The End of Problem Solution Full Essay Samples Pdf

The End of Problem Solution Full Essay Samples Pdf This addiction is distinguished by the should grow the dose from time to time. There are lots of problems, even on your own campus, that have to be resolved. However, for a guy, a major reason after hereditary is problems on the job. The Good, the Bad and Problem Solution Full Essay Samples Pdf Alcoholic is someone who consumes even compact portions of alcohol regularly within small amounts of time (Sutton 2007). To produce the strategy work, each alcohol dependant needs to be addressed and controlled at the neighborhood level with the active involvement of health-related establishments at the neighborhood level. To sum up everything stated above, it is crucial to mark out that alcoholism is a sort of disease, but it's connected with a weak will. Folks die each and every day, or so the stimulus to lessen rate of alcoholism is extremely large. The Ultimate Problem Solution Full Essay Samples Pdf Trick Your academic essay sho uld evoke an emotion that is needed to spark different ideas, opinions and other sorts of responses. One of the very first things you need to be certain that you can do is identfy one of these questions as soon as it arises. As a consequence, you will work on the topics ought to be logical and needs to be understandable concerning examination. Reveal evidence following your thesis statement presentation. The cost of an essay rides on the total amount of effort the writer has to exert. Essay writing is usually practiced is schools. Based on the area of education where you are in, you will need to be certain your readers can observe patterns of evidence presented so that they can clearly see how you had the ability to generate and produce insights. Be precise with the aim of your writing. An academic letter isn't just a document that can showcase your mastery when it has to do with a specific academic subject. The IELTS examiner is simply interested in your usage of languag e, not in the caliber of your ideas. It's possible to take my online IELTS Writing Practice Test anywhere on earth and find a score, corrections, and feedback in only two days. Your paragraphs do not connect one another's meaning together with the whole thought of your essay might be incomprehensible. If you would like to make an academic essay which is both outstanding and relevant, always set the items that we've discussed above in mind. To compose an impressive short essay, especially during an examination, you have to be in a position to hit the question and supply a straightforward answer while at the exact same time observing the most suitable structure of an essay. Otherwise, it is going to defeat the function of the essay itself, and that's to help resolve an issue. If it is necessary, it may often be included in the debut, particularly for quick essays, just like the example essay below. The motive of your essay is extremely important to be deemed as it can identify whether you're able to be of help to the folks who want a distinct educational reference. In order to understand how to compose a problem-solution essay, you must know what sort of essay it's first. A problem-solution essay is a sort of argument. The Upside to Problem Solution Full Essay Samples Pdf A further alternate to work out this predicament is(3rd solution). When you have identified your reasons about the way in which the problem was occured, you can begin searching for solutions now. In this sort of essay you will need to talk about the problems with respect to a specific topic and suggest possible solutions to these difficulties. You merely need a few problems as remember you don't have a lot of time and you will need to spell out the difficulties. All you ought to do is to concentrate on your work and take the required information. By doing this, they become drunkards promptly. To find out more on the tribute undertaking, visit the proper page on this site or head on over to www.skyclubrecords.com. Secondary pollutants aren't emitted directly. It is among the several nitrogen oxides. Timeless smog results from large quantities of coal burning in a location resulting from combination of smoke and sulfur dioxide. An important case of a secondary pollutant is ground level ozone one of the numerous secondary pollutants which make up photochemical smog.

Analysis Of The En Plein Air Paintings By William Cullen...

During the 19th century, the en plein-air paintings were introduced to many artists. Since thatï ¼Å'natural light became particular important to the Hudson River School. Also, art and literature were constantly entwined, such as American Romanticism. Significant individuals became familiar with one another’s work, resulting in inspiration that led to creative works that pay homage to another artists’ work. For instance, Asher Brown Durand’s Landscape-Scene From â€Å"Thanatopsis† was inspired by the romantic poet William Cullen Bryant, whose work was influenced by the multifaceted cultural creations. Both Bryant and Durand investigated the themes of men, nature, individualism, and the inner and after lives. Through detailing natural elements that emphasized the life cycle, Durand created literary art by paying tributed to Bryant’s â€Å"Thanatopsis†. Asher Brown Durand was an American painter, one of the founders of the Hudson River School o f landscape paintings. He was born in 1796, New Jersey, USA. He died in 1886. He used to be an engraver. He illustrated gift books and annuals, and engraved a popular series of 72 portraits of antemproary Americans. In 1840, he visited Europe to study the works of old masters. After he returned, he went to Adirondack Mountain with Thomas Cole to do the en plein-air painting. Because of this experience, it changed the rest of Asher’s life. He changed into painting creative. Under the influence of his fellow artists, Durand turned more attention

Origin That Means To Preach Or Preaching †Myassignmenthelp.Com

Question: Discuss About The Origin That Means To Preach Or Preaching? Answer: Introducation The relation between Christian identity and kerygma is identified in this study using two important documents in the study of Christianity. The view of Charles Cousar and Gerhard Ebeling is presented in the study to carry out the argument on Christian identity and the influence of kerygma and the reliability. Different approaches taken by the author to demonstrate the idea are analyzed and compared in the study. The word kerygma is of Greek origin that means to preach or the preaching of the gospels. Hence, it is not an interpretation of a text but an interpretation itself preached by a person. From the interpretation, Cousar (2006) opined that that gods message is not the Bible, but Jesus Christ himself. According to this work of Ebling (1963) on the other hand, the belief of god is blended into the old aged society. The way of life in the previous society was inseparable from god. The order and the experience of the world were blended deeply with the identity of Christ. So these texts are the first level of interpretation by the primary observers. Cousar (2006) positions the present time human races as the hearers and interpreters. Hence, the work forms a hermeneutical arc and divided in several levels. Hermeneutical study does not propose one to interpret the meaning of the authors intention, but to consider the appropriateness and application of the text. The first level readings are als o nothing but a hunch. The second level describes the struggle of the writers where they found themselves in a gap where the aim is not to interpret the feelings, perception not even the situation of the history, but the text itself. It is all about finding the dynamic thoughts. However, Ebling (1963) stated that the Christian way of thinking and idea of god according to it was the sole dominator of that period. It is because the society considered the Christian talk of God was the ultimate law and the society was bound by it. The faith and the words were inseparable until the introduction of the secularization that restricted man to atheism by the legitimate and methodological approach. The Christian kerygma was so deeply embedded in the society that it became indistinguishable and confusing and ultimately got tangled. The kerygma of the Christian priests was challenged by men. The faith was misjudged with the limitation of human capability. According to the secularized modern thin kers, everything in the world can be calculated and hence controlled with proper planning. Hence, Coursar (1963) concluded that the testimony is not limited to one solution or a one interpretation but is a dynamic with multiple meaning. The act of crucify itself describes it a beginning of a fresh perspective from the old one. Hence, various statements are present that helps one to go back in time over and over again for the fresh imaginative perspective. Ebling (1963) identified the former age or the Christianized era was challenged as a whole. A need of protection of the former age then became necessary and the process led to make false probation. The faith was confused in the fear of extinction that set up the limitations of men that were eventually stepped down by the unbelievers who themselves had no clear understanding of itself. The discussion can be concluded with the idea of kerygma and the Christian identity. Kerygma has its influence in presenting Christianity to humanity. Both the authors pointed different aspects of the problem. Ebeling showed the misconception of Christianity due to the improper understanding of its actuality by the gospels. It is due to the inseparable entrenched condition. On the other hand, Cousar highlighted hermeneutical approach of interpretation of both old and new testaments and states that it itself is an interpretation of Christ. It is also dynamic and a description of its appropriateness than can never have a singular conclusion and always put one to the primary interpretation. References Cousar, C.B., 2006.An Introduction to the New Testament: Witnesses to God's New Work. Presbyterian Publishing Corp. Ebeling, Gerhard, 1963. Words and Faith, trans. JamesW. Leitch. Philadelphia; Fortress.

Its Not Easy Being Unwanted free essay sample

Mackenzie Lawrence Queen Workman Honors Nine, 6 10 September 2011 It’s Not Easy Being Unwanted Adeline Yen-Mah’s life as an unwanted daughter is unpleasant because of two factors: Her parents, and her siblings. In Chinese Cinderella, Adeline Yen-Mah writes an auto-biography about her depressing childhood as an unwanted daughter in the Chinese culture in the time frame of World War Two. This book describes in-depth her depressing life; how her siblings despised her, and became jealous after she started getting awards in school, how unfair and harsh her parents were towards her, and how Yen-Mah’s only forms of happiness where from school.It is miraculous that Adeline Yen-Mah is able to lead a semi-normal life after all of the cruelties of her childhood. Yen-Mah was seemingly despised by her siblings, and once she started school, they became jealous. Yen-Mah often endured harsh criticism from her siblings, and some of her siblings seemed to almost hate her. We will write a custom essay sample on Its Not Easy Being Unwanted or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Big Sister, for example, blamed Yen-Mah’s birth for killing First Wife (Yen-Mah’s mother). â€Å"If you had not been born, Mama would still be alive. She died because of you.You are bad luck† (Yen-Mah, location 7 of 2662 in Amazon Kindle ®) Yen-Mah was indeed treated like bad luck from most of her siblings. â€Å"While I was basking in Third Brother’s praise, I suddenly felt a hard blow across the back of my head. I turned around to see Second Brother glowering at me. †(Location 210 of 2662) This citation is when Yen-Mah was telling Third Brother of her first award at school, and Second Brother hit her on the head for â€Å"showing off your medal† (Location 219). Yen-Mah’s life is filled with little moments like this that just scream unwanted.Throughout Yen-Mah’s life, her parents’ are mostly harsh and uncaring, and they failed in treating all of their children equally. The Second Wife’s children were treated above everyone else, only because they were her children, and not First Wife’s. â€Å"’what gets me,’ Big Sister said, ‘is the blatant inequality between her children and us’† (Location 596). Big Sister said this after Big Brother was complaining about his clothes to his siblings’.This was one of the few happy moments that Yen-Mah experienced during her childhood, and it showed exactly how Yen-Mah was used to being treated. Yen-Mah was ecstatic when she was voted for Class President, and she won. â€Å"How is it possible? I, the same despised daughter publicly rejected by my parents yesterday, am now being honored by my teacher and classmates† (Location 1531). It was truly a heart-touching moment when the reader read this, because people around Yen-Mah made her feel truly wanted in someplace in her life.To be an unwanted daughter is emotionally hard to endure, and also physically tough to bear as well. Unwanted daughters are uncared for from parents’. Siblings do little to help, and they even can make it worse. Most are subjected to unfair punishment for the tiniest reasons. Being an unwanted daughter is one of the worst experiences one can have, to be uncared for by the people you love most, and having no way out. It was painful to read Chinese Cinderella, so it must be ten times worse to actually go through what Adeline Yen-Mah went through.

Expert Interview with Steve Frederick Should You Get a Career Coach

Expert Interview with Steve Frederick Should You Get a Career Coach Steve Frederick has a unique perspective on hiring; as an executive career coach for Lucrative Careers, he helps people find the jobs that better fit their lives, one client at a time. He discussed hiring and careers with us in this interview. What’s the role of a career coach?First, helping clients to find their way in a rapidly-changing job market. He or she helps the client to get in touch with what they want to do, to find where they can do it and to get the satisfaction and the money they need.Second, assisting the client in marketing him or herself. Many people have been busy working, and they haven’t had to articulate what it is that they do. But unless they do that well, both verbally and on paper, their chances of getting hired drop precipitously. I once spent a whole hour with an engineer to get just one one-minute story about an accomplishment into plain English.Third, provides training in how to network effectively: How do I get in to see the people I need t o talk to; what do I say while I’m there; and how do I get them to refer me to others?Fourth, helping clients to use their time effectively. The longer the search goes on, the more expensive it is in dollars, energy expended and negative impact on self-esteem. One woman, for example, had been out of work for a year, despite being very accomplished and personable. She also had been â€Å"networking† like crazy. She was keeping Starbucks profitable with all the coffees she had scheduled. We found, though, that she was just randomly talking to people she met at job search groups. In the year that she had been out of work, she hadn’t talked to anyone in her industry.Fifth, support to help clients keep going when things get tough. It’s a very difficult process that can be brutal on people’s self-esteem. Many times, people get discouraged; some want to give up.Sixth, accountability to keep the process moving. It’s easy to be â€Å"busy† wit hout getting the important things done.Seventh, salary negotiation help to ensure that clients get paid well.Eighth, guidance to get off to a good start in the new job.Ninth, advice in office politics.Who should get a career coach? Is it for those new to the workforce? Getting back into it?Many people do fine without a career coach. On the other hand, many people benefit mightily. This includes people who:Are new to the workforce; most colleges teach next to nothing about how to actually get hired.Want to do something different, but don’t know what it is.Know what they want to do, but aren’t sure how to get there.Are in transition and frustrated that they’re not getting traction.Haven’t had to look for a job in some time.Are afraid they’ll lose their jobs.How can career coaching help find and keep a job?Finding a job: by giving them the tools they need to communicate about themselves effectively and the techniques they need to get in to see the peo ple who can help/hire them. Many people spin their wheels in job search. Here’s just a few things they do: have boring marketing materials that don’t communicate their value, go around asking people if they know of any openings, talk about themselves in clichà ©s, and not use their network to get beyond the people they already know.Oftentimes, we’ve been able to delay or prevent firing. Just one way we do this is helping clients to:Have conversations that repair damaged relationships with the boss. After testing the waters to see if this is a safe conversation, simply putting the cards on the table, saying, â€Å"This isn’t working. Can I have some time to look for another job? I’ll make sure I get everything done well, but wonder if I might have a flexible schedule to allow me to explore for other opportunities.†What do you see as the future of careers? Will we still go to an office, or will we be a nation of freelancers?I think people wil l always be working together. I would surely hope that we won’t ALL be reduced to sitting in rooms at home, pounding on keyboards all day long. That works for some, but others will wither and die.

Restive and Restless - Commonly Confused Words - Restive versus Restless

Restive and Restless - Commonly Confused Words - Restive versus Restless Theres only a shade of difference between the words restive and restless, but its a shade worth paying attention to.The adjective restive means difficult to control or impatient in the face of restraint or authority. The adjective restless means unable to rest, relax, or remain still. Unlike restive, restless is not associated with external restraint. Also see the usage notes below. Examples: The only real answer to a  restive animal  is good schooling. Nothing upsets horses or ponies (or riders) more than a  restive animal  that will not stand quietly.(George Wheatley, The Young Riders Companion, 1981)If you have a burning, restless urge to write or paint, simply eat something sweet and the feeling will pass.(Fran Lebowitz, Metropolitan Life, 1978) Usage Notes: [T]he words [restive and restless] overlap considerably. The subtle distinction, says The American Heritage Guide to Contemporary Usage (2005), is between restive, impatient with restriction, and restless, fidgety. But restive is often merely a synonym for restless. Some critics lament this development, says Garner 2003, but it seems irreversible.(Jan Freeman, Ambrose Bierces Write It Right. Walker, 2009)Restless is used for a person or thing that has or gives little rest: She spent a restless night worrying about the bills, Never more, Sailor / Shalt thou be / Tossed on the wind-ridden / Restless sea (Walter de la Mare). Restive is used for a person or thing that is uneasy, or impatient of authority: Horses can be restive creatures, anxious to be moving when they should be standing still.(Adrian Room, Dictionary of Confusable Words. Routledge, 2000)[A] patient who is sleeping poorly may be restless, but the same patient is restive only if kept in bed against his or her will.(Webster s New Essential Writers Companion. Houghton Mifflin, 2007) Practice:(a) My _____, roaming spirit would not allow me to remain at home very long.(Buffalo Bill Cody)(b) Pete was a _____ prisoner, and on February 27, 1945, he and a fellow convict escaped from Retrieve Prison Farm and made their way to Detroit before being recaptured by the FBI.(Douglas V. Meed, Texas Ranger Johnny Klevenhagen. Republic of Texas Press, 2000) Answers to Practice Exercises Glossary of Usage: Index of Commonly Confused Words Answers to Practice Exercises: Restive and Restless (a) My restless, roaming spirit would not allow me to remain at home very long.(Buffalo Bill Cody)(b) Pete was a restive prisoner, and on February 27, 1945, he and a fellow convict escaped from Retrieve Prison Farm and made their way to Detroit before being recaptured by the FBI.(Douglas V. Meed, Texas Ranger Johnny Klevenhagen. Republic of Texas Press, 2000) Glossary of Usage: Index of Commonly Confused Words

Article Example | Topics and Well Written Essays - 500 words

Article Example yzed the effects that the U.S economy which is on the verge of and perhaps already in outright recession will have in the general performance of the world economies but particularly to countries with which it trades with heavily such as the economies of Canada, Mexico, Caribbean among others. A U.S recession in 2008 will have a negative effect on real GDP growth of the rest of the world. This will be especially so, in Mexico and Canada. In other countries which would otherwise be threatened by a U.S recession, measures including easing of monetary and fiscal policy would cushion them from the effects, however it is still yet early to undertake any of the macroeconomic measures as a recession in the U.S is still just a prospect. Some countries, such as Australia, china and Sweden have already taken steps to curb any possibility of inflation, they have tightened their monetary policies. However, other countries such as Canada and the United Kingdom have eased their monetary policies in response to their weakening economic growth. Most countries and currencies such as the Euro and the Yen have appreciated against the dollar. Whereas these economies to some extent are being affected by the financial turbulence in United States, with the euro zone economies already showing a slow growth, the appreciation of their currencies against the dollar impedes any chances of inflation. With Japan’s weakening exports to the United States couple with a decrease demand dampens any possibilities of an upsurge in GDP growth. China’s economy continues to grow at an increasing rate, however with a high growth rate comes the problem of inflation, therefore the authorities are being faced with the problem of inflation, and this is necessitating them to tighten their policies both monetary and fiscal. To do this, the best option is to appreciate their currency against the dollar and stimulate domestic demand, however their authorities are not willing to employ this measure. Real

The Development of the Paris Haute Couture Essay

The Development of the Paris Haute Couture - Essay Example The essay "The Development of the Paris Haute Couture" analyzes the Paris Haute Couture. The upper class citizens of the country came up with the haute couture in 1860, a fashion which would differentiate them from the lower class in the society . The fashion became popular in France, but it disappeared during the Second World War. The Second World War led to the fall of the haute couture because Germans occupied Paris, the city that bore the fashion. The upper class in the French society struggled to recover the status of the fashion in Paris after the war. The fashion has since grown to the extent of being exported and earning the country foreign exchange. The haute couture was developed in 1858 by Charles Fredrick Worth who was born in Lincolnshire. Fredrick travelled to Paris in 1858 with the intention of introducing new techniques of sewing clothes in the city. The founder who targeted women in the upper class in the society built the first houte culture shop in Rue de la paix i n the city. Charles sewed dresses for women using the most expensive fabric in the country at that time. Women came to the shop to order for dresses according to the design that they preferred. Fredrick then measured the bodies of the women so that he could determine the size and shape of the dresses. In the course of the business, Worth became a designer. The designer formulated dress designs, and labeled them with the worlds, â€Å"Worth 7 Rue de la paix .† The label contributed to the spread of the fashion not only in France., but the whole of Europe. In 1868, Fredrick developed the Chamber Syndicale De La Couture, an association that was in charge of registering and satisfying new haute couture houses. The Spread of Haute Culture in Europe The slave trade that took place along the Atlantic contributed to the spread of haute couture to the whole of Europe. Women who earned high income at that time travelled along the roads that were built by slaves to Paris where they boug ht the expensive designs made by Fredrick. The travelers who came from far regions spent their nights at the Hotel De La Paix where they were served with haute cuisine. This means that even the hotel and the haute food contributed to the development of the fashion. The women who bought the haute fashion dresses mainly used the clothing for special occasions such as horse racing and beauty pageants (Dejean 2005). Researcher found out that the number of models in France increased drastically when the haute couture was developed in Paris. The spread of haute couture led to the upcoming of new designers before the Second World War. The designers include Coco, Vionnet, Banciaga, Fortuny, and Poiret among others. These designers developed the haute couture further, and this led to the increased popularity of the fashion in Europe, Italy, and America (Ruppery, & Jana 2009). Fortuny developed a technique of pleating silk in a column-like silhouette. Banciaga who worked in a fabric firm deve loped silk gazar, which he used to make voluminous coats and dresses. Poiret, on the other hand, developed new designs, and he expanded the fashion to perfume and beauty products apart from dresses3. The increase in the number of silhouette sewers in the couture industry verifies the spread of the culture. In 1910, for example, the number

A Perspective on Water Crisis Essay Example for Free

A Perspective on Water Crisis Essay Global water crisis is one of the biggest problems that the world is facing. Freshwater resources are increasingly becoming scarce today and probably for the next decades. Less than one-half of 1% of all the water on the planet comprises the available fresh and clean water (Maude). Humans already used more than half of the world’s clean fresh water and by the year 2025 the consumption of freshwater will increase to three-quarters. Global water consumption becomes double every 20 years and if this trend continues, the supply of freshwater will not be enough for the demand of the world’s population by 2025. World Bank and World Heath Organization noted that there are about 2 billion people have no access to clean and safe water and about 1 billion people have no enough clean water to meet their daily water requirements. Depleted water resources are attributed to the intensive urbanization, deforestation, water diversion, industrial farming and population growth. As the world population increases, the consumption of accessible freshwater may grow six-fold (Maude). As a result of water crisis, lots of people suffer and die from water and sanitation related diseases such as diarrhea, cholera, dysentery, and hepatitis. Unfortunately, most of the poorest countries in the globe are the ones who are experiencing water shortage. Uganda is located at the Sub-Saharan Africa and is among the poorest countries around the globe. The country relies solely on agricultural industry however, less than half of the arable land is subject for cultivation. Large part of the land area (more or less 82%) of the country is arable, however more than 67% of the country has poor ferralitic soil which has nearly lost its mineral content due to prolonged weathering. Thus, proper soil management is needed for the soil to regain its lost nutrients. The economy of the country has a great potential, considering the potentials of its agriculture and natural resources. There is a great possibility that Uganda will recover from difficulties, most especially from poverty. However, due to some existing problems that the country is facing, it seems to be difficult for Uganda to escape from poverty. One of the biggest problems that the country is facing today is water crisis. Water crisis definitely affect the country as a whole contributes to Uganda’s poverty and worsen her current situation (Dauda, 2003). The country of Uganda is definitely endowed with water resources. About 18% of the total surface area of the country is covered with renewable water resources including lakes, rivers and wetlands. Approximately, it can supply an individual of Uganda with 2,800 m of water in a year (Dauda, 2003). These fresh water resources are considered as the essential resource for sustaining life, preserving the environment, uphold development and alleviating poverty in the country. It has direct impact the quality of life of Ugandans and their productivity as a whole. Water is very essential to Uganda since it plays an essential role in the production of sufficient supply of food for the country as well as supplying electric power all over the country. It is the key resource of the country’s agriculture, food processing and other agro-industries which provides employment to the people of Uganda. Aside from supporting Uganda’s agriculture and industry, water also provides electric power to the country. Indeed, it is the source of hydropower which is the country’s main resource of abundant and cheap electric power. The socio-economic development of the country depends solely on the energy produced from hydropower. Inadequate power supply cannot support Uganda’s large-scale manufacturing industries and agro-industries which may lead to low economic level of the country (National Water Development Report, 2005). The major freshwater resources of Uganda include rainfall, surface or open water and groundwater. Rainfall is the most vital source of freshwater of the country. The rainfall pattern in the country greatly influences the land use potential and consequently the population distribution. The rainfall pattern of Uganda is influenced by the local topography and the presence of Lake Victoria. Rainfall in Uganda tends to increase with altitude; meanwhile, rainfall is apt to decrease with the distance from the lake. High rainfall is noted on the central and western parts of Lake Victoria and over the mountain. Another factor that determines the occurrence of rainfall is the country’s season. The most stable rain season in Uganda is from the months of March to May; meanwhile, the reported variable rainy months in Uganda is from October to December (National Water Development Report, 2005). The major freshwater resources of Uganda are in the form of lakes and rivers. These open sources are often used for the supply of hydropower in the country. The major resources of hydropower in Uganda are the Nile River and Lake Victoria. Lake Victoria supports the fisheries industry of Uganda and provide water supply to the majority of people of Uganda. Indeed, the Lake is also supporting the agriculture industry along its shoreline (National Water Development Report, 2005). However, the Lake’s potential use for the future is now in question since it is experiencing dying up which leads to lower water levels. The available water left in Lake Victoria may not be enough to sustain the required hydroelectric power generation (Xinhua News Agency). Other water bodies include Kyoga, Albert, George, Edward, Ruizi, Katonga, Kafu, Mpologoma and Aswa (National Water Development Report, 2005). Some of these lakes, most especially those on the western and central part are also drying up due to drought which threatens the cattle industry in the area. Cattles have little access to water which may lead to lower production rate and low quality of Cattles (Xinhua News Agency). In addition to drought, the quality of surface water has been deteriorating with time. In most parts of the country, surface and ground water are already polluted due to increased urbanization and population as well as human activities such as poor agricultural practices, poor sanitation practices, industrial waste discharge, and mining activities (National Water Development Report, 2005). Aquifers, which can only be generated and recharged by endogenous precipitation, are also essential resource of freshwater in Uganda. It is the major source of water in rural, semi-arid and arid areas in the country. The occurrence of groundwater is highly dependent on the geologic formation in the country. Uganda is endowed with productive aquifers water; this can be attributed to the geology of Uganda which is dominated by crystalline Basement Complex of pre-Cambrian age. More than 90% of the country is underlie by different kinds of rocks which predominantly include granites, granitoid gneisses and gneisses. Ground water resources are generally found on the underground layer of unconsolidated materials such as weathered bedrock, silt and clay. This groundwater can only be extracted through wells. The highest yielding and productive groundwater can be found in weathered-fractured bedrock which has high permeability (National Water Development Report, 2005). In general, the groundwater of Uganda is in good and sound condition. There are no traces of toxic substances that may threaten the health of the people in Uganda. Moreover, these aquifers have significant amount of minerals such as aluminum, calcium, magnesium metal cations, chloride, iron, manganese and chromium that may not cause harm to the people of Uganda. Consequently, there are few parts of the country that are found to have high amounts of these minerals and have traces of high nitrate and chromium levels in some areas. Aside from high amount of minerals, it was also reported that some parts of the country have found to be positive in Coliform bacteria. Contamination of the aquifers is attributed to deterioration of the borehole casings, leaching of sewage wastes, weathering of aquifer environment as well as poor sanitation condition in the areas around the aquifers (National Water Development Report 2005). In general, the availability and preservation of water resources in Uganda solely relies on various environmental, sociological and cultural factors. The availability of freshwater resources depends on the distribution of water bodies on the country. It is known that freshwater resources in Uganda constitute a great part of the country. However, due to its uneven distribution and seasonality, availability of water is still a big problem on most parts of the country. Ugandans find it difficult to have an easy access to fresh and clean water. Women together with their young are spending so much time and energy on walking a mile-long way just to fetch water from areas with sufficient supply of clean water. The uneven distribution of water resources in the country also influences the agro-industry in the country. Cattle raisers tend to transfer from place to place just to find safe and sufficient water for the cattles. As a result, disease spread and transfer brought by the cattles becomes prevalent on various regions of the country (Xinhua News Agency). Meanwhile, uneven distribution of groundwater greatly influenced the accessibility of Ugandans to clean water. Regions endowed with productive groundwater are indeed rich in geological characteristics (National Water Development Report 2005). The occurrence of extreme weather conditions has a great effect on the availability and safety of water on the country. Heavy rains may cause to flooding and consequently may contaminate the water resources of the some regions in the country. Contaminated water may result to more serious problems such as disease outbreaks, epidemics and even death. Contaminated water is the key reason to the high and increasing mortality rate of Ugandans especially of infants (National Water Development Report 2005). It is reported that most number of mortality occurs on infants and this can be attributed to less accessibility to clean and safe water. Meanwhile, erratic rainfall and seasonality of the occurrence of rainfall in the country resulted to desertification of arable lands. These definitely affect several industries in the country especially those that greatly depend on water (i. e. agricultural industries) (Dauda, 2003). Some of the suspected major reasons of water resources deterioration in Uganda are rapid growth population, urbanization, industrialization, relentless environmental degradation and deforestation as well as pollution. High population density greatly influenced the availability of water resources in Uganda. The population of Uganda in 2007 is approximately 30. 9 million and more than half of it is comprised of infants. The country has an average annual growth rate of 3. 4% which is one of the highest growth rates in the globe. The demand for water relatively increased while the supply decreased with high population density. And as what the country is experiencing, there is no enough clean water for all. Increased population accompanied by urbanization and industrialization resulted to increased pollution and deforestation. Most of the land bodies are converted to industries which produces toxic wastes that pollute the environment especially water bodies. This contributes to the decreased supply of water in Uganda. Depleted water supply is also attributed to poor agricultural practices in the country such as cultivation, pastoral activities, and livestock practices. Poor sanitation is also identified as a possible cause of freshwater shortage in Uganda. Some of the land owners that cultivate their own lands seem to be unaware of environmentally sustainable practices. They have poor knowledge on these methods that they do any practices which may pollute their environment. These practices accompanied by poor sanitation will indeed bring negative effect on Uganda’s environment. Poor sanitation practices are among the factors that contribute to depleted water supply and water related diseases in Uganda. Fetching and purifying water are very labor intensive, considering the distance that Ugandans walk just to obtain clean and safe water. They often share and obtain polluted water from water resources where farm animals usually dwell. However, as an everyday routine, it became arduous to the people of Uganda to fetch water from distance places and to consume so much time purifying the water that they fetched. People tend to ignore the hazard that the contaminated water may bring them; they just drink the water as ease without purifying it. As a result, development of water related diseases became prevalent in Uganda (Dauda, 2003). Another major factor that leads to water shortage in Uganda is global warming. Majority of Uganda’s water table, especially the northern and northeastern part is dry due to global warming and environmental degradation (Dauda, 2003). Global warming may also contribute to the occurrence on the extreme weather condition in the country such as El Nino and La Nina. Moreover, these parts of the country are experiencing wide fluctuations in the availability of water between wet and dry seasons as well as variations in the onset of rainfall as a result of the extreme weather conditions (National Water Development Report 2005). Prolonged drought, which leads to drying up of significant water tables of Uganda, has also threatened the food security in the country. Due to prolonged drought, production of staple foods of Ugandans such as sorghum and millet relatively decreased (EuropaWorld). Just like any other country, Uganda is rich in traditions and belief. They value their culture so much it comes to a point that their beliefs and traditions hinder the possibility of development in their country. There are existing cultural norms that are related to the water bodies in Uganda. Some of the water bodies in Uganda are believed to have special healing powers for many diseases and supernatural dwellers as well. Moreover, these water bodies have potentials for many significant uses such as hydropower resource and irrigation for agricultural industries. However, due to close cultural attachment of people of Uganda to these water resources, the government found it difficult to create potential programs that will optimize the use of the water resources in the country (National Water Development Report 2005). Aside from various problems stated previously that have great impact on freshwater availability, Uganda’s neighboring regions seem to contribute on the water crisis that it is experiencing. Majority of Uganda’s freshwater resources have existing crossing frontiers which bound the country from maximizing its use on its own water resources within its territory. Though they have legal riparian rights to have a share on the water resources, these transboundaries definitely affect the socio-economic growth of the country since water is considered to be as the key player in the development of Uganda (Encounter Uganda Well Health). For one thing, these transboundaries serve as the main competitors of Uganda from the available water resources. People of Uganda have little access to large water resources since they are restricted to come across the boundary of another country. Moreover, these crossing frontiers not only prevent Uganda from optimizing its available freshwater resources but source of food and employment as well (National Water Development Report 2005). In order to unravel the existing problems in Uganda, its government decided to make some modifications on its various sectors, most especially the water sector. Several studies and situational analyses are conducted by the water sector that leads to preparation of comprehensive strategy of water sector and investment strategies. The government has anticipated many factors and they made it possible that the strategies may still be implemented on the sector up to 2015. The government has already started implementing some of the strategies and one of these is Sector Wide Approach to Planning (SWAP). SWAP requires all stakeholders to participate in the planning and implementation of the sector’s activities while optimizing benefits for all. The strategy has provided a regular budget on the programs that are made which is relatively different to the previous programs that the sector has made (National Water Development Report 2005). Another significant program that also aimed to promote sustainable management and development of water resources of the riparian regions is the Collaborative Partnership Program. The program is focused in improving the coordination of efforts of the different stakeholders. The program is also focused on harmonizing strategies and plans that involves sustainable management and development of the shared water resources. This makes Uganda very eager to have a close relationship with its neighboring regions. Uganda became enthusiastic with regard to making joint plan, management and development of the water resources that they shared. Uganda’s aim on making collaboration with her transboundaries is for all of them to obtain fair benefits from the water resources as well as to ensure that they will get sufficient supply of clean water. Fair utilization and consumption of shared water provide a high opportunity for sustainable use of resources as well as sustainable growth and development. Moreover, Uganda will be able to support its economic and social objectives through collaborating with its cross frontiers (National Water Development Report 2005). The riparian countries including Uganda will have comparable advantages from the equitable use of shared water. While building a close relationship with the riparian countries, the potentials of the existing industries in Uganda may be developed through collaboration with her neighboring regions. Advancement in its industries may lead to economic development of the country and in turn advancement on the quality of life and well being of its whole nation. Meanwhile, there are potential conflicts identified in the implementation of collaboration program between the riparian countries. Aside from the common objective that the riparian countries agreed on making the joint collaboration, these countries also have different interests which make a potential conflict between them. They made plans and implemented projects which do not take into consideration the wide coverage of the shared water resources. They do not anticipate the possible conflicts that may arise by implanting their plans. As a result, some of their individual plans for the development of their own countries are contradicting with the plans of other countries. Plans of other countries will not be possible if other countries’ plan will be allowed. Another issue that makes the joint program complicated is the mistrust among the cross frontiers. This issue seems to be unavoidable since the riparian countries have different objectives and interest in joining the joint program. They refuse to show their own data regarding the shared water resources as well as information of their plans and strategies. Since the riparian countries have no idea of the plans and programs of other riparian countries there are instances that the individual projects implemented are the same with other countries (National Water Development Report 2005). The last issue identified is the restoration of the environment. One of the minor objectives of the joint program is to conserve the environment; however, it is found to be difficult to implement their plans and projects while not taking into consideration the possible negative effect that it may bring to their environment. The main concern here is the methods of the activities and projects as well as the way these are conducted. Countries located on the downstream of the shared water resources are threatened by the possible effect of the activities that the upstream countries are conducting. Also due to mistrust, they are not guaranteed that the upstream countries are performing the activities in a proper way. It is essential that both the upstream and downstream countries will conduct their programs and projects in such a way that these programs will not affect that conservation of environment that they are promoting in the country. Through this little start, there will be a great possibility that their countries will surpass big problems such as water crisis and most of all poverty. References Barlow, Maude. The global water crisis and the Commodification of the worlds water supply A Special Report issued by the International Forum on Globalization (IFG). Retrieved May 30, 2008, from http://www. thirdworldtraveler. com/Water/Global_Trade_BG. html Toure, Dauda. 2003. The Millennium Development Goals Progress Report for Uganda. Retrieved May30, 2008, from http://www. undg. org/archive_docs/6197-Denmark_MDG_Report. pdf 2005. National Water Development Report: Uganda. Retrieved May 30, 2008, from http://www. unesdoc. unesco. org/images/0014/001467/146760E. pdf Xinhua News Agency. 2006. Lakes in Uganda dry up due to prolonged drought. Retrieved May 29, 2008, from highbeam. com/doc database. Encounter Uganda Well Health. Retrieved May 29, 2008 from water_website database. EuropaWorld. 2003, February 21. Northern Uganda: The Forgotten Crisis. Retrieved May 29, 2008, from http://www. europaworld. org/week117/northernuganda21203. htm

The Conflict and Struggles in Iraq Essay -- Iraq Iraqi Politics Politi

The Conflict and Struggles in Iraq Throughout history, the United States has attempted to overthrow corrupt government in other areas of the world and instating democracies such as ours. What the United States fails to realize is that reforms in a country’s political structure do not occur overnight, but rather to enforce these new changes, money and time is required. Sometimes the money and time seem to be more than we as a country bargain for, but I am a firm believer that you finish what you start. Right now the conflict is in Iraq, where many Americans are angry at the amount of money and time that we are dedicating to installing a democratic government after the overthrow of their dictatorship. As a country, we should be behind our military and our government in supporting their war efforts and attempts to provide freedom and equality for the people of Iraq. The main problem in Iraq is that their culture is centered around religion. Unfortunately, it is not just one main religion, but rather nineteen provinces and three separate forms of religion. The majority of the population is Islamic, and then broken into three sects of Islam: the Kurds, Shiites, and the Sunnis. To have a true democracy, the culture of Iraq must be adapted to separate religious beliefs from governmental policies. Since the melting pot of religions in America do not infiltrate the government, we as a society do not understand the difficulty of diffusing religion out of Iraqi government. To contribute to this setback, each group has different beliefs within their organization which cause continuing difficulty. As Hubert Locke states in his editorial to the Seattle Post Intelligence, â€Å"Yet at some point, we will ha... ...or we cannot think that Iraq will become a truly independent state until we rebuild their economy and get their government standing on its own two feet. We cannot just be a country that invades and then leaves, the remaining citizens becoming lost. If this happens, of course there will be American resentment in the Middle East! We removed their political stability and now it is our job to restore their country with the benefits of freedom and hopefully more opportunity. Works Cited Lewis, Bernard. The Crisis of Islam. New York: Modern Library Education, 2003. â€Å"Rebuilding Iraq.† Editorial. Patriot News 15 July 2003 A15. â€Å"Iraqi War.† Editorial. Chicago Sun-Times 9 November 2003, pg. 32. â€Å"Bush’s Reconstruction.† Editorial. Seattle Post Intelligence 20 October 2003, A8. â€Å"Post-War Efforts.† Editorial. Orlando Sentinel 23 September 2003 pg. 9.

P&G and SK-II Essay

Paolo de Cesare heads to Japan to make a decision on one of P&G’s most successful and fast growing products – SK-II. SK-II was a high end product that had developed a strong following among Japanese women, who were increasingly conscious about skin care and willing to spend a significant amount of their income. Cesare must decide among three options: continue to focus on the Japanese market, introduce the product in china, or introduce it in Europe. Decision After careful consideration and analysis, I would recommend that Cesare pursue a strategy that prioritizes a focus on the Japanese market and eventually transitions into China. SK-II is a proven product in a market that is has yet to be fully tapped. With a penchant for numbers and analysis, Japan’s consumers are some of the most sophisticated easiest to target in the world. However, China’s expected prestige-beauty segment growth cannot be ignored. Intense rivalry from companies that have already set up camp in China is to be expected, but core cultural similarities can be extracted from the success of SK-II in the Hong Kong and Taiwanese markets. A table with pros (+) and cons (-) is listed below for each country: CAGE Analysis of the Decision A CAGE (cultural, administrative, geographic, and economic) analysis was performed to support this decision. Cultural – As far as cultural distance, staying in Japan poses the least amount of threat as P&G would be staying in a market that they are familiar with and have established a strong understanding of consumer needs through massive amounts of market research. China has close ties to Hong Kong and Taiwan, which are countries where SK-II has also been established strongly, however, the European cosmetics market is still in an infancy stage for P&G. Administrative – P&G is a global company with administrative support available in various regions. The brand in Japan is well established and makes distance visible for managers. P&G’s presence in European also well established and would not pose much administrative difficulties in setting up. China is still a new market to P&G in terms of political/governmental systems and building administrative support would be difficult. Geographic – Geographically, Europe is the closest to P&G’s headquarters in the US, however, a strong establishment of R&D facilities in Japan would arguably remove any worries about physical remoteness. Again, China is still a new market and has only recently accepted foreign retailers. Economic – Japan’s economic climate is in stagnation, however, Japan’s target market for SK-II is strong as women are willing to spend up to $1,000 of their yearly income on the product. While the economic climate of European markets is strong, a high concentration of high-end cosmetics producers are already established and create high bargaining power among buyers. China is the most attractive in terms economy and the prestige-beauty segment is growing significantly faster than that of Japan and Europe. However, high economic trade costs do slightly offset China’s potential. Based on the CAGE analysis, Japan is clearly the best choice as it provides the least distance for P&G. China is attractive as it can take advantage of the cultural similarities to the established markets in Hong Kong and Taiwan and provides the most robust growth opportunity in terms of economic prowess. Adding Value Scorecard Analysis In order to establish a more robust analysis, an Adding Value Scorecard was used to evaluate Japan, China, and Europe. Adding Volume – In terms of value creation and economies of scale, adding volume may very well reduce product costs when expanding into all three markets. Further information such as proximity to inputs and raw materials would provide a better view of this perspective. Decreasing Costs – In terms of decreasing costs, China would have the highest integration costs as P&G would have to set up a business in a completely new market. Japan and Europe are already well established. Differentiating – Differentiating SK-II in Japan is one of the leading reasons for the product’s success. Consumers value the analysis of scientifically proven benefits that the product provides. Establishing this ideology in China will be difficult for P&G but the success of the product in Hong Kong and Taiwan may help alleviate the issue. European markets are saturated and have a high level of competition with various established products, and thus, differentiation in this market will be difficult. Improving Industry Attractiveness – De-escalating or escalating the degree of rivalry will be a crucial factor when deciding which market to prioritize. Focusing on Japan will further strengthen P&G’s foothold among competitors such as Shiseido, Lion, and Kao. Companies have already been in China for three years (at the time the case was written) and a quick entry for SK-II would foster early entry benefits. European markets are too highly competitive – prioritizing this market may induce price wars. Normalizing Risk – International operations can provide geographic risk reduction but can also create new sources of risk. While China will provide a new market to diversify P&G’s portfolio, it has still only recently opened its borders to foreign retailers. Strict governmental regulations and lack of transparency in economic predictability may actually increase risk. Europe and Japan’s economies, while slow in growth, are established and can be considered low risk. Generating and Upgrading Knowledge/Capabilities – Utilizing Japan’s strong R&D foundation, SK-II’s proven success can help the product line as it expands to capture more market share. For Europe, P&G does not have the expertise to deal with the perfumeries in Germany and France, two of the largest markets in the region. Developing SK-II in China may very well provide additional research findings in a new and growing market. Based on the above Adding Value Scorecard analysis, P&G can capitalize on its competitive advantage and enter the Japanese market in full force. Further research and developments in Japan may possibly fuel a new strategy for entering the Chinese and European markets.

Normalisation Problem Essay

The adult education class needs a new database as running the courses with books proves a problem. There is a selection of books with each set of data in. This data can become damaged and the staff can forget to update each book. Also as there are a few books, staff has to update each one with the new data, this can become tenuous and annoying. Another point is that there are many different subjects, rooms and tutors that need to be linked together. This can be a problem as some classes can be in different rooms each day of the week. With a book this can be a problem, as the design may not have a feature for this. The new database will put all the data into separate tables and link them all together. This will enable all the tables to function together allowing the user to change the data in one and it will be changed in them all. The user will also be able to run queries asking the database questions. This will enable the user to gather information without having to search through all the data. This can save a lot of time and improve accuracy as human error may be nearly deleted. The database is going to have to incorporate the student’s personnel data, the class times and the tutors. The database will be assessable to all the teachers and admin staff so, with little training everyone will be able to finds out important information. With a book system only the admin staff would know how to use it and if the teachers tried then they may not do it correctly. This could be a problem as the information could get confused and then people are sent to the wrong lesson, room or the teachers may not turn up. Another good point of the database is that it I more professional to use a computer then a book. This may rub of on the company’s image especially if running an ICT course. If a prospective customer/student sees that they are running it with a book system then they may not be impressed and choose not to do the course. Normalisation Normalisation is a process used to come up with the best possible design for a related database. Tables should be organised in such a way that; * No data is unnecessarily duplicated * Data is consistent throughout the database * The structure of each table is flexible enough to allow you to enter as many or as few times * The structure should enable a user to make all kinds of different queries relating from different tables. Unormalised First name, surname, title, street, town, county, country, postcode, telephone no., D.O.B, occupation, date of first class, fee payable, type of payment, classes taken (subjects), tutors, date of classes, time of classes, room no. First normalised form This would not work as each student can take more then one class. To get it to work you would have to use a second normalised form, which would include a selection table in the middle like this; Second normalised form This selection table would enable students to do more then one course on the database. Third normalised form. You then have to link the tutors in with the courses. To do this you will create a totally different table but link the primary key in with the course table. Original Table Design > Student number – I will require this so I can link the tables together, as this will be my primary key. This will be of the Auto Number format so each student has a unique number they can be identified by. > Title – The title field will be of the text format and will be up to 5 characters long. This will have a validation rule of â€Å"Mr, Mrs, Miss, Dr, Mastr, Other† > Surname – This will be of the text format and be up to 25 characters long. > Forenames – This will also be of the text format and will be up to 20 characters long. > House number/name – This will be of the memo format as it can include numbers and letters. Also as the house names can be long it gives plenty of space. > Street – This is a text field, there is a maximum of 15 characters in this field. > Town – This is also a text field as most are. This has got a maximum of 20 characters as some towns can have long names. > County – Again this is a text field, there is a maximum of 20 characters as again some counties have a long name sometimes up to 20 characters. > Country – Another text field, and again 20 characters. I decided to add country as people may be learning English in this class and may still live abroad. > Postcode – This is a memo field as there are both letters and numbers in the postcodes. > Telephone Number – This field is surprisingly a text field as the phone number has a space between the area code and the number. > Mobile Number – This again will be a text field as there is a space after the first 5 numbers. > Date of birth (DOB) – This is a Date/Time field as you can set a date such as 10/02/77. This looks good and is also easy to read and easy to input. This will have an input mask of dd/mm/yy. 1st Amended Table Design > Student number – No Amendments > Title – No Amendments > Surname – No Amendments > Forenames – No Amendments > House number/name – No Amendments > Street – No Amendments > Town – No Amendments > County – No Amendments > Country – The Default value of this field is set as â€Å"England†. This is because if a student is of a different nationality trying to gain English qualifications, then to be contacted they will have to have an English address. > Postcode – I was going to add an input mask into this field, but realised that different parts of the country have different postcodes with different amounts of letters/numbers. > Telephone Number – I have added an input mask into this field to aid the accuracy of phone numbers. If a number is wrongly inputted then the student cannot be contacted in short notice. The input mask looks like this : !00000-000000. For example 01603-7456474. No more numbers can be added or none lost. > Mobile Number – This also has an input mask so no mistakes are made. This one will look like !00000-000000. For example 07763-369961 > Date of birth (DOB) – No Amendments. This will also have an input mask, which I have already stated. The system I will be using The system at school My system at home Pentium 2 350MHz AMD Athlon 600MHz 64 MB 128 MB 6.4 Gig Memory 27 Gig Memory 14†³ SVGA Monitor 17†³ SVGA Monitor Microsoft office 97 Microsoft office 97 + Microsoft word 2000 Microsoft Windows 98 Microsoft Windows 98 8MB HND Graphics Card TNT 2 Graphics card Constraints and limitations As I will be doing work at home and at 6th form I may experience a few constraints. For example at home I have Microsoft word 2000 whereas at 6th form they have the 97 edition. This can prove to be a problem, as I cannot take work to and from 6th form to complete at home. This means that I will have to complete all word documents either at home or at 6th form. This is only a minor problem which I can overcome by selecting work to take home as I have access 97 the same as the 6th form. If I know I have to do a word document and I may have to take it home I will do it at 6th form rather than other work which I can take home. I will have to manage my time. My second slight limitation is that other classes in the school often book the computer rooms at 6th form. This can mean that I am not able to work on a computer at certain times. This can be a problem but I can over come this by writing it up on paper in a study room and then type it up at a later date. This can be frustrating by something that you cannot do anything about so you have to live with it. Also if a student is away in another class then there may be the odd spare computer I can work on. Apart from these there are not many other problems that I think I will encounter. Also these can be overcome with ease. My ICT skills I have studied ICT at GCSE level and gained a level ‘B’ at the subject. This helps as I have done pervious work with the programs at a high level. I also work on my home computer regularly and pick up skills. Screenshots of my database Screenshot 1: Bookings Table Screenshot 2: Courses Table Screenshot 3: Members table Screenshot 4: Tutors table Screenshot 5: Front page Screenshot 6: Student link from front page Screenshot 7: Tutors link from front page Screenshot 8: Bookings link from front page Screenshot 9: Application from for new members Screenshot 11: Add new tutor form linked from tutor’s page Screenshot 12: Change tutor details linked from tutor’s main page Screenshot 13: New bookings linked from bookings main page Screenshot 14: Delete booking linked from bookings main page Screenshot 15: Check bookings query, linked from ‘check bookings for course’ button Screenshot 16: Result of running query shown above Screenshot 17: Macro needed for ‘add new member’ Screenshot 18: Macro needed for ‘add new tutor’ Screenshot 19: Macro needed for ‘new bookings’ Screenshot 20: Design of query for course query Screenshot 21: Main relationship Evaluation * Data can be viewed, recalled and saved easily. I have met this requirement as I can view and recall data through queries and forms and save data through my forms using macros. If I had a criticism it would be that more queries are needed to access all data easier than now. All records can be viewed using forms based off information tables. This means that I have all the information there is and that it is in a format which is easy to use and view. Also I can use my action and navigation buttons to move around easily. * Data can be easily updated or changed, changing all data in database. For example a booking change in a members records would change a booking in the tutors records, with only putting the data in once. I have fulfilled this requirement as I can do this. This is because I have my relationships between all tables, linking them so if I change a piece of information in one form then it will automatically changed in all other concerning the matter. * Mistakes will be easily to spot, with database flagging up any un-normal inputted data. I have tried to reduce the possibility of human error when imputing data or changing data. I have done this with input masks. I have added input masks to most date, time and telephone number fields in my forms so if it dopes not meet a certain criteria then it will flag it up and not accept it. An example of a input mask when ‘wrong’ data has been inputted. * Must be able to print out which course tutors teach and when they are. My query will help with this once you have searched for a course, it takes you to a screen which allows you to print out the data. I did add a query and from combo in which once the data is searched for it automatically prints the data. Once I had this in place realised that it may be a nuisance to the end user, as they may not want a print out all the time so I thought that I would leave it up to the. If it printed out automatically it may waste paper and ink therefore cost the business money. User guide Introduction The database will open on the front page. When you want to do something the first place you need to go is the main page. This has access to all you will need to do. As you will see there are three buttons, ‘Students’, ‘Tutors’ and ‘Bookings’. Each will link you to the part of the database you need. For example if you wanted to make a booking then you will need to click on the bookings button. Once you have clicked on anyone of these you will then get a specialised menu for each section. For example if I clicked on bookings I would get a list of options for bookings like this: You then have a list for what you may want to do. When you click on these you will be linked to a form which will allow you to input or browse information easily. For example if I clicked on ‘New Booking’ in the bookings section I would get a form which allows you to input new information for a new booking. This is what it would look like; That’s the basics I will now show you how to do some of the most common tasks. 1) Adding a new student or tutor: Open the database, as members are under the student section click on students, if you want to add a new tutor then just click on tutors. Both are the same, below are instructions for adding a new student but adding a new tutor is exactly the same so just follow the same instructions but just with ‘tutors’. You will then need to click on the ‘New Student button’ this will link you to a form which will allow you to put in information so a new member is added. The from has a macro linked to it so you will always get a blank form when you click this button. If you want to browse other details then click on the 2 buttons, ‘Previous record’ or ‘Next record’. The page you get will look like this; Once you have inputted all the information you want just click on ‘Save record’ and the information will be saved. Then click on close form and you will go back to the students menu, if you do not want to be here either then click on ‘Back to the main screen’ which is on every selection screen. This links you back to the main menu so you can choose what you want to do next. 2) To change details of students or tutors: Again changing students or tutors details are done is the same way. Below are a list of instructions for changing tutors details but again, if you want students then you will have to follow the same instructions but just with ‘Students’. Click on the ‘Tutors’ button on the main page, this will link you to a tutors menu just like the ‘students’ one. Here you can add a new tutor or change a existing tutors details. To change details just click on the ‘Change Tutor Details’ button as shown below.

Mrs Johnstone Essay Example

Mrs Johnstone Essay Example Mrs Johnstone Essay Mrs Johnstone Essay HI! Maybe we can help with your question. On Marked by Teachers, teachers and top students analyses all sorts of English essays to give you an insiders look into what makes a great essay. Come and visit our English essay section on Marked by Teachers and use this analysis and advice to write your own masterpiece at GEESE or A-level! Were Tsars sister site, so youre sure to feel right at home straight away. Just take our free tour to see how we can help you with your studies. Thanks! Your English study helper HI! Maybe we can help with your question. Your English study helper Your English study helper! Should nuns change their degree classifications? Hello! Im NOT bored, but you can ask me anyway:) How to transfer photos from pod computer Ask me anything? Last message received The Shiny, NEW Cutlass Chat Thread see more Study resources English Horror Story Creative Writing Coursework I was driving for about three hours when I realized I had taken the wrong turning and was hopelessly lost. I An Inspector Calls MPH Scout- To Kill a Mockingbird AQUA English Lit ATTACK Possible Topics Victorian books Fun wardresses Presentational Devices Article updates Mathematics entry requirements edited by: Daugherty, 14 Minutes Ago SST. Andrews Applicants Stalking Page 2014 Entry edited by: SRAM, 16 Minutes Ago Costa Coffee edited by: Letters, 25 Minutes Ago A-Level Economics edited by: Heroes, 2 Hours Ago Birmingham Applicants for 2014 Entry Stalking Page edited by: Jeff 995, 2 Hours Ago Moderators We have a brilliant team of more than 60 volunteers looking after discussions on The Student Room, helping to make it a fun, safe and useful place to hang out. This forum is moderated by: TSR Moderator Purple Giraffe Hal. E. Laugh turreted Lolls Democracy Mad Veal random Illusionary Loaders 1 Hype en Jocose glycols Spotlight O Copyright The Student Room 2013 all rights reserved The Student Room, Get Revising and Marked by Teachers are trading names of The Student Room Group Ltd. Register Number: 04666380 (England and Wales), VAT NO. 806 8067 22 Shortcuts Home Forums Articles Study help Personal statements University Health relationships Pastoral Careers Finance Hobbies interests Debate current affairs Get Started Todays posts Unanswered posts Polls Arcade Photo albums TSR Group Marked by Teachers Get Revising using TSR Community guidelines Cookies and online safety Mod team (staff/supporters) News, help and feedback Terms and conditions FAQ and help

6 Reasons Why Truck Drivers Leave Their Jobs

6 Reasons Why Truck Drivers Leave Their Jobs It may not always look like like it from the outside, but trucking is tough. Life on the road with the radio blaring might seem a bit fun, but along with some of the perks can unfortunately come a lot of downsides. According to recent studies, here are the top reasons a truck driver might leave a trucking job. It won’t come as a surprise that most truckers cited more than one reason when asked about their biggest job complaint.1. Pay and PerksRoughly half of drivers surveyed say that making more money was their number one consideration when leaving one job for another. Benefits are also a huge consideration: 34% of truckers surveyed succumb to the lure of better health coverage.2. No Time at HomeThis is another big factor- roughly 41% of drivers say more time at home becomes a huge priority. Even if money is a major motivating factor for most people who do leave, only about 20% leave for that reason. Time at home is often much more of a factor.3.  Not Jiving with a Superviso rPeople leave people- not companies. If a driver doesn’t mesh well with his supervisor, that can be a very difficult situation to sustain. Personalities are important and finicky, but the workplace is surprisingly about relationships. Make these work, and people will be more likely to stick around.4. Dispatch DissatisfactionIf a driver is not getting dispatched or scheduled the way they prefer, this can be a huge annoyance. A lot of this can be solved with new computer technologies that streamline the process.5. Not Being Paid FairlyPerhaps a driver didn’t get paid for detention time or other â€Å"duties,† this can really drive an employee to frustration- even quitting- especially if it happens multiple times per month.6. OverregulationService rules for when a driver is allowed to drive, sleep, etc. can really put a cramp in a trucker’s style. Single rules don’t always universally make things better for truckers. When these get too onerous, even e xperienced veteran doctors can turn tail and leave- and the profession suffers.Those are just the main reasons. Sometimes truckers just want to retire, or leave the transportation industry for something else to get a change of pace. For some, health problems require a different kind of working style. Trucking is one of the most common jobs in every state, and one of the most physically and emotionally grueling, at times. For those who stick it out, the benefits can be rewarding. But sometimes, when the bad outweighs the good, it’s time to look to another path.

Fingerhut Pricing Strategy Essay Example | Topics and Well Written Essays - 1250 words

Fingerhut Pricing Strategy - Essay Example There was even a lawsuit against the company and we can claim that this company needed corrections of its policies in the international business context. Fingerhut's price strategy was the following: no down payment was required. It comprised cash price in addition with shipping and handling prices. Therefore, pricing strategy at Fingerhut Company is considered from different perspectives, but the main intention is to show the relevance of the company’s strategies in the international business market. Pros and cons of Fingerhut Price Strategy Poor customers were the main target for the company and the company provided them with credit as a perfect option. Consequently, Fingerhut Company was blamed for aggressive behavior towards poor clients (i.e. the Company exceeded effective interest rate and was targeting on poor people through misleading advertising campaign). From one perspective, customers were offered an opportunity to obtain goods on credit under conditions of good pr icing strategy. In accordance with Crisp, there was a need to increase an option of freedom of choice for the customers, because advertising does not override the autonomy of the customers. Moreover, the company had to develop persuasive advertising on the basis of objective ideological goals. Crisp also claims that people give a chance for the marketers to be manipulated without their own consciousness. In case clients are manipulated, there is a diminution of autonomy (Donaldson and Wehane 2007, p. 507). Therefore, we may claim that Fingerhut’s pricing strategy restricted autonomous desires and consumers choices. Prahald underlines the main concern of the companies on poor nations and poor people. Prahald presented the economic pyramid, where it is determined that there are 4 billion of people from the poorest nations and the largest markets are operating with regards to poor nations (Donaldson and Wehane 2007, p. 575). Thus, marketers take into account the option of the po or nations to buy more and to have access to traditional markets and goods. Moreover, poor people are pleased with an increased attention from marketing directed on their needs and they consider the options, which were previously available for rich people. The main concern for the firms is to build trust between the firms and BOP consumers. Poor people are very brand conscious and very value conscious as well. Conclusion Brenkert underlines a necessity for guarded trust for Fingerhut's company and he defines that the Company lacked considerations about differences in values and motives in the market (Donaldson and Wehane 2007, p. 116). With regards to international business ethics, the main attention of the firms should be focused on commonality of values and motives, consistency of behavior, openness, reputation of the company etc. Therefore, the claim by Prahald and his attention focused on the inconsistencies of the firm’s concerns about the needs of poor people is correla ted with Brenkert claim focused on the necessity for consistent international policies in terms of international business ethics. In case Prahald’s claim is chosen as the leading one for further discussions about firms pricing strategy development, then under conditions of international business, marketers should take into account consistent and various needs of poor nations. Moreover, these nations should not be perceived as nations, which are unable to pay for their needs and to buy the goods they want. Unlike Crisp, who underlined that autonomy of poor people is restricted and their conscious is limited by the marketers, the vision of Prahald is more integrative. Case study about rain forest in Guyana Rain Forest Introduction

Role of Employees is Formulating Organizational Culture Research Paper

Role of Employees is Formulating Organizational Culture - Research Paper Example The organizational culture of an organization can be defined as the values which contribute to the creation of a conducive psychological and social environment within which to work. These values are based on the previous and existing knowledge of the organization which forms the philosophies that hold the organization together. There may however be many different conflicting cultures within an organization, especially the large ones, due to the different characteristics displayed by the various management teams that work in the organization. Organizational culture may have both positive and negative effects on the individuals involved and these among others will be discussed in this paper. While the management of an organization plays a major role in the formulation of organizational culture, the employees of such an organization also have a role to play in its formulation. According to the book Changing Organizational Culture: The Change Agent's Guidebook by Marc Schabracq, the orga nizational culture involves the social expectations and standards which determine the values and beliefs which hold the people working within an organization together. ... Organizational culture is the single most important thing that determines whether and organist ion will be successful or not. There are four major elements of culture which determine the success of an organization: the values which define the beliefs at the heart of corporate culture; the individuals within the organization who embody its values; the routine interactions between members of an organization which are full of strong symbolic qualities to make them feel like part of a family; and finally, the informal communication system within the organization. Although it is a very difficult thing to happen, the culture of a particular organization is subject to change. This does not come easily and may require a very competent person or people to succeed in changing it. In order to change organizational culture, one has to be aware of what exactly it takes to change the existing culture. Moreover, the ability to change the culture is in the hands of the top management of the organiza tion and it is they who are responsible for the institution of such change. Lastly, organizational structure helps to resolve the dilemma of bureaucracy because although formal procedures are necessary for business integrity, bureaucracy also ends up stifling autonomy and creativity. The organizational culture consists of many subcultures which interact with one another for the sake of the running of the organization. It can be said that this culture is not as homogenous as one would expect and may, in fact, consist of many coexisting cultures which work hand in hand out of necessity.  

Conquering the Incas Essay Example | Topics and Well Written Essays - 2500 words

Conquering the Incas - Essay Example The History of the Aztecs The civilization that has come to be known as the â€Å"Aztecs† was by no means made up of one, solitary culture. It was first made up of migratory barbarians, called â€Å"the last of the Nahautal-speaking cultures†, that wandered the area from the great migration out of the northern city of Tula, late in the twelfth century2. It is believed that the Aztec originally migrated from the island of Aztlan, which would come to be substantiated by their name, Aztec, meaning â€Å"people of Aztlan†3. Furthermore, they did not call themselves â€Å"Aztecs†, but â€Å"Mexica†, or â€Å"Colhua-Mexica†, in keeping with their lineage4. The Mexica people, or the Aztecs as they are now known, held no friends among their neighbors. Shunned largely because they were not a polite, civilized tribe, but made up of vicious barbarians willing to do whatever it took to survive, they migrated towards the Valley of Mexico and lived on the fringes of society, as they were the last of the peoples to settle in the area and by no means welcomed to it5. It was on the islands of Lake Texcoco in 1345, surrounded by marsh conditions, that they found refuge6. Unfortunately, they had not picked a desirable spot in which to settle. The land itself was fine, and suitable for their pursuits; this was hardly the problem. The issue lay in the fact that they were distinctly in the middle of two kingdoms, Azcapotzalco and Texcoco7. Though the first three kings of the Aztecs ruled as vassals for the despot king of Azcapotzalco, it was in the year 1426, when Itzcoatl, a direct descendent of the first Aztec king, ascended to the throne, the tensions between the Aztec and the Tepanec lords of Azcapotzalco reached the breaking point8. War broke out, though the Aztecs did their best to evade this, both by sending a special messenger and offering diplomatic relations9. The new king, however, possessed the gifts of leadership and speech; he gave one such speech that ignited the passions of his people and led them to war10. When all was said and done, a new alliance had been formed, the Triple Alliance between Texcoco, Tenochtitlan, and Tlacopan, which would become the heart of the Aztec Empire11. These acts set the stage for a new way of life for the Aztecs, a life as a warrior people. Though in truth the life that they were now leading had come full circle from the days of their savage barbarism when they first migrated into their lands, it is not hard to imagine the years of subjugated rule taking their toll on such a proud people. It is from Itzcoatl that Montezuma I (Montezuma the Elder), and his son, Montezuma II (Montezuma the Younger) would descend12. The younger Montezuma would meet headfirst the Spaniard contingents, headed by Hernan Cortes, and face the downfall of his empire. Hernan Cortes The man that would cause the downfall of the Aztec empire was born in 1485 in Medellin, a town that was considered †Å"an unimportant town in Estremadura†13. His parents were poor, though able to send him to university at the age of fourteen, where he was prepared for a career in law, due to the fact

Investigation of outdoor play in early years

Investigation of outdoor play in early years Outdoor Play in Early Years In whose best interest? This review examines the definition of play and outdoor play as well as the perspectives of the early years pioneers spanning over two centuries who has shaped our understanding of outdoor play such as Friedrich Froebel, Maria Montessori, Margaret McMillan, Susan Isaacs and Majorie Allen, better Known as Lady Allen of Hurtswood. It will also seek to address how outdoor play can be optimised in early years setting to improve childrens learning and development outcomes. The scope of this review includes debates surrounding outdoor play, concerns and the advantages of using the outdoor environment. This review would also analysis previous researches on outdoor play and evidence which suggests that outdoor play improves childrens development and well-being. Play is a difficult concept, and by its very nature cannot be pinned down or precisely defined. There is nothing tangible, predictable or certain about childrens play, and this makes thinking about play more difficult and sometimes uncomfortable for those who like things neat and orderly. Play sits uneasily in a culture of standards, measurable outcomes, testing targets and quality control. While most of us know play when we see it, academics have had trouble defining it (Johnson, Christie, Yawkey, 1999). Play involves a free choice activity that is non-literal, self-motivated, enjoyable and process oriented. Critical to this definition is the non-literal, non-realistic aspect. This means external aspects of time, use of materials, the environment, rules of the play activity, and roles of the participants are all made up by the children playing. They are based on the childs sense of reality (Wardle, 1987, p. 27). Children do not play for a reward-praise, money, or food. They play because they like it.(p. 28). Children who compete to make the best wooden ship are not playing. Children who are told they must use the block with an A on it to create a word are not playing, and children who are asked to label the colours of their paints, instead of using them to create a picture, are not playing. Article 31 in the United Nation Convention on the rights of the Child stipulates that play is a fundamental right of all children (Human Rights Directorate, 1991 cited in Steampfli 2008) and that play is essential for children to develop intellectually, physically, emotionally, and socially. Through play children learn to express their thoughts and feelings, develop language and social skills and become aware of cultural diversity in their community. Filer, (2008), describes creative outdoor play as play which gives children the opportunity to use their imaginations, helps promote original thinking, flexibility, adaptability, empathy and the ability to generate multiple solutions to a problem. She express play as the most important activity that children will take part in outside as it is a means through which they find stimulation, well-being and happiness in order to grow physically, emotionally and intellectually. She express that the outdoor environment is well suited to meeting childrens needs for all aspects of play and is the most relevant way of offering learning based upon first-hand experiences and individual interests. Waite et al. (2006) cited in Waller, T (2007) journal article point out, outdoor learning is not a single entity but comprises many different sorts of activity with distinct purposes. Outdoor environments afford opportunities for a balance between adult-led structured activities and giving children access to interesting outdoor spaces. Friedrich Froebel(1782-1852) emphasised the importance of the garden and the educational importance of learning out of doors more than a century ago. To Froebel, the garden was both literal and metaphorical. He used the word kindergarten, a garden for children, rather than the word school and saw the kindergarten as a place where the child could develop in harmony with nature. Educators would provide a rich environment for growth, and would tend, nurture and cultivate each child just as a good gardener would tend a young plant. Froebel believed in a divine unity and connectedness between all living things, and it was therefore important for children to be close to nature in the outdoor environment. Through gardening and play outdoors children learnt about nature and about the growth of plants and animals, but they also learnt to care for and take responsibility for nature, and gradually to recognise their own place in the natural world. Childrens freely chosen game games outdoors wer e a source of fascination to Froebel. He saw in such games evidence of childrens growing sense of justice, self- control, comradeship and fairness. (Tovey, 2008). Forest Schools which are closely associated with the Danish early years programme is inspired by the ideas of Froebel, traditionally favoured play, movement and fresh air (Stigsgaard, 1978, cited in Maynard, 2007), while a sense of connection with nature and the environment has been linked to the Danish notion of an ideal childhood (Organisation for Economic Cooperation and Development (OECD), 2001 cited in Maynard, 2007). The development of young childrens understanding about the natural environment is seen as being an important aim of all day-care facilities (OECD, 2000 cited in Maynard, 2007). For Maria Montessori (1869 -1952), working in a poor inner city community in Rome, Italy it was not the garden, but the house that was the enduring metaphor for her approach to early childhood. The environment, she argued, should allow children to be like the masters in their own houses, that is it should be child-sized, offer independent movement and be well organised with everything in its place. It was not nature, but science and her notion of scientific pedagogy, which was a guiding principle. Using Froebels metaphor of the gardener she argued that behind the good cultivatorà ¢Ã¢â€š ¬Ã‚ ¦.stands the scientist. This is a very different philosophy from Froebels garden where weeds were valued as much as the flowers. It was Montessori, who pioneered the idea of open access from indoors to outdoors and free choice and self direction, but choice was restricted. Unlike Froebel, Montessori did not believe the natural materials were educative and, therefore, she made no provision for pla y materials like sand and water. Rather she argued that structured materials, which had been subject to the perfecting hand of a higher intelligence (Montessori 1983 cited in Tovey 2008), were necessary to identify the real or true nature of the child. Margaret McMillan (1860-1931) was a socialist politician. Her experience of running an open air camp for children in the slums of Deptford, South of London, where disease was rife, convinced her that time spent outdoors could dramatically improve childrens health and that the youngest children should be the focus of attention. She developed an open air nursery school for children, and literally designed and built a garden for children. The garden was central and the indoor spaces were merely shelters for use in very bad weather. Everything, she argued could take place outdoors, play, sleep, meals, stories and games. She argued that there was no need for artificial didactic apparatus to stimulate childrens senses in isolation when real first-hand experience offered richer and more meaningful opportunities. A nursery garden must have a free and rich place, a great rubbish heap, stones, and flints, bits of can, and old iron and pots. Here every healthy child will want to go, taking out things of his own choosing to build with. (McMillan 1919 cited in Tovey 2008). Susan Isaacs (1885-1948) worked in a very different social context from McMillan. She opened the malting House School in Cambridge in 1924, a school for highly advantaged children of professional parents. It was an experimental school that had two aims: to stimulate the active enquiry of the children themselves rather than to teach them and to bring within their immediate experience every range of fact to which their interests reached out (Issacs 1930 cited in Tovey 2008:46). Children were given considerable freedom for Isaacs argued that play has the greatest value for the child when it is really free and his own (Isaacs 1929 cited in Tovey 2008:46). The garden included grass, fruit trees, a climbing frame, slides, movable ladders, trees for climbing, flower and vegetable garden with individual plots for each child and a range of animals. The garden provoked childrens curiosity and enquiry. It offered challenge and risk and children had considerable freedom to try things out, to question, to experiment and to follow wherever their curiosity led. However, this freedom also had constraints. Eg. Children were allowed to climb on the summer house roof, but only one child at a time was allowed. Like Froebel and Montessori before her she argued that freedom brought responsibility, but it also empowered the children to develop skills to be safe. Isaac view of childhood is one of passion. Young children had a pas sion for finding out about and striving to understand the world. Although she tried to observe children in free conditions she also recognised, unlike Montessori, that it was impossible to discover the natural child. Marjorie Allen (Lady Allen of Hurtwood) 1897-1976 featured less in education literature but nevertheless deserves an important place as a pioneer of outdoor play areas for young children. She was active in campaigning for better provision for young children and became president of the nursery school association, and a founder member of the worldwide organisation Mondiale Pour LEducation Prescolaire (OMEP). She designed play areas for many nursery schools including gardens with sand pits and paddling pools on roof tops of blocks of flats in Camden, London. She is associated most for bringing the idea of adventure or junk playgrounds to Britain. She argued that children seek access to a place where they can dig in the earth, build huts and dens with timber, use real tools, experiment with fire and water, take really great risks and learn to overcome themà ¢Ã¢â€š ¬Ã‚ ¦.(Allen cited in Rich et al 2005:46) She was damning in her criticisms of conventional playgrounds that are static, dull, unchallenging, and which do not account for young childrens drive to explore, imagine, create and to seek companionship. The tendency for ordering a complete playground from a catalogue is greatly to be deployed: this lack of enterprise spells dullness and monotony and only the manufacturers benefit (Allen 1968 cited in Tovey 2008:50). Lady Allens vision for challenging outdoor play environments, her belief that children with disabilities were entitled to equally rich and exciting environments, and her knowledge, from careful observation, of the impact of design on childrens play is still influential today particularly in the playwork field. These developmental emphasis on play and playgrounds for nursery school playgrounds and kindergartens was later reinforced by the work of early 20th century child research centres and figures such as Piaget (1951), Vygotsky (1978) Bruner, et al (1976), and Huizinga (1950). The developmental emphasis continues in the early 21st century. Until recently, preschools were relatively unaffected by contemporary high stakes testing and continued to focus on play as a primary vehicle for learning and development.(Frost 2006). A research study by Clements (2004) reveals that children today spend considerably less time playing outdoors than their mothers did as children. The study reveals several fundamental reasons for this decline, including dependence on television, digital media, and concerns about crime and safety. The study also conveys findings related to the frequent use of electronic diversions. Maynard (2007) also linked the growing interest in Forest School to a concern that childrens outdoor play is in decline. Parents, it is suggested, are reluctant to let their children play outside as they once did for fear of strangers, traffic or violence and as a result, it is also suggested, childrens play revolves around organized recreational activities or is home-centred and focused on computers, video games and television. This, it is maintained is having a negative impact on childrens social and emotional competence while also contributing to an epidemic of child obesity. Maynard Waters (2007), in their journal also identified recent years reports about the use and abuse of the outdoor environment have rarely been out of the media. These reports, often backed by the latest research findings, have focused on concerns about environmental damage as well as issues such as stranger danger, childrens lack of physical activity, the rising levels of childhood obesity, as well as a more general lack of connectedness with nature. A view which agrees with Froebel who sees garden as a spiritual place where children could grow and develop in harmony with nature, and begin to sense their own place in the natural world. It was a place for creative and imaginative play. There is growing public policy interest in childrens play. Politicians and opinion formers are interested in exploring how good play opportunities can help improve quality of life and safety in neighbourhoods, tackle obesity and promote childrens well being, support children development and build community cohesion. Alongside, there is a growing view that good play experiences are not only an essential part of every childhood, but also a key public responsibility and an expression of our social obligations towards children. (Filer, 2008:14). Dr Aric Sigman, of British Psychological Society, recommends that children under three should be banned from watching TV, and older children, aged 3-5, should be restricted to viewing one hour a day of good quality programmes. Children spend more time looking at the screens than they do outside doing real things, which is detrimental to their health and well being, particularly in the long term. He recommends that children should be outside experiencing real life and real things (Sigman, 2005 cited in Filer 2008). One way in which government has attempted to address these concerns has been to raise awareness of, for example Healthy Schools programme, Food in Schoool programme, School Fruit and Vegetable scheme, Physical Education, School Sport and Club Links programme (DSCF, 2008) The introduction of Early Years Foundation Stage Curriculum (EYFS) in September 2008 in England for children from birth to five (DSCF, 2008) emphasise the need for the provision of regular outdoor experience. However, Waller (2007), in his article identified that a clear pedagogy for the use of the outdoors as a site for learning has not been established and, as (Fjortoft, 2001 cited in Waller 2007) and (Waite et al.2006 cited in Waller 2007) point out, there has been relatively little research on what actually happens in outdoor environments. The EYFS now recognises that the environment plays a key role in supporting and extending childrens development and learning under theme 3: enabling environments which is line with the Macmillans theory which allowed children free access to play areas and gardens and was not predicated upon a fixed time schedule. The importance of outdoor learning is also emphasised in the effective practice: outdoor learning as below: Past generations of children benefited from extended amounts of unsupervised time outdoors, and as adults they look back fondly at these early experiences. Indeed it is widely recognised that such experiences make a positive impact and as adults we are aware that it shaped many aspects of our own development and healthà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. Despite this cultural shift away from outdoor play and learning, it remains essential to childrens health, development and well-being. Consequently, it is vital that early years settings maximise childrens opportunities to be outdoors: for some it may be their only opportunity to play freely and safely outsideà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. Outdoor learning encompasses all that children do, see, hear or feel in their outdoor space. This includes the experiences that practitioners create and plan for, the spontaneous activities that children initiate, and the naturally occurring cyclical opportunities linked to the seasons, weather and nature. (DCSF, 2007) It is evidenced that a lot of recent and old research into outdoor play are in agreement that it is beneficial for children to be outside experiencing real life, real things, in order to grow and develop holistically. Most of the researches also concluded outdoor is a place where the child could develop in harmony with nature, a place to begin to sense their own place in the natural world and a place for creative and imaginative play. Good play experiences are seen as an essential part of every childhood which would lead to improve quality of life, tackle obesity and promote childrens well being. However, Majorie Allen criticized the conventional playgrounds seen at majority of the nursery and pre school these days as static, dull, unchallenging, and which do not account for young childrens drive to explore, imagine, create and to seek companionship. Finally, according to the literatures, one of the main advantages of using the outdoor environment is that it provides children with th e space to move freely. (Fjortoft 2001, 2004 cited in T.Maynard et al 2007) report on research from Scandinavia, which demonstrates that children who play in flexible, natural landscapes appear to be healthier, have improved motor fitness, balance and co-ordination, and demonstrate more creativity in their play. It can be concluded based on the literature review above that experiences of the outdoor play and learning suggests that early years practitioners should recognise the significant potentials of outdoor learning highlighted above, in addition to developing outside play opportunities within their gardens; they should also consider giving children regular opportunities to experience wild natural environments. CONTENT Page No ABSTRACT 1 INTRODUCTION 2-3 LITERATURE REVIEW 4-14 METHODOLOGY/RESEARCH DESIGN 15-16 ANALYSIS/FINDINGS 17-20 CONCLUSION 21-22 REFERENCES 23-25 APPENDICES NARRATIVE OBSERVATION A-C TRACKING OBSERVATION D-E SANDRINGHAM SCHOOL PICTURES F-J BLOOMING GARDEN PICTURES K-M ABSTRACT: I have worked in different setting during my course and I have noticed that outdoor play is not particularly well planned by the practitioners. It seems to be seen as an opportunity for the staff have a break and for the children to let off steam. Play is childrens natural way of doing stuff to build for children to build self-esteem and social skills and the philosophy behind the Early Years Foundation Stage Curriculum supported this very much. The aim of my study is to look at how children participate in outdoor play in Sandringham school environment compared with regular setting with limited outdoor space with fixed and movable apparatus such as climbing frames, slides and bikes etc as well as to encourage practitioners to reflect on their practices. My research draws on observation (both narrative and tracking method) of one nursery located in London borough of Newham- Sandringham Schools nursery in London and a regular nursery with fixed garden apparatus in Redbridge b orough, Uphall School. My observation was used to find out how children attending both school nurseries react during outdoor session and how practitioners assist the children in extending and stimulating their learning and development. The play experiences of children at my own school Sandringham School nursery in comparison with the children at Uphall Schools nursery clearly indicate that children at Uphall school nursery spend less time playing outdoors than those at Sandringham schools nursery. The study reveals that children at my school at Sandringham schools nursery are engaged in depth active learning with their peers and practitioners, objects, allowing the children to use their imagination more creatively. For example, during my observation, a child uses a tree branch to sweep an area under a large tree, which she described as Goldilocks grandmas house. INTRODUCTION In searching for my research topic, I have drawn on my experiences and interest during my placements. It struck me fairly quickly from observations in my various placement that outdoor play space in most of the settings is still just about physical development and not given the equal status to indoor play it deserves in terms of the planned experiences that are provided for young children. Majority of the settings outside play area are small with static, dull, and unchallenging equipments, and do not allow young childrens drive to explore, imagine, create and to seek companionship. Practitioners should promote and enhance the development of playground that offer a rich, multi sensory environment that is meaningful, imaginative and stimulating for all young children, providing them with real experiences that help embed their early learning and holistic development and not just their physical development. Parents and practitioners agree from conversation with them that outdoor play is a natural and critical part of childs well being, health and development and the importance of outdoor play is also reflected in recent government policies such as the Every Child Matters agenda (2003) and Early Years Foundation Stage (EYFS, 2008) curriculum embraces outdoor learning as it enables the children to follow their interest, make choices, forge links between their learning and develop ideas over time. This study will evaluate the effectiveness of opportunities provided for children under five to learn in the outdoors, in a garden, or other open air space e.g. in Sandringham school nursery environment and a regular day nursery setting. The research aimed to investigate the impact that the type of outdoor play experiences in the two settings has on all areas of learning and development for children under five. In this study I will use (Filer, 2008) definition of outdoor play a creative outdoor play as play which gives children the opportunity to use their imaginations, helps promote original thinking, flexibility, adaptability, empathy and the ability to generate multiple solutions to a problem. She expresses play as the most important activity that children will take part in outside as it is a means through which they find stimulation, well-being and happiness in order to grow physically, emotionally and intellectually. Outdoor play also offers play spaces that enable children to create play spaces themselves and to exercise greater choice over materials, location and playmates. Being outdoorsà ¢Ã¢â€š ¬Ã‚ ¦..offers opportunities for doing things in different ways and on different scales than when indoors. It gives children first-hand contact with weather, seasons and the natural world and offers children freedom to explore, use their senses, and be physically active and exuberant. (EYFS card 3.3 cited in Hitchin, 2007) METHODOLOGY The research takes place in two different borough schools nursery in their early years settings in England over a period of 4 months. Setting 1: This is my own schools nursery based separate building for the infants school building, this is located in a most multicultural state in town in Forestage, London area of the UK. Children aged 3 years to 5 years old attending the nursery on a half day and the next lot come for the afternoon session. The garden is a large part of it concrete and the other part was gated and covered with tree barks, with plastic climbing frame and slide, large tree on the other end of the gated part end bench under the tree and a large plastic turtle shape sand and water tray. On the paved area, there is a large wind chime resting on the fence and the other areas are left free for obstacle activity, easel, construction blocks, bicycles etc. Setting 2: This is a school based in borough of Redbridge, In order to establish childrens involvement levels in the two settings, I considered issuing questionnaires to both parents and practitioners. On discussing this with my School mentor, it transpires that the result will only give parents/ practitioners view on outdoor play and not necessarily give an answer to childrens level of learning and development physically, emotionally, imaginatively, and creatively through outdoor play. In conjunction with the setting staffs, I have collected data using participant observations in the form of tracking observation method which was handed out to the practitioners to follow selected children during outdoor play at each of the setting to find out the childrens interest while outdoor as well as direct observation method conducted by myself in the form of narrative observation to assess childrens involvement levels in two different outdoor environments. Observation is an important, if underrated, form of assessment. It may seem subjective, but it has a great deal of potential. Assessments can be made when the children are actively engaged in outdoor play and therefore the process on interaction with other children and adult can be observed. According to Creswell (2002) observations in a setting requires good listening skills and careful attention to visual detail. It also required management of issues such as the potential deception by people being observed and the initial awkwardness of being an outsider without initial personal support in a setting (Hammersley Atkinson, 1995). ANALYSIS/FINDINGS The results indicates that there is quality adult-child verbal interactions at the sandhringham school than the other setting which was my main concern and according to EPPE (2004) and REPEY (2002) research findings which identified that more sustained shared thinking was observed in settings where children made the most progress. Sustained shared thinking occurs when two or more individuals work together in an intellectual way to solve a problem, clarify a concept, evaluate an activity, extend a narrative etc. For example, a child sat under a large tree with few other children with an adult and she told the adult this is a forest, where the wolf is hiding and waiting me, Ill be the goldilocks and you can be the bad wolf and the adult engaged the child in open-ended questioning which is associated with better cognitive achievement according to the EPPE research findings. The forest was later turned into grandmas house they used drapes and plastic cover and securely pinned and another child sweeping off the dry leaves I am sweeping my grandmas room, because she is unwell and I need to help keep it clean. Where as at my other setting, the adults intervened mainly to ensure the safety of the children by encouraging a child to participate in an activity. For example, during an obstacle activity, the adult encouraged the child to walk on the blocks and offered a hand to boost the childs confidence. An interesting observation is that there are a lot of initiated activities at the Sandringham school with interventions by practitioners when invited by the child to extend the child/rens thinking. Opportunities are provided for adult initiated group activities which according to EPPE (2004) research findings are most effective vehicles for learning. For example, a game of silence ball? hide and seek game where the children have to listen to where the voices responding to their call is coming from to help them locate the people hiding. This game promotes listening skills. However, majority of the activities at the other setting is usually free play with mainly fixed climbing frames and slides, large wind chime, and selection of choices made available by the adult such as sand and water tray, lego blocks on a carpet or tray, writing materials, dressing up clothes, balls and books which is alternated on a daily basis. There is mostly child to child verbal interaction. The children in Sandringham school are engaged in more creative and imaginative play such as finding treasures, digging, treasure hunting lifting logs to look for worms which was in line with Friedrich Froebel (1782-1852) who described garden then as a spiritual place where children could grow and develop in harmony with nature, and begin to sense their own place in the natural world. It was a place for creative and imaginative play for investigation and discovery for songs, music and ring games. Froebel was perhaps unique in amongst the pioneers in linking garden design to his philosophy of childrens learning and in recognising the holistic nature of young childrens learning. He saw in such games evidence of childrens growing sense of justice, self- control, comradeship and fairness which I also noticed during my observation at the sandringham, school setting. For example, each child is given opportunity to lead with an adult when doing the head count before entering and leaving the forest school. A child was upset because she wanted to lead on this occasion and the adult explained to her that she has had a turn last week and that everyone has to have a go before it could be her turn again and this helps the children to develop sense of fairness and justice. The staff leading at the sandringham school seemed to have good knowledge and understanding of the curriculum as well as knowledge of child development and they have gained additional training on forest school approach, which I assume has helped the adult in facilitating childrens learning. For example, the children learn to use natural materials such as sticks to make a shelter, two other children uses large paint brushes with water to paint the wooden fence. Another girl went to paint a tree, which a boy was climbing on and he said no Amisha, its going to be slippery. Other activities observed at Sandringham school arethey are climbing, move over obstacles, carrying logs from one area to the other, eating outdoors, getting dirty while digging or hiding, opportunity to wander freely without constant adult supervision in a large space with lots of nature to see and explore at their own pace. All these will support the childrens emotional, social development, environmental awareness a nd spiritual wellbeing. It also encourages active learning, improve creativity and critical thinking. From my observation of children at the other setting with garden equipment from a sale, the older children mostly run around the small garden or climb on the plastic frame and slide which I agree with Allen, M (1897-1976) spells dullness and monotony and only the manufacturers benefit. Marjorie Allen 1897-1976 also criticized the conventional playgrounds seen at majority of the nursery and pre-school these days as static, dull, unchallenging, and do not account for young childrens drive to explore, imagine, create and to seek companionship. However it is interesting to note during each observation at the other school that the tree bark that covers the garden floor offered scope for children with learning difficulty. For example, the children use the tree bark to represent food served by one child to the other children and as they received each said thank you. While at the sandrigham school, a space under the tree was transformed into a Grandmas house, Vygosky (1978) cited in Tovey 2007 argued that such play leads to higher level thinking because children are using objects symbolically. The act of transformatio