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Minors and the Death Penalty Essay -- essays research papers

A.     Should capital punishment be given to minors? The two gatherings against this issue, are the strict and clinical gatherings. They accept they are too youthful to even think about knowing what they have done. The clinical gatherings accept teenagers are less evolved than grown-ups and ought not be held to similar guidelines. . The rival side, held generally by state authorities, feel on the off chance that they are mature enough to carry out the wrongdoing they, mature enough to get the discipline, including demise.      B.      The absolute first execution of a minor was in1642 with Thomas Graunger in Plymouth Colony, Massachesetts. In the a long time since that time, a sum of around 365 people have been executed for adolescent violations, comprising 1.8 percent of about twenty-thousand affirmed American executions since 1608. Twenty-two of these executions for adolescent violations have been forced since the restoration of capital punishment in 1976. These twenty-two ongoing executions of adolescent wrongdoers make up around 2 percent of the absolute executions since 1976. Capital punishment for adolescent guilty parties has interestingly become an American practice, in that, it seems to have been relinquished by countries wherever else in huge part because of the express arrangements of the United Nations Convention on the Rights of the Child, and of a few other worldwide settlements and understandings  â â â â      C.     The reason this is an ethical issue on the grounds that the demise of an individual is an ethical issue, and if that person isn't even a grown-up, than it makes it a barbarity that he/she was executed by are legitimate framework that in all angles is put there for our security. The discipline is for the crook, however as a general rule the main individuals being rebuffed is the group of the adolescent being referred to.      D.     Capital discipline is more costly than a real existence detainment sentence without the chance of parole. Florida spent an expected $57 million on capital punishment from 1973 to 1988 to accomplish eighteen executions, that is a normal of $3.2 million for every execution. It costs multiple times more to execute an individual in Florida than to imprison a detainee for life with no parole. The normal expense of a capital preliminary in Florida is ... ...y between the criminal and society. Just discipline is authoritative and not to be relieved by any utilitarian thought. Kant likewise puts stock in â€Å"blood guilt† and the need for purifying criminal activities.  â â â â H.      This issue is quite tricky to me, since I could bolster both side of minor being killed. I concur with on the off chance that they do the wrongdoing, they can do the time, and yet they are simply little children and they don't know better. The manner in which I perceive how this circumstance can change is that as opposed to considering the youngster liable for the wrongdoing hold the guardians in scorn. The explanation I state this is on the grounds that an investigation demonstrated shows that most adolescent convicts originate from a messed up home. The familiar adage goes â€Å"monkey see, monkey do.† I accept if these kids would have gotten the opportunity of experiencing childhood in a steady family childhood, there is a decent possibility that they would have been upstanding residents. So my conviction might be destroyed regarding the matter, I'm will need to state that I am against capital punishment for minors, since I accept they wear not realize wha t they do, in light of an absence of adolescence and absence of involvement with life.

The Poor Country Cant Afford The Essential Medicines Essay

The Poor Country Cant Afford The Essential Medicines Essay The Poor Country Cant Afford The Essential Medicines â€" Essay Example > The Poor Country Can’t Afford the Essential MedicineIntroductionResearch indicates that the most developed countries spend the better part of their expenditures on health and related projects. To be specific, they spend most of the money on medicines that are meant to prevent, cure and protect the public from various diseases. The primary reasons the developed countries and in a better position to afford these medicines is because they have other resources and projects that generate the national GDP. On the downside, research reveals that “It is estimated that one-third of the developing world's people is unable to receive or purchase essential medicines on a regular basis such as Africa and Asia” (University of Huddersfield). One of the most significant diseases claiming several lives in Africa and parts of Asia is Malaria. To be specific, research indicates that eighty-two percent of the total lives lost due to Malaria come from Africa. The main reason for a large number o f deaths is essential because the countries cannot afford enough and effective antimalarial drugs. There are many reasons that could have led these countries to reach this current situation; reasons could be such as the country having the difficulty to afford the medication or have the education wise to use the medicine, on the other hand, US have both money and education to make and Offord these drugs. Therefore, the work outlines why underdeveloped countries can’t afford the essential medicines and who is responsible for finding the most amicable solutions to the issue. Discussion The most developed countries have the necessary resources that enable them to afford any medicine required in the health sector. One of these countries is the United Kingdom, whereby the government provides all types of medication. For instance, in the UK, you cannot hear cases where Malaria or any other disease leads to the death of the people. This is not because the region is Malaria-free but beca use all the necessary and effective antimalarial drugs are available. On the contrary, Syria is one of the countries similar to Africa that provision of medication is a great challenge. In Syria, cases of deaths due to diseases such as Malaria are very rampant. This is mainly because the facilities such as health centers are not yet developed. As well, the available facilities lack the necessary machines that are crucial in the treatment of diseases. Finally, the available health institutions lack skilled and competent health professionals such as doctors, physicians, and nurses. The situation in the developed countries such as the UK is notably different. They have all the necessary medicines, skilled personnel, machines, and enough health facilities (World Health Organization). Several solutions can be implemented to reach for amicable solutions in such situations. One of the most meaningful solutions is for the most developed and prosperous countries such as the United Kingdom to assist the underdeveloped countries in Syria, Africa, and other developing regions. This can be done by initiating programs of sponsorship or donors. As well, during outbreaks such as Malaria, Typhoid or other diseases these wealthy nations can donate the most effective medicines to help the developing nations.

How Does White Privilege Affect Society Today - 2444 Words

Privilege affects everyone, regardless of if they are affected positively or negatively. Being the majority in America, the white populations bears an automatic stamp of privilege on their foreheads, although they would care very strongly not to admit it. On the surface, privilege does not seem like such a bad thing, but when you pay attention to the differentiation of struggles between white men and everyone else in America, you can see it is a very large issue. Whether it is in the classroom, in the workforce, in real estate, or even in your own home, white privilege is affecting you. White privilege in America is counterproductive to the growth of equality in society today because it affects the quality of living and level of opportunity for the rest of the country’s inhabitants. Within all facets of life, you can find extreme examples of white privilege. Ask yourself, if a policeman pulled you over, would you assume automatically that the crime was the color of your skin? And would you wonder if that crime could cost you your life? The unanimous answer should be no, but it is guaranteed that within different races and communities, the answer will differ. Because of this, it is clear that different people of different races get treated differently. What are cultural luxuries? Many people may wonder what that is and when it will be so kindly afforded to them. The idea of cultural luxury comes from the extra opportunities afforded to a certain population or group ofShow MoreRelatedWhite Privilege And Black Privilege1529 Words   |  7 PagesMany Caucasians do not realize that they possess white privilege, while people of color do. White privilege has been around ever since society had considered â€Å"white† as the dominant race. White privilege is unfamiliar to many people because it is the inconspicuous elements white people take for granted. For example, Caucasians are forty percent more likely to receive a private scholarship than POCs (people of color); they also have a sixty-seven percent lower incarceration rate and are ten timesRead MoreAn Indian s Father Plea868 Words   |  4 Pagesthis label. The father explains how Wind-Wolf has been through more of an education then his fellow peers. The father explains Wind -Wolf might not understand certain concepts because he is not familiar with the tools and methods used in the classroom. The father also expresses his concern he has of Wind-Wolf being bullied and losing some of his culture because of it. Finally, the father mentions the teacher could use resources to handle this problem properly and how to incorporate the Indian cultureRead MoreRacism, Racism And White Supremacy1178 Words   |  5 Pagesdisappears, so does our human sense of safety. While it may be grueling and exhausting, change is essential when a problem needs to be battled head-on. As a society, we need to change the way racial inequalities have been set up and the way we go about our lives. Racism has a large effect on minorities nationwide daily, and it can often go unnoticed or be incorrectly identified. But what truly is racism in America, today? Racism is still an extremely prevalent subject in today’s society, based on specificRead More`` Privilege, Power, And Dif ference, By Johnson And Robbins926 Words   |  4 Pagescomplexity of privilege. He also addresses why some privileged people do not feel privileged through the matrix of capitalist domination. Robbins gives us a background on how privilege became what it is today. He addresses the anatomy of the working class by drawing attention to how they were mobile, divided, powerless, and anxious for a revolution. Through Johnson and Robbins’ eyes we can begin to see how the world is not the one we were taught it was. In Johnson’s book, Privilege, Power, and DifferenceRead MoreThe Ethics Of Living Jim Crow865 Words   |  4 PagesRacism was not. Turn on the news today and you will most likely see something related to some sort of racist act. Police brutality with racism is a huge social injustice issue right now and we can see today how people of color are effected through campaigns such as â€Å"Black Lives Matter.† After reading the two essays and doing a little research on Jim Crow, it was extremely evident how those laws deeply affected those affected by them and I still see this as an issue today. I think that it is crucial toRead MoreWhite Privilege Persuasive Speech1746 Words   |  7 Pageseffects of white privilege at the expense of people of color. 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To fully understand what white privilege is, one must first understand the origin ofRead MoreMedia s Influence On The Media1538 Words   |  7 PagesMedia The media has a strong influence on how societies receive and react to the context of the messages that the media displays to the public. From Disney movies on up to horror films there’s a plot that each film is trying to accomplish. The controversial issue comes into play based on how the film messages are portrayed. Films that use racial humor harm the particular race that the films are depicting. Films with racial humor that is enhanced to be seen as acceptable creates prejudge mental labelsRead MoreEthics, Equity, And Social Justice1586 Words   |  7 Pagesrelation to white privilege not only in organizations, but our lives. These three complex social ideals are necessary to ensure fairness, respect, and equal treatment among leaders and their followers. Though most people would agree that everyone deserves the right to these three attributes, they often are not aware that even with their efforts to eliminate white privilege and racism, they actually promote it because t hey do not clearly understand white privilege. Unfortunately, white privilege and racialRead MoreWhite Privilege And Black Privilege1732 Words   |  7 PagesWhite privilege is an advantage in society that is unmerited. Though it is practiced in every day life (whether it’s subtle or not), the majority views it as â€Å"absurd† and â€Å"non-existent†. It is a taboo that creates feelings of guilt, hostility and anger, but it must be addressed and understood in order to be eradicated. It is necessary for white people to acknowledge their part in maintaining and benefiting from a society that has thrived on racial hierarchy and white supremacy for centuries. White

Motivation And Its Impact On Performance - 860 Words

Motivation and its Impact on Performance Tony Mcalphin, Student Eastern Florida State College A persons’ performance is dependent on their willingness to accomplish a goal. There are different aspects that make up motivation and performance. In this paper, we will learn what defines both motivation and performance, and how they affect each other. What is Motivation? A person’s motivation is what drives them to set a goal and accomplish it. Merriam-Webster(2013) describes motivation as, â€Å"the general desire or willingness of someone to do something†(Merriam-Webster, 2013). Two theories surround motivation and the reason why they are or are not motivated. Natural vs. Rational and Content vs. Process Theory In psychology, there are two†¦show more content†¦Content is the common sense and process is the impact the statement has. Intrinsic and Extrinsic Motivation. Merriam-Webster(2013) dictionary describes Intrinsic Motivation as, â€Å"Motivation to engage in a behavior arises from within the individual because it is intrinsically rewarding†(Merriam-Webster, 2013). Content vs. Process theory describes intrinsic motivation. Merriam-Webster(2013) states that Extrinsic Motivation is motivation that comes from an external source(Webster, 2013). Natural vs. Rational Theory describes extrinsic motivation because a person is looking for an outside reward such as a trophy, or an increased salary. What is Performance? Merriam-Webster(2013) dictionary defines Performance as, â€Å"the execution of an action, or something accomplished†(Merriam-Webster, 2013). Performance can be a physical or mental action taken to change a course and further themselves towards an achievement. Relationship between Motivation and Performance. A persons’ performance is based off of how much a person is motivated to complete the task. Motivation and Performance have a direct correlation with each other; the workplace being a prime example. An employee has to be motivated to rise up the ladder and receive a higher paying job, but if they are not, then they will not perform. Some people believe that the lack of performance is based on the employer having a degrading outlook on their employee. Instead of looking at the positives

Comparison Between Nutrition Patterns of Resident free essay sample

The college years offer an opportunity for new experiences and different life style. They, in turn, play a main role in teaching students how to take on responsibilities; however, these may not necessarily contribute to improvement of both health status and academic performance of college students. Residency in Abu-Dies, in turn, may affect the latter variables significantly. In this study, we examined the relationship between residency and nutrition through examining some health behaviors (e. g. smoking, quality and quantity of healthy food, sleeping hours, caffeine consumption nd its association with the academic performance among students ( 60 resident and n=140 non-resident Results show that although resident students expressed better health status, non-resident students have better nutrition patterns as eating house-cooked and balanced food on time. For the academic performance, there was no association either With residency or nutrition. Implications of this issue among resident and non-resident students are discussed. Key. njords Residency; academic performance; nutrition patterns Al- Quds University 2011 Faculty of medicine Page2 A1 † Quds UniversityThe transition from high school to college often results in drastic changes to environment and resources, and such changes likely impact health-related behaviors (Wengreen Moncur, 2009). These health-related behaviors, in turn, are associated with short- and long-term health consequences including injury, violence and greater risk of heart disease (Scott-Sheldon et al. , 2008. Truly, a massive amount of researches have been carried out to explore the variables that impinge academic success on college campus in the general student population (Banitt, 2002; Department of Physiology, Osaka CityUniversity Graduate School of Medicine, 2008; Scott-Sheldon et al. , 2008). Yet not enough studies have considered the effect of residency on both students nutrition and academic performance, while such studies; in fact, can obviously increase attention among college administrators (Afful-Broni et al, 2010). As mentioned earlier, grade point average (GPA) is one indicator of success and may be influenced greatly by health behaviors (Banitt, 2002) including nutrition patterns.Evidence illustrates that better nutrition is positively associated with gains in education in many areas; i. e. more grades completed nd better performance on test scores. Students with short-run nutritional deficiencies are probably less able to pay attention and concentrate; and might have less energy for lessons, learning and homework (Berhman, 1996). The purpose of this exploratory study was to examine academic performance (group of medical first-year students, 2010-2011) as a function of nutrition patterns among resident and non-resident college students in Al-Quds university.Consistent with prior research (Afful-Broni et alr 201 0); we didnt expect resident students to perform better than non-residential students. If a elationship exists between good health A1 Quds university page 3 behaviors and GPA, it may be profitable for counseling centers to focus on measures that may facilitate healthy behaviors among resident and non resident students as well (Banitt, 2002). Methods Participants and procedures Participants were 300 undergraduate students (57 % female, 43% males, M age = 20. 14 years, 48. 1 % non-resident students). A cross-sectional observational study was conducted to examine academic performance as a function of nutrition patterns among resident and non-resident college students in Al-Quds University, Abu Dies in Palestine. Participants were recruited using random sample method at various venues on campus at the course of two days during May 2011. Most of the members were either 2nd- year (%29. 3) or 3rd-year students (%30). They were collected so that (%30. 7) were medical students, (%30. 7) were science and engineering students, the rest (%38. 7) were from other colleges.Participants were asked to fill questionnaires that included questions about residency, nutrition patterns, personal health and health-related behaviors, study habits in addition to typical demographic questions (gender, age, home town, college year . Measures Residency- residency was assessed by asking students whether they were resident or not, how often non-resident students visited their homes (described as more than once weekly, weekly, every two weeks, every month). They were asked about the time they spent on their way home, how many students shared an accommodation and whether this accommodation was healthy. Nutrition- Participants were asked several questions regarding their nutrition patterns through two measures: quality of main meals (home-cooked food, fast food, and canned food), frequency of having meals on time and onsidering main food group represented by meat, milk, vegetables and candies. Academic performance- participants were asked about both their accumulative and Tawjihi averages. Besides, study patterns and frequencies were considered (e. g. hours they study daily or at weekend) Confounders- to avoid confounders, other aspects were highlighted; these include assessment of the participant health; i. e. leeping hours; health status, cigarette smoking and the number of caffeinated beverages. Data Analysis All statistical analyses were performed using SPSS software version 18. 0. Means and standard deviations were used to describe and compare the istribution of continuous variables. Analysis of variance (ANOVA), an extension of the two sample t-test, and Chi-squared distributions were used to study health and academic performance among resident and non-resident students. All statistical tests conducted were two-sided with a type error rate at the level of 0. 05; p-values 0. 05 were considered to be statistically significant. Summary statistics (means and standard deviations, frequencies) were used to describe academic performance for the overall sample and by residency (n 160 resident, n 140 non-resident). Differences between esident and non-resident were examined using t-tests (for continuous measures) or chi-square analysis (for dichotomous and polytomous measures). Page 5 Results (%63. 2) of the students reported eating home-cooked food in their main meal A1 Quds University while (%30. 1) of them reported eating fast food instead. Chi-square tests show that (%65) of the sample population stated eating their meals on time (p O. 5). Besides, these tests show that a higher percent of non-resident students (%75. 6) significantly ate home-cooked food more freq uently than did resident students with a percent of (%48. ). Non-resident students were proved to care more likely about eating their meals on time compared to resident students, as indicated by Mann-Whitney test (p Independent t-tests significantly illustrate that non-resident students ate more balance diet, with an average of 3. 37 (SD = 1. 27), than did resident students, with an average of 2. 65 (SD = 1. 57). They also reported more caffeine consumption than did resident-students.However, these tests show no significant difference between resident and non-resident students in cigarette smoking. As expected, results indicate that nutrition patterns of tudents may affect their health status; one way ANOVAs and Kruskal-Wallis tests suggest that following a balanced diet and having meals on times regularly would result in better health status. On the other hand, these tests oppose the idea that increased caffeine and cigarette consumption leads to problems concerning health status. Besides, according to Kruskal-Wallis test, theres no significant correlation between sleeping hours and health status.Furthermore, referring to prior researches (Wheaton, 2011 we expected that decreased sleeping hours during examination periods might be correlated to ealth problems; spearman test, however, turned to disagree with this suggestion and indicated that theres no significant correlation between the m. Meanwhile, Mann-Whitney test suggests a significance difference between resident and non-resident students in health status where the difference favors to err on the side of non-resident students who expressed better health conditions.Chi-square test enhances the point that health problems and disease are associated with unhealthy accommodation conditions; these may be associated page 6 Al- Quds university 201 1 A1 Quds with the presence of ill students in the same hostel. Wha surprising that Mann-Whitney supports the trend that even health-related problems among resident students show no significant effect on the academic performance of these students. Besides, Kruskal-Wallis test proves health status and decreased sleeping hours during exams to have no association with academic performance.Considering residency, Mann-Whitney results turned out to match with the papers hypothesis and indicated no significant differences in academic performance between resident and non-resident stu dents. The former result may be unexpectedly surprising taking into account significant ifferences in both studying and nutrition habits for resident and non- resident students. However, KruskaI-WaIlis tests prove no significant correlation between nutrition habits and students academic performance. They also refute the thought that either caffeine or cigarette consumption may alter academic performance. At the same time, Mann-Whitney test illustrates that being a resident student is significantly correlated to increased study hours a day; still, these variables have no significant effect on college students academic performance. Discussion In this study, we examined the association between nutrition patterns etween resident and non-resident students and their association with academic performance in a 300-student sample of Al-Quds University.To study this association several health behaviors, study habits were measured, compared and assessed. Consistent to prior research (Bourdeaudhuij, 1997), its illustrated that both resident and non-resident students dietary habits may be influenced by other members sharing them the same accommodation; considering the home-oriented A1, Quds University 201 1 A1 † Quds University Page 7 culture among the Palestinian family, parental effe ct on non-resident students nutrition seems to be obvious.Thus, non-resident students are more likely to have balanced meals on time with their families as a whole. Besides, other researches show that homemade meals could satisfy students desire to partake in a nutritious diet and thus have meals on time more frequently and enjoy their food as well. However, considering resident- students, this study and related cohort researches (Collins, 201 0) reveal that these students have got a greater tendency to have fast food as their main meal since being away from their parents gives them much more freedom to eat what they want.Collins study discusses that students tend to consider onvenience, taste, health, cost and time when decide when to have their meals. Due to time and financial constraints, resident students seem to have meals less enjoyable and this often leads to decisions that result in poor dietary quality, such as irregular meal patterns and dining at fast food restaurants. In addition, many perceived barriers that prevent resident students from preparing food by themselves, including time poverty, a perception of inadequate culinary knowledge, and insufficient financial resources (Collins 2010).Fast food usually contains a narrow range of nutrients, and a steady diet of ast food proves to be insufficient for an adult and much less for a growing, learning and still developing teenager (Fontaine et al, 2007). This fact reflects the importance of nutrition education in health promotion. Since being good or bad, the habits built during this transition period seem to have lasting effects on our health later in life (Collins, 2010). However, few programs have been successful in altering eating patterns between members living together; its not well understood to which member nutrition programs have to be addressed (Bourdeaudhuij, 1997). Proved researches (Yan, 2009) illustrate the significant relationship between ncreased caffeine consumption and higher smoking rates. Still, our study turned Al- Quds University 201 1 Page 8 out to refute the association between them. As shown in the results that although non-resident students indicated increased caffeine consumption compared to residents, they showed no significant increase in cigarette smoking.On one side, this may be because cigarette smoking is influenced somehow by a student family; results of an exploratory study (Kegler, 2002) indicate that mainly in our Arabic societies youth appeared more concerned about their parents thinking less of them if they smoked than were youth rom other racial/ethnic groups; this, then, makes non-resident students who are under direct supervision of their parents to less likely to smoke compared to resident students.In addition, other studies (Scragg et al, 2007) suggested that having a best friend who smoked had a very strong effect on daily smoking which is suggestive to the role of being resident with a best friend away from parents supervision. Furthermore, Yans study mentioned above showed that females express less cigarette smoking than males but still they may have similar caffeine consumption. Our study results in the fact that nutrition patterns affect students health tatus positively; that is eating balanced food having meals on time has a significant effect on students health status in general.Clearly, eating balanced food means getting the right types and amounts of foods and drinks to supply nutrition and energy for maintaining body cells, tissues, and organs, and for supporting normal growth and development (Ilona et al, 2010). By contrast, consumption of cigarettes and caffeine does the opposite. Smoking cigarettes is so compelling because of the effects of nicotine. A stimulant, nicotine causes a temporary increase in alertness and a calm feeling. And it an be incredibly addictive. Some studies have found nicotine to be more highly addictive than cocaine or heroin. Additionally, it suppresses the appetite, and smokers tend to keep weight off (Ross, 2001). Caffeine is a potent and quick-acting drug which produces an effect similar to the stress response in our bodies. Caffeine affects each person differently, depending university page 9 on individual circumstances such as weight, build, etc. It has an almost instant effect on your mind-body which will continue to influence your state for 6-8 hours afterwards (IFIC). lJnexpectedly, results turned out to refute an ssociation between sleeping hours and both health and accumulative average.However, many scientific studies state that getting less than 6 or 7 hours of sleep each night increases the risk for developing diseases (Dignes). It was also shown that non-resident have better health conditions than resident students. This is suggestive to the role of parental care considering non-resident students which includes both healthy accommodation and other cook-ware. Taking residency into account, results state that health problems and disease were related to unhealthy accommodation conditions and to the presence of ill students in the same hostel.On the one hand, unhealthy accommodations place a student in health-related risk regarding eating; sleeping and even living there (Jolls, 2001). On the other hand, living with ill students helps spread infection among members sharing the same hostel (Morgan, 2004). As the results indicate, theres no significant difference in academic performance between resident and non-resident students. This sounds sensible since although resident students appeared to study more hours a day than non-resident students, the latter ones seem to express better health status.However, this fact might be surprising as we expected non-resident tudents to express better academic perf ormance since non-resident students experience parental supervision upon their studying hours (Lakshmi, 2006) in addition to familial psychological support and its effects on the student performance (Pingr 2005) compared to non-resident students have, resident students may feel partial alternative support from their friends and those sharing them their accommodation (Dzulkifli, 2011 Al- Quds university 2011 page 10 Still, this similarity in academic achievement might be less confusing if compared to the tiredness and exhaustion experienced by non-resident students travelling long distances daily. Considering the fact that resident students lack parental supervision that non-resident students experience, we expected non-resident students to be healthier than resident students. Results, however, illustrate that theres no significant difference in health status of both. Still, non-resident students do not distinguish themselves on the measured variables related to smoking, rousing drinks and the average of hours they spend outdoors from resident students.Although these findings give valuable insight into health behaviors in college students, several limitations should be noted. A major limitation of the study nvolves threats to external validity. The questioner was not tested for reliability and validity. In addition, as with any self-report measure, we relied on self-reported information including accumulative average, and may be biased by the limitations of memory or by the desire to conform to social demands or expectations (Schroder et al. , 2003a, 2003b), which threatens external validity ofthe findings. Also, there were more women (n =175) in the sample than men (n = 125) which could have greatly skewed the results.The ability to generalize our current findings to other campuses is limited because he small size of the sample (only 300) and generalization of the results would require studies involving a large sample. In the sum, the study confirms the idea that theres no association between nutrition patterns among resident and non-resident students and their academic performance. Although theres a significant difference between resident and non-resident students in dietary and study habits; in general, non-resident students seem to follow better nutrition patters; however, resident students apparently express AI- Quds university 201 1 page 11 better study habits. These finding should help direct students-decision aking and change his attitude towards accommodation throughout his years in university.

Well Rounded Education Essays (725 words) - Academic Transfer

Well Rounded Education Well Rounded Education The first day of class for a college student is like drawing cards in a poker game. Just as the cards that one receives determines their outcome in poker, the types of professors a student gets on the first day will determine the success of their year. The difference between a helpful and a harmful professor can easily result in a much lower grade. College professors have a wide range of personalities and backgrounds. However, professors fall into one of 3 categories: helpful, malicious, or uncaring. One type of professor in the college system is the helpful professor. This professor can be recognized right away by their smile and joyfulness in the classroom. These professors give upbeat and interesting lectures, and are always looking for the classes input to make sure they comprehend. These professors are always willing to chat with a student. Be it after class or in office hours, the helpful professor will always take time out to talk to the student about the given subject, college matters, or even problems of life that do not even have bearing on the subject. Tests in the helpful professor's class are never difficult if one know the subject matter. The professor understands how stressful testing can be and is only interested in seeing whether or not the student grasped the facts presented to them. Good students receive good grades in the helpful professor's class. Those professors appreciate hard work and duly reward it. The best kind of teacher to get that first day is the h elpful professor. The second type of professor one can get is the malicious professor. This professor has a sour attitude toward life in general; therefore they want the students to be miserable as well. Their lectures are never to the point and usually stray off to make some negative point about life. They encourage students to ask questions, but only so that they can make the person with the question feel incompetent for asking it. They are willing to talk with a student after class, but unlike the helpful professor, the malicious professor is only there to criticize. They will emphasize the student's faults but never point out their strengths, thus lowering the self-esteem of the student. The tests given by the malicious professor are vague, full of trickery, and composed of the most difficult material. These tests are not designed to survey the student's knowledge of the subject, but rather to trip them up and make them fail. If one works really hard it is possible to earn a good grade in this typ e of professor's class, but in general the grades will be as low as the malicious professor can make them. The third type of professor is the uncaring professor. This type of instructor has lost interest in teaching; therefore, they do not put any effort into it. This professor can be recognized by their monotonous tone of voice and lack of interest of the subject. Their lectures only cover the basics of the material. They make no effort to appeal to the students' interests; consequently, most students can hardly pay attention. This type of instructor is reluctant to give out office hours and can hardly ever be found there. They want to avoid all student contact because they are not interested in how the student is doing. Uncaring professors are unpredictable. They usually give the same tests year after year so that they do not have to make up a new one. Since the professor does not always cover the same material, the content of the test is unpredictable. The type of grade one will get in this class is also unpredictable. The teacher does not care enough to personally evaluate each studen t; so many students do not get the grade that they actually deserve. The personality of the professor of a course makes up as much of its content as does the subject matter. The right kind of professor can make a difficult subject easier and more enjoyable while other professors can ruin an enjoyable one. Students agree that many times it is the professor, not the subject, which makes a course easy or difficult. Therefore it is important when choosing

Major General Benjamin Lincoln - American Revolution

Major General Benjamin Lincoln - American Revolution Benjamin Lincoln - Early Life: Born at Hingham, MA on January 24, 1733, Benjamin Lincoln was the son of Colonel Benjamin Lincoln and Elizabeth Thaxter Lincoln. The sixth child and first son of the family, the younger Benjamin benefited from his fathers prominent role in the colony. Working on the familys farm, he attended school locally. In 1754, Lincoln entered public service when he assumed the post of Hingham town constable. A year later, he joined the 3rd Regiment of the Suffolk County militia. His fathers regiment, Lincoln served as adjutant during the French Indian War. Though he did not see action in the conflict, he attained the rank of major by 1763. Elected a town selectman in 1765, Lincoln became increasingly critical of British policy towards the colonies. Condemning the Boston Massacre in 1770, Lincoln also encouraged Hingham residents to boycott British goods. Two years later, he earned a promotion to lieutenant colonel in the regiment and won election to the Massachusetts legislature. In 1774, following the Boston Tea Party and passage of the Intolerable Acts, the situation in Massachusetts rapidly changed. That fall, Lieutenant General Thomas Gage, who had been appointed governor by London, dissolved the colonial legislature. Not to be deterred, Lincoln and his fellow legislators reformed the body as the Massachusetts Provincial Congress and continued meeting. In short order this body became the government for the entire colony except British-held Boston. Due to his militia experience, Lincoln oversaw committees on military organization and supply. Benjamin Lincoln - The American Revolution Begins: In April 1775, with the Battles of Lexington and Concord and the start of the American Revolution, Lincolns role with the congress expanded as he assumed a position on its executive committee as well as its committee of safety. As the Siege of Boston commenced, he worked to direct supplies and food to the American lines outside the city. With the siege continuing, Lincoln received a promotion in January 1776 to major general in the Massachusetts militia. Following the British evacuation of Boston in March, he focused his attention on improving the colonys coastal defenses and later directed attacks against the remaining enemy warships in the harbor. Having achieved a degree of success in Massachusetts, Lincoln began pressing the colonys delegates to the Continental Congress for a suitable commission in the Continental Army. As he waited, he received a request to bring a brigade of militia south to assist General George Washingtons army at New York. Marching south in September, Lincolns men reached southwest Connecticut when they received orders from Washington to mount a raid across Long Island Sound. As the American position in New York collapsed, new orders arrived directing Lincoln to join Washingtons army as it retreated north. Helping to cover the American withdrawal, he was present at the Battle of White Plains on October 28. With the enlistments of his men expiring, Lincoln returned to Massachusetts later in the fall to aid in raising new units. Later marching south, he took part in operations in the Hudson Valley in January before finally receiving a commission in the Continental Army. Appointed a major general on February 14, 1777, Lincoln reported to Washingtons winter quarters at Morristown, NJ. Benjamin Lincoln - To the North: Placed in command of the American outpost at Bound Brook, NJ, Lincoln came under attack by Lieutenant General Lord Charles Cornwallis on April 13. Badly outnumbered and nearly surrounded, he successfully extricated the bulk of his command before retreating. In July, Washington dispatched Lincoln north to aid Major General Philip Schuyler in blocking an offensive south over Lake Champlain by Major General John Burgoyne. Tasked with organizing militia from New England, Lincoln operated from a base in southern in southern Vermont and began planning raids on the British supply lines around Fort Ticonderoga. As he worked to grow his forces, Lincoln clashed with Brigadier General John Stark who refused to subjugate his New Hampshire militia to Continental authority. Operating independently, Stark won a decisive victory over Hessian forces at the Battle of Bennington on August 16. Benjamin Lincoln - Saratoga: Having built a force of around 2,000 men, Lincoln began moving against Fort Ticonderoga in early September. Sending three 500-man detachments forward, his men attacked on September 19 and captured everything in the area except the fort itself. Lacking siege equipment, Lincolns men withdrew after four days of harassing the garrison. As his men regrouped, orders arrived from Major General Horatio Gates, who had replaced Schuyler in mid-August, requesting that Lincoln bring his men to Bemis Heights. Arriving on September 29, Lincoln found that the first part of the Battle of Saratoga, the Battle of Freemans Farm, had already been fought. In the wake of the engagement, Gates and his chief subordinate, Major General Benedict Arnold, fell out leading to the latters dismissal. In reorganizing his command, Gates ultimately placed Lincoln in command of the armys right. When the second phase of the battle, the Battle of Bemis Heights, began on October 7, Lincoln remained in command of the American defenses while other elements of the army advanced to meet the British. As the fighting intensified, he directed reinforcements forward. The following day, Lincoln led a reconnaissance force forward and was wounded when a musket ball shattered his right ankle. Taken south to Albany for treatment, he then returned to Hingham to recover. Out of action for ten months, Lincoln rejoined Washingtons army in August 1778. During his convalescence, he had contemplated resigning over seniority issues but had been convinced to remain in the service. In September 1778, Congress appointed Lincoln to command the Southern Department replacing Major General Robert Howe. Benjamin Lincoln - In the South: Delayed in Philadelphia by Congress, Lincoln did not arrive at his new headquarters until December 4. As a result, he was unable to prevent the loss of Savannah later that month. Building his forces, Lincoln mounted a counter-offensive in Georgia in the spring of 1779 until a threat to Charleston, SC by Brigadier General Augustine Prevost forced him to fall back to defend the city. That fall, he utilized the new alliance with France to launch an attack against Savannah, GA. Partnering with French ships and troops under Vice Admiral Comte dEstaing, the two men laid siege to the city on September 16. As the siege dragged on, dEstaing became increasingly concerned about the threat posed to his ships by hurricane season and requested that the allied forces assault the British lines. Reliant on French support for continuing the siege, Lincoln had no choice but to agree. Moving forward, American and French forces attacked on October 8 but were unable to break through the British defenses. Though Lincoln pressed to continue the siege, dEstaing was unwilling to further risk his fleet. On October 18, the siege was abandoned and dEstaing departed the area. With the French departure, Lincoln retreated back to Charleston with his army. Working to strengthen his position at Charleston, he came under attack in March 1780 when a British invasion force led by Lieutenant General Sir Henry Clinton landed. Forced into the citys defenses, Lincolns men were soon besieged. With his situation rapidly worsening, Lincoln attempted to negotiate with Clinton in late April to evacuate the city. These efforts were rebuffed as were later attempts to negotiate a surrender. On March 12, with part of city burning and under pressure from civic leaders, Lincoln capitulated. Surrendering unconditionally, the Americans were not granted the traditional honors of war by Clinton. The defeat proved one of the worst of the conflict for the Continental Army and remains the US Armys third-largest surrender. Benjamin Lincoln - Yorktown: Paroled, Lincoln returned to his farm in Hingham to await his formal exchange. Though he requested a court of inquiry for his actions at Charleston, none was ever formed and no charges were brought against him for his conduct. In November 1780, Lincoln was exchanged for Major General William Phillips and Baron Friedrich von Riedesel who had been captured at Saratoga. Returning to duty, he spent the winter of 1780-1781 recruiting in New England before moving south to rejoin Washingtons army outside New York. In August 1781, Lincoln marched south as Washington sought to trap Cornwallis army at Yorktown, VA. Supported by French forces under Lieutenant General Comte de Rochambeau, the American army arrived at Yorktown on September 28. Leading the armys 2nd Division, Lincolns men took part in the resulting Battle of Yorktown. Besieging the British, the Franco-American army compelled Cornwallis to surrender on October 17. Meeting with Cornwallis at the nearby Moore House, Washington demanded the same harsh conditions that the British had required of Lincoln the year before at Charleston. At noon on October 19 the French and American armies lined up to await the British surrender. Two hours later the British marched out with flags furled and their bands playing The World Turned Upside Down. Claiming he was ill, Cornwallis sent Brigadier General Charles OHara in his stead. Approaching the allied leadership, OHara attempted to surrender to Rochambeau but was told by the Frenchman to approach the Americans. As Cornwallis was not present, Washington directed OHara to surrender to Lincoln, who was now serving as his second-in-command. Benjamin Lincoln - Later Life: At the end of October 1781, Lincoln was appointed Secretary of War by Congress. He remained in this post until the formal end of hostilities two years later. Resuming his life in Massachusetts, he began speculating on land in Maine as well as negotiated treaties with the areas Native Americans. In January 1787, Governor James Bowdoin asked Lincoln to lead a privately-funded army to put down Shays Rebellion in the central and western parts of the state. Accepting, he marched through the rebelling areas and put and end to large-scale organized resistance. Later that year, Lincoln ran and won the post of lieutenant governor. Serving one term under Governor John Hancock, he remained active in politics and participated in the Massachusetts convention that ratified the US Constitution. Lincoln later accepted the position of collector for the Port of Boston. Retiring in 1809, he died at Hingham on May 9, 1810 and was buried in the towns cemetery. Selected Sources History of War: Benjamin LincolnPatriot Resource: Benjamin Lincoln Massachusetts Historical Society: Benjamin Lincoln

70+ Academic Honors Examples for Your College Application

70+ Academic Honors Examples for Your College Application SAT / ACT Prep Online Guides and Tips College applications are all about showing off to the admissions committee, and what better way to do so than to lead with your most impressive academic awards.What are the best academic honors and awards to put on a college application? In this guide, we give you 70+ academic honors examples to give you an idea of what types of achievements colleges like to see most on applications.In addition, we explain what counts as an academic honor or award, go over different impressive academic honors and awards examples you can get, and give you useful tips for effectively talking about awards on your application. What Is an Academic Honor or Award? First things first, what counts as an academic honor or award? Generally speaking, an academic honor or award is any major achievement you’ve made and been recognized for in some way.The form of recognition can range from an actual object, such as a trophy or plaque, to prize money, a title, or verbal recognition. Typically, an academic honor will fall into one of the following categories: Distinction, honor, or honorable mentionfor which you won’t usually receive a physical object or award- just the title A diploma or certificate indicating the completion of a program or recognizing an accomplishment in a program or other activity Prize or award won from a contest, competition, or tournament Scholarship given in recognition of an outstanding (academic) accomplishment Membership in a highly selective and competitive group or society If you’ve won any awards for specific activities such as a sport you play or a club you’re part of, it’s better to list these in the extracurricular activities section of your application instead of in a separate awards section. So what are some honors and awards to put on a college application? Up next, we'll take a look at more than 70 academic honors examples. Academic Honors and Awards Examples Here, we give you a list of 70+ academic honors and awards examples you could include on your own college application, from prizes won in national and international contests to school-based distinctions and awards. All the academic honors examples below are grouped by category and listed alphabetically. Note that this is not an exhaustive list of all academic honors and awards you could possibly have, so if you have an achievement that doesn’t exactly match one of the examples below, don’t worry- you can still put it on your college application! Advanced Placement (AP) Awards AP International Diploma (APID) AP Scholar AP Scholar with Distinction AP Scholar with Honor DoDEA AP Scholar International AP Scholar National AP Scholar State AP Scholar IB Awards IB Diploma IB Middle Years Programme (MYP) Certificate National Awards Governor’s Volunteer Award National Student Volunteer Award President’s Award for Educational Achievement President’s Award for Educational Excellence President’s National Service Award PSAT Awards National Hispanic Scholar National Merit Commended Student National Merit Finalist National Merit Scholar National Merit Semifinalist School-based National Merit Scholarship winner School-Based Awards Foreign language award High class rank (e.g., top 10%) Honor roll/GPA award National Honor Society membership Perfect Attendance Award School-specific award School subject-specific award Student of the Month/Term/Year Subject-specific Honor Society membership (e.g., Science Honor Society) Competitions and Contests Award for high placement (1st, 2nd, 3rd, or 4th) or participation in any major (academic) contest, such as the following: AAN Neuroscience Research Prize Academic Decathlon Academic Triathlon American Regions Mathematics League (ARML) B.E.S.T. Robotics Design contest Conrad Spirit of Innovation Challenge Davidson Fellows Scholarship Doodle 4 Google Google Science Fair Intel International Science and Engineering Fair (ISEF) International BioGENEius Challenge International Chemistry Olympiad International Mathematical Olympiad International Photography Awards (IPA) Kids Philosophy Slam LifeSmarts Microsoft Imagine Cup MIT INSPIRE MIT THINK Scholars Program Model UN National Academic League National Academic Quiz Tournament National Economics Challenge by CEE National Geographic Bee National Geographic Student Photo Contest National High School Mock Trial Championship National Science Bowl National Science Olympiad PhysicsBowl Quiz Bowl Regeneron Science Talent Search (STS) Regional/National Junior Science and Humanities Symposium Scholastic Art Writing Awards Toshiba/NSTA ExploraVision Awards University Interscholastic League (UIL) Miscellaneous Awards Boy Scouts/Eagle Scouts awards Employee of the Month Girl Scouts awards Merit scholarships for college Musical performance award National Novel Writing Month (NaNoWriMo) winner National Poetry Writing Month (NaPoWriMo) winner Publications (such as short stories, art pieces, essays, etc.) Volunteer award Work award or promotion The Best Honors and Awards to Put on a College Application Of the dozens of academic honors examples above, which ones will look the most impressive on a college application?Here, we explain the top four qualities a truly impressive academic honor will have. Note that an honor doesn’t need to have allthese qualities, though if it does, then it is definitely an excellent one to put on your application! #1: It’s Highly Selective One quality you want to highlight on your application is the selectivity of the award or honor you’ve won.In other words, the academic award will be one that a lot of students try to win, making it difficult to achieve. For example, because national and international contests and competitions draw so many student competitors, winning an award like these would certainly impress the admissions committee. The more selective an academic honor or award is, the more impressive it’ll look on your college application. Academic Honors Examples of Highly Selective Awards National Merit Scholar Google Science Fair winner National Student Volunteer Award #2: It’s Unique Admissions committees see a lot of honor roll and National Society honors on college applications (not that these are bad- they’re just fairly common). So if you've won a particularly unique or rare award, definitely include it on your application, as this willhelp you stand out from the crowd. A unique award can be highly selective; it can also be one that is less well known or that highlights something creative, surprising, or impressive about you. For instance, maybe you won the Most Innovative Employee award at your part-time job after you pitched the idea to create and manage a social media page for the company. Academic Honors Examples of Unique Awards Specific school-based awards (e.g., Most Confident Speaker in Chinese Class) Local or community-based awards #3: It’s Relevant to Your Academic Interests and Strengths Another academic award or honor that'sgreat to include on your college application is one that’s relevant to your academic interests and strengths.These are typically subject- or field-specific awards, such as English or writing awards, math awards, etc. For example, if you’re planning to major in engineering, you'd want to detail any awards you might have won in science, math, or engineering contests. Relevant awards indicate to the admissions committee not only that you’re truly committed to the field you want to study, but also that you’re one of the most promising students in your field. Academic Honors Examples of Relevant Awards AP award Writing award or publication (if you’re an English or creative writing major, for example) STEM award (if you’re a STEM major) Model UN (if you’re a political science or IR major, for example) #4: It Highlights Your Leadership Potential An impressive academic honor or award will also emphasize your leadership potential.These are typicallyawards that involve group or collaborative work.So if you ever led others to success- as a captain or president, for instance- this kind of honor would look great to potential colleges. Just make sure that you explain on your application what kind of role you had and how your leadership specifically led your team to success. Academic Honors Examples of Leadership/Group Awards Volunteer awards Girl Scouts or Eagle Scouts awards How to Talk About Honors on Your College Application: 4 Tips Since you likely won’t have a lot of room to write about academic honors and awards on your application, it's important thatyou present your academic achievements in an effective, impressive way.Here are some tips on how to talk about the awards you've won. Tip 1: Open With Your Most Impressive Awards Admissions officers don’t usually spend a lot of time with each application they get, so you want to make sure that you’re catching their eyes right away by starting with your most impressive honors and awards.These will generally be awards that are highly competitive and required a lot of work and commitment on your end. Tip 2: Focus on Your Spike A "spike" is a particular academic passion you have.For example, if you’re a science buff who plans to major in chemistry, you'd want to emphasize your spike on your application by focusing primarily on your chemistry- and science-related activities and awards. Having a spike will ultimately help you stand out from other applicants.To learn more about how you can develop a spike, check out our guide on how to get into Harvard and the Ivy League. Spikes: good for hedgehogs and college applications. Tip 3: Describe Awards That Are Vague or Unclear Not all academic awards and honors are well known or obvious, especially if they’re unique to your school or area. Therefore, make sure that you’re using the space you have in the awards section of your application to describe any academic honors that the admissions committee is probably unfamiliar with. The last thing you want an award to do is confuse admissions officers, so be clear about what it is, how you won it, and what makes it impressive. Tip 4: Explain the Competitiveness of the Award For each academic award or honor you’ve won, you want to clarify its level of competitiveness by explaining the scope of the competition.For example, was the science tournament you won a national one? A local one? A school-based one? Note that if the award has the word "national" or "international" in it, you shouldn’t have to add much explanation to its description since it'll be obvious that the award is fairly selective. The overall point here is to show off! Recap: Honors and Awards to Put on a College Application As you can see, there's a huge variety in the types of academic honors and awards examples you can put on your college application. The 70+ academic honors examples listed above are just some of the possible honors you could include. In general, the best academic honors to include on your application will have some or all of the following qualities: They’re highly selective/competitive They’re unique They highlight your academic interests and strengths (your "spike," that is) They emphasize your leadership skills/potential You won’t have a ton of space on your application to explain the academic awards you’ve won, so it’s important to use the room you have wisely. To reiterate, here are our four best tips for how to talk about your academic awards and honors on your application: Open with your most impressive awards and honors Focus on your spike- i.e.,your biggest academic passion and commitment Describe any vague, unclear, or lesser-known awards/honors you've received Explain the competitiveness of the award Now get out there and win some awards! What’s Next? Lots of colleges use the Common App. If you're going to be using this platform to apply to college, make sure you know what to expect with the Common App honors section. Planning to take AP tests in the spring? If you're hoping to snag a distinguished AP award, read our guide to get tips on how you can do this. Honors can prove that you're a serious and ambitious college applicant.Check out our expert guide to learn what high school honors is and how you can achieve honors status at your own high school. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Al-Khwarizmi Essay Example | Topics and Well Written Essays - 1250 words

Al-Khwarizmi - Essay Example The early Arab mathematician and astronomer al-Khwarizmi has been considered by some to be the founder of algebra, a branch of mathematics dealing with equations containing unknown quantities and variables. While this has been disputed, it is certain that his publications on the subject were among the earliest available to the Arab world, and were highly influential among later audiences. (Sen, 2) One of the most well-known early Arab scientists, he wrote his famous treatise, "The Compendious Book on Calculation by Completion and Balancing," by the year 830. Later, this work had a great impact on Western mathematics and science; Latin translations of his work were quite important to scholars and businesspeople during the Middle Ages. Al-Khwarizmi is also known for bringing the Hindu system of fixed numerals to international attention. He wrote an Arab-language text that explained Hindu methods of calculation, which depended upon written numerals rather than the more primitive counting techniques that were widely used at the time. The 'publication' of the book of al-Khwarizmi at the beginning of the ninth century-between 813 and 833 -is an outstanding event in the history of mathematics. For the first time, one could see the term algebra appearing in a title to designate a distinct mathematical discipline, equipped with a proper technical vocabulary. Muhammad ibn Miss al-Khwarizmi, mathematician, astronomer and distinguished member of the 'House of Wisdom' of Baghdad, had compiled, he wrote, 'a book on algebra and al-muqbala, a concise book recording that which is subtle and important in calculation' (Gandz, 263-277). The event was crucial, and was recognized as such by both ancient and modern historians. Its importance did not escape the mathematical community of the epoch, nor that of the following centuries. This book of al-Khwarizmi did not cease being a source of inspiration and the subject of commentaries by mathematicians, not only in Arabic and Persian, but also in Latin and in the languages of Wester n Europe until the eighteenth century. But the event appeared paradoxical: to the novelty of the conception, of the vocabulary and of the organization of the book of al-Khwarizmi was contrasted the simplicity of the mathematical techniques described, if one compares them with the techniques in the celebrated mathematical compositions, of Euclid or Diophantus, for example. But this technical simplicity stems precisely from the new mathematical conception of al-Khwarizmi. Whilst one of the elements of his project was found twenty-five centuries before him with the Babylonians, another in the Elements of Euclid, a third in the Arithmetica of Diophantus, no earlier writer had recompiled these elements, and in this manner. But which are these elements, and what is this organization The goal of al-Khwarizmi is clear, never conceived of before: to elaborate a theory of equations solvable through radicals, which can be applied to whatever arithmetical and geometrical problems, and which can help in calculation, commercial transactions, inheritance, the surveying of land etc. Al-Khwarizmi begins by defining the basic terms of this theory which, because of the requirement of resolution by radicals and because of his know-how in this area, was only concerned with equations of the first

Small and Medium Enterprises Essay Example | Topics and Well Written Essays - 3000 words

Small and Medium Enterprises - Essay Example The economic downturn brought about financial difficulties in SMEs and at the same time, lenders could not guarantee access to additional funds. Some of the SMEs were forced to shut due to financial difficulties and bankruptcy. The level of investments in SMEs also declined due to lack of funds for investments (Stokes and Wilson, 2010). One of the factors that limited the ability of SMEs to access credit during the recession was the tight credit controls. The government efforts to control the level of money supply lead to high interest rates. Banks had to raise their lending rates and tighten their credit policies to comply with government regulations. Consequently, the SMEs that could not meet these new credit terms could not access funds from banks to finance their operations. SMEs were more vulnerable to the negative effects of the recession of business operations compared to large firms. This is because SMEs lack resource and market manpower to withstand sudden environmental chan ges. The changes in the global economic environment brought about by the 2008 recession had severe effects on SMEs especially on the young and new business (Stokes and Wilson, 2010). The 2008 recession forced organisations to lay off many employees to survive. The level of production reduced and layoffs were used as a way of reducing the cost of production. SMEs were not spared from this move and they too had to lay off a significant number of their employees. This means that they would later incur additional labour costs of recruiting and training new employees after the economic recovery. The performance of SMEs in terms of output production and revenues was severely affected during the recession. The effects on performance were more severe in high risk SMEs relative to low risk SMEs. High risk organisations tend to have high debt to assets ratios. These organisations were forced to take drastic measures of laying off their employees and reducing the dividends paid to shareholders (Stokes and Wilson, 2010; Richard 2011). The profitability of SMEs reduced during the recession and the level of competition increased as well. The demand for products was low and thus, firms intensified their marketing activities to attract customers. However, the effectiveness of the marketing strategies was limited by the reducing purchasing power of the consumers during the recession. The SMEs across Europe faced excessive regulations administration, lack of skilled human resources and high costs of productions (Richard 2011). Question 2: Reasons why small firms dominate some market structures There are many theories that explain why small firms dominate certain market structure. The technical efficiency theory argues that the existence of small firms in a certain market will depend on economies of scale. Industries with large economies of scale compared to the market size tend to have many small firms and a few large firms that control the market. However, the number of small firms in such markets may increase if the concentration ratios and the economies of decline. The size of a market or its geographical distance has an effect on its composition. A large geographical distance will results in high transportation costs for large firms. Such a market will also have diseconomies of scale. Consequently, there will be more small firms than large firms in the market.  

Arthur James Balfour and the Balfour Declaration :: Middle East History

Arthur James Balfour and the Balfour Declaration Highly recognised for his continuous support of the establishment of a Jewish national homeland in Palestine and the Balfour Declaration, Arthur James Balfour is one of the most prominent individual figures that contributed to the seemingly inevitable declaration of the State of Israel in 1948. The Balfour declaration added a new dimension and even greater complications to the conflict between the Arabs and Jews in Palestine. The declaration was issued on November 2nd, 1917 on behalf of the British government announcing its support in the formation of a Jewish homeland in Palestine. It is contained in a letter from the British foreign secretary and former Prime Minister, Arthur James Balfour to a prominent British Jew, Lord Rothschild. There are 3 distinct parts in the declaration. First, it favours 'the establishment in Palestine of a national home for the Jewish people'. By this declaration it became blatantly obvious that the British government, in which Balfour had a strong influence, recognised the Zionist contention that Jews had a claim to Palestine as a national home. The impact of the first clause of the declaration is somewhat lessened by the second which recognises the 'civil and religious rights of existing non-Jewish communities in Palestine'. Balfour intended to convince the Arabs that their rights would not be affected, thus the reason for the second clause os the declaration. All involved in this intricate declaration immediately saw that these two clauses could well turn out to be contradictory, which was exactly what transpired. It is found that this was the basic cause of Jewish-Arab hostility in Palestine until 1948. Instead of settling the aggression between Arabs and Jews, Balfour's declaration had the reverse effect. Jews were somewhat grateful for Balfour's intervention and support in the for the retaining of their 'rightful homeland', while the Arabs in Palestine despised the British government for allowing Balfour to intervene in such a manner. Hebrews, now known as Jews, believe Palestine is their rightful "homeland" in accordance to their Holy Book, the Torah and their covenant with their God. This is where the conflict lies because Muslims believe that Palestine is their rightful land as is said in their Holy Book, the Qur'aan. Thus being part of the reason of the never-ending aggression between these two religious denominations and uprise of violence at the proposed declaration by Arabs. This crucial affirmation of support by Balfour on behalf of the British government is often described as the first great achievement of the Zionist movement, and even as the foundation stone of the Jewish state.

Groups marginalised in Society Essay

One of the most vulnerable and marginalised groups in society are people with an intellectual disability. Developmentally delayed individuals need a wide range of leisure programmes to choose from. The principle of Normalization has led to equal rights for people with special needs. Providing people with inclusive leisure programmes with non-disabled persons assists with their socialisation. However, lack of tolerance in the community at large, financial constraints, difficulties in accessing transport as well as skill deficiencies can inhibit some people from participating (Paterson & Taylor, 2002). People with disabilities often feel isolated, with little support from family and friends. This can inhibit them from being able to attend recreational activities. It is important that changes of attitude occur in mainstream society to assist the person with a disability to achieve a ‘better quality of life’. (Patterson & Taylor, 2001). Marginalised groups often are stigmatised, discriminated against and excluded from society. (Goffman,1997). This is certainly the case for people infected with human immunodeficiency virus (HIV). Negative community responses, especially fear of HIV, often leave the person in despair and with lowered of self-esteem (Edington et al, 1998). They have to cope with loss of employment and rejection by members of professional and social networks and as a result they feel isolated and impoverished. The Aids Council of New South Wales (ACON) has responded by offering individual programmes as well as a network of social groups for leisure activities. A caseworker from AC (Aids Council) explained that it is extremely difficult for the HIV/AIDS affected person to participate in ‘mainstream’ activities because of negative attitudes and stigmatisation. Poverty is disproportionately high amongst minority and ethnic groups. Issues such as discrimination in finding employment, accessing education and training prevents individuals from achieving success. One study by Vescio et al, 1999, investigated sports participation and attitudes towards girls attending high schools in Sydney. It was found that participation by girls from non-English speaking backgrounds was significantly lower than those of Anglo-Australian culture. Barriers experienced by the girls included language, cultural and religious aspects. Cultural differences, prejudice,  discrimination and ignorance of ethnic groups often lead to isolation (Hibbins, 1998). These factors greatly inhibit ethnic communities from participating in leisure activities. Society needs to become more understanding of cultural diversity and tolerance of religious difference. Goffman, E, 1997, Selections from Stigma. In The disability studies reader, ed., L. Davis, Routledge, London, pp.203-215. Hibbins, R., 1998, Leisure and ethnic diversity in Australia. In Tourism, leisure and sport: Critical perspectives, eds.D. Rowe & G. Lawrence. Hodder Education. Sydney, pp.100-111. Patterson, I., & Taylor, T., 2001, Celebrating inclusion and diversity in leisure. Vescio, J.A., Taylor, T., Toohey, T., 1999, An exploration of sports participation by girls from a non-English speaking backgrounds.

Essay on Key Passage Commentary on Things Fall Apart

This passage, found as a conclusion to a chapter in Chinua Achebes Things Fall Apart, takes place after Okonkwos return to Umuofia. A new English missionary has been set up in the village and has caused a great divide between the villagers. The main purpose of the section is to describe some of these events and changes that have taken place in Umuofia since Okonkwos return. The passage is structured in three parts, each detailing about a different aspect. The first section focuses on Okonkwos son Nwoyes conversion to Christianity and subsequent successes. The second part goes into detail about Okonkwos arrival home to his clan and the change in the village. Finally, the last section includes Okonkwos inner feelings and opinions†¦show more content†¦Nwoye most likely remembers the twins he heard thrown in the Evil Forest and intends to be like Isaac, and protect twins and others that the Ibo consider evil. Nwoye has also become a teacher which shows his devotion to Christiani ty, greater than any devotion he had in Umuofia, whether to working in the fields, his father, or his culture. Mr. Browns friendly nature is also shown in this section. He heard of Okonkwo returning to Umuofia and immediately paid him a visit and hoped that Okonkwo would be happy to hear of it, referring to Nwoye. Okonkwo, however, drove Mr. Brown away and threatened him. This treatment of Mr. Brown shows Okonkwos genuine hatred of Christianity that stole his first-born son and any change that has come with it. The second part of the passage shows the change in the entire village and their reaction, or lack of reaction, to Okonkwos return. Okonkwos initial plan was to make his return to Umuofia attract the attention of the entire village with two beautiful daughters, a larger house with room for two more wives, and the initiation of his sons into the ozo society. The ozo society, a use of African English to add culture to the novel, is made up of powerful and titled men in the villa ge. To Okonkwos dismay, he attracts little attention (it was not as memorable as he had wished) because the village is occupied with the new culture and religion growing in the village. The clan had undergone such profound change during his exileShow MoreRelated Matthew 17: 1-13 Essay3271 Words   |  14 PagesIntroduction The passage of this exegetical paper, Matthew 17:1-13, is the narrative of the transfiguration of Jesus on a mountain with three of His disciples Peter, James and John as witnesses. Literary Criticism Context Matthew 16:21-28, the passage before mine, Jesus had revealed to His disciples His upcoming suffering, death and resurrection. He informed them that His followers would have to take up their cross to be with Him. 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