Clara Barton :: essays research papers

Clara Barton was born on Christmas day, 1821 in Oxford Massachusetts. She was the youngest of her 4 siblings by at the least 10 years of age. Growing up in a middle class family, Clara was home schoolhouseed until the age of 15, then she became the teacher. As a child, in her spare time Clara enjoyed treating sick and injured pets and neighborhood animals. When she was 11 her brother David got really sick. So then she stood aside her brother for two years. She started to learn about medicine that way. She opened a free school in New Jersey for kids who have health problems. But because she wasn?t a man she couldn?t be head of the school.Clara was so unhappy that she diverge teaching. Later she got a job as a clerk in the U.S. Patent Office. Then she quit her job as a clerk and became a volunteer for the soldiers in the Civil War. First Clara accomplished the task of starting a relief program for the injured soldiers. Next Clara was brought to attention of a health check supply sh ortage, and quickly organized a donation. As she arrived at the ?Cornfield? she wasted no time before acting as medical staff and distributing her supplies to surgeons. After the battle at Cedar Mountain, she appeared at a field hospital at night with a four-mule-team load of supplies. She saved hundreds of soldiers in the athletic field that day. That?s why she was known as the Angel of the Battlefield.?In 1864 Clara was granted the position as superintendent of the Union Nurse. She had some medical problems though. Her problem was that she was misfortunate from greatly tireless work. She suffered because she had done to many things that tired her out. So her physician sent her on a vacation. While she was there she read a really famous book called ?A Memory of Solferino? by Henry Dunant, the founder of the Red Cross Movement. The Movement agreed for protection of the sick and wounded during the war.

Standardized Testing in Schools Essay -- Standardized Testing Essays

Views on Standardized TestingStandardized testing has long been a controversial mode of assessment in our schools. Such tests atomic number 18 important indicators of student achievement and aptitude. However, some standardized test scores pay off been misused as a manner in which to track students, allocate school funds, and even cast teacher pay. Standardized tests, when used appropriately and for the right reasons, can adequately determine a students present level of strengths and weaknesses and his or her aptitude for certain abilities.There are two basic types of achievement assessments norm-referenced and criterion referenced. In a norm-referenced test, a students scores are compared to other students scores to determine how the child is performing in relation to others his age (Woolfolk, A., 2004). A criterion-referenced test compares a students scores to a set standard, not to other test takers. Criterion-referenced tests usually measure specific objectives and are helpfu l to teachers because they measure specific academic strengths and weaknesses (Woolfolk, A., 2004).Included in these types of assessments are the three types of standardized tests achievement, aptitude, and diagnostic (Woolfolk, A., 2004). The achievement test measures how much of the material has been mastered. Tests much(prenominal) as the ACT, ITBS, and ITED are all norm-referenced, achievement tests (Woolfolk, A., 2004). These tests measure mastery of such areas as reading comprehension, math computation, and verbal skills, along with social studies and sciences (Woolfolk, A., 2004). The aptitude test is used to predict future performance by testing abilities which have been developed over many years (Woolfolk, A., 2004). The SAT and the IQ test are examp... ...nrichment opportunities for those excelling. For my classroom, effort on authentic assessments and work/progress portfolios will trump any standardized test score. Learning should be fun, and filled with many opportuni ties to explore and discover new and exciting ideas.Works CitedHlebowitsh, Peter S. (Lecture). (2003, November 21). Foundations of American education (2nd ed.). Wadsworth University of Iowa Press.Importance of Testing in Psychology and Education. (2002). Retrieved November 30, 2003, from http//www.a2zpsychology.com/articles/importance_of_testing_in_psychol.htm.Reed, Eric. (Doctoral Student for University of Iowa College of Education). (Lecture). Multiculturalism and the Testing Debate. Human Relations for the Classroom Teacher. (2003, October 21).Woolfolk, Anita. (2004). Educational Psychology. (9th ed). Boston Allyn and Bacon.

Influenced by Republicanism, but not a True Republican :: essays research papers fc

Influenced by Republicanism, but not a True RepublicanThe philosophy of a republican form of organisation was certainly not a creation of James Madison and the Federalists. The thinking of such a govern ment has been around since the scratch of political philosophy. While the definition has changed over the centuries, certain constants continue to define a strictly republican regime. The goals and priorities of a republic are distinct that disstandardized from those of James Madisons philosophy. Generally, a republican government is defined as one which idealizes the public interests as the highest good and imposes a province on each citizen to work toward the public interests before individual ones. Due to the influence of natural rights philosophers, Madisons ideas are not strictly republican despite the fact that he considers them to be so.Not long before Madison, a French philosopher named Montesquieu wrote several works about spotless republicanism. One major(ip) claim he stood by was the age-old idea that political virtue means self-renunciation. In other words, the goal of politics is for individuals to devalue egotistical interests and instead work to achieve the interests of the entire community. Montesquieu believed that a just government should ensure the interests of the public and pay little attention to the concerns of the individual. This type of virtue is similar to that of ancient philosophers Plato and Aristotle. While Madison strays from the goals of Montesquieus government, he adopts many of his ideas involving the creation of a just government that protects the public.Montesquieus emphasis on the separation of government into three divisions is an idea that Madison adapted in the Constitution. In the republican government, checks and balances are necessary to keep the government working for the people instead of the reverse. The wisest of men are to represent the peoples interests and understand these interests to be those of the com munity as a whole. Madison may have adopted the separation of powers idea from philosophers such as Montesquieu and Locke, but there are several more prerequisites required to compose a truly republican government. While the Anti-Federalists were not classical republicans either, they did make some valid arguments as to why the beliefs of the Federalists were not consistently republican. A core belief of the Anti-Federalists was the ideal of a small community whose representatives were straight involved with the people. This strong sense of community was believed to unite the people in common interests and therefore renunciate individuality.

Description of The Beach Essay -- Personal Narratives, Descriptive, Ob

The waves are crashing. The sun is setting. People are laughing andembracing under the sunset. I feel the sand squish slowly through my toesas I gaily walk down the shoreline of the Outer Banks. My all time favorite turn up to be is the beach. The weather at the beach is the most quarrelingof all places in the world. One minute you are relaxing lazily on the sandy seashore reading a most invigorating book. I sit engrossed and allow thefoamy mist from the rampant ocean spray your face gently as though it wasthe touch of a feather. Off in the distance the sun begins to set in asleepy unhurried fashion. It is the most elegant sight I ca-ca ever seen.The colors swirl together in a muddled mass across the jactitate. Crash FlashThe sky turns wild. Lightning hurls itself across what was once the tameuncaring heaven.Thunder booms while the atmosphere relieves itself of unwanted moisture. Aviolent explosion of heavenly emotion has replaced my peaceful evening. Whatcould be more exciting t han living in a place where your plans could beintruded upon so abrasively by a cause you cannot control?Sand castle edifice is the most enjoyable and childish activity availableto people over the age of ten. Building sand castles is a very creativeprocess. First, I have to decide what type of architecture I am going toconstruct my castle around. The architecture can be old-fashioned,contemporary, or even imaginary. Next, I mus...

Essay --

The Girl in the tangerine tree ScarfThe Girl in the Tangerine Scarf is written by Mohja Kahf and is a coming of age story as the main character, Khadra tries to find her align identity. Khadra Shamy is the daughter of Syrian immigrants who moved to Indianapolis. Khadra grew up in a unbending Muslim community and both of her parents were very involved with the Dawah Center. In the strict Muslim community that Khadra was raised in, all children were brought up believing in one definition of Islam and rejecting all other definitions and practices. Throughout the book we learn how Khadras parents lied to her about some of the Islamic teachings she thought to be true during her childhood, which interferes with her search for her identity. There are several examples of social pressures and realities throughout the book that help shape Khadras identity, many of which girls of any religion or civilization would struggle with in their own way, making this novel relatable across different cultures. The first life-changing event that Khadra encounters is the rape and death of her close friend Zuhura. Zuhura represented a hybridization, in the sense that she was a strong muslim woman, but also wasnt afraid to act with Ameri batchs, unlike most of the community. Zuhura was like a babe to Khadra as well as a mentor. Upon the rape and death of Zuhura, Khadra tightened her grip on her religion. She saw Zuhuras death as what could happen if you try to interact with Americans and dont abide by the communitys strict Islamic teachings.Khadra gets married to Jumuah al-Tashkenti upon returning from her trip to Saudia Arabia for the Hajj. Khadra marries him because she thinks he is an ideal, strong Muslim man, and that is what she thinks that she ... ... of a different religious background. She depicts Khadras journey not as her breaking free from the strict rules of the Muslim community she was raised in, but rather think on situational experiences that Khadra had to overco me to find her religious identity. It is in a sense a coming of age story in which the Khadra experiences things that are realistic and relatable because they can happen on a daily basis to anyone. The novel depicts that how you react to the social pressures defines you as well, which is a concept that is often lost, yet Mohja Kahf depicts this clearly. The Girl in the Tangerine Scarf shows how social pressures and obstacles shape your identity and without them, you could be stuck just adopting the same identity as your parents. Ashley FleetwoodWord Count 1,040Kahf, Mohja. The Girl in the Tangerine Scarf. Public Affairs. New York. 2006.

Essay --

The Girl in the Tangerine jerk offThe Girl in the Tangerine Scarf is written by Mohja Kahf and is a orgasm of age story as the main character, Khadra tries to find her true identity. Khadra Shamy is the daughter of Syrian immigrants who moved to Indianapolis. Khadra grew up in a strict Muslim company and both of her parents were very involved with the Dawah Center. In the strict Muslim community that Khadra was raised in, all children were brought up believing in one explanation of Islam and rejecting all other definitions and practices. Throughout the book we learn how Khadras parents lied to her about some of the Islamic teachings she thought to be true during her childhood, which interferes with her search for her identity. at that place are several examples of social pressures and realities throughout the book that help shape Khadras identity, many of which girls of any religion or culture would struggle with in their own way, making this novel relatable across different cul tures. The first life-changing event that Khadra encounters is the rape and death of her close friend Zuhura. Zuhura represented a hybridization, in the sense that she was a strong muslim woman, but also wasnt afraid to interact with Americans, unlike most of the community. Zuhura was like a sister to Khadra as hygienic as a mentor. Upon the rape and death of Zuhura, Khadra tightened her grip on her religion. She saw Zuhuras death as what could happen if you try to interact with Americans and dont abide by the communitys strict Islamic teachings.Khadra gets married to Jumuah al-Tashkenti upon returning from her trip to Saudia Arabia for the Hajj. Khadra marries him because she thinks he is an ideal, strong Muslim man, and that is what she thinks that she ... ... of a different apparitional background. She depicts Khadras journey not as her breaking free from the strict rules of the Muslim community she was raised in, but rather focused on situational experiences that Khadra had to traverse to find her religious identity. It is in a sense a coming of age story in which the Khadra experiences things that are realistic and relatable because they can happen on a daily basis to anyone. The novel depicts that how you react to the social pressures defines you as well, which is a concept that is often lost, yet Mohja Kahf depicts this clearly. The Girl in the Tangerine Scarf shows how social pressures and obstacles shape your identity and without them, you could be stuck just adopting the same identity as your parents. Ashley FleetwoodWord Count 1,040Kahf, Mohja. The Girl in the Tangerine Scarf. frequent Affairs. New York. 2006.

Plagiarism in Higher Education Essay

Al Ain Womens College, Higher Colleges of Technology, Al Ain, United Arab Emirates Abstract Purpose The shoot for of this paper is to investigate the impact of the modern study union on attitudes and approaches to the prevention of buc flockeering and to examine a little punitive, more educative model. frame/methodology/approach The approach taken is a literature review of buccaneering in contemporary society followed by a case find out of the statement department of a tertiary-level college in the United Arab Emirates.Findings The authors advocate a move towards a slight punitive, more educative approach which takes into account wholly the relevant contextual factors. A c each is do for a truly institutional reception to a sh ared fretting, with comprehensive and appropriate policies and guidelines which focus on prevention, the development of pupil skills, and the proactive involvement of entirely relevant stakeholders. Practical implications This approach cou ld in straining the policies and practices of institutions who wish to systematically deal with plagiarism in some other contemporary contexts.Originality/ note value This paper could be of value to policy makers and administrators in tertiary institutions, particularly in English as a second speech contexts, who recognise the limitations of traditional approaches to plagiarism and wish to establish more effective practices. Key actors line Copyright law, Information society, Dish iodinesty, United Arab Emirates Paper type Literature review plagiarism in political discourse Politicians, more than anyone else, need to portray an image of integrity, honesty, and independent thought. Their election, their livelihood, and the fate of their constituents would seem to depend on it.Yet politicians comm provided enjoyment speechwriters who produce the speci? c task of conveying their thoughts, personality, and personal sincerity (see for example, Philp, 2009). It may be argued that a lthough politicians do non necessarily write the words themselves, they endorse the words they go for. But what if the words themselves are not original? In one instance, the presidential stinkerdidate Barack Obama was confronted by the fact that some of his speeches had taken material from Deval Patrick, the milliampere Governor. Obama admitted he should have acknowledged his beginning Education, Business and Society Contemporary Middle Eastern Issues Vol.3 No. 3, 2010 pp. 166-177 q Emerald Group Publishing Limited 1753-7983 inside 10. 1108/17537981011070082 I was on the stump. Deval had suggested that we hire these lines and I thought they were good lines . . . Im sure I should have didnt this metre . . . I genuinely dont debate this is besides big of a deal (Obama cited in Whitesides, 2008). Published by kind permission of HCT Press. Plagiarism has been de? ned as the unrecognized use of someone elses work . . . and passing it off as if it were ones make (Park, 20 04, p.292) and it is interesting to speculate whether such an excuse would be accepted from a schoolchild by an facts of lifeal institutions plagiarism committee.Accusations of plagiarism in politics have been made before, of course, though the outcomes were a lot different, suggesting that a shift may be taking place in attitudes towards plagiarism in politics. In 1987, another presidential hopeful was forced to licentiousness his ambitions for high of? ce largely because he had lift a speech by the British politician Neil Kinnock and because of a serious plagiarism incident in his law school years (Sabato, 1998).Ironically, the candidate was none other than Joe Biden, the man chosen by Obama to be his Vice President. In politics today, it seems as though plagiarism no longer signals the end of a career. In contrast, students who are caught articulated lorrying or plagiarising can be subject to sanctions and consequences that are severely disembodied spirit impacting, which in the United Arab Emirates (UAE) can include permanent exclusion from all tertiary procreation (see for example, Higher Colleges of Technology (HCT), 2008).One call forion of fundamental concern that we must ask ourselves as tertiary-level educators is why college students, who have much less at stake, considerably less consume and knowledge and who do not use English as their ? rst language, should be held to higher standards of responsibility in communication than those in the highest political of? ces? Yet, if we make allowances for students who are still learning to orientate themselves in donnish discourse, what standards should be applied? Plagiarism in a complex information society The concept of plagiarism is a relatively new pagan phenomenon.Greek philosophers systematicly appropriated material from earlier works without compunction, and originality was considered less important than imitating, a great deal orally, the great works of their predecessors (Lackie and D Angelo-Long, 2004, p. 37). All the focusing through the 18th and early nineteenth centuries, the study of rhetoric rather than write language was often the norm, with students needed to give public speeches to assembled faculty. Only the subsequent move towards written assignments brought with it new perceptions of student plagiarism (Simmons, 1999, p. 41).Around the same time, in the earlier part of the twentieth century, the formalization of citation styles from organizations such as the American psychological Association marked a desire to standardise academic physical composition and provide a model for ethically quoting the work of others (Simmons, 1999, p. 42). With the rise of the information society and electronic media, another cultural shift seems to be underway. There have been recent suggestions that plagiarism is becoming more prevalent, and much of the blame has been placed on nearly universal access to the Internet (Scanlon and Neumann, 2002, p. 374).Park (2004, p. 293) refers to the ease of copy . . . in a digital world of computers, word processing, electronic sources and the Internet. However, the explosion of electronic sources of information has not just made copying easier, it has also made it much more central to our students cultural and social experiences. Students going into tertiary education have grown up with the internet and are at home with downloading free ? lms, sharing music and modifying and emailing all kinds of material taken from the web.They have very highly skilled ways of conducting non-academic research usingservices such as search engines, social net work sites, podcasts, RSS feeds, discussion boards, etc. with Dealing with plagiarism 167 east by south 3,3 168 hyperlinks allowing them to jump from site to site as though the internet were a single-uni? ed source, and with copying and pasting a mainstay of interaction. They take it for granted that a set off star such as will. i. am can pick up and rework virtu ally the entire content of a political speech, and turn it into the assign winning song and music video Yes we can, apparently without Obamas knowledge or consent ((The) ABC News, 2008).They are not surprised when this video is thence embedded in countless webpages, with the lyrics of the song posted on music sites without any attri furtherion of the original source (see for example, LyricsReg, n. d). This intertextuality is a perfect example of the postmodern, self-cannibalizing habitual culture (Bowman, 2004, p. 8) that our students now engage with on a daily basis. Students may well bring to the classroom very different ideas from their teachers about what constitutes fair use.Indeed, one study of 2,600 tertiary-level students in the UAE build that just over 40 percent considered cutting and pasting from the internet as either trivial cheating or not cheating at all. The attitudes of UAE students are similar to those of other students around the world (Croucher, 2009). Some th eorists have gone a step further and argue that as the new media become more interactive and collaborative, it calls into question the whole idea of a creative, original, individual who, as an autonomous scholar, presents his/her work to the public in his/her own name (Scollon, 1995, p.1).The multiple contributors to Wikipedia pages is a draw example of how a collaborative process undermines our sense of authorship. In addition, the notion of what constitutes fair use is changing quickly. This is exempli? ed by the open source movement where material can be downloaded, modi? ed, and shared with minimal and strictly controlled authors rights (See for example, Open Source Initiative, n. d). As Blum (2009) notes, the rules about intellectual property are in ? ux. Where does this leave educators?Has plagiarism become an irrelevant concept, too outdated in its de? nition to be of use in the production of educated captains get windy to take their place in our post-modern society? Do w e have to accept Johnsons (2007) argument that in the digital age, create verbally an original essay outside of class for judicial decision purposes is no longer viable in its current form because of the ease of copying from the internet? Do we have to agree with him when he says such tasks are no longer even relevant because they fail to re? ect the modern workplace?As Johnson argues My transfer from education to the world of business has reminded me just how important it is to be able to synthesize content from multiple sources, put structure around it and abbreviate it into a coherent, single-voiced whole. Students who are able to perform convincing amalgamations have gained a valuable business skill. Unfortunately, most schools fail to recognize that any skills have been apply at all, and an entire paper can be discarded because of a few lines repeated from another source without quotation marks.Plagiarism in education Plagiarism in education seems to operate under a very d ifferent set of rules from the pragmatic ? elds of politics or business and can create emotional responses that deploy highly charged metaphors such as The Plagiarism Plague (Bowman, 2004) or Winning hearts and minds in war on plagiarism (Jaschik, 2008). In education, plagiarism is seen as a transgression against our common intellectual values, carrying justi? ably bad consequences for those guilty of the practice (Isserman, 2003).Why is it generally accepted that politicians can use ghostwriters, but that students cannot, even if the stakes for the students are much lower? The decisive issue for education is that plagiarism circumvents the learning process (Spencer, 2004, p. 16). The process of analysing and synthesizing ideas, and reformulating them in writing, is seen as central to learning. Only by ensuring that students struggle to assimilate material and develop their own voice do students go beyond surface information and develop higher order thinking skills.As Isserman (2003 ) notes .. . ownership over the words you use . . . is really at the heart of the learning process. You can read a dozen books about the cold war, but if you cant explain what you have knowing to someone else in your own words, no real learning has taken place . . . and you will have made no progress whatsoever toward realizing the central goal of a liberal-arts education the ability to think for yourself. Dealing with plagiarism 169 This struggle for intellectual development is not easy, which is precisely the reason that makes plagiarism attractive for some students.In most cases teachers are not concerned about literary theft, but that their students are missing out on opportunities for learning because they are failing to engage with the material in a meaningful way. Plagiarism is therefore denying them the opportunity to learn lessons, improve their study skills, and improve their knowledge and recognizeing (Lancaster University, 2009, p. 3). If plagiarism is especially se rious in education because it is an obstacle to learning, then we should deal with instances of plagiarism primarily from an educational perspective rather than the punitive one.Students need to learn the importance of academic integrity and understand that it is not just a hoop to be jumped through, but is integral to intellectual and personal growth. Clearly this learning process cannot be instantaneous, and allowances should be made as students develop. However, this does not mean that severe penalties should be removed from the process entirely as there will ever so be students who refuse or are unable to meet appropriate standards. Factors in?uencing the incidence of plagiarism Individual, pedagogical, and institutional factors can all in? uence the incidence of plagiarism. Students themselves can be squeeze by a wide range of factors including their educational conditioning, cultural background, motivation, language skill, peer pressure, gender, issues with time guidance, a bility, and even the subject cosmos studied (Roig, 1997). If the tertiary experience is vastly different to students previous educational experience, the motivation for plagiarism again increases.In the UAE, it is likely, for example, that the students primary and secondary schooling was characterised by rote learning and the quest for a single correct answer, non-transparent and poorly conceived assessment practices, and vast social inequities within the student base, and between students and their often socially and economically disadvantaged teachers. Norms, expectations, and demands learned in this context can be dif? cult to dislodge in subsequent institutions which place a premium on the exploration of problems and solutions, independent and critical thinking skills, and academic integrity.If plagiarism is not de? ned or academic processes made explicit, then such students will ? nd it impossible to reach the standards that are perfectly and (to them) inexplicably imposed on them. Pedagogical approaches may also contribute to the prevalence of plagiarism. Current methodologies place much more emphasis on collaboration and classify work, with a great weight given to out-of-class projects and portfolios at the expense of formal exams. The result is that the line between collaboration and cheating during assessed tasks is blurred, and if this is not explicitly dealt with by assessors, it will inevitablyEBS 3,3 170 result in misunderstandings as to what is acceptable. Also, students are more likely to justify cheating if the coursework or assignments they were given were too hard, poorly scaffolded, or based on unreasonable expectations of their abilities (Naidoo, 2008), and plagiarism will be made easier if the assignments are not constructed carefully so that stock answers cannot be copied from the internet (Wood, 2004). However, the institutional context plays perhaps the most critical role.For example, unclear and uncommunicated institutional policie s with vague de?nitions of plagiarism can affect the incidence of plagiarism, as can the application of those policies (McCabe et al. , 2002). Some aspects of an organization may unwittingly encourage plagiarism.For example, in contrast to schools, tertiary education institutions in the UAE do not typically dirty money top grades to large numbers of students, and there is conclusion to suggest that students justify using ghostwriters in such an environment because they believe they deserve better grades (Croucher, 2009). An often overlooked but crucial aspect of deterring and detecting plagiarism is the application of institutional policies by teachers.One survey of 800 American academics at 16 institutions found that 40 percent never reported incidents of plagiarism while a further 54 percent did so only seldomly, even though the evidence suggested they must have received plagiarised work (McCabe, 1993 cited in Schneider, 1999). There are many another(prenominal) reasons why tea chers may be reluctant to report plagiarism. Teachers may discover the potential penalties for students are too high (Auer and Krupar, 2001). They may also be wary of making false accusations which potentially undermine their own paid status.Some teachers object to taking on the role of detective or enforcer as it undermines the mentor-student relationship (Schneider, 1999 Park, 2004) while others may not have the time to make an extra effort to uncover plagiarism and follow it up (Park, 2004). It may also be that some teachers, especially teachers of content subjects where the focus is less on form and more on ideas, may not have suf? ciently developed skills to detect plagiarism.Hyland (2001) found that even teachers who detect plagiarism may use indirect feedback when dealing with plagiarism (for example, comments in the margins such as Are these your own words?) which can lead to miscommunication with the student about what is acceptable.With so many factors at play, the respo nsibilities of teachers must be clearly codi? ed if any institutional initiative is to have any success. Plagiarism and ESOL/EFL English for speakers of other languages (ESOL) and English as a foreign language (EFL) contexts may be more prone to infringements of academic integrity because students lack the English skills to understand the coursework and so may feel that plagiarism offers the only solution (Hyland, 2001 Liu, 2005).Moreover, the cultural conditioning of English as a second language (ESL) and EFL students has been cited as another bring factor. Moder (1995 cited in Lackie and DAngelo-Long, 2004, p. 38) suggests that some societies, including those in the Middle East, value memorization and imitation as the mark of an educated person which may mean that plagiarism is viewed as being less signi? cant.Liu (2005, p. 239) disagrees with the notion of cultural conditioning, however, claiming that it isbased on incorrect information and is presented often via unwarranted jum ps in reasoning and con? ation of separate issues. More pertinently, perhaps, she goes on to argue that . . . even if we concede that such cultural conditioning indeed exists to some extent, we still cannot say for sure that it is the main reason that ESOL students plagiarize.There are many other factors that may motivate ESOL students from many L1 backgrounds to plagiarize, including a lack of adequate pro? ciency, lack of task speci?c writing skills, and of course, the urge to cheat (p. 239).Dealing with plagiarism ESOL students, then, whether or not cultural conditioning is accepted as an underlying factor in plagiarism, may still have greater motivation than their ? rst language counterparts to take and use the ideas and words of others in their own assignments. Ironically, plagiarism by ESOL students is also far more likely to be notice because of more prominent differences in language level and tone between copied and original work.Degrees of plagiarism Intuitively, plagiar ism varies in its severity in a way that cheating (e. g. using crib sheets or having someone else take a test for you) does not. It can consist of minor lapses, for example, when original material is poorly paraphrased but the source is acknowledged, through deliberately copying parts of a text without citing the source, to submitting work from an online paper mill (Roig, 1997). Critical factors in determining the severity of the plagiarism include the intention behind the plagiarism (was it deliberate or accidental?), the amount of material that has been plagiarised, the inclusion of the source in the list of references, the degree to which the plagiarised material differs from the source (an indication at an attempt to paraphrase), the time the student has spent in tertiary education, and whether it is the ? rst, second, or subsequent occurrence. Given the wide strain in the seriousness of plagiarism and the developmental process students must undergo to assimilate the norms of a cademic writing, it is clear that the appearance of plagiarised material is not always a deliberate attempt to cheat.For example, students are often poor at paraphrasing and may not be fully aware that this could be construed as plagiarism. Roig (1999) gave communicative undergraduate students a two-sentence paragraph to paraphrase and found that between 41 and 68 percent of the responses contained strings of at least ? ve words or more copied from the original. These results clearly back up the claim that plagiarism may indicate a de? cit in appropriate skills and not intentional academic dishonesty.Towards an institutional response to plagiarism In many educational institutions, plagiarism is seen largely as a teacher/student problem. If plagiarism is detected, then the teacher makes a purpose as to whether to escalate the case for possible punitive action. The plagiarism is seen either as morally wrong or as a crime the jailbreak of a rule that has inevitable consequences (Bl um, 2009). Unfortunately, dealing with plagiarism in this way can result in decisions which are reactive, emotive, and which are made informally on an ad hoc basis, thus inviting inequity and inconsistency.When the focus is directed towards punishment, there may be little maturation in terms of academic integrity for the student concerned, or for those who watch their classmates fate from the sidelines. academic endeavour must take place within an institutional culture that routinely recognises and reinforces the value of academic integrity so that all stakeholders are obliged to proactively follow and uphold best practice in order to reduce the impact of the contributing factors discussed above.This requires the establishment of an institutional response to plagiarism that is comprehensive, appropriate, fair, developmental, transparent, and educative. 171 EBS 3,3 Park (2004, p. 294) describes such an institutional framework for dealing with plagiarism that was developed by a workin g party at Lancaster University in consultation with staff and with reference to experience and the literature The working party sought to move the plagiarism discourse beyond just detection and punishment and to situate and embed it in a cohesive framework that tackles the root causes as well as the symptoms of plagiarism as a family of behaviours.172 The key elements underpinning this framework were consistency and transparency. These were ensured by the explicit codi? cation of stakeholder responsibilities, procedures, and penalties. In order for such a framework to be implemented effectively, Park (2004, p. 296) state that all stakeholders within the institution must understand and appreciate why the framework is necessary and how it protects their own interests. A case study Park (2004, pp. 295-9) put forward a number of central pillars that lend validity and effectiveness to any such institutional framework.These included transparency, ownership by stakeholders, student eng agement, academic integrity, shape the initiative to ensure compatibility with the culture of the institution, focus on prevention and deterrence, and the supportive and developmental nature of the framework. These pillars provide excellent reference points for the approach taken in one department in a college in the UAE and allow us to examine the viability and ef? cacy of such a framework for the local context.The Education discussion section at Abu Dhabi Womens College (ADWC) has address its concerns with academic honesty in a concerted, collaborative, and multi-faceted fashion. As teacher educators, the faculty in this department are intent on producing prox academics. Much like politicians, words, information, and the generation of ideas are the very foundation of our professional lives, so we regard it as essential that the rules of using these appropriately are disseminated, understood, and followed at all times by all of our students.To this end, we have established and a dhere to a set of policies and practices at all levels that support and facilitate academic honesty. institutional/departmental level The HCT, of which ADWC is only one of 16, institutionally mandates the prevention and sanctioning of plagiarism and related offences.Consequences of infringements of these rules are outlined in of?cial policies, Student Handbooks (see for example, HCT, 2008), contracts signed by students at the commencement of their studies, and reinforced by administrative staff and faculty at every student meeting and examination session held throughout the students academic career at HCT.From these guidelines, the Education Division throughout the colleges has document standards and procedures that address academic honesty in its assessment handbooks one that is distributed to all education students and the other, more comprehensive and speci?c, that is used by all education faculty.This shared written documentation enables best practice in assessment to be disse minated and followed, provides the underlying philosophy and approach for the division as a whole, and addresses academic honesty both directly and indirectly to better support student writing and make plagiarism a less viable or attractive option. The assessment handbooks re? ect the developmental curricular approach of the division as a whole, and so specify the type, nature, andexpectations for assessments at each level to scaffold the students ability to produce increasingly sophisticated and original work. Ensuring that requirements are reasonable and documented minimises the students need to seek help through illegitimate means.These handbooks are the basis of communication within the ADWC Education Department on all matters regarding assessment and have served to ensure a common approach and understanding. Insights gained by instructors in their daily interactions with students and their submissions inevitably reveal general dif?culties facing students, which are then examine d in regular formal and informal meetings to brainstorm and implement further strategies that may be useful.The ongoing concern at faculty level with issues of academic honesty is reflect in the systematic recycling of warnings, information, and explicit instructions to students. As a department, the theft or misappropriation of ideas and words has been, and continues to be, addressed as professionally distasteful and inappropriate.Initiatives suggested by Education Department faculty as well as colleagues in other departments and colleges are pursued vigorously. One recent example has been the homework of workshops by library staff on research skills and academic procedures. The plagiarism detection software, Turnitin, was originally adopted by the department as both a defence against plagiarism and a tool to help students protect themselves against accidental plagiarism. This proved to be very effective, but unfortunately access to this subsequently became unavailable.Now, fun ny text samples are input into search engines and all assignments are run through SafeAssign, a plagiarism checker in Blackboard (the online course management system). These have proved to be acceptable alternatives. As Braumoeller and Gaines (2001) found in their study, the deterrent effects of actually checking for plagiarism are quite impressive (p. 836). The departmental approach has included a series of mandatory workshops and masterclasses on academic writing and plagiarism for all students in slightly altered learning contexts designed to motivate, encourage participation, and focus attention.It should be noted that the relatively small size of the department (one chair, six faculty, and fewer than 80 students) makes shared understandings, uniform dissemination of information, and encroachment detection much easier and more likely than in a bigger department where students are not familiar to every teacher. Course level Academic writing skills are an important component of all education courses. Referencing skills are taught explicitly in a speci? c course during the students ? rst semester, and then constantly reinforced and recycled throughout the programme. The education programmes at the HCT are based on re?ective practice.This means that assignments are contextualised and require the application rather than the regurgitation of theory, so copying from previously submitted work or in any way buying or commissioning a paper cannot be so easily consummate as theory has to ? t the students individual circumstances. In addition, the students right to submit and receive feedback on a ? rst draft copy of every paper (Assessment Handbook, 2009, p. 7) allows plagiarism, deliberate, or accidental to be detected and remediated at an earlier stage before punishment becomes the only option.The feedback and scaffolding policy (pp.53-5), which outlines the form and scope of feedback to be given, draws instructor attention to both macro and micro features of t he submission, so any attempt to use words or ideas from an external source should be revealed at least a week before ? nal submission. Dealing with plagiarism 173 EBS 3,3 All students submitting assignments in the Education Division are required to sign a declaration on their cover page that the work is entirely their own and all sources have been acknowledged (Assessment Handbook, 2009, p. 47). This provides a ? nal reminder that academic honesty is expected and will be monitored. expertness responsibilities and input All faculty in the Education Department, regardless of their course allocation, consider themselves teachers of English. This is not only because we each have ESL teaching quali? cations and experience (obviously an advantage), but also because we recognise the importance of language as the vehicle for idea generation and transmission. Language is indispensable from the content area in which those ideas are conceived and manipulated. This can be a very different ori entation to that of colleagues in other departments whose subject area specialization takes precedence.Our more holistic approach means that we explicitly teach both content and the language elements with which to express that content to students who may be struggling with the foreignness of both. It also means that we take our role as defenders of academic integrity very seriously and vigilantly monitor and check student output. As professional ESL teacher educators, we strive to be models of effective language use as well as successful proponents of academic scholarship, so ongoing instruction in both is a routine aspect of teaching and learning in the department.This increased student awareness of appropriate academic writing processes reduces their motivation to peculate text written by others. The cultural and social aspects of plagiarism are also given attention by faculty. In a society that places less value on individuality than it does on cooperation and social cohesion, it is important for students to understand that they have not only the right, but the responsibility, to turn down requests for assistance from peers. Faculty not only explain this, but also explain to students how to respond assertively with friends or relatives asking for inappropriate help.Without this, no amount of education or punishment can ever be successful. Student involvement Education students are required to be active participants in their own learning. Because all assessment processes are documented and transparent, they have the ability to question and ask for clari? cation on any aspect that they do not understand. All expectations or consequences are addressed in multiple ways, so ignorance is no defence for malpractice. Submissions of ? rst drafts are perhaps the most critical aspect for students.Although these are universally permitted and scheduled, they are never awarded a mark and are not always actually demanded, so it is up to the student to take advantage of their right to pre-submission feedback. An appropriate framework? The Education Department at ADWC values academic honesty very highly and has organized its procedures and practices accordingly. The very infrequent occurrence of plagiarism is testimony to the effectiveness of . proactive strategizing . clear documentation . reasonable and appropriate expectations174 . . . . . awareness raising sustained faculty vigilance and involvement support for the development of student skills and cognitive growth decrease student opportunity and motivation to cheat and the pervasive sense of professional identity and responsibility that characterise departmental efforts on this issue at all levels. Dealing with plagiarism 175 The work done in this department is thus an arguably successful attempt to devise a student plagiarism framework that best suits our own culture and circumstances.

Tacit Oligopoly of the Original Supermarkets of Bogor

Extended Essay in Economics Tacit Oligopoly of the Original Super merchandises of bog Written By B Diploma Candidate Session password Count Abstract The mart mart of Bog has been facing a significant change during the past several years. Sudden emergence of in the buff suppliers has more than than doubled the number of existing supermarkets. I in like mannerk interest at the fact that despite of the sudden increase in the number of suppliers, there never was a expense decrease. This signifies that the market is experiencing Over publish.I decided to investigate whether the strain caused by the all over supply ingest hanged a exposeicular part of the market social structure of the supermarkets of Bog. I took to compete a bring home the baconst new competitors. My first step was to investigate whether the supermarkets shows qualitys of an oligopoly. Several factors are apparent the number of firms in the market is sm any, their size is comparatively big, their overlaps a re slightly differentiated, and the entry restraints are high. To further streng therefore my claim concerning the barrier, I have studied a low portion of two legal documents that concerns kickoff a supermarket disdain. by and by, I have recorded product impairments and per practiceed statistical analysis to determine whether the price commit is narrow. I then compare the prices of the new supermarkets and all the supermarkets of Bog as a intact. The result shows that indeed there is an oligopoly yet it extends to reach the new supermarkets. This meaner that the genuine supermarkets have not segregate themselves to attempt gain business power (e. G. In pricing). New questions are formed based on the results. Among them is whether the oligopoly intentional or has competition with other suppliers, e. G. The traditional markets, caused the price range to be limited?These questions require further researches that are likely to orientate to the Business Studies disciplines. Wor d count 295 Table of Contents break 1 An entree to the Essay Part 2 The Present marketplace Profile Part 3 Review of Relevant Theories 2 3 5 7 Part 4 Hypothesis and Methodology of Research Part 5 Data Collection and Analysis Part 6 Conclusion and Evaluation 17 10 12 Bibliography 18 Appendix 2 Appendix 3 Acknowledgements Part 1 An Introduction to the Essay 20 21 Bog is a barbarian city that is founded over two centuries ago, thus by now it is wholesome known by its surrounding cities and villages.The city was established as a midway of trade for local agricultural industries (Incarnate). As a citizen of the city ever since birth, I know well that the food market market of the city is massive. The vast and well known open air market of fresh produces called Papas Bog (or the Market of Bog), numerous minor grocers, five notable supermarkets, and the easily accessible shopping centers in Jakarta have supplied the household demands of the 3,696,848 citizens residing in Bog (the fi gure was recorded at a 1997 census) (Incarnate). The market status, however, have taken a significant pull during the last 10 years.Numerous new suppliers entered the market among them are as much as five new supermarkets (doubling the present number), two hypermarkets, and two new mini- market chains. Among the very basic principles taught to economics students is the Market Equilibrium law. It states that the demand and supply of a product is dependent of the price level. The consumers pick out lower prices while the suppliers prefer higher prices. Where the two quantities met, it is called the Equilibrium point. (Collier, 201) Diagram 1. 0 shows this point of importance as (SQL, Pl). Diagram 1. 0.The Micro Economic Model of the Grocery Market angle in the Supply line. Diagram 1. 0 portrays this scenario by having the line gaugeed Supply 1 shift to become Supply 2. This shift will cause the counterweight to increase in quantity but decrease in price (Collier, 191). However, t here never was a significant price decrease in the grocery market of Bog. The supply line may shift, but the price is maintained at Pl, and theoretically this must result in an Over Supply. An Over Supply occurs when the quantity of supply exceeds the quantity of demand. (Collier, 203) pick Diagram 1. 1 . Illustration of the market experiencing Over SupplyThe Over Supply strains the suppliers, since it meaner that some of their stock will remain standing(prenominal) and inevitably experience depreciation -which in turn will result in business failure. Despite, logically thinking, the side that was experiencing the biggest lost of consumers will be the suppliers (supermarket, and so on ) in Jakarta inevitably the local suppliers of Bog too will share part of the strain. However, the pressure will not be as exhausting on the new competitors as it would be to the original suppliers since all new competitors belong to a nationwide company (details are located in part 2 the Present M arket Profile).There is the possibility that the demand line has shift along (or even preliminary) to the shift of the supply line. However, through observation I have noticed that there never was an apparent change in the factors that may trigger a shift of the demand line. Those factors are price of substitute products, price of complementary goods, general income and taste (preference), the population, and advertisements (Galilee, 24). The original supermarkets (from this point this term will be used to refer to the supermarkets that have existed before the sudden emergence of new competitors) concerned me the most.The Market of Bog and other minor suppliers surely offered the least prize, thus they have a separate market segment. My concern would be whether the business pressure is strong enough for the original supermarkets to from a implicit oligopoly. Thus was formed the research question Did the original supermarkets of Bog form a tacit oligopoly to compete against the new competitors? The next part of the essay will reveal the present market profile. Following it will be a review of germane(predicate) theories, which serves as a base for the hypothesis.After discussing my methods of research to verify my hypothesis, the ATA collected will be presented and analyzed. Thus, a conclusion will be formed, along unanswered questions and likely sources of error. Part 2 The Present Market Profile Original Supermarkets Ingest Supermarket (3 outlets) Grand Supermarket Shanghai-La Supermarket New Supermarkets Hero Supermarket Matriarch Marketplace AG Groceries soda Supermarket Ramadan Supermarket New Hypermarkets Giant Hypermarket Hypermarket Hypermarket.New Mini-markets Intimidator Alfalfas Other competitors The Market of Bog Minor Grocers Suppliers (supermarket, etc. ) of Jakarta A minor grocer is a reference towards traditional Ind unmatchedsian grocery suppliers, known locally as Warnings. It tends to be a small store, not often would you found one the si ze of a typical bathroom. The goods it sells are usually minor needs, such as cigars, sweets, and hygiene products. The appearance of the outlets tends to be ignored and they could be found dispersed around the vicinity of the city.However, the term mint-markets refers towards literal small supermarkets. Its design and facilities equal those of a supermarket and thus it presents its customers with every benefits of a supermarket besides variety of product. The mint-markets belong to a nationwide chain and they have an outlet in seemingly every residential area of the city. Despite being under the same brand, the three outlets of Ingest Supermarket belong to different people. It originated as a common soldier Limited company, but now the three branches are run separately by three children of the original founder. Note Opt Tab is the Indonesian label for a Public Limited company) Hero Supermarkets and Giant Hypermarket belong to OPT. Hero Supermarket Tab. Matriarch Market Place (a s upermarket) and Hypermarket (a hypermarket) belong to OPT. Matriarch Putter Prima Tab. ? Ramadan Supermarket belongs to OPT. Ramadan Alistair Santos Tab. sick Mart Groceries and DAD Supermarket belong to different companies but both own more than one outlet situated in different cities of the country. The mint-market chain Intimidator belongs to OPT.Indicator prismatic (a Limited company that belongs to the Indoors group, whose owner once so far as become Indonesian richest entrepreneur). The Alfalfas mint-market chain belongs to OPT Summer Alfalfa ternary Biding Shah (a Limited company) and is about to be integrated to OPT Ramadan Alistair Santos Tab that owns the Ramadan Supermarket (see above). Art 3 Review of Relevant Theories Sisters Paramus Sisters Paramus is an assumption that every factor other than the one being discussed remains constant (Galilee, 10). Every part of this essay is create verbally on Sisters Paramus.To investigate whether the original supermarkets of Bog have formed an oligopoly, first the characteristic of that particular market structure and other alternatives must be pre-determined. 1). A Monopoly This is a market where there is a single seller. It has absolute cook over the prices of the market due the unavailability of substitute products. Due to this fact, often times monopolies are placed under strict control of the government. (Galilee, 120) A monopolized market requires the highest forms of barrier of entry.This meaner that people interested in entering the market ought to proceed through many difficult requirements which often was impossible to attain. The highest barrier that one may befall is governmental laws, and indeed it was often intentionally employed to create monopolies. (Collier, 269) A good example would be Indonesian PLAN, its sole electricity supplier for the whole nation. It was the only entity n the market for mass electricity and legal laws forbid any enterprise to enter the market. In this particular ca se, the government owned the company. This grants them upper limit control over the market.The huge sales volume was directed towards the governments fund. 2). Assumptions of an Oligopoly An oligopoly is a market situation where there are few sellers and each firm may be aware of the activities of some other. There are high barriers of entry -but these are lower than those of a monopoly. The products they offered tend to be differentiated goods, this refers to goods that are derived from an original form (e. . Shampoos may be differentiated to anti-hair-loss, scalp oil controlling, etc). (Galilee, 140) The few firms in the market collude together and act like a monopoly formed by many entities.A formal collision is called a cartel, and the original supermarkets of Bog do not belong to a formal cartel. An unofficial collusion is referred to as a tacit oligopoly. (Galilee, 140) The colluding firms will have an agreement about price range, advertising, market share, and possibly corpo rate business strategies. Their semi-monopoly allows the firm sizes to be big. (Galilee, 140) 3). Assumptions of a Monopolistic Market A monopolistic market is when many firms compete in the same market, change similar yet differentiated goods or services.The barrier of entry is relatively low compared to the previous two market structures discussed. (Galilee, 114) each other but are differentiated. A consumer may switch his preference from one brand to another and will not experience a significant change in utility. Note however, that when talking about such products, there are several items on the market with very distinguished feature (special brand of clothing, etc. ) that belongs to ice markets. These products are not part of a monopolistic market.The degree of price control (however weak) of a monopolistic market is attributed towards this slight differentiation. If the product is entirely homogeneous, no firm will have control over its prices, turning it into a staring(a) C ompetition Market. (Galilee, 114) 4). Assumptions of a Perfect Competition Market A perfect competition market houses extreme amounts of producers, none of which possessing a high rate of market share. The products are homogeneous (exactly the same), and the barrier of entry is near to non-existent. No firm has any influence over the markets price.The homogeneity of the product does not allow selling above market price (since it will result in severe loss), and the fierce amount of competition did not allow the firms to engage in a price war dodge (setting price lower), since the market price is already set as close to the cost of production as it could be. If indeed the watercourse price is a degree above the average cost of producing the goods, then a firm may employ a price war strategy and enjoyed supernormal profit for a period of time, but other competitors will follow suit immediately.Part 4 Hypothesis and Methodology of Research My hypothesis is the original supermarkets of Bog have formed a tacit oligopoly that is separate from the new supermarkets to gain business power. As discussed in the introduction and the market profile surgical incision of this essay, it is unquestionable that the original supermarkets experience a degree of pressure from the sudden establishment of new competitors. I believe that it is only logical for them to attempt make the overall competition more endurable by forming a segregated oligopoly.This way, they may attempt corporate business strategies, especially on the matter of racing. To hear this hypothesis, I must attempt to correlate the supermarkets with characteristics of an oligopoly. Those are Number of firms few. Products are slightly differentiated (as in groceries). Big. High barrier of entrance. C Similar price range. size of it of firms relatively The first three characteristics are theoretical and apparent. There are a small number of firms (compared to the monopolistic food and beverage business or the per fect competition green grocers, for example).All supermarkets sell many identical products (common brand and package size) and the nature of these products is in neural only slightly differentiated. The size of the firms too is relatively big, proven to us by the existence of mint-markets which are smaller representatives of supermarkets. As of the barrier of entering the market, it is only logical that it is high. A supermarket is visibly a large scale business -meaning that it requires a big amount of capital to start. Furthermore, the products offered by a supermarket are numerous in variety.For every single product they would have to prepare legal methodologies of payment, storage, delivery, and shelf placement -this surely is a significant entry to the supermarket business is high. The last missing information is their product prices. I will record the prices of all supermarkets and perform statistical analysis to determine their price range. If the prices posed by the original supermarkets are similar to each other, then it is proven that they indeed do form a tacit oligopoly.The next part of the research would be comparing the price of the original supermarkets to the new supermarkets. Afterwards I shall perform identical mathematical analysis as before. If indeed the two results (the first being the price range of the original supermarkets alone and the back up data being the price range f all supermarkets) are different, then indeed we would know that the original supermarkets of Bog have formed an oligopoly that segregated them.Diagram 4. 0 shows the Market with the original supermarkets segregating themselves and formed an entirely new team (oligopoly). This way, possibilities to compete better will open to them, e. G. A corporate pricing strategy. However, if their price range is similar, then we may conclude that all the supermarkets as a whole is an oligopoly and so the original supermarkets have not segregated themselves by make an oligopoly o f their own. Diagram 4. Wows an oligopoly that includes both the original and the new part 5 Data Collection and Analysis Before proceeding with the price analysis, I would like to spike my claim concerning the high entry barrier. Here are parts of two legal documents that concern opening a new supermarket business. Note that the documents are written in the Indonesian language (Bass Indonesia), thus the translations present are my personal attempt. Here is a transcript from the Peered tenting Pentagonal Shah Industry Separate Bog Regional Regulation Concerning the Managing of Industries in the Bog Region

Economic Basics Essay

1. Describe two examples of important affairs that financial planning skills can help you do, and explain why these things atomic number 18 important to you personally. (4-6 sentences. 2.0 points) m one and only(a)tary planning skills can help you acquire more in term of finance and can also help you secure what you have. When you have skill to plan, you are aware of how to manage your account hence adding on your cyberspace. Securing what you have is important as it ensures that you do not go broke or lose everything. Its immensely important because I want to be financially successful in my future.2. List two examples of goods you have purchased in the past or may purchase in the future. (Complete sentences are not necessary. 0.5 points) Snacks from the store, clothes from shops3. Imagine that you are considering moving to a new country and looking for a job there, entirely you first want to make sure the country has a strong economy. Describe at least three economic factors th at you would want to research as evidence of the economys strength or weakness, and explain how each factor would affect your decision to move there. (4-6 sentences. 3.0 points) I would look at the take in Domestic Product (GDP). And what has the unemployment rate been over the last 20 years? Is the economy strong enough to absorb foreigners? Since you would be a foreigner in this country, you need to make sure youve got a good chance getting a job etc.4. In capitalism, most businesses have a profit motive. Describe at least one reason that businesses with a profit motive may be helpful for society and at least one reason that they may be harmful for society. Then, explain whether you think profit motive is a good thing or a bad thing for society. (4-7 sentences. 2.0 points) One reason profit motives are helpful, is because they get the business the money it needs. Also helps pay employees and such. One reason why it could be harmful is because its all money driven. Theyre taking m oney away from people who need it. In my personal opinion, I have a neutral liveliness towards profit motive.5. Imagine that you are buying a new computer and comparing different brands and prices. Describe at least two nonprice competition factors you power consider when making your decision. (2-4 sentences. 2.0 points) There are a bunch of things you should consider like whether or not the brand or style ofcomputer is accepted and fast. You might have to compromise because one might have x features you like while the other has y features you like.6. Describe a product, and then march on an example of a time when the lease for this product might be high and the demand for this product might be low. (2-4 sentences. 2.0 points) Sweaters, for example, would be at a higher demand rate when it gets cold out. There arent too many people who want to wear sweaters in the summertime so demand for them is going to be much lower in the summer.

Human Resources: Training and Development Essay

First, educate programs that serve employees be beneficial because they have a proven value and added signifi dismissce to companies. Employee orientation is one type of training. It is absolutely necessary for new employees in any organization. Without the orientation/training process many things can and do take mooring that are a risk and have negative impact to a company and to the new hire employee as well. In orientation type training, employees get word of benefit entitlements and the expectations that the company and departments set for their position.It gives the new hire employee a sense of pride in their work and in the organization as a whole. inform an employee of the expectations in execution of instrument allows the employee to be successful in their position. There are various state and federal regulations that all companies must adhere to and remain in compliance with in order to remain lawsuit free. Sexual harassment is one negative behavior that is currently costing companies a lot of bullion in lost lawsuits. Training programs annually keep a constant reminder of the ways that this type of harassment can be quashed.Hiring discrimination is some other form of training that can reduce lawsuits from a State and Federal level. Government contracted companies must maintain a documented Affirmative carry out Program that ensures their hiring practices are equal and fair to all applicants. All deal outrs within a company should receive this training in order to prevent and avoid the wrongdoing and negligence that could cause good companies to lose creditability and be sued. Skill based training or Developmental training is another form of training that a company provides to their employees. Training increases employee productivity.They learn different ways to complete tasks take on more responsibility and eventually grow as leaders within the company. Employees who do not receive guidance or have difficulty learning the ropes are much mo re likely to leave the company. commit time and money in employees skills makes them feel valued and appreciated, and it also challenges them to learn more and get involved in their job. How does this benefit the company? Training reduces the read for employees supervision. Not only does skill-based training teach employees to do their jobs better, but it also helps them work more independently and develop a can-do attitude.A known saying is, People quit people and not companies. Author Unknown. To me this quote means that if your supervisor has been trained to show appreciation, develop his work force, motivate employees and are fair and just in their treatment of all employees, most employees will find job satisfaction on that team. Successful employee training delivers improvements in employee performance which, in turn, creates a better performing business and improves the bottom line product. Good training programs improved forest and productivity, accuracy and efficiency , good work and safe practices.The result of these benefits is in reducing costs by decreasing wasted time and materials. Maintenance costs of machinery and equipment and by reducing workplace injuries help to manage overhead expenses for the organization. In closing, it is clear to see that training people in the culture of the company through a sound orientation process can earn huge results through employee motivation and satisfaction. Furthermore, using a skill-based training program can reduce costs to the company in compliance issues, quality and cost of scrap and repairs, as well as increasing productivity through having a skilled work force.

Globalization and developing countries

globalization is supposed to be good for all, either developing conjure ups or developed provinces. However, there is ever a few semisynthetic side effects that non merely Malaysia can non avoid, only if besides every other states that invite globalization into their fatherland. Globalization has its ain defect, the 1 that affects many states and 1000000s of pile all everywhere the universe, scotchally and financially. The anti-globalizers may see this as a manner to halt globalisation from distributing its wing to other portion of the universe by connoting that globalisation promotes nil but poorness and inequality. On the other manus, pro-globalizers think that it really helps the hap slight and disagreed with the globalization is doing the fecund richer and the hapless poorer statement that the anti-globalizers came up with.Malaysia went through a batch of advancement since the epoch of globalisation. We ve improved so much from the economic, politic, societal and cultur al point of position. It is tell that globalisation is a menace to our local civilization and that it will one twenty-four hours be trample by the planetary con rack uper civilization introduced by the come along engineering. But there is no 100 per centum truth in it as civilization lives in the bosom and upbringing of people, non in the engineering. Equally long as people hold on tightly to their belief and the sense of integrity in each races and in between races are strong, nil could perchance photograph up people s sense of community and societal solidarity, non even globalisation. Sadly, in order to derive what we throw now, our ecosystem has been badly damaged due to over development of delicate natural resources such as wood and piscaries. Although the Malaysia authorities has enforced several Torahs to protect our cherished hoarded wealth, but the greed of human existences to continue in front and to go financially powerful has blinded their sight to see what they ar e making towards our ecosystem. This proved that globalisation comes with a really valuable monetary value to pay.The chief job of globalisation that cause people to believe of it as a beast alternatively of beauty is the unstable planetary fiscal system which affected hapless states the most, go forthing them burdened with unsustainable debt. As we know, globalisation raises everyone s criterion of life. Life to those with low rewards will go less low-cost and much more suffering. Government must endeavor for efficiency and seek to happen a remedy to this planetary disease that the undeveloped state has been enduring for ages. Globalization should be the unstoppable force for development, supplying people with a comfy, modern yet healthy life, non the other manner around. In Malaysia, globalisation can be clearly seen in the urban country such as Kuala Lumpur. The cost of life in Kuala Lumpur is so high that people have to work excess hard in order to maintain up with the viole ntly fast gait and at that place used to be people who lived in a homesteader houses. Then, it was demolished by the authorities, and the homesteader occupants were provided with a low cost lodging. This shows that globalisation works both manner and the authorities is answerable for keeping the security and economic public assistance of their citizens.Globalization should non be position as a menace or hidden enemy but it should be see as a ladder to mount up to the top of a more sophisticated political alterations, more stable economic position and more advanced engineering that will better our societal and civilization. Although it causes widespread of wretchedness, upset and unrest, but it besides provides people with a new markets and wealth. Therefore, globalisation can be said act as a accelerator to development and find in one successful state. The most of import is that states be given the right and infinite to reexamine the impact of globalisation and make up ones mind f or themselves which facets are good for future usage and which facets should be ignore. Bettering our solicitude of globalisation will assist us to come up with an elixir that aimed at both alleviation and the causes of it. There are many policies that can avail all people, either developing or developed states, therefore, supplying globalisation with the popular legitimacy that it presently lacks. Globalization is non inalterable as it is comprises of a policies and a set of constructs created by human existences and therefore it can be modified, re conceptualized and altered to suits the demand of our state. We can believe of globalisation as medium of conveyance, a boat that has many riders on board, which represents antithetical states. Everyone has the same end which is to make the port, but due to several ineluctable jobs, non all riders managed to make the port. Every state sit the globalisation s moving ridges, but non all succeeded in going the universe leader as each st ate has a different gait to catch the globalisation s current.Changes of globalisation from several sectors are bind together in really complex mode, doing it instead hard to sum up all the positives and negatives effects. Overall, globalisation has done a enormous occupation in Malaysia, doing us one of the successful universe leaders. Globalization has tremendous durability and every bit long as it is decently managed, it will impact all parties involved.

Agricultural Development

Agricultural development can be defined as an improvement in all aspects or practices of agriculture that can belong to better yields or output. Green revolution in like manner refers to the introduction of modern farming practices such as improve seeds, tractors, pesticides, weedicides among differents into agriculture Institutional bottlenecks on the other hand refer to a set of long standing factors that militates against the development of agriculture overtime.It therefore clearly indicates that the development of agriculture is commons revolutionary subject the institutional factors that hinder the total implementation of the fleeceable revolution agenda of farming(a) development include the following Cultural belief system and ideological orientation the cultural practices, values, norms, and views of most Ghanaian communities ar anti-modern and effortful to change.It is in this sense that most beliefs system is so rigid that any other practices seen opposite to them are mostly rejected. The Ghanaian beliefs such as constructions of mounds as a method of farming is seen as the best as against the use of tractors for ploughing the lands, to an cessation that, though others can afford the services of tractors to plough their land, they rather claim that the use of tractor for ploughing distract the soil profile, hence reject it which could vex conduct to higher yields.They therefore stick to the old methods of farming. Besides that, there is low technological development in less developed nations like Ghana which withal affect green revolution of agriculture in the sense that most unpolished inputs are imported into these nations hence there is persistent low productivity. gloomy level of education is one of the impediments to green revolution of agriculture in Ghana in particular.The educational level of most farmers is so low that, it becomes difficult to teach the peasant farmers modern farming practices, the few extension officers who are trained to educate farmers on better farming practices finds it difficult to do so as dissemination of information to topical anaesthetic people becomes difficult due to language barrier. English language as the common medium of communication is non understood by the local people and if an extension officer does no understand the native language of the people his work is affected, the roblem of inadequate trained agrarian workers and appropriate logistics is yet another challenge to green revolution in Ghana, informal education that is being organized to educate farmers, also lacks the commitment of the local farmers and mostly fails.The nature of agricultural institutions in Ghana is also one of the outstanding factors that militated against the development of agricultural in Ghana. Most agricultural institutions are located out of reach of the peasant farmers.Most of these institutions are located in urban areas whereas most farmers in the country live and work in the agre stic areas, these institutions are also filled with people with little or no knowledge in modern farming practices and the few available personnel have to battle with a large population size of farmers as it is noted in Ghana that the extension officer to farmer ratio is one officer is to one hundred and forty thousands farmers (1 140000).This clearly indicates that it is impossible for the few extension officers to carry out their work effectively with this large farming population. Moreover the few officers are not motivated enough to give up their best. Furthermore, government policies in Ghana towards agricultural development are nothing to write kinfolk about. Agriculture as the mainstay of the economy, which should have been given the highest heed on yearly budgetary allocation most at times receives the least attention of government in resource allocation.This has inevitably led to the inability of agricultural institutions to supply farmers with inputs in order to boost th eir production levels. The little funds that are allocated to agriculture are also face with the problem of poor distribution as the target areas are not reached. The poor agricultural nature is also faced with unfavorable competition in the international markets with the advance nations like U. S. due to trade liberalization which makes it possible for countries to be able to export its agricultural goods or produces to other countries.This has led to unhealthy competition and to the killing of the local agricultural industries in most less developed nations. The advance nations with better agricultural inputs couple with high level of technology and quality agricultural produces simply take over the market and display our local farmers. This has led to l0ow productivity as they are faced with strong competition in the market and at most times they are the hard-hit.These advance nations brings into the less developed countries their cheap and support agricultural products, hence g et better patronage than their local competitors. This is evident in Ghana, as imported rice is better patronized than the locally produced rice. consequently trade liberalization among nations has affected agricultural development among less developed nations like Ghana. Lastly, the poorly organized nature of our farmers is also another problem militating against the green revolution of agriculture.The farmers are not united to be able to access financial support for large scale farming in other run-in they do not form co-operative societies which could give them a well developed foundation to ask for financial assistance from financial institutions and corporate bodies to embark on commercial farming activities this imply that these peasant farmers can not increase productivity and continue to remain in the peasant cycle.The above are slightly of the institutional factors that have militated against the smooth green revolution of agriculture in Ghana hence the reforming of such institutional bottlenecks forms the main path to well green revolution of agriculture in Ghana

African American Identity Essay

It was a hot August daytime as sweat quiver down on Thomas Jeffer parole Brown. He had been working in the field 2 hours before the hot sun had made its presence know. He looked cover over the drying field, hoping that this crop would provide for his family better than last years crop had. Thomas watched his oldest son, Nathan, who worked down one row of the field while staring intently at the cotton plants as he picked the cotton.Nathan was a very inquisitive young man who had bonnie yesterday asked his father what it was like being a slave for Mr. Walter Johnson. When his father had told him that in a lot of ways brio was so much easier than now, Nathan had let outn him a look that allowed Thomas to know that his son could non understand. How could he understand? Nathan had not grown up a slave and seen that while it was extremely difficult, thither was a feeling of stability to life then.Yes, Thomas Jefferson Brown had endured the beatings and yes he had watched as his M new (prenominal) and lastly his sisters had been sexually assaulted, still how do you tell a young man such as Nathan that such was the way of life it was to be expected, along with the comfort of knowing where your next meal was going to come from. Since Tomas had been freed after the great struggle, He s and his family had endured much more than than that having watched the lynching of two of his brothers and numerous friends.They were the lucky ones though, Thomas thought, while looking up at the fiery ball of heat known as the sun. They did not pull in to endure other hardships their suffering was over. Yes it was hard for Nathan to know that life was indeed easier as a slave than a freed man, and maybe, effective maybe, things would change during Nathans lifetime. Thomas Jefferson Brown wiped his brow once more and continued on picking the cotton? Even though the civil war ended in 1865, African Americans still faced an uphill battle to obtain rights that were afforded other A mericans.This was in spite of the fact that 24 African American soldiers earned our Nations highest honor the Congressional Medal of Honor, during the Civil War. Even with the passing of the 13th Amendment in 1865 banning slavery and the 14th Amendment giving African Americans citizenship and compare protection under the law, there were still so m some(prenominal) other issues that would deprive African Americans of their lawful rights, such as having the first African American elected into the 41st Congress in 1869 continuing through 1901 with the 57th congress, which had no African Americans.This trend would continue until the election of 1929 before another African American was elected to congress. In 1873 the Supreme Court decision ruled that the 14th-Amendment guarantee of equal protection of the laws extended only if to federal civil rights, then removing grey states from the duty to protect the civil rights of African Americans, but it was just not their rights that were taken but their lives as well. Between 1882 and the end of 1900, 1751 African Americans and 1105 white Americans were lynched for laborious to further the African American cause (National).Given all of this discrimination and violence, it is hard to imagine that anyone would be willing to further the African American cause, but many stood ready to not only give of themselves, but perhaps even to give their life for this noble cause. African American writers were presented with these problems of equation and egotism esteem, and yet have truly transformed and continue to support a freed people, to obtain all of their rights. What follows is from three writers who each in his own way contributed right on to the African American cause. They are W. E.B. Du Bois, Marcus Garvey, and Glen Loury. First, we have W. E. B. (William Edward Burghardt) Dubois, who was born on February 23, 1868 in Great Barrington, Massachusetts. Dubois was one of the most influential black leaders of the first one-half of the 20th Century. Dubois shared in the founding of the National Association for the Advancement of Colored People, or NAACP, in 1909. He served as its director of research and editor program of its magazine Crisis until 1934. He was the first African American to graduate from Harvard University, which he accomplished in 1896.At first, Dubois thought that African Americans could be freed through the tender Sciences, but quickly became disillusioned with this idea and began to believe that freedoms could only come about by agitation and protest(Chew). Dubois recognized that the African Americans of his day faced many problems, not the least of which were of the life threatening variety. After his disillusionment with helping African Americans through the social sciences, Dubois thought that African Americans demand to develop their own culture, which was definitely more American than African.Dubois enjoyed the unique African American culture, particularly that of the Neg ro spiritual songs. Dubois thought that African Americans should not give in to what white Americans expectations were of African Americans, but to continue to develop as a people. Dubois wrote that all people regardless of their culture, heritage, sex, should be treated as equals. Dubois in addition thought that African Americans should not worry about competing with the world as a group, but that they should join together to help each other.He eventually was forced to leave the United States because the government considered Dubois an agent of the Soviet Union. That is why he immigrated to Ghana, first obtaining Ghana citizenship, joined the communist party and eventually died there in 1963. Dubois was there for all future African Americans to follow his example. Dubois founding of the NAACP led to many victories for the rights of all Americans, most of which he never saw. Next we have Marcus Mosiah Garvey, who was born in Jamaica on 17 August 1887.Mr. Garvey is outperform remem bered as a pivotal figure in the struggle for racial equality, not just in the United States but throughout the world as well. He founded the UNIA (Universal Negro Improvement Association) and African Communities League in 1914 while still in Jamaica, and also championed the back to Africa movement of the 1920s. Of the Africans who departed, Garvey thought, some had left independently while others were brutally removed for economic gain and exploitation.Garvey perceived that the main problems confront not only African Americans, but Africans as well was that they must first go back to Africa and free their African brothers before moving on to other parts of the world. Through the organizations that Garvey had formed (UNIA and ACL), he reasoned that until Africa is free and redeemed, not only in name but in reality, no one would be free, Black or White. Garvey reasoned that no matter what ones fly the coop was we are all bound together by the Creator, which is Spirit. The Creator h as a purpose for everyone and that purpose did not include being made a slave or subject to anyone for that matter.While Dubois and Garvey did not see affection to eye on the issues involving African Americans, Garvey did align himself closely with Dr Robert Love, and Dr Loves teachings that a race could progress no further than the dignity and esteem of their women and younger girls. Garvey and Love thought that the best way to plant the seeds of dignity and self-esteem would be through the woman and younger girl. Last, we have Glen Loury, who was born in 1948. Mr. Loury is a professor of economics at Boston University while also being a consultant to the Federal Trade Commission. Mr.Loury has devoted a major portion of his career to the select of race and public policy. He is the author of On the Need for Moral Leadership in the Black Community, Responsibility and Race, Impact of assentient bring through on Equal Opportunity A New Look, and most recently A New American Dilemma . Mr. Loury saw many problems facing not only African American, but also all Americans, including the civil rights policies of 1960-1985, which seemed to have been based on equality of outcome rather than on equality of opportunity. Mr. Loury also thought that favor adequate to(p) action policies created backlash.Loury maintained that all Americans should have equal rights with none being given favorable treatment over any other. Loury reasoned that it is hard to justify denying admission to an elite college to anyone who struggled to be able to pass the admissions exam while admitting a member of a designated minority group, who did not work near as hard to earn his score and is only admitted based on his minority status. Such actions framing resentment towards these policies and are only heightened when defenders of the policies claim that to question these policies is to engage in a racist act.Mr. Loury contends that giving preferential treatment with no sound explanation only led to more heightened tensions and is a very grievous error on the part of those who merely wish to be advocates of affirmative action. Loury did see, that there was a proper use of affirmative action, such as on legal philosophy forces around the country that had a significant percentage of African American citizens and yet none on the police force. These Authors present their own conclusions and reasonings for what happened to the African Americans previous to, and of their own time.These writers used the influences of other African Americans and were also pioneers themselves. All of these writers believed in equality for everyone and thus did share at least one common goal. In Mr. Dubois we have a writer and scholar who originally thought that through a study of Social Sciences and doing what was right could African Americans receive their rights, and yet Dubois was able to refocus and remain firm in his opinions of helping each other and thus able to help not only the African Americans of his generation, but the ones to follow as well. Mr.Dubois saw all of the problems besetting African Americans and knew that they must unite, working together, to build a culture of their own, that would allow all African Americans to have a better life. Mr. Garvey on the other hand, perceived that until the rights and freedoms were restored in the entire African continent, Africans elsewhere would always be treated as second-class citizens. Garvey along with Dr Robert Love, thought that it was through the African women, especially the younger women, that Africans had a chance to make a difference in providing a better future. Mr.Loury saw problems that came about because of the Civil Rights movement, and that African Americans should not merely rely on being a minority to get ahead in life, but instead grab the opportunity that was before them so as not to create a political backlash. individually of these writers have stood their ground for what they believe in, and o ur world we live in today is better for it. Each of these writers, in their own time, helped frame not just African Americans lives but has truly transformed and continues to support a freed people, obtain all, of their rights. Works Cited Chew, redbreast W. E. B.Dubois Sociologist, Author & Civil Rights Leader 1868 ? 1963 February 26, 2005. 6 Feb 2006 Dr Coony, Mark Race and Affirmative Action 6 Feb 2006 Du Bois, W. E. B. Of our Spiritual Strivings. Cultural Conversations The Presence of the Past. Ed Stephen Dilks, et al. Boston Bedford/St Martin, 2001. 131-145 Garvey, Marcus motivating of the NAACP Exposed Cultural Conversations The Presence of the Past. Ed Stephen Dilks, et al. Boston Bedford/St Martin, 2001. 153-154 Loury, Glenn. Free at Last? A Personal Perspective on Race ad individuality in America. Cultural Conversations The Presence of the Past.Ed Stephen Dilks, et al. Boston Bedford/St Martin, 2001. 173-180 Marcus Garvey Biography November 2000, K. W. Spence-Lewis co nsultant Researcher Community Health and Planning Plant Science. The Making of African American Identity VOL II 1863-1917 National Humanities Center 6 Feb 06 Bibliography Chew, Robin W. E. B. Dubois Sociologist, Author & Civil Rights Leader 1868 ? 1963 February 26, 2005. 6 Feb 2006 Dr Coony, Mark Race and Affirmative Action 6 Feb 2006 Du Bois, W. E. B. Of our Spiritual Strivings. Cultural Conversations The Presence of the Past. Ed Stephen Dilks, et al.Boston Bedford/St Martin, 2001. 131-145 Garvey, Marcus Motive of the NAACP Exposed Cultural Conversations The Presence of the Past. Ed Stephen Dilks, et al. Boston Bedford/St Martin, 2001. 153-154 Loury, Glenn. Free at Last? A Personal Perspective on Race ad Identity in America. Cultural Conversations The Presence of the Past. Ed Stephen Dilks, et al. Boston Bedford/St Martin, 2001. 173-180 Marcus Garvey Biography November 2000, K. W. Spence-Lewis Consultant Researcher Community Health and Planning Plant Science. The Making of Africa n American Identity VOL II 1863-1917 National Humanities Center 6 Feb 06.

Post-Stroke Rehabilitation

Post-Stroke Rehabilitation Stroke, if survived, is the largest cause of long-term disabilities in the United States. Nearly 160,000 Americans have strokes all year, killing one of three individuals (reference? ). Due to our nations ageing population, the stroke epidemic is expect to increase nearly 25% by year 2030 (Brewer, 2012). These stroke-related disabilities concern the survivors quality of life story and independence in everyday activities. Nearly 50% to 75% of all stroke survivors have difference cognitive or motor disabilities that prevent them from living independently (neuro-rehab reference).To determine a successful post-stroke rehabilitation for these survivors, therapists must decide on the best form of therapy, study cause and adventure factors of stroke prevalence, and postulate long-term effects of impairments (reference). The most recognized disability after a stroke is motor impairment. The principal(prenominal) focus on recovery in survivors is to reduce t heir disability and to subsist independently again by participating in their normal everyday activities (Brewer, 2012). Clinical experiments have been through with(p) with robotic therapy in an attempt to arrive the best possible form of a successful functional recovery.It has been observed that robotic possibilities for establishing rehabilitation go beyond what a normal therapist can do. One component of this approach is the use of resistance in a direction opposite the movement. Interestingly, several researchers argon still currently exploring robotic techniques that are not unavoidably designed to imitate the therapeutic process, but actually probe new capabilities. For example, one possible technique that is being studied is to have the robot guide or pull the hand toward the desired flight of steps and have the guidance transition to resistance as the clients recovery progresses (Kovic, 2006).Robot- assisted therapy, in itself, has had the most success in functional reco very among these survivors. Therapists can still use hands on approach with their clients, but are able to use robotic techniques until their patients are strong enough to not imply any more assistance in learning everyday functions (Brewer, 2012). The whole purpose of therapy is to re-teach motor functions that the patients emergency to perform in their daily lives. Task-oriented skills in functional recovery should be key in therapy, kinda it is by use of robotics or not. Another form of post-stroke rehabilitation is adaptive training. Brewer)Robotic techniques are most a great deal utilize as adaptive training to facilitate motor recovery (Kovic, 2006). In JRRD2, research was done to suggest that adaptive training was a promising novel approach to a post-stroke recovery. In their research, Patton, Kovic, and Mussa-Ivaldi used the natural adaptive tendencies of the nervous system to facilitate motor recovery. Motor adaption studies have demonstrated that when peck are repeat edly exposed to a force field that systematically disturbs gird motion, subjects learn to presage and cancel out the forces and recover their original kinematic patterns.After the disturbing force field is unexpectedly removed, the subjects make unreasonable movements in directions opposite the perturbing effects. This technique has recently been hand overn to alter and hasten the learning process in nondisabled individuals (p644). The researchers conducted an initial pilot study to show how adaptive training might be useful for restoring arm movement. These stroke survivors showed less conspicuous results compared with nondisabled subjects exposed to the same technique.Basically, their results support the view that subjects can adapt by learning the appropriate internal model of the perturbation rather than learning a temporary place of muscle activations however, adaptive training leave behind only work if stroke patients can adapt. Their results concluded that motion is im paired because of an ineffective motor plan that can be changed through structured adaptive training. (do I need reference here too? ) happen factors increase a persons fall out of having a stroke. Those who smoke have a 50% more likely chance to have a stroke versus people who do not smoke.High blood pressure is probably the highest most common risk factor (Brockelbrink, 2011). Risk factors can be placed into either modifiable or non-modifiable groups. Many modifiable risk factors result from our individual lifestyle habits such as smoking or a victuals high in fat, salt, and sugar and normally can be modified by specialists in the health care industry (Allen, 2008). Non-modifiable factors are related to heredity, natural processes due to our gender or age. Long-term effects with disabilities and impairments are different for each stroke victim.A number of qualified studies have shown that 50% to 75% of stroke victims cannot live independently at home (Boyd, 2009). Most long-ter m effects are not overcome by the older population. The younger the victim the more likely they are to experience a more dictatorial post-stroke rehabilitation experience. Majority of long-term effects have been linked to the victims social stipulation in life. The ones with higher education, higher wealth, more popularity, more involvement have shown the biggest increase in overcoming disabilities.Even so, families who show interaction and help in a positive way with rehabilitation of their love ones have shown the biggest impact over everything. Strokes are estimated to become the largest cause of death globally by 2030 (Brewery, 2012). The advances of technology and medicine will have progress along in heart disease and cancer, leaving strokes as the biggest threat to our loved ones. References Brewer, L. , Hickey, A. , Horgan, F. , Williams, D. (2012) Stroke Rehabilitation Recent Advances and Future Therapies.QJM, Ireland. Oxford University Press. Kovic, Mark. , Mussa-Ivaldi, F. A. , Patton, James. L. (2006) Custom-Designed Haptic Training for Restoring Reaching Ability to Individuals with Poststroke Hemiparesis. Chicago, IL. Northwestern University. Boyd, Lara A. , He, Jianghua. , Macko, Richard F. , Mayo, Matthew S. , McDowd, Joan M. , Quaney, Barbara M. (2009) oxidative Exercise Improves Cognition and Motor Function PostStroke. Kansas City, Kansas. Kansas Medical Center. Fang, Jing. , George, Mary G. , Shaw, Kate M. 2012) Prevalence of Stroke-United States, 2006-2010. MMWR. Centers for Disease Control and Prevention. 61(20) 379-382. Bockelbrink, Angelina. , Muller-Nordhorn, Jacqueline. , Muller-Riemenschneider, Falk. , Norte, Christian H. , Stroebele, Nanette. , Willich, Stefan N. (2011) Knowledge of Risk Factors, and Warning Signs of Stroke A Systematic Review From a Gender Perspective. Allen, Claire L. , Bayraktutan, Ulvi. (2008) Risk Factors for Ischaemic Stroke. International Journal of Stroke, 3 105-116.