Interdisciplinary Studies Reflection - 1217 Words

What I have learned with this degree and how I will integrate my previous learning with my new found knowledge?If I had read the definition for Interdisciplinary studies according to Wikipedia before I began the IDS program at Marian, I would have not had the same understanding as I do when I read it today. Wikipedia defines Interdisciplinary studies as an education about choice. Interdisciplinary combines interests that allow students to make discoveries and connections rarely possible in the narrower confines of a single-subject major. Interdisciplinary as the term is most often used in education when two or more disciplines bring together information. http://en.wikipedia.org/wiki/InterdisciplinaryIn an unpredictable and changing world,†¦show more content†¦During this year I found Aesthetics, Values and Cultures to be one of the most interesting classes I have taken. It allowed me to explore a world unfamiliar to me. The studies of sculptures and paintings I found very broadening. During this class I wrote a paper on the painting, The Last Supper. I was able to gain an understanding of what the painting meant and how it developed. I found it interesting how the true meaning of this painting is about how we perceive others and judge outward appearances. Suddenly the replica o f this painting hanging in my grandmothers dining room all those years made more sense. 2006The 2006 classes, Foundations of Christian experience, World history, and Philosophy I was beginning to see what a Bachelors degree majoring in IDS entailed. An IDS Bachelors degree wasnt totally about my career, it was also preparing me for the future by providing me with a variety of examples of how to look beyond the obvious. I was beginning to understand how and why others thought and believed what they did. An example of a paper I wrote was in History class and the impact John Edwards had during The Great Awakening. Today we still see the affects with at least five different Christianity beliefs and the first mass movement of American citizens. The first mass movement brought us all together into the melting pot that we currently have in the United States today. We all have different ethnicities,Show MoreRelated Teaching From A Design Perspective Essay1714 Words   |  7 Pagesphilosophy of education, I argue that teaching creativity is the most significant skill a student can learn, and is a cross curriculum attribute that has equal weight in every type of discipline. Thus, my philosophy of education supports an interdisciplinary curriculum where predominately elective subjects, such as technology education and fine arts, stand on equal footing with required subjects typically regarded as more academic. If we teach learning as relational, we establish a learning environmentRead MoreThe Impact Of Individual And Institutional Characteristics On Teachers Perceptions Essay1283 Words   |  6 PagesMiller, W. J., Kuykendall, A. J., Thomas, A. S. (2013). Are we in this together? An analysis of the impact of individual and institutional characteristics on teachers perceptions. School Community Journal, 23(2), 137-159. This study addressed restrictions in past investigations of educators’ view of parental involvement in education. Data was collected from 199 educators from 23 schools within a single school district in a mid-sized southern metropolitan city. The authors used the School CommunityRead MoreAttitudes Toward Interprofessional Collaboration Changed After Attending The Mentoring Program1215 Words   |  5 PagesThe purpose of their study was to examine whether attitudes toward interprofessional collaboration held by medical, social worker, and nursing students changed after completing an interprofessional curriculum. To determine whether students’ attitudes toward interprofessional collaboration changed after attending the mentoring program a pretest and posttest design was used. To measure the attitude toward nurses and nursing services the Jefferson School of Attitudes Toward Physician-nurse CollaborationRead MoreThe Maternal And Child Health Bureau Strategic Plan873 Words   |  4 Pagesthe overall health of the maternal and child health population. How the bureau planned to achieve that was by strengthen the Maternal and Child Healt h knowledge and support scholarship within the field by proving graduate education to develop interdisciplinary public health leaders nationwide. The Maternal and Child Health Bureau invested in innovative training and education programs to produce more qualified leaders according to a set of guidelines on the national level (Dodds, et al., 2010). ToRead MoreAnalysis Of David Orr s The Principle Of Mastering Oneself973 Words   |  4 Pagesknowledgeable in that subject alone is what education strives for. However, one simply cannot just study one specific subject with no reflection on others, because that is what aids one in formulating their own ideas and understandings of not only that subject but their position in the world as well. His idea calls upon interdisciplinary approaches to subject matter in Ardoin’s article, Toward an Interdisciplinary Understanding of Place: Lessons for Environmental Education, where she states researchersRead MoreDesign Of The Study On Art Education Curriculum And Practices1425 Words   |  6 PagesChapter Three: Methodology Design of the Study This qualitative research study examines ideas concerning how art education curriculum and practices might best engage students living in poverty. The main research question asks: How might art education curriculum and practices best engage students living in poverty? Sub questions that developed from the initial research question are: What art curriculum can be implemented to best engage students living in low SES situations? What teaching practicesRead More1.Action Plan For The Unit (25 Points).Gifted Students1471 Words   |  6 Pages 1. Action Plan for the Unit (25 points) Gifted students should be provided advanced opportunities to be challenged, to experience both success and growth, to develop higher level study, creativity, and productivity. To develop their interests and talents their individual characteristics, needs, learning rates, motivations for learning, cognitive abilities, and interests must be taken into account. Differentiation can be included in the curriculum by incorporating acceleration, complexityRead MoreMidterm Exam Sped 5076.. 1.Action Plan For The Unit (251398 Words   |  6 Pages Midterm Exam SPED 5076 1. Action Plan for the Unit (25 points) Gifted students should be provided advanced opportunities to be challenged, to experience both success and growth, to develop higher level study, creativity, and productivity. To develop their interests and talents their individual characteristics, needs, learning rates, motivations for learning, cognitive abilities, and interests must be taken into account. Differentiation can be included in the curriculum by incorporatingRead MoreReflective Account Of Inter Professional Education1551 Words   |  7 Pagesestablishing the key teamwork and communication skills that will need to be implemented in a healthcare setting in the future as â€Å"no one individual will have all the knowledge and skills required to meet the needs of patients† (Reeves et al, 2010). My reflection of this IPE experience will be based upon both the Kolb Cycle (Kolb, 1984) and the Tuckman model (Tuckman, 1965). Concrete Experience Over a four week period the aim of the task was to participate with members of other healthcare disciplines (nursesRead MoreCritical Thinking Distance Education And Traditional Education926 Words   |  4 Pagesthemes of three empirical articles. The three articles compared were as follows: article one by Weidman, Stein (2003) titled â€Å"Socialization of doctoral students to the academic norms was a study.† Article two by Baker Lattuca (2010) titled â€Å"Developmental networks and learning toward an interdisciplinary perspective on identity development†looked at the bond between theories. Article three Visser, Visser Schlosser (2003) titled â€Å"Critical thinking distance education and traditional education†

Factors For Why People Migrate Mongols - 1113 Words

1.  ¦unique because the Mongols did not necessarily need to expand their territories as much as they did. The pull factor for Mongol imperialism is directly related to the push factors. They may have included climactic and geographic issues impacting the nomadic tribes but most likely were due to the Mongols being enthusiastically militaristic. 2. Mongol trade routes extended from Southeast Asia to the Iberian Peninsula. The Mongols too advantage of the maritime trade routes that extended from the Indonesian archipelago around the entire Bay of Bengal past Thailand and Burma, around the entire Indian subcontinent, the Arabian peninsula, the East coast of Africa, throughout the entire Mediterranean, the Baltic and the Golden Horde. 3. Earliest Mongol successes came in Northwest China and Tibet. Some Turkish tribes surrendered. They penetrated well into Transoxiana, which would later become part of the Soviet Union. In the 13th century, the Mongols successfully invaded Korea in the East and Europe in the west. 4. Drought, famine, population increases, attacks, diseases. 5. They spread their language and culture throughout the continent. 6. The positive effects include the introduction of iron, new crops, and centralized government to new places. The negative effects included depopulation, loss of culture/homogenization, and loss of language/homogenization. 7. Because of the Assyrian invasions 8a. From the Middle East, Jews migrated through the Magreb, and then intoShow MoreRelatedThe Genetics For Mongol Migration1050 Words   |  5 PagesMaryann Steadman ANTH 3125 2014, October 11th Reflection Paper One Genetics for Mongol Migration Mongolia is located in-between Russia and China, and is a neighbor to Kazakhstan. The people that live there are called Mongols. Mongolia, which is part of Asia, is part of what composes Eurasia. When it comes to DNA and chromosomal lineage, there are many factors that lead to how a person will look, who they will mate with, and what decisions they make in that process. These categories all run underRead MoreGreat Wall of China Essay example1375 Words   |  6 Pagesmountains, grasslands, and plateaus. It took more than 2,000 years to build this incredible manmade structure. Many people died to build this wall. It displays the changes between the agricultural and nomadic civilizations. It proves that the superb structure was very important to military defense. It became a national symbol of the Chinese as a security for their country and its people. The Great Wall of China must be preserved at all cost because it is a historical symbol that made it possible forRead MoreCuases Impact of Rural - Urban Migration from District Swabi to Peshawar14595 Words   |  59 Pagesabstract MIGRATION IS THE MOVEMENT OF HUMAN FROM ONE PLACE TO ANOTHER. THERE ARE TWO TYPES OF MIGRATION. ONE IS EXTERNAL MIGRATION AND OTHER IS INTERNAL MIGRATION. MIGRATION OF PEOPLE FROM RURAL AREA TO URBAN AREA IS INTERNAL MIGRATION. AS A RESEARCHER WE HAVE TRIED TO EVALUATE CAUSES AND IMPACT OF RURAL-URBAN MIGRATION FROM SWABI TO PESHAWAR. THE RESEARCH IS CONDUCTED UNDER THE FOLLOWING OBJECTIVES: (I) TO KNOW ABOUT VARIOUS SOCIO-ECONOMIC CAUSES OF RURAL-URBAN MIGRATION. (II) TO HIGHLIGHT POLITICALRead MoreGlobalization : A New Wave Of Christian Thought3019 Words   |  13 Pagesby numerous factors. Historically, globalization has contributed in the new modern era and continues to promote growth and development in numerous areas of the world. The idea of a global market trade, monetary gains and politics are the usual basic features for international market expansion. But also people move for political insecurities and religious rivalry. So, why a southward shift of Christianity? Migration is the most popular issue that has because of the shifting of people, thought out

Working for Understanding and Questioning- myassignmenthelp.com

Question: Discuss about theWorking in Business for Understanding and Questioning. Answer: Introduction In this unit, I have been a part of a group, from where I have gathered some experience and developed knowledge of some key concepts that have been addressed in this unit. In this assessment I am supposed to be showing reflective practice, intercultural sensitivity, and social awareness and writing skills. Interpersonal skills are those skills that are put to use by us every day when there rises situations in which we communicate or interaction is there with other people, both in an individual or group way. People who have strong interpersonal skills are most of the times more effective in both professional and personal lives. Discussion Interpersonal skills are inclusive of a wide range of skills, even though many of them are focused around communication like attending, understanding and questioning. They are also inclusive of skills and different traits that are related with emotional intelligence or ability of comprehension and managing of own and pother peoples emotions. People who have good interpersonal skills have tendency of being capable to work well inside any team or any group and in general with other people. They have the capability of communicating efficiently with other people, irrespective of whether they are fiends, families, colleagues, clients or customers. These skills are thus important both at work and external of work. Through the consciousness of how I cooperate with other people and practice, I have the option of improving my interpersonal skills. Interpersonal skills have become often so common for use that we might take them for granted, not even considering the way we are communicating with other people. If I have established good habits, that is fine. Nevertheless, it is obviously imaginable for developing bad habits and then failing in understanding why the communication or relations are in distress. Nevertheless, with the help of little time and exertion one can advance both consciousness and these skills. Improvement can be made in already effective interpersonal skills in many aspects of our life, both in the professional and personal aspect, as that would be leading to a better comprehension and better associations. Sometimes, interpersonal skills can also be denoted as social skills, soft skills, people skills or life skills. Even though these positions can be inclusive of interpersonal skills, they have a tendency of being comprehensive and might thus even refer to other forms of skills. Many people even make use of the term communication skills for interpersonal skills, which in reality is covering more, that would be inclusive of decision making and problem solving, additionally working in a group or team. In assessing my interpersonal skills, the learning style profiler was used for assessing and developing the way I learn at work. It has provided me with the opportunity of becoming a more effective learner. It carried out analysis of my individual learning style on five aspects that are sensation seeker, goal oriented achiever, emotionally intelligent achiever, conscientious achiever, and deep learning achiever. I scored poorly for being a conscientious and deep learning achiever, which made me notice where improvements are required. This can cause issues as that would be indicative of the fact that I am not good in development of a deeper and wiser comprehension of concerns and also I am comparatively weaker at independently and logically comprehending the basic issue. Going through the results I am supporting it as I do not find it tough in completely engaging in any issue or problem that I personally find difficult or asking for any deep learning in any area I do not find appealin g. In this context I have found that the best option is improving on these faults, all the while upholding my best constructive qualities for which I must make use of the information that is collected for my advantage. Interpreting it, I find myself being fairly enthusiastic about taking charge or initiating any new activities. I am even largely interest in setting goals and developing the necessary self-confidence for achieving these goals. Despite having the ability of thinking on my feet and my frankness of trying new things as being a positive trait, I understand that I must not ignore the gift of time and process my ideas properly before compulsively acting for any degree that I do in professional conditions. Moreover, I need improving my ability of processing information that I cannot comprehend. I need to work on maintaining my focus and following through in the times of difficulty and learning how to admin when I require help for receiving help. In the context of SMART criteria I find it realistic in developing my inferior learning skills by the time I am finished with university and then continuing my learning and ability of experimenting and changing all through my educational journey. Based on this, I have set some goals that are abiding the SMART criteria. I would categorise all my research work to make sure they are not misplaced. I would also record everything so that I can be completely organised. Following Tuckmans Team Development Model, I need to be following the steps of forming, storming, norming and performing. Understanding it would be helpful in my situation and helping the team also in being effective more quickly. In the first stage I have to be polite and positive. In the next phase there needs to be a pushing of personal boundaries. In the third stage people start resolving differences and then finally performance leads to the achievement of goals. Conclusion From this discussion it can inferred that good interpersonal skills is the foundation of a good working and social association, and is also helpful in the development of many other areas of skill. For being in a team, or leading it there is always the necessity of developing important life skills. Spending time on that is work it, as it is a skill that is used every day and in every aspect of our lives. Improving and developing our interpersonal skills are best in steps, starting from the very basic to the most vital. Bibliography Caligiuri, P., Tarique, I. (2012). Dynamic cross-cultural competencies and global leadership effectiveness.Journal of World Business,47(4), 612-622. Farh, C. I., Seo, M. G., Tesluk, P. E. (2012). Emotional intelligence, teamwork effectiveness, and job performance: the moderating role of job context.Journal of Applied Psychology,97(4), 890. Fransen, J., Weinberger, A., Kirschner, P. A. (2013). Team effectiveness and team development in CSCL.Educational psychologist,48(1), 9-24. Khan, A., Ahmad, W. (2012). Leader's interpersonal skills and its effectiveness at different levels of management.International Journal of Business and Social Science,3(4). Le Fevre, D. M., Robinson, V. M. (2015). The interpersonal challenges of instructional leadership: Principals effectiveness in conversations about performance issues.Educational Administration Quarterly,51(1), 58-95. Ohland, M. W., Loughry, M. L., Woehr, D. J., Bullard, L. G., Felder, R. M., Finelli, C. J., ... Schmucker, D. G. (2012). The comprehensive assessment of team member effectiveness: Development of a behaviorally anchored rating scale for self-and peer evaluation.Academy of Management Learning Education,11(4), 609-630. Tuckman, B. W., Jensen, M. A. C. (1977). Stages of small-group development revisited.Group Organization Studies,2(4), 419-427. Woodcock, M. (2017).Team development manual. Routledge.

The Adventure of Tom Sawyer Quotes

'The Adventure of Tom Sawyer' Quotes The Adventure of Tom Sawyer is a novel by Mark Twain (Samuel Clemens). The book is a Bildungsroman, following the development of a young boy, as he experiences one adventure after another. Mark Twains work is told in the third person, looking back with a sense of nostalgia. Here are a few quotes from The Adventure of Tom Sawyer. I aint doing my duty by that boy, and thats the Lords truth, goodness knows. Spare the rod and spile the child, as the Good Book says. Im a-laying up sin and suffering for us both, I know. Hes full of the Old Scratch, but laws-a-me! hes my own dead sisters boy, poor thing, and I aint got the heart to lash him, somehow. Every time I let him off, my conscience does hurt me so, and every time I hit him my old heart most breaks.- Mark Twain, The Adventure of Tom Sawyer, Ch 1He was not the Model Boy of the village. He knew the model boy very well thoughand loathed him.- Mark Twain,  The Adventures of Tom Sawyer, Ch 1Tom appeared on the sidewalk with a bucket of whitewash and a long-handled brush. He surveyed the fence, and all gladness left him and a deep melancholy settled down upon his spirit. Thirty yards of board fence nine feet high. Life to him seemed hollow, and existence but a burden.- Mark Twain,  The Adventures of Tom Sawyer, Ch 2He had discovered a great law of human action , without knowing it - namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difficult to obtain.- Mark Twain,  The Adventures of Tom Sawyer, Ch 2 Work consists of whatever a body is obliged to do, and. Play consists of whatever a body is not obliged to do.- Mark Twain,  The Adventures of Tom Sawyer, Ch 2Tom was a glittering hero once more-the pet of the old, the envy of the young. His name even went into immortal print, for the village paper magnified him. There were some that believed he would be President, yet, if he escaped hanging.- Mark Twain, The Adventure of Tom Sawyer, Ch 2Often, the less there is to justify a traditional custom, the harder it is to get rid of it.- Mark Twain,  The Adventure of Tom Sawyer, Ch 5The minister gave out his text and droned along monotonously through an argument that was so prosy that many a head by and by began to nod - and yet it was an argument that dealt in limitless fire and brimstone and thinned the predestined elect down to a company so small as to be hardly worth the saving.- Mark Twain,  The Adventure of Tom Sawyer, Ch 5Huckleberry was cordially hated and dreaded by all the m others of the town because he was idle, and lawless, and vulgar, and bad - and because all their children admired him so, and delighted in his forbidden society, and wished they dared to be like him.- Mark Twain,  The Adventure of Tom Sawyer, Ch 6   You only just tell a boy you wont ever have anybody but him, ever ever ever, and then you kiss and thats all. Anybody can do it.- Mark Twain,  The Adventure of Tom Sawyer, Ch 7The elastic heart of youth cannot be compressed into one constrained shape long at a time.- Mark Twain,  The Adventure of Tom Sawyer, Ch 8They said they would rather be outlaws a year in Sherwood Forest than President of the United States forever.- Mark Twain,  The Adventure of Tom Sawyer, Ch 8Five years ago you drove me away from your fathers kitchen one night, when I come to ask for something to eat, and you said I warnt there for any good; and when I swore Id get even with you if it took a hundred years, your father had me jailed for a vagrant. Did you think Id forget? The Injun blood aint in me for nothing. And now Ive got you, and you got to settle, you know!- Mark Twain,  The Adventure of Tom Sawyer, Ch 9Oh, they just have a bully time - take ships, and burn them, and get the money and bury it in awful places in their island where theres ghosts and things to watch, it, and kill everybody in the ships - make em walk a plank. they dont kill the women - theyre too noble. And the womens always beautiful, too.- Mark Twain,  The Adventure of Tom Sawyer, Ch 13 There was no getting around the stubborn fact that taking sweetmeats was only hooking, while taking bacon and hams and such valuables was plain simple stealing - and there was a command against that in the Bible. So they inwardly resolved that so long as they remained in the business, their piracies should not again be sullied with the crime of stealing.- Mark Twain,  The Adventure of Tom Sawyer, Ch 13Here was a gorgeous triumph; they were missed; they were mourned; hearts were breaking on their account; tears were being shed; accusing memories of unkindnesses to these poor lost lads were rising up, and unavailing regrets and remorse were being indulged: and best of all, the departed were the talk of the whole town, and the envy of all the boys, as far as this dazzling notoriety was concerned. This was fine. It was worth being a pirate, after all.- Mark Twain,  The Adventure of Tom Sawyer, Ch 14As the service proceeded, the clergyman drew such pictures of the graces, the winning ways, and the rare promise of the lost lads, that every soul there, thinking he recognized these pictures, felt a pang in remembering that he had persistently blinded himself to them always before, and had as persistently seen only faults and flaws in the poor boys.- Mark Twain,  The Adventure of Tom Sawyer, Ch 17 What a hero Tom was become now! He did not go skipping and prancing, but moved with a dignified swagger, as became a pirate who felt that the public eye was on him. And indeed it was; he tried not to seem to see the looks or hear the remarks as he passed along, but they were food and drink to him.- Mark Twain,  The Adventure of Tom Sawyer, Ch 18I could forgive the boy, now, if hed committed a million sins!- Mark Twain,  The Adventure of Tom Sawyer, Ch 19Huck Finns wealth and the fact that he was now under the Widow Douglass protection introduced him into society-no, dragged him into it, hurled him into it-and his sufferings were almost more than he could bear. The widows servants kept him clean and neat, combed and brushed... He had to eat with knife and fork; he had to use napkin, cup, and plate; he had to learn his book, he had to go to church; he had to talk so properly that speech was become insipid in his mouth; whithersoever he turned, the bars and shackles of civilization shut him in and bound him hand and foot.- Mark Twain, The Adventure of Tom Sawyer, Ch 35 Study Guide The Adventure of Tom Sawyer Review

Assignments for Sale

Assignments for Sale Assignments for Sale Assignments for Sale: Interesting Research If different college and university assignments are those to poison your happy life, stop suffering from this very poison, appeal to assignment writing company and make us of assignments for sale they offer to their customers. You see if using different assignment writing companies as a way of completing your own assignments you can order these assignments online and do not spoil your happy life ever again: Assignments For Sale Save Your Time Sociologists have made a very interesting research in which they aimed to count how many hours a day a student devote to his or her study. They invited common students to take part in this very research who are not honours students but just common students who try to study and to be awarded with the diplomas on their own. After having investigation in the duration of month, these sociologists have counted that students spend at least four or five hours a day for making different home assignments, if not taken into account that time they spend in the college while making these very assignments as well. If to compare this figure with the figure, which determines some other students activities they devote their time to, you shall see the following picture: one or two hours for going out, one or two hours for spending with family, five or seven hours for sleeping. Can you imagine that the majority of your time while being young, you devote to completing your college or university assignments instead of enjoying yourself? It sounds rather sad and hopeless. Order Assignment Help At Our Website! That is why if you want to stop wasting your life on completing assignments you are welcome to our assignment writing site to use our assignments for sale in order you have something pleasant to remember while being adult about your studying life except of assignments completing. It is very simple to make use of our assignments for sale, you just visit our site speak with one of our representatives and order your assignments online. After that, you are free to go and to do whatever you want. Friends, parties, romantic dinners are waiting for you. While you are resting and enjoying your life, your assignments are being written. It sounds too great, does not it? Contact our assignment writing company, make use of our assignments for sale, and as they say, smell the flowers. Assignments for sale are your chance to have a life free of academic projects! Read more: Political Science Thesis Parts of a Thesis Master Thesis How to Make a Thesis Dissertation Topics

Sea Turtle Facts

Sea Turtle Facts Sea turtles are water-inhabiting reptiles, six species of which belong to the Cheloniidae  family and one to the Dermochelyidae  family. These glorious seaborne relatives of land turtles glide through the coastal and deepwater regions of the Atlantic, Pacific and Indian oceans. Long-lived creatures, it can take 30 years for a sea turtle to mature sexually. Fast Facts: Sea Turtles Scientific Name: Dermochelys coriacea, Chelonia mydas, Caretta caretta, Eretmochelys imbricate, Lepidochelys kempii, Lepidochelys olivacea, and Natator depressusCommon Names: Leatherback, green, loggerhead, hawksbill, Kemp’s ridley, olive ridley, flatbackBasic Animal Group: ReptileSize: 2–6 feet long  Weight: 100–2,000 poundsLifespan: 70–80 yearsDiet:  Carnivore, Herbivore, OmnivoreHabitat: Temperate, tropical, subtropical waters of the worlds oceansConservation Status: Critically Endangered (hawksbill, Kemps ridley); Endangered (green); Vulnerable (loggerhead, olive ridley, and leatherback); Data Deficient (flatback) Description Sea turtles are animals in the Class Reptilia, meaning they are reptiles. Reptiles are ectothermic (commonly referred to as cold-blooded), lay eggs, have scales (or did have them, at some point in their evolutionary history), breathe through lungs, and have a three or four-chambered heart. Sea turtles have a carapace  or upper shell that is streamlined to help in swimming and a lower shell, called a plastron. In all but one species, the carapace is covered in hard scutes. Unlike land turtles, sea turtles cannot retreat into their shell. They also have paddle-like flippers. While their flippers are great for propelling them through the water, they are poorly-suited for walking on land. They also breathe air, so a sea turtle must come to the water surface when it needs to do so, which can leave them vulnerable to boats.   Westend61 - Gerald Nowak/Brand X Pictures/Getty Images Species There are seven species of sea turtles. Six of them (the hawksbill, green, flatback, loggerhead, Kemps ridley, and olive ridley turtles) have shells made up of hard scutes, while the aptly-named leatherback turtle is in the Family Dermochelyidae and has a leathery carapace made up of connective tissue. Sea turtles range in size from about two to six feet long, depending on the species, and weigh between 100 and 2,000 pounds. The Kemps ridley turtle is the smallest, and the leatherback is the largest. The green and olive ridley sea turtles reside in tropical and subtropical waters around the globe. Leatherbacks nest on tropical beaches but migrate northward to Canada; loggerhead and hawksbill turtles live in temperate and tropical waters in the Atlantic, Pacific, and Indian oceans. Kemps ridley turtles hang out along the coasts of the western Atlantic and Gulf of Mexico, and flatbacks are found only near the Australian coast. Diet Most of the turtles are carnivorous, but each has adapted to specific prey. Loggerheads prefer fish, jellyfish, and hard-shelled lobsters and crustaceans. Leatherbacks feed on jellyfish, salps, crustaceans, squid, and urchins; hawksbills use their bird-like beak to feed on soft corals, anemones and sea sponges. Flatbacks dine on squid, sea cucumbers, soft corals, and mollusks. Green turtles are carnivorous when young but are herbivores as adults, eating seaweeds and seagrass. Kemps ridley turtles prefer crabs, and olive ridleys are omnivorous, preferring a diet of jellyfish, snails, crabs, and shrimp but also snacking on algae and seaweed. Behavior Sea turtles may migrate long distances between feeding and nesting grounds and also stay in warmer waters when the seasons change. One leatherback turtle was tracked for over 12,000 miles as it traveled from Indonesia to Oregon, and loggerheads may migrate between Japan and Baja, California. Young turtles may also spend considerable amounts of time traveling between the time they are hatched and the time they return to their nesting/mating grounds, according to ​long-term research. It takes most sea turtle species a long time to mature and consequently, these animals live a long time. Estimates for the lifespan of sea turtles is 70–80 years. Reproduction and Offspring All sea turtles (and all turtles) lay eggs, so they are oviparous. Sea turtles hatch from eggs on shore​ and then spend several years out at sea. It may take 5 to 35 years for them to become sexually mature, depending on the species. At this point, males and females migrate to breeding grounds, which are often near nesting areas. Males and females mate offshore, and females travel to nesting areas to lay their eggs. Amazingly, females return to the same beach where they were born to lay their eggs, even though it may be 30 years later and the appearance of the beach may have greatly changed. The female crawls up on the beach, digs a pit for her body with her flippers (which can be more than a foot deep for some species), and then digs a nest for the eggs with her hind flippers. She then lays her eggs, covers her nest with the hind flippers and packs the sand down, then heads for the ocean. A turtle may lay several clutches of eggs during the nesting season. Sea turtle eggs need to incubate for 45 to 70 days before they hatch. The length of incubation time is affected by the temperature of the sand in which the eggs are laid. Eggs hatch more quickly if the temperature of the nest is warm. So if eggs are laid in a sunny spot and there is limited rain, they may hatch in 45 days, while eggs laid in a shady spot or in cooler weather will take longer to hatch. Temperature also determines the gender of the hatchling. Cooler temperatures favor the development of more males, and warmer temperatures favor the development of more females (think of the potential implications of global warming!). Interestingly, even the position of the egg in the nest could affect the gender of the hatchling. The center of the nest is warmer, therefore eggs in the center are more likely to hatch females, while eggs on the outside are more likely to hatch males. Carmen M/Wikimedia Commons/CC BY 3.0 Evolutionary History Sea turtles have been around for a long time in evolutionary history. The first turtle-like animals are thought to have lived about 260 million years ago, and odontocetes, the first marine turtle, is thought to have lived about 220 million years ago. Unlike modern turtles, odontocetes had teeth. Sea turtles are related to land turtles (such as snapping turtles, pond turtles, and even tortoises). Both land and marine turtles are classified in the Order Testudines. All animals in the Order Testudines have a shell that is basically a modification of the ribs and vertebra, and also incorporates the girdles of the front and back limbs. Turtles and tortoises do not have teeth, but they have a horny covering on their jaws.​ Conservation Status and Threats Of the seven sea turtle species, six (all but the flatback) exist in the United States, and all are endangered. Threats to sea turtles include coastal development (which leads to loss of nesting habitat or making previous nesting areas unsuitable), harvesting turtles for eggs or meat, bycatch in fishing gear, entanglement in or ingestion of marine debris, boat traffic, and climate change. According to the International Union for Conservation of Nature (IUCN), out of the seven species of sea turtles, two are classed as Critically Endangered (hawksbill, Kemps ridley); one as Endangered (green); three are vulnerable (loggerhead, olive ridley, and leatherback), and one  is Data Deficient, meaning they need additional study to determine the current status (flatback). You can help by: Supporting sea turtle research and conservation organizations and projects through volunteering or donating fundsSupporting measures to protect nesting habitatsChoosing seafood that is caught without impacting turtles (e.g., in areas where turtle excluder devices are used, or where bycatch is minimal)Not purchasing sea turtle products, including meat, eggs, oil, or tortoiseshellWatching out for sea turtles if you are out on a boat in sea turtle habitatReducing marine debris. This includes always disposing of your trash properly, using fewer disposable items and plastics, buying locally and purchasing items with less packagingReducing your carbon footprint by using less energy Placebo365/Getty Images   Sources Abreu-Grobois, A and P. Plotkin (IUCN SSC Marine Turtle Specialist Group). Lepidochelys olivacea. The IUCN Red List of Threatened Species: e.T11534A3292503, 2008.  Casale, P. and A.D. Tucker. Caretta caretta (amended version of 2015 assessment). The IUCN Red List of Threatened Species: e.T3897A119333622, 2017.Marine Turtle Specialist Group. Lepidochelys kempii. The IUCN Red List of Threatened Species: e.T11533A3292342, 1996.  Mortimer, J.A and M. Donnelly (IUCN SSC Marine Turtle Specialist Group). Eretmochelys imbricata. The IUCN Red List of Threatened Species: e.T8005A12881238, 2008.  Olive Ridley Project: Fighting Ghost Nets and Saving Turtles.  Sea Turtle ConservancySpotila, James R. 2004. Sea Turtles: A Complete Guide to Their Biology, Behavior, and Conservation. The Johns Hopkins University Press.Unlocking the Secrets of Sea Turtle Migration. Science Daily, February 29, 2012.

Market Entry Strategy from Ireland into the Germanic Cluster Essay

Market Entry Strategy from Ireland into the Germanic Cluster - Essay Example In 2005, DVD unit sales became so dominant, resulting to the remarkable decline in VHS sales. In Germany, there was 9.5% increase in DVD sales in the same year (European Video: The Industry Overview. 2008). Film Production Industry: In 2007, the German film industry was optimistic to have a better year as far as movie exhibit and distribution is concerned. In a report from the Federal Film Board (FFA) in Berlin, the market share of German movies remained at 19.5% over the past three years (Germany Film Industry Upbeat Again. 2007). On the other hand, distribution of blockbuster hits such as Harry Potter and Spiderman III contributed much to the industry, garnering 6.6M and 3.1M respectively. In home entertainment, the sales and rentals of video cassettes and DVDs reached 669-million-euro level during the first half of 2007. Germany’s Economic Condition: The tax policies in Germany allow foreign film production companies to enjoy huge profits, thus investors are able to write off the entire cost of producing a project. Profits come in the form of huge tax savings, and all the investors have to do is to find a German national to sell the rights of the film to. This is perfectly legal and is widely being done between Hollywood producers and local investors. The best way to enter the German Market at this point is through Licensing. Through this strategy, Tyrone productions will essentially allow a local company to use the properties of the Licensor in producing its products. These products are usually intangible such as trademarks, patents and production techniques. The licensee pays a fee in exchange for the rights to use the intangible property and possibly for technical assistance. Licensing requires little investment on the part of the licensor, thus it guarantees more profits for Tyrone in the distributorship of its DVDs. Furthermore, this scheme would enable Tyrone to take

Connectionists Modelling in Letter and Words Recognition Essay

Connectionists Modelling in Letter and Words Recognition - Essay Example These simple units can represent neuron and the connections can represent synapse in the neural network. Biological Activism: Neural network of connectionist modeling suggests that the study of mental activity is the study of neural systems. This links connectionism to neuroscience, and models involve varying degrees of biological realism. The biological aspects of natural neural systems are incorporated in connectionist model for better understanding / biological reality. Learning: Learning is an important aspect of connectionist modelling. Many sophisticated learning procedures for neural networks have evolved, modifying the connection weights. Mathematical formulas are used to determine the change in weights when given sets of data consisting of activation vectors for some subset of the neural units. Parallel Distributed Processing: It is a neural network approach emphasizing the parallel nature of neural processing and the distributed nature of neural representations. It provides a general mathematical framework for researchers to operate in. The framework involved eight major aspects: These aspects are now the foundation for almost all connectionist models. It is assumed that all cognitive processes are explained by neural firing and communication. According to this view there is no room for rational thinking or emotion. Discovery of methods for training multilayer networks is the ... 'Activation rule for combining inputs to a unit to determine its new activation'- represented by a function on the current activation and propagation. 'Learning rule for modifying connections based on experience'- represented by a change in the weights based on any number of variables. 'Environment which provides the system with experience'- represented by sets of activation vectors for some subset of the units. These aspects are now the foundation for almost all connectionist models. It is assumed that all cognitive processes are explained by neural firing and communication. According to this view there is no room for rational thinking or emotion. Discovery of methods for training multilayer networks is the major turning point in connectionist modeling. With this discovery, connectionist models not only have the computational power to answer those questions interesting to cognitive science, but also have a method of learning how to answer those questions. Thus, there is an explicit distinction between network architectures and the learning rules used to train them within new connectionism. By understanding the different types of architectures and learning rules, researchers are in a position to choose the appropriate type of network to solve specific problems. For example, if one wanted to solve a pattern recognition problem that was linearly separable, then an integration device network would be appropriate. If the problem was linearly inseparable, however, then the value unit architecture would be more appropriate. Advantages of Connectionist modeling: Connectionist modelling engage in "low level" modeling, trying to ensure that their models resemble neurological structures. Connectionist modelling focus on

I Have a Dream by Martin Luther King Essay Example for Free

I Have a Dream by Martin Luther King Essay â€Å"I have a dream† was a speech delivered on August 28, 1963 by Martin Luther King in Lincoln Memorial Washington D. C. Martin Luther King’s role or position in his speech is that of an illustrator, or a mediator of peace and equality. He becomes one of those people who have seen the light and wanted to share this light to those other individuals who are still in the dark. He wanted or dreamed of a community wherein racial discrimination is no longer an issue. His ideal community is where everybody is free, no biases for either black or white people nor black or white community. He is in a position as to persuade the people to become more vigilant in watching their freedom and in receiving or wanting equality and justice. He also wanted each and every people to understand that one’s freedom or destiny is bound to the other. Because of this, he wanted everybody to properly exercise civil rights and must not prevent people from using this privilege. Generally, the intended audience of the speech is the black people, and also those who are not such as the white people, but are living with black people or in black communities. However, everybody can read or listen to his speech or statement because of the underlying principles included in his speech and his dreams or ideals can be utilized or preferred as a model for civil rights. â€Å"I have a dream† greatly inspires and effectively infuses its point of view to its audience, transforming dreams into reality and despair into hope; we dream of being free, and we become free because of this dream. Martin Luther King was prompted to write or make the statement or speech because of the continuing slavery that entangles each and every people, especially for the black people or communities. In addition to this, the belief and treatment or actions of the black people against the white people had alarmed the author to write or make this speech to the public. According to Martin Luther King, the slavery of the black people may have been released or abolished because of the signing of the Emancipation Proclamation. However, nowadays or 100 years later, this freedom from slavery is still ambiguous and it does not exist. In addition to this, Martin Luther King believes that there are still a lot of people who are experiencing police brutality and social discrimination. In addition to this, he thinks that the rights and privileges which were given to the people, especially the black people, is not properly implemented or received by the black communities. Martin Luther King takes on the affirmative side or in favor for equality amongst the black people and also the white people. He clearly shows or supports his stand through several examples and emphasis on his words or statements. Martin Luther King claims that every individual should learn to respect and give what is right to their neighbors. He is aware that there are people who are still suffering beyond the hands of law. He reasons this out by giving examples of those who were misunderstood, brutally beaten indiscriminately and provides logic as to why dreaming is an important part in one’s body. Martin Luther King is qualified to be a speaker or author of such paper because of his records and performance not only as a politician but also an individual who greatly cares for justice and freedom. I believe that the assumptions, ideas or claims of Martin Luther King are correct and good, with some deviances especially through the use of audio, video or format or instructions at more school. He was able to provide examples of real life situations where the civil rights of an individual becomes hindered. In addition to this, the audio and video formats are very much entertaining and at the same time, inform the audience of the predicaments of equality or justice in nations or communities. However, there are some claims or dreams which are somehow impossible to attain such as complete equality and freedom from prejudice from all countries or states. Being able to read Martin Luther King’s work, my perspective before to ignore claims and evidences and become settled in what the community gives me, had greatly changed. As such, the degree of my trust towards Martin Luther King did increase due to his great speech which is definitely eye-opening. The author has refutations that include the fulfillment of his dream or conditions in order to achieve a country, state or community. He also refutes the fact that freedom is already complete. The refutations made by Martin Luther King are really effective. In addition to this, he uses great emphasis on his words and greatly touches the sympathy of those who are listening to his speech. He was able to clearly state his dreams, one after the other and manage to state options or categories which would fulfill his dreams. His last statement â€Å"Free at last! Free at last! † gives hopes and restore the faith which people have for change and better living. As an individual who had already received the light from Martin Luther King, my desire for helping other people and providing equality or non-biased reactions had increased. My hopes for a better communication and media for spreading the word of the real scenario on freedom and equality also increased because of the persuasive message or speech delivered by Martin Luther King, Somehow, a part of me already wants to do something in order to help and at least be able to create balance within communities. In addition to this, his metaphor of a ring, representing one goal, and fingers representing the people, is really amazing and in reality lightens my belief. I thought that we are already saved, but the paper of Martin Luther King had taught me well. Works Cited Jr. , Dr. Martin Luther King. American Rhetric: Martin Luther King Jr. : I Have a Dream. Atlanta, 2008. February 11, 2008. Intellectual Properties Management. http://www. americanrhetoric. com/speeches/mlkihaveadream. htm.

Bio of Marley :: essays research papers

BOB MARLEY Jamaica has produced an artist who has touched all categories, classes, and creeds through innate modesty and profound wisdom. Bob Marley, the Natural Mystic who introduced reggae to European and American fans still may prove to be the most significant musical artist of the twentieth century. Bob Marley gave the world brilliant music and established reggae as major forces in music that is comparable with the blues and rock&rolls. His work stretched across nearly two decades and still remains timeless. Bob Marley & the Wailers worked their way into all of our lives. "He's taken his place with James Brown and Sly Stone as pervasive influence on r&b", said Timothy White, author of the Bob Marley biography "Catch A Fire". It is important to think of the roots of this legend: the first superstar from the Third World, Bob Marley was one of the most charismatic and challenging performers of his time. His music reflects only one source: the street culture of Jamaica. Later, in 1930, Ras Tafari Makonnen was crowned Emperor of Ethiopia. Tafari claimed to be the 225th ruler in a line that went back to Menelik, the son of Solomon. The Garvey followers in Jamaica, who consulted their New Testaments for a sign, believed that Haile Selassie was the black king that Garvey had said would deliver the black race. It was the start of a new religion called Rastafari, which Bob was into heavily. Fifteen years after, in Nine Miles deep within Jamaica Robert Nesta Marley was born. His mother Cedella Booker was an eighteen-year-old black girl while his father was Captain Norval Marley, a 50-year-old white man working for the Jamaican Forestry Commission. The couple married in 1944 and Norval left Cedella to legitimize their unborn child. Then Bob was born on February 6, 1945. Norval's family applied constant pressure to Bob and, although he provided financial support, Norval seldom saw his son who grew up in St. Ann to the north of the island. Bob Marley, barely into his teens, moved to Kingston (Trench Town) in the late Fifties. His friends Were other street youths, also not happy with their place in society. One friend Neville O'Riley Livingston was known as Bunny, Bob met Bunny when his mom took work taking rooms behind a rum bar owned by Toddy Livingston Bunnys father. Bob took his first musical steps with Bunny.

Travel and Tourism Unit 7 P4

P4) Review factors that have contributed to one declining destination (Cyprus) and one developing (Greece) in the European travel market. Developing destination: Greece Greece is also known as Hellenic Republic, the first country in Europe to advance civilization, Greece is one of the most visited country in Europe locate in southern Europe near Albania, Turkey, Bulgaria, and Rep. Macedonia. Greece is the home of the Olympic Game; Olympic game is popular in Greece, also across the world.People love to travel there because of the sport facilities; in 2004 Greece hosted the EUFA Euro 2004, and people love to go there because of the sport events. Greece is a country full of culture and tradition. This is Acropolis of Athens built in 6th century BC; Acropolis is the most visited building in Greece; people love to visit this building because it tells the all story of the beginning of Civilization in Europe, according the local newspaper Kathimerine, most of the visitors who visited the Ac ropolis in 2007 were students in majority.To visit the building cost 12/6 euro per person according creteTrave. com. This is Aegean Sea locate between Greece and Turkey. Aegean Sea is one of the natural feature most visited in Greece, millions of tourists visited the sea last year. People love to visit Aegean Sea because of the sea temperature, in summer the sea temperature goes up to 21 °- 26 °c sometime even 30 °c, in winter is 10 °- 18 °c. Rage of accommodation in Greece, Greek accommodation has the European standard starting from 3 to 5*, Greek accommodation is considered has the best in southern-east Europe.Acropolis Museum Boutique Hole is one of the best hotel in Athens locate in the heart of Athens. People love to visit Athens because of the hotel prices short break costs â‚ ¬32. 00, family room costs â‚ ¬280, single â‚ ¬57 and double room costs â‚ ¬65. For example 11 night costs â‚ ¬173. 89. I think that’s why people love to visit Athens. Thi s is Greece’s climate: Greece has Mediterranean weather which means 10 °c in winter and summer 22 °c, the weather also play a significant role in Greece.Greece is a country with the best accessibility that we can compare to other country in west Europe. According to British Airways a fly to Athens costs ? 65. 50 duration of the flight is 3h 40’. Greece does appeal to everyone mid-class, high-class can visit Greece; it costs less than inbound in the UK according to Travelweekly. com, Greece is the heart of European civilization, 99. 9% believe Greece is a place to visit, and study.Greece is the home of rest with its histories and beautiful weather of Mediterranean, a country which inspired the rest of European country to develop. Declining destination: Cyprus There has been a major decline in the travel and tourism sector in Cyprus. A 2. 4% overall decrease in arrivals were recorded last month compared to the same month in 2009 and a decrease of 10. 2% was recorded in arrivals from the UK for the year – suggesting that Cyprus is beginning to become a less popular holiday destination for the British; one of Cyprus' main markets.It is though that this decrease is due to a combination of redevelopment of other Mediterranean holiday destinations and increasing trust in budget airlines. For example, Greece has reported an 8. 4% increase in arrivals in 2010 compared to the same period in 2009. Budget airlines such as easy jet and Ryan air also do not fly to Cyprus and have made nearby locations a more attractive offer, which in combination with the credit crunch has significantly impacted peoples buying decisions. Negative †¢Expensive †¢Poor quality †¢Downmarket †¢Positive †¢Weather †¢Sea †¢Countryside †¢English speaking †¢Weddings †¢Major tour operators seeking to increase their share of revenue †¢Trend to all inclusive will reduce revenue in Cyprus and damage tertiary businesses One in three UK holidaymakers uses Tripadvisor for information. Of those, one third change their plans as a result †¢Tripadvisor consistent Cyprus themes: †¢Ã¢â‚¬ËœExpensive’ †¢Ã¢â‚¬ËœRip off’ †¢Ã¢â‚¬ËœScams’ †¢Ã¢â‚¬ËœGhost town’

Cold War Essay

How was the Cold War fought? †¢ Directions: The following question is based on the accompanying documents in Part A. As you analyze the documents, take into account both the source of the document and the author’s point of view. Be sure to: 1. Carefully read the document-based question. Consider what you already know about this topic. How would you answer the question if you had no documents to examine? 2. Now, read each document carefully, underlining key phrases and words that address the document-based question. You may also wish to use the margin to make brief notes. Answer the questions which follow each document. 3. Based on your own knowledge and on the information found in the documents, formulate a thesis that directly answers the question. 4. Organize supportive and relevant information into a brief outline. 5. Write a well-organized essay proving your thesis. The essay should be logically presented and should include information both from the documents and from your own knowledge outside of the documents. Question: How did the Cold War begin and what â€Å"weapons† were used to fight this war? Part A:–The following documents provide information about the Cold War. The offensive missiles could destroy most cities in the Western Hemisphere. Consequently, he demanded that the Soviet Union remove these missiles from Cuba and â€Å"end this dangerous arms race. † Document 9 Premier Khrushchev agreed to remove the missiles because he said they were only put there to defend and protect Cuba from an attack. Since the U. S. had promised that Cuba will not be attacked by any country in the Western Hemisphere, the missiles were no longer needed. The threat of nuclear was lifted and the world stepped back from the brink of war. 127 Additional Information Beyond the Documents

Assigning Classroom Jobs to Teach Students Responsibility

Assigning Classroom Jobs to Teach Students Responsibility If we want to teach children to be responsible, we have to trust them with responsibilities. Classroom jobs are an effective way to enlist students in the duties of running a classroom. You can even have them fill out a Classroom Job Application. There are many different jobs you can choose from  for use in your classroom. The First Step - Pitch Your Idea Tell the students that, soon, they will have the opportunity to apply for classroom jobs. Give them a few examples of the types of jobs that are available and watch their eyes light up as they imagine themselves as the little rulers of a certain domain of the classroom. Make it clear that when they accept a job they will have to take it very seriously, and if they do not meet their commitments they can be fired from the job. Make this announcement a few days before your plan to formally introduce the job program so that you can build anticipation. Decide on the Duties There are hundreds of things that need to be done to run a successful and efficient classroom, but only a couple dozen that you can trust the students to handle. Thus, you need to decide how many and which jobs to have available. Ideally, you should have one job for each student in your class. In classes of 20 or fewer, this will be relatively easy. If you have many more students, it will be more challenging and you may decide to have a few students without jobs at any given time. You will be rotating jobs on a regular basis, so everyone will have a chance to participate eventually. You also have to consider your own personal comfort level, the maturity level of your class, and other factors when you decide how much responsibility you ready to give your students. Use a Classroom Jobs List to get ideas for which jobs, in particular, will work in your classroom. Design an Application Using a formal job application is a fun opportunity for you to get each students commitment in writing that they will perform any job to the best of their abilities. Ask students to list their first, second, and third choice jobs.   Make the Assignments Before you assign the jobs in your classroom, hold a class meeting where you announce and describe each job, collect applications, and emphasize the importance of each and every duty. Promise to give each child his or her first or second choice job some time throughout the school year. You will need to decide and announce how often the jobs will be changing. After you assign the jobs, give each student a job description for their assignment. They will use this to learn what they need to do, so be explicit! Monitor their Job Performance Just because your students now have jobs doesnt mean you can just sit back and take it easy while they perform their duties. Watch their behavior closely. If a student is not performing the job properly, conference with him or her and tell the student exactly what you need to see in their performance. If things dont improve, it might be time to consider firing them. If their job is essential, you will need to find a replacement. Otherwise, simply give the fired student another chance during the next cycle of job assignments. Dont forget to schedule a certain time each day for the jobs to be performed.

5 Key Components of Great Feature Stories

5 Key Components of Great Feature Stories Hard-news stories are typically an assemblage of facts. Some are better-written than others, but they all exist to fulfill a simple purpose- to convey information. Feature stories convey facts as well, but they also tell the stories of peoples lives. To do that, they must incorporate facets of writing often not found in news stories, ones often associated with fiction writing. A Great Lede A feature lede can set a scene, describe a place or tell a story. Whatever approach is used, the lede must grab the readers attention and pull them into the story. Heres a lede from a New York Times story about former New York Gov. Eliot Spitzer and his meetings with a prostitute in a posh Washington hotel: It was after 9 on the night before Valentine’s Day when she finally arrived, a young brunette named Kristen. She was 5-foot-5, 105 pounds. Pretty and petite.This was at the Mayflower, one of Washington’s choicer hotels. Her client for the evening, a return customer, had booked Room 871. The money he had promised to pay would cover all expenses: the room, the minibar, room service should they order it, the train ticket that had brought her from New York and, naturally, her time.A 47-page affidavit from an F.B.I. agent investigating a prostitution ring described the man at the hotel as â€Å"Client 9† and included considerable detail about him, the prostitute and his payment methods. But a law enforcement official and another person briefed on the case have identified Client 9 as Eliot Spitzer, the governor of New York. Note how the details- the 5-foot-5 brunette, the room number, the minibar- build a sense of anticipation about the rest of the story. Youre compelled to read more. Description The description sets the scene for the story and brings the people and places in it to life. A good description prompts a reader to create mental images in their mind. Any time you accomplish that, youre engaging the reader in your story. Read this description from a St. Petersburg Times story by Lane DeGregory about a neglected little girl, found in a roach-infested room: She lay on a torn, moldy mattress on the floor. She was curled on her side, long legs tucked into her emaciated chest. Her ribs and collarbone jutted out; one skinny arm was slung over her face; her black hair was matted, crawling with lice. Insect bites, rashes, and sores pocked her skin. Though she looked old enough to be in school, she was naked- except for a swollen diaper. Note the specifics: matted hair, skin pocked with sores, the moldy mattress. The description is both heartbreaking and repulsive, but necessary to convey the horrific conditions the girl endured. Quotes While good quotes are vital for news stories, they are imperative for features. Ideally, a feature story should include only the most colorful and interesting quotes. Everything else should be paraphrased. Look at this example from a New York Times story about the bombing of the federal building in Oklahoma City in April 1995. In the story, reporter Rick Bragg describes the rubble and the reactions of the firefighters and rescue crews responding to the scene: People could not stop looking at it, particularly the second floor, where a child care center had been.A whole floor, said Randy Woods, a firefighter with Engine No. 7. A whole floor of innocents. Grown-ups, you know, they deserve a lot of the stuff they get. But why the children? What did the children ever do to anybody. Anecdotes Anecdotes are nothing more than very short stories. But in features, they can be incredibly effective in illustrating key points or in bringing people and incidents to life, and theyre often used to construct feature ledes. Heres a good example of an anecdote from a Los Angeles Times story about the skyrocketing cost of fighting wildfires: On the morning of July 4, 2007, ranch hands were fixing a water pipe on private land in a narrow canyon off the road to Zaca Lake, about 15 miles north of Solvang.The temperature was headed toward 100 degrees. Rainfall the previous winter had been among the lowest on record in Southern California. Sparks from a metal grinder jumped into some dry grass. Soon flames were rushing through the brush toward Zaca Ridge.By the next day, nearly 1,000 firefighters were trying to box the fire into a small area. But late that afternoon, the Zaca made a run, moving east into Los Padres National Forest. By July 7, Forest Service officials realized they were facing a potential monster. Note how the writers, Bettina Boxall and Julie Cart, quickly and effectively summarize the genesis of a fire that plays a central role in their story. Background Information Background information sounds like something youd find in a news story, but its equally important in features. All the well-written description and colorful quotes in the world wont suffice if you dont have solid information to back up the point your feature is trying to make. Heres a good example of solid backgrounding from the same Los Angeles Times story about wildfires mentioned above: Wildfire costs are busting the Forest Service budget. A decade ago, the agency spent $307 million on fire suppression. Last year, it spent $1.37 billion.Fire is chewing through so much Forest Service money that Congress is considering a separate federal account to cover the cost of catastrophic blazes.In California, state wildfire spending has shot up 150% in the last decade, to more than $1 billion a year. Note how the writers marshal their facts to clearly and unequivocally make their point: The cost of fighting wildfires is rising dramatically.

Supply Chain Management. Green Supply Chain Essay

Supply Chain Management. Green Supply Chain - Essay Example quirements are changing (economy, customers demand, competition, legal regulations etc.), this affects companies’ internal and external processes as well as they need to increase attention to their Environmental Management (EM) and to create environmentally friendly strategies for the green supply chain. In other words, green supply chain is a growing trend among companies worldwide as part of their customer responsibility effort to weave environmentally sound practices into their business operations (Barnett 2011). The main factors leading to the green supply chain are the following: 1. The most obvious factor is environmental concern, the details include: CO2 (Carbon Dioxide) Emissions. Companies are reducing their carbon footprint to the effort of mitigating pollution with the ultimate objective of keeping carbon emissions within the regenerative capacity of ecosphere. This is aligned in the consideration of the growing number of customers who are now conscious of the envir onmental practice of business enterprise, coupled with the benefit that effective green supply chain management can, in fact, increase operational efficiency and reduce operational cost that made green supply chain a business imperative (Zhu, 2012). Oil Spills (Pollution), Land Degradation and Energy include other environmental factors of concern. 2. The second factor is: Green Product Demand Accenture Company did a survey of 250 senior executives in 8 foreign markets in such countries as US, Germany, UK, France, China, Brazil and India. The figure below shows that the most important reason for a company to use a sustainable supply chain is caused by the customers’ expectations. Table1. Factors leading to Green Supply Chain (Accenture Consultancy, 2012). 3. Costs For example in 2009, Coca Cola...It provides eco-efficiency by distributing goods with reduced consumption of materials, thus, helping in maintaining the environment. Some food products require temperature managed en vironments for various types of food ingredients and require separate supply. MOS Burger, a Japan-based burger chain, has employed such trucks that have three temperature belts to attend to varied freezing, refrigeration and normal...

Basel Accord Essay Example | Topics and Well Written Essays - 1000 words

Basel Accord - Essay Example The paper tells that the Basel Committee on Bank Supervision (BCBS) was originally established in the 1970s to tackle the new challenges of banking across international boundaries. It became apparent that the failings and collapse of one country's banks was now being felt in other countries all over the world. It was obvious that intervention and prevention was necessary. In the 1980s, the United States Congress, pushed domestic regulatory agencies to set and enforce standards, including a fixed proportion of capital a bank must hold, or capital adequacy. This is how the Basel Accords began. The accords have been adapted and expanded in attempts to meet needs and to speak to aspects that previous version of the accords may not have addressed sufficiently. In order to understand the Basel Accords better it is useful to review them individually in order to better compare and contrast the variations. The BCBS determined that bank capital would be organized into 2 separate tiers. Tier 1f ocuses on the higher-quality capital, those that represents items of the lowest priority of repayment and easiest to absorb when lost. Most of Tier 1 involves â€Å"core† capital, or common equity, which arises from actual ownership in the bank, like common stock, undivided profits, and surplus monies. Tier 2, also called supplementary capital, include certain reserves, and term debt. The capital under Tier 2 can be divided into 2 more sublevels; the upper focuses on maintaining characteristics of being continuous, like preferred capital, and equity. The lower level, is the least costly for banks to issue because it pertains to debts with a time of maturity of at least 10 years.(Eubanks, 2010) Basel I was the first attempt made to establish a standard of regulating international banking and it came under a great deal of criticism. Opponents felt that the Basel I Accord approach to â€Å"risk-weighing assets.† They claimed that this system is too broad and lacks the fin ite specialization to address all of the unique risks that apply to the differing assets held by the bank. As a response the BCBS released a revision to the accord called the â€Å"International Convergence of Capital Measurement and Capital Standards: Revised Framework,† which is, also, known as Basel II.(Larson, 2011) Basel II Basel II differs from Basel I in a distinct way. It introduced a section of â€Å"Pillars,† which intended to rectify the capital adequacy issues with Basel I. Pillar 1, specifically, deals with the procedures of calculating the required capital within banking organizations. This accord will determine risk potential based upon the totality of their credit risk, market risks, and operational risks. Pillar 2, ideally, was placed to increase, both, accountability and transparency with the banking system. Pillar 3 works to require banking institutions to disclose risk exposures, allowing for better assessment of the needed safety to help create a

Heat transfer in a water-water heat exchanger Lab Report

Heat transfer in a water-water heat exchanger - Lab Report Example The heater and main switch was turned on and the water temperature controller was set at 60oc.The hot water flow rate and cold water flow rate were set to 50g/sec and 15g/sec respectively. The flow rates and stream temperature were monitored making sure that there was temperature stabilization and there was no drift of flow rate. The temperatures were then recorded in the table with the following headings; Repeat with cold water flows of;25g/sec,40g/sec and set the hot water temperature to 40oc and repeat step 2 and 3 The cold water supply was interchanged and the horse connection was returned. At this point, the exchanger had been configured with co-current flow. There was a single set readings made with hot water at 60oc, Vhot=50g/sec and Vcold=40g/sec. The results were recorded in the table The energy gained by cold stream Qc and energy lost from the hot stream was calculated for each run with the use of equations 1 and 2 in the theory sections. It was noted that the indicated flow values V, was to be multiplied by 0.001 to give mass flows (F) in S.I unit of Kg s-1 Basing on the results, it was observed that when the flow rate of the cold water was increased in the first 3, the T6 that is the midpoint also increased. The reading for T1 was never the same as the initial temperature. It is evident that heat transfer rate could be calculated with the use of heat transfer coefficient log mean temperature difference and total area (Shah and Joshi 1987; Gnielinski 1976). The same kind of results is seen to hold for counter flow and parallel heat exchangers whereby there is change in temperature for both fluids. It is not easy to analyze the cross-flow heat exchangers and there is a good estimation to the actual condition when the log mean temperature difference is used in case one stream never changes to a large extent in terms of temperature (Techo, Tickner and James 1965; Moffat 1988). It is not easy to solve heat exchanger problems in

Why Did Collective Security Fail In The 1930s History Essay

Why Did Collective Security Fail In The 1930s History Essay The 1930s saw the failure of the League of Nations in terms of Collective Security. Several shortcomings and problems resulted on three major crises that proved the League to be helpless. In the grip of the Great Depression of the 1930s, the major powers of the League (Britain and France) were more inclined to a policy of appeasement. Basically a more liberal alternative to the Balance of Theory, Collective Security was the idea that nations should group together in condemnation of any aggressor and pursue sanctions against them, whether economical, diplomatic, or military. This idea was enshrined in Articles 10, 11, and 16 of the Leagues Covenant. There was, however, a major flaw in the Leagues proposal of Collective Security; none of it was enforceable, nations could choose whether or not comply, therefore making it little more than a code of honour, and since when has honour ever been of any value on politics when it comes to each nations interests? The aforementioned articles do not specify any particular sanctions or punishments for offending nations, merely stating that the Council will advise upon the course of action to be taken. Following the major events of the 1930s, the League failed spectacularly in upholding international peace and the Second World War broke out in 1939. The League did not meet once during the war and in 1946, its duties were given to the newly formed United Nations. Aside from the three major crises that occurred (which will be looked into later in this paper) there were some basic problems that prevented Collective Security from ever being a reality. Firstly, the USA preferred an isolationist policy at the time, and was therefore not a member of the League of Nations, and their support and influence was therefore absent from all negotiations. Even thought the Americans would voice their opinion at times, they took no action. In terms of their military, Britain and France were in a very weak state, and the world knew it Therefore, their diplomacy help very little sway as they could not back up their threats with any action; this, plus a lack of Soviet support, meant they could do little but shake their heads at the antics of rogue states such as Germany, Japan, and Italy. Economically, they were also very weak. The Great Depression had hit both nations hard and their defence spending was down. Furthermore, in British politics, it was the common opinion of politicians that the British public cared little for issues far from home. Who among the public would care for the Manchurians, or Ethiopians, or Czechoslovakians? In the grip of such a terrible depression, it is easy to see why the British politicians would only seek to improve conditions at home. They therefore only declared support for economic sanctions, merely to keep a good image in international politics. It is interesting to note that Winston Churchill, when he was Chancellor of the Exchequer, was a strong opponent of appeasement. The first major challenge to Collective Security was the Mukden Incident and subsequent Japanese invasion of Manchuria in China. Japan was as hard hit as any other nation by the depression and sought to overcome its economic problems by creating an empire. At the time, the Japanese had control of the Manchurian railway and it was speculated that they had for a long time intended to invade, but simply waited for an excuse to do so. In 1931, the Japanese claimed the railway in Mukden was sabotaged by Chinese nationalists and proceeded to attack the Chinese army in the region (who had recently executed a Japanese spy). The Chinese forces, knowing that the Japanese simply wanted an excuse to invade, offered very little resistance. In no time at all, the Japanese had launched a full scale invasion and their tenacious and well trained troops had no problem in overcoming the Chinese army. Within weeks, key locations in Manchuria were already in Japanese hands and by February 1932 the whole of Manchuria was captured. The Japanese controlled state of Manchukuo was set up the same year with the former Chinese emperor running it. In response to this, China appealed to the League of Nations to do something about the Japanese attack. The League sent a delegation to Manchuria to look into the issue and come to a conclusion about who was to blame. The delegation, however, took until September that year to conclude that the Japanese were to blame and recommend that Manchuria be returned to the Chinese, something the Japanese ignored. In February 1933, a special League Assembly was held to discuss the matter, in which 40 countries agreed that Japan had acted aggressively without justification and that they had to withdraw from Manchuria, which would be returned to China. The Japanese delegate had said at the meeting, due to the fact that China had only recently emerged from a revolution and was still in the midst of a civil war, that China was not a real country. When an agreement could not be reached, Japan informed the League of its intention to withdraw from it. Japan was no longer a member of the League of Nati ons and in 1933 invaded Jehal, the next Chinese province next to Manchuria. Economic sanctions were suggested at the League but never put into effect because Japans main trade partner, the USA, was not a member of the League. Further, the British had trade interests with Japan and did not want to sever trade with them. The League did not even order a halt on arms sales to the Japanese, in fear of a Japanese declaration of war. The next incident to threaten Collective Security was the Italian invasion of Ethiopia. Ironically, as recently as September 1928, Italy had reaffirmed its Treaty of Friendship with Ethiopia. This was, however, all about to change. The Italians did have some fortified military bases in Ethiopia (without Ethiopian consent it should be added) and because these were never disputed they assumed that the international community recognised it as their right. In December 1934, at a base in Welwel, Ethiopia, an Anglo-Ethiopian boundary commission encountered an Italian fortified base. Once the commission had finished, it withdrew, but left behind its Ethiopian military escort. The escort ended up fighting the Italians. Both parties complained of the others guilt. In September 1935, the League of Nations exonerated both parties in this incident. However, due to the delay and the subtlety of the British and French political manoeuvrings, Mussolini perceived the weakness and helplessness of the British and French, and concluded that there were no obstacles in his path. Therefore, on October 3rd, 1935, Italian forces invaded Ethiopia from Eritrea and Italian Somaliland without a declaration of war. Four days later, the League unanimously declared Italy an aggressor but did nothing further. In another display of belligerence, an Italian Baron in Geneva taunted the League of Nations, saying that Italy was ready for war with Europe should they oppose Italys plans, and that peace would soon follow. The Ethiopian armies were no match against Italys modern army with its tanks and aircraft and after seven months of war, Ethiopia was defeated and its emperor, Haile Selassie, had fled the country, much to the disgust of the Ethiopian people. During the wa r, the Italians had even used poison gas against the Ethiopians and the Leagues proposed armaments embargo was ignored. In June the following year, Haile Selassie was in Geneva, and gave a speech to the League of Nations. He said that they had to now decide whether they supported Collective Security, or International Lawlessness. This was all of to avail, as Britain and France soon recognised Italys control of Ethiopia and, also in June, the Italians formed a constitution that joined Ethiopia, Eritrea, and Italian Somaliland into one administrative unit, split into 6 provinces. In response to a failed assassination attempt on the Italian commander in Ethiopia, Graziani, the Italians executed 30,000 Ethiopians, mostly from the young and educated in society. Italy had extended its empire as the Leagues members merely dithered and debated among themselves. The third and final crisis that more or less finished off the League and brought about the end of Collective Security was the Munich Agreement and Germanys subsequent invasion of Eastern Europe. The nation of Czechoslovakia was formed in 1919 from territory of the former Austro-Hungarian Empire. In a typically cack-handed attempt by the Allies at creating a post-WWI nation, the country had around 7.5million Czechs, 3.2million Germans, 2.3million Slovaks, 560,000 Magyars, and 100,000 Poles. This multiethnic society had many issues, particularly among the Germans, who resented being ruled by others. The Germans were mainly concentrated in an area called the Sudetenland. The Sudeten Germans Peoples Party, formed in 1931, had demanded that the region be given to Germany; a demand ignored by the Czech government because it could encourage other ethnicities in Czechoslovakia to demand independence and because the Sudetenland was very rich in natural resources like lignite and coal. Therefore, in 1938, Adolf Hitler instructed his generals to prepare for the invasion of Czechoslovakia. Although France had signed a defence pact with Czechoslovakia, Hitler was confident that the French would do nothing to interfere in order to avoid war with Germany. The British policy favoured peace above all else because it was simply not in any position to impose any threats on Germany. The might of Britains armed forces was the Royal Navy, which could not access the landlocked nation of Czechoslovakia and the Royal Air Force was still undergoing a change from biplane to monoplane aircraft and was therefore in no fit state for action, especially against Germanys Luftwaffe, whose might Hitler had been displaying for quite some time. Therefore, Neville Chamberlain (prime minister of Britain) and Edouard Deladier (president of France) met with Hitler in a place called Bertesgaden, near Munich, to discuss Germanys claim to the Sudetenland. Chamberlain was informed by his military staff that in the first 60days of fighting alone, despite the capable Czechoslovakian army, over a million Czechoslovakians would be killed by the German bombing alone, necessitating the need for mass graves. The British and French propose that all territory in Czechoslovakia with more than 50% German population should be handed over to Germany. These talks, however, failed, and, at Mussolinis suggestion, Hitler calls for a meeting to be held in Munich between Britain, France, Germany, and Italy to discuss the matter again. It is noteworthy that Czechoslovakia and the Soviet Union were not invited to these talked, much to the anger of Joseph Stalin. This time, Chamberlain persuades Deladier that they must appease Germany in order to mainta in peace, which he agrees on. Without Czechoslovakian consent, the British and French bowed to Hitlers demands and signed the Munich agreement, giving Germany the Sudetenland and making it clear to the Czechoslovakians that, if they objected, they had to face Germanys army alone. This was done on the condition that Germany would make no further territorial claims. Chamberlain returns to Britain and is hailed as the man who saved Europe from war. The Czechoslovakian frontier guards were ordered to leave their posts; Germany took control of the Sudetenland, and soon violated the agreement by stationing military units in the region. These three incidents in the 1930s completely undermined the whole concept of Collective Security. Collective Security sought to condemn and punish aggressors, to protect the sovereignty of its members, and maintain peace in general. The League of Nations failed in this respect, the biggest proof of this is the Second World War that followed these events. The British and French merely tried to appease the aggressive states, a policy which only delayed war. Furthermore, the USA maintained its isolationist policy until the Japanese attack on Pearl Harbour, when they finally entered the war. The League was powerless to enforce any effective sanctions against offending states, often due to an unwillingness to act on the part of the British and French, their inability to cooperate with Russia, and Americas abstention from taking part. Whether or not the powers could have enforced the Leagues decisions is a debateable point. According to Churchill, the Royal Navy was perfectly capable of sinking any Italian ship in the Mediterranean headed for Ethiopia. It could also be argued that Britain could have used its Navy, in agreement with Frances more considerable Army, to force Germany to come to terms. Although the Royal Navy could not access Czechoslovakia, it could still have threatened to blockade German ports if Germany wanted to invade. Instead, the British signed a treaty with Hitler allowing Germany to have a navy one third the size of Britains. The British and French did not prevent the Italians from using the Suez Canal during the Italian invasion of Ethiopia, and the fact that they merely threatened sanctions but did not enforce them achieved nothing but to push Italy into an alliance with Nazi Germany. To top all of this, the Soviets tried to invade Finland in 1939-40. Stalin was worried about the proximity of Leningrad to the Finnish border, which he feared was vulnerable to Nazi artillery fire. When the Soviets attacked, the British and French condemned it, and sent reinforcements to Finland that ousted the Soviets. This seems like the British and French realising, too late, that they had lost the fight for peace. The Second World War began with Germanys violation of the Munich Agreement by invading Poland. Too late the British and French took up arms to fight for peace. Germany already controlled much land beyond its borders, Italy had furthered its imperial ambitions in Africa, and Japan was steadily spreading its empire in Asia and the Pacific. Collective Security had therefore failed in all respects. The First World War was called the War to End All Wars and the League of Nations was established in an effort to prevent another global conflict; it failed, another World War was fought, and the League did not meet once during the 6 years of conflict. In 1946, its duties were transferred to the newly created United Nations. Sources: http://www.americanforeignrelations.com/A-D/Collective-Security-The-1930s-and-the-failure-of-the-league-of-nations.html http://www.johndclare.net/league_of_nations8.htm http://www.123helpme.com/view.asp?id=23501 http://www.state.gov/r/pa/ho/time/id/88739.htm http://avalon.law.yale.edu/20th_century/leagcov.asp http://modern-british-history.suite101.com/article.cfm/how_to_understand_appeasement http://www.johndclare.net/league_of_nations6.htm http://www.johndclare.net/EL5.htm http://www.spartacus.schoolnet.co.uk/FWWleague.htm http://www.historylearningsite.co.uk/czechoslovakia_1938.htm http://library.thinkquest.org/CR0212881/invfin.html http://www.country-studies.com/ethiopia/mussolini%27s-invasion-and-the-italian-occupation.html

Emily Dickinsons Because I Could Not Stop for Death Essay -- Because

Emily Dickinson's Because I Could Not Stop for Death Emily Dickinson’s â€Å"Because I could not stop for Death† is a remarkable masterpiece that exercises thought between the known and the unknown. In Dickinson’s poem, â€Å"Because I could not stop Death,† there is much impression in the tone, in symbols and in the use of imagery that over flow with creativity. One might undoubtedly agree to an eerie, haunting, if not frightening, tone and use of symbolism in Dickinson’s poem. Dickinson uses controlling adjectives –â€Å"slowly† and â€Å"passed† – to create a tone that seems rather placid. For example, â€Å"We slowly drove –He knew no Haste / †¦We passed the School †¦ / We passed the Setting Sun† (5,9,11,12), sets a slow, quiet, and clam atmosphere. The tone in Dickinson’s poem puts readers’ ideas on a track towards a boggling atmosphere. Dickinson’s poem lives on complex ideas that are evoked through symbols, which carry her readers through her poem. Besides the literal significance of –the â€Å"School,† â€Å"Gazing Grain,† â€Å"Setting Sun,† and the â€Å"Ring† –much is gathered to complete the poem’s central idea. Dickinson brought to light the mysteriousness of the life cycle. The cycle of one’s life, as symbolized by Dickinson, has three stages and then a final stage of eternity. â€Å"Schools, where children strove† (9) may represent childhood; â€Å"Fields of Gazing Grain† (11), maturity; and â€Å"Setting Sun† (12) old age. In addition to these three stages, the final stage of eternity was symbolized in the last two lines of the poem, the â€Å"Horses Heads† (23), leading â€Å"towards Eternity† (24). Dickinson thought about the life cycle in terms of figurative symbols. Dickinson describes the scene such that mental pictures of sight, feeling, and sound com... ...ld not stop for Death," will leave many readers talking for years to come. This poem then, puts on immortality through an act of mere creativity. Indeed, creativity was captured at all angles in this striking piece. Bibliography Dickinson, Emily. "Because I could not stop for Death." The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 4th ed. Boston: Bedford-St. Martin’s, 1997. 642-643. Greenaway, Kate. "Ring-a-ring-a-roses." The Oxford Dictionary of Nursery Rhymes. Ed. Iona and Peter Opie. Oxford: Clarendon Press, 1951. 365. Greenberg, John M. "Dickinson’s Because I could not stop for Death." Explicator. v49n4. Summer 1991. 218. Monteiro, George. "Dickinson’s Because I could not stop for Death." Explicator. v46n3. Spring 1998. 20, 21. Shaw, Mary N. "Dickinson’s Because I could not stop for Death." Explicator. v50n1. Fall 1991. 21.

Entrance Exam

Virgen Milagrosa University Fondation San Carlos City, Pangasinan College Of Computer Science SY (2012-2013) Entrance examination System of Psu Programmers: Julius Eric S. Tuliao CS II-B Arnel Soriano CS II-B Kenneth Gatpo CS II-B Data Dictionary Database Name : StudInfo Table Name: Table StudInfo Field NameData TypeField SizeDescription ID NumberAutonumberLong IntegerRefers to the ID number of the examinee. NameText28Refers to the name of the examinee. AddressText30Refers to the address of the examinee AgeText15Refers to the age of the examinee.GenderText6Refers to the gender of the examinee. StatusText10Refers to the civil status of the examinee ReligionText25Refers to the religious belief of the examinee Contact NumberNumberLong IntegerRefers to the contact number of the examinee. No. Of CorrectNumberLong IntegerRefers to the number of correct answers of the examinee. Scholarship DiscountText5Refers to the equivalent scholarship discount of the number correct answers of the examin ee. CourseText10Refers to the preferred course of the examinee. Table Name: AdminField NameData TypeField SizeDescription ID NumberAutonumberLong IntegerRefers To the ID number of the administrator UsernameText25Refers to the username of the administrator PasswordText25Refers to the password of the student Screenshots With Description When the user run the system a progressbar will appear when the progressbar is full a message box will be displayed that says that loading is complete. After Clicking the ok button in the message box the homepage will appear. The user will see that at the menu bar there is a File, Help, and Exit menus.The menu File contains the submenus: Administrator and Examinee Under the Help menu is the submenus: About the programmer and about the system which contains the information abut we the programmers and the system. The exit menu allows the user to exit the system but before the user could exit the system a message box will be shown in which he will be ask to confirm exit. This login form will appear once you click the submenu administrator under the File menu. It will then ask the user to enter his/her password and username.After the user enters the correct username and password the administrator form will appear which has four different menus namely: File, Account, View, and Report. The File menu contains the submenu logout which is used to exit the administrator form. The Account menu contains the new account. The View menu contains the View All submenu which allows the user to view all the enlisted information about the examinees. The Report Menu contain the submenus: View All, 100% discount, 75% discount, 50% discount, 25% discount and 0% discount.These submenus allows the user to have a printable copy of the examinees information and he could also choose among the different classification of the examinee who already took the examination. In this form you could add new account that will allow you to have access to the administrat or form. This is the form that shows the enlisted information of the examinees who already took up the examination. It allows the user to edit the information of the examinee (except the number of correct and the scholarship discount) and save it to the database. The user could also delete not needed records.The user could also move from one information to another just by clicking the next, previous, first and last buttons. This form is the about the system form it states the function of our system and other information about the system. This is the about the programmers form it allows the user to browse the information of the programmer of his/her choice by clicking the buttons whose captions corresponds to the name of the programmer. This is the information about one of the programmers of this system Arnel Soriano. This is the information about Kenneth Gatpo. This is the information of Julius Eric Tuliao.This is the data report of all the examinees. This is the information about t he students who has 100% discount on their tuition fees. Screenshots With Codes Codes: Private Sub Timer1_Timer() If (pb. Value) = 16 Then txtper. Text = â€Å"50%† ElseIf txtscore. Text >= 10 Then txtper. Text = â€Å"25%† ElseIf txtscore. Text >= 0 Then txtper. Text = â€Å"0%† End If DataEnvironment1. rsCommand1. Update Dim a As Integer a = MsgBox(â€Å"Thank You†¦ You Have Just Finished The Entrance Examination†, vbInformation + vbOKOnly, â€Å"message†) frmhomepage. Show Unload Me End Sub Private Sub Form_Load() DataEnvironment1. rsCommand1. AddNew txtnam.Text = frmexamsignin. txtname. Text txtage. Text = frmexamsignin. txtage. Text txtadd. Text = frmexamsignin. txtaddress. Text txtstat. Text = frmexamsignin. cmbstat. Text txtgen. Text = frmexamsignin. cmbgender. Text txtrel. Text = frmexamsignin. txtreligion. Text txtcon. Text = frmexamsignin. txtcontact. Text txtcourse. Text = frmexamsignin. cmbcourse. Text txtscore. Text = 0 framea. Vi sible = True Frameb. Visible = True framec. Visible = False framed. Visible = False cmdsubmit. Visible = False End Sub Private Sub opt1_Click(Index As Integer) cmdsubmit. Visible = True End Sub Private Sub opt2_Click(Index As Integer) mdsubmit. Visible = True End Sub Private Sub opt3_Click(Index As Integer) cmdsubmit. Visible = True End Sub Private Sub optcheck30_Click() cmdsubmit. Visible = True End Sub Private Sub Timer1_Timer() If (Val(lbltimer2) = 0) Then lbltimer1. Caption = Val(lbltimer1) – 1 lbltimer2. Caption = 59 Else lbltimer2. Caption = Val(lbltimer2 – 1) End If If (Val(lbltimer1) = 0 And Val(lbltimer2) = 0) Then Timer1. Enabled = False If optcheck1. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck2. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck3. Value = True Then txtscore.Text = Val(txtscore. Text) + 1 End If If optcheck4. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optch eck5. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck6. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck7. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck8. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck9. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck10. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck11.Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck12. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck13. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck14. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck15. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck16. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck17. Value = True Then txtsco re. Text = Val(txtscore. Text) + 1 End If If optcheck18. Value = True Then txtscore. Text = Val(txtscore.Text) + 1 End If If optcheck19. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck20. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck21. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck22. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck23. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck24. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck25. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck26. Value = True Then xtscore. Text = Val(txtscore. Text) + 1 End If If optcheck27. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck28. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If optcheck29. Value = True Then txtscore. Text = Val(txtscore. Te xt) + 1 End If If optcheck30. Value = True Then txtscore. Text = Val(txtscore. Text) + 1 End If If txtscore. Text >= 25 Then txtper. Text = â€Å"100%† ElseIf txtscore. Text >= 19 Then txtper. Text = â€Å"75%† ElseIf txtscore. Text >= 16 Then txtper. Text = â€Å"50%† ElseIf txtscore. Text >= 10 Then txtper. Text = â€Å"25%† ElseIf txtscore.Text >= 0 Then txtper. Text = â€Å"0%† End If DataEnvironment1. rsCommand1. Update a = MsgBox(â€Å"Sorry your time is up†, vbInformation + vbOKOnly, â€Å"message†) frmhomepage. Show Unload Me End If End Sub Codes: Private Sub cmdCancel_Click() txtname = â€Å"† txtage = â€Å"† txtstat = â€Å"† txtreligion = â€Å"† txtcontact = â€Å"† txtaddress = â€Å"† cmbgender = â€Å"† cmbcourse. Text = â€Å"† End Sub Private Sub cmdhome_Click() frmhomepage. Show Unload Me End Sub Private Sub cmdsave_Click() Dim a As Integer If txtname. Text = à ¢â‚¬Å"† Then a = MsgBox(â€Å"Please Fill Up All The Fields. â€Å", vbInformation + vbOKOnly, â€Å"message†) ElseIf txtaddress. Text = â€Å"† Then = MsgBox(â€Å"Please Fill Up All The Fields. â€Å", vbInformation + vbOKOnly, â€Å"message†) ElseIf txtage. Text = â€Å"† Then a = MsgBox(â€Å"Please Fill Up All The Fields. â€Å", vbInformation + vbOKOnly, â€Å"message†) ElseIf txtcontact. Text = â€Å"† Then a = MsgBox(â€Å"Please Fill Up All The Fields. â€Å", vbInformation + vbOKOnly, â€Å"message†) ElseIf txtreligion. Text = â€Å"† Then a = MsgBox(â€Å"Please Fill Up All The Fields. â€Å", vbInformation + vbOKOnly, â€Å"message†) ElseIf cmbgender. Text = â€Å"† Then a = MsgBox(â€Å"Please Fill Up All The Fields. â€Å", vbInformation + vbOKOnly, â€Å"message†) ElseIf cmbstat. Text = â€Å"† Then a = MsgBox(â€Å"Please Fill Up All The Fields. , vbInformation + vb OKOnly, â€Å"message†) Else cmdtake. Visible = True End If End Sub Private Sub cmdtake_Click() Load frmexam frmexam. Show Unload Me End Sub Private Sub Form_Load() txtname. Text = â€Å"† txtage. Text = â€Å"† txtaddress. Text = â€Å"† txtreligion. Text = â€Å"† txtcontact. Text = â€Å"† cmbstat. Text = â€Å"† cmbgender. Text = â€Å"† cmbcourse. Text = â€Å"† cmbgender. AddItem (â€Å"Male†) cmbgender. AddItem (â€Å"Female†) cmbstat. AddItem (â€Å"Widow†) cmbstat. AddItem (â€Å"Married†) cmbstat. AddItem (â€Å"Single†) cmbstat. AddItem (â€Å"Legally Separated†) cmbcourse. AddItem (â€Å"BSCS†) cmbcourse. AddItem (â€Å"BSED†) cmbcourse. AddItem (â€Å"BSBA†) cmbcourse.AddItem (â€Å"BSENG†) cmbcourse. AddItem (â€Å"BSPHAR†) cmbcourse. AddItem (â€Å"BSDENTISTRY†) cmbcourse. AddItem (â€Å"BSHRM†) cmbcourse. AddItem (à ¢â‚¬Å"BSN†) End Sub Private Sub txtcontact_Change() If Not IsNumeric(txtcontact. Text) Then txtcontact. Text = â€Å"† End If End Sub Codes: Private Sub cdm_Click(Index As Integer) txtpin = txtpin & cdm(Index). Caption End Sub Private Sub cmd_Click() txtpin. Text = Left(txtpin, Len(txtpin) – 1) End Sub Private Sub cmdCancel_Click() ‘set the global var to false ‘to denote a failed login LoginSucceeded = False Me. Hide Load frmhomepage frmhomepage. Show End Sub Private Sub cmdOK_Click() Dim a As StringOn Error GoTo record If (DataEnvironment1. rsCommand2. BOF = True) And (DataEnvironment1. rsCommand2. EOF = True) Then Exit Sub a = MsgBox(â€Å"valid Account or Password†, vbInformation, â€Å"Error†) txtuser. Text = â€Å"† txtpass. Text = â€Å"† Exit Sub End If DataEnvironment1. rsCommand2. MoveFirst If txtuser. Text = lbla. Caption And txtpass. Text = lblp. Caption Then Load frmadminmenu frmadminmenu. Show Me. Hide txtuser. Text = â€Å"† txtpass. Text = â€Å"† End If Do With DataEnvironment1. rsCommand2 .MoveNext If . EOF Then a = MsgBox(â€Å"Invalid Account or Password, try again! â€Å", vbInformation, â€Å"Error†) txtuser.Text = â€Å"† txtpin. Text = â€Å"† Exit Sub ElseIf txtuser. Text = lbla. Caption And txtpass. Text = lblp. Caption Then Load frmadminmenu frmadminmenu. Show Me. Hide txtuser. Text = â€Å"† txtpass. Text = â€Å"† Exit Sub Else End If End With Loop Until (DataEnvironment1. rsCommand2. EOF) record: Exit Sub End Sub Private Sub Form_Load() lbla. Visible = False lblp. Visible = False Picture1. Visible = True Picture2. Visible = False End Sub Private Sub Timer1_Timer() Picture1. Visible = True Picture2. Visible = False End Sub Private Sub Timer2_Timer() Picture2. Visible = True Picture1. Visible = False End Sub Codes:Private Sub cmdback_Click() frmadminmenu. Show Unload Me End Sub Private Sub cmdCancel_Click() txtPassword = â⠂¬Å"† txtUserName = â€Å"† End Sub Private Sub cmdOK_Click() DataEnvironment1. rsCommand2. Update Dim a As String a = MsgBox(â€Å"Your Username and Password has been Saved†) End Sub Private Sub Form_Load() DataEnvironment1. rsCommand2. AddNew Picture1. Visible = True Picture3. Visible = False End Sub Private Sub Timer1_Timer() Picture1. Visible = True Picture3. Visible = False End Sub Private Sub Timer2_Timer() Picture3. Visible = True Picture1. Visible = False End Sub Codes: Private Sub cmdarnel_Click()Load frmprograma frmprograma. Show Unload Me End Sub Private Sub cmderic_Click() Load frmprogramj frmprogramj. Show Unload Me End Sub Private Sub cmdken_Click() Load frmprogramk frmprogramk. Show Unload Me End Sub Private Sub home_Click() frmhomepage. Show Unload Me End Sub Codes: Private Sub cmdprogram_Click() Load frmprogram frmprogram. Show Unload Me End Sub Codes: Private Sub admin_Click() frmadminmenu. Show Unload Me End Sub Private Sub cmdadminmenu_Click() End Sub Private Sub cmddelete_Click() If DataEnvironment1. rsCommand1. EOF True Then X = MsgBox(â€Å"Are you sure you want to delete this item? , vbYesNo + vbQuestion, â€Å"This data is not recoverable†) If X = vbNo Then Exit Sub Else On Error Resume Next DataEnvironment1. rsCommand1. Delete DataEnvironment1. rsCommand1. MoveNext If DataEnvironment1. rsCommand1. EOF = True Then DataEnvironment1. rsCommand1. MoveLast End If End If Else X = MsgBox(â€Å"no current record†, vbOKOnly + vbInformation, â€Å"Warning! â€Å") End If End Sub Private Sub cmdedit_Click() txtname. Locked = False txtaddress. Locked = False txtage. Locked = False cmbgender. Locked = False cmbstat. Locked = False txtreligion. Locked = False txtcontact. Locked = False End Sub Private Sub cmdfirst_Click()DataEnvironment1. rsCommand1. MoveFirst cmdnext. Enabled = True End Sub Private Sub cmdlast_Click() DataEnvironment1. rsCommand1. MoveLast cmdprev. Enabled = True End Sub Private Sub cmdnext_Cli ck() Dim a As String If DataEnvironment1. rsCommand1. EOF = True Then a = MsgBox(â€Å"End of file was encountered†, vbInformation + vbOKOnly, â€Å"message†) cmdnext. Enabled = False Exit Sub Else DataEnvironment1. rsCommand1. MoveNext cmdprev. Enabled = True End If End Sub Private Sub cmdprev_Click() Dim a As String If DataEnvironment1. rsCommand1. BOF = True Then a = MsgBox(â€Å"beginning of file was encountered†, vbInformation + bOKOnly, â€Å"message†) cmdprev. Enabled = False Exit Sub Else DataEnvironment1. rsCommand1. MovePrevious cmdnext. Enabled = True End If End Sub Private Sub cmdsave_Click() DataEnvironment1. rsCommand1. Update X = MsgBox(â€Å"data Updated†, vbOKOnly + vbInformation) txtname. Locked = True txtaddress. Locked = True txtage. Locked = True txtreligion. Locked = True txtcontact. Locked = True txtcorrect. Locked = True txtdiscount. Locked = True cmbgender. Locked = True cmbstat. Locked = True End Sub Private Sub cmdsearch_ Click() Dim a As Integer Dim search As String On Error GoTo record search = â€Å"† If (DataEnvironment1. sCommand1. BOF = True And DataEnvironment1. rsCommand1. EOF = True) Then Exit Sub End If DataEnvironment1. rsCommand1. MoveFirst search = InputBox(â€Å"Enter Name†, â€Å"Search a record†) If search = txtname. Text Then a = MsgBox(â€Å"record Found†, vbInformation + vbOKOnly, â€Å"message†) End If Do With DataEnvironment1. rsCommand1 .MoveNext If . EOF Then a = MsgBox(â€Å"No record Found†, vbInformation + vbOKOnly, â€Å"message†) Exit Sub ElseIf search = txtname. Text Then a = MsgBox(â€Å"record Found†) Exit Sub Else End If End With Loop Until (DataEnvironment1. rsCommand1. EOF) record: Exit Sub End Sub Private Sub Form_Load() txtname.Locked = True txtaddress. Locked = True txtage. Locked = True txtreligion. Locked = True txtcontact. Locked = True txtcorrect. Locked = True txtdiscount. Locked = True cmbgender. Locked = True cmbstat. Locked = True cmbgender. AddItem (â€Å"Male†) cmbgender. AddItem (â€Å"Female†) cmbstat. AddItem (â€Å"Single†) cmbstat. AddItem (â€Å"Married†) cmbstat. AddItem (â€Å"Legally Separated†) cmbstat. AddItem (â€Å"Widow†) cmbcourse. AddItem (â€Å"BSCS†) cmbcourse. AddItem (â€Å"BSED†) cmbcourse. AddItem (â€Å"BSBA†) cmbcourse. AddItem (â€Å"BSENG†) cmbcourse. AddItem (â€Å"BSPHAR†) cmbcourse. AddItem (â€Å"BSDENTISTRY†) cmbcourse. AddItem (â€Å"BSHRM†) cmbcourse.AddItem (â€Å"BSN†) End Sub Private Sub homepage_Click() frmhomepage. Show Unload Me End Sub Introduction of entrance examination system Computers greatly enhances the speed and accurate result of counting process. Results could be attained even right after the examinations reducing the time to a simple part compare to the time it takes if the examinations is done manually. Computerize entrance examin ations have the possible to create examinations results with much greater accuracy than traditional paper-based entrance examination system. Computer machines invented to influence us to make our work easier and better.In schools, banks and offices use computerized system in its operations to avoid time consuming and improve competence for the better service. With the help of computerized system people may take their advantages in order to meet their work faster. The world is changing so fast that we need to keep abreast to the fast upgrading of computer technologies to make us more productive. Many schools that conduct examination are using their manual based system up to present. In managing their system, they have encountered difficulties and problems for it is laborious and time consuming.The Guidance Counselor of PANGASINAN STATE UNIVERISITY San Carlos Campus gave the entrance exam to all incoming freshmen in order to test the mental capabilities of every student. In Manual Sys tem, the processing of transactions of the Guidance Counselor may take time consuming in recording, checking and retrieving files of students. If the students did not meet the cut off score in the examination, the student will not be qualified to enroll in the school. This study is about a Local Area Network (LAN) Based examination which allows communication from server to client or vice versa to provide data and to make the task easier