A Brief Note On Itc Limited And Itc - 1219 Words

Introduction of ITC ITC Limited or ITC is an Indian headquarter in Kolkata, India. Its diversified business includes five segments: â€Å"Fast Moving Consumer Goods, Hotels, Paperboards, Packaging and Agri Business†. In 2012-13, annual turnover was $ 8.31 billion and at the end of the same year, its capitalization was US$ 45 billion. It employs over 26,000 people at more than 60 locations across India and is part of Forbes 2000 list. Company has been in scandals regarding funding of Political Party to gain monopoly in Indian Cigarette market. ITC claims† that it is the â€Å"on1y company† in the world of advanced dimensions to be Carbon Positive, Water Positive and Solid Waste Recycling Positive. ITC Limited has completed 100 years on 24 August 2010. The earlier decades of the company activities centered on the tobacco industries. Since 1964 conclusive evidence of the deadly effects of tobacco consumption has 1ed to a sharp decline in official support for producers and manufacturers of tobacco, in spite of its 1arge contribution to the agriculture, fiscal, manufacturing and exporting sectors of the economy. Viewing the changes in the business dynamics in the tobacco industry, the company starting looking to other venues for earning revenue. In 1970’s, it started reducing the foreign equity holding in the company to 40%. In 1975, the company enters the hotel business with the acquisition of a hotel in Chennai which was rejoined ‘ITC-Welcomgroup hotel Chola’. In 1979, ITC started theShow MoreRelatedWills Lifestyle7563 Words   |  31 Pageswith us throughout our internship. In the end we express our heartfelt gratitude to our faculty, Ms. Vandana Narang and Ms. Anandita Sardar for their supervision and help in the best possible ways throughout the period of internship. Internship Brief The industry internship programme is an introduction to the industry and understanding of designer’s role and responsibility in this context. It is aimed at providing us with a professional design experience by familiarizing us with a working knowledgeRead MorePk Electricss International Marketing Analysis2280 Words   |  10 Pageswould Use 6 Modes of Market Entry 7 Most Appropriate Mode for PK Electrics 8 Conclusion 8 Reference 9 Introduction Since PK Electrics was established in 1987 in Ningbo, Zhejiang province, China. It has grown from a local supplier producing a limited range of electrical cabling and switches to a national supplier of a wide range of electrical supplies including: cables, sockets, switches and light fittings. It has three factories based in Zhejiang province and good reputation for quality and customerRead MoreDesigning A Better Organizational Process4695 Words   |  19 Pageswork process and their Organizational structure. 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Mehadi Masud Lecturer Faculty of Business Studies Department of Accounting Information Systems University of Dhaka Prepared By Mohsina Akter Roll-11124 Section-B, Batch-11 Faculty of Business Studies Department of AccountingRead MoreIndian Laptop Industry7351 Words   |  30 PagesA Strategic management Report On The Laptop Industry in India By: Abhishek Dutta Ayush Palod Amit Jha Aditya Patnaik Debanjan Roy Kanwardeep Singh Mukesh Lohan Pallavi Arora Ravinder Pal Singh Shantanu Sinha Sujay Kher Somdipto Ghosh A brief Introduction on the Laptop Industry of India Computers One industry which continues to hold its head high even in an environment of industrial slowdown is information technology (IT) - with annual growth rates of software value hovering between 20% and 30%Read MoreTeaching Assistant Level 2 (Assignment 3)6057 Words   |  25 PagesLevel 2 Teaching Assistant Certificate - Assignment Three Unit 3 Supporting the Curriculum TASK 9: Using subject headings together with a brief summary of the subject, describe the range and main provisions of the relevant National curriculum in the school where you are employed. 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Fundamentalist Islam Essay - 2425 Words

The key issue in the Middle East, increasingly, has less to do with the Arab-Israeli conflict and more to do with fundamentalist Islam. What is fundamentalist Islam? On the one hand, it manifests itself as a new religious conviction, reaffirming faith in an awe-inspiring God. On the other hand, it appears as a militant ideology, demanding political action now. One day its spokesmen call for a jihad (sacred war) against the West, evoking the deepest historic resentments. Another day, its leaders appeal for reconciliation with the West, emphasizing shared values. Its economic theorists reject capitalist greed in the name of social justice, yet they rise to the defense of private property. Its moralists pour scorn on Western consumer culture†¦show more content†¦But if Muslims now return to the original Islam, they can preserve and even restore their power. nbsp;nbsp;nbsp;nbsp;nbsp;That return, to be effective, must be comprehensive. It is not merely a religion, in the Western sense of a system of belief in God. It possesses an immutable law, revealed by God that deals with every aspect of life, and it is an ideology, a complete system of belief about the organization of the state and the world. This law and ideology can only be implemented through the establishment of a truly Islamic state, under the sovereignty of God. The empowerment of Islam, which is God’s plan for mankind, is a sacred end. It may be pursued by any means that can be rationalized in terms of Islam’s own code. At various times, these have included persuasion, guile, and force. nbsp;nbsp;nbsp;nbsp;nbsp;What is remarkable about fundamentalist Islam is not its diversity. It is the fact that this idea of power for Islam appeals so effectively across such a wide range of humanity. Fundamentalists everywhere must act in narrow circumstances of time and place. But they are who they are precisely because their idea exists above all circumstances. Over nearly a century, this idea has evolved into a coherent ideology, which demonstrates a striking consistency in content and form across a wide expanse of the Muslim world. [2] Fundamentalist Forerunners nbsp;nbsp;nbsp;nbsp;nbsp;The pursuit ofShow MoreRelated Ideology of Fundamentalist Islam Explained Essay5434 Words   |  22 Pagespolitical orientation of Sayyid Qutb (1906-1966), an Egyptian civil servant turned political and religious activist, inspired by fundamentalist Islam. To gain an understanding of what influenced and formulated Qutb’s ideas it has been necessary to provide some background information relating the history of modern day Egypt and the emergence of reformist and fundamentalist Islam, from the 19th century until Qutb’s time. The essay also seeks to give some biographical information in order to provide a fullerRead MoreCulture and Religion8004 Words   |  33 Pageshats, praying at the Wailing Wall in Jerusalem. TV has also covered the revolution in Iran and the Taliban victory in Afghanistan. These pictures give us a good idea of fundamentalism in two if the three major monotheistic religions, Judaism and Islam. The other one is fundamentali sm within Christianity. II. ORIGINS OF CHRISTIAN FUNDAMENTALISM The Enlightenment, in the 18th and 19th century Europe, inaugurated a period in which traditional Christian beliefs were placed under attack. EnlightenedRead MoreCharacteristics of Religious Fundamentalism Essay1162 Words   |  5 Pagesauthority and oppose the challengers, often using political means o further their cause. One characteristic of religious Fundamentalism is that most Fundamentalist groups have a charismatic, authoritarian leader. This person is usually male, who may claim to be divinely informed. An example of this was the Christian Fundamentalist Peoples Temple religious cult led by Reverend Jim Jones. He had such control over his followers that when he asked them to take their own lives inRead MoreEssay on Fundamentalism and Religion785 Words   |  4 Pagesin the west associate fundamentalism with Islam, this is indeed a mistaken belief. Fundamentalism is defined as the affirmation of religious authority as holistic and absolute, admitting of neither criticism nor reduction; it is expressed through the collective demand that specific creedal and ethical dictates derived from scripture be publicly recognized and legally enforced . (Lawrence) Therefore the essence of fundamentalist belief is doctrinal confirmity, of notRead MoreIs Religious Fundamentalism Always Totalitarian and Prone to Violence?1856 Words   |  8 Pagesthe moral protest of faiths such as Islam and Christianity can be linked to the rise of Religious Fundamentalism, as they protest the influence of corruption and pretence that infiltrate their beliefs from the spread of secularization (Heywood, 2012, p. 283). Religious Fundamentalists have followed a traditional political thought process yet, have embraced a militant style of activity which often can turn violent (Heywood, 2012, p. 291). To be a fundamentalist is to wholly believe in the doctrineRead MoreThe Birth Of Islam And Islam1129 Words   |  5 PagesIntroduction: The birth of Islam published liberal and humanistic origin of Islam in east Bengal. But later this Islam turn into political Islam due to three reasons the emergence of religious based Pakistan state, failure of punished the war criminals and the declaration of Islam as the state religion in replaced of secularism (8th amendment 1988). The failure of the state to provide basic need to the people, increasing violence in Economy and political sector growing discrimination in society,Read More Terrorism and the Pursuit of God Essay example648 Words   |  3 PagesIslamic religion, the religion that the hijackers are suspected to adhere to, claiming that Islam reveres its martyrs and sanctions war. But the answer is much more complicated than this, and a look at religion and technology can help get a clearer picture of Islam and the events of September 11. Karen Armstrong, in her book The Battle for God, claims that nearly all religions have a sect of â€Å"fundamentalists,† or what some have called â€Å"extremists,† who feel it their duty to rebel against the recentRead MoreIslamic Fundamentalism is based on Islamic ideology. It is also seen as a group of religious800 Words   |  4 PagesIslamic Fundamentalism is based on Islamic ideology. It is also seen as a group of religious ideologies trying to return to the fundamentals of Islam. Muslim Brotherhood started in Egypt in the year of 1928. Muslim Brotherhood is an anti-colonial, transnational Sunni Islamist movement, it is attempting to integrate Islam into politics and government. Members of the brotherhood believe the Quran and Sunnah should be the basis of the government (Johnson, 2014). Muslim Brotherhood is not only foundRead MoreIslamic Extremism Is Becoming A Global Matter1605 Words   |  7 PagesIslamophobia. To fully comprehend how attitudes toward the Is lamic religion have changed in the past decade, one must consider the history of Islam, and the societal and cultural changes pertaining to Islam. Islamophobia is becoming a global matter, and one must be aware to understand religious conflicts, as it can immensely influence society. The religion of Islam originated from the Prophet Muhammad whom Muslims believe that he was chosen to spread God, or Allah’s message (â€Å"The Prophet†, n.d.). AccordingRead MoreMuslim Immigrants And The United States871 Words   |  4 Pagesâ€Å"extremists†, â€Å"jihadists†, â€Å"fanatics†, â€Å"fundamentalists† etc. They were being feared, discriminated and even harassed. One of the most widely discussed issues in the U.S. Muslim community is the negative image of Islam in the American media, an issue that was cause for concern even before 9/11. While appeals to the media for accuracy and fairness continue, newspaper headlines regularly print the words â€Å"Islam† and â€Å"Muslim† next to words like â€Å"fanatic,† â€Å"fundamentalist,† â€Å"militant,† â€Å"terrorist† and â€Å"violence

Elastic and Inelastic Demand free essay sample

The demand for newspaper is inelastic while the supply for newspaper is elastic in the short run. This means the quantity demanded for newspaper does not respond strongly to price changes but the quantity supplied for newspaper is responsive to price changes in the short run. (Mankiw, 2009) The demand is inelastic because newspaper has very few substitutes. Although online news is getting popular nowadays, the majority still prefer to read the papers. Besides, newspaper is a necessity which people read every day to know what happens around the world. Newspaper has a broadly defined market and it has no good substitutes. (Mankiw, 2009) The supply of newspaper is elastic because firms that produce manufactured goods such as newspapers can run their factories longer in response to a higher price. (Mankiw, 2009) From the graph, we can derive the table below: Without TaxWith TaxChange Consumer SurplusA+B+CA- (B+C) Producer SurplusD+E+FF- (D+E) Government Revenue -B+D+ (B+D) Total SurplusA+B+C+D+E+FA+B+D+F- (C+E) Consumer surplus decreases by the area B and C while producer surplus decreases by the area D and E after a tax is imposed. Both tax levied on sellers and tax levied on buyers place a same size of wedge between the price that buyers pay and the price that sellers receive (Mankiw, 2009). Regardless of how the tax is levied, buyers and sellers share the tax burden (Mankiw, 2009). Buyers pay more and sellers receive less. Meanwhile the government revenue from collecting taxes increases by the area B and D. As a result, total surplus decreases by the area C and E causing a deadweight loss. Tax has made both consumers and producers worse off and it decreases the overall welfare of society. The equilibrium quantity falls after a tax is imposed causing the market of newspaper to shrink. (300 words) Task 2 Negative consumption and production externalities are considered harmful to society. A negative externality is the adverse and uncompensated impact of one person’s actions on the wellbeing of a bystander. (Mankiw, 2009) Negative consumption externalities cause a difference between private benefit and social benefit (Tutor2u, n. d. as social benefit takes into account of both the private benefit and the adverse impact of one person’s actions on the wellbeing of society. When the marginal private benefit gt; marginal social benefit, a negative consumption externality exists (Tutor2u, n. d. ). The intersection of the marginal-private-cost curve and the marginal-social-benefit curve determines the optimal output level. From the diagram, we can know that it is less than the market equilibrium quantity. This shows that the good is over-consumed. There will be a deadweight loss of economic welfare. Negative production externalities cause a difference between private cost and social cost because social cost takes into account of both the private cost and the external cost. When the marginal social cost gt; marginal private cost, a negative production externality exists (Tutor2u, n. d. ). This means that the cost to society of producing one good is larger than the cost to the producers (Tutor2u, n. d. ). The optimal output level is determined by the intersection of the marginal-private-benefit curve and the marginal-social-cost curve. It is also less than the market equilibrium quantity according to the diagram above. Again there will be a deadweight loss. Because both the negative consumption and production externalities lead markets to produce a larger quantity than is socially desirable, the markets are inefficient. Thus market failures happen as markets fail to maximize total surplus, causing deadweight losses. Therefore negative consumption and production externalities are considered harmful to society. (Mankiw, 2009) The production of rare earth will cause negative production externality to society. This is because the refinery of rare earth ore will generate radioactive waste which is seriously harmful to human beings. Recent protests in Kuantan to stop Malaysian government from letting Lynax, a giant Australian Mining Company to build the world’s largest refinery for rare earth metal in Gebeng and Tun Dr Mahathir Mohamad’s recent comments about the radioactive waste in Perak have made Malaysians recall back the incident of Bukit Merah during 1980s (Mariam Mokhtar, 2011). In 1982, Asian Rare Earth (ARE) which is a subsidiary of Mitsubishi Chemical began operating its rare earth plant in Bukit Merah. ARE extracted yytrium (a rare earth) from monazite, one of the minerals found in amang for use in high technology products. Both monazite and the waste contain thorium hydroxide, which has a half-life of 13. 9 billion years. Cancer-causing radon gas is released during decay of thorium. (Mariam Mokhtar, 2011) Because of the radioactive waste, the residents of Bukit Merah suffered very serious harmful effects. Not only there is a high incidence of cancer rate, the residents suffer birth defects and leukemia. Jayabalan, a general practitioner physician and toxicologist who treated the leukemia victims, carried out a survey and proved that the number of miscarriages in the village was higher than the national average (Mariam Mokhtar, 2011). A sample test on 60 children had found that their bloodstreams contain high levels of lead (Mariam Mokhtar, 2011). According to New York Times, Lai Kwan, the former workers of ARE, has spent the last 29 years taking care of her son from her pregnancy while working in ARE’s refinery, who was born with severe mental and physical disabilities (Bradsher, 2011). The harmful effects of radioactive waste are long term. Parents of those children who were born with birth defects and leukemia have to take care of their children for the whole life time. The victims of Bukit Merah incident still suffers today. After a long-drawn battle and petition of the residents against ARE, Japanese environmentalists and politicians stepped in and persuade ARE to close the refinery in 1992. Mitsubishi Chemical agreed to fix the problem and subsequently spend $100 million to clean up the site.

Shinto Exam Preparation Notes free essay sample

Shinto is a native Japanese mythology/religion influenced by Buddhism, Taoism and Confucianism. Kami, a key concept in Shinto’s belief refers to the superior, mystical or divine, that permeates the natural world. Origins of the universe: Earliest Shinto text is the Kojiki or ‘record of ancient matters’ written in 712 CE Kojiki tells the story of how the cosmic order arose out of chaos during the age of the kami when something like a huge celestial egg split in half to form heaven and earth. The earliest gods attended this spontaneous development and they produced a second generation of divinities who were paired with one another as brother and sister (also husband and wife) the last pair of divine siblings named Izanagi and Izanami were instructed by their elders to create the islands of japan. They did this, and the country they made compromised the whole creation of time. The stories and myths about creation -The celestial pair gave birth to the sacred land of japan and to all the kami or ‘superior spirits’ that inhabit the land. We will write a custom essay sample on Shinto Exam Preparation Notes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page They bore the divine kami of the rivers and rocks and mountains and trees and also gave birth to the spirits of the natural forces such as wind and fire and so on.. -Eventually the great mother goddess, Amaterasu, kami of the sun, comes into being, along with her wild and intractable brother, the god, Susanoo-o-Mikoto, kami of storms. These two kami of the sun and of the storms become the paramount deities in subsequent Shinto mythology. Principle beliefs -The universe has three levels- plain of heaven: where kami live (hight) the present human realm: the middle land (where humans live) and at the depth (below) is the world after death. More sophisticated Shinto mythology but in the hearts of the common people they prefer the perpetual country or ‘tokoyo’ view that the eternal spiritual domain where the kami abide in perfect tranquillity with the human realm. (everything is on the human/middle level) they believe in the middle land (perpetual country or tokoyo). -Fundamental idea in Shinto is that of kami. Kami is the indefinable quality felt in spiritual realities. They also believe in the kami of ideas such as creation, growth and development. Kami is the awe inspiring sacred nature of things. the sacred is understood through actually experiencing, but cannot be captured in theories or words. -They communicate with the kami directly so they have no need for elaborate or formal theories. -Shinto is a religion of sentiment rather than sermons. The proper end of Shinto is not to grasp the idea of kami but to feel its boundless presence. Rituals -Jinja Shinto- takes place at shrines and is domestic and lo cal (local shrines are where regional kami are worshipped ie. River kami, beach kami. This allows local communities to affirm their togetherness in the presence of their local kami.. every home has a shrine called a kamidana at at this level Shinto can be seen as the way a family worships their ancestors[mirror covered by a door]). -Minzoku Shinto- relates to folk religion in japan (what everyone follows) -Koshitsu Shinto- practiced at a national level and relates to the emperor and his family. (at a national level, shrines dedicated to the imperial family[descendants of the gods] help japan celebrate its unity as a nation).

Enhancing international dimensions in apparel Essays

Enhancing international dimensions in apparel Essays Enhancing international dimensions in apparel Essay Enhancing international dimensions in apparel Essay Enhancing international dimensions in apparel and merchandising curricula in the USA A practitioners perspective Hong You School of Fashion, Reason University, Toronto, Ontario, Canada, and Bongo Jinn Department of Design, Housing and Merchandising, Oklahoma State University, Stillwater, Oklahoma, USA Abstract Purpose For many years, the textile and apparel industry has been on the forefront of globalization. To prepare students in the global business environment, this study seeks input from the US business communities and provides suggestions for enhancing the international dimensions of the apparel and merchandising auricular in the USA. Design/methodology/approach Two sets of data were collected and compared: the general data were collected from various business sectors via telephone interviews, and the product-specific data were gathered from US apparel manufacturers using a modified Dilemmas mail survey method. Findings Results indicated that the most important benefit of doing business internationally was expanded market,while the obstacle identifiers oftenest cultural differences. The study also found that understanding (I. E. Cultural/business practice differences, etc. ) is more critical than application or competency (I. E. Pacific skills) for college international education and that taking general and product-specific approaches is most efficient to enhance international dimensions in textile and apparel curricula. Practical implications Practical implications discussed were: first, international education in the textile and clothing field should be developed with a strong focus on small businesses; second, the international dimensions of apparel design, production, and merchandising curricula should be developed using a region-specific, rather than a one-fits-all approach; third, students in the textile and clothing field should be fully prepared in understanding, rather than in application or competency; and fourth, educational modules that help the students better understand international markets should be incorporated into curricula. Originality/value We hope this report raises attention with regard to why and how international dimensions can be incorporated into instruction. Based on this report, we expect more practical and innovative international education dialogues to begin. Keywords Textile industry, Garment industry, International business, Higher education, curriculum development, Unlit Paper type Research paper EAI states AT America The Emerald Research Register for this Journal is available at The current issue and full text archive of this Journal is available at www. Merchandising. Com/ architectures www. Nearsightedly. Com/1361-2026. HTML Partial funding support for this project was provided by the US Agricultural Experimental Station Fund. This paper has been reviewed in the same manner as an academic paper. JEFF 232 Journal of Fashion Marketing and Management Volvo. 9 NO. 2, 2005 up. 232-243 q Emerald Group Publishing Limited 1361-2026 DOI 10. 1108/13612020510599376 Introduction It is a well-estab lished fact that the textile and apparel industry is an important actor in the US and global economies. The textile and apparel supply chain is one of the most globalizes industries, involving more than 10 percent of the world business (Clock and Junk, 2000). It is a common business practice that some aspects of textile and clothing products, such as raw materials, components, labor, and assembly, are sourced from overseas, and the finished products are marketed elsewhere in the world. In the USA, the textiles and apparel sector sources 88 percent of its products internationally for the domestic market (Elevate, 2000). The apparel companies are owe faced with a rapidly changing industry landscape that requires forward-looking global strategies (Rabin, 1999) and visionary leaders. Nonetheless, can we claim that higher education in textiles and clothing has sufficiently prepared its students for the challenges in this global environment? Probably not. While internationalization of the business curriculum has drawn attention in past years and there are good resources available regarding international business concepts in general business education, these resources are not targeted to a specific product category and largely focus on multinational companies. As the small US companies exports were as high as 51 percent in 1997 (National Security and International Affairs Division, 2000), adopting general international business concepts with a large company focus does not appear to be sufficient preparation for textile clothing students. While a growing number of major four-year universities in the USA have implemented some international-related courses, this effort is not prevalent. One recent curriculum analysis of textile and clothing programs reveals that more than half of the four-year colleges in the USA do not offer any international courses Non, 2002). Given that globalization is impacting very phase of sewn product manufacturing and marketing, the absence of international perspectives in curriculum results in a critical gap between higher education and the needs of the industry. How does one enhance international dimensions in the current curricula? What content and skill training needs to be Included ? An Important source Tort answers to tense Stetsons Is Industry professionals who are involved with international business operations on a regular basis. This paper reports on two current surveys with US business communities and provides suggestions for enhancing the international dimensions of apparel and reconsidering curricula. As textile and apparel related business requires both general and product-specific knowledge, this study colleted two data sets, one from the general business community and one from the product-specific (I. E. Apparel) business community. Literature review The importance of international business education in apparel curricula For many years, the textile and apparel sector has been on the forefront of globalization. No industry is more broadly dispersed around the world than the textile and apparel industry. Approximately 200 nations are involved with apparel production for international markets. In addition, a single apparel item produced and marketed within one country is a rarity. In the USA, more and more textile and apparel companies have engaged in international business, whether sourcing production or marketing products. About half of apparel sold in the USA is imported, and most of this imported apparel is sourced by Us-based companies (Junk, 1998). Apparel and merchandising curricula 233 Wall-Mart, the worlds largest company, not only sources from numerous suppliers worldwide, but also sells merchandise in more than 5,000 stores in 11 countries around the globe (Wall-Mart, 2004). Lands End, Inc. , a successful catalog company, ships products to consumers in 185 countries and is receiving significant return from its worldwide business on the web (Slaw, 2001). Many US apparel specialty store retailers, such as Gap, Liz Collarbone, Ann Taylor, Limited, etc. , source internationally without having any production facilities in the States, then market throughout the world. The Gap sources in nearly 50 countries and has 3,000 stores in Canada, the I-J, France, Germany, and Japan. Liz Collarbone sources globally, using 240 factories in 31 different countries to meet its needs Non, 2001). This tremendous trend of global sourcing can be observed easily in developed countries other than the USA. Most global apparel brands heavily leverage global sourcing strategies. Hennas Mauritius ABA (H M), the worlds second largest clothing retailer, sources from 1,600 suppliers throughout Europe and Asia, and operates more than 700 stores in the world Non, AAA). Along with the proven importance of global sourcing and marketing, the need for efficient global supply chain management is highly regarded among practitioners. Due to numerous SKU in a season to handle, the customers appetite for variety, increased rates of product introduction, product proliferation, and shortened product cycles, the ability to respond quickly to the markets needs has become a critical competitive advantage of a firm Non, Bibb). Speed is the competitive tool used by Ezra of Spain to achieve its success. Ezra, launched in 1975 as a local store, is now the worlds third largest clothing retailer with $2. 6 billion (USED) total sales per year. Ezra has stores in 34 countries with 80 percent of its 1,160 stores in Europe. It takes less tan two weeks Tort a SKI art to get Trot Larvas eagles team In span to a store In Paris or Tokyo. This is as much as 12 times faster than competitors. With shorter lead times, Ezra can ship twice a week (compared with once every 12 weeks for some competitors) to each store (McGuire, 2001). The textile and apparel production- distribution supply chain involves many fragmented nodes: agriculture (fiber sources such as cotton, linen/flax, wool, mohair, and silk), manufacturing at various levels (yarn and fabric production; apparel production; and wet finishing), distribution, and consumers. Coordinating these nodes agile with overseas suppliers requires the most sophisticated management skills. Despite these remarkable changes in apparel production, marketing, and management, our understanding of the important changes is vague. The current status of the international component in apparel curricula in the USA A great body of academic papers, reports, and anecdotes address the importance of international business education. Kodiak and Daniels (2003) survey with top managers clearly indicated continuing need for international business education in the USA. They claim that with the projected growth of international operations, additional international business education programs should be developed, particularly orgasm with a focus on Asia. Among many subject matters, Kodiak and Daniel (2003) found that, at minimum, all business graduates need to have an appreciation for cross-cultural differences and a global perspective. Although the importance of international business education is widely accepted among many scholars, practitioners, and policy makers, international perspectives in clothing and textiles education have not been systematically discussed. Only one report, to our knowledge, provides exploratory findings. Jinns (2002) analysis of the SEEM current status of international components in the apparel curriculum provides strong evidence of the lack of international education. Jinn systematically selected every other clothing-related department in US four-year colleges from the membership directory of the International Textile and Apparel Association (IOTA) and analyzed 62 valid curricula provided on college web pages. Surprisingly, the results showed that more than 50 percent of the four-year colleges did not offer any international courses. To better prepare students for the global business environment and to provide a more realistic view and vision, the international dimensions of apparel design, production, ND merchandising curricula need to be enhanced. Method Data collection We collected two sets of data, general and product-specific. To gain broader international business perspectives, general data were collected from various business sectors via telephone interviews. We employed structured and open-ended questions to allow depth of information. This was particularly important when no prior data existed. Trained interviewers from a Bureau for Social Research at a US university conducted the series of telephone interviews. In addition, product- and industry-specific data were gathered from US apparel manufacturers using a mail revue moment Respondents General sample: 47 companies were selected from a list of participants at a conference on doing business internationally. Due to their established international contacts, the respondents could identify what they need for success in the international marketplace and provide a realistic perspective on how to best prepare college students for global competition. A broad range of companies were included in the sample, including those producing chemical products, instruments, equipment, metal products, electronic components, and apparel and other sewn products. More than half of the respondents led small businesses (small business is defined as a company that has fewer than 500 employees according to the US Small Business Administration). Product- and industry-specific sample: a list of 1,500 US apparel companies was purchased from Dun Broadsheet. Data were collected using Dilemmas (2000) mail survey method, which included a first mailing, a follow-up postcard a week after the first mailing, and a second mailing two weeks after sending out the postcards. A cover letter explaining the purpose of the research, a questionnaire, and a self-addressed, stamped return envelope were included in the iris mailing. Each questionnaire was addressed to the president of the company, and the president was asked to transfer the questionnaire to the person who was most qualified to complete it. All questionnaires received after the first mailing cutoff date were checked for moroseness bias according to a procedure proposed by Babble (1990), with no statistical evidence of moroseness bias identified in demographic characteristics. Most of the respondents were in a top-level management position (e. G. President, chairman, CEO, COO, etc. ) (75. 2 percent) or in a manager/director level position (18. 6 recent). A total of 127 questionnaires were returned, resulting in an overall response rate of 8. 5 percent. Among the returned questionnaires, 113 were identified usable and Apparel and 235 were included in data analyses. Among them, 95. 2 percent (100 out of 105 valid cases) were identified as small businesses. We consider the two sets of data as complementary. First, general data provided us with a broad picture of international involvement across different sectors in the USA, while the product- and industry-specific data yielded more focused information about the textile and apparel industry. By analyzing the two sets of data together, we can reach a more comprehensive understanding on how the textile and apparel industry compares with other industries in international business endeavors. A better understanding of the current international business involvement of the textile and apparel industry will help prepare the students in the field. Second, since business operations vary significantly among industries, needs in international business education identified across diverse fields are broader in scope and can provide guidelines for product-specific curriculum content development. That is, utilizing interdisciplinary output can help educators think out of the box for clothing an e Ill curriculum Improvement. However, product- Ana Industry-spectral knowledge and skills for doing business internationally are also critical to the success of students in this field. Therefore, in order to reach a more holistic view of the areas needed to enhance international dimensions in the textiles and clothing curriculum, we should integrate the findings at two levels, general and product- and industry- specific. Measurement and data analysis General data: the respondents were first asked questions related to the company, such as number of employees, product/service the company provided, the companys primary customer, and if the company was doing business internationally. If the answer to this last questions was no, the respondents were asked to explain why not and the interview ended. If the answer was yes, the interview continued with questions related to the companys international business operations, such as in what country/countries the firm was doing business and the business relationship between the company and its partners (contractor, vendor, supplier, branch office, joint-venture partner, or other). In the last section of the interview, the respondents were asked three open-ended questions: (1) What do you perceive as the benefits of doing business internationally? 2) What do you perceive as the obstacles/challenges in doing business internationally? (3) If an educational unit in raising global awareness is to be developed with college students as target audience, what would be the areas you think need to be addressed? Descriptive analysis was performed on quantitative data using SPAS for Windows 1 1. 0. The qualitative data were coded by th e researchers collaboratively, and the themes were identified. Product- and industry-specific data: we began by asking if the company was doing business internationally (I. E. Rouging), and how much the firm sourced from each of seven regions using seven-point Liker scale (1 livery little, 7 h frequently). Each respondent was asked if he/she believed a college education was needed in five specific areas (understanding international markets, global product development process, global supply chain management, understanding other cultures, and global sourcing) JEFF 236 using seven-point Liker scales (1 h not needed, 7 h essential). In addition, company anemographic variables, such as number of employees and sales volume, were included . Descriptive statistics were performed, and the results were compared with those from the general data. Results International involvement General data showed that of the 47 firms interviewed, approximately 80 percent of the companies were doing international business. Regarding the business relationships with the partners, about 50 percent of the companies reported that their partners were the contractors. The survey with US apparel manufacturers (product- and industry-specific data) showed that of the 113 firms, 90 firms (79. Percent) indicated that they source globally. Considering the US apparel industry sourced B percent AT Its products Trot overseas In AY (Elevate, our data reflect this trend. From this result, we can conclude that there are definite needs for international education in general as well as apparel-specific areas. Countries with which the firms were doing business General data indicated that the international markets in which respondents were conducting business we re in rank order, Asia, South America, Europe, North America, Africa, and Australia (Figure 1). A survey with product- and industry-specific data infirmed this finding. That is, US apparel manufacturers were also doing business with the East Asia countries most, followed by South Asia, Middle Asia, Pacific Basin, Mexico, Italy, and South American countries (Figure 2). This finding correlates with Kodiak and Daniels (2003) study, which found that Asia was the most important market of current US businesses. This finding suggests that region-specific international education in the apparel design, production, and merchandising curriculum may be more effective than a one-to-fit-all approach. It would be ideal to repaper students to Figure 1. Countries with which US firms were doing business: general 237 work with all the countries in the world; however, if the resources for developing educational materials are limited, focusing on Asian countries may be an economical solution. On the other hand, it is also crucial to be aware that the world apparel industry is changing rapidly. In the recent past, Latin America apparel manufacturers emerged as competitive suppliers, accounting for 24 percent of the US apparel import (Grief, 1997). Therefore, the apparel design, production, and merchandising auricular should be tailored to the global shifts in regions. Benefits and obstacles of doing business internationally According to the companies interviewed, the most important benefit of doing business internationally was expanded market, followed by low cost, higher quality, manufacturer flexibility, and worldwide recognition. Regarding obstacles (Figure 3), cultural difference was identified most often, followed by legal environment, business operation and process difference, commercial and political risk, and trust between business partners. These findings shed light on the areas that international business education should emphasize in order to develop efficient professionals who are capable of maximizing benefits in the global business environment, while innovative overcoming barriers they face in doing business internationally. Areas of international education In terms of the areas that need to be included for raising global awareness in college students, the responses from the general business data were content analyzed by the authors and classified into three categories: Understanding, Application, and Competency (Figure 4). When classifying into the categories, generous discussions ere held until the authors reached the same conclusion. The three areas were Hogue apparel 238 conceptualized by the authors reasoning that instead of Just listing the areas of need, presenting the findings in a meaningful interpretation would provide better insight. In Figure 4, the size of the diagram denotes the rate of response. That is, a large diagram indicates a higher rate of response. Respondents wanted college students to be prepared to the greatest extent in understanding, rather than in application and competency. Further analysis suggested that an understanding of ultra/business differences was the most important, followed by an understanding of legal environment, marketing/market development, international trade, political environment, and networking. The importance of an understanding of Figure 3. Perceived obstacles of doing business internationally Figure 4. Important areas of international business education: general 239 cultural/business differences corresponds to a study done by Kodiak and Daniel (2003), which found that an understanding of cross-cultural differences was the most important international skill sought by companies for both professional staff and line management employees. Data from US apparel manufacturers also indicated a strong need for college international education. Overall, the US apparel manufacturers considered understanding international markets as the most important area in which to educate college students, followed by global product development process, global supply chain management, understanding other cultures, and global sourcing (Figure 5). In particular, small firms showed stronger interest in all aspects of international education (Figure 6). These needs assessment studies suggest an urgent need for mall business-focused training. The results from the two data sets generally agreed that understanding is more critical than application or competency (I. . Specific skills) for college international Figure 5. Education: apparel (mummer notes mean value) Figure 6. Education: large US apparel firms vs. Small US apparel firms (number denotes mean value) 240 education. While the US apparel manufacturers favor a more product-oriented approach, such as international product development and global sourcing, we believe that taking both general and industry- and product-specific approaches is the cost efficient for enhancing international dimensions of apparel design, production, and merchandising curricula. The general approach guides students in the big picture, while the industry- and product-specific approach leads the students to more specific contents tied closely to their major area of study. Conclusion and recommendations There is little doubt that the textile and apparel industry is operating in an interconnected global environment. Companies involved in international business are faced with increasing challenges in intense global competition, changes in nonuser tastes, trade-offs between cost and quality, communication obstacles, legal and political risk, etc. To survive and succeed in global competition, the industry needs effective strategies and proficient leaders. Meanwhile, textile and apparel programs in higher education have been slow in providing the most appropriate education and training to the students who will be the backbone of the industry in the near future. To investigate possible strengthening of the international dimension of apparel design, production, and merchandising curricula, this research invited input from industry professionals. Two sets of data were collected and compared. The general data were collected from 47 companies in various business sectors in order to obtain general guidelines for international business education. A separate set of product- and industry-specific data were collected from a survey of 113 US apparel manufacturers. Based on the findings, we believe there is a compelling need for enhancing international education in apparel design, production, and merchandising curricula. Therefore, we provide the following suggestions and recommendations. First, international education in the textile and clothing field should be developed tit a strong focus on small businesses. Despite the significant contribution of the small business sector to the US and global economies, many international business courses and education/training materials were developed from the perspective of large multinational companies. While these companies have capabilities to train their employees, small businesses lack resources to provide training to address international business issues. Considering the fact that the small business sector also proposes many entry-level positions (Harrison, z ten needs Tort International education with a small business focus for college students is imperative. Second, the international dimensions of apparel design, production, and merchandising curricula should be developed using a region-specific, rather than a one-fits-all approach. Educational materials should be developed with a clear focus on the regions with which the US businesses are most involved. Regarding the textiles and apparel industry, this region is Asia. Additional educational materials may be developed for other regions using a parallel approach. Third, students in the textile and clothing field should be fully prepared in understanding, rather than in application or competency. Specifically, educational materials should help students develop a sound understanding of cultural/business differences, as well as an understanding of the legal and political environments in which the international trade takes place. A thorough understanding Apparel and 241 is a prerequisite for application and specific skills that the students will need in their professional positions. Finally, educational components that help the students better understand international markets should be incorporated into curricula. Since an understanding f international markets was identified by industry practitioners as the areas most needed for college students, significant efforts should be devoted to teaching students various aspects related to international markets. How should these suggestions be incorporated into international education in apparel design, production, and merchandising curricula? We propose that an international module be developed in every course in the apparel and merchandising area. Instead of developing a single international course which requires time and commitment, perhaps it is more efficient and economical to evolve educational modules that can be integrated into the subject matter of a course already developed and taught. For example, the importance of international markets and global branding may be included in the introductory course to fashion industry; how goods are mass produced overseas may be taught in the apparel mass production course. In the visual merchandising course, cultural differences in preference of visual merchandising and advertising presentations may be introduced. In addition, how apparel goods are sourced from and marketed to international markets may be discussed in one of the merchandising acquisition and allocation courses. An easy method of enhancing students understanding of cultural/business practice differences and international markets is to utilize government data. Government data may include country reports and market reports by the US Department of Commerce. Newspaper and trade magazine articles may also be used. Enhancing international dimensions in textile and clothing curricula is imperative. We posit that this effort should be collective within a program, not Just the effort of an individual instructor in one course. Therefore, administrative support and team

Home Schooling is an Ideal Way to Obtain Quality Education

Home Schooling is an Ideal Way to Obtain Quality Education Home Schooling Is the Best Bet for a Quality Education School System Is Too Standardized Anyone who takes an objective look the state of American public education today will agree it’s hindering the future of our country. School systems are faltering, focusing more on standardized testing than educating our youth. Teachers, for the sake of keeping their jobs, â€Å"teach to the test† – and students graduate with a half-baked understanding of the world, sub-par skills, and an incomplete education. Aside from academics, the public school is no place to learn. It has become more like a prison – where violence, crime, and attention-seeking behaviors are too prevalent. But this is the worst possible recipe for a classroom. There is always the option of homeschooling one’s children, which is an ideal way for our youth to obtain a quality education. To begin with, homeschooling is an ideal way to obtain a quality education, especially if the teacher has an extensive education. Any parent or home-schooling teacher should have at least a Master’s degree in Education, along with several years of teaching experience; however, a Ph.D. is best – a true expert with in-depth research, a thorough understanding of, and an insightful perspective on, homeschooling. This way, they will objectively teach the home-schooled students, in turn providing them a strong academic and intellectual foundation. This is much better than the everyday teacher who most of the time just has a Bachelor’s degree; rarely in the public education setting would any student, grades Kindergarten through the 12th grade, get educated by such an expert in the field. Also, homeschooling is an ideal way to obtain a quality education if the parent brings in expert consultants and tutors to teach the children a wide array of topics. A Quality Education Is about Being a Well-Rounded Student There is more to the picture than just time in the classroom – even in the home classroom. In order for a home-schooled student to obtain a quality education, they must also be encouraged, maybe even forced, to attend lectures, seminars, and museums from quite a young age, maybe even 10 or 11 years old. A quality education is about being a well-rounded student who is exposed to different areas of thought from various individuals. These extra-curricular activities are perfect for this. You may like these articles: Relieving Students School-Related Stress Educational Field Trip Safety Issues Combining Academic Knowledge and Practicality The Bright Sides of Academic Intellectuals We Call Nerds Learning from Budget Books Too often in public education, students are held to a rigid course structure, where they learn information on a superficial level. This is detrimental to the student’s education because they are not learning; rather they are remembering information for the â€Å"test.† Homeschooling offers a student a quality education if they get to broaden their intellectual horizons by learning from experts who offer their findings to people. This way, they learn more than just what is on the test – they learn information that will remain with them the rest of their lives. Home-Schooled Children Should not Be Cut off from the Rest of the World Homeschooling is an ideal way to obtain a quality education if the student is not cut off from the rest of the world, including other children their age. A home-schooled student may already be seen, and conditioned to be, a sort of outcast; usually, these kinds of students are less social in the company of other children their age, so they must learn to assimilate in the company of others. Any student can stay at home and be a brainiac, a straight-A student who knows everything. But then they get into the real world and choke, unable to be around others with contrasting experiences, beliefs, and education. To fix this, home-schooled students should be encouraged to be social – even with non-home-schooled students. This will broaden their idea of the world, and from this, they will be well-rounded, well-educated individuals. In conclusion, there are of course many naysayers who feel a home-schooled education is the worst possible thing for a children: they say it isolates them; they get an incomplete, subjective, limited, sub-par education – one that will ultimately, in their lives and professional careers, hinder them from success, happiness, and fulfillment. But this argument is quite weak, and it generalizes all home-schooled educational endeavors. For whatever the reason for homeschooling one’s children, it can work to the children’s advantage in obtaining a high-quality education if it is done right and thoroughly and responsibly. A home-schooled education like this, with the aforementioned characteristics, would certainly change all the stigmas attached to homeschooling. This is, of course, is the perfect scenario, and unfortunately may not be the case with most home-schooled students.

International trade ( Economic ) Essay Example | Topics and Well Written Essays - 500 words

International trade ( Economic ) - Essay Example In the perception of many in the developing world, the IMF has played major roles in helping countries overcome financial problems such as those that occurred in Mexico, Brazil, Argentina and Mexico, and Turkey. The problem with Turkey sticks out like a sore thumb: the country has had it eighteenth program with the IMF but its problem persists. In 1997, the IMF thrust itself into prominence when it intervened in the Asian Financial Crisis as countries such as Malaysia, Singapore, the Philippines – and more particularly, South Korea, Thailand, and Indonesia -- saw the value of their currencies plummet to unprecedented lows. The timely assistance provided by the world financial body helped these countries tide over the crisis but the process was fraught with painful adjustments and even triggered harsh criticism of IMF policy measures in these countries as to their appropriateness, given the peculiar domestic macroeconomic conditions. South Korea obtained a $55 billion credit from the IMF with certain attached conditions. South Korea was to open its economy and banking system to foreign investors and eliminate trade-related subsidies and import licensing, thereby making it vulnerable to foreign competition . The IMF also required the country to maintain a low inflation rate of 5 per cent. This was inconsistent with th e fact that the fall in the value of the Korean won and subsequent rise in import prices would create pressures on domestic prices. The unpleasant consequence of this was that the high interest rates made all the more difficult for South Korean companies to service their debts, thus the IMF was criticized for exacerbating the crisis these companies were facing instead of abating them. By applying cut-and-dried solutions to problems in countries with unique problems, the IMF opened itself to criticism of lack of

The Use of Spearman Rank Correlation Coefficient by Messina and Coyne Term Paper

The Use of Spearman Rank Correlation Coefficient by Messina and Coyne - Term Paper Example From this research it is clear that in statistics the Spearman’s rank correlation coefficient (SRCC), also known as the Spearman’s rho, is greatly used. This provision derives its name from Charles Spearman and may be denoted by symbols rs or P. Maturi and Abdelfattah clearly explain that as a non-parametric measure used to gauge statistical independence that may exist between two variables, the Spearman’s rho is used to assess the most appropriate way of describing two variables through the use of a monotonic function. The Spearman’s rho is used mostly when both independent and dependent variables are ordinal, or when one of the variables is a continuous one, and the other an ordinal numeric. Conversely, Spearman’s rho may be used when the variables being measured are both continuous. In the article by Messina, Scott, Ganey, Zipp and Mathis it is clear that the use of the Spearman’s rho is very plausible. This is because patient satisfaction is not only the independent variable in Messina’s research analysis but also a continuous variable. At the same time, patient admission across teaching and nonteaching hospitals acts as both a dependent and continuous variable. Thus, in this work by Messina et al. the Spearman’s rho is used to study the relations that exist between the dependent variable and independent variable, and these variables are being represented by the volume that has been measured by admissions and the patient contentment mean score respectively. The use of Spearman’s rho’s correlation analysis is seen in the fact that Messina and his companions carried out the analysis on a pooled sample of seven nonteaching and seven teaching hospitals. It is from this development that the differences between the subsamples in teaching and nonteaching hospitals are analyzed through the use of Mann-Whitney U-Test. From this juncture, it became possible to determine whether or not there is an e xplicit association between admissions and patient satisfaction mean score in respect to the two variables. As one reads the study, it becomes clear that the mean for all admissions in teaching and nonteaching hospitals is 19,111 within the time frame of 1999-2003. The range is from 4,513 to 70,465. The mean score for the aggregate patient satisfaction is 82.57 within the five-year timeframe. The minimum aggregate is 79.0 while the maximum is 86.18. The use of Kurtosis as a form of descriptive analysis indicates that the mean score for patient satisfaction was normally distributed. In a nutshell, the use of the Spearman’s rho indicates a strong negative correlation between hospital admission within a given sample and patient satisfaction (rs = -.287, P = .018). The import of all these results is that lower inpatient volumes (in both teaching and nonteaching hospitals) are compatible with or relatable to higher patient satisfaction mean scores. 2) Comments on the Variables Use d and Spearman Rank Correlation Coefficient It is a fact that the variables that have been used by Messina, Scott, Ganey, Zipp and Mathis (2009) are very appropriate and applicable to the determination of the Spearman’s rho. Spearman’s rho determines the statistical independence between two variables, and it is a fact that Messina and his group use two variables: patient satisfaction and inpatient admissions in teaching and nonteaching hospitals. Again, just as Maturi and Abdelfattah (2008) explain, the Spearman’s rho is applicable in an area where one variable is continuous and the other an ordinal numeric, or where both variables are continuous in nature. Messina’s et al. (2009) independent (patient satisfaction) and dependent (inpatient admissions in teaching and nonteaching hospitals) variables are both continuous. These characteristics make the variables used qualify for Spearman’s rho analysis, so that, in light of the specific requirements o f SRCC, there is

Killing Custer Book Review Essay Example for Free

Killing Custer Book Review Essay From time to time, a book of true historical significance is written on a subject that has been written on almost endlessly. The Battle of the Little Big Horn is one of the most written about, speculated on, celebrated, talked about, and glorified events in American History. Popularly known as Custers Last Stand, it has been the subject of many films, documentaries, novels, and was even re-enacted at every Wild West Show put on by Buffalo Bill Cody. In the work Killing Custer: The Battle of Little Bighorn and the Fate of the Plains Indians, Welch and Stekler do an excellent job in the subject matter at hand, and come to the correct conclusion that this battle, which was a huge military disaster for the United States, directly resulted in an even greater disaster for the Indian victors who won it: that is, total defeat and total subjugation. The first chapter sets up the massacre of the Blackfeet on the Marias River, James Welch and Paul Stekler have done a magnificent job in researching and putting forth, a new book on this subject that has been so written about. Citing much of the new discoveries, that is archeology, and the Indian accounts, Welch was originally contacted by Stekler to do a script for a documentary for PBS’s â€Å"American Experience: Last Stand at Little Bighorn†. They worked on it together, and that particular one hour documentary was excellent. Feeling that he hadn’t exhausted the subject, Welch delved more deeply into it, and wished to write a book on the subject. â€Å"Killing Custer† was the result, and it is quite excellent indeed. It is a stunning and thrilling read from cover to cover. The information is not wholly new, but Welch and Stekler combine all of the newest discoveries into one stirring volume, and they stress the narratives, which in the past were largely discarded and disclaimed, of the Indian accounts of the battle, after all, they were the ones who survived it! The authors rightly put the battle into its historical perspective, pointing out that this huge defeat of the United States Military led directly to the total subjugation and defeat of the Plains Indians, putting them on reservations once and for all, with the final defeat and insult at Wounded Knee, the massacre that was so unnecessary and so tragic.

Maya Angelou :: essays research papers

when Maya Angelou was a young woman -- "in the crisp days of my youth," she says -- she carried with her a secret conviction that she wouldn't live past the age of 28. Raped by her mother's boyfriend at 8 and a mother herself since she graduated from high school, she supported herself and her son, Guy, through a series of careers and buoyed by an implacable ambition to escape what might have been a half-lived, ground-down life of poverty and despair. "For it is hateful to be young, bright, ambitious and poor," Angelou observes. "The added insult is to be aware of one's poverty." In "Even the Stars Look Lonesome," her new collection of reflective autobiographical essays, Angelou gives no further explanation for her "profound belief" that she would die young. "I was thirty-six before I realized that I had lived years beyond my deadline and needed to revise my thinking about an early death," she recalls. "With that realization life waxed sweeter. Old acquaintances became friendships, and new clever acquaintances showed themselves more interesting. Old loves burdened with memories of disappointments and betrayals packed up and left town, leaving no forwarding address, and new loves came calling." Now 69, Angelou is the nearest thing America has to a sacred institution, a high priestess of culture and love in the tradition of such distaff luminaries (all of them, hitherto, white) as Isadora Duncan and Pearl S. Buck, with a bit of Eleanor Roosevelt and Aimà ©e Semple MacPherson thrown into the mix. "She was born poor and powerless in a land where/power is money and money is adored," the poet Angelou writes in tribute to another astonishing black woman of our time, Oprah Winfrey. "Born black in a land where might is white/and white is adored./Born female in a land where decisions are masculine/and masculinity controls." Angelou's lifelong effort to escape and expose the "national, racial and historical hallucinations" that have burdened black women in America and replace them with a shining exemplar of power, achievement and generosity of spirit is as miraculous as she says it is, even if one suspects that in "real life" Angelou must be a little hard to take. "I would have my ears filled with the world's music," she writes, "the grunts of hewers of wood, the cackle of old folks sitting in the last sunlight and the whir of busy bees in the early morning .

Properties of Enzymes and Competitive Inhibitors

Index Page Abstract†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. †¦Ã¢â‚¬ ¦. 3 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. †¦Ã¢â‚¬ ¦.. 3 Materials and Chemicals used†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦. †¦.. 3 Procedures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦ 4 Tables†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5-7 Results†¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦8 Discussion†¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦8 Conclusion†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. 8 Works Cited †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 9 Properties of Enzymes and Competitive Inhibitors. Abstract: Properties of enzymes were found in this experiment and some other factors, which affect enzyme activity.Enzymes are catalyst; they catalyze very specific reactions. Results relating to the active site of specific enzymes played a big role while performing this experiment. The purpose of this experiment was to fin how inhibitors affect enzyme’s activity by competing for the active site against substrates. Introduction: Cells have the ability to perform chemical reactions that at normal temperature outside the body proceed too slowly to support life. Cells are able to perform some reactions rapidly because they possess protein catalyst called enzymes. Enzymes are proteins that catalyze (i. . , increase the rates of) chemical reactions. Each enzyme has a unique globular shape, a small portion of which functions as an active site capable of binding to specific reactants or substrates. It was hypothesized that enzyme concentration, temperature, and inhibitors will affect the properties and abilities of the enzyme. Materials: 1Wax Marking Pens 150 ml Beakers 3 400 ml Beaker 1 container of parafilm 1 set of 20 spec tubes 1 regular test tube rack 1 small test tube rack 1 box Kimwipes Eye Droppers 1 thermometer 2-10ml Graduated Cylinders 1 Spectrophotometer 7  °C waterbath with test tube racks Solutions: 1 flasks of pH 7 buffered ONPG 1 flask of Lactose 8% 1 flask of pH 7 buffered 1 flasks of 8% beta galactosidase Procedure 1. Obtain five test tubes and label them (i. e. A, B, C, D, E) 2. Using a 10 ml graduated cylinder put: Note: It is very important to add enzyme last. 1 ml of pH 7 buffered ONPG + No Lactose 8%(0ml) +(1 ml pH buffer) + Enzyme (1ml) solutions into tube A. 0% Lactose. 3. Using a 10 ml graduated cylinder put: 1 ml of pH 7 buffered ONPG + Lactose 8% (. 25ml) +(. 75ml pH buffer) + Enzyme (1ml) so lutions into tube B. % Lactose. 4. Using a 10 ml graduated cylinder put: 1 ml of pH 7 buffered ONPG + Lactose 8% (. 5ml) +(. 5ml pH buffer) + Enzyme (1ml) solutions into tube C. 4% Lactose. 5. Using a 10 ml graduated cylinder put: 1 ml of pH 7 buffered ONPG + Lactose 8% (. 75ml) +(. 25ml pH buffer) + Enzyme (1ml) solutions into tube D. 6% Lactose. 6. Using a 10 ml graduated cylinder put: 1 ml of pH 7 buffered ONPG + Lactose 8% (1ml) +(0ml pH buffer) + Enzyme (1ml) solutions into tube E. 8% Lactose. 7. Cover each of the tubes with parafilm and place the tubes in the 37  °C waterbath for 30 minutes. . After 30 minutes, determine if the reaction has occurred in each tube, and notice change in color. 9. Test tube E acted as our control test tube because no competitive inhibitor was added. Lactose was the competitive inhibitor for this reaction into the test tube. Note: Because the result on steps 4 and 6 were not accurate for our particular experiment, steps 4 and 6 were performed twi ce. The following table and graph express the results after the measurements and mixing. Table 1. Measurements after mixing the solutions into the test tubes.Solutions| pH 7 Buffered ONPG (ml)| Lactose 8% (ml)| pH buffer (ml)| Enzyme B-Gal (ml)| Total amount of mls. | Test tube A| 1| 0| 1| 1| 3| Test tube B| 1| 0. 25| 0. 75| 1| 3| Test tube C| 1| 0. 5| 0. 5| 1| 3| Test tube D| 1| 0. 75| 0. 25| 1| 3| Test tube E| 1| 1| 0| 1| 3| This table represents the total amounts of each solution added to each test tube in order to get 3 mls for each test tube. This table is used only to represent how the result will look like. Graph 1. Measurements after mixing the solutions into the test tubes. This graph depicts the contents inside the test tubes after mixing the mentioned solutions.Measurement of O-nitrophenol. (ONPG) Although the appearance of yellow in the tubes indicated that O-nitrophenol was present, the color, alone, did not tell us how much was present. It was possible to measure the a mount of O-nitrophenol present by measuring the intensity of the yellow with a spectrophotometer. 1. The contents of the 5 tubes were poured into spec 20 tubes. The positions were labeled, but the spec tubes were left clear in order to have an accurate measurement absorbance. 2. Test tube E acted as the control tube for this, since that tube did not contain inhibitor.Note: Absorbance 420nm in this experiment will be a measure of the concentration of the O-nitrophenol molecules in each of the solutions. Using the Spectrophotometer The spectrophotometer was an instrument designed to measure the amount of light transmitted through solutions, or absorbed by substances in the solution. Light of a specific wavelength is emitted from a special bulb and passed through a tube containing a substance solution. The greater concentration of those particles; the greater the absorbance. It is very important to select the most appropriate wavelength of light for use.These procedures were followed i n order to set up the Spectrophotometer. 1. 420 nm was the wavelength to use in the inhibitor experiment lab designed because O-nitrophenol maximally absorbs a light at 420. 2. The Spectrophotometer was zeroed out with the control knob so that the needle reads 0% transmittance on the upper scale. 3. The control tube A was put in the holder, and the lid was closed. The light control knob was adjusted so that the needle could read 100% transmittance. 4. The control tube was removed from the holder. The lid was then closed noticing the needle again read 0% transmittance. 5.All other test tubes were placed into the Spectrophotometer and read as well. 6. Data for these results was recorded on the following table. Table 2. Effect of competitive inhibitor concentration lactose on the production of O-nitrophenol. Effect of Competitive Inhibitor Concentration on production of ONGP Product| Tube| Inhibitor Concentration| Intensity of yellow| Absorbance| ? moles of ONPG produced/30min | ? mole s of ONPG produced/min| A| 0%| ++++| 1. 55| 38. 75| 1. 291666667| B| 2%| +++| 0. 43| 107. 5| 3. 583333333| C| 4%| ++| 0. 13| 32. 5| 1. 083333333| D| 6%| +| 0. 02| 5| 0. 166666667| E| 8%| 0 | 0| 0| 0|Calculation of ? moles O-nitrophenol produced per minutes. Ex. Tube A: ? moles of ONPG produced/30min Absorbance/0. 004= ? moles of ONPG produced per 30min 0. 155 / 0. 004= 38. 75 ? moles Ex 2 Tube A: ? moles of ONPG produced/min ?moles of ONPG produced per 30min/ 30min 38. 75 /30=1. 291666667 ? moles of ONPG produced/min From the absorbance data that was measured the O-nitrophenol produced per minute was calculated. 1. Each ? mole of O-nitrophenol produced an absorbance of 0. 004. The absorbance measured was divided by 0. 004 to determine the number of ? moles produced during the experiment.The values were recorded in table 2, fifth column. 2. The measurements that were obtained in the fifth column were divided by 30(number of minutes left in the waterbath) to obtain the number of ? mol es of O-nitrophenol produced per minute. Graph 2. Absorbance measurements for inhibitor concentration lactose on the production of O-nitrophenol. Absorbance Absorbance Test Tubes Test Tubes Results According to the hypothesis that temperature, enzyme concentration, and concentration will affect the properties and functions of the enzymes. The hypothesis was supported because graph and tables express the change in absorbance, and ? oles produced. Discussion The tables were able to depict the result in order to get better and accurate results for this particular experiment. Measurements have to be performed with precaution, making sure the enzyme and the contents are mixed properly and at the same time. Conclusion Enzyme activity can be affected by other molecules. Inhibitors are molecules that decrease enzyme activity; activators are molecules that increase activity. Activity is also affected by temperature, chemical environment, change in pH, and the concentration of substrate.

Argumentative Essay about College Experience

Hey Ben! I was talking with Sean yesterday when he told me the news, you're planning to delay college. This came as a shock to me when I heard it. By not attending college, you may get a year's rest and a chance to think your decisions through, but if you ever do decide to attend college, you will miss out on a lot of opportunities as well. I think you should consider going to college rather than driving the open road after High The information you've learned in High School will be more fresh in your mind now than 1 year from now. You have passed 12 years of schooling, yet now you believe it is time to rest and see other places and people for a year or more before attempting college. College adds 4 more years of intense work, yet knowledge learned within High School can make learning new material easier for you. Other people often find themselves getting sidetracked once they put off the option to attend college, that can only hinder your ability to eventually become a college graduate. College can be a fun experience if shared with friends and people of similar age. By aiting an extra year or two, you will find it more uncomfortable within your classes. The entire college experience involves parties, football games, and drinking beer with your buddies as well as an education. As you get into the entire experience and enjoy college, you will understand and appreciate what a college offers. The ideal time for college is now more than ever as you also have scholarships and your parents to help with the expensive money arrangement which is needed. Parents can be a great help in paying for your college, and may be willing to pay much more mmediately after graduation from High School, than paying 2 years afterwards. Scholarships are always helpful to students, paying for a little bit of an expensive college. Although, to use the scholarship, you must go immediately to college. A College education right now is a lot more beneficial to you and your future than you may realize. It can lead to earlier jobs with increased salaries, better college experience, and scholarships to help pay for it all. I hope the arguments I mentioned above help you to see the other side of this situation and choose appropriately. Argumentative Essay about College Experience Hey Ben! I was talking with Sean yesterday when he told me the news, you're planning to delay college. This came as a shock to me when I heard it. By not attending college, you may get a year's rest and a chance to think your decisions through, but if you ever do decide to attend college, you will miss out on a lot of opportunities as well. I think you should consider going to college rather than driving the open road after High The information you've learned in High School will be more fresh in your mind now than 1 year from now. You have passed 12 years of schooling, yet now you believe it is time to rest and see other places and people for a year or more before attempting college. College adds 4 more years of intense work, yet knowledge learned within High School can make learning new material easier for you. Other people often find themselves getting sidetracked once they put off the option to attend college, that can only hinder your ability to eventually become a college graduate. College can be a fun experience if shared with friends and people of similar age. By aiting an extra year or two, you will find it more uncomfortable within your classes. The entire college experience involves parties, football games, and drinking beer with your buddies as well as an education. As you get into the entire experience and enjoy college, you will understand and appreciate what a college offers. The ideal time for college is now more than ever as you also have scholarships and your parents to help with the expensive money arrangement which is needed. Parents can be a great help in paying for your college, and may be willing to pay much more mmediately after graduation from High School, than paying 2 years afterwards. Scholarships are always helpful to students, paying for a little bit of an expensive college. Although, to use the scholarship, you must go immediately to college. A College education right now is a lot more beneficial to you and your future than you may realize. It can lead to earlier jobs with increased salaries, better college experience, and scholarships to help pay for it all. I hope the arguments I mentioned above help you to see the other side of this situation and choose appropriately.

Explain how the IndustrialRevolutionintheU.S had a negative affect essays

Explain how the IndustrialRevolutionintheU.S had a negative affect essays Life after the Civil War was a great hardship for the Southerners. However, the Northerners businesses were doing great and booming. As for America it was becoming a world power. However it already became an industrial power very quickly right after the civil war. But all was not well. There were many great problems with the Revolution at that point. This affected the United States greatly. One of the major problems was corruption within major companies. During this time there were no laws to prohibit companies to merge together to become one larger company. Even though this could help small companies it soon became very controlling such as a communistic business organization. Many companies would keep on merging to create extremely large companies, which conquered its type of product defeating any kind of competition. This was considered to be a monopoly. Many companies failed to do anything about it and soon were to little to handle these large monopolies. Another problem that came to be was with labor. Money was very hard to achieve and everyone needed money to survive. Most people would do anything to make the most out of a buck. Such things as sweatshops opened and became a national problem. A sweatshop was a place considered unclean, not safe, and illegal. Many immigrants, and extremely poor people would come and work here. It paid below minimum wages and was unfair to the workers. However, whoever was controlling the sweatshops were gaining more money because of hiring people cheap and getting most of the profits of the products sold back. Another problem was child labor. Even though child labor was unfair and very dangerous many families needed it. The child would have worked 6 days and 10 hours each day for low pay (usually lower than men who would work the same type of job) These problems created a larger problem that affected all of the American economy, major strikes. Major strikes could greatly weake ...

Should You Take the ACT With or Without Writing

Should You Take the ACT With or Without Writing SAT / ACT Prep Online Guides and Tips Because ACT Writing is optional, many students are unsure whether they need to add the extra 40 minutes to the test. However, there’s a simple answer to whether you should take the ACT with writing or without writing: it depends on whether the colleges you want to apply to require a writing score. This guide will talk you through how the ACT writing got started, how to determine whether you should take the ACT with or without Writing, and some other considerations you may want to keep in mind. What Is ACT Writing? Since 2005, students have had the choice between two different versions of the ACT: the ACT and the ACT with Writing. The writing test is an optional 40-minute essay task that students can elect to take at the end of the multiple choice test. ACT, Inc. added the Writing section in response to the 2005 SAT overhaul, whichaddeda Writing section that included both grammar multiple-choice questions and an essay. The addition of thewriting task to the ACT was meant to keep the two tests equivalent and easily comparable. Nonetheless, the SAT's essay was required and the ACT's was optional. This discrepancy between how the two tests incorporated their essay portions caused a fair amount of confusion for students and colleges. Ultimately, each college set its own policy about the two tests’ Writing sections: some simply ignored SAT Writing scores and didn’t require the ACT Writing, others considered SAT Writing but didn’t require Writing with the ACT, and a third group considered SAT Writing and required the Writing with the ACT. To complicate the situation further, the SAT's essay is nowa separate, optional sectionlike the ACT’s. Nonetheless, the basic facts remain the same: whether you take the ACT with or without Writing depends on whether the schools' you're applying to require it. The Key Consideration: WhichColleges Require ACT Writing? Roughly 300 colleges require or recommend that applicants take the ACT with Writing. In general, more selective schools expect you to submita Writing score, while less selective ones don't. However,there are plenty of exceptions: University of Chicago doesn't require the Writing section but Florida International University does. Otherschools don't require the ACT with Writing but do recommend it. Given the range of policies, you'll need to check the requirements for every school you're applying to. To find this information, you can check our full list of schools that require the ACT Writing sectionor ACT, Inc.'s (semi-up-to-date) database. You can alsolook up schools’ most up-to-date standardized testing policies on their individual websites: just search for "[school name] ACT writing requirement" online. Keep in mind that these policies are especiallysubject to change right now, since some schools that previously required the ACT with Writing are dropping the requirement now that both the SAT and ACT essays are optional. Examples of schoolsmaking this change include Columbia University, Rensselaer Polytechnic Institute, and University of Virginia. If you’re not sure which schools you want to apply to, I would recommend taking the test with the Writing section, just to be safe. You unfortunately can’t take theWriting test alone, so if you later decide to apply to a school that does require the Writing, you’ll have to retake the entire test. Another minor note: if you’re taking the ACT through your school, you may or may not take it with Writing, depending on which state you live in. If your state doesn’t administer ACT Plus Writing and you are applying to schools that require it, you’ll need to retake the whole test with Writing. Florida State University requires applicants to submit the ACT with Writing. (Jackson Myers/Flickr) A Few Other Things to Keep in Mind Although whether the schools you're interested in require you to submit the ACT with Writing should be the primary factor in your decision about which version of the test to take, there are a couple of other pros and cons worth taking into account. A Good ACT Writing Score Can Boost Your Chances of Admission- Slightly Even if a school doesn’t require the test, a high score on the ACT Writing may give your application a slight boost, since it serves as an indication of strongwriting and analysis abilities. This is basically just a way of providing some extra information and will generally have only a minor benefit (similar to submitting both ACT and SAT scores). The main circumstancesin which it would be worth submittingthe ACT with Writing even if it isn't required would be if you're applying to especially competitive schools orschools that recommend the Writing section. Also be aware that some schools simply won’t look at your Writing score, even if you send it. Make sure to read each school’s policy carefully so you know what's worth spending time on. Costs of Taking the ACT With Writing So far I've focused on reasons you would want to take the Writing section, but there are also some costs associated with doing so. Registration Fee There is an extra fee ($16.50) to take the writing portion of the test. Extra Study Time If you take the Writing section you will need to study for the Writing section, which means investing extra hours into ACT prep. However, ACT Writing is relatively straightforward once you know how it works, so even just a few hours of prep (say, reading through the rubric and some examples and trying a practice essay) can be very helpful. Both of these costs are relatively minor and neither should prevent you from applying to schools that do require ACT Writing. If the added fee is a serious issue, you mayqualify for a fee waiver, which covers the writing section as well as the general registration. (Tori Rector/Flickr) Final Verdict Let's go through each possible situation you might be in and whether you should takethe ACT Writing. If even one of the schools you want to apply to requires the ACT with Writing... ...take the ACT with Writing. You won't be able to get in without it, so it's worth the slightly higher fee and extra time commitment. If you’re applying only to schools that won’t consider ACT Writing scores... ...skip taking the ACT with Writing. If schools won't even consider it, it's just a waste of time and money. If you're looking at schools thatdon't requireACT Writingand aren’t very competitive... ...only take the ACT with Writing if your application showsmajor weaknesses in English language skills. If you’re applying to more competitiveschools or schools that recommendACT Writing... ...take the ACT with Writing, unless thecost and stress profoundly outweigh the potential benefit of more information for colleges. If you’re not sure where you want to apply... ...take the ACT with Writing. It will save you from having to retake the test if you realize you need to submit ACT Writing scores later. No matter what your situation, make sure to double check whether the schools you’re applying to require you to submit ACT Writing scores. There's nothing worse than thinking you're completely finished with standardized testing, only to realize that you have to take the test all over again. What's Next? Just realized you need to take ACT Writing? Check out our complete guide to the new Enhanced Writing test and tips on how to get a 12 on the essay. If you're more focused on other sections of the test, check out our ultimate prep guides for ACT Reading, English, and Science. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Immigrant's success Essay Example | Topics and Well Written Essays - 1000 words

Immigrant's success - Essay Example The Ly family is a refugee family; but they own the neighborhood bakery which had earned a revenue of as much as $44 million now. Lester is a Cuban refugee who escaped successfully to America from Cuba by windsurfing. I believe they succeeded because they were hardworking, confident and purposeful. To succeed in America, one of the primary keys to success is to be hardworking. There are four points to ensure that an individual works hard. First, a hardworking person takes fewer breaks than others. For example, Lester worked at a windsurfing rental booth by day while attending high school at night. He was busy the whole day and took very few breaks to get more experience and knowledge. Second, hardworking people do more things than others. For instance, Fatemeh Mizbani started at 6:30 a.m. and called it a day at 5:30 in the afternoon. She not only worked longer than other teachers; but also spent her lunch break helping her students. This way, she earned her students and work matesâ⠂¬â„¢ admiration. Third, hardworking means the worker does not care about the kind of job they get. For example, Ly families worked as laborers, handymen, seamstresses, and house-cleaners. Because they did some low-paying jobs, they still earned enough money to start a new business. The last one was working hard to get a good education. For instance, Dr. Erick Miranda graduated from Harvard and then worked at the L.A. County/USC emergency medical center. His words showed the importance of hard work. He said, â€Å"No matter where you come from or how poor you are, there is a path open to you here.† But you need to work hard to get on that path. As evident, hard work assists in getting more knowledge or experience, as well as respect from others. Another key to success, aside from hard work, is confidence in oneself. In contemporary times, there are still a lot of hardworking immigrants who do not succeed because they do not have self-confidence. Every successful man is confid ent and those aspiring to succeed must determine the secrets to gain self-confidence. Confidence means that you believe there is always a road to success; as well as to believe in one’s powers, determination and persistence. When talking to people or demonstrating something to others, one must be confident so that people will trust one’s words or the products being endorsed. One should be able to prepare well through study or research. For instance, the 17 year old boy named Lester was able to escape to America by windsurfing for more than 80 miles. He escaped alone because he believed in his plan and his sailing skill and he succeeded. Consequently, by arriving in America against immense odds, he became famous because of his marvelous confidence. As such, confidence would enable one to achieve things that have never been tried before. Finally, by being hardworking and confident, there is only one more important thing that is needed: setting a goal. If one does not hav e a goal, one would not have any direction just like a waterweed which floats on the river. One must have a clear idea on the goal that is to be set. The goal is the most important thing one wants to do in the future. The goal is the terminal point in a race; so one should not stop trying to get it. If one stops for a while, other people who have the same goal might surpass and one might eventually lose. Goals that are to be set should be attainable. There is a big refugee family named Ly family who

Design Thinking Essay Example | Topics and Well Written Essays - 2000 words - 2

Design Thinking - Essay Example rtaking an active uptake of the design-thinking concept in order to instill these skills among the students so that by the time they graduate from school, they are already qualified experts and professionals in the field (Cox and Rigby, 2013). Design thinking incorporates a high level of creativity and innovation in an effort to bring solutions to modern day problems, or come up with new products and services that bring about a transformative change to the world. A company that employs design thinking in its products and services ends up gaining a competitive edge over other industry players as it produces products designed to meet the tastes and preferences of its target customers. On the other hand, it also instills into the product an element of surprise thereby taking the market by storm once launched or introduced into the market sphere. A good example of a company that incorporates design thinking in the development of its products and services is the Apple Technologies. Design thinking is the key driver of success behind the massive profitability and success recorded by the apple corporation. Other cases of successful application of design thinking is the reason for the reduction of the rates of malnourishment among the children in Vietnam, which reduced by half after application of the concept in the management of children’s health and nutrition. The process of design thinking incorporates a number of steps and procedures. The first step is immersion, which is the process of gaining a clearer understanding of the aspect at hand that requires intervention. The second step is the ideation stage, which incorporates creation of a credible solution to suit a given situation or to solve a given problem. The third stage of prototyping, a procedure that entails testing the designed solution, product or service to the targeted problem, audience, market, or consumers to see whether it works or not, such as bringing about the solution for the problem. The fourth