Trailing in Pennsylvania Term Paper Example | Topics and Well Written Essays - 500 words

Trailing in Pennsylvania - Term Paper Example In U.S. Presidential primaries, the Democratic and Republican parties (the largest political parties in the United States) nominate an official candidate to run during the general election; which takes place on the first Tuesday in November. From January through June every four years, each of the 50 states hold elections (also known as primaries or caucuses) to determine how many delegates (party representatives) each candidate receives. Delegates are determined by the percentage of the popular vote received by each candidate; with each state and party having different allocation rules. Senator John McCain (Arizona) is the presumptive nominee for the Republican Party. (Candidates are officially nominated by the delegates at the national party conferences which usually take place between July and September.) Accordingly, Clinton and Obama currently receive most of the media attention as they are still fighting for the nomination. With the Pennsylvania primary on April 22, this New York Times article examines the tactics used by the Democratic candidates.

Qs on Forests Essay Example for Free

Qs on Forests Essay He suggestedthat a proper system should be introducedto protect the forest. He helped in formulating the Indian Forest Act of 1865. (Q. )Who was Dietrich Brandis? (1 Mark) (Ans) Brandis was a German who gave advice to the British regarding thereckless cutting of trees by the local people and the traders. He feared that it would destroythe forest. Brandis was also madethe first Inspector General of Forests in  India. (Q. ) What was the idea of plantation in colonial period? (1 Mark) (Ans) The Colonial Government took over the forests and gave away those to European planters at cheap rates. They had cut down the forest for land to start the plantation. This was another way for deforestation. Large areas of forests were cleared to make way for the plantation of tea, coffee and rubber to meet the growing demands of these commodities in European countries (Q. )Can you relate the progress of railways with the idea of deforestation in colonial period? Explain. (1 Mark) (Ans) 1) Railways were essential forcolonial trade and for the movement of imperial troops. As the railway tracks expanded, a larger number of trees were felled to meet up the growing demand of timber and fuel wood. ) The government gave out contracts to individuals to supply the required quantity of timber. These contractors started random cutting of trees and this led to immediate disappearance of forests around the railway tracks. (Q. )What is meant by the term deforestation? (1 Mark) (Ans) Cutting down of trees in huge numberof forest area to fulfill the demand of developing civilizations is known as defor estation. In other words, cutting and destroying of forest resourcesis deforestation. During the period of colonialism,deforestation took a systematic approachfor the purpose ofindustrial development. Q. )  Mention the changes seen in the features of forest resources during  industrialisation. (1 Mark) (Ans) The period of industrialisation, i. e. , the years from 1700 to 1995, witnessed a drastic reduction in the earlier huge diversity of forest resources all over the world. Around 13. 9 sq. km of forest lands, i. e. 9. 3% of the world’s forest area, was cleared  for the needs of industrialisation, cultivation, pastures and fuelwoods. (Q. )How did the Forest Act affect the lives of the common Indians? (1 Mark) (Ans) The Forest Act brought severe hardships for villagers across the country. After the Act, their everyday practices – cutting wood, grazing of cattle, collection of fruits and roots, hunting and fishing were treated as illegal activities. People were forced to steal wood from the forests and when caught, were at the mercy of the forest guards. (Q. ) What are the recent developments in forestry? (3 Marks) (Ans) 1) The concept of forest  management has changed since 1980. It was observed by the government that implementation of strict forest laws was leading to stealing of timbers and illegal hunting. ) Forest dwellers were kept away from the implementation procedure of these laws andtherefore, it generated conflict between the two parties – the government and the villagers. 3) Indian adivasis preserve the forest land and resources and therefore, the government is involving local people in the matters like safetyand security of forest land, forest products and wild animals. (Q. ) Elaborate  some of the activities of the people of Bastar. (3 M arks) (Ans) 1) The people of Bastar believe deeply in the village and its offerings. Since the village peopleknow the boundaries of the village, they look after the natural resources. ) If people from a village want to take some wood from the forests of another village, they pay a small fee called  devsari,  dand  or  man  in exchange. Some villages also protect their forests by engaging watchmen and each household contributes some grain to pay them. 3) Every year, there is one big hunt where the headmen of villages in a  pargana  (cluster of villages) meet and discuss issues of concern, including forests. (Q. ) Who was Samin? What was his challenge to the Dutch? (3 Marks) (Ans) Surontiko Samin was a resident of Randublatung  village  of  Java. 1) In 1890, he  began questioning the state ownership of forest. He argued that the forest and its resources were the gifts of nature. Thus, the state could not have any right over it. 2) A widespread movement developed and by 1907, 3,000 families were following his ideas. They challenged the Dutch authority byrefusing to pay taxes and by lying down on their forest lands when the Dutch came to survey it. Others refused to pat taxes or fines or perform labour. (Q. ) What are the similarities between colonial management of forests in Bastar and in Java? (3 Marks) (Ans) 1) In both Bastar (India) andJava (Indonesia), the colonial management of forests led to rebellions. ) In Bastar, the forest management was in the hands of the British and in Java, it wasunder the Dutches. 3) Both the governments wanted timber for their needs and worked for their own monopoly. When the forest communities in both the regions had to leave their land, rebellions occurred, which were subsequentlycrushed. Q. ) How did the forest  rules affect cultivation? (3 Marks) (Ans) 1) European foresters regarded the practice of shifting cultivationharmful for the forests. They felt that theland which was used for cultivation every few years could not grow trees for railway timber. When a forest was burnt, there was the added danger offlames spreading and burning valuable timber. 2) Shifting cultivation also made it harder for the government to calculate taxes. Therefore, the government decided to ban shifting cultivation. 3) Many communities were forcibly displaced from their homes in the forests. Some had to change occupations, while some resisted through large and small rebellions. Q. )How can you say that the spread of railways brought deforestation during the Colonial Period? (3 Marks) (Ans) 1) In 1850s, the spread of railways created a new demand.

KFC International in China :: Business Economics China Essays

KFC International in China The social values and history have shaped and formed the economical developments and the current environment of business in the People's Republic of China. They have determined the patterns for negotiation and the Chinese perceptions of business, and their feelings towards westerners. The implicit and explicit rules that the Chinese society has on the development of businesses, and the economy in general, are very important issues for any person going into China to understand and consider. In order to achieve a successful partnership between Chinese and Western cultures it is essential to have a basic understanding of history and cultural developments that have shaped the current environment of business. The three pillars of China are economy, culture, and society. Economy The Chinese economy has been formed as a result of centuries of history and development, which reflect the philosophy of China and its current economical position. China started as a mainly agricultural based society with the subsistence group; the family. For more than 2000 years the Chinese economy operated under a type of feudal system; land was concentrated in the hands of a relatively small group of landowners whose income depended on rents from their peasant tenants. Agricultural taxes levied by the imperial government and crop yields subject to drought and floods kept agriculture relatively underdeveloped and organized in small units with the use of primitive methods for basic subsistence. The conclusion of the Opium War of 1840 formally initiated a period of Western penetration of China from the coastal treaty ports. Railroads and highways were constructed, and some industrial development began. Such activity had little impact, however, on the overall Chinese economy. In effect, China was carved up into a number of competing colonial spheres of influence. Japan, which tried to attach China to its East Asia prosperity Sphere, was able to create only isolated nodes of a modern economy. The Chinese Communist party emerged in the 1920s in the midst of a mounting economic crisis caused by foreign intervention and increased landlord influence in the countryside. For more than two decades, it expanded its control over large rural areas by introducing an agrarian program based on the control of rent and usury, and by giving power to peasant associations.

Emotional Intelligence Essay

The pursuit of knowledge through education entails the many manifestations and progressive procedure of one’s emotion. Human nature previously regarded intelligence as the primary component of learning and eventually as the main source of success. In the modern educational or learning setting, however, a person’s emotional intelligence is now supposed to be of equal authority and even better than intellect as far as its benefits are concern. Hence, based from its advantageous implications to the filed of education or teaching particularly in contemporary schools, emotional intelligence is not to be ignored as a vital requirement of education. The principle concerning the significant nature and value of emotional intelligence in today’s learning is depicted with various circumstances where one’s emotions play very notable part and effect. Considering a person’s varying feelings in response to different life events and realities, it can now be noted that the level of emotional aptitude of a person measures his strength and ability to handle a situation. Most importantly, an individual’s emotional intelligence determines the eventuality of failure and attainment of success. Thus, this is where emotional intelligence apparently matters more because it is able to provide people with success as compared with intelligence quotient. Nowadays, emotional intelligence is subjected to the requirements and challenges of the teaching field. Since people and the society have acknowledged the undeniable positive impacts of emotional intelligence to education, it is then just empirical to pursue further this concept. This is because an increased awareness and involvement by the people as regard the quality and implications of emotional intelligence will definitely work to the advantages of the majority of the population and the communities where they belong. Since learning is determined by how people manage their emotions, then it can be implied that one’s feeling is a factor in determining success or that it can even be considered as a tool to improve education among students. It is, in fact, essential to assist students identify how their respective emotional intelligence will lead them to success or not. Lastly, it is also fortunate that considerable fresh perspectives about how the intellect creates human emotions were already realized. This is for the reason that the brain now creates ways on how emotional intelligence influences, affects and works to the benefit of student’s education. â€Å"Emotional Intelligence† Book, an Overview The above-mentioned hypothesis was clearly illustrated in the 1995 book of Daniel Goleman entitled â€Å"Emotional Intelligence: Why It Can Matter More Than IQ. † The author provided the public with apparently compelling proofs that the emotional intelligence quotient or a student’s level of emotional intelligence is equally valuable in achieving educational success as what cognitive intelligence, as gauged by IQ or SAT percentages, provide (Goleman, 1995). The book opened with an account of how brain functions in relation to one’s emotions. Thereafter in the middle part of the book, Goleman supplemented the rationale behind how to wisely handle emotion and eventually revealed the benefits derived from such thereby proving that it has more substance than IQ. In conclusion, Golemen provided the public with true-to-life manifestations which established the value of emotional intelligence as it performs a more fundamental function in human’s search and eventual attainment of success (Goleman, 1995). Intelligence quotient was previously regarded as the major deciding factor in one’s accomplishment. In the book, this was disputed by Goleman who stated that human’s perspective on IQ is, in fact, a distant and slender version of reality. The book instead stressed the principle of emotional intelligence as the ultimate determinant of a person’s success. Goleman discussed emotional intelligence based from the aspects of one’s consciousness, selflessness, motivation, understanding as well as power to offer love and other endearing emotions while at the same time being loved by people around him (Goleman, 1995). Additionally, the book presented various incidents which proved how people, who exemplified high levels of emotional intelligence and who nurtured their existing emotional strengths, were able to achieve success in their respective areas. In Goleman’s view, emotional intelligence is not inherited or already innate at birth but it can be developed as person matures and its benefits are eventually attained (Goleman, 1995). Focusing on the field of education, the entire book evidently centered its discussion on the emotional intelligence among the students of the young generation. It is at this point that Golemen called on educators and other concerned people in the area of learning to clearly explain to students the nature of emotional intelligence and its evidently positive implications as far as the education of the young ones (Goleman, 1995). In imparting the value of a student’s emotional literacy, the Goleman book also requested the parents to pay attention to the emotional necessities of their children. Adults, on the other hand, need to immediately educate themselves to deal with their respective interpersonal affiliations in a wise manner. Ultimately, the book heightened the beneficial implications of emotional intelligence in the field of education as manifested by the accounts of success which were attributed to the said Goleman concept (Goleman, 1995). â€Å"Emotional Intelligence,† a Critical Analysis The Goleman book is worthy to be examined by presenting the worth or impacts of emotional intelligence as it is compared with IQ and applied in the several stages of human development. Initially based from the characteristic of the human brain, the principle of emotional intelligence as provided by the book concretely challenged that one’s intellect is subjected to limitations. The said position of the book has a sense because in reality, a person is considered intelligent and has a well-defined logic or reasoning aptitude yet this does not holds true as far as decision-making is concern. The book is to be commended with the said stand that the worth of the human brain should not be the determining factor of aptitude but rather one’s emotional intelligence which provides the logic behind every decision. In short, this position is best explained wherein people experience various situations and promptly decide by conforming to what their emotions dictate or simply based from how they feel at the moment and definitely not according to what their mind think. The book specifically illustrated the said position with its initial discussion about the complicated system of the human brain. In particular, the portions of the book where a person’s reaction to a snake as well as the presentations made by Goleman concerning several subject matters such as depression, nervousness, post-traumatic stress disorder or PTSD, drug dependency and misuse, teenage pregnancy and issues on human relationships are all corroborating facts which confirm the principle that emotional intelligence really matters more than IQ (Goleman 1995). While Goleman was criticized for his apparent inclination towards the promotion of emotional intelligence only among children, he is nonetheless acclaimed for such effort. This is because the book has, in fact, succeeded in imparting the beneficial implications of emotional intelligence especially in the field of education of the young students. In particular, the author is to be credited for his suggestion about several procedures of how to improve the emotional intelligence of children, which he proposed to be done from their schools into their respective homes. Hence, the author is correct with his observation that children particularly students turn out to manifest an increased degree of depression, sadness, hostility and rowdiness as they mature or are provided with more academic information. The book is logical when it attributed the said blunders to children’s limited or even lack of emotional intelligence. The pieces of evidence provided by the book regarding the effects of emotional instability among children need to be concurred by the public. This is because an aggravated level of emotional predicament is possible if the issue is not immediately addressed, if not solved. Emotional intelligence as the book implied, on the other hand, is of similar benefit to the adults. That is why the criticisms, which the book got for it reportedly fell short in discussing emotional intelligence among adults, are not justified. In fact, Goleman has comprehensively discussed the importance of adult’s emotional aptitude and stability because it is perceived that logic or the appropriate level of reasoning of an adult is adequately needed for human relationships. The book is truthful with its revelation that an adult is required to be stable with his emotional intelligence in order to achieve well-accepted interpersonal relations with others. This position was appropriately supported with portions of the book which explained the reason behind the emotions’ creation of several reactions and how an adult gets used to such incidents. In particular, a reader may even feel that Goleman is directly addressing the issues by providing his personal insights about life realities which require the application of emotional intelligence. Other issues discussed by the book are of equal significance in the author’s efforts to explain the value of emotional intelligence in adult’s life. Goleman was rational when he wrote that emotional urges usually surpass the procedure of applying logical thinking. This is primarily what his principle of emotional intelligence suggests. That is, in specific incidents in human life, a person is likely to respond in a way what his emotions dictate as correct reaction rather than what the mind implies to assume and reason out. Simply put, emotional desires supersede the course of logical and coherent thinking. While the public apparently regarded that the book resulted into an unusual debate when it stated that emotional intelligence has a higher percentage of status and applicability than IQ, Goleman should not be totally blamed for neglecting the value of academic abilities. This is because his emotional intelligence principle was in accordance to what the results of his studies implied as well as what his observations suggested. Although the disapproval against the Goleman book may have its justification, it is still fair to note that the author did not totally set aside the worth of IQ or intellectual capabilities in general. What Goleman just did was to destroy the incorrect declarations of IQ testing that it is the ultimate determining factor of success and one’s proficiency. Goleman, through the book, just put the issue in its right perspective. When Goleman claimed that emotional intelligence possess around 80 percent while IQ only has 20 percent as their respective contribution to one’s success, what he really tried to impart is that the said due significance of the two elements was based from what people portray as they respond to life eventualities. Based from the accumulated facts by the author, the book was able to illustrate a more transparent image when a person has to react to an incident wherein, while human both considers both his mind and feeling, he is still inclined to decide over a situation based from what he feels and this is where emotional intelligence sets in. The book was also justified in its suggestion that it is not the human IQ percentage which eventually determines one’s triumph or failure. Thus, what the book and its author presented as components of success, such as the manifestations of emotional intelligence, are things which should not be out rightly disregarded. Goleman was able to support his emotional intelligence principle by providing studies which showed that people with high IQ percentages did not eventually succeed in life or attained any substantial achievements. Instead, the book succeeded in proving that even people with low IQ percentages succeed in the end precisely because they possess an impressively high level of emotional intelligence. Implications in Contemporary Education As previously stated, emotional intelligence is not an inherent ability. One way of emphasizing this idea is the effort made by the Goleman book that people can nurture such principle from the educational system. In fact, the author emphasized that it is critical that emotional intelligence is cultivated as children are introduced to formal learning until they reach their adulthood. This was made known by the book because of the apparent beneficial implications that emotional intelligence provide to people and the society in general. It is in this aspect that both educators and students benefit from reading the book primarily due to its main objective which is to impart the value and advantages of adhering to the nature of emotional intelligence. With learning institutions existing naturally wherein the students and the information derived from such field interact and are connected with each other, it is just practical that it is the proper venue where emotional intelligence may effectively manifest its value and usefulness. This is because it is in schools where students, while learning, are subjected to various incidents which test their respective emotional intelligence capabilities. Appropriate and acceptable responses to these situations are then considered to be as concrete manifestations of the power of emotional intelligence among students. The issue whether emotional intelligence fits the educational system is based according to the implications of the said philosophy to contemporary learning. Given the modern academic standard, it is logical to state that emotional intelligence directly affects how students are taught with various topics and that their specific responses to every situation depict how a high level of emotional intelligence really matter more as far as making decisions are required. While Goleman indicated that it is not totally easy to impart emotional intelligence in today’s school particularly to the level of young students, there are specific ways where the said ability can be used and eventually achieve its purpose of leading the young one into the eventuality of achieving success in the future. Through the guidance of the book and the suggestions offered by Goleman, the public was provided with the idea on how to have emotion-based incidents and emotional intelligence best suit the field of learning. Implications of incorporating emotional intelligence in educational programs are, in fact, existing and are proven in the formulation of curriculum in various learning facilities. Once the principle of emotional intelligence is imparted in education, students manifest self-awareness wherein they monitor and acknowledge their own emotions and they eventually are able to identify the link between ideas, emotions and responses. Additionally, the decision-making ability of students is enhanced by emotional intelligence because they are able to study their actions and the effects of the decision to a particular incident. Above all, emotional intelligence when put into the educational structure ultimately develop one’s overall personality as the students are able to manage their emotions, deal with stress, enhance interpersonal relationship and most importantly develop their individual accountability and ability to correctly resolve problems. Conclusion The principle of emotional intelligence is by itself can be considered as valuable in today’s education. Goleman and his book made it more clear, acceptable and beneficial to the public hence I personally like and commend it. Above all, the book succeeded in its main argument that emotional intelligence is definitely more important than IQ based from the advantageous implications it provided to today’s students. Beyond the controversy, the book ultimately served its very purpose of offering the students and educational system an alternative learning principle which is better or has more substance than what already exists. Reference Goleman, D. (1995). Emotional Intelligence: Why It Can Matter More Than IQ. New York, NY: Bantam.

Marx’s Theory of Class

Marx's definition of class. It's strengths and weaknesses. – Although the concept of class has a central importance in Marxist theory, Marx does not define it in a systematic form. Marx left this problem of producing a definition of the concept of social class until much later. The manuscript of the third volume of Capital breaks off at the moment when Marx was about to answer the question: ‘What constitutes a class? ‘ Even without his definition of class, one can reconstruct how the term is to be understood in his writings.In the Communist Manifesto, Marx presents us with a theory of world history as a succession of class struggles for economic and political power. The main classes of pre-capitalist societies are stated as: ‘freeman and slave, patrician and plebeian, lord and serf, guild-master and journeyman'1. But the dominant theme of Western society is the conflict between the exploiting bourgeoisie and the exploited proletariat. Thus it is the class str ucture of early capitalism, and the class struggles of this form of society, which constituted the main reference point for the Marxist theory of history.This is asserted by the Communist Manifesto's famous phrase, that ‘the history of all hitherto existing society is the history of all class struggles'2. The history of ‘civilized' society, for Marx, has been the history of different forms of class exploitation and domination. It is the form of class domination present which determines the general character of the whole social structure. For example, the growing of wheat using traditional, non-mechanical techniques is compatible with a wide range of social relations of production.A Roman citizen often owned slaves who worked his land growing wheat; a feudal lord would seize the surplus wheat grown by the serf on the lands; the early capitalist farmers began to employ landless laborers to do their manual work for a wage which was less than the total value of the product w hich they created. In each case, wheat is grown on land by the labor of men and women, but the social arrangements are totally different. There are totally different class relationships, leading to totally different forms of society: ancient, feudal, and capitalist.The one thing that unites these three arrangements is that in each case a minority class rules and takes the surplus away from the producers. Each society, says Marx, embodies class exploitation based on the relationships of production, or rather, the modes of production. The key to understanding – 2 – a given society is to discover which is the dominant mode of production within it. The basic pattern of social and political relationships can then be known. Since Marx concentrates his attention on the class structure of capitalist societies, it is only proper to follow him.As stated before, the key classes in the capitalist mode of production are the bourgeoisie and the proletariat, or capitalists and landle ss wage laborers. While Marx recognizes that there are other classes, the fundamental class division is between this pairing of the exploiter and the exploited. The bourgeoisie derive their class position from the fact that they own productive wealth. It is not their high income that makes them capitalists, but the fact that they own the means of production.For example, the inputs necessary for production – factories, machines, etc. The ability of workers to work (labor power) is in itself a marketable commodity bought for the least cost to be used at will by the capitalist. In addition, the capitalist owns the product and will always pocket the difference between the value of the labor and the value of the product – referred to by Marx as ‘surplus value' – purely by virtue of his ownership. His property rights also allow the capitalist the control of the process of production and the labor he buys.The proletariat in contrast, owns no means of production. Because of this exploitation, Marx viewed the bourgeoisie and the proletariat as locked in deep and unavoidable conflict. As capitalism expanded, the conflict would become more intense as the condition of the workers became worse. Over time, some members of the proletariat would come to understand their unfair position and would begin to communicate with each other. This would enable them to organize and overthrow the capitalist system.The revolution would pave the way for a new socialist system that would abolish private ownership of the means of production. This forms the basis of Marx's theory of class, and with further discussion, the complexities will present themselves. This two class model is not Marx's only use of the word ‘class'. He uses the term of other economic groups, and particularly of the petty or petite bourgeoisie and the peasants. These groups seem to make the neat division of the Communist Manifesto inapplicable, for these two – 3 – roups obv iously merge into bourgeoisie and the proletariat according to how many workers they employ or how much land they own. Marx even foresaw, with increased use of machinery and the increase of service industries, the advent of a new middle class. This raises two main questions. The first concerns the complications of social stratification in relation to the basic classes.In the fragment on ‘three great classes of modern society' in Capital III, Marx observes that even England, where the economic structure is ‘most highly and classically developed†¦ m]iddle and intermediate strata even here obliterate lines of demarcation everywhere'3 Even though this observation does not fit easily with the idea of an increasing polarization of bourgeois society between ‘two great classes', Cole explains how Marx: regard[ed] the blurring of class divisions as a matter of secondary importance, influential   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  in shaping the course of particular phases a nd incidents of the fundamental class struggle,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  but incapable of altering its essential character or its ultimate outcome. And] in the long   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  run the forces making for polarisation were bound to come into play more and more as the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  difficulties of Capitalism increased: so that the decisive class-struggle between capitalists   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  and proletarians could be delayed, but by no means averted or changed in its essential   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  character by the emergence of any new class. 4 Even so, Cole asks for a ‘critique' of Marx in light of todays circumstances, questioning the validity of this statement. The second question concerns the situation and development of two principal classes in capitalist society, bourgeoisie and proletariat.In The 18th Brumaire of Louis Bonaparte, Marx gave this negative definition of a fully constituted class: In so far a s millions of families live under economic conditions of existence that seperate   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  their mode of life, their interests and their culture from those of the other classes, and put   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  them in hostile opposition to the latter, they form a class. In so far as there is merely a   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  local interconnection among these small-holding peasants, and the identity of their   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  interests begets no community, no national bond and no political organisation among   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  them, they do not form a class5 4 – In the Poverty of Philosophy, describing the emergence of the working class, Marx expressed the same idea in positive terms: Economic conditions had first transformed the mass of the people of the country into   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  workers. The combination of capital has created for this mass a common situation,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  co mmon interests. This mass is thus already a class as against capital, but not yet for   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  itself. In the struggle, of which we have noted only a few phases, this mass becomes   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  united, and constitutes itself as a class for itself. The interests it defends becomes class   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  interests. 6Most Marxists have recognized, that in the case of the working class, the development of a ‘socialist' or ‘revolutionary' consciousness poses problems which require more careful and thorough study. ‘Class interest' itself is no longer conceived, as it was in general by Marx, as an objective and unambiguous ‘social fact', but rather as having a sense which is constructed through interaction and discussion out of the experiences of everyday life and the interpretations of those experiences. This is further illustrated by Bottomore's belief that an investigation into the ‘development of soci al classes' would have to attend to three problems.First, the ‘consequences for the class structure, and especially for the polarization of classes, of the rapid increase in productivity and in the size of the surplus, and the concomitant growth of the middle classes'7 Bottomore states that how Marx defined the middle class, are the individuals who ‘live from' surplus value, but also ‘assist in the realization and distribution of the surplus'. Marx foresaw the growing number of the middle class, and as a result, the declining number of working class. This would seem to strengthen the bourgeois making the transformation to a classless society more difficult.Through Marx's own analysis, Bottomore says that the transition might not occur at all; thus, resulting in a type of society unlike the socialist society emerging from capitalism. Or, transformation brought about differently, from what Marx predicted, resulting in the classless society. ‘The nature of the s ocial conflict that would then bring about the breakdown of capitalism and the creation of a socialist society remains unclear, and is not discussed by Marx. ‘8 – 5 – The second problem concerns the ‘various cultural and political influences' which are a factor in the evolution of the revolutionary class consciousness.Marx, in early writings, emphasizes positive influences for this development such as: introduction of new technology (resulting in the displacement of workers to further the revolution), the reserve army of labor, the advent of the factory (resulting in concentration of workers creating a collective situation – class consciousness)9 But also negative influences such as: ‘dominant position of ruling-class ideas, the effects of social mobility, the growth of the middle classes. '10 Bottomore then states that national or ethnic consciousness is very important; one of the powerful influences that Marx neglected.The second influence is that of the increasing social differentiation in modern societies which breaks down the working-class consciousness to strengthen the middle class. In other words, increasing the number of middle class while decreasing the number of working class; a negative influence on revolutionary class consciousness. The last problem asks what conditions are necessary beyond the abolition of classes and private property in the means of production, in order to establish what Marx referred to as socialism.Marx wrote about the advancement of science and how it could be used to abolish scarcity to meet human needs. As a result, man would be free from those labors in order to pursue their human potential. Beyond all of this, what Bottomore is implying is the further study of Marx's political theory. Concentrating on the interaction between the development of production, emergence of new human needs, development of a political consciousness, and the creation of organizations to take part in a politi cal struggle. Regrettably, this political theory, like the theory of class, can only be examined through fragments of Marx's work.Another way of looking at Marx's theory of class is how Elster attempts to define class in terms of property, exploitation, market behavior, and power. Elster claims that Marx's ‘class' is frequently defined as ‘a group of persons who stand in the same relation of property or non- property to the factors of production, that is labor-power and means of production. '11 By using this definition, the words ‘property' and ‘non-property' are too restrictive or too open. There is a – 6 – need to distinguish between property owners but then the question arises, to what degree?This is also evident when using exploitation as a basis of defining class. As Elster puts it: ‘[t]he proposal is too coarse-grained if it locates all exploiters in one class and all exploited agents in another [and] too fine grained if classes are to be distinguished in terms of the degree of exploitation†¦. ‘infinite fragmentation' of classes. '12 In terms of the third proposal, defining class in terms of market behavior, Elster states that it is not useful in the study of non-market economies. Furthermore, ‘the proposal overemphasizes actual behavior and neglects its causal grounding in the endowment structure. 13 Basically, he is referring to choice. In Marx's view, the wage laborer has no choice in who to work for and for how much. The reasoning behind this is that the capitalist (though needing workers) can employ any individual he chooses. Elster says that class is defined by what one has to do, not what one actually does. So, for example, a wage laborer decides to work in a factory just for the pure joy of doing so. This individual should be put in a different class from the wage laborer who has to work in the factory. 14 Elster's final proposal is the aspect of power in defining class.To Marx, power r elationships are built into the very structure of society, whose principal feature is the existence of opposed classes. Thus, class domination and subordination are central to Marxist conception of politics and the distribution and operation of power. Power to Marx, is class power. In other words, it is a resource that is concentrated in the hands of a particular class, which that class can use to maintain and enhance its dominant position in society, a position achieved by economic exploitation. Elster says: ‘[t]he definition of class in terms of domination and subordination is too behavioral and insufficiently structural.By this I mean that the classes of the upper and lower managers are defined only by what they actually do, not – as in the case of capitalists and workers – by what they must do by virtue of what they have. ‘ – a reference back to Elster's third proposal. What Elster reveals are some of the more obvious problems inherent in Marx's theory of class. But all of this can still be referred to in past context. Clearly, the question that needs to be – 7 – asked is: can Marx's analysis be applicable today? It is obvious that there are some serious problems in Marx's account.Revolution has occurred in nations on the verge of entry into capitalism, not in societies which are mature and ‘ripe' for change. The working class in capitalist societies has enjoyed, in the long term, a rise in the standard of living, and labor movements have won enough welfare concessions to ease many of the poor. By no means all Western societies have strong Communist parties. In addition, the growth of the middle class of managerial and professional workers appears to contradict Marx's view that divisions among those without wealth would disappear.Western economies are open to crises, but the state seems able to keep them in check. Generally, then, Marx's ideas seem to many people to have been disproved by twentieth centu ry developments. However, this is a limited view. The real issues are firstly whether Marx's general perspective on stratification was sound, and secondly, whether contemporary Western societies are still capitalists in the general basic character of their social relations. The first issue is important because Marx provides an account of stratification which is significantly different from that of many other social theorists.Very often today, sociologists see classes as merely groupings of people with similar attributes such as income, type of occupation, and so on. Marx, on the other hand, saw classes as systematically linked in a particular structure of social relationships. An explanation of inequality is given through the analysis of the mode of production. Marx points out the deeper class relations and potential conflicts below the surface of society. This strength, however, is seen as a problem by many sociologists. They argue that Marx's class analysis is too simplistic to ac count adequately for the complexity of social inequality.For them, Marx's emphasis on the ownership of productive wealth leaves us unable to explain adequately all the differences in consciousness within the mass of the population who are not capitalists. Quite clearly, the Western economies are vastly changed today in comparison with Marx's time. There is far more economic intervention by the state in most societies of the West, and state employees of one kind or another form a large part of the work force. Nationalization and the – 8 – frequent replacement of individual owner or managers by shareholders and managerial bureaucracies have both changed the structure of industry.However, it can still be argued that private ownership of the means of production is the basis of economic power and wealth, and that the labor market is still the prime determinant of wage levels. The worker is still in a subordinate position in the work place, and the incomes of workers are sti ll very low in comparison with those who control them. Other interpretations are possible: it is commonly argued, for example, that the West has a mixed economy which works in everyone's interest, but others would still consider Western economies as capitalist.This brings us back to Marx's Capital III. It is clear that there are many aspects of Marx's theory of class which are not discussed in this essay; the theory is multifaceted. One still wonders what Marx would describe in his last work. Would it have been in the same terms as he had used thirty years before? Or would he have recognized, in this gap, the vitally important changes in the class structure of the modern societies of today, and that these changes were, to some extent, different from what he anticipated to occur? This question remains unanswered.

Reflection Paper for Tayuman Home for the Aged Essay Example

Reaction/Reflection Paper for Tayuman Home for the Aged Essay Example Reaction/Reflection Paper for Tayuman Home for the Aged Essay Reaction/Reflection Paper for Tayuman Home for the Aged Essay Essay Topic: Clueless Fun Home The facility we visited is located near Tayuman LRT Station In Manila City. We went to a charitable facility run by nuns and funded by a private organization also operates via donations. Upon arriving to the facility, I had mixed feelings and had no idea what to expect as this was my first time. Well, first time experience always amazes me and never ceases to surprise me. At the very first sight I had to the resident elders of the facility, cluelessness started to bug me off. Its not that I dont have my grandparents and had no experience how to deal with them. But it was the question on how shall I start and how am I gonna approach one of them. Then my classmates were off to their start and dispersed to the facility to find their own victims. I was off to a cold and weird start, I started to approach one of the alone elders, but felt that nothings gonna happen both of us, right off the bat I knew that there was no connection, rapport and chemistry, LOL. So I went vacant for a while again and went off to an observant mode. Then suddenly, to my surprise, a male elder said something to my direction. At first, I idnt get what he was trying to say so I came close to him to ask what he said. Boom! It was embarrassing on my part as the elderly was like the one who victimized me to engage to a wonderful and enjoyable conversation. So there it goes, the conversa tion went to engage myself and some of my classmates (Gerone Migz) with the male elderly. We found out that his name is Santiago, he is sixty years old, used to be a security guard and was a victim of stroke. He can no longer walk and was on a wheelchair, and left part of his body is already immobile. Talking to him, we found out that he was originally from Pasig. It was on my consciousness that I had to be cautious with my questions even though our conversation was going well. I stayed away from questions regarding family. I dont want go and act as a sparkplug of something that I might regret in the end, so I stayed on the safe side of questioning. So we went on with our conversation with him Tatay Santiago focusing on his interests and happy moments about manhood. Haha! We went on talking about basketball, he was pretty much engaged to our topic and here were a couple of times I saw smile on his face. I felt like happy in way. Originally upon going to that place, it was Just like a completion thing for me, something I Just wanna get rid of. But no, it was different, upon seeing the elderly and upon knowing Tatay Santiago, it felt different, somehow it felt fulfilling on my end. These old people need family, family that will take care of them. It was kind ofa cycle at the back of my head. Reality bites, we all have our own family while we are still on our prime. We work hard to provide our family what they need and want so hen the future comes, they can stand on their own and when we go old, itll be the other way around, its like we are expecting something from them to return a favor. Its like Im hoping that they will also take care of us in the future. Truth is, I still dont know what really happened to Tatay Santiago why he ended up there and not with him. During his prime, he had so many vices; he used to smoke, drink and used to spend his nights on clubs, engaging to bar girls and so on. But still, I cant Just Judge him based on his stories, need to give him the benefit of the doubt what if, his family as Just not capable of supporting him, especially his special medical needs. To sum it up, I still learned a lot from the experience, from Tatay Santiago. While we are still in our prime, especially when we already have our own family, we should love our family, work for them, strive for them and of course live happy for them. Well never know what may happen to us tomorrow, in our future. Its not that I dont want to end up like them, but for me, Id love to live my life to its fullest for family while I can. So whatever happens, even if I end up like them, I will have no regrets at all, ecause I lived, worked hard, strived and enjoyed my life with my family while I am able. Peace and love for everyone! Oh by the way! How we ended up with Tatay Santiago is yet to be revealed. Haha! Kidding aside, eventually they had to get back to their rooms and it was also time for us to leave. So there you go, we were still on the safe side upon leaving as somehow, we kind of avoided them feeling like they are being left behind again and they didnt see us leaving. So there you go, that was like my own side of story about this unforgettable school activity.

Man essays

Man essays Once more dinosaurs are on the loose on a small island. This time the island will not be used as a tourist attraction and will instead be used mainly as a research and gaming locale. One group of humans payed for by the investors of the original Jurrrasic Park are dispatched to attempt to capture and herd the beasts. The group is lead by a seasoned hunter, who leads the group with caution and reason. The main hunter has one desire, that being to hunt a Tyranosaurus Rex. He leaves his group under the commnand of another while he goes after his prey. He captures one of the island's T-Rex offsprings and sets it up as bait. His bid to kill a T-Rex proves unsuccesful. Another group of do gooders arive on the island and free the dinosaurs that have been captured by the other group. . This was done because they feel herding the animals to be later used as zoo pets is wrong. As the dinosaurs are freed they destroy all of the vehicles and equipment the group had. The do gooder scientists team with the hunters to attempt to survive. Instead of taking control of the dinosaurs of the island as planned, the group barely manages to escape disaster. A T-Rex sneaks onboard a seavessel leaving the island and wrecks havock on a major American city before being destroyed. The film did have memorable effects just like its predecessor, but its story appeared a bit weak as compared to the first. Once more dinosaurs are on the loose on a small island. This time the island will not be used as a tourist attraction and will instead be used mainly as a research and gaming locale. One group of humans payed for by the investors of the original Jurrrasic Park are dispatched to attempt to capture and herd the beasts. The group is lead by a seasoned hunter, who leads the group with caution and reason. The main hunter has one desire, that being to hunt a Tyranosaurus Rex. He leaves his grou ...

20 Strategies for Writing in Plain Language

20 Strategies for Writing in Plain Language 20 Strategies for Writing in Plain Language 20 Strategies for Writing in Plain Language By Mark Nichol The increasing popularity of plain language, the concept of writing clear, simple prose, is making it easier for people to understand legal documents and government forms. It’s also recommended for any print or online publications intended to provide information or explain a process and writers should consider its utility for any content context. Here are the main ideas behind plain language. 1. Identify and understand your readers and their needs: Who are they, and what is their likely reading level? What do they already know about the subject, and what do you want them to know? What do you need to write to convey this information? 2. In an introduction or in navigational content, state the purpose of the content, and tell your readers why the information is important to them. Consider, too, what you want readers to do after reading the content, and how to use your writing to get them to do it. 3. Organize content so that information and procedures are presented in the order in which the material will make sense to the reader. 4. Clearly state requirements and responsibilities those of the reader, the information provider, and third parties. 5. Provide clarity by using examples and/or anecdotes, using lists, tables, and images, emphasizing key terms and steps, and employing a clean, uncluttered, well-ordered design. 6. Write short sentences; keep the subject, verb, and object close. Place words carefully, and avoid double negatives. 7. Write short paragraphs consisting of one topic, each starting with a topic sentence and linked to other paragraphs with transitional words and phrases such as next or â€Å"once you have submitted your application.† 8. Write to the reader, using second-person pronouns rather than third-person nouns: â€Å"You must provide written proof†; â€Å"We will respond within seven business days.† This approach encourages you to write in the active voice. Define the pronouns so that readers are clear about the categories of people or other entities audience, information providers, and third parties referred to as you, we, and they. 9. Avoid noun strings: What, for example, is a corporate-partner-strategic-marketing plan? It’s likely a strategic marketing plan for engaging with corporate partners. That revision requires more words, but it’s clearer. (But it’s still not plain language. How about â€Å"a marketing plan that helps corporations we do business with understand our goals†?) 10. To indicate a requirement, use must, not shall: â€Å"You must include a sample.† 11. Avoid smothered verbs: â€Å"We will decide soon,† rather than â€Å"We will make a decision soon.† 12. Allow contractions; they’re conversational. 13. Avoid elegant variation, which invigorates creative writing but can confuse readers when they’re trying to understand instructions or regulations; use the same standard terms each time you refer to them. 14. Don’t shy away from technical terms your audience knows, but avoid jargon such as leverage and legal terminology such as herewith. 15. If possible, use a question-and-answer format for presenting information. Use conversational wording for questions, based on what readers would be expected to ask, and provide clear, concise responses. When possible, ask and answer only one question per item. 16. Use present tense, rather than conditional, future, or past tense: â€Å"You can soon file a claim if you were eligible during the stated period,† not â€Å"Those who were eligible during the stated period will be given an opportunity to file a claim.† 17. Based on your audience, determine which acronyms and initialisms are appropriate. Minimize jargon acronyms and initialisms; use descriptive words instead. When using common acronyms and initialisms, decide whether to spell them out on first reference with the abbreviation in parentheses or to define them, or whether to trust your audience to be familiar with them. Avoid using more than a few acronyms and/or initialisms in a given piece of content. 18. Omit unnecessary words: Watch for verbose phrases. For example, the presence of a preposition signals an opportunity for a more concise revision (or, in other words, prepositions signal a revision opportunity). Avoid redundant wording such as â€Å"basic fundamentals,† legal doublets such as â€Å"cease and desist,† and intensifiers such as actually. 19. Avoid cluttering content with definitions if possible, but if they’re necessary, locate them at or near the first reference to the term. If you must use a glossary, list terms alphabetically, and keep definitions succinct. Make sure that the definitions are consistent with the accepted meaning. 20. Use links wisely. If the title of a Web page is the destination, use the title as the link. The name of a website or an organization is best for directing people to that organization’s website. (Avoid generic link wording like â€Å"Click here† or More.) Links should be as short as possible while clearly indicating where they will lead; words or phrases are less obtrusive than entire sentences. Read this post about plain language, also known as plain English. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:Good At, Good In, and Good WithCapitalization Rules for Names of Historical Periods and Movements20 Ways to Cry

When did humans become modern Essay Example | Topics and Well Written Essays - 1500 words

When did humans become modern - Essay Example Human beings have had a long and what can only be considered to be a prosperous history since the beginning of their modern era. While this has been the case, there has also developed plenty of speculation concerning when humans became modern, and the factors which influenced such a transformation. The fact that modern humans developed can be considered to be a great feat of resilience and adaptation on the part of human which has enabled the species to thrive and ensured that it has propagated itself all over the world. The ability of this species to adapt has also ensured that it has been able to settle even in the most inhospitable regions of the world, where its members have been able to develop the necessary physical characteristics that have promoted their survival (Bar Yosef, 2002). All of the modern human beings are considered to be members of the Homo sapiens species of humans which developed some two hundred thousand years ago with the development of those physical as well as physical characteristics that are also associated with the Neanderthal man. It has now been proven that the Neanderthal man was not a direct ancestor of modern man, and that in fact, they seem to have been contemporaries, each of them competing for the same resources. While this has been the case, most archaeologists now believe that these two species of humans may have been descended from a common ancestor known as Homo heidelbergensis. Despite their being contemporaries, when compared to other species of humans such as the Neanderthal man among others, the modern human seems to have developed a more delicate bone structure. The skull structure of the modern humans seem to have been more rounded than those of the other humanoid species that existed at the time, and this was also accompanied by high foreheads, and less pointed chins (Renfrew, 1996). The latter characteristics have come to be used as a means of identifying modern humans and it is these features which enable scient ists to determine a homo sapiens. The first human fossils that were discovered in the modern age were known as the Cro-Magnon and these were found in modern France where they were considered to be very similar to modern Europeans in appearance (Bjelcevic, 2013). The skeletons of these people seemed to be less dense than those of the Neanderthals, and their brain capacities seemed to be large, larger even when compared to that of modern man. The data that has been collected over the past century and a half shows that the early modern humans developed from an archaic ancestor in the region of East Africa. The first skull that depicted the development of modern human beings was one believed to be some 195000 years old found in the Omo valley in Ethiopia. However, while it is the common assumption that modern humans developed in East Africa and latter dispersed to other parts of the world, there have developed new theories concerning the development of the modern humans and their settle ment in the rest of the world (McBrearty & Brookes, 2000). As has been stated above, the common assumption is that modern humans developed in Africa and latter scattered to the rest of the world. This is known as the replacement model, and it states that modern humans developed in Africa and later migrated to the rest of the Old World where they gained dominance, eventually replacing the Neanderthals as well as other archaic species of humans. According to this model, modern humans developed between some 200000 and 150000 years ago and over time scattered to the rest of the Old World where they replaced other archaic humans between 60000 and 40000 years ago, as a result becoming the only surviving human species (Mithen, 1998). While this assumption is disputed in some quarters, it is possible that if it is correct, then it can be speculated that all the humans on the planet today may have a common African ancestry since all the other human species that were descended from the Homo e rectus are considered to have become extinct (Blythe, 2002). While the African origins of

Employee Assistance Porgram (EAP) Avaiable for the Modern Workplace Research Paper

Employee Assistance Porgram (EAP) Avaiable for the Modern Workplace - Research Paper Example A large number of the employee assistance programs offer training facilities to people owning businesses and the supervisors of these businesses in order to deal and recognize the behavioral crisis inside a workforce. The programs of assisting the employees are not created to grant long term management. According to the Business Week Magazine, the programs give an employee a secure environment for discussing their problems with a particular counselor who in return makes an evaluation that is confidential (S. Philip, 2000). Employee Assistance Program In addition, this evaluation if needed gives a recommendation to a professional of mental wellbeing. The magazine goes on to assert that the owner of a business is supposed to have worries concerning the workers given more value and have good work productivity. Ordinary psychiatric problems take a significant part from abuse of drugs to alcohol infatuation. Yearly, the business cost comes near to three hundred and twelve billion in absen teeism and productivity lost (W. G. Brian, 1997). These employee assistance programs have come out to be important and popular constituents of total advantages packages used for large and small employers who are alike. The employee assistance progressional association affirms that during the late nineteen nineties, there were a close number of twenty thousand employee assistance programs providers that were operating in the United States. They were first designed to respond to the business concerns on the impact to be gotten from an employee drug and alcohol abuse in productivity. Currently, they are planned to deal with various issues that are affecting the modern day workers. The modernized employee assistance programs are created to assist the workers with different problems like stress from depression, marriage and family counseling, financial problems, illness amongst the co workers and crisis organization (W. G. Brian, 1997). A large number of these employee assistance program s have made increased their counseling scope in order to help the workers struggle with the issues concerning eldercare, natural catastrophes, and violence in areas of work. In addition, these programs have increased elements that are proactive to the offering they make. An example is that the employee assistance programs have supported the workplace guidelines and educational efforts of AIDS/HIV. The expansion in the range of employee assistance program is commonly pointed to the United States changes in bigger collective fabric. S. Philip (2000) asserts that changes in technology and demographic changes have assisted in creation of different and new varieties of mental and stress health issues that affect the productivity and health of a large population of the employees in the world. Human beings who have family or personal problems may lack a place to go for an advice than to the advantages the employee assistance program put forward through their places of work. Various compani es have realized that detection of a direct link can be identified amid the productivity and well being of a certain employee. According to W. G. Brian (1997), these companies are also relying on their employees in improving their productivity and their increasing their bottom line despite the advancement of technology in the world. This means that the association existing between the productivity

Ink Painting In China Essay Example | Topics and Well Written Essays - 1000 words

Ink Painting In China - Essay Example China is known for its rich history in paintings, as well as, the embraced art forms. There are numerous characteristics in Chinese ink paintings that were used in the traditional mode of painting. Ink paintings in China are based on genres and themes that were acceptable in the traditional Chinese cultures. However, western educated Chinese artists changed these aspects by introducing ink paintings after returning to China. Contrary to the traditional painting in China, ink painting focused more on bringing out more vivid aspects of nature. These artists changed a lot of things, and there is no discussion of modern Chinese art can be completed without discussing Xu Beihong’s work and its influence on ink painting. Xu Beihong (195-1953) had the skill to combine modern and ancient techniques in accomplishing his best work. His works amalgamated the impressionistic utilization of color and light coupled with keen adherence to shape and structure. Xu Beihong’s works will, therefore, assist in the critical understanding of Chines ink art and why or how the western educated Chinese adapted ink painting after returning to their country, as well as, the differences between these works and traditional ink art.

The identification of Harry's rights Essay Example | Topics and Well Written Essays - 3000 words

The identification of Harry's rights - Essay Example At this point, it should be noted that there is no problem as of the capacity of Harry to proceed to the purchase since he is not minor nor he suffers from a mental illness (s.3 Sales of Goods Act of 1979, MacLeod 2002). When ordering the table, Harry mentions to the sales assistant that he wants a table similar to that of the poster in the shop’s window; it is implied that the bed ordered should be of the same size, technical characteristics and colour as the bed illustrated in the specific poster (s.13(1) SOGA, Curtis v Ghemical Cleaning and Dyeing Co Ltd [1951], Andrews v Hopkinson [1957]); otherwise an issue of misrepresentation about quality would exist (Cranston 2000, p.148) In accordance with the case study, that bed was grey; therefore, Harry expected to receive a similar bed when making the order (s.13 (1) SOGA). At the same time, Harry picked a chair from the shop’s catalogue and made the relevant order. Again, the item ordered, the chair is defined through a photo of the item presented to the customer. This means that Harry did not have the chance to examine, closely, the size or the other qualities of the items ordered (Law Commission, 2009, p.9). He was only able to define their required characteristics through photographs. It should be noted that Harry did not explain to the seller the purpose of the goods, so the court could decide that the seller is not liable for the fact that the products are not fit for purpose (Reddy & Johnson 2011, p.22, Jewson Ltd v Leanne Teresa Boyhan [2004], BSS Group Plc v Makers (UK) Ltd (t/a Allied Services) [2011]). At this point, the following issues should be discussed: a) whether the items were accepted (s32 SOGA), and b) whether the items met the requirements of the law in regard to not fit for purpose products. The time framework available to Harry in order to make his claims should be also examined. In accordance with the Sales of goods Act 1979, the time framework for the buyer to develop claims against the seller in regard to the items sold is 28 days from the date of the sale (as such term is commonly added in contracts in order to define the ‘reasonable’ time during which the right of the buyer to reject the goods sold is retained, s35(4) SOGA). Harry’s rights, as derived from the specific sale, are active. Harry can approach the seller with a claim for faulty products within the period of 28 days from the date of the sale, meaning the date when the sale was completed, i.e. when the buyer accepted the goods (Chen-Wishart 2007, p.595). The period of 28 days had not passed; it begins from the day that Harry checked the goods, in the context that the seller has to give to the buyer a reasonable time for checking the goods and Harry was absent which means he could not check the goods (s.35 SOGA, Law Commission, 2009, p.10). Also, the English courts have held that the silence of the buyer cannot be considered as acceptance of the goods sold (Felthouse v B indley [1862], Hannah Blumenthal [1983]). However, in order for the above claims to be valid, it needs to be proved that the products sold are not fit for purpose. The law, the Sales of goods Act 1979 (SOGA), sets the criteria under which a product is considered as not fit for purpose: ‘a) it does not match the description (s.13, SOGA), b) is not of satisfactory quality (s14.2 SOGA) and c)

Ammonia Stripping vs Ion Exchange Essay Example | Topics and Well Written Essays - 500 words

Ammonia Stripping vs Ion Exchange - Essay Example It is recovered as a gas by raising pH of water with alkaline addition such as caustic or lime (EPA 1). The procedure is enhanced by increasing the operating temperature of tower (Henze and van Loosdrecht 140). Two types of towers are used in ammonia stripping i.e. cross flow and counter current. A cross flow tower permits the solvent gas (air) into total depth of fill and flows through the packing as the alkaline waste water flows downward. On the other hand, in a counter current tower, air enters through openings at the bottom as waste water is propelled to the top of packed tower. Free NH3 is converted into air stream from falling water and discharged into atmosphere (EPA 1) Advantages and disadvantages of ammonia stripping: It is a simple mechanical process which is not affected by waste water fluctuations and is not disrupted by presence of toxic substances given the air temperature and pH remains stable. It creates no back wash or regenerations. On the other hand, ammonia strip ping has several disadvantages which include higher maintenance costs and power requirement for pumping. It does not remove nitrite or organic nitrogen. Air pollution problems may occur due to NH3 reaction and high pH may corrode the wood of stripping tower (EPA 2).

The identification of Harry's rights Essay Example | Topics and Well Written Essays - 3000 words

The identification of Harry's rights - Essay Example At this point, it should be noted that there is no problem as of the capacity of Harry to proceed to the purchase since he is not minor nor he suffers from a mental illness (s.3 Sales of Goods Act of 1979, MacLeod 2002). When ordering the table, Harry mentions to the sales assistant that he wants a table similar to that of the poster in the shop’s window; it is implied that the bed ordered should be of the same size, technical characteristics and colour as the bed illustrated in the specific poster (s.13(1) SOGA, Curtis v Ghemical Cleaning and Dyeing Co Ltd [1951], Andrews v Hopkinson [1957]); otherwise an issue of misrepresentation about quality would exist (Cranston 2000, p.148) In accordance with the case study, that bed was grey; therefore, Harry expected to receive a similar bed when making the order (s.13 (1) SOGA). At the same time, Harry picked a chair from the shop’s catalogue and made the relevant order. Again, the item ordered, the chair is defined through a photo of the item presented to the customer. This means that Harry did not have the chance to examine, closely, the size or the other qualities of the items ordered (Law Commission, 2009, p.9). He was only able to define their required characteristics through photographs. It should be noted that Harry did not explain to the seller the purpose of the goods, so the court could decide that the seller is not liable for the fact that the products are not fit for purpose (Reddy & Johnson 2011, p.22, Jewson Ltd v Leanne Teresa Boyhan [2004], BSS Group Plc v Makers (UK) Ltd (t/a Allied Services) [2011]). At this point, the following issues should be discussed: a) whether the items were accepted (s32 SOGA), and b) whether the items met the requirements of the law in regard to not fit for purpose products. The time framework available to Harry in order to make his claims should be also examined. In accordance with the Sales of goods Act 1979, the time framework for the buyer to develop claims against the seller in regard to the items sold is 28 days from the date of the sale (as such term is commonly added in contracts in order to define the ‘reasonable’ time during which the right of the buyer to reject the goods sold is retained, s35(4) SOGA). Harry’s rights, as derived from the specific sale, are active. Harry can approach the seller with a claim for faulty products within the period of 28 days from the date of the sale, meaning the date when the sale was completed, i.e. when the buyer accepted the goods (Chen-Wishart 2007, p.595). The period of 28 days had not passed; it begins from the day that Harry checked the goods, in the context that the seller has to give to the buyer a reasonable time for checking the goods and Harry was absent which means he could not check the goods (s.35 SOGA, Law Commission, 2009, p.10). Also, the English courts have held that the silence of the buyer cannot be considered as acceptance of the goods sold (Felthouse v B indley [1862], Hannah Blumenthal [1983]). However, in order for the above claims to be valid, it needs to be proved that the products sold are not fit for purpose. The law, the Sales of goods Act 1979 (SOGA), sets the criteria under which a product is considered as not fit for purpose: ‘a) it does not match the description (s.13, SOGA), b) is not of satisfactory quality (s14.2 SOGA) and c)

Separation of Mixtures of Solids Lab Report Example | Topics and Well Written Essays - 750 words

Separation of Mixtures of Solids - Lab Report Example As can be seen, the total weight of the mixture’s components after separation was less than the initial weight of the mixture. Specifically, a total of 39% of the weights were lost during the experiment. The calculation of which is elaborated below. CALCULATIONS The calculation of the percent loss was as follows: CONCLUSION/DISCUSSION As demonstrated, separation of a mixture of solids into its components can be done by taking advantage of the innate differences of the characteristics of each of the components. Iron is the only metal component of the four, and this was taken advantage of in the use of magnet. By exposing the mixture to the magnet, it was ensured that only iron fillings would be able to attach to the magnet. On the other hand, unlike sand, benzoic acid and salt are both water soluble, and their solubility was increased by heating the solvent, ensuring that benzoic acid and salt can be dissolved. Next, since benzoic acid is less soluble than salt, it crystallized at cooler temperatures of the aqueous solution. The salt was then transformed back to its solid form by allowing water to evaporate (Masterton and Hurley, 2004). QUESTIONS A. How did your proposed procedures or flow charts at the beginning of this experiment compare to the actual procedures of this lab exercise? In my proposed procedure, I planned to separate the salt and benzoic acid instead by adding water and boiling the mixture. The resulting solution will then be cooled to precipitate out the benzoic acid, and the remaining liquid will be allowed to evaporate until only the salt remains. To the remaining mixture of supposedly iron and sand, it will be exposed to a magnet to attract the iron and leave the sand behind. B. Discuss potential advantages or disadvantages of your proposed procedure compared to the one actually used. Although the principle is the same, I feel that my proposed flowchart poses some disadvantages as that compared to the instructions. First, boiling water may have corrosive effects on the iron, making them weak enough to break into pieces that may contaminate the sand that will remain after all the separation techniques. Second, the weight of the iron may be overestimated, as it may get wet because of the exposure to liquid that might not be totally dried out during the procedure. C. How would you explain a sand recovery percentage that is higher than the original sand percentage? Sand, especially when it is composed mostly of clay, tends to sip in water that may add onto the weight of the sand. D. What were potential sources of error in this experiment? What I think mostly contributed to the relatively large percentage loss was the weighing. Probably, a few particles remained on the weighing dish every time weighing was done during the experiment. Thus, all of the components were most likely underestimated in this experiment. Other sources of error include not completely drying out the water before weighing the solids; not complete ly magnetizing out the iron, overestimating the weight of sand; not completely precipitating out benzoic acid when the benzoic acid + salt solution is exposed to cooler temperatures, thus underestimating the weight of benzoic acid and overestimating the weight of salt; and not completely evaporating the fluid, thus overestimating the weight of salt. References Masteron, W. L. and Hurley, C. N. (2004). Chemistry: Principles and Reactions. 4th ed.

Plato, Descartes, and The Matrix Essay Example for Free

Plato, Descartes, and The Matrix Essay Consider this, Is what we believe to be real and true real and true? In the movie The Matrix, Neo is a computer programer by day and hacker by night. He senses that something is wrong with the world but insists what he know he feels. When he dreams, he isn’t sure if it was real or just a dream just as Descartes believes he cannot trust his senses to tell him whether or not he is still dreaming. Neo meets with Morpheus and Morpheus gives Neo the option of knowing the truth. According to Morpheus the world isn’t real, it is an illusion and offers Neo a life altering choice. To take a pill that will give him the truth. The truth Morpheus refers to is that the world Neo believes in is just an illusion. What Neo perceives as real by his senses is nothing more than a computer generating ideas in his head without any real experiences. Morpheus gives Neo the option of continuing to live his life in the shadows and the way he perceives it or to see the light and the truth. This closely resembles the allegory of the cave by Pluto. Plato invites us to imagine humans being held prisoners, with no freedom to move or see except what is directly in front of them in the form of shadows. This is the prisoners reality. This is what they come to believe is real. When in-fact there is another world just beyond their reality. It is only after one prisoner escapes the shackles and chains and finds that the actual world is not just shadows but a world with the light of the sun. The prisoner has difficulty adjusting his eyes to the brightness, but eventually does. This experience parallels to what Neo experiences. Descartes poses the questions in his work Meditations of First Philosophy, 1961, of how we cannot for certain that the world he experiences isn’t not the product of an illusion forced upon him by an evil demon. He questions what he believes is real because of what he sees and feels while dreaming and therefore can’t trust his senses to tell him if 2he is still dreaming. When Neo accepts the â€Å"red pill† and his perception of his life slips away when he realizes that the human race is held in containers, unconscious, with a computer generating their thoughts and experiences. Humans invented Artificial Intelligence and in turn the AI took over mankind and enslaved them using them for the energy they required to stay ‘alive’. Neo realizes what Descartes proposed, that Neo’s life was just controlled by an evil demon, the Matrix. But Descartes went on to argue the existence of God, saying a Good God would not let an evil demon control us. Neo struggles with this new truth because he didn’t believe in fate because he didn’t like the idea he wasn’t in control of life. Neo life as he knew it is gone, and he is faced with the new reality and he struggles with the different emotions first of shock, fear and disbelief and then acceptance. He joins the group of dissidents to help others see the truth and reality of life. Knowing the truth doesn’t necessarily ‘set you free’ as we find out. A fellow dissident Cypher discovers the truth is hard and decides that ‘ignorance is bliss’. He negotiates a deal to deliver Morpheus in turn for his previous ‘life’. For Cypher, the truth was too much to handle, he liked the illusion of his previous life. Once Neo gains knowledge of he Matrix, he is able to discern between the truth and illusion and ascends to a higher level of understanding. He realizes that he can no longer blindly accept information received through his senses, but must requires answers to his questions. He like Descartes comes to the conclusion â€Å"I think, therefore I am†. The difference between the Matrix and Plato and Descartes is the movie gives Neo a way back to the physical real world whereas Plato and Descartes only suggest there is another reality and we are dreaming but doesn’t give us a way back. None of the notables address God within the realm of truth. God states he is the way of the light and the truth. We are challenged in our daily lives to live a real life.

Social Interaction In Acquisition Of Second Languages English Language Essay

Social Interaction In Acquisition Of Second Languages English Language Essay Ever since the basic assumption endorsed in the seminal work of Hatch in the late 1970s that learners learn the structure of a language through interaction rather than learning grammar in order to interact (Gass, 2003: 224-255). The relationship between interaction and acquisition has been one of the core issues in second language acquisition (SLA) research. The reviewed done by Young (1999) has shown that interactional competence is clearly most applicable to explaining cross-cultural communication. It also provides a convenient framework for integrating studies of conversational phenomena within a broader context of interaction. As language usually related two four main domains: reading, writing, oral and listening. In order to practice the oral and listening, interaction is important. At the same time interaction can also assist the development of the second language acquisition. Second Language Acquisition (SLA) is the process by which people learn a second language in addition to their native language(s). Linguists have many different approaches towards the acquisition of the second language. In the past few decades, linguists were more focus on the cognitive aspects also known as the psycholinguistic which studies the internal factors of second language acquisition. However, more recent studies have redirected their attention to the external factors which refers to the sociolinguistic. Social interaction is one of the main focuses in the study of the sociolinguistic. Unlike second language acquisition, there are specific brain parts located in the left hemisphere take care of the first language acquisition. If we consider first language acquisition as a natural cognitive development, then second language acquisition will be more like a process of nurture. Since it is more a process of nurture than a natural cognitive development, the social factors will be the vital attribution in the acquisition. Importance of social interaction On the basis of extensive research, there was considerable agreement that the learning environment must include opportunities for learners to engage in meaningful social interaction with users of the second language if they are to discover the linguistic and sociolinguistic rules necessary for second-language comprehension and production (Pica, 1987). And this agreement is still applicable for todays second language learning. A very good example is that students who study abroad are usually more fluent and accurate in the second language they are using, as compare to their classmates in their own country. In fact, there are many examples of the learners who are able to communicate and use the language efficiently without any formal instructions. For example the Bangladeshi workers in Malaysia do not have formal instruction in Bahasa Malaysia but are able to function well in their workplace and the community. Their second language is acquired through the unsystematic social interaction with the broader society. The learner has access to the target language in the course of everyday communication or interaction with the environment. The sounds of the language are embedded in a relevant situational context and the learners job is to extract from this material the rules for the use of the language. This interaction allows him to start learning and learning in turn allows him to make progress in communication (Albakri, 2006). The question might be asked, why interaction is important to the second language acquisition. In order to answer that question we need to look at what is required to second language learning. First of all, we need to have input, with the input we will able to produce a response which also known as the output, feedback will be given according to the output. These three major components made up an interaction. The interaction approach attempts to account for learning through the learners exposure to language, production of language, and feedback on that production. A central claim resulting from a past research is that, though interaction may not be strictly necessary, it nevertheless constitutes the primary means by which language learners obtain data for language learning, not only because interaction is how most learners receive input, but also because the input obtained through interaction is more pragmatic and conducive to acquisition than input received in other ways (Gass Macke y 2007: 175-199). Interlanguage An important term used in the interaction approach of second language acquisition is interlanguage. Interlanguage is a emerging linguistic system that has been developed by a learner of a second language who has not become fully proficient yet but is approximating the target language. It often preserving some features of their first language, or over-generalizing target language rules in speaking or writing the target language and creating innovations. An interlanguage is basically a set of language created by the learner to engage the first language and the second language and it is usually based on the learners experiences with the second language. At a more theoretical level, there are also well-argued claims that the social interaction most relevant to interlanguage development is that in which learners and their correspondents share a need and desire to understand each other (Pica, 1987). There is also recent empirical evidence that such mutual understanding can be reached when the learner and interlocutor modify and restructure their interaction as a result of their requests for clarification or confirmation of each others input and checks on the comprehensibility of their own productions, this will be discussed more in the feedback section. When learners need to understand unfamiliar linguistic input or when required to produce a comprehensible message are opportunities to modify and restructure their interaction with their respondents until mutual comprehension is reached. That process enables learners to move beyond their current interlanguage receptive and expressive capacities and yet improve their second language. Another research investigates the type of interaction and the effects on the development of the interlanguage. It shows that certain kinds of interaction that the child engages in encourage faster and more complete development of features of his interlanguage than other kinds of interaction. A similar finding is reported by Shea (2003), who compares interactions between Japanese students studying at an American university and four different teachers. Shea reports that the Japanese students appear more proficient in English in conversations where they have equal access to the floor and take perspectives that are congruent with those taken by their teachers (Watanabe 2008). Input Input refers to the language that a learner is exposed to. In all approaches to second language acquisition, input is a vital component for learning in that it provides the evidence from which learners can form linguistic hypotheses. On the other hand, the information provided by the input illustrates what is possible within a language. Interaction makes learner see the differences between them and native speakers. Interaction itself also directs learners attention to something new, such as a new lexical item or grammatical construction, thus promoting the development of the L2. Input obtained via interaction has been conceptualized and researched in terms of comprehensible input, negotiation of meaning and comprehensible output by Krashen, Long and Swain (Gass, 2003: 224-255, Krashen, 1981). The interrelatedness of these three notions is concisely articulated in Longs revised version of the Interaction Hypothesis: the negotiation for meaning, and especially negotiation work that tri ggers interactional adjustments by the NS or more competent interlocutor, facilitates acquisition because it connects input, internal learner capacities, particularly selective attention, and output in productive ways (Tarone, 2009: 41-57). The process of turning input into intake has been described by Krashen as follows: First, learners understand a message using the not yet acquired L2 structure and somehow connect the form with its meaning. Second, learners must notice a difference between their current interlanguage competence and the second language form (Xu, 2010). As input of an interaction is just like the listening, it is important for learners to familiar with the phonetic of the second language. Language like French, which does not pronounce the why it looks like. Native speakers usually speak much faster than a learner can understand. It means that it is understandable if the sentence was written or spoken word by word. As many French learners have experienced, it is important for the learner to have more social interactions with the native speakers to get their ears used to the speed and dialect (for some language) of the second language. Output Swain observed the children in Canada which showed less native-like language. Swain hypothesized that what was lacking was sufficient opportunities for language use. She claimed that language production forces learners to move form comprehension to syntactic use of language. As many learners maybe experienced, there is a stage where the learner is too shy to produce an output. It may due to the afraid of making a wrong statement or convey a wrong message. The less the learner talk in the target language, the more shyness the will feel. That is why many Chinese students who take English as second language is excellent in the grammar and lexicon but can hardly talk to a native speaker fluently. Feedback There are two types of feedbacks: implicit and explicit. Explicit refers to correction and metalinguisitic explanations. Implicit feedback refers to confirmation checks (i.e. the sentence or specific word has been correctly heard), clarification requests (i.e. a request for clarify or repeat), and comprehension checks (i.e. an expression used to check the listener is understand or not). Explicit feedback often occurs during negotiation for meaning. Pica (1989) describes how negotiation contributes to the language learning process, suggesting that negotiation facilitates comprehension of L2 input and servers to draw learners attention to form-meaning relationships through processes of repetition, segmentation, and rewording. The research also claims that negotiation can draw learners attention to linguistic problems and proposes that initial steps in interlanguage development occur when learners notice mismatches between the input and their own organization of the target language (Gas s Mackey, 2007: 175-199). With feedbacks, both the native speakers and non-native speakers can adjust their language to a level where they can communicate efficiently. Other research have found that native speaker modifications are more frequent in two-way communication because conversation provides the native speaker with feedback from the learner and thus enables him to estimate the amount of adjustment required (Albakri, 2006). Social context and culture Learning a second language can be said of learning about another society and their culture. Language has been proven that has a great relationship with the society, culture and even history. In order to improve the second language proficiency, social context and culture have to be taken into the consideration. The best way of doing this is to interact with the native speakers. It was shown that speakers of any target language use different varieties of that language in the different social contexts in which it is spoken; a formal variety is appropriate in business meetings, while a vernacular variety is used with friends in a bar. So social context affects the social variety of the second language learners are exposed to. If learners are restricted to only one social context and need to learn varieties of second language that are spoken in other social context and need to learn varieties of second language that are spoken in other social contexts, their overall SLA can be affected. (Tarone, 2007). Culture is difficult to define, but it does not mean that the issue is not important in relation to the acquisition of a second language. Through interaction, learners are able to understand certain usage of the language. For example, in Japanese, you need to use a respectful way or tone and choice of words to talk to a senior or anyone who is socially above your status. It is different in some western countries and the language they used. We may not be sure what culture the learner acquires, but it is certainly different from the learners own culture and this difference is an important part of the learning experience (Regan 1998). Conclusion Social interaction, without any doubt, is important in second language acquisition. The learner receives input from his/her respondent and that input becomes intake when the learner processes the information internally. The learner than produces the output which in turn becomes the input for the respondent and he/she provides feedback to that input. And this process continues as conversation or communication and therefore enhances second language learning (Albakri, 2006). It is also important that, the interaction provide the chance of knowing the culture of the target language and raise the awareness of the social context of the target language, which will indeed promotes the development of the second language. On the other hand, social interaction encourages learners to use the language in a more pragmatic way, which is one of the main reason we learn a second language at first place. Word Count: 2188

Archetypal Characters and Symbols in The Phantom of the Opera Essay

Archetypal Characters and Symbols in The Phantom of the Opera      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The story of The Phantom of the Opera appeals to many types of personalities and people of all ages because of its archetypal characters and patterns.   Carl Jung theorized that we are born with innate tendencies to perceive things a certain way:   "a kind of readiness to reproduce over and over again the same or similar mythical ideas . . ."1.   These repeated ideas are archetypes.   The basic legend of The Phantom takes place in 19th century Paris, and is that of a young and talented, but untrained singer named Christine.   Erik, the Phantom, is a disfigured genius of many fields, including music, architecture, magic, and science.   His fatal flaw stems from his strong dislike and mistrust of the rest of the human race, which has been very unkind to him throughout his life.   He encounters Christine in the Paris Opera House, becomes infatuated with her, and initially claims to be her otherworldly musical tutor.   Conflict occurs when Christi ne is torn between Erik's dark and passionate world, and her innocent love for the well-bred Raoul.   These fundamentals of the story of The Phantom are kept in tact among the versions, while changes are made to target the adaptation to a certain audience.   Another common attraction is to the personality of Erik, a character often repeated in literature.   Erik's relationship with Christine also encompasses many archetypal patterns, and the love triangle among Christine, Erik and Raoul is a recurring human behaviour2.   In addition, there are several object-oriented archetypes throughout the story.   Repetition of patterns and characters in The Phantom of the Opera creates a universal appeal for the tale.       The bas... ...anges to target the legend to different types of people, but the archetypes always remain.       1 Carl Jung, Archetypes and the Collective Unconscious, 7 2 Anthony Pena, Unus Mundus:   Archetypes and Dreams 3 Kate McMullan, The Phantom of the Opera, 5 4 Amazon.com sales rank as of May 2000 5 Charlotte Vale Allen, Night Magic, 203 6 Gaston Leroux, The Phantom of the Opera, 334 7 Charles Horton Cooley, Human Nature and the Social Order, 155 8 Charles Darwin, The Expression of the Emotions in Man and Animals 9 Joseph Henderson, "Ancient Myths and Modern Man," Man and His Symbols, Carl Jung, ed., 152 10 Anthony Pena, Unus Mundus: Archetypes and Dreams 11 Angela Mattos, The Labyrinth 12 InDreaMensions, Archetypes Glossary 13 Ibid 14 Ibid 15 John L. Flynn, Phantoms of the Opera:   The Man Behind the Mask   

The Environmental Non Governmental Organizations Education Essay

Environmental non-governmental organisations ( ENGOs ) are going one of the noticeable histrions today in biological preservation. A study was conducted on the university pupils of Central Mindanao University ( CMU ) , Philippines and National Chung Hsing University ( NCHU ) , Taiwan to measure their perceptual experience towards ENGOs and if their sentiments are influenced by demographic variables. The survey besides explores the pupils ‘ involvement and respect about biological preservation as a major issue locally or globally. A sum of 273 university pupils were surveyed from different classs in both states. The consequences showed that most pupils from both states were non familiar with ENGOs and indicated a impersonal mentality towards their trust to these organisations. CMU pupils perceived the local people as the most responsible stakeholder while on the other manus NCHU pupils signified the authorities as the most dependable establishment. The nationality and academic major of the pupils were found to hold a strong association in the pupils ‘ perceptual experience of the most responsible stakeholder. The pupils from both states besides believed that the environmental issues are the most serious jobs in the universe, followed by societal and preservation issues. Furthermore, CMU and NCHU pupils were more concerned about societal jobs than preservation issues in their several hometowns, although they have contrasting positions about the major societal jobs they are confronting. NCHU pupils, nevertheless, expressed more involvement in environmental issues than CMU pupils, both in local and planetary graduated table. The nationality of the pupils showed a positive relationship with their perceptual experience towards the major of import issues in the universe and in their communities. ENGOS should exercise more attempts in affecting the college pupils of Taiwan and Philippines in their run plans to better the pupils ‘ engagement and perceptual experience towards these organisations. KEYWORDS: environmental nongovernmental organisations, pupils ‘ perceptual experience, Philippines, Taiwan, biological preservation Introduction With all the services and chances that biodiversity provide the human public, it is of import to keep and conserve the Earth ‘s biological resources. Biological preservation must be reinforced to prolong the profusion and variableness of different life-forms and their home grounds ( Spellerberg and Hardes, 1992 ) . One of the stakeholders involved in this enterprise are the Environmental Non-governmental Organizations ( ENGOs ) , which are mostly concerned in delivering biological resources from fast extinctions and debasements ( Gunter, 2004 ) . These organisations employ different schemes in their projects. They act the function of experts ( Charnovitz, 1996 ; Esty, 1998 ) , raise consciousness runs ( Bauer, 2006 ) , anteroom policymakers ( Binder and Neumayer, 2005 ) and authorise local communities ( Raustiala, 1997 ) . ENGOs in the Philippines proliferated during the Martial Law Period of President Marcos in the 1970s until the early 1980s ( Teehankee, 1993 ) . Serious environmental debasements during and after the absolutism have prompted the Filipino authorities to go through a figure of environmental Torahs and policies ( Magallona and Malayang, 2000 ) . The democratisation of the state officially acknowledged the importance of NGOs in the Filipino society ( Soledad, 2006 ) . The activities of Filipino ENGOs are engaged chiefly in natural resource direction, community organizing, pollution control, biodiversity development, land debasement and dirt preservation ( Magallona and Malayang, 2000 ) . They besides build partnerships with other NGOs, academia, media, grassroots organisations, anteroom politicians, empower autochthonal people and behavior scientific research and circulate studies to the populace ( Lucas, n.d. ; Magno, 1993 ; Bryant, 2001 ) . It is estimated that there are about 3,000 NGOs that focus on the environment and rank to these groups largely come from the young person, scientists, professionals, retired persons, altruists, politicians and business communities ( Lucas, n.d ) . They obtain support from many-sided givers, authorities bureaus, rank fees, local and foreign contributions, income-generating activities, local and transnational companies, local and international NGOs ( ADB, 2007 ) . The issue on NGOs ‘ deficiency of resources and managerial capablenesss frequently limit their influence on the Filipino society in relation with their ends and involvements ( Teehankee, 1993 ; ADB, 2007 ) . Like the Philippines, Chinese ENGOs came to turn after the Kuomintang ( KMT ) Martial Law epoch ended in the late eightiess ( Hsiao, 1999 ) . The rapid industrialisation of Taiwan and the authorities ‘s thrust for economic growing has been pointed out to do major environmental crisis in Taiwan ( Edmonds, 1996 ; Tong, 2005 ; Yang, 2008 ) . In response to the dismaying environmental crisis, the Chinese authorities has passed several Torahs, policies and ordinances ( Edmonds, 1996 ; Lin, 2001, Yang, 2008 ) . ENGOs in Taiwan by and large drew rank from bookmans and professionals ( Tong, 2005 ) and addressed issues chiefly on pollution control, resistance to atomic power workss, and biological preservation ( Hsiao, 1999 ) . Furthermore, they are besides active in forming grassroots presentations and public hearings, educating the populace on environmental issues, oversing authorities policies, publicising environmental issues, and let go ofing imperativeness studies ( Tong, 2005 ; M cBeath and Leng, 2006 ) . There are merely about 300 ENGOs that operate in Taiwan and some of which operate as government-organized NGOs ( McBeath and Leng, 2006 ) . Taiwan ENGOs acquire funding support largely from rank fees, contributions, and authorities grants ( Edmonds, 1996 ; Lin, 2001 ) . Due to its political position, international loaning establishments like the Asian Development Bank and World Bank are non aggressive subscribers in the local environmental protection runs, which make foreign fund supports difficult to obtain ( McBeath and Leng, 2006 ) . The common encountered restraints by Chinese ENGOs are the troubles in enrolling members, acquiring fiscal support, deficiency of information channels from international ENGOS and deficiency of equal managerial capacity ( Hsiao, 1999 ; Yang, 2008 ) . In malice of the support to Filipino and Taiwanese ENGOs, there are still restricting factors that affect their range in accomplishing the groups ‘ ends and involvements. The contentions that involved ENGOs and the NGO sector in general ( Gibelman and Gelman, 2004 ; Jepson, 2005 ) have a serious impact on their image to the populace and every bit good as impacting their legitimacy, credibleness and ability in acquiring fiscal support. The present survey selected the college pupils as respondents because they are assumed to be the future stewards and leaders of the society ( Sia Su, 2007 ) . Although there is really limited information available that explores the perceptual experience of people towards NGOs ( Vasquez, 2010 ) , old surveies have assessed the perceptual experience of local people and pupils towards these organisations ( Ivy et al. , 1998 ; Wong, 2003 ; Hyseni, 2008 ) . The aim of this survey is to exemplify the perceptual experience of the college pupils towards the functions of ENGOs in biological preservation, utilizing two representative universities, Central Mindanao University ( CMU ) and National Chung Hsing University ( NCHU ) of the Philippines and Taiwan, and to measure if their point of views are influenced by demographic factors such as nationality, gender, academic major, and age. This research besides intends to turn to a figure of inquiries: ( a ) How do college pupils of CMU and NCHU regard biological preservation as an issue, in their ain place state or worldwide? ; ( B ) How do these college pupils rank ENGOs compared to other stakeholders involved in biological preservation? ; ( degree Celsius ) How much do these college pupils trust ENGOs? ; and ( vitamin D ) How willing are these college pupils to take part in biological preservation attempts by ENGOs? Method The research survey involved 137 and 136 college pupils of Central Mindanao University ( CMU ) , Philippines and National Chung Hsing University ( NCHU ) , Taiwan severally. This was conducted last February to March 2010. In both states, merely two universities were approached due to clip restraints and to be able to ease a manageable survey. The study involved pupils from different classs in CMU and NCHU. CMU respondents were pupils taking Agriculture, Biology, Veterinary Medicine, Engineering and Nursing classs. Respondents from NCHU were pupils taking Forestry, Commerce, Engineering, Political Science, Foreign Language and Mathematics. The questionnaire was pre-tested with a few pupils in NCHU, and alterations were made consequently to better the lucidity of the inquiries. The questionnaires given to CMU respondents were in English while the Mandarin version was given to the NCHU respondents. The different socio-demographic information of the respondents such as age, gender, academic major, degree of survey, and nationality were ab initio asked. The succeeding inquiries were posed to obtain the respondents ‘ ( 1 ) general perceptual experience and consciousness towards biological preservation, ( 2 ) perceptual experience and consciousness towards ENGOS and ( 3 ) willingness to take part in biological preservation attempts of NGOS. The study was carried out both inside and outside the schoolroom, and about, it took 10 proceedingss per respondent to make full out the questionnaire. Data analysis was performed utilizing Statistical Analysis System ( SAS ) . Chi-square trials were used to find whether socio-demographic variables influenced the pupils ‘ sentiments about the ENGOs. The age groups and academic big leagues were divided into two classs. Respondents below 18 were added to the 18-20 age class and those above 25 were included in the 21-25 age groups. The academic big leagues were farther categorized into biology-related and non-biology-related. Biology-related classs in this respect pertains to train such as agribusiness, forestry, veterinary medical specialty, and biological science while non-biology related classs includes technology, nursing, commercialism, foreign linguistic communication, political scientific discipline and mathematics. The degree of trust held by CMU and NCHU pupils with regard to the different statements refering ENGOs were highlighted in Table 7. Most of the respondents from the two universities rated â€Å" impersonal † ( bespeaking neither agreed nor disagreed to the statement ) when surveyed about their assurance on ENGOs ‘ â€Å" cognition and competency † and â€Å" answerability in the efficient usage of money † in work outing environmental jobs. Furthermore, when asked if ENGOs are influenced by political parties in their several local countries, most pupils from CMU and NCHU said â€Å" Yes † ( 49.26 % and 53.38 % , severally ) . Both CMU and NCHU expressed high concern over societal issues in their several hometowns, while environmental and preservation issues were less recognized. The two groups of respondents had different perceptual experiences on the local societal jobs. Most of the CMU respondents were peculiarly concerned about poorness, corruptness and unemployment. The prevalence of poorness in the Philippines ( CIA World Factbook, 2010 ) could be a conducive factor to the CMU pupils ‘ concern for poorness. The issue on political corruptness has besides been a battle in the Philippines ( Thompson, 2001 ) . Furthermore, the state ‘s unemployment rate is high. Its population, estimated at 92.23 million, is projected to make 111 million by 2015 ( National Statistics Office, 2009 ) . NCHU pupils were largely concerned about unemployment, and seemed to be less troubled by the issues of corruptness and poorness. Their concern for unemployment is attributed to the recent economic recession wherein legion occupations were lost in Taiwan ( Chan, 2009 ) . Taiwan ‘s economic position is about comparable to a developed state ( Lin, 2009 ) which could assist explicate why merely a little proportion of NCHU pupils considered poorness as a job. Whereas the deficiency of concern over corruptness may bespeak that the job is non serious in Taiwan but it does non needfully intend that the job does non wholly exist ( Transparency International, 2009 ) . NCHU respondents besides expressed more concern in both environmental and preservation issues than CMU respondents. This could be attributed to the environmental debasement attach toing Taiwan ‘s rapid industrialisation in the past old ages ( Agoramoorthy, 2009 ) . The Philippines has besides faced ecological crisis ( Posa et al. , 2008 ) but the CMU pupils may care less about environmental issues because of other societal-generated jobs. The difference in CMU and NCHU perceptual experiences towards environmental issues could besides be attributed to the school ‘s geographical location. CMU is located in a rural scene while NCHU belong in an urban country. As Hsiao et Al. ( 2002 ) contends, the rural people have a different relationship to nature than the metropolis people. Although NCHU pupils seemed to be comparatively concerned about biological preservation, most of them were non cognizant to international environmental understanding compared to CMU pupils. This could be attributed to Taiwan ‘s international political position, non being recognized as a â€Å" state † by UN criterions ( MacBeath and Leng 2006 ; Lin, 2009 ) and therefore Taiwan was isolated from take parting in international environmental dialogues. On the other manus, the Philippines have signed to some international environmental pacts ( Magallona and Malayang, 2000 ) which could explicate why CMU pupils were largely cognizant about international environmental acme. Percepts and Awareness of Students towards ENGOs Most CMU and NCHU respondents were non peculiarly cognizant of ENGOs in their several hometowns. Although there are a figure of national ENGOs operating in the Philippines, peculiarly in the Metropolitan Manila and the chief island Luzon ( Magallona and Malayang, 2000 ) , CMU pupils might non still be cognizant of them sing the archipelagic nature of the state. Unlike in Luzon, there are merely a few established ENGOs that operate in Mindanao ( PSDN, 2010 ) , the island where CMU is situated. The less figure of ENGOs which are actively working in Taiwan ( MacBeath and Leng, 2006 ) could be the ground besides for less consciousness by NCHU pupils. The CMU pupils perceived the local people as the most responsible stakeholder in biological preservation. Although there were several preservation plans initiated by the Filipino authorities ( Magalona and Malayang, 2000 ) , the respondents ‘ low assurance on their authorities may hold stemmed from the prevailing issues of corruptness ( Thompson, 2001 ) and therefore, their perceptual experience shifted towards tilting on the local people as accountable and more reliable on holding the ideal place in pull offing their biological resources ( Posa et al. , 2008 ) . On the other manus, the NCHU pupils believed more in the attempts of their authorities in biological preservation. This could be mostly attributed to the launching of huge educational runs by the Taiwan authorities in advancing preservation consciousness to the populace ( Wong, 2001 ) . The authorities establishment in Taiwan has the fiscal and human resources besides to transport out monolithic preservation plans. The fiscal restraints by both Taiwan and Philippine ENGOs could besides be a important factor with regard to the extent of their preservation actions. In Taiwan, most contributions normally go to local spiritual organisations ( Lin et al. , 2005 ) . On the other manus, the poorness state of affairs in the Philippines is a major restraint in donating to these organisations ( Jiao, 2008 ) . The less acknowledgment by CMU and NCHU pupils of ENGOs as a stakeholder in biological preservation farther implies that ENGOs should demo more effectivity and value in their attempts, particularly in affecting college pupils. The nationality and academic major of the pupils were found to be important variables in act uponing their perceptual experience of the most responsible stakeholders in biological preservation. Students with classs related to biological science are more open to preservation issues and therefore, more likely to exhibit high degrees of cognition refering the environment. This is besides in conformity with the consequences of Tikka et Al. ( 2000 ) . Most pupils from both universities could non peculiarly agree nor disagree to the cognition, competency and answerability of ENGOs in turn toing preservation issues. But the two groups of respondents agreed that these organisations are capable by political use. CMU pupils ‘ perceptual experience might be affected by the reported dirts on some development and environmental NGOs before ( Bryant, 2002 ; Songco, 2007 ) . On the other manus, NCHU pupils ‘ positions towards ENGOs might be influenced by some pro-development persons who think these organisations aggressive signifiers of actions might interrupt the state ‘s foreign investors ( MacBeath and Leng, 2006 ) . Although ENGOs are one of the seeable and active subscribers to nature preservation, their representation should besides show unity, earnestness and trust, non merely to the college pupils but to the whole populace, with regard to its nature as a fund-dependent organisation. Students ‘ Conservation Behavior Both CMU and NCHU respondents had low respect in back uping ENGOs as a worthwhile personal activity in protecting the environment. However, if there will be ENGOs present in their local country, the CMU pupils are willing to take part actively by giving clip. While the NCHU pupils expressed willingness to back up but could non offer both clip and money. Most of the pupils expressed private preservation behaviour ( e.g. personal enterprises ) instead than public behaviours ( e.g. back uping activities of NGOs ) . This besides suggests that ENGOs need to better on how to present their purposes on preservation attempts affecting the pupils. ENGOs should develop ways on how pupils could easy derive entree of information on their environmental runs and plans and perchance, the degree of engagement would increase. The deficiency of involvement by CMU and NCHU pupils in fall ining conservation-themed pupil nines may be parallel to their indifference in ENGO ‘s preservation attempts. Decision The present survey demonstrates that CMU and NCHU college pupils were non unusually concerned about biological preservation issues, globally or locally. Social precedences in the pupils ‘ respective and immediate milieus by and large influenced their mentalities towards preservation issues. The pupils ‘ deficiency of involvement in preservation issues further implies that any biological saving thrusts and runs, whether initiated by ENGOs or any other stakeholder, may non be as effectual and greatly participated, sing that they have other pressing concerns in head. ENGOs ‘ deficiency of outreach plans and hapless selling thrust in the academia sector could be a important factor in the waning involvement and weak acknowledgment in the Black Marias of the immature public. College pupils, on the other manus, should be cognizant of their societal and environmental duties since they will be the stewards of biological resources in the hereafter. They have to recognize that ENGOs are their spouses in this enterprise and that they are besides a valuable component in the organisations ‘ sustainability in turn toing environmental protection. It would besides be interesting for the two universities to better their environmental instruction plans by presenting a more specific topic entirely turn toing environmental and preservation issues. This could excite and perchance alter the pupils ‘ concern and mentality towards the environment. Increasing the sample size from different universities and parts in both states would hold better represented the Philippines and Taiwan in comparing the pupils ‘ perceptual experiences on ENGOs. Stratified choice of respondents from different strata is besides recommended in future surveies to guarantee a representative subdivision of the different demographic variables.