Elementary education effectiveness in Mississippi Essay

Mississippi consists of four-hundred and eighty-six thousand people living in poverty; ten percent of children belong to families that are not able to meet their needs (2005). Recent statistics show that those living in poverty are fifty-one percent African American and approximately forty-seven percent Caucasian (2005). Research has shown that the socioeconomic status of students influence the degree of success they will experience. (Donahue &Grigg, 2003) Mississippi has varying degrees of reading proficiency among school districts. In the 2003-2004 school year, six districts, consisting of one elementary school, five middle schools and one high school, were identified as â€Å"in need for improvement†, based on the reading and math proficiency of its students. For the purpose of this study, only schools reflecting a lack in reading proficiency will be discussed. The U. S. Secretary of Education, Margaret Spelling announced in a November 2005 press release, â€Å"Eighty percent of the fastest-growing jobs require at least some post secondary education. Yet far too many students are leaving high school unprepared for college†. Improved student achievement can provide students better preparation for college, thus closing the achievement gap. Low socioeconomic schools, although improving, are still behind the majority of middle-to-upper class schools in America (Donahue & Grigg, 2003). There are several factors to consider when looking at closing the achievement gap found in low socioeconomic schools. One factor is that â€Å"young, low-income and minority children are more likely to start school without having gained important school readiness skills, such as recognizing letters and counting† (2003). As Donahue and Grigg’s report showed, when students start school already behind others, they are likely to continue such patterns if not addressed early on. Existing studies demonstrate the problems researchers are having addressing literacy issues early on in a students academic career. Researches are trying to find appropriate strategies to combat the achievement gap with many variables which will be discussed further in detail, in the following study. Purpose of the Study The following is a detailed investigation into possible explanations of varying degrees of reading achievement found in Mississippi and what can be done to maintain a higher overall proficiency in reading among Mississippi students, while satisfying the requirements of the No Child Left Behind Act of 2001. Many schools have chosen to implement a â€Å"school-wide approach† to closing the achievement gap; however, when dealing with schools consisting primarily of low-income students, there are other factors to consider when choosing a strategy. The proposed study will focus on improving reading skills in high-poverty schools found in Mississippi by comparing different techniques widely used and creating a more targeted strategy for low-income students. When deciding on an appropriate strategy for improving reading comprehension there are a few factors one must consider. The following questions will outline the factors to be researched in this study. Research Questions 1. What impact does social economic status have on the achievement gaps found in the State of Mississippi? 2. What are the contributing factors found in Mississippi schools that are demonstrating low reading scores among economically disadvantaged students? 3. Are there high-poverty schools in Mississippi which demonstrate positive improvements in reading scores? What are the strategies used? 4. How does implementing Theory into Practice (TIP) encourage positive student achievement in disadvantaged schools? Hypothesis To affectively close low socioeconomic achievement gaps in reading, strong emphasis on establishing proficient reading ability should be made in elementary school. Nature of the Study The research conducted in this study will be an investigation of existing literature regarding techniques used in improving reading skills, exemplary schools demonstrating such techniques and finally, a suggested strategy to use when applying research to low socioeconomic schools with low reading proficiency found in Mississippi school districts. Significance of the Study The significance of this study is that by identifying factors contributing to the achievement gap found in low socioeconomic school districts, as well as investigating into existing programs that have had a positive influence on reading performance scores in other high-poverty schools is that, school administrators and policy makers will have a better basis in which to improve upon existing programs and interventions that would be more financially attainable than starting new programs. The high cost of starting new programs such as; creating new assessment strategies, providing more staff and researchers as well as other costly planning and implementing variables, often times are not practical for low-economic schools. While children of today are growing up in a world where data are being revealed at an alarming rate and knowledge is simply a click away, reading plays an increasingly crucial role in society (Topping & Paul, 1999). The ability to read is not only fundamental for understanding and mastery of every school subject students will encounter, but literacy also plays a critical and crucial role in students’ social and economic lives (Snow, Bums, & Griffin, 1998). As a result, no other factor will have a greater impact on the success of students in Mississippi than their ability to read. With such an emphasis placed on the importance of reading achievement, educational leaders must clearly articulate the expectation that all students can become successful readers, while providing the most effective strategies and opportunities for students to succeed in reading and adopt lifelong reading practices. (Okpala, et al. , 2001) Definitions of Terms Action Team for Partnership- This partnership is also known as a School Improvement Team or a School Council. Although the ATP members oversee the school’s partnership program, other teachers, parents, students, administrators, and community members also may lead family and community involvement activities (ATP website). Adequate Yearly Progress- AYP requires that schools hold the same high standards for all their students; regardless of racial or ethnic background, socioeconomic status and English proficiency Core Academic Subjects- These subjects include: English, language arts and reading, arts, civics, government and history, mathematics and science, foreign languages, as well as, economics and geography. Elementary School- a nonprofit institution which includes, public school, day or residential school and elementary charter schools which State law mandated elementary education. Family Literacy Services – The services provided to participants on a voluntary basis that foster a positive change in families. These changes include, providing families with interactive activities between parents and child concerning literacy, teaching parents to take an active role in their children’s education, teaching self-sufficiency by providing parental literacy training, and providing education to children which is age-appropriate and prepares them for school and life experiences. Highly Qualified (in reference to public elementary or secondary school teacher) – A highly qualified teacher will possess a State certification for teaching or holds a license to teach in a particular state due to passing the State exam and is employed in a teaching position after meeting all required testing, training and educational requirements satisfactory to the State, district and school regulations. Mentoring- A responsible elder who provides positive leadership and guidance to a child as a positive role model in that child’s life. A mentor mission is to help a child to one day become a responsible adult. Minority- a group of students which do not demonstrate the majority’s characteristics, such as socioeconomic status, ethnic background or other key characteristics. Other Staff- staff found within an institution such as personnel, guidance counselors, and administration and teachers aides. Limitations In her 2005 press release Secretary Spelling said, â€Å"we all hear a lot of stories about why schools are missing Adequate Yearly Progress, but we don’t hear much about how thousands of other schools are making it and closing the achievement gap†. This study is limited by location; its main concentration being primarily on Mississippi schools, programs and outcomes. The primary research method is investigating existing literature, as such; there is substantial literature on the failures of many schools trying to improve student achievement; however there is very little literature depicting success. One other limitation to consider is that this study focuses on reading proficiency; however; to get the most accurate depiction of a schools success is to consider all core academic subjects.

Bloom’s Taxonomy Essay

The Bloom’s Wheel, according to the Bloom’s verbs and matching assessment types. The verbs are intended to be feasible and measurable. Bloom’s Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom who also edited the first volume of the standard text, Taxonomy of educational objectives: the classification of educational goals[1] (referred to as simply â€Å"the Handbook† below). Although named after Bloom, the publication followed a series of conferences from 1949 to 1953, which were designed to improve communication between educators on the design of curricula and examinations.[2][3] It refers to a classification of the different objectives that educators set for students (learning objectives). Bloom’s Taxonomy divides educational objectives into three â€Å"domains†: Cognitive, Affective, and Psychomotor (sometimes loosely described asknowing/head, feeling /heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels.[4] A goal of Bloom’s Taxonomy is to motivate educators to focus on all three domains, creating a more holistic form of education.[1] A revised version of the taxonomy was created in 2000.[5][6][7] Bloom’s Taxonomy is considered to be a foundational and essential element within the education community as evidenced in the 1981 survey Significant writings that have influenced the curriculum: 1906-1981, by H.G. Shane and the 1994 yearbook of theNational Society for the Study of Education. A mythology has grown around the taxonomy, possibly due to many people learning about the taxonomy through second hand information. Bloom himself considered the Handbook,[1] â€Å"One of the most widely cited yet least read books in American education.†[3] Key to understanding the taxonomy and its revisions, variations, and addenda over the years is an understanding that the original Handbook[1] in 1956 was intended only to have focus on one of the three domains (as indicated in the domain specification in title: The Taxonomy of Educational Objectives: Handbook I: Cognitive Domain), but there was expectation that additional material would be generated for the other domains (as indicated in the numbering of the handbook in the title). The second volume, Handbook II: Affective Domain edited by David Krathwohl was published in 1964.[8] There was no Handbook of and III for the Psychomotor domain published by the committee as the consensus was that (as college level academics) they lacked the necessary experience to do the job properly.[3] Substitute domain taxonomies have been published by various authors to fill the gap.. Bloom also considered the initial effort to be a starting point, as evidenced in a memorandum from 1971 in which he said, â€Å"Ideally each major field should have its own taxonomy in its own language – more detailed, closer to the special language and thinking of its experts, reflecting its own appropriate sub-divisions and levels of education, with possible new categories, combinations of categories and omitting categories as appropriate.†[5] Cognitive Categories in the cognitive domain of Bloom’s Taxonomy (Anderson & Krathwohl, 2001) Skills in the cognitive domain revolve around knowledge, comprehension, and critical thinking of a particular topic. Traditional education tends to emphasize the skills in this domain, particularly the lower-order objectives. There are six levels in the taxonomy, moving through the lowest order processes to the highest: ]Knowledge Exhibit memory of previously learned materials by recalling facts, terms, basic concepts and answers * Knowledge of specifics – terminology, specific facts * Knowledge of ways and means of dealing with specifics – conventions, trends and sequences, classifications and categories, criteria, methodology * Knowledge of the universals and abstractions in a field – principles and generalizations, theories and structures Questions like: What are the health benefits of eating apples? Comprehension Demonstrative understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions, and stating main ideas * Translation * Interpretation * Extrapolation Questions like: Compare the health benefits of eating apples vs. orange. Application Using new knowledge. Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way Questions like: Which kinds of apples are best for baking a pie, and why? Analysis Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support generalizations * Analysis of elements * Analysis of relationships * Analysis of organizational principles Questions like: List four ways of serving foods made with apples and explain which ones have the highest health benefits. Provide references to support your statements. Synthesis Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions * Production of a unique communication * Production of a plan, or proposed set of operations * Derivation of a set of abstract relations Questions like: Convert an â€Å"unhealthy† recipe for apple pie to a â€Å"healthy† recipe by replacing your choice of ingredients. Explain the health benefits of using the ingredients you chose vs. the original ones. Evaluation Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria * Judgments in terms of internal evidence * Judgments in terms of external criteria Questions like: Do you feel that serving apple pie for an after school snack for children is healthy? Affective Skills in the affective domain describe the way people react emotionally and their ability to feel another living thing’s pain or joy. Affective objectives typically target the awareness and growth inattitudes, emotion, and feelings. There are five levels in the affective domain moving through the lowest order processes to the highest: Receiving The lowest level; the student passively pays attention. Without this level no learning can occur. Responding The student actively participates in the learning process, not only attends to a stimulus; the student also reacts in some way. Valuing The student attaches a value to an object, phenomenon, or piece of information. Organizing The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating and elaborating on what has been learned. Characterizing The student holds a particular value or belief that now exerts influence on his/her behaviour so that it becomes a characteristic. Psychomotor Skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument like a hand or a hammer. Psychomotor objectives usually focus on change and/or development in behavior and/or skills. Bloom and his colleagues never created subcategories for skills in the psychomotor domain, but since then other educators have created their own psychomotor taxonomies.[12] Simpson (1972) among other contributors, such as Harrow (1972) and Dave (1967), created a Psychomotor Taxonomy that helps to explain the behavior of typical learners or high performance athletes. The proposed levels are: Perception The ability to use sensory cues to guide motor activity. This ranges from sensory stimulation, through cue selection, to translation. Examples: Detects non-verbal communication cues. Estimate where a ball will land after it is thrown and then moving to the correct location to catch the ball. Adjusts heat of stove to correct temperature by smell and taste of food. Adjusts the height of the forks on a forklift by comparing where the forks are in relation to the pallet. Key Words: chooses, describes, detects, differentiates, distinguishes, identifies, isolates, relates, selects. Set Readiness to act. It includes mental, physical, and emotional sets. These three sets are dispositions that predetermine a person’s response to different situations (sometimes called mindsets). Examples: Knows and acts upon a sequence of steps in a manufacturing process. Recognize one’s abilities and limitations. Shows desire to learn a new process (motivation). NOTE: This subdivision of Psychomotor is closely related with the â€Å"Responding to phenomena† subdivision of the Affective domain. Key Words: begins, displays, explains, moves, proceeds, reacts, shows, states, volunteers. Guided Response The early stages in learning a complex skill that includes imitation and trial and error. Adequacy of performance is achieved by practicing. Examples: Performs a mathematical equation as demonstrated. Follows instructions to build a model. Responds to hand-signals of instructor while learning to operate a forklift. Key Words: copies, traces, follows, react, reproduce, responds Mechanism This is the intermediate stage in learning a complex skill. Learned responses have become habitual and the movements can be performed with some confidence and proficiency. Examples: Use a personal computer. Repair a leaking faucet. Drive a car. Key Words: assembles, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. Complex Overt Response The skillful performance of motor acts that involve complex movement patterns. Proficiency is indicated by a quick, accurate, and highly coordinated performance, requiring a minimum of energy. This category includes performing without hesitation, and automatic performance. For example, players will often utter sounds of satisfaction or expletives as soon as they hit a tennis ball or throw a football, because they can tell by the feel of the act what the result will produce. Examples: Maneuvers a car into a tight parallel parking spot. Operates a computer quickly and accurately. Displays competence while playing the piano. Key Words: assembles, builds, calibrates, constructs, dismantles, displays, fastens, fixes, grinds, heats, manipulates, measures, mends, mixes, organizes, sketches. NOTE: The Key Words are the same as Mechanism, but will have adverbs or adjectives that indicate that the performance is quicker, better, more accurate, etc. Adaptation Skills are well developed and the individual can modify movement patterns to fit special requirements. Examples: Responds effectively to unexpected experiences. Modifies instruction to meet the needs of the learners. Perform a task with a machine that it was not originally intended to do (machine is not damaged and there is no danger in performing the new task). Key Words: adapts, alters, changes, rearranges, reorganizes, revises, varies. Origination Creating new movement patterns to fit a particular situation or specific problem. Learning outcomes emphasize creativity based upon highly developed skills. Examples: Constructs a new theory. Develops a new and comprehensive training programming. Creates a new gymnastic routine. Key Words: arranges, builds, combines, composes, constructs, creates, designs, initiate, makes, originates. Definition of Knowledge In the appendix to Handbook I, there is a definition of knowledge which serves as the apex for an alternative, summary classification of the educational goals. This is significant as the Taxonomy has been called upon significantly in other fields such as knowledge management, potentially out of context â€Å"| Knowledge, as defined here, involves the recall of specifics and universals, the recall of methods and processes, or the recall of a pattern, structure, or setting. (Bloom et al. 1956 p 201)| †| The taxonomy is set out: * 1.00 Knowledge * 1.10 Knowledge of Specifics * 1.11 Knowledge of Terminology * 1.12 Knowledge of Specific Facts * 1.20 Knowledge of Ways and Means of Dealing with Specifics * 1.21 Knowledge of Conventions * 1.22 Knowledge of Trends and Sequences * 1.23 Knowledge of Classifications and Categories * 1.24 Knowledge of Criteria * 1.25 Knowledge of Methodology * 1.30 Knowledge of The Universals and Abstractions in a Field * 1.31 Knowledge of Principles and Generalizations * 1.32 Knowledge of Theories and Structures (Bloom et al. 1956 p 201-204) Criticism of the Taxonomy As Morshead pointed out on the publication of the second volume, the classification wasn’t a properly constructed taxonomy, as it lacked a systemic rationale of construction. This was subsequently acknowledged in the discussion of the original taxonomy by Krathwohl et al. in the revision of the taxonomy and the taxonomy reestablished on more systematic lines. It is generally considered that the role the taxonomy played in systematising a field was more important than any perceived lack of rigour in its construction. Some critiques of Bloom’s Taxonomy’s (cognitive domain) admit the existence of these six categories, but question the existence of a sequential, hierarchical link. Also the revised edition of Bloom’s taxonomy has moved Synthesis in higher order than Evaluation. Some consider the three lowest levels as hierarchically ordered, but the three higher levels as parallel. Others say that it is sometimes better to move to Application before introducing concepts[citation needed]. This thinking would seem to relate to the method of problem-based learning.

Curriculum Development for Inclusive Education Essay

Curriculum Development for Inclusive Education - Essay Example Curriculum Development for Inclusive Education Course Description ESOl level 3 course will prepare students who may include adolescents, young professionals to effectively communicate in English in different situations both orally and in writing. ... The approach seeks to the students’ potential. It is an effort that ensures diverse learners (of different languages, different ways of learning, cultures, different interests, different family lives and homes and with disabilities) are exposed to several teaching strategies that come to them as individual learners (nvpie 2013). The level of this scheme of work is at ESOL (English Speakers of Other Languages) Entry 3. Blackledge (2005, p236) indicates that an individual at ESOL Entry 3 is capable of following straight forward spoken instructions and explanations and make a conversation on a familiar topic (Blackledge 2005, p236). The scheme targets adolescent and adult learners including those with mild disabilities. Mallows (2006, p10) indicates that the ESOL classroom is composed of a diversity of backgrounds and the needs of the learners. There are four potential categories of ESOL learners and they include migrant workers, asylum-seekers and refugees, partners and spouses of students, and settled communities (Mallows 2006, p10). The targeted learners for the developed course include migrant workers and partners and spouses of students. The targeted population in most cases includes individuals who are not well endowed economically. In this respect, the course is well designed to meet their needs in that they need not to purchase expensive equipment to take part in the lessons. Also, the course is designed to be suitable to persons with mild visual and hearing impairments going by the aids to be used during teaching. Multi-media will be applied in teaching to encourage learning through seeing, hearing, and touching. At Entry 3 level, the adults can respond and listen to spoken language including straightforward

Editing And Sound In Kill Bill Essay Example | Topics and Well Written Essays - 1000 words

Editing And Sound In Kill Bill - Essay Example The paper shows that the director uses the transition from one scene to another thereby causing a film to have an effective continuity of action. For instance, when in Japan the young Ishii's parents are murdered in front of her by the Yakuza and later on takes vengeance on the Yakuza boss making her become the new boss after training as an elite assassin. In which case, the match cut helps in giving a connection between the two different events. The film also makes use of spectacular sound edits to make the film even more lively. The scenes are well synchronized with the sound leading to the creation of sound bridges for each scene. In the film kill Bill, even if you cannot see the horrific image, you can still hear the cracking of the bones, the blood spray, and the victim let out dying breath or one last shriek. A lot of the sound effects are created by the artificial use of the FX sound effects which creates an atmosphere of the real life situations and also keep the audience glued in both either of the visual or auditory senses. In conclusion, the creativity that is applied while editing a film determines the quality and the size of the market of the film. Any form of art requires very well edited sound; effects and a diverse application of techniques that will make the audience enjoy the art and also are part of it when they are attracted. A good art, therefore, must have a good and quality visual and audio effects that make the film appear to captivate and real.

Third-party behavior Research Paper Example | Topics and Well Written Essays - 500 words

Third-party behavior - Research Paper Example Sources have revealed that in the Criminal Justice System (CJS), methods applied in the crime prevention and reduction is inefficient. For instance, in the most cases, the CJS acts only when a crime occurs or is discovered by the respective authority. Surprisingly, they take act only if the crime detection procedure and the investigation culminate into the identification of a suspect and a decision to charge them with an offense (Cochran, et al. 77). It is, therefore necessary to implement a well-outlined procedural way of preventing and reducing the occurrence of such crimes. Therefore, I do not believe in criminalizing a third party who fails to react by stopping, reporting or preventing the occurrence of the crime. Since the nature of the crime differs, criminalizing a third party can only occur depending with its intensity. The US constitution, which is the supreme law, allows people some freedom to act provided one fails to meddle with others rights (Harr and Hess 23). Therefore, some actions like prostitution and public-intoxication cannot result to the criminalization of a third party who fails to report or prevent the occurrence of such a crime. In brief, the nature of crime determines whether to criminalize a third party for inaction. In some circumstances, the behavior of the third party calls for criminology. For instance, the third party may give moral, material, or financial support (Gibson and Cavanido 20). In addition to the provision of such a support, the third party may refuse to take actions, after witnessing the suffering of either party. The CJS should thus consider some issues before the initiation of the third party criminalization process. It is thus a duty of the CJS to device a well-outlined procedure to follow for the criminalization of a third party. Since the third party has profound responsibility in most of the crimes committed, it is therefore, a duty of the CJS to conduct its

Decision Making As a Critical Part of Good Management Essay

Decision Making As a Critical Part of Good Management - Essay Example This report is based on certain scenarios of NENE, Benjamin and Peters Limited that are faced with different situations and require financial decision making on the choice of project, company evaluation as well as production decisions. The report will use financial calculations of various business analysis tools to help with the decision making. The report will be confined to the information provided in the particular case studies when making decisions. Other outside sources such as books and journals are also used to reinforce certain calculations, principles and analysis tools when making decisions concerning particular case studies. Alpha Payback period: 2 years (representing the year just before the cumulative cash flow becomes positive) + 31/38 (representing the remaining period for the project to achieve the zero cumulative cash flow amount). Therefore, the Payback period for project Alpha will be 231/38 years or 2.82 years. Beta Payback period: 3 years (representing the last year where the cumulative cash flow is still negative) + 5/35 (representing the proportion of years left for the last negative cash flow amount to become zero). Therefore, the Payback period for Beta project will be 3 5/35 years or 3.14years. The Average annual Operating profit is calculated by adding up all the operating profits provided for the six years period and dividing by the number of years. This comes to (205,000 / 6) = 34, 167.7 equivalent to 34,200 pounds. But this is the amount of depreciation. With the annual depreciation rate being 18,000 (100,000 – 10,000) / 5 = 18,000 pounds, the average annual operating profit will be the average annual profit minus depreciation. Which is 16,200 (34,200 – 18,000). This is the amount of depreciation. To advise NENE Limited on the most appropriate project to undertake, all the four appraisal methods must be evaluated. To begin with, using the cash flows of the two projects, it is vividly clear that that project Alpha seems a good project as it has more cash flow ( £105,000) than project Beta ( £83,000).  Ã‚  

Comparing Criminal Justice Systems Assignment Example | Topics and Well Written Essays - 1000 words

Comparing Criminal Justice Systems - Assignment Example As much as criminal justice systems of all countries seem to follow some universal devising justice and punishment, there are wide variations between countries in the ways that these approaches work. This is because of the differences in power of law enforcement, style of policing, limits of search and seizure, the doctrine of presumption innocence and the doctrine of reasonable doubt. Other factors that create differences among criminal justice systems across countries include protection of self-incrimination rights, exclusion rules and other intra-systematic processes in criminal justice, which are not valued and practiced in the same way in every country. In this report, a comparison of criminal justice systems, based on the cases of Amanda Knox and Michael Fay, two young U.S. citizens accused of crimes in other countries, illustrates the differences between the U.S. criminal justice system and those of Italy and Singapore. The Knox case is a murder case, which is about the murder of a British student, Meredith Kercher in Perugia, Italy. During the time of the crime, all the occupants of the cottage had left to spend their night elsewhere apart from Meredith Kercher, who was to spend the night alone in the cottage. On the following day, Knox and her boyfriend, Rafaelle Sollecito, discovered that one of the windows of the cottage, where Meredith, Knox and others lived, had been broken. They called the police. The police forced the door to Kercher’s bedroom open and it was discovered that Kercher had been murdered. Knox and Rafaelle were accused of murdering Kercher because the deceased had refused to participate in a sex game. Knox’s boss was also accused on the same account, but he was released upon lack of evidence linking him to the crime. Forensic evidence led to the arrest, prosecution and conviction of Rudy Guede for murdering Meredith. On the other hand, Michael Fay was sentenced to four months imprisonment and six strokes of cane because

Sexual politics in adolescent Speech or Presentation

Sexual politics in adolescent - Speech or Presentation Example Usually these physical changes occur after the puberty period. A man is taller and heavier than an average woman is. Similarly, a scientific research study shows that the strength of a male is 30% more than females. Women have more fats in the body as compare to men. Usually teenage girls are not fat but as the puberty signs show they used to put on some weight. The difference in the levels of hormones is also considerable in both female and male body. In addition to puberty, there are some other considerable changes in the human body as the individual grows into an adult. A male brain consists of more brain cells and tissues as compare to females. Females’ sense organs are more sensitive to sound signals as compare to men. A male body skin is more thick and oily as compare to a female one. Major body organs like lungs and heart are larger in men. Bone development is faster in females as compare to males (Main 2010). After the puberty starts, the brain development is faster in the individuals. The developmental changes in the brain helps them to further feel their hormonal changes also. Like other organs, there is a difference in the brain structure of men and women. Males’ brains are larger and denser as compare to the female brain. Research studies show that the difference in the sex hormones can be witnessed during the 26th week of pregnancy. The language use and the motor skills are more developed in a female as compare to male because of the efficiency in that particular part of the brain. Learning disabilities occur in boys frequently as compare to the girls. The signs of puberty start signaling in girls earlier as compare to boys. But the brain maturity is faster in boys as compare to girls. An author is of the opinion that men and women behave differently when they become powerful after puberty changes (Lowen 2013). These differences can be discussed under the

Eng man Essay Example | Topics and Well Written Essays - 1250 words

Eng man - Essay Example All these components ensure the welfare of the student is taken care of, and the students receive value for their money. Wake Technical Community College was established in 1958. It is a two-year college in Raleigh city in North Carolina. From the start, its initial name was Wake Country Industrial Education Center but in 1987, it changed its name to the current name. The college is part of the North Carolina Community College System, whose funding comes from the state. On accreditation, it received its accreditation in 1970 from the Southern Association of Colleges and Schools. It offers associate degree and certificate programs and has an enrollment of over 19,000 students. The programs can be either in vocational fields as well as liberal arts, which is a good option for a student that would wish to transfer to four-year college or university afterward. The college has several components that make it a good college and hence ideal for someone wishing to further their education. First, the college offers programs in over 180 areas of study. That serves to give students a broad variety of options for careers, as well as personal interests. Some of the fields in which one can enroll include construction management, emergency medical science, medical assistance, dental assisting, automotive technology, accounting, graphic design, business administration, welding technology, engineering technology, architecture technology, hotel and restaurant management as well as general education. For those that wish to transfer to four-year colleges or universities, the college offers associate degree programs in various areas. Some of the areas the university offers such courses include pre-engineering, arts and sciences. The wide range of class time available in the college makes it easy for one to schedule their classes to fit with other commitments such as family and job

Turkey make people sleepy Essay Example | Topics and Well Written Essays - 1000 words

Turkey make people sleepy - Essay Example According to my personal experience to this matter; eating a lot of turkey makes me tired and consequently, I resort to taking a nap. Mary Ann’s theory questions if the thanks giving feast sleepiness and tiredness aspect could explain this lethargy. The friend of mine - Martin, who is visiting my town for summer holidays, and who had earlier admitted to this myth had even warned us that â€Å"if you serve a lot of turkey in any party or dinner, you are definitely going to fall asleep in front of your companions†. Everyone else thinks that my reason on this matter is misplaced as it is logical that eating a lot of any meal can make one sluggish and tired, but to some extent, I think that one can be surer of getting tired after eating turkey than with other meals – even after moderate consumption of turkey. In a more professional context on this matter, the story has been reasoned out by the fact that turkey contains tryptophan and amino acid contents that tend to make people tired and sleepy. However, this has also contributed to a controversy as other animals’ products and meat contains some level of these substances as well. â€Å"This is based on a little right information, but just misapplies and misunderstood†, this is what Fiona Martinez – a professor of molecular nutrition from Minnesota University had to say. Turkey traditionally has been regarded as the main meal in the thanksgiving ceremonies. Funnily, it has been observed that after these ceremonies, people tend to get tired and sleepy. This fact has made a lot of people to actually conclude that the contents of turkey are the primary reason that leads to these conditions. Therefore, many people believe in the myth that eating turkey makes people sleepy. However, in the holiday or festive seasons where a lot of people take turkey, these seasons have also been characterize by the intake of other food substances such as lots of dessert and drinks that contain al cohol are equally usually consumed during these seasons. This has also raised more hypotheses as far as this myth is concerned. A lot of individuals have claimed that it is the dessert and the alcoholic drinks taken after consuming turkey that leads to this feeling of laziness and tiredness. Otherwise, a majority of people still believe in the myth that turkey contains a natural sedative that induces sleepiness. Part II The myth around turkey has been investigated by various scholars and researchers and they have come out with different conclusions as regards to the matter. Turkey in real sense does not make people sleepy. What scientists have concluded to be the cause of this myth is the L-tryptophan which is an essential amino acid (Hirshkowitz, Max & Patricia Pg 105). Being an essential amino acid, it means that a human body cannot produce or synthesize it. Therefore, the diet we take must supply our bodies with the essential amino acid. Amino acids are the blocks that build prot eins. One of the foods rich in tryptophan is turkey. Besides, tryptophan is also found in other animal products especially poultry. When it enters the body, it is utilized in making a vitamin B which is called niacin and is essential for ensuring smooth digestion as well as in the synthesis of serotonin. Serotonin on the other side is a brain hormone or chemical which plays a major role in the regulation

Utilitarianism Essay Essay Example for Free

Utilitarianism Essay Essay Utilitarianism is a theory in ethics regarding actions that maximize utility. Utilitarianism is human- centered and has a foundation of morality. One could say this theory holds to happiness as the principle, at least that is what John Mill proposes. Mills is well known for being not only a great philosopher of his time, but also an advocate for utilitarianism, in so much that Mills believed and even improved upon Bentham’s views. John Stuart Mill was the most famous and influential British philosopher of the nineteenth century (Clark, 2003). Mill felt that the foundation of morals, â€Å"utility† or the greatest happiness principle, holds actions are right in a certain proportion because they tend to promote happiness; and wrong because they produce just the opposite of happiness. Happiness is pleasure, with the absence of pain; unhappiness, equals pain and the absence of pleasure. Mill felt that higher pleasures are more valuable than lower ones and also better (Peck, 2006). Pleasure to Mill’s differs in quality and quantity. Mill felt that a person’s achievements and goals such as virtuous living should be recognized as a part of their happiness. Mill believed that happiness is the only basis of morality, and that happiness is the only thing people truly desire. Mill’s take on justice was that it is based on utility and happiness and that rights only exist because they are necessary for a person’s happiness (Peck, 2006). When speaking of qualitative and quantitative utilitarianism there are differences within the two. They both measure the value of different levels of happiness (Ring, 2010). Qualitative utilitarianism entails that mental pleasures are different and also superior to physical pleasures. Quantitative utilitarianism entails that all types of happiness are equal or the same. In quantitative utilitarianism what matters most is the quantity or amount of happiness, not what type (Ring, 2010). When speaking of Mills and his approach one would need to consider the strengths and weaknesses of what Mills proposes. The strengths of Mills approach to utilitarianism would be the fact of the only thing of substance or that matters is what happens in one’s life regardless of the intentions (Qizilbash, 2006). One weakness would be the proposal that one’s intentions do Running head: UTILITARIANISM ESSAY 1 not matter or hold any substantial repercussions. One’s intentions can have a very negative affect on themselves but more important on other’s especially innocent by standers. One’s intentions could be of utmost importance to the good of the majority. Another strength of Mills approach is the fact that Mill considers emotions a form of great pleasure (Qizilbash, 2006). This point of the theory shows some impartiality. Mills also mentions general rules, which in turn would allow for the use of universal rules, and this is a strength for sure. In Mills approach one more weakness would be the ability for one to predict the outcome or consequences. More weaknesses than strengths exist in Mills approach, for instance, to get the greatest good for the greatest number can sometimes make the simplest of actions become immoral- for instance buying something for oneself that is not necessarily needed but none the less something desired, but if that money spent could have been spent elsewhere and been more beneficial to a greater number of people then one is considered immoral or acting immoral. Another weakness in Mills approach is a competent person will always pick a higher pleasure over a lower one (Qizilbash, 2006) yet this is neither feasible nor true in all situations. And the major weakness in Mills theory is the assumption that one should pursue something just because it is desirable and produces pleasure, this can have many negative consequences. Thought experiments have been used in every field from mathematics to philosophy. In this thought experiment four people play a question and answer game. There is a score rewarded for each correct answer, and at the end of the game the two highest scoring people will get the chance to walk away with either a large amount of cash for themselves, half of the cash or unfortunately empty handed. In this particular game one will decide to share and divide the cash, or be greedy and try to walk away with all of the cash, but there is that chance of walking away with nothing. Imagine one chooses share and the other chooses keep, then the one who chose keep gets it all, if both choose share then the cash will be divided evenly and both benefit, after Running head: UTILITARIANISM ESSAY 1 all they both worked equally towards this opportunity. But if both choose keep, they will both walk away empty handed with nothing. In this thought experiment we will assume that both people chose share, considering this is the only sure way of walking away with at least half of the cash. This experiment would defend Mills version of utilitarianism on one hand because both people have done what is best for the greater good (Clark, 2003) so what works for the whole and is better for all involved is best. But when considering Mills part of the version that speaks to one always choosing the higher pleasure over the lower one (Qizilbash, 2006) this scenario would critique- the higher pleasure would have been winning all of the cash for oneself, not having to share it and one knows that this is what each person desired, what would give them each much more pleasure, but instead they went for a lower zone of pleasure when deciding to at least walk away with some rather than no cash. In this experiment one can say it defends and critiques Mill’s because Mill’s was contradicting in his approach and views. Mill was known to improve Bentham’s views, and not agree with them, but yet Mill leans towards Bentham’s views in a lot of his approach to utilitarianism. References Clark, K. J. , Poortenga, A. (2003). The story of ethics, Upper Saddle River, NJ: Prentice Hall. Peck, L. A. (2006). A â€Å"Fool Satisfied†? Journalists and Mill’s Principle of Utility. Running head: UTILITARIANISM ESSAY 1 Journalism Mass Communication Educator, 61(2), 205-213 Qizilbash, M. (2006). Capability, Happiness and Adaption in Sen and J. S. Mill. Utilitas, 18(1), 20-32. doi:10. 1017/SO953820805001809 Ring, L. , Gross, C. R. , McColl, E. (2010, June). Putting the text back into context: toward increased use of mixed methods for quality of life research. Quality of Life Research. pp. 613-615. doi: 10. 1007/S11136-010-9647-z.

Race Relations Essay Example for Free

Race Relations Essay The article entitled â€Å"The state of race relations [Editorial].† was written by M. Fletcher K. Thompson was taken from the Courier-Journal website http://www.courier-journal.com/ dated January 17, 2010 but was retrieved on January 27, 2010. The article focuses on racial profiling, particularly that of Black Americans by law enforcement. The first point that Fletcher Thompson makes is how the first year of President Obama’s presidency brought the country face to face with racial schisms as much as it has promoted racial understanding. It is further implied that most Americans do not completely view President Obama as African American, citing that he is â€Å"Light-skinned†, has no â€Å"Negro dialect.† and therefore not subjected to the same police brutality as that of dark skinned African Americans such as Harvard scholar Henry Louis Gates Jr. Gates was arrested by Cambridge, Mass Police Sgt. James Crowley for disorderly conduct after police were called to his home suspecting to find a black man breaking into the home; Bates did not have his keys. All charges were subsequently dropped. The second point suggests that while the gap between whites and blacks has narrowed in the past decade, racial profiling and the reconciliation President Obama’s election seemed to have promised remains far off. President Obama seems to be what every red blooded American didn’t want in a president: black, little political experience, supposed Muslim beliefs and hope that Americans could become equal in all aspects of society. I am lead to believe the difference between African Americans and Anglo Americans is growing in a positive direction. As with Sgt. James Crowley, the view of black Americans remains relatively the same in a general sense, yet with the election of the first African American as President of The United States, the way law enforcement uses or collects data will be a basis for a unified change in how race is viewed throughout the world. The United States will reflect how those in authority are trained, educated and in cases where wrong doings are revealed, disciplined. No matter what changes are made in our future, wherever race is a factor there will be ignorance.

A Study Of The Ghaf Tree

A Study Of The Ghaf Tree The Ghaf tree also known as Prosopis cineraria has been an essential part of the UAEs distinctive desert environment and the civilization that have emerged here in the Emirates. Ghaf tree culturally and traditionally is as valuable and precious as it is ecologically. Groves of ghaf grow naturally in the desert sands and wide wadis in all emirates, but unfortunately they are becoming extinct. In this project we will discuss the causes of extinction of the Ghaf tree, why it is threatened and the impacts that could lead to the extinction of the Ghaf tree. Forests are fabulous places, were you can see different types of Insects, mammals and birds. They are also places that embrace various flowers, trees and grasses. Actually, this sight maybe a good explanation that illustrates the term Biodiversity. Biodiversity is a vague word that has many definitions among researchers and scientists. In fact, researchers have different definitions according to their different goals, perspectives and values. Takacs (1996) defined the biodiversity as a full variety of life on Earth, while Chadwick (1993) thinks that this word is simply defined as nature or wilderness. However, the general idea among all the researchers is that the biodiversity is the study of the process that makes and sustains the variation of the species on the earth (redpath-museum, 2010). It illustrates the idea of the relationship between the individual and the population, and the population with the community. Moreover, biodiversity is considered as a part of nature because it plays a big role in affecting animals and plants in both terrestrial and aquatic biomes (Ecosystem, 2008). Due to researches, there are three main types of biodiversity. The first type is the ecological or ecosystem diversity. An ecosystem is a structure which includes living organisms and non living organisms functioning together to maintain the life cycle (Ecosystem, 2008). The ecological diversity refers to the total of different types of ecosystems with the different species within them. The diversity of species within an ecosystem is affected by the ecosystem itself. That is because each species need a different habitat that it is suitable to live and reproduce within it. The second type is the species diversity. It means the number of plants and animals that exist in an area. Essentially, some regions are richer of species than other regions. For example, the tropical forests have much more species than other regions like the poles. The third type is the genetic diversity. This type explains that each member or individual within a species is different from the other members from the same species (BIODIVERSITY, 2010). The differences are in the genetic structure that gives each member his own characteristics. A clear example for the genetic biodiversity is the human beings. Each person has different characteristics than the others because of the genetic building in each one of them. In fact, the genetic diversity is crucial for the species health and diversity because it keeps the diversity among individuals and therefore protects the species from being extinct. In this project, we are concerning on one species from the allover species on the earth which is the the Ghaf tree. The Ghaf trees classification is as follows: kingdom: plantae, Phylum: Magnoliophyta, Class: Magnoliopsida, Family: Fabaceae, Genus: Prosopis, Species: cineraria(ARkive, 2010). Thus, we can point that the scientific name of that tree is Prosopis cineraria. There are many local names for this tree. For example, it is known as Ghaf for Arabian, jandior khejri for Indian, and jand for Pakistani. (Agroforestry Database 4.0, 2009). Since the species is considered as a plant, it is a producer. That means that the species stands in the first trophic level (uaehoverfly, 2010). The Prosopis cineraria is a moderate sized evergreen thorny tree (experiencefestival, 2010) of 3-5 m high (Agroforestry Database 4.0, 2009). It is considered as a rapid growing tree that resists the dryness and the arid conditions because of the variability of the trees growth (Asian Agri-History, 2004). Moreover, it resists the hot weather and the dry and hot winds. Thus, it is considered as one of the most species that withstood the difficult conditions of environment. It has also a dense shade that kills the seedling (experiencefestival, 2010). Its roots are fast growing even more than the upper part of it. They are long enough that it can use the water in the deep soil layers. As reports say, the Ghaf tree roots may reach to a depth of 35 meters (experience festival, 2010). The leaves are glabrous which are mostly green but seems to be gray when it gets dry (Agroforestry Database 4.0, 2009). It produces a yellow flowers near the summer between March to May, in the time which most of the plants are leafless. Actually this occurs at an early age when the tree is five years old. The Ghaf tree is planted and grown in arid places were the climate is dry and the maximum temperatures varies from 48 deg C to 52 deg C while the annual rainfall is 120 mm to 250 mm(Agroforestry Database 4.0, 2009). It is mostly grown on sandy soils where the lower part is moisture to help its roots to get water. The relational position (sciencedaily, 2010) of the Ghaf tree among the ecosystem is high and strong. It has a historical story with the people who lived in rural places were this species actually grow. The reason is that this tree is a legume that helps to fertile the soil. Moreover, it has a big role in stabling the sand dunes and the agriculture harvests because of the deep roots it owns, the ability of fixing the nitrogen and the ability of providing the soil with important organic substances (Asian Agri-History, 2004). Also, this tree is a main source of getting fuel wood, fodder and medicines. In fact, this tree plays an important role in sustaining the delicate and the dry ecosystems. Researchers insure by the datas support that the Prosopis cineraria has the priority in the improvement that contains fragile areas (Asian Agri-History, 2004). Figure 1: The Species Distribution In The World. Figure (1) below shows the world map pointed with the countries in which the Ghaf tree is planted. According to the figure, the species is planted in such specific countries like Afghanistan, dry areas of Central and Southern India, West Iran and Pakistan, and Sri Lanka (Agroforestry Database 4.0, 2009). However, the species can be planted in other countries science the environmental and climatic conditions mentioned above are available in them. The evidence of that is it that the species is invasive to other countries like the United Arab Emirates. In other words, this species cannot be planted in anywhere except those which are pointed in the figure, but it can be invasive to some parts of the world where the conditions are suitable. Student 2: Status An endangered species is a group of living organisms which face a significant risk of being extinct in the near future or disappearance from earth if a solution is not discovered . Extinction happens for a number of different reasons such as change of climate , natural disasters, drop in the number of species ,oil spills by humans, acid rains, water pollution, and last but not least over-hunting by humans. Al Ghaf tree or Prosopis cineraria as a scientific name, is one of the most famous and spread trees in the UAE. It has a very important national status , it was composed for a long time apart from the desert nature of UAE, so it has a very historical status, Ghaf tree grows in UAE deserts and valleys as a natural tree, especially in the eastern part of UAE. It belongs to the dry region plants as a thorny tree. It is an evergreen tree with slender branches armed with conical thorns and with light bluish-green foliage; its height is more than 7 meters. This tree has been around for centuries , and it is considered to be one of the most important trees for the natural balance , it increases the vitality of the soil by fixing atmospheric nitrogen (Saving the Arabian ghaf tree, 2006). The ghaf tree is considered to be endangered for reasons such as ignorance of the importance of this tree as it doesnt get the support and care that it should get , Camels have increased lately and camels depends on ghaf tree as a source of food, Cutting its branches as fodder , Lack of groundwater, as experts are always looking for groundwater to use it for everyday life and agriculture needs. The Ghaf tree grows separately or in groups, and it can afford all desert difficulties because of its long and deep roots which extend to more than 30 meters underground (The Prosopis cineraria, 2010 ), It has a massive and nested branches, that is why it is called the umbrella tree or the dunes tree as it grows in deserts dunes. Al Ghaf is one of the most important trees for the natural balance, it increases the vitality of the soil by producing Neutrogen. Ghaf was used in the past in cooking; getting food, wood as a material for building roofs, and for garnishing and decorating (Al Ghaf tree report, 2009). Unfortunately, Ghaf tree is missing real care and support. Reasons for Extinction Ignorance of the importance of this tree as it doesnt get the support and care that it should get . Urban expansion which leads to getting rid of and cutting such trees. Camels have increased lately and they depends on ghaf tree as a source of food. Cutting its branches as fodder. Lack of groundwater, as experts are always looking for groundwater to use it for life and agriculture needs. Sadly , the ghaf tree has fallen a victim to human destruction of the environment all for the selfishness of us human beings and that is what lead to the ghaf tree being endangered. Human impact is one of the most affecting reasons in the ghaf trees disappearance because of urban booming and infrastructure, and whats most important is peoples ignorance as to the importance of this tree. Government and societies should spread knowledge about this tree by creating events held specifically in order to save the ghaf tree . Governments should also try to state laws and punishments in order to save this tree from over cutting and demolishing that could eventually lead to extinction. Many domestic societies are looking forward to adopting the ghaf tree as a symbol for the UAEs natural culture and in different fields as well for its important status (Saving the ghaf tree, 2007). Figure 2 shows the popularity of the ghaf tree over the years. This table shows us that the ghaf tree is not well-known and that explains the ignorance that is associated towards this tree. Figure 2: Popularity of Al-Ghaf Tree Over Time Source: (Popularity of Prosopis Cineraria over time, 2007) Student 3: Causes of Extinction The Ghaf tree is under threat of extinction. The plant has been realized by several environmentalists and social scientists in the United Arab Emirates as a symbol of the natural history of the country and a tree that carries several values. The tree has been under such threat due to several reasons some of which have occurred in past circumstances while others due to current circumstances. Past reasons of extinction include distortions in the ecosystem and lack of natural water resources while present reasons include urbanization and public ignorance. The Ghaf tree has been an essential food source, as well as a source of fuel, shelter and medicine. Its leaves were once used instead of rice, its elongated pods provide fodder for animals which in turn supply milk, butter, cheese and meat (WWF 2008). The tree is well known to provide food for the ecosystem members such as insects, small birds and reptiles and its presence is indeed a signal of underground water. Due to such facts, the rise in number of camels in the region brought by the economic boom of the region has resulted in a distortion of this ecosystem. There are over 250,000 camels in the UAE that graze and coppice over the Ghaf trees (FAOSTAT 2004). Also in the past, when agriculture was a larger sector of the UAE economy ground water was used for irrigation of such plantations this has possessed a greater risk of depriving hydration for the Ghaf trees and has resulted in the death of many of the trees. The current reasons of extinction threat towards the Ghaf tree include the urbanization and fast development of the region along with public ignorance. The UAEs economic boom has brought a large population growth followed by a demand for real estate. Such a demand created the need for urban development including infrastructural foundations such as highways, electric lines, underground water pipelines and more. This has resulted in the removal several fauna and flora from the region including the Ghaf tree. In accordance the ecosystem has also been further affected irreversibly where birds have migrated away that used the Ghaf tree leaves as a source of food. The reproduction rate of the Ghaf is incomparable to the rate of their decease in the region, whereas according to Razan Khalifa, managing director of the Emirates Wildlife Society: given that the ghaf is a slow grower, over-lopping is extremely harmful to its numbers. Land clearance for developmental projects [;] Many ghaf trees among others are ruthlessly chopped down to make way for modern projects in the desert (Al Majaida 2006). Measures Taken The first measures taken in the United Arab Emirates was taken by the former president of the UAE, H.H Sheikh Zayed bin Sultan Al Nahyan that was very passionate about conservation and environmental issues. The former president used to keep Ghaf trees that were found in his palace areas encompassed within a circle of bricks in order to prevent its removal. The former UAE president also placed a law that banned the chopping of Ghaf trees in the areas of Abu Dhabi and Al Ain. He also provided grants for environmentalists that intended to find solutions for elongating their survival and he provided subsidies to the municipalities of the region to spread the tree in the region. In 2006 the Emirates Wildlife Society along with the Al Fahim Group launched a campaign to save the Al Ghaf tree in which visitors of the web site campaign and vote to elect the tree as the national symbol of historical nature in the United Arab Emirates calling for government support to take actions to prevent the extinction of the tree (De Roy 2006). Furthermore, the web site is titled savetheghaftree.org aims to spread awareness about three by sending out public relation tools such as newsletters and posters in order to educate subscribers about the importance of preserving the heritage and natural culture of the United Arab Emirates. The strategic alliances of this campaign included AMEinfo.com, Al Fahim Group, Emirates Wildlife Society in association with World Wildlife Fund, UAE-based publishing houses such as Ahlan magazine by ITP, UAE nationals and desert lovers from all nationalities within the UAE. The campaign has been designed to target media through mall promotions for a two month period between the end of 2006 and the beginning of the following year. Moreover, the web site includes interactive media that allows subscribers to create their own Ghaf garden and compare their performances with one another. The concept follows on to translate virtual objectivity into reality in which the Emirates Wildlife Society with the sponsorship of the Al Fahim Group will plant an actual Ghaf tree in conserved groves for every ten virtual Ghaf trees grown online. Finally the online portal allows visitors to discuss stories about the Ghaf tree where pictures, designs, thoughts and suggestions can be shared among groups of people. The results of the campaign came as impressive in less than a year where more than a thousand trees have been planted within less than ten weeks online and a hundred trees were planted by Al Fahim Group and the EWS. Email blasts have resulted in the voting for the Ghaf tree as a national symbol to reach more than three thousand votes. The news spread to government entities such as the Abu Dhabi government that have placed efforts to spread such awareness among schools and their own department in terms of seeking the conservation and protection of the Ghaf tree. The media has also followed up on the campaign by adding television interviews. This was also followed by more environmentalists pursuing research on the Ghaf tree and finding appropriate soil conditions to elongate life spans. To further strengthen the campaign the Abu Dhabi Tourism Authority and the Abu Dhabi Culture and Heritage Authority provided voting ballot cards from the campaign in their advertisements, flyers and inv itations during the 4th Abu Dhabi Classical Music Festival (De Roy 2006). The Horticulture Department of the Dubai Municipality has also taken deep measures in 2008 to save the Ghaf tree by spreading it all around the parks in the city of Dubai. The Al Mushrif Forest Park in Deira, off Al Khawaneej area, is home to almost sixty thousand trees. Due to the requirement of water for the survival of the Ghaf tree the municipality has placed intensive efforts in planting new Ghaf trees and relocating more than seven thousand trees from areas all over Dubai such Al Barsha to the park in spots that contain more water and are more hydration accessible (Al Khan 2008). This can also be shown in figure 3 where according to environmental researches Ghaf trees in Dubai have lost average radiuses meaning that lack of water is signaling the relocation of the trees to water abundant areas: Figure 3: Size Distribution of Ghaf trees in the Dubai Desert Conservation Reserve It is important to note here that such an effort is significant due to the nature of the Ghaf tree that grows a long root tap in natural conditions, almost 30 meters, whereas its translocation can sever its roots and these trees may therefore be reliant on artificial irrigation for many years (Gardner Howarth 2009). Call to Action Source: Gallacher Hill (2005) The government of the UAE can spread the awareness of the Ghaf tree by starting such awareness within schools and placing the tree as a national symbol in the UAE society curriculums that students study in schools. The government can also provide incentives for environmental companies and research groups with the UAE and the GCC in order to spread the awareness and provide a long term growth strategy for the clusters of the Ghaf trees in the region. In addition, the government can also provide more campaigns in malls and population-intensive areas to spread the awareness. A great example would be placing a plastic model of the tree in the middle of mall or using the ghaf tree on the national day along with the UAE cultural identity to enhance its importance and vitality to ensuring the natural heritage of the nation. Finally the government can provide shuttle buses for the public in order to visit Ghaf tree areas and give them a tour of the place. Another suggestion starts from the individual point of view. The ghaf tree is being in threat of extinction due to other factors as well such as pollution and the over usage of water. In order to start that individual incentive it is important to fulfill self-conscience satisfaction when an individual saves a Ghaf tree. This can be done by saving water and looking at the difference consumption levels of water and hence using some of the saved water to visit ghaf trees and place water at these sites. The media is one of the strongest tools for changing opinions and driving trends in a society. It can play a strong role in saving the Ghaf tree and idolizing it as the UAE environmental symbol. The media is divided according to the mediums of channeling a communicatory message, that is, by radio, television or public relations. Television campaigns suggested can include environmental game shows that ask audience questions about the environment in which the ghaf tree can be used. As for radio campaigns, competitions in early morning shows during high peak times can be broadcasted in order to spread the message about the Ghaf tree. As for public relations, holding press conferences and events for environmentalists that show results of the previous campaign in the UAE can be very important to show how the tree has changed the environment and how opinions in the region have changed as a result of such campaigns. Public relations are a strong tool to alter readers opinion on the long run as compared to advertising. Finally, merchandising that are used in such media campaigns can be themed by designing them according to the Ghaf tree themes. Conclusion All in all it is quite significant to save the Ghaf tree from its extinction due to the importance of the tree from an environmental benefit point of view and from a preservation of culture and heritage point of view. From a global point of view several nations have used their own flora as a symbol of their geographical presence and as the UAE enters the international arena as a major economic and multicultural hub in the region it is vital to use one of the oldest and most appreciated plants as a representation of the nations vegetation. Furthermore, the culture of the UAE is based on Islamic values and learning which as mentioned in the holy Quran mention the need to respect all the living creatures that lurk on this planet. The fact that this foundation is the basis of many aspects in the UAE has made the idea of placing efforts and further education ethically and morally corrects to respect one of the most foregone trees that has always been present even before the economic uproa r makes the Ghaf tree a preservation of the culture of the UAE. In the future when new generations are to come, the Ghaf trees that have been standing tall during our times will maintain their sturdy places and remind the unborn that these trees are the symbol of UAE culture and what has made the UAE and its leaders thrive to make the country what it really is.

Habit of mind :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  A habit of mind is a way of thinking that one acquires over time. It is a type of thought that involves thinking beyond what society considers right or wrong, but acknowledging through complex thought, what is morally right. It is not easily achieved and is somewhat like a muscle, in that you have to build it up over time through intellectual work and hardship. Not everyone can achieve a strong habit of mind, in fact most don’t. The habit is a way of thinking that allows one to communicate with knowledge when the answer is not initially apparent. In order to think in this complex manner a person has to be well educated in all subjects of intelligence. Having a good education goes hand in hand with having good habits of mind, because in order to have positive functioning habits, a person has to be well rounded enough to considered every possible solution to the problems or questions posed. Being able to use a habit of mind also requires a type of thinking w here others nor any outside force constrains any ideas or solutions . This by definition is a habit of mind.   Ã‚  Ã‚  Ã‚  Ã‚  The characteristics of a good philosopher are someone who possesses the qualities to use their habits of mind and be able to think on a higher level than most do. Though everyone has their own unique habits of mind, philosophers are trained to think at a level where their habits of mind are stronger, and thus are always looking for, and usually come up with the best solution to questions, or problems posed. Plato is an example of a philosopher; he wrote a book, The Republic, which is a novel outlining the steps in order to become a good philosopher. Plato speaks through Socrates in the book, and Socrates gets involved in many challenging debates and philosophical conversations with people along his journeys, allowing him to strengthen his habits of mind. Philosophers are posed with the challenge of attempting to solve many of life's unanswerable questions. One example would be the question as to whether abortion is right or wrong. Both sides can be argued, pro lif e or pro choice, and both have sufficient evidence supporting its side. Although it would make sense that the person who’s fully informed on the subject and has the best ability to argue their contention will prevail in the conclusion of the argument, a solution is not usually possible.

Safeguarding Assets: The SOX Act Essay examples -- The Sarbanes- Oxley

What is internal control? According to University of Phoenix, Axia College Internal Control and Cash (2009), internal control is all of the related methods and measures adopted within an organization to safeguard its assets and enhance the accuracy and reliability of its accounting records. The primary reasons for internal control are help companies protect their investments and merchandise against theft from everyone, including employees and to make sure that the accounting is done correctly and truthfully. There are six principals of internal control that apply to most enterprises. Establishment of responsibility- gives only one employee responsibility over a certain task. Someone is less likely to steal if they are the only person that can be linked back to a task. Segregation of Duties- different people are responsible for related activities and record keeping for assets is kept separate from physical custody of assets. Physical, Mechanical, and Electronic control- Physical controls relate to the safeguarding of assets, examples would be safes and locks. Mechanical and...

Women in the Cival War Essay -- essays research papers fc

Women in the Civil War The Civil War, which lasted for four long years, was a â€Å"total war† involving every aspect of society. During this time in one of the bloodiest of wars, northern and southern women were as equally involved as their male counterparts, if not more. Because of this war, women were forced to abandon their traditional roles of the 19th century, and participate in the war effort. Some fearless women disguised themselves as young men, and took on the role of soldiers, in order to show their patriotism. Some of the more cunning women freelanced as spies outside the government sphere, so that they could participate in the war. Others supported the war effort by taking on the roles of nurses who risked their lives on the battlefield; however, most of them worked in hospitals located in the rear. No matter how big or small the role they played during the civil war, the significance of their effort and support broadened beliefs about the abilities of women and what they could achieve outside of the home. One of the more significant roles that women played during the civil war was that of a soldier. Both Union and Confederate armies forbade the enlistment of women, so those that wanted to enlist, crossed gender boundaries and disguised themselves as young men and assumed masculine names. This war was not only a man’s fight, but it was also a woman’s fight. Female civil war soldiers, like the male soldiers, lived in camps, suffered in prisons and died for their respective causes. They were wounded prisoners of war, and killed in action. Going to war was strictly by choice and they were all aware of the risks involved. Many had never fired a rifle before much less contained the understanding of the army way of life, but nevertheless, they still managed and some were very successful. It was estimated that 400 women rolled up their pants, bound their breasts, and cut their hair, in order to enlist with the fighting forces. Among those that joined the Confederate Army ranks was Mrs. Amy Clarke, â€Å"who enlisted with her husband and continued service after he was killed at Shiloh. It was not until she was wounded a second time and captured by the Federal that Mrs. Amy Clarke’s gender was detected†. Female soldiers had plenty of guts; they did not faint at the sight of blood, nor did they swoon in unbearably hot weather. They endured the same physical and... ...ty, NY: Hanover House, 1954. The author of this book provided a plethora of biographies, techniques and accomplishments of women, who spied for the Union Army listing the most influential to the least. Markle, Donald C. Spies and Spymasters. New York : Hippocrene Books, 1994. This book gave examples of female spies from both the Union and the Confederate Armies. These examples included the most significant women and the methods they used that are still practiced in espionage today. United States National Park Service. â€Å"Clara Barton – Angel of the Battlefield.† Home page on-line. Available from http://www.nps.gov/anti/clara.htm; Internet; accessed 30 July 03. This article provided a brief biography of Clara Barton, to include, her experiences on the battlefield as a nurse during the Civil War and a brief outline of her accomplishments after the war. Zeinert, Karen. Elizabeth Van Lew: Southern Belle, Union Spy. New Jersey. Dillon Press,   Ã‚  Ã‚  Ã‚  Ã‚  1995. The author gave an intimate view of one of the most significant spies during the Civil War with a thorough background of Elizabeth Van Lew, not leaving out her adventures and hilarious techniques used.

Entrepreneur Biography – Walt Disney

Kenneth Uy 500438690 Entrepreneur’s Biography – Walt Disney Childhood Walter Elias Disney, commonly referred to as Walt Disney, was born on December 5th, 1901 in Chicago, Illinois (Walt Disney Family Museum, 2012). His father Elias Disney was an Irish-Canadian and his mother, Flora Disney, was of German and English descent. His family settled in a village known as Norton Disney in the country of Lincolnshire at the time of birth (Disney, 2000). At the age of four, Disney and his family moved to a farm in Marceline, Missouri, which is where he developed his love for drawing.At the time he paid a retired Doctor by the name of â€Å"Doc† Sherwood to produce images of his horse, Rupert. Later on his interest grew to train development in Marceline, specifically the Topeka and Santa Fe Railway where his uncle Michael Martin was the engineer (Disney, 2000). Four years later, the Disney’s moved to Kansas City where Walt Disney attended the Benton Grammar School. I n school Walt Disney met Walter Pfeiffer who introduced him to the world of vaudeville and motion pictures (Disney, 2000). He continued to emerge himself in art and filmography as he attended courses at the Kansas City Art Institute and went to Electric Park.Adulthood At age 22 Walt Disney left Kansas City and made his way into Hollywood regardless of his insufficient money and materials. With the help of his brother Roy Disney they were able to use their resources and construct a camera to film in their uncles garage. Shortly they received an order from New York to produce the film â€Å"Alice Comedy† and began production (IMDb, 2010). In 1925, Walt married Lillian Bounds, one of his employees, in Lewiston, Idaho and had two daughters named Diane and Sharon Disney (Disney, 2000).Three years had passed and the infamous Mickey Mouse was first portrayed in the silent cartoon â€Å"Plane Crazy† but made his debut in â€Å"Steamboat Willie† which is known as the wor ld’s first fully synchronized sound cartoon. The production Mickey Mouse was the first milestone that began Walt Disney’s progression (Disney, 2000). Soon after, he began the production of full-length animated cartoon that contributed his launch to succession. By the time 1955 had arrive the entire globe had been entertained by Walt Disney’s creations especially with his television programming like â€Å"The Mickey Mouse Club† â€Å"Zorro† and Wonderful World of Color†.On December 15, 1966 Walt Disney had died from Lung Cancer (WDFM, 2012). Education Walt Disney began his early education when he attended Benton Grammar School where he recognizes his ability to draw. Once the family moved to Chicago in 1917, Disney attended McKinley High School in his freshman year and took night courses at the Chicago Art Institute. He returned to Kansas City after a year to begin working as a graphic artist, therefore, Disney had a total of 9 years of formal education (Disney, 2000). Family Walt Disney had a father named Elias Disney and a mother named Flora Disney.He has three brothers Herbert, Raymond, Roy, and Walter. And a sister named Ruth Disney. When he married Lillian Bounds in 1925 they conceived a girl by the name of Diane Disney and adopted a girl named Sharon Disney (IMDb, 2010). Diane married Ron Miller who was former president and chief executive of Walt Disney Productions; and Sharon served as a member of Disney Board of Directors (Disney, 2000) Work Experience As a high school dropout in 1917, Walt Disney tried to join the army but was rejected at the age of 16 for being too young (IMDb, 2010).He then joined the Red Cross for a year as an ambulance driver. Upon his arrival back, he had difficulty finding work as an artist or even as an ambulance driver. He then found temporary work at an Art Studio creating advertisements for newspapers, magazines and movie theatres. He also met his first start-up partner Ubbe Iwerks. F inally, he worked for Kansas City Film Ad Company where he learned all about animation and decided to become an animator (Gabler, 2006). Past Startup Background Iwerks-Disney Commercial Artists† was founded in January 1920 after Walt and Ubbe decided to start their own company (Gabler, 20006). Their company however was a failure and both started to work in animation at the Kansas City Film Ad Company. After learning all about animation, he pursued another start-up with another co-worker Fred Harman. This time he created an animation business and started screening cartoon’s titled â€Å"Laugh-O-Grams† in a local theatre. Following their success, Disney acquired Laugh-O-Gram studios, which soon went bankrupt due to Walt’s poor financial management.Later that year, Walt and his Brother Roy opened Disney Brothers’ Studio in Hollywood, California (WDFM, 2012). He then started selling his produced cartoons to a New York distributor that was a huge success . Everything was going well until Disney found out that his client had hired Walt’s animators under contract and took the rights to his most popular animated characters (Gabler, 2006). Motivation of Startup After losing everything, Walt and Ubbe decided to create another cartoon character now known as Mickey.After creating a series of short cartoons Mickey became the world’s most popular cartoon character in the 1930s. Walt created his first full-length animated musical feature in the production of â€Å"Snow White and the Seven Dwarfs† which exceeded over $1,400,000 in profit (IMDb, 2010). Throughout 1937-1947 he continued to create full-length movies such as â€Å"Pinocchio†, â€Å"Fantasia†, â€Å"Dumbo†, and â€Å"Bambi†. Following his cartoon success, Walt thought it was possible to pursue his dream in creating a theme park and which is now Disneyland.After being rejected approximately 302 times (Cool Pup, 2012) for financing the park, he finally got approved and his venture would allow him to acquire ABC and open his second successful theme park, Disneyworld (JustDisney, 2003). The Walt Disney Company now has approximately 156,000 employees and had almost $41 billion in revenue the previous year (WDFM, 2012). Section 2 Stevenson’s Entrepreneurial Perspective on Walt Disney Note: This section pertains to Walt Disney while he had an influence on the Walt Disney Company until his death in 1966 and not the company at its current state.Strategic Orientation Strategic orientation is defined by Stevenson to be how one formulates strategy (2006). He mentions two styles: Promoter and Trustee and contrasts the two by describing the first as opportunity-driven and the latter as resource-driven. Walt Disney demonstrated many entrepreneurial traits throughout his animation business ventures. Even while working for other ad companies, he always ended up making his own company. I believe Walt Disney’s strat egic orientation strongly reflects that of a promoter.Walt always pursued opportunities in entertainment because while Walt was producing still-cartoons at a previous job, he saw a bigger opportunity in animation and continued to pursue such opportunities as shown in his many transitions in the industry. He then started making short-film cartoons leading him to open his own animation business and acquire a studio (Gabler, 2006). He then saw opportunities by creating full-length feature films and even in creating his own theme park. Stevenson also states that a promoter’s fundamental task is to require the resources to pursue the opportunity.Walt Disney never gave up on Disneyland and was rumored to have been rejected financing for the theme park over 300 times (Cool Pup, 2012) until he struck a deal with ABC who agreed to help finance the park (JustDisney, 2003). He achieved his task and was driven to succeed in his financing. Walt can also be justified as a promoter because he operates in an industry with diminishing opportunity streams. Before his cartoon Mickey Mouse became a famous icon, Walt Disney constantly produced new characters and films to build his company’s reputation. Commitment to OpportunityStevenson’s next concept is described as a person’s willingness to act (2006). Promoters are action-oriented and willing to act in short-time periods to chase their opportunities. He describes promoters to be action-oriented and have heavy involvement in risk management. Conversely, commitment for trustees is often time-consuming and usually takes a longer period of time. Through Walt’s journey we saw him deviate his concentration to many different forms of entertainment. He seemed to be involved with many cartoon characters until the creation of Mickey Mouse that lead to his huge success (IMDb, 2010).Walt’s ventures with his cartoons lead him to movies, television and the creation of the world’s most popular theme park. This revolutionary array of ventures reveals Disney’s commitment to opportunity as a promoter. He remained very action oriented in ensuring that he would follow through until his cartoons succeeded. As well, he was heavily involved in the risk management of his company because nobody was willing to invest in his Disneyland (JustDisney, 2003). He financed a lot of the park through the company and the other half through ABC and was determined to make the park succeed.With the park’s success, Disney had already made plans to commit construction for another one in Florida. His commitment to opportunity attributed largely to his company’s success. Commitment of Resources When it comes to the attainment of resources, Stevenson says that promoters go through many stages of resource commitment with the goal of minimizing resources (2006). On the other hand, trustees will commit upon a larger-scale after careful analysis and single stage commitment. In relati on to Walt, a lot of his projects underwent a series of funding.In his early career as an artist and animator, he had to find a distributor for all his productions (Gabler, 2006) since he could never totally finance his business unless he was selling cartoons. Even after the company’s success and Walter won his first academy award for his creation of Mickey Mouse, when the company transitioned to make its first feature-length film â€Å"Snow White and the Seven Dwarfs† the studio ran out of money (Gabler, 2006). Since there were no formal venture capitalist groups at the time, the only way Walt could raise money was through loans.Eventually the movie would become the largest grossing film of the year (IMDb, 2010). The company went through many stages of funding to finance its various other projects. Similar to Snow White, Disneyland was funded in a similar manner where Walter would seek another loan to cover the costs of creating Disneyland (JustDisney, 2003). His jour ney through the resource commitment process mirrors promoter behaviour because he only sought funding when he needed it at multiple stages. Due to unpredictable resource needs and varied studio costs from film development, from a financial perspective Disney’s company was very chaotic.Control of Resources The use of resources in an organization plays a pivotal role in determining a company’s success. Stevenson describes promoters to only be concerned with their ability to use a resource while trustees seek to control their resources by attaining full ownership (2006). When it comes to the animation business, ownership plays a key role in everyday operations. When Disney lost the rights to one of his most successful characters â€Å"Felix the Cat† (Gabler, 2006), Walt found himself at a standstill.From that moment onward, Walt made sure to maintain full ownership on all his company’s future productions in order to preserve his business and avoid future leg al conflicts. Due to the nature of the business, Walt relied heavily on his staff and had to employ full-time animators who could consistently produce the high quality entertainment the company was known for. As well, in order to make Disneyland and Disneyworld, the company needed to purchase large amounts of land (Gabler, 2006).A promoter style of management does not suit the Walt Disney Company for this section because Walt himself influenced so much of the company and could only have done so through ownership of all his resources. Therefore, Mr. Disney favored the administrative domain because of factors such as power and coordination. Having complete ownership and influence was essential to Disney in order to make sure his vision became a reality. His coordination was also important because it ensured he could take action without further approval from other partners.Management Structures Stevenson’s views on management place relationships at the core of every structure. P romoters rely on receiving valuable information for key actors while trustees rely on formal relationships within the company based on detailed rights and responsibilities. Trustee management is the only applicable management structure for the Walt Disney Company (2006). He states, â€Å"Only in systems where the relationship with resources is based on ownership or employment can resources be organized in a hierarchy† (Stevenson, 2006).With the company’s heavy emphasis on ownership on its productions and land as previously addressed, it is only appropriate that structure is required to delegate roles and responsibilities within the company. Walt’s company demonstrated many things that favour trustee management, the first being the need for clearly defined authority and responsibility and the next to be organizational culture. As the company increased in size, in order to ensure Walt could influence every level of management, there needed to be a formalized hiera rchy common in many large corporations.Walt worked closely with his animators to ensure the company’s productions were under his direct approval (Gabler, 2006). Operating a large company also requires organizational culture because work needs to be formulated into a routine for employees to work within. Reward Philosophy When it comes to rewarding an organization’s employees, Stevenson finds that promoters reward employees based on their contribution and harvesting of value (2006). Investors and owners of the business want to generate returns to ensure they get their money back.Since performance is crucial in determining the success or failure of a start-up, key employees who help generate this value are usually rewarded on their performance. Trustee style management differs because compensation is usually pre-determined because of assigned responsibilities with the exception of small bonuses and promotions (Stevenson, 2006). Walt Disney maintained promoter behaviour b ecause a lot of his employees such as the staff at his studio were hired on salary with bonuses of 20% of profits for the short cartoons (Hill, 2004).At the time, Disney was considered to have the highest paid workers with the best working conditions. Disney embodied the promoter style of management because of factors such as individual expectations and competition. After the success of â€Å"Snow White and the Seven Dwarfs†, Walt was known to have made â€Å"salary adjustments† to animators who he felt did exceptional work (Hill, 2004). As well, Disney strategically offered the best wages and working conditions in order to maintain its talent and attract more talent in a highly competitive industry. Section 3Recommendations for Walt Disney and The Walt Disney Company It is hard make comments and recommendations for one of the greatest and most ambitious entrepreneurs of all time but there a few things I would like to address in areas where I feel could have been handl ed differently. Although Disney operated in a completely different time period of more than 50 years ago, I will do my best to acknowledge the time period and his situation. 1. During the release of his first feature film â€Å"Snow White and the Seven Dwarfs† and his change to the reward policy, the strike of his whole nimation staff could have put his business into financial hardship. In order to avoid situations like these, Disney should have reported or at the very least consulted with HR professionals on a better payment plan to reward employees during successful productions, and also support employees adequately through financial hardship as experienced in World War 2. Because his employees are crucial to the operation of the business, risky financial moves can have extreme and immediate effects on the company’s future. 2. The company found itself out of funds several times due to poor financial management.As previously mentioned, the company went bankrupt during the production of â€Å"Snow White and the Seven Dwarfs† and it also did not have enough funds to complete Disneyland on its own. Although the company succeeded in both ventures, I believe that Walt Disney was poor at managing the company’s funds. In his earliest of animation days, his Laugh-O-Gram studios also went bankrupt as a result of overpaying his employees. He also tried to negotiate a price increase on his contract that actually resulted in termination of the contract, the loss of his production â€Å"Alice Comedies† and even most of his animation staff.He again was close to bankrupt and might have stayed that way had it not been for the creation his iconic â€Å"Mickey Mouse†. I believe that if there were a person with more financial experience and knowledge similar to the modern day equivalent to a Chief Financial Officer, he would have not reached such plateaus. As well if he had stronger legal advisors, he could have probably earned the righ ts back to his character and staff or at least won a settlement.While CFOs and law firms aren’t as readily available back then as they were today, I believe one thing that Disney lacked was his ability to have a reliable and knowledgeable management team that could have saved him a lot of hardship. Walt Disney is a remarkable man whose life work influenced the way people viewed imagination. His life dedication to providing entertainment was what helped him reach an entrepreneurial pinnacle. Arising from all failures and demonstrating a life committed to fulfilling his life goals lead him to be one of the most influential entrepreneurs of all time.References Cool Pup. (2012). Disneyland. In  Daily Celebrations. Retrieved November 5, 2012, from http://www. dailycelebrations. com/071799. htm Gabler, N. (2006). Walt Disney: The Triumph of the American Imagination. IMDb. (2010). Walt Disney Biography. In  IMDb. Retrieved November 6, 2012, from http://www. imdb. com/name/nm0000 370/bio Hill, J. (2004, June). Another look backat the 1941 Disney Studio Strike. In  Jim Hill Media. Retrieved November 6, 2012, from http://jimhillmedia. com/alumni1/b/wade_sampson/archive/2004/06/07/1204. aspx#. UJqz-Gl25YQ JustDisney. 2003). Disneyland's History. In  Disneyland History. Retrieved November 7, 2012, from http://www. justdisney. com/disneyland/history. html Stevenson, H. H. (2006, April 13). A Perspective on Entrepreneurship. Harvard Business School,  9(131), 1-12. The Walt Disney Family Museum. (2012). About Walt Disney. In  Timeline. Retrieved November 6, 2012, from http://www. waltdisney. com/timeline#41 Walt Disney. (2000). In  Walt Disney Biography. Retrieved November 5, 2012, from http://www. norsknettskole. no/fag/ressurser/itstud/fuv/gunnargrodal/bio. htm

Everyone responds to conflict according to their values Essay

concourse react to contravention referable to their survey. In the novel Every public In This Village Is a liar Megan push-down list has allies who make an denunciation to protect her at all cost. A persons set may also include, they would never sensiblely excruciation a nonher person and they be against it so in times of engagement payable to their values despite whether it is a physical remainder or whateverthing else they wouldnt utilise to physical ravish. Another major conflict issue is honestly within war and everyday life. luck is sullenered protection for when come in The spunk East by her sensation rain tree because mess hall will be experiencing a lot of external conflict upon entering Afghanistan. He was solemn. I fix your life on my honor, he express from the heights of his mountainous nose. They will provoke to kill me earlier they dissolve harm you. Za human being requires to help people be safe when in Afghanistan so she can successfu lly do her reporting. Even though Zamans cultural background does not underline equality receivable to females beingness disadvantaged, Zaman chose to be c beless as he would rather let the enemies hurt him earlier they could get the chance to hurt Stack, with Zamans values being highly depicted in this bunk. Although there was a curfew Stack was not harmed for being outside, instead Stack was reminded by a marine to avoid being outside during curfew times. Theres a curfew, a marine warned me as I moved past a check-point.Stack was most comparablely not harmed collectable to the marine realising that Stack is a diary keeper and had trouble getting back to her hotel before the curfew had begun. The Marines values would brook been various if the person instead of Stack was a Middle East Arab. Peoples values may not adjustment even if they are experiencing conflict. As an election was going on Stack wanted to report on what is mishap during the election however Stacks tele vision photographic camera is taken off her. Stack resists and make do back to retrieve her stolen camera. Sahafiyeh I yelled, barb around in my jeans pocket for a press credential. Journalists Give us the camera back Due to Stack being in a sticky situation with her camera being taken off her she tries to attack back to obtain her camera, save really this is not a value that Stack would often preach. Sometimes when citizenry fear for their life they will change their values to survive without even thinking about it.For an example when Stack and Nora were in a storekeepers shop a man was getting beaten up by the storekeeper man, because the guy getting bashed act acrime of some sort. psyche was shouting and we turned to see a shopkeeper holding a sales demonstrator by the collar, punching in the face, over and over. pee-pee out of my store This external conflict responds to the storekeepers value because he feared for his life and demanded that the man leave the store, wher efore is why he responded to that conflict callable to his values. Stack explains to the audience that the Americans honestly are not fully uprightnessful. The US political science created a myth that they are the nigh(a) people and all the people in the Middle East are black and deserve to have havoc shipwreck upon them. American officials talked about the enemy and the evildoers and it sounded odd, empty, equal a legend.This is trying to show that nothing can always tell the truth as individuals or as a nation hence is why Megan Stack named her book Every Man In This Village Is a Liar. Once American civilians learnt that everyone in the Middle East was buy and evil the way they responded to conflict was changed due to their values being covered with lies. It is more(prenominal) likely that peoples values will change according to the different type of conflicts they face. Stacks comrades values changed due to missing her to survive being in the Middle East, some people di d not want to physically harm others however some people did only when they felt like their life was in threat. People are likely to agree that everybody acts differently to conflict based on their values.