business while the remaining firms will raise their prices resulting to products that are too expensive for the consumers. Government regulation is important in controlling negative externalities in a market economy (Carroll & Buchholtz, 2011, p. 357). By definition, Hackette and Moore (2011) defined â€Å"a negative externality as an uncompensated harm to others in a society that is generated as a by -product of production and exchange† (p. 61). It is evident that production of good has many by-products with some being harmful while the manufacturer does not pay for the harm caused. In effect, the manufacturer produces more products and earns more profits without catering for the harmful effects of the by-products. In this case, governments will always regulate such industries in order to ensure businesses do not risk the lives of others while making more profits. Rationale for the Government Intervention in the US Market Process As earlier indicated, governments regulate businesses to ensure that there was no market dominance by a monopoly. According to Geroski and Jacquemin (1985), dominance of a business firm goes hand-in-hand with the ability of the firm to exploit a strategic advantage to gain a large share of the market at the expense of its business rivals (as cited in George & Jacquemin, 1992, p. 150). In this regard, it is possible for business firms to use antico mpetitive strategies and try to edge out their competitors. Although the US is a free market, it is important for the government to intervene and ensure that all businesses engaged in ethical business practices. Since the US is a free market, it is important for the forces of demand and supply to determine the market price of goods and services. In this case, it is important for the government to regulate businesses in industries that fixed prices below the profit making levels in order to get rid of their competitors, in the US. In this regard, the government's failure to regulate makes the businesses eliminate their competitors and only raise the price of goods once their competitors are not in the market. In effect, these unethical practices do not provide for a competitive market environment. Therefore, this emphasizes the importance of government intervention in the form of regulation to ensure the forces of demand and supply remained as the important factors in determining the prices of goods and services. Self-Expansion Complexities on Capital Projects The underlying complexity currently facing any capital project in the US is obtaining capital required for expansion after the recent recession. According to LaBonte (2009), the weak economy and competition from other manufacturers led to decreased market share of the US automobile industry. In addition, the recession had an effect on credit facilities in the country. In this regard, LaBonte (2009) noted, â€Å"The recession had made credit facilities less available, which may have limited the ability of auto manufacturers and suppliers to finance their

Dominican Republic Essay Example | Topics and Well Written Essays - 500 words

Dominican Republic - Essay Example Such news includes stories portraying the negativity of Haitians and their poor way of life. This negative depiction of Haitians plays a major role in instilling antihaitinismo among the Dominican people. Haiti’s politics is portrayed as bad and viewed as a political failure by the Dominican press. All the media wants is negative news about Haiti so as to make great headlines and, as a result, make money by attracting many readers. Political cartoons are very common in print media and are used to give news that are hard to spread in words. Such news is greatly exaggerated to come up with cartoons that will be attractive enough for news consumers among the Dominican People. The negative news portraying antihaitinismo in the Dominican Republic is mostly false, but due to the media restriction within the Dominican Republic, the Dominican people tend to believe it to be true. In fact, very few Dominican reporters know the truth about Haiti. The rest only give news based on seconda ry sources, rather than firsthand experience or sources. None of them has been to Haiti to experience their way of life and to give a true account of it (Sagas, 2003). During the Trujillo error, antihaitinismo was an ideology, fitting the totalitarian model. The dictatorship required and ideology to dwell on, and on which to misguide the people and into hating the Haitians. The Trujillo error molded antihaitinismo into a system that was to be loathed. It was depicted as having a very great difference with Dominican ways. This propaganda against Haiti was instilled into Dominicans for decades, around thirty-one years.It means that, some people were born among the Dominican people when the propaganda was still on and lived a great part of their lives under a dictatorship that instilled it into them.It created a nation that had fully embraced antihaitinismo. Such a generation becomes hard to modify their mindset or view towards

Study of Peak Oil and Gas Essay Example for Free

Study of Peak Oil and Gas Essay In 2004, the world production of oil was estimated at just over 29. 7 Bbl. The corresponding world consumption for oil during the same period was estimated at 29. 6 Bbl of oil, leaving a surplus of just under 0. 1 Bbl at the end of the year. In the United States, one of largest consumer markets for oil and oil products, from the first week in September 2004 to the first week in September 2005, gasoline prices increased by a staggering $1. 22 per gallon to $3. 12 before dropping to $2. 25 on November 21, 2005. These figures are quite staggering considering that contracts for crude changed hands at 10 USD/barrel in 1999. With the emergence of China in the global market and its increasing demand for oil, it is projected that unless oil companies are able to increase the world production by investing investment in oil and natural-gas production oil prices could increase exponentially over the next ten (10) years. The obvious factor in determining the supply of oil in the world is the amount of oil that can actually be extracted and processed. Oil is essentially a non-renewable energy source and cannot be replenished once it has been extracted from the ground. The role of oil companies and countries is not in the actual production of oil but in it rationing. A network of scientists called the Association for the Study of Peak Oil and Gas (ASPO) which is affiliated with a wide array of global institutions and universities studies the depletion rate of oil. ASPO studies concern themselves in determining the date and impact of the peak and decline of the world’s production of oil and gas, due to resource constraints. The ASPO uses the â€Å"Peak Oil Theory† or the â€Å"Hubbert Peak Theory† which is a method of modeling known oil reserves and production rates and routinely used by oil companies to predict future yields of existing oil fields (Legget, 2005). Using this model, it has been projected that the world oil production growth trends, in the short term, have been decreasing over the last 18 months. Average yearly gains in world oil production from 1987 to 2005 were 1. 2 million barrels per day (mbbl/d) (1. 7%). Global production averaged 84. 4 mbbl/d in 2005, up only 0. 2 mbbl/d (0. 2%), from 84. 2 mbbl/d (13. 4 million m? /d) in Q4 2004 (Legget, 2005). ASPO predicts that conventional plus unconventional oil production will peak around 2007 What this data basically means is that the current supplies of oil all over the world are being depleted and newer sources have not yet been discovered. To bring the supply of oil up again, oil companies must invest more in locating more oil fields and also develop new technologies to improve the current refining processes to allow for a more efficient production of oil. This first factor in the supply of oil is basically dependent on the actual amount of oil that can be produced and processed and also considers the capacity of oil companies to refine oil more efficiently and to tap other sources of oil (Deffeyes, 2005). This factor however also heavily depends on the capital investments that oil companies make in the oil industry. One of the main factors which affect the demand for oil is the price of oil. But given the fact that oil is a necessary resource and that it is a non-renewable energy sources, the supply can basically only remain at a certain â€Å"Peak† level depending on the amount which can actually be processed and the demand also remains at a certain level even if oil prices continue to rise (Case, 1999). Ordinarily, if the resources were renewable, there would be perfect elasticity between the supply and the demand in proportion to the increase or change in the price. Therefore, if the price of oil were to increase, it would theoretically result in the demand for oil to decrease (Case, 1999). This assumption however cannot be applied to the case of oil because, as mentioned earlier, oil is a non-renewable resources and remains as the primary source of energy in the world today. This shows the inelastic demand for oil. The reason for this is that since oil remains the main energy source in most countries, the demand for oil will remain constant despite the changes in the price of oil (Case, 1999). While theoretically it is expected that there will be a greater demand for oil if the price decreases, it is important to factor in the fact that more governments around the world are implementing energy saving policies as well as trying to reduce to dependence on oil as an energy source by developing alternative sources of energy (hybrid cars, solar power, hydroelectric power) (Simmons, 2005). The fact that oil is a non-renewable resource must also be considered. The next factor which affects demand for oil is the availability of alternative energy sources which are cheaper (Bilgen, 2004). The presence of substitutes in a market allows the demand for oil to decrease if the price continues to increase (Case, 1999). Before discussing this factor, it is important to remember that the development of alternative energy sources is not in proportion to the increasing rate of demand for oil. The presence of substitutes in a market affects demand because any increase in the price of the commodity means that the consumers have an alternative and can lower their demand for the commodity and purchase the substitute instead (Case, 1999). The same principle applies for oil except that it must be remembered that the development of these substitutes or alternative sources of energy takes a considerably longer amount of time than conventional substitutes. However, under the assumption that there are already alternative sources of energy available in the market, it can be expected that the demand will react accordingly to any increase in the price of oil. The dependence on oil as an energy source will decrease thus reducing the demand for oil in proportion to the price increases (Pimentel, 1998). The challenge remains however for countries and governments to find ways to find alternative energy sources to reduce the world dependence on oil as an energy source and ease the burden that the increasing prices have on the consumer. While the government may effectively regulate its use, the best solution is still in the development of energy substitutes for the market (Pimentel, 1998). Other factors which also have an effect on the demand for oil are things such as the government regulations on the use of fossil fuels, energy saving campaigns and environmental regulations. The government can implement these measures by increasing taxes or imposing fines. The effect that this has on demand is simple. The government regulations effectively reduce demand because the consumers are restricted from buying more oil. By encouraging the implementation of energy saving policies, oil consumption is also greatly decreased thus affecting the demand. The demand for oil therefore is affected by many factors such as price, availability of substitutes, and government intervention in the form of taxes, energy regulations and price controls. References: Bahree, B. (2006) Investment by Oil Industry Stalls November 8, 2006 Wall Street Journal November 2006 Bilgen, S. and Kaygusuz, K. (2004) Renewable Energy for a Clean and Sustainable Future, Energy Sources 26, 1119 Case, K. and Fair, R. (1999). Principles of Economics (5th ed. ). Prentice-Hall Deffeyes, K. (2005). Beyond Oil: The View from Hubberts Peak. Hill and Wang publishing House. Hill and Wang United States Leggett, J. (2005). The Empty Tank: Oil, Gas, Hot Air, and the Coming Financial Catastrophe. Random House. Pimentel, D. (1998). Energy and Dollar Costs of Ethanol Production with Corn Hubbert Center Newsletter, 98/2. M. King Hubbert Center for Petroleum Supply Studies, p. 8. Simmons, M. (2005). Twilight in the Desert: The Coming Saudi Oil Shock and the World Economy. Random House

Life Is Difficult :: essays research papers

Feburary 24th, 2004 two days beffore my first draft is due. For my personal essay. I've chose number 3 for my question but how do i answer...so many people I look up to and so many lessons learned. Walked in the door of my Grandmother's house, it was cold you could feel the chill go down your spine and the goose bumps forming on your arms. My mom had dropped me off. It had only been five mintues and i already missed her. Do I miss her cause she's the only one on my side that knows how I am feeling or is it because she's going away for vacation? Well my mom is gone she had planned for my uncle Dave to pick me up for the next two weeks aand my god mother would pick me up the two following weeks after. But there was a misunderstanding with my aunt obviously. She had asked me who was going to drive me for the first two days of school. She has told me my mother said Dave was, so of course I told her that Dave was. My grandmother had decided for us to call Dave and make sure what was going on. I was like whatever I dont mind because theirs nothing wrong with making sure. Time had passed, dinner had been served. Me and my aunt had already been on bad terms since I was young. Anyways lets get back to what i was saying. Nine o' clock has hit just doing what I have to do in my room by myself. It got closwer and closer...time. The later it got the worse things would get. I could feel it in my heart something bad was going to happend to me. Bump bump bump..BOOM! Someone swings my door open. Already i knew somethings wrong. By the teffifying look on her face. Then she apporached me in a hoarse tone of voice saying "Go to bed". I said to her in a very calm voice and said "Welll its only nine thirty and i dont go to bed until ten thirty". The voice got even more demanding "As long your in this house you sleep at nine thirty". I had said nothing, afarid I would make things worse. She asked has my mother left on the plane yet. I said "No I had jus got of the phone with her".

Price Discrimination Essay

A seller charging competing buyers different prices for the same â€Å"commodity† or discriminating in the provision of â€Å"allowances† — compensation for advertising and other services — may be violating the Robinson-Patman Act. This kind of price discrimination may give favored customers an edge in the market that has nothing to do with their superior efficiency. Price discriminations are generally lawful, particularly if they reflect the different costs of dealing with different buyers or are the result of a seller’s attempts to meet a competitor’s offering. The Supreme Court has ruled that price discrimination claims under the Robinson-Patman Act should be evaluated consistent with broader antitrust policies. In practice, Robinson-Patman claims must meet several specific legal tests: 1.The Act applies to commodities, but not to services, and to purchases, but not to leases. 2.The goods must be of â€Å"like grade and quality.† 3.There must be likely injury to competition (that is, a private plaintiff must also show actual harm to his or her business). 4.Normally, the sales must be â€Å"in† interstate commerce (that is, the sale must be across a state line). Competitive injury may occur in one of two ways. â€Å"Primary line† injury occurs when one manufacturer reduces its prices in a specific geographic market and causes injury to its competitors in the same market. For example, it may be illegal for a manufacturer to sell below cost in a local market over a sustained period. Businesses may also be concerned about â€Å"secondary line† violations, which occur when favored customers of a supplier are given a price advantage over competing customers. Here, the injury is at the buyer’s level. The necessary harm to competition at the buyer level can be inferred from the existence of significant price discrimination over time. Courts may be starting to limit this inference to situat ions in which either the buyer or the seller has market power, on the theory that, for example, lasting competitive harm is unlikely if alternative sources of supply are available. There are two legal defenses to these types of alleged Robinson-Patman violations: (1) the price difference is justified by different costs in manufacture, sale, or delivery (e.g., volume discounts), or (2) the price concession was given in good faith to meet a competitor’s price. The Robinson-Patman Act also forbids certain discriminatory allowances or services furnished or paid to customers. In  general, it requires that a seller treat all competing customers in a proportionately equal manner. Services or facilities covered include payment for or furnishing advertising or promotional allowances, handbills, catalogues, signs, demonstrations, display and storage cabinets, special packaging, warehousing facilities, credit returns, and prizes or free merchandise for promotional contests. The cost justification does not apply if the discrimination is in allowances or services furnished. The seller must inform all of its competing customers if any services or allowances are avai lable. The seller must allow all types of competing customers to receive the services and allowances involved in a particular plan or provide some other reasonable means of participation for those who cannot use the basic plan. A more detailed discussion of these promotional issues can be found in the FTC’s Fred Meyer Guides. Under certain circumstances, a buyer who benefits from the discrimination may also be found to have violated the Act, along with the seller who grants the discrimination, if the buyer forced, or â€Å"induced,† the seller to grant a discriminatory price. Although proof of a violation of the Robinson-Patman Act often involves complex legal questions, businesses should keep in mind some of the basic practices that may be illegal under the Act. These include: †¢below-cost sales by a firm that charges higher prices in different localities, and that has a plan of recoupment; †¢price differences in the sale of identical goods that cannot be justified on the basis of cost savings or meeting a competitor’s prices; or †¢promotional allowances or services that are not practically available to all customers on proportionately equal terms. Under the Nonprofit Institutions Act, eligible nonprofit entities may purchase — and vendors may sell to them — supplies at reduced prices for the nonprofit’s own use, without violating the Robinson-Patman Act. The Health Care Services & Products Division issued a recent advisory opinion discussing the application of this exemption to pharmaceutical purchases by a nonprofit health maintenance organization. Q: I operate two stores that sell compact discs. My business is being ruined by giant discount chains that sell their products for less than my wholesale cost. What can I do? A: Discount chains may be able to buy compact discs at a lower wholesale price because it costs the manufacturer less, on a per-unit basis, to deal with large-volume customers. If so, the manufacturer may have a â€Å"cost justification† defense  to the differential pricing and the policy would not violate the Robinson-Patman Act. Q: One of my suppliers is selling parts at its company-owned store at retail prices that are below the wholesale price that it charges me for the parts. Isn’t this illegal? A: The transfer of parts from a parent to its subsidiary generally is not considered a â€Å"sale† under the Robinson-Patman Act. Thus, this situation would not have the required element of sales to two or more purchasers at different prices. †¢Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Definition of ‘Price Discrimination’ A pricing strategy that charges customers different prices for the same product or service. In pure price discrimination, the seller will charge each customer the maximum price that he or she is willing to pay. In more common forms of price discrimination, the seller places customers in groups based on certain attributes and charges each group a different price. Investopedia explains ‘Price Discrimination’ Price discrimination allows a company to earn higher profits than standard pricing because it allows firms to capture every last dollar of revenue available from each of its customers. While perfect price discrimination is illegal, when the optimal price is set for every customer, imperfect price discrimination exists. For example, movie theaters usually charge three different prices for a show. The prices target various age groups, including youth, adults and seniors. The prices fluctuate with the expected income of each age bracket, with the highest charge going to the adult population. Price Discrimination When you were young, did you ever order from the children’s menu in a restaurant? When a family with small children goes to a restaurant, they are often given a children’s menu in addition to the regular menu. If they order two similar items, one from each menu, they will find that the item ordered from the children’s menu will be a bit smaller, but its price will be much smaller. In fact, it would often be worthwhile for the entire family to order from the children’s menu, but they cannot. Restaurants usually only allow children to order from it.1 Why do restaurants use children’s menus?  Economists doubt that restaurant owners have a special love for children; they suspect that the owners find offering children’s menus to be profitable. It can be profitable if adults who come to restaurants with children are, on the average, more sensitive to prices on menus than adults who come to restaurants without children. Children often do not appreciate restaurant food and service, and often waste a large part of their food. Parents know this and do not want to pay a lot for their child’s meal. If restaurants treat children like adults, the restaurants may lose customers as families switch to fast-food restaurants. If this explanation is correct, then restaurants price discriminate.2 A seller price discriminates when it charges different prices to different buyers. The ideal form of price discrimination, from the seller’s point of view, is to charge each buyer the maximum that the buyer is willing to pay. If the seller in our monopoly example could do this, it could charge the first buyer $7.01, the second buyer $6.51, etc. In this case the marginal revenue curve becomes identical with the demand curve. The seller will sell the economically efficient amount, it would capture the entire consumers’ surplus, and it would substantially increase profits. The Simple Analytics of Monopoly-Repeated OutputMarginal CostMarginal Benefit Every seller would price discriminate if there were not two major obstacles standing in the way. First, the seller must be able to distinguish between those buyers who are willing to pay a high price from those who are not. Second, there must be substantial difficulty for a low-price buyer to resell to those willing to buy at a high price.3 Because price discrimination is potentially profitable, businesses have found many ways to do it. Theaters often charge younger customers less than adults. Doctors sometimes charge  the rich or insured patient more for services than they charge the poor or uninsured. Grocery stores have a lower price for people who bother to check the newspaper and clip coupons. Some companies, such as firms selling alcoholic beverages, produce similar products but try to promote one as a prestige brand with a much higher price. Electric utilities usually charge lower rates to people who use a lot of electricity (and thus probably have electric stoves and water heaters) than they do to those who use only a little electricity (and who probably have gas stoves and water heaters). Banks offer special interest rates on Certificates of Deposit (CDs) that will not be obtained when one lets a CD roll over. People who are more sensitive to interest rates will take the time and effort to personally renew each maturing CD. To the extent that businesses find ways to price discriminate, they eliminate the triangle of welfare loss and approach the economically efficient amount of production. Thus, the mere existence of monopoly does not prove there is economic inefficiency.

PHI 208 What Is Philosophy Essay

Many philosophers insist that our most strongly held beliefs should be examined and critically evaluated. Using the required text and outside sources, explain what philosophers mean when they say that beliefs need justification? If you are having trouble making friends on campus, get involved in a club or two. Find any organized activity that you are interested in, and you will automatically be spending time with other students who share at least one of your passions. It can be helpful to have friends who are fellow students but not your immediate classmates. This work PHI 208 What Is Philosophy includes composition on philosophy meaning Philosophy – General Philosophy Many philosophers insist that our most strongly held beliefs should be examined and critically evaluated. Using the required text and outside sources, explain what philosophers mean when they say that beliefs need justification? If you are having trouble making friends on campus, get involved in a club or two. Find any organized activity that you are interested in, and you will automatically be spending time with other students who share at least one of your passions. It can be helpful to have friends who are fellow students but not your immediate classmates. This work PHI 208 What Is Philosophy includes composition on philosophy meaning Philosophy – General Philosophy Many philosophers insist that our most strongly held beliefs should be examined and critically evaluated. Using the required text and outside sources, explain what philosophers mean when they say that beliefs need justification? If you are having trouble making friends on campus, get involved in a club or two. Find any organized activity that you are interested in, †¦ Search for more tutorials here – https://bitly. com/1wyS4ob If you are having trouble making friends on campus, get involved in a club or two. Find any organized activity that you are interested in, and you will automatically be spending time with other students who share at least one of your passions. It can be helpful to have friends who are fellow students but not your immediate classmates. Philosophy – General Philosophy Many philosophers insist that our most strongly held beliefs should be examined and critically evaluated. Using the required text and outside sources, explain what philosophers mean when they say that beliefs need justification? †¦

The Border Fence Argument

The Border Fence Argument Free Online Research Papers The talk of a border fence can be heard in all aspects of life. Opinions on the matter vary, but there are basically two sides. One group argues to build, the other screams not to. This paper will try to explain both sides of the equation by exploring the minds of some of the people leading the debates. To begin with let’s look at the pro-fence argument. The well publicized Minutemen are considered by there peers as being on the front line on this issue. What is surprising is how so few of these people want recognition for their actions. There is hardly a single name available in the works cited on their website. However, their ideas are prevalent. They think that it is of utmost importance to build this fence for our protection, as a country, against terrorism and the influx of illegal aliens. (Minutemen Border Fence) With the help of congressman like Duncan Hunter the minutemen and their supporters seem to gain steam and move on with the building of border fences. Hunter has a website devoted to keeping the public informed on the progress of the border fence and his efforts to keep the project rolling. (Hunter) These people are sincere in their concerns about border security and feel they are doing a public service by insisting that the fence be built and the illegal aliens and terrorist stay out of this country. The crime rate in border towns being well above average, and the crimes committed by illegal alien’s fuel this volatile situation even further. (Border Fence Project.Com) In addition to the previous arguments, other supporters believe that the fence would supply jobs to some Americans. (Border Fence Project.Com) With the economy going the way it is, this argument may appeal to some. This is not a major reason, but it does weigh on the minds of a few fence supporters. With the construction it would take to build a fence of this length one must assume there would be many openings for work. For a change of pace let’s discuss the anti-fence movement. Most of the people on this side cry of the legality of a border fence. Many laws have been ignored or changed so that this wall could be built. For instance environmental laws have been waived by congress in order to complete the border fence. (Liptak) On top of this Homeland security flatly says it will go around state and federal laws to in an effort to finish the fence. (Marosi) With this kind of blatant disregard for the law and absolute inconsideration for the people there is no wonder why many are turned off by the department’s heading the fence project. Another topic for consideration is the effect on the economy if illegal aliens no longer bought or sold goods in our country. The tax revenue on sales are said to keep some of the border towns above water. Without that revenue many towns would either have to raise taxes, or cut back on many projects such as road maintenance. In conclusion, the widely debated fence is being built whether or not you like it. Agree or disagree, our government has seen this as a must in today’s world. The powers that be are willing to break their own laws to get the fence built and the best thing we could do is accept it. What other option is there? After all we did elect these folks to do what they feel is best for us. Border Fence Project.Com. 2005-2008. 14 April 2008 . Hunter, Duncan. Fence, Light, Border Patrol. 26 October 2006. 14 April 2008 . Liptak, Adam. Power to Build Border Fence Is Above the Law. 8 April 2008. 14 April 2008 . Marosi, Richard, Nicole Gaouette. Environmental rules waived for Mexican border fence, L.A. Times. 2 pril 2008. 14 April 2008 . Minutemen Border Fence. 2005. 14 April 2008 . Research Papers on The Border Fence ArgumentUnreasonable Searches and SeizuresNever Been Kicked Out of a Place This NiceThe Effects of Illegal ImmigrationQuebec and CanadaComparison: Letter from Birmingham and CritoBionic Assembly System: A New Concept of SelfPETSTEL analysis of IndiaAnalysis of Ebay Expanding into AsiaCapital Punishment19 Century Society: A Deeply Divided Era

Synthesis Writing Steps

Synthesis Writing Steps Synthesis Writing Steps Synthesis Writing Steps Useful tips writtenby custom essay writing company: Thoroughly read each of your sources and look up anything that you dont understand. Notate or write out the main ideas in each source: Review the main ideas for each source and start to determine how they relate to each other. The following questions can help you make this determination: Do the ideas in the sources support each other or contradict each other? Do the ideas in the sources form a cause-and-effect relationship? Do the ideas in one source explain or exemplify the ideas in another source? Do the ideas in one source pick up where the ideas in another source end? Do the sources examine the same topic from different perspectives? Choose how you want to use the information in the sources. Thinking about the following questions can help you decide: Can I use the information to explain something? Can I use the information to prove something? Can I show how the sources contradict each other or present different perspectives? Can I explain the significance of the information? Can I use the information to support my own experience or observation You may either paraphrase (state the ideas of your sources in your own words) or quote the material. In either case, make sure you use the correct documentation style to give credit to your sources. The writer of a synthesis, then, starts with a clear thesis in the introductory paragraph and identifies the essays main idea. Then, the writer makes sure to credit the sources he or she consulted by including the writers name and essays title. The writer then undergoes a similar process when a paraphrase of a sources ideas is used. Finally, the conclusion offers a complete summary of the argument. Popular posts: Term Papers and Report Outline for a Term Paper Long Term Paper 10 Pages Biology Term Paper Student Research Paper

Nursing research Essay Example | Topics and Well Written Essays - 1000 words - 3

Nursing research - Essay Example Savory and Bennett (2006) noted that effective management of pain starts with ensuring accuracy during the assessment and evaluation of pain in children. While the most fundamental approach of evaluating and assessing pain is through self-reporting, it is evident that children are not able to communicate the pain they experienced to their mothers and healthcare professionals. In effect, Savory and Bennett (2006) identifies the importance of effective training of nurses who took care of children in order to ensure that the nurses understood the behavioral and physiological approach towards assessment and evaluation of pain in children, which underlines the importance of a pain nurse who will be visiting the wards each day. On the other hand, Twycross (2010) identified the importance of a pain nurse visiting the pediatric ward and noted that the nurse provides support to other nurses in the ward to make decisions regarding the assessment and evaluation of pain in children. In effect, t he pain nurse reduces stress associated with decision-making in regard to the intervention measures that the nurses use to asses, control, and manage pain in children. The American Academy of Pediatrics (AAP) and the American Pain Society (APS) (2001) noted that effective pain management should â€Å"involve families and tailor interventions to the individual child† (p.794). In this regard, tailoring the interventions to the individual child requires the parents input since the parents understand their children more than the healthcare practitioners understood these children under their care. In support of this proposition, Savory and Bennett (2006) noted that parents can provide nurses with their children’s â€Å"likes and dislikes, hobbies, and home environment† in order to tailor the intervention to the individual child. On the other hand, it is evident that parents understand the level of their child’s cognition and they have an existing trusting rela tionship with the children. In effect, parents play an important role of helping the nurses assess their children’s pain. Conversely, it is evident that parents provide the essential therapeutic touch during the process of pain management and control by comforting their children. In effect, this improves the management and control of pain in children. Internal and external validity Twycross (2011) study was qualitative in nature and involved carrying out a literature review using the British Nursing Index, CINAHL, and Medline in order to develop the literature. In effect, the findings of the research have both internal and external validity since the literature conducted used peer-reviewed articles published in the last fifteen years before the research study. In line with this, the study evaluated pain assessment procedures, pain control procedures, and pain management approaches used in children. Importantly, the pain management approaches that the research provided are app licable in all children regardless of their location or any other prevailing factors such as race, ethnicity, and their parents’ economic class. The American Academy of Pediatrics (AAP) and the American Pain Society (APS) (2001) carried a similar research study to Twycross in terms of the research design. In line with this, the researchers engaged in carrying out the study investigated the issue of pain management

If Technology Has Revolutionized the Way We Work Using Two Concepts Essay - 1

If Technology Has Revolutionized the Way We Work Using Two Concepts Which Are Information Systems and Information Technology - Essay Example It is evidently clear from the discussion that information systems and information technology have significantly changed people’s personal lives as well as how people work. The business world has revolutionized almost beyond people’s recognition within the past decades. Technology, both in terms of information systems and information technology has changed the face of the workplace and also increased the pace with which people work. Information systems can be defined as the totality of the tools, procedures, and techniques that are used by businesses to process data. At the turn of the century, Frederick Taylor introduced the concept of scientific management as an aspect of the successful business organization. His thoughts and works, popularly referred to as Taylorism, have guided managers towards success in organizations by using technologies, for instance, Henry Ford in the Automobile market. Information science has led to transformations in many industries where wor k is accomplished through small and more focused enterprise networks. Today, organizations use information systems in their operations to enhance competitiveness and enable business growth and success. Different organizations have different information systems because of varying information needs, but implement them to achieve the competitive advantage by ensuring that they achieve continuous improvement. Information technology can be defined as the use of telecommunication tools to retrieve, create, distribute and store information. Information technology has significantly changed how people work. Information technology in terms of computer-aided design, spreadsheets, relational database technologies and word processing software have all provided ease in terms of conducting different works by increasing efficiency, effectiveness and also the time is taken to do a particular job. The internet has been of particular difference in work environments.

Persuasive speech Essay Example | Topics and Well Written Essays - 500 words - 3

Persuasive speech - Essay Example They are made to think that they have to look a certain way and fit in a certain mold to be considered a real woman. (Wolf 89) Is this the kind of treatment that we really want? What will become of our society if we continue to feed such insecurities and impossible standards of beauty? Women should not be subject to any form of standard or expectation, because not only does it ruin their confidence in their own bodies, it also creates in them the idea that they are less human if they do not have thigh gaps. It is incredibly unfair to put these kinds of criteria on them, because it limits them from feeling beautiful just the way they are. It also creates in the female race a sort of discriminative separation between the thin and fat. What makes it worse is that the benchmarks of aesthetics never really lasts a long time. If these standards change, women must again adjust and change to fit the society’s new idea of beauty. A long time ago, there was a time when the plump women were considered the most beautiful girls. However, as hundreds of years have passed, we have seen a great shift in the perception of beauty. Now, stick-thin girls are being looked up to as models for aesthetic perfection – girls with twenty-inch waistlines, projecting collarbones, and apparent thigh gaps. (Blood, 11) As we have witnessed in the recent years, more and more young teenage girls have battled with multiple eating disorders, and mental or psychological problems because of the issue on self-image. There is an increasing number of girls today that are suffering from disorders such as anorexia and bulimia. Many have also resolved to cutting and even suicide because they can’t handle the bullying that happens in school and the pressure to look like what they see in these magazines, billboards and movies. (Goebels 5) Some girls have even lost their

Focuses of school based instructional supervision

Focuses of school based instructional supervision A further sub-problem in the study was to explore participants perceptions about the focuses of school-based instructional supervision. This section reports the findings regarding the focuses of school-based instructional supervision based on questionnaire and interview data. Questionnaire Findings Twenty-two statements describing the focuses of instructional supervision were listed in each questionnaire instrument (Appendices A and B). The statements addressed the following major aspects regarding instructional supervision focuses: (a) organization of lessons, (b) subject matter, (c) pupils academic development, (d) school curriculum, (e) lesson plan, (f) pupils individual inquiry, (g) teaching guides, (h) course objectives, (i) teachers personality, (j) pupils character development, (k) pupils progress records, (k) records of work covered, (1) teachers dress and appearance, (m) pupils sense of responsibility, (n) instructional course, (o) teachers questioning style, (p) classroom management, (q) extracurricular activities, (r) pupils performance in national examinations, (s) teacher self-evaluation, and (t) teacher-pupil relationship. For details about specific statements regarding supervision focuses, see Appendixes A and B. The respondents were requested to indicate their existing and preferred extent of examination of each aspect by making choices from given alternatives ranging from 1 (never examined) to 5 (very frequently examined). The percentage and frequency distributions as well as mean scores and standard deviations were determined for each of the focuses. The findings on teachers perceptions of the focuses of school-based instructional supervision are presented in this section in terms of existing and preferred frequency of examination of the focuses. I have included only the focuses that ranked highest and lowest in terms of frequency of examination as perceived by teachers. Teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision were explored (Appendix D, Table 3.1). The focuses have been ranked from highest to lowest frequency of examination based on mean responses for existing and preferred focuses of school-based instructional supervision (see Table 3.2). The data collected suggest that availability of properly organized pupils progress records ranked first in terms of existing frequency of examination, teachers concern with pupils performance in national examinations ranked second, and availability of up-to-date weakly record of work covered ranked third (Appendix D, Table 3.2). At the other extreme, three focuses ranked lowest in terms of existing frequency of examination: teachers dress and appearance, teachers use of teaching aids, and the manner in which the teacher asks questions in the class (Appendix D, Table 3.2). In terms of preferred frequency of examination, the focus that ranked first was teachers concern with pupils performance in national examinations, followed by availability of properly organized pupils progress records, and, finally, availability of up-to-date weekly record of work covered (Appendix D, Table 3.2). The focuses that ranked lowest in terms of preferred frequency of examination included preparation of an appropriate lesson plan, the manner in which the teacher asks questions in the class, and teachers dress and appearance (Appendix D, Table 3.2). Based on t-test analyses, there were significant differences at the 0.001 level between teachers perceptions of the frequency of examination of existing and preferred focuses of school-based instructional supervision. In general, teachers preferred that the focuses of school-based instructional supervision presented in this study be examined more frequently than was currently being done. Interview Findings Interviews with teachers, headteachers, and education officers indicated five major themes relative to focuses of school-based instructional supervision: (a) curriculum and instruction, (b) student success, (c) teacher performance, (d) teachers artifacts of teaching, and (e) human relations. Curriculum and Instruction Three headteachers cited three focuses of instructional supervision that are primarily concerned with curriculum and instruction: (a) teachers attendance to scheduled lessons, (b) teachers participation in extracurricular activities, and (c) syllabus coverage by the teacher. One teacher, in a general remark, stated as follows: I think it is important to check on attendance of teachers to their scheduled lessons or to their participation in extracurricular activities with pupils. Headteachers should also make sure that teachers cover the syllabuses in good time to prepare students for external exams. Student Success Two teachers agreed that instructional supervisors should endeavor to find out how teachers assess their pupils work. They argued that the various strategies that teachers use to assess students progress will determine how students are prepared for national examinations. As one teacher remarked, It would be helpful to know teachers assess their pupils academic work because this is important for students success in the national examinations. Teacher Performance Another area regarding the focuses of school-based instructional supervision cited by four interviewees was concerned with teacher performance in the classroom. These participants agreed that, to facilitate teaching and learning, the teachers level of preparedness and general effectiveness in teaching should be the major focuses of the supervision of instruction. As one education officer commented, The best thing to do is for supervisors to address areas like effectiveness of their classroom teachers and how they are prepared to teach. Teachers Artifacts of Teaching One headteacher observed that teachers teaching artifacts, such as examination and test papers, should be addressed during supervision process. This headteacher remarked, Instructional supervisors should check the quality of examination and test papers set by teachers because these are important teaching tools that would shape students success in the final examinations. Do they set high quality papers which can promote learning? Human Relations A final area relating to focuses of instructional supervision mentioned by some interviewees was concerned with human relations. One education officer noted that how teachers interact with students should be considered in the practices of instructional supervision and that the teacher-pupil relationship should be a major focus of instructional supervision. Another education officer commented, When you are supervising a teacher, for example in the classroom, you must look at how the teacher interacts with pupils. This interaction is important because it will affect learning. In general, the focuses of school-based instructional supervision cited by interviewees concur with high-ranking focuses relative to the existing and preferred extent of examination by the teacher from the questionnaire data. Synthesis and Discussion of School-based instructional supervision Focuses The findings relating to teachers perceptions of existing and preferred frequency of examination of the focuses of school-based instructional supervision revealed by questionnaire data indicate that three focuses received the highest ranking in both existing and preferred frequency of examination: (a) availability of properly organized pupils progress records, (b) availability of up-to-date weekly record of work covered, and (c) teachers concern with pupils performance in national examinations. Similarly, one focus-the manner in which the teacher asks questions in the class-received the lowest ranking in both existing and preferred frequency of examination as perceived by teachers. The findings from the interview data revealed the following focuses of school-based instructional supervision: (a) teachers attendance to scheduled classes, (b) teachers preparedness, (e) teachers methods of assessment of pupils academic progress, (f) quality of test papers set by the teacher, (g) syllabus coverage by the teacher, (h) teachers participation in extracurricular activities, and (i) teacher-pupil relationship. Indicators of Teacher Preparation The three focuses of school-based instructional supervision that received the highest ranking in terms of existing and preferred frequency of examination by the headteacher- availability of properly organized pupils records, availability of up-to-date records of work covered, and teachers concern with pupils performance in national examinations-were particularly interesting because, in Saudi Arabia, the three focuses are among the indicators of teachers preparedness for effective teaching that the Ministry of Education expects headteachers to ensure. As explained by Saudi Arabian Ministry of Education (1998) headteachers, as managers of approved school curriculum, are expected to ensure that teachers prepare comprehensive tools of work, such as lesson plans and weekly records of work done, and check periodically pupils exercise books, practical work, assignments, and continuous assessment to ensure regular marking and systematic use in guiding learners. Teachers Concern with Pupils Performance Teachers concern with pupils performance in national examinations is an important aspect of Saudi Arabias education system, which seems to put a great deal of emphasis on passing of examinations. As Babtain (2004) noted, the overloaded system of education imposes cut-throat competition among schools, where learners are pushed to cut down others in national examinations, and forces teachers to be busy all year round as they struggle to complete the curriculum. To facilitate students success in national examinations, as noted by Ibrahim (2000), teachers are expected to develop and transmit desired knowledge, skills, and attitudes to pupils, it is hoped, through instructional supervision. Teachers Attendance to Scheduled Classes Teachers attendance to scheduled lessons is an important focus in school-based instructional supervision because it facilitates curriculum implementation. Highlighting the role of the school head as a manager of the school, Hassan (1998) observed that the headteacher should ensure regular teaching of subjects to implement the school curriculum effectively. Teacher attendance to scheduled lessons is a major issue in the Saudi Arabian education system because numerous cases of student unrest in the recent past have been attributed to teachers failure to attend scheduled lessons. For example, Mahmoud (2004), commenting about student protest in one school cited lessons missing as one of the reasons for the student strike that paralyzed the school and led to its closure. Similarly, Attari (2005) cited teachers boycott of scheduled classes as a major reason for the indefinite closure of the school and the temporary removal of students from the school. Teachers attendance to scheduled classes is linked to six other related focuses of school-based instructional supervision revealed by the interview data: (a) teachers presence in the school, (b) teachers effectiveness in the classroom, (c) teachers level of preparedness, (d) teachers methods of assessment of pupils academic progress, (e) quality of test papers set by the teacher, and (f) syllabus coverage by the teacher, because they are all concerned with facilitating effective and quality curriculum implementation in the school. In the Saudi Arabian context, as explained in the Education Act (Saudi Arabia, 1980), curriculum means all the subjects taught and all the activities provided at school, and may include the time devoted to each subject and activity (p. 4), and syllabus means a concise statement of the contents of a course of instruction in a subject or subjects (p. 5). To facilitate curriculum implementation, in particular, Saudi Arabia Ministry of Education (1998) has unde rscored the role of the headteacher in supervising the school curriculum to ensure effective teaching and learning. And Mohammed (2002) has concluded that the quality of curriculum implementation and management may determine student performance in external and school-based examinations. Practices of School-based instructional supervision A further sub-problem in the study was concerned with the perceptions of participants regarding the practices of school-based instructional supervision. This section reports the findings relating to the practices of school-based instructional supervision based on questionnaire and interview data. Sixteen statements describing the practices of school-based instructional supervision as conducted by headteachers were listed in each teacher instrument (Appendices A and B). The statements covered the following major aspects relating to the practices of instructional supervision: (a) conducting teaching, (b) evaluating teachers work, (c) providing information about supervisory process, (d) reducing teachers anxieties regarding supervisory program, (e) collecting information about teachers, (f) pre-observation conferencing, (g) using examination results to indicate teacher performance, (h) interviewing students about teacher performance, (i) conferencing with teachers about classroom practice, (j) encouraging self-evaluation, (k) improving instructional quality, (1) writing supervisory reports, (m) providing supervisory feedback, (n) post-observation conferencing, (o) identifying areas of instructional improvement, and (p) rewarding deserving teachers. For details regarding specific statements about the practices of instructional supervision, see Appendices A and B. The respondents were requested to indicate their preferences for existing and preferred importance given to each practice by making choices from given alternatives ranging from 1 (no importance) to 5 (great). The percentage and frequency distributions, means, and standard deviations were determined for each practice. The data obtained from teachers, headteachers, and education officers relative to the practices of school-based instructional supervision are reported in Appendix D, Tables 4.1 and 4.2. This section reports the findings relating to teachers perceptions regarding the practices of school-based instructional supervision in terms of the importance they attach to the practices. Only the practices that received the highest and lowest rankings as perceived by teachers have been reported. Teachers responses relative to existing and preferred importance of practices of school-based instructional supervision were explored, as were comparisons between the existing and the preferred means and standard deviations of the practices of school-based instructional supervision as perceived by teachers (Appendix D, Tables 4.1). The practices have been ranked from highest to lowest based on the mean responses relating to existing and preferred practices (Appendix D, Table 4.2). Encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked first in order of importance as existing practice, followed by using examination/test results as indicators of teacher performance (n=254; see Appendix D, Table 4.2). Setting up specific sessions with teachers to discuss how teaching should be conducted (n=256) and recognizing and rewarding excellent teachers (n=256) formed a cluster in third position in order of importance as existing practices. At the other end, the practices that received the lowest ranks as existing practices included (a) writing supervisory reports for different audiences (n=250), (b) conducting conferences soon after observing teachers (n=248), and (c) meeting with teachers prior to classroom observation (n=250; see Appendix D, Table 4.2). Regarding preferred practices, recognizing and rewarding excellent teachers (n=256) ranked first in order of importance, encouraging teachers to evaluate their own teaching (i.e., self-evaluation; n=256) ranked second, and providing teachers with an adequate amount of information to become familiar with the supervisory process (n=256) ranked third (Appendix D, Table 4.2). The least preferred practices in order of importance were (a) meeting with teachers prior to classroom observation (n=250), (b) writing different supervisory reports for different audiences, and (c) obtaining information from students about their teachers performance through face-to-face interview (n=252; see Appendix D, Table 4.2). Based on t-test analyses, there were significant differences at both the 0.05 and 0.001 levels between teachers perceptions of existing and preferred practices of school-based instructional supervision, except for one practice, holding face to-face interviews with teachers to obtain information about their classroom practice. In general, teachers preferred that more importance be attached to practices of school-based instructional supervision listed in the instrument than was currently the case. Interview Findings Teachers, headteachers, and education officers interviewed cited the following practices of school-based instructional supervision that they had experienced: (a) checking teachers professional tools of work or artifacts of teaching, such as schemes of work, records of work covered, lesson notes, lesson plans, lesson-focus books, mark books, daily preparation books, and part test papers; (b) examining students exercise books; (c) using students to obtain information about teachers; (d) holding conferences with teachers; (e) observing teachers in their classrooms; and (f) supervision by walking around. Frequency distributions of teachers, headteachers, and education officers regarding their mention of practices of school-based instructional supervision were also synthesized from the interview data (Appendix D, Table 4.3). Eleven teachers, four headteachers/deputy headteachers, and three education officers interviewed mentioned checking teachers tools of work or artifacts of teaching, especially schemes of work and records of work covered, as an important practice of school-based instructional supervision in the schools (Appendix D, Table 4.3). Also, six teachers, three headteachers/deputy headteachers, and two education officers agreed that holding conferences with teachers was one of the practices of school-based instructional supervision. Furthermore, two teachers, three headteachers/deputy headteachers, and two education officers identified observing teachers in their classrooms as one of the practices of school-based instructional supervision. However, a few teachers and headteachers interviewed reported that classroom observation, in particular, was not a common practice in their schools. As one headteacher commented: Visiting teachers in their classrooms to see how they teach is very difficult in our situation. And most teachers resent it so much, and personally I dont think I have done it. I dont think it is a practice. You know how it can be taken. In most cases, those who have attempted it have met with a lot of negativity. It is like you want to find faults from the teacher. Teachers fear it most. Three teacher interviewees concurred that there were no supervisory reports on teachers written by headteachers, to the best of their knowledge. As one teacher remarked, Once teachers have been supervised by the headteacher by whatever means, no supervisory reports are made, not at the school level. Maybe the headteacher would have his or her own reports. The interviewees also gave least emphasis to practices such as examination of students exercise books and using student leaders, commonly referred to as prefects, to obtain information about teachers. As one education officer stated, But I dont think we need children to write anything about teachers for us to know whether or not teachers are on duty. Synthesis and Discussion of Practices of School-based instructional supervision The findings regarding the practices of school-based instructional supervision based on the questionnaire data revealed that recognizing and rewarding excellent teachers was ranked highest by teachers as existing and preferred supervisory practice, whereas writing different supervisory reports for different audiences received low ranking as existing and preferred practice. The interview findings revealed six major practices of school-based instructional supervision: (a) checking teachers artifacts of teaching, (b) examining students exercise books, (c) using students to obtain information about teachers, (d) holding conferences with teachers, and (e) observing teachers in their classrooms. Recognizing and Rewarding Deserving Teachers That recognizing and rewarding excellent teachers ranked highest is noteworthy because it seems to be a viable strategy for motivating teachers, especially when the recognition is initiated by the headteacher as an instructional leader. This finding supports Sergiovannis (2001) belief that one of the school principals responsibilities is to build and to nurture motivation and commitment to teaching and that when teaching is rewarding professionally, teachers are likely to keep improving their effectiveness. The importance of recognizing and rewarding teachers has also been supported elsewhere. For example, Hallinger and Murphy (1985) observed that setting up a work structure that rewards and recognizes teachers for their efforts was an important part of the principals role in creating a positive learning climate. In the Saudi Arabian context, as explained by Saudi Arabia Ministry of Education (1998), the headteachers proper management, especially in recognizing excellent performance, may facilitate high morale, motivation, integrity, and appropriate work ethics. Artifacts of Teaching The practices of school-based instructional supervision revealed by the interview data were also observed. For example, checking teachers artifacts of teaching or tools of work is important in Saudi Arabian schooling because it is concerned with teachers preparedness to teach classes. Whereas the Ministry of Education (1987) expects classroom teachers to prepare artifacts of teaching, it is the responsibility of the headteacher and heads of departments, especially, to ensure that such items are actually prepared appropriately and to check their relevance to the intended subjects. Furthermore, as the Ministry of Education explained, heads of departments, in particular, are responsible for maintaining a record of work of the subjects to be completed weekly by all subject heads. Questionnaire and Interview Findings Compared A comparison of questionnaire and interview findings regarding the practices of school-based instructional supervision revealed some interesting similarities. For example, the practice that ranked lowest in both existing and preferred extent of examination as perceived by teachers-writing different supervisory reports for different audiences-was also viewed by some interviewees as being nonexistent Also, the practice of obtaining information from students about their teachers performance through face-to-face interviews, which received relatively low ranking in both existing and preferred extent of examination as perceived by teachers, was also considered inappropriate by some teachers and education officers interviewed. I can speculate that this practice was perhaps common especially in schools where feedback from students regarding teacher performance was productive. However, several views in the literature supported the involvement of students in evaluation of teachers. For example, Stronge and Ostrander (1997) argued that, because students are the primary consumers of teachers services and have direct knowledge about classroom practices on a regular basis, they are in a key position to provide information about teacher effectiveness. Whereas the questionnaire data indicated that meeting with teachers especially prior to classroom observation ranked lowest in order of importance as existing and preferred practice as perceived by teachers, the interview data indicated that holding conferences with teachers was prevalent in schools. I can speculate that conferencing with teachers was not a popular practice in many schools.

Supremacist Ideologies in Joseph Conrads Heart of Darkness Essay

Supremacist Ideologies in Heart of Darkness Joseph Conrad's Heart of Darkness colludes with the ethnocentric attitude of Europeans towards the native people of Africa. At the turn of the century, European imperialism was viewed as "a crusade worthy of this century of progress" by King Leopold of Belgium. Although Conrad was critical of imperialism, his novella reveals to the reader an undeniable Victorian provenance. It endorses cultural myths of the period and reinforces the dominant ideology of the British gentleman. Its Victorian provenance is revealed in the representation of race, which is constructed through the character Marlow. His powerful narrative viewpoint reinforces what Chinua Achebe called Europe's "comforting myths" about Africa and Africans. The text consistently constructs black people as 'other'. This is achieved primarily by Marlow, who acts to construct the natives from the vantage point of the British gentleman. When he "looked at them", he searched not only for their "impulses, motives, capacities" but also for restraint, a value that he champions throughout the retelling of his story. When he can't find it, he remarks "Restraint? What possible restraint?" Marlow's first encounter with the natives is at the Outer Station, where his ambivalence towards them is foregrounded by his obsession with the miraculously efficient first-class agent. The natives are effectively dehumanised because they are presented as nothing more than "black shadows" and "acute angles"; and Marlow is far more interested in the fact that the accountant kept his books in "apple-pie order" than with the dying black men outside. Similarly, when Marlow stumbles across "a middle-aged negro, with a bullet-hole in the... ...t inexorably associates the continent and its people with darkness. We have the natives described as "black shapes", "strings of dusty niggers" and "a whirl of black limbs". This imagery also often associates Africans with supernatural evil. Near the Inner Station: "A black figure stood up, strode on long black legs, waving long black arms, across the glow. It had horns... some sorcerer, some witch-man, no doubt; it looked fiend-like enough" The African landscape is not only culpable for Kurtz's wrongs, but it is also a place of darkness and of evil, a place of paganism, with "the throb of drums, the drone of weird incantations"; a place of "lurking death", cannibalism, disease and insanity - all of Marlow's reality is filtered through the European consciousness, and all of his narrative serves to endorse European supremacist ideologies.

Commentary on Ten Trillion and Counting

Commentary on â€Å"Ten Trillion and Counting† The video is a well demonstration of debt issues that the U. S. government faces. It starts with the tough economic condition that Obama inherited from Bush. Then, it talks about Bush’s centerpiece economic agenda: cut taxes, as well as the way Bush always put politics ahead of economics. After a serious of expenses related to two big wars; two enormous tax cuts; and a variety of new entitlement program signed by Bush had been spent, the economic began to go down.He not only squandered the entire budget surplus he had inherited, but started to confronting a stubborn recession and a steadily escalating budget deficit. Next, the video shows the bitterly partisan fight over Obama’s expensive economic recovery plan. The Republicans worried about if the plan goes well, they will get no credits for anything they have done. So they strongly disagree with this huge amount of recovery expenses. The main issue regarding of thi s plan is about reform healthcare in order to save money in the long run.However, it is difficult to persuade interest groups and politicians who have been battling over healthcare for a long time. Besides, it is especially tough to talk to Americans about the government are going to spend less on benefits in a recession time. In the end, this video talks about Obama’s budget, and the rigorous debt deficit condition that the U. S. is going through. The reason I think the â€Å"Ten Trillion and Counting† is a well explanation of the debt deficit is because I learned a lot from this video. Before I watched this video I have no idea about the serious debt deficit problem that the U.S. is facing right now. The only thing I realized from my personal experience is that the U. S. government has relaxed the policy regarding to the threshold of international student. Several years ago, it is not easy for Chinese student to go abroad. Which reflects that the U. S. government rea lly wants to stimulate the economy by increase more demand. International student is a good resource of money. Another â€Å"interesting thing† I found in my daily life is that not only numerous retailers put advertisement like â€Å"buy 2 get 2 free,† some luxury brand starts to go on sale as well.It is rarely to see decades ago for a brand like Burberry put promotion in front of its showcase. From this perspective, people’s buying power has decreased sharply. Which results in less investments and staffs cut-off made by companies. In addition, a really serious recession was already happened. The stock market collapse, the banking system is imploded. Although keep borrowing from foreign countries is a way to buffer these problems, it is not a permanent way to solve the economy. So the U. S.Government needs to take some actions to decrease debt deficit. According to the video, there are two ways to reduce deficit, either by higher taxes or lower benefits. Today, forty percent of budget pays for Medicare, Medicaid and Social Security. However, the first baby boomer is getting retired sooner and they are claiming early retirement for social security. Moreover, as they grow order, they will make claims on Medicare. The U. S. government cannot afford these promises made before, especially in this kind of terrible economic downturn conditions.The Obama’s administration tries to bring deficit down by reforming healthcare in order to save money in the long run. In my opinion, the recovery plan needs to have a try. As Obama said: â€Å" the most important things we can do for our budget crisis right now is to make sure the economy does not continue to tank. And that is why passing the economic recovery plan is the right thing to do. Even though it is expensive. † In the short run, the debt deficit may tend to be bigger than Bush’s time. But after the healthcare has been taken, the economy will benefits in the long run.