Waitlisted free essay sample

Dear Undergraduate Officer at the University of Wisconsin-Madison- My name is â€Å"† and I have been given a postponed decision at UW-Madison. I completely understand that the undergraduate office has decided to give my application a further review. I want to express my desire for attending the University of Wisconsin-Madison. The University of Wisconsin-Madison has been my first choice ever since I visited the campus freshman year and I have come to the conclusion that the University of Wisconsin-Madison is going to be the best University that I can possibly attend for as an undergraduate student and as a graduate student. When I wake up every morning, the first thing that goes through my head is â€Å"Oh god, I got postponed at the UW-Madison, and what am I going to do if I don’t get in when decisions come out on March 15th?† This is followed by a pang in my chest and me lying there in bed just pondering my life without UW-Madison. We will write a custom essay sample on Waitlisted or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What I ponder: nothing. I cannot imagine my life without going to UW-Madison. I have always seen myself in class when the bell of Carillon Tower rings. I have always seen myself struggling to climb up Bascom Hill in the middle of winter. I have always seen myself studying for my next Developmental Neuroscience exam at the Memorial Library when the clock strikes midnight. But then I get a rush of blood to my head and jump out of bed because I know that I cannot stop working hard. I have to prove to UW-Madison that I am a dedicated, hard-working student. Therefore, I continue to work hard in all my AP classes, go to work, volunteer at the hospital, and intern for a dermatologist. My mental determination to attend the University of Wisconsin-Madison is my daily drive which keeps me focused on reaching my overall goal of becoming a dermatologist. The Undergraduate Office might be thinking that why should be accepting an applicant that has a uniform mixture of A’s and B’s o ver a student that has mostly A’s or even straight A’s? Over the last four years, I have continuously challenged myself by taking AP classes. If I got a â€Å"B† in an AP class, I did not back down. Instead, I worked harder to pull my grade up. I did not back down from the challenge because I wasn’t successful the first time. At the University of Wisconsin-Madison I will continue to keep up this determination by being ready to take more challenging courses, and make myself more diverse by joining Student Organizations like Asha for Education and rushing for the Alpha Chi Omega Fraternity. I am aware the University of Wisconsin-Madison will ultimately base their decision on my G.P.A which is a 3.5 and my ACT score which is 28. I know that I am on the lower end of the average G.P.A. but this is because of the number of AP classes I took as well as the number of leadership organizations I took part in. I have recently sent in another ACT score in which I re ceived my highest score in reading: 30. I cannot see myself at any other University besides the University of Wisconsin-Madison for the next 8 years. I want the whole freshman package to be completed here: attend a Badger’s game as a student, gain my freshman 15, pulling all- nighters in my dorm room and basically starting a new life. You are only a college freshman once, and the University of Wisconsin-Madison has it all to MY freshman college experience perfect.

A Comparative Study on High School Students Between the United States and China Essay Example

A Comparative Study on High School Students Between the United States and China Essay Example A Comparative Study on High School Students Between the United States and China Essay A Comparative Study on High School Students Between the United States and China Essay Essay Topic: High School With the development of planetary economic system, the competition in instruction is going an of import portion of the international competitions. Students all over the universe are viing with non merely the pupils in their state but the pupils in the universe. To some grades, the future fight of a state relies on how great their pupils are. As for pupils, their high school clip is the critical period in their life, when they form their mentality on life and happen out what they want to make in the hereafter. High school pupils in both the United States and China have immense differences in their school life. First, course of study. Students in American high school are required to take Science, Mathematics, English, Social scientific disciplines, Physical instruction and other electives such as Computers, Foreign linguistic communication etc. About 40 per centum of U.S. high school pupils do non take any scientific discipline category more ambitious than general biological science. A nd 55 per centum of pupils do non take any math classs beyond two old ages of algebra and one twelvemonth of geometry. While in China, the academic course of study consists of Chinese, Mathematics, English, Physics, Chemistry, Biology, Geography, History, etc. The demand to Chinese pupils in Mathematics A ; Science is considered to be rather high. Second, clip on analyzing. Harmonizing to the research conveyed by BPP production squad, American pupils spend 302,400 proceedingss in school during their high school clip for 4 old ages while Chinese pupils spend 583,200 proceedingss. If adding that to the clip spent making prep and perusal after school, by the terminal of the high school, Chinese pupils have spent twice every bit many hours analyzing as American pupils. But even though Chinese pupils spend more clip perusal, it seems that their prep can neer be finished. Therefore, Chinese pupils try their best to heighten their learning efficiency in order to squash more clip. However, it doesn’t mean that American kids don’t work hard. The nucleus of the difference is the distribution of clip. American pupils devote their clip to playing athleticss, making parttime occupations, and even dating with others, which make them energetic and societal. From this facet, the instruction system of American high school is more flexible than Chinese sinc e it encourages pupils to develop comprehensively and acquire near to the society. Third, outlook of parents. In China, parents think extremely of the instruction for their kids. They tend to take roads for their kids to follow and do critical determinations for them, like which college to come in, or which major to larn. Particularly for the top pupils, parents normally pay for several sorts of lessons as portion of their investing in their instruction in order to open up a lead in the competition for their kids. But American parents seem more relaxed. The per centum of parents who think their child’s high school is learning the right sum of Math and Science is 70 % . American parents have thoughts about the hereafter of their kids but rarely make determinations for them. So Chinese pupils face with more force per unit area from parents. Different instruction manners result in different pupils. American pupils score extremely in one country relation to their international equals: assurance. They worship freedom and balance work and relaxation good, taking t hem be optimistic about the hereafter. On the contrary, Chinese pupils in high school ain much academic cognition so that they do better in scrutinies. But it can non do a decision hurriedly that whether high school in both China and U.S, A is good or non because the instruction system is based on the economic state of affairs of China and America. To do an terminal, to better the fight of a state, it is necessary to compare the instruction system to that in other states, find out advantages and disadvantages and do some alterations to cultivate endowments. Mentions: Net 1 BPP production squad. ? . [ DB/OL ] hypertext transfer protocol: //video.sina.com.cn/v/b/83732476-2036021381.html, 2012-08-17 Net 2 Wikipedia. Education in the People’s Republic of China. [ EB/OL ] hypertext transfer protocol: //en.wikipedia.org/wiki/Education_in_the_People’s_Republic_of_China # Secondary_education, 2013-06-13 Net 3 Wikipedia. Education in the United States. [ EB/OL ] hypertext transfer protocol: //en.wikipedia.org/wiki/Education_in_the_United_States # Secondary_education, 2013-06-13

Revolutionary War Essay Example | Topics and Well Written Essays - 250 words

Revolutionary War - Essay Example Washington never understood why slaves would freely choose to fight for their new home. The great majority of slaves only cared about their freedom, so joining the American colonists provided an avenue for this wish. The reason why more blacks joined the Loyalist forces is because they were offering freedom to those who fought. As a result, the Loyalist forces had more men to fight with and had the upper hand in the war. Thousands of blacks chose to side with the British forces because of the promise of freedom—something that the American colonists were not so willing to offer. George Washington barred the recruitment of black soldiers even though they had already fought with whites at Lexington, Concord, and Bunker Hill. This choice proved to be a terrible mistake—although not fatal. It took until the winter of 1777-78 for Washington to reconsider his earlier decision. The American colonists were losing the war and the Continental Army had fallen to only 18,000. Because of these circumstances, Washington finally decided to enlist a regiment of black slaves from Rhode Island. Even though Washington allowed blacks to join the war effort, they were used in basic capacities only. George Washington did not trust blacks at all—he believed that they would take advantage of their new found freedom and run away and desert the army. Washington came from a Southern background and felt that he had to appease South Carolina’s leaders over the issue of slavery. After the war had ended, Washington demanded that former slaves be sent back to their previous masters. This also included the blacks who had fought for the British Loyalists and were now considered American

U06d2 Legal Reporting Essay Example | Topics and Well Written Essays - 500 words

U06d2 Legal Reporting - Essay Example There are several issues that are covered by the law and these include abuses like sexual abuse, child abuse or any form of misconduct with the elderly (Pozgar G. D., 2006). Also, any form of misconduct or irresponsibility shown in regards to communicable diseases can also be reported and filed against. To ensure the best for all within the society and also at the healthcare centers, the doctors and the healthcare centers are required to participate in reporting any form of suspected child abuse or elderly abuse (Syrett, 2008). The government is very strict in these matters and is working towards the well being of all within the society. The health care workers are also liable to report any rapes, harassment, and all birth and deaths are also expected to be kept up – to – date to ensure an accurate census. The government has allowed for the health care personnel to participate and help the society by reporting any kind of suspicious behavior, however if this right and responsibility is dishonored and misused to falsely report, then the individual can also be faced with serious consequences like civil and even criminal obligations (Pozgar, Santucci, & Pinnella, 2009). There have also been a number of processes and reporting systems that have been implemented to ensure that all healthcare organizations report the incidents and any form of any communicable disease is curbed at the starting point itself. The states also have laws to curb the possibility of any new disease to spread and to create an epidemic (Pozgar G. D., 2006). To be able to curb this, the government requires the state to report any and all irregular or unexpected similar symptoms in numerous patients. To also ensure higher safety and security of the patients and the processes being accurate in the healthcare industry th ere is a requirement to also report any errors from the health care end (Nathanson, 1995). Along with the safety of

Use of Fear Appeal Messages in Advertising Essay

Use of Fear Appeal Messages in Advertising - Essay Example A harmonious and catchy tune ensures that the brand remains synonymous with people’s wishes and desires of the product that is being discussed. It also guarantees that it remains close to their heart and thus associations are built with the brand whenever there is some form of linkage with the brand in one way or the other. Another effect that can be had from these messages is that they build a solid and heart warming relationship with the consumers and the rapport is rock solid when it comes to the potential users of the brand. The message is a significant milestone in the marketing communications philosophy. This dissertation aims to investigate the basis of the research aspects related with fear messages that are incorporated into the advertising world of today and how they connect with the target and potential audiences on a one to one level. It will study the shock form of advertising and thus would look to manifest the basis for its plus points as well as the downsides. This is done so as to find a common ground that needs to be reached in order to meet a point of significance for the fear messages that are being published in different media vehicles and types. This would assist everyone related with the research of such messages on a global level and hence a lot of incentives could be drawn up for brands and/or organizations. These brands and/or organizations are the ones considering these people are thinking on the lines of investing on fear form of messages for the particular brands and/or organizations. Also, the ethical and moral constructs would be discussed so as to give the other side of the picture – a side taken by the societal norms, values and belief hierarchy. The conclusions and recommendations that could be drawn from the analysis of the research done on the fear aspect of messages in advertising is that they are beneficial for the brands and/or

Child Observation And Development

Child Observation And Development Observation skills are one of the most important skills for social workers to have. Social work involves imposing on peoples lives. Developing the ability to manage anxieties this creates, is essential, ensuring the child remains the focus within complex situations (Trowell and Miles 2004). Child development theories provide guidance on age-related changes in behaviours, thoughts, feelings, and social relationships (Bee and Boyd 2010). Social workers need knowledge of child development, to make an informed assessment whether a child is developing within the spectrum of normal or if they are a child in need. The observation model was an adjusted version of the Tavistock Model for studying infants. The original model observes a baby, an hour a week for the first one or two years of life, within the family home (Fawcett 2009). The observer does not take notes, as it allows them to notice all behaviours, movements and expressions of the child. Everything is recorded in detail after the observation. This can lead to forgetting some information within the write up. This model encourages the observer to avoid making judgements about the childs behaviour and development until after the observation and to reflect on each observation (Fawcett 2009 and Quitak 2004). The emphasis on reflection is strength of this model. It allows the observer to understand and separate their emotions and from the childs emotions (Trowell and Miles 2004). This skill is essential for social workers to make informed assessment of the child. Unlike the Tavistock Model, I completed five, one hour observations, in a nursery for three and four year olds. I did not take notes until observations 4 and 5, where I noted Sallys language for accuracy. I completed detailed write ups straight after each observation and then took time to reflect upon my emotions and thoughts and Sallys development. The nursery was part of a primary school, run by the local authority. The building was separate to the rest of the primary school. Its situated in a relatively affluent, middle class area, reflected in lower levels of free school meals compared to the general population. The nursery is open five days a week and the parent decides the days and times their child attends. Children can attend 8.30am to 11.30am, 12.30 to 3.30pm or all day from 8.30 to 3.30pm. Each session has between 15-20 children attending and the nursery has a total of forty children registered. The two teachers have degrees in early years education. They work part-time, one on Monday and Tuesday and the other Wednesday, Thursday and Friday. There is a nursery manager and a nursery assistant working full-time and a volunteer supporting two days a week. The nursery manager supports children within the classroom and appears to have equal status to other staff. The nursery is governed by Ofsted. The last report in October 2009 awarded the nursery a level of good. The report stated the overall effectiveness, outcomes, quality of provision and management of the Early Years Foundation stage was good. The staff make home visits to all children before starting nursery, to introduce themselves to the parent and child. The nursery is well equipped for young children. There is a large outside playing area, with plenty of age appropriate toys, including plastic climbing frames, slides, bikes and drawing areas. There are windows all the way around the nursery making it light and airy, and the walls are covered with educational material and childrens work. String hangs across the nursery where childrens work is attached. One end of classroom is the free play area with bean bags, childrens sofas, books laid out and an interactive white board, which the children can use. The other end is for the children sit together as a class. There is a role-play area, containing a childs kitchen, and a water tub with toys in. There are four tables in the nursery one set up for painting and art, one for writing and the other two with different activities everyday on. There are two computers each with educational games opened on them. When the weather is dry children are encouraged to play outside. All the children wear school uniform, navy jumper/cardigan, black trousers or skirt and a white t-shirt. I observed a Muslim, British-Pakistani girl called Sally. She is aged 3 years and 5 months. She attends the nursery five days a week from 8.30am-3.30pm. She is slightly shorter than the average height, has long black hair, with big brown eyes. Her parents are married and her mum works at a local high school teaching I.T. She has an older sister and two cousins attending the primary school. She has been attending day care since about a year old, but began this nursery in September 2012. I chose this nursery because it was a five minute walk from my house. It took a few weeks to contact the nursery manager because they were attending home visits. After speaking with this nursery manager she recommended Sally because she had normal development, attended the nursery regularly and thought her parents would be happy to give consent. I gave the nursery the information from the UEA and the consent letter for Sallys mother to sign, which was returned, signed to me. I did not speak directly to Sallys parents and was not introduced to Sally or the class. When I arrived at the observation I took a seat and started observing, which felt uncomfortable. In future observations, I would ask to be introduced to the class as someone watching how children grow, so I am not a stranger in the room. Sally was aware I was watching her but was unaware who and why I was doing this, which may be confusing for Sally. In future, I would speak to Sally, on my last observation to explain who I was and why I had been watching her. My observations took place 01/10/2012, 12/10/2012, 9/11/2012, 24/11/2012 and 27/11/2012. Originally I organised my observations for Friday mornings between 9-10am. I planned this, so I could compare Sallys development to limit other factors influencing her behaviour, such as tiredness at the end of the day. My first observation was scheduled for 28/09/2012; however, Sally was off sick. I decided to observe Monday 01/10/2012 between 9-10am, because I was at university the following Friday. I had arranged an observation for 26/10/2012 but this was Eid and Sally was off school and the following week was half term. This created the large gap between the second and third observation. I completed my final observation on a Tuesday afternoon, 2.30-3.30pm, because it allowed me to observe Sally being collected by her aunt. Although the observations did not occur evenly spread, I was able to observe the difference in Sally with the different teachers. Observations one and five were completed with one teacher, two three and four the other. I chose observation three to analyse because provides a general overview of all areas of Sallys development. Observation in full 23/11/2012 Child observation 9.00-10.00am Three teachers and 17 children present When I arrived Sally was sitting in the back of the classroom being read a story by a volunteer helper. She was looking at the book at she was read to and listening to it. This lasted for around 2-3 minutes until the teacher rung the bell. Sally got up and put her fingers in the air and started to move her fingers back and forth (all the class do this to show attention is on the teacher). The teacher announced it was time for the good morning song and all the children needed to be seated on the carpet area. Sally moved over towards the carpeted area. She stopped at the Playdough table and began to make small round shapes with the Playdough and out them into paper cake holders. She was cutting the Playdough with a plastic spatula, to break the Playdough up into smaller sizes to fit in the cake holders. There were other children at the table doing the same thing as Sally was there. The teacher said everyone should be sitting on the carpet; Sally looked up and then looked down again to carry on what she was doing. As she noticed the other children leaving she left. She and another boy were the last two to leave the table. Sally sat down on the carpet and pulled her trousers up to her knees and crossed her legs, putting her hands in her lap. She sat swaying for a short period of time side to side gently bumping into the boy sitting next to her, while he done the same towards her, smiling at each other. The teacher went round and said hello to all the children, Sally replied hello loudly with a wave towards the teacher. Sally looked over at me after she said hello and then quickly looked away. The teacher began singing the good morning song, Sally did not sing along except for a few words. The teacher then said she had got the song wrong and Sally, along with all other children began to laugh. Sallys face was animated with a large smile across her face. She had got up on her knees and was kneeling, rocking back and forth. The song began again and Sally sung along. She said Sunday, Monday, Tuesday, Wednesday, Thursday, Friday and Saturday too. When she said the too she said this a little bit loud with her facial features becoming more prominent. Her lips pointed out further as she said too. Sally counted one, two, three, four, five, six, and seven as the days of the week were counted. Sally was sat rocking on her knees as she sung to the song. As the song finished a nursery assistant touched Sallys arm to indicate to sit back on the carpet and move backwards a bit. Sally responded to this and sat back down on the carpet with her legs crossed an arms tucked in her lap. Sally pulled up her socks. She pulled them so they were up as far as they could go, she then continued to tug at them, appearing to try make them go higher up her leg. She did this for both legs. She then began to press the bottom of her shoe as this made the lights in the sole flash red. The teacher told the class they would be doing a Christmas play and they would be getting dressed up and singing. The children were asked to stand up in a circle to practice some nursery rhymes. The class sung humpty dumpty. Sally knew all the words to this and sung along. She temporarily held the childs hand next to her. Sally followed actions of the class to fall down when humpty dumpty had a great fall, then got up after the teacher said they didnt need to fall down. Sally put her hands out in front of her with clenched fists and began to pretend to ride a horse, when the rhyme said all the kings horses. Sally was smiling while she was saying the rhyme. The class then sung Hey Diddle Diddle. Sally smiled during this rhyme but did not say too many words. She was looking around at other children, many of the other children did not say as much as the teacher did to this rhyme. The class was asked to sit back down and the teacher would pick the children sitting well to choose activities to play with. Sally sat with her legs crossed and her arms between her legs, so she ended up sitting on her hands, and she was rocking back and forth. Sally was chosen to pick an activity. Sally went over to the Playdough table and along with another 5 children began to make shapes with the Playdough. My view was blocked by the other children and could not see what shapes she was making but saw her interacting with other children. Sally looked at me a few times while she was playing with her Playdough, but showed no expression on her face as she looked at me. I smiled at her and then looked away around the classroom. Sally did not smile back when I smile at her. Sally then moved over towards the back area where the teacher had gone. She sat down in the back corner on the childrens sofa with a book. She looked through the book quickly looking at each page quickly before turning the page. She sat there for a few minutes doing this, another girl came and sat next to her and looked at the book. My view was partly blocked by the children in front of her dancing. Another girl went over and stood in front of her, they exchanged words. I could not hear what was being said because of the children in front of her. Sally moved over to the table and began to look at the nursery rhyme sheets which were lying on the table. She looked at each one and then moved onto the next sheet. The teacher came over and said to Sally do you want me to read one to you? Which one would you like? Sally replied that one and pointed to a blue sheet. The teacher began to read this. The teacher was then distracted by another child and left after reading the rhyme. Sally got up and moved slightly away from the chair she was sitting on. Sally got up and began to dance alongside the teacher to a train song. The song has a video which is shown on the interactive white board. Sally was put her hands out in front of her slightly bent and made them go round in circles, like a trains wheels. The teacher said I like your dancing Sally, have you been practicing? Sally looked up and smiled at the teacher and carried on dancing. She began to become more animated in her moves, moving around the carpet with her arms going up and down. Sally said my foot and the teacher looked down and said sorry Sally, are you ok? Sally continued to dance to the song. The next song was a song about stars and Sally moved her arms out the side and her spread her legs (like a star) and then began jumping up and down. Sally danced for the whole song. She then danced to the football song, and pretended to kick a football with her leg. The teacher said Sally come here and Sally went over towards the teacher. She stood next to her and she explained the order for the children to choose the song on the interactive whiteboard. Joanne would be before Sally. The teacher told another child this and as she said and then Joanne, Sally said and then meà ¢Ã¢â€š ¬Ã‚ ¦and then me. Smiling and looking in the direction of the teacher. As the song finished she said out loud your turn! To the child who was next to choose the song. A boy went up to Sally as she was dancing and she showed her a toy butterfly. Sally looked at him and smiled and said thats not mine. She briefly took it off him and looked at it and then handed it back to the boy. The boy walked away and as he did another boy came up to Sally and started to push her. Sallys face went from smiling to frowning. The boy stopped as they both got closer to the bookcase, and sally moved away from him, still frowning. The teacher said are you pushing sally Harry? As Sally saw the teacher approach her bottom lip dropped and started to wobble, Sally walked towards the teacher and looked up towards her. She made a few sounds like she would begin to cry. This quickly stopped as the teacher spoke to the boy, Sally now had her back to me but I could see she was rubbing her face as the teacher spoke to Harry. The boy apologised to Sally after the teacher had asked him to sorry Sally. The teacher moved away to a different area of the classroom, Sally followed her. I could not hear what was said, but appeared to ask the teacher a question and tell her a short story. The teacher knelt down to Sallys height and listened and responded to her. The teacher asked Sally whether she wanted to paint a picture for her mum or to do some writing. Sally said writing Mrs (teachers name). Sally followed the teacher to the writing table. She stood at the table for a few seconds then looked at the drawing table. She walked over to get an apron and stood beside the table. She looked at the girl standing next to her, who had just sat on the chair in front of her and then stood up. She went to sit on the chair, but then got up again. They both stood next to the chair. Sally stood looking at the table and the other children sitting at it, clutching her apron. The teacher said to another child the shape was a diamond, Sally said diamond as she stood there. The teacher replied yes. Sally began to draw a shape in the air with her fingers. She made the shape of a diamond. She moved her arm down and outwards, then down and inwards. She then moved her arm back up. The teacher said yes thats a diamond shape. The teacher said to Sally you have to wait until theres a space for you to do ità ¢Ã¢â€š ¬Ã‚ ¦.oh there is a space now James has just finished. Sally walked over to the teacher and looked at her. I could see if she asked for her help to put the apron on. The teacher said I want to see if you can put your apron on, can you do it? The teacher then showed Sally how to put her apron on, putting it over her head and arms through the wholes. Sally sat down at the table and picked up different sponge shapes to print them onto the paper. She printed the amount of shapes she wanted on the paper and then put the sponges back; each sponge had different colour paint. She put each sponge in the correct pot it had come from. She said to another girl can I put that back? she was standing up leaning across the table with her arm pushed out, trying to put the sponge back in the correct pot, which the girl was holding. The girl handed the pot to her. After she had finished her painting she took her paper over to the teacher and stood next to her, showing her. The teacher said lets have a look at your painting, thats lovely. Can you name the shapes for me? sally pointed to each shape saying diamond at the diamond shapes, circles at the circles and squares at the squares. Sally got stuck on one diamond shape as she had printed it in a different direction to the others. The teacher said thats a diamond as well; look if we turn the page you can see its a diamond. She tried to walk behind the teachers chair, between a small gap and a set of drawers. The teacher said what do you say..excuse me please. Sally replied excuse me please. The teacher moved her chair and the stack of drawers and Sally walked through the gap. Sally came and sat next to me at the table I was sitting at, where the teacher was also sitting. Sally was kneeling on the chair. The teacher was talking to another child about the hedgehogs they had previously made. Sally lent across the table and said I did one, I did one. She began to feel the clay hedgehogs she had made previously. They had uncooked spaghetti sticking out of the for the hedgehogs spikes. As she touched them she said ow ow. She turned to look at me and said I just touched a hedgehog holding her hand out in front of her, to show me her hand. I replied are you ok She smiled and turned away. She then turned back to me and said whats your name? I smiled and said Lisa. She turned away again. Sally asked the teacher wheres my hedgehog à ¢Ã¢â€š ¬Ã‚ ¦ I dont want to touch the spikes She had small whiteboards in front of her to write on. She was using her fingers to clear the pen which had been left on it. A nursery helper came over with some tissue for her to use to wipe it off. She looked over to the girl sitting on the other side of the teacher. The teacher was holding a laminated name card with Sarah written on it. Is that how you spell Sarah? Sally asked the teacher. The teacher said yes its similar to your name sss, s for Sally. Sally asked the teacher wheres my name? The teacher found Sallys name out of the stack of name cards and showed her, her name. Sally was still leaning forward towards the table and had not sat back properly on her seat. Her bum was on the front edge of the chair and she was leaning forward, towards the table. The teacher told her she was worried she would fall off her chair and onto the floor and pulled her seat closer to the table. Sally told the teacher you just, just pushed me! the teacher responded saying she meant to push the chair in. Are you ok? Sally said yes and the teacher said sorry. Sally said she was trying to write all the names of the children in the nursery. She was saying James, John, Ellie, Rob drawing small black circles, about three or four in row, resembling a word. The teacher asked her if she was writing the names of all the children in the class. Sally said she was as. Sally wrote a letter resembling a P and the teacher said if you draw a line down from there (pointing to where the circle of the p meets the line down) you can create an R. R for Rob Sally looked at the teacher and asked her how do you spell my name on the board? The teacher wrote Sally on the white board and said can you copy and write your name? Sally used the black whiteboard to attempt to write her name. Sally was writing small black blobs and circles which appeared to be drawing instead of writing. Sally was concentrated and focused on attempting to write her name. She said rub my name out and no one can see; Sally was rubbing the board with her hand to remove the marker pen. The teacher said to her good thing can start again. Observation ended Analysis of one observation Cognitive development Piaget suggested children have an active part in developing knowledge and understanding (Bee and Boyd 2010). He suggests cognitive development progresses through stages, relating to changes in brain structure and intelligence. The stages are sensori-motor stage (0-2 years), pre-operational stage (2-7years), concrete operational stage (7-12years) and formal operational stage (12+ years) (Smith, Cowie and Blades 2005). Sally is 3.5 years, therefore at the preoperational stage of development. During this stage children develop symbolic thought, the ability to think of one thing but representation it in a different form, enabling language development and imaginative play (Smith, Cowie and Blades 2005). The preoperational child has egocentric thinking, focusing only on their view and believing everyone has the same view. They struggle to understand conservation small changes in appearance do not change the object or its quantity (Bee and Boyd 2006). However, Vygotsky suggested Piaget did not acknowledge the impact the social environment has on cognitive development. Vygotsky believed social interaction is vital for cognitive development, he believed children maximise their potential working with more capable others (Schaffer 2004). Vygotsky described the zone of proximal development (ZPD), the difference between the childs knowledge and, with support, what they are capable of learning. A more capable person offers guidance and support, to the child during the task. Demonstrating how to complete a task and giving feedback on whats right or wrong. The guidance provided a level above the childs current level of understanding, but not above what they are capable of learning, its within their ZPD. This guidance is called scaffolding (Schaffer 2004). These are examples, demonstrate Sallys preoperational stage of cognitive development, this is expected for Sallys age. Sally demonstrates symbolic thought through her use of language and through her actions. Sally sung Humpty Dumpty, clenching her fists and began pretend to ride a horse. Sallys ability to use symbolic thought was shown through her action of pretending to ride a horse her thought was represented in her actions. This was also shown when Sallys dancing to a football song. She pretended to kick a football with her leg. Showing Sallys ability to hold the thought of a pretend ball and express kicking it in actions. Sally had difficulty understanding conservation. After painting she struggled to name a diamond because it was a different position. The teacher said, Thats a diamond as well; look if we turn the page you can see its a diamond. This shows Sally struggling to understand shape remains unchanged even if its position on the paper is different. Scaffolding examples are shown between Sally and the teacher. Sally wrote a letter resembling a P, the teacher said if you draw a line down from there (pointing to where the circle of the p meets the line down) you can create an R. R for Rob. Before this Sally attempted to write the names of children in the class, one called Rob. This was within Sallys ZPD because she had created a P; the teacher recognised this and guided her to write an R, from the P. Sally asked how do you spell my name on the board? The teacher wrote Sally on the white board and asked can you copy and write your name? Sally attempted to copy this. This demonstrates the teacher giving examples and guidance to complete an action. Language development Social Learning Theory (SLT) suggests language is learnt through imitation and reinforcement (Smith, Cowie and Blades 2005). Skinner suggested children imitate adults speech, developing language. Noises resembling words are reinforced, and therefore repeated, overtime developing into words. Children use adults for guidance on what sounds and words to make, correct meaningful words are responded to positively, incorrect words are corrected, until speech becomes adult like (Smith, Cowie and Blades 2005). This is supported by children having higher language abilities when spoken to more often and developing the same language and accent as adults they spend time with (Smith, Cowie and Blades 2005). However language is learnt to quickly for this to fully explain language development (Passer and Smith 2003). Chomsky argues language has an innate, biological basis. The Language Acquisition Device (LAD) allows language to be learnt (Smith, Cowie and Blades 2005). LAD identifies regularities in language, tests new words against these, either accepting or rejecting them (Smith, Cowie and Blades 2005). Children appear to develop language through the same stages, understanding certain grammar before others, making similar errors in production and comprehension at each stage (Whitaker 2010) supporting LAD theory. Sheridan (2008) suggests certain speech patterns are evident at ages three and four. At three children ask lots of wh questions (what, when, why), identify objects by function, count up to ten (learnt by repetition) and listen to stories, wanting favourites repeated. At four children know nursery rhymes, use understandable, grammatically correct speech, begin counting objects and can count up to twenty (Sheridan 2008). SLT is evidenced when Sally needs to walk past the teacher. The teacher said what do you sayà ¢Ã¢â€š ¬Ã‚ ¦excuse me please. Sally replied excuse me please. Sally imitated the teachers words; this was reinforced by the teacher letting Sally past. Shes learnt saying this, means other people move out of her way. As Sheridan (2008) suggested for three years, Sally listened whilst being read to, She was looking at the book as she was read to and listening to it. This lasted for around 2-3 minutes until interrupted. In addition Sally counted one, two, three, four, five, six, and seven. Sally sung nursery rhymes, Humpty Dumpty, and Hey Diddle, Diddle and used complex, grammatically correct sentences; Is that how you spell Sarah? and how do you spell my name on the board? Suggesting Sallys language is slightly above whats expected for her age, showing signs of a four year old level (Sheridan 2008). Teachers at the nursery commented her language is above what they would expect for her age. Sallys language development being slightly above expectations could relate to attending a high quality nursery, since an early age. The National Institute of Child and Human Development (NICHD) Early Child Care Research Network (2000) suggested high quality day care is associated with better cognitive and language development although quantity of time in day care had neither positive nor negative effects on these developmental areas. Language development was measured on parental feedback, not standardized testing. Possibly biasing results, parents may not want to think their child is underachieving so exaggerate ability. Social development and play Piaget suggested childrens play goes through stages. Constructive play is the first to be achieved (before 2 years), pretend play (2-3 years), socio-dramatic play (3-5 years) and rule governed play (by 5 or 6 years) (Bee and Boyd 2006). Sally is at the socio-dramatic stage of play. Two or more children take roles to act in a pretend scenario. Dunn and Cutting (1999) found children who pretend play with friends, maintain friendlier play for longer. This helped children develop Theory of Mind understanding others thoughts and feelings. Socio-dramatic play is evidenced in later observations. Parten (1932) suggested different types of play, solitary independent play (alone), parallel play (alongside each other, little interaction), occurs between 2.5 and 3.5 years, associative play (activities completed with others, without organization or direction) occurs between 3.5 and 4.5 years and cooperative or organised supplementary play (organised activities, aiming towards a goal). Evidence is discussed in the next section. Theres limited evidence of Sally playing in this observation. She displays associative play at the table, playing with Playdough and interacting with five other children. Play is not organised, they are completing similar activities without a specific goal. Howes, Phillips and Whitebook (1992) suggest lower quality care can result in children wandering, not being involved in social activities or play with peers and teachers. This can have a negative impact on childrens social and cognitive development. However higher quality care with developmentally appropriate activities, encourage children to socialise and interact with teachers and peers have more socially competent children. Moral development Kohlberg refined Piagets theory of moral development, suggesting three levels of development, each containing two stages (Kohlberg and Hersh 1977). Preconventional Level is level one, containing stage one The punishment and obedience orientation and stage two The Individualism, instrumental purpose and exchange. Level two is Conventional Level, containing stage three Mutual interpersonal expectations, relationships and interpersonal conformity and stage four Social system and conscience. Level three is Postconventional or Principled Level, containing stage five The social-contract orientation and stage six the universal ethical principle orientation (Kohlberg and Hersh 1977). Kohlberg suggested people move up through stages, but few reach the Postconventional level. People understand reasoning one stage above theirs but struggle understanding above this. Being in a social group is important to learn what is morally right and wrong (Kohlberg and Hersh 1977). Therefore children i n day care have the opportunity to learn from others about right and wrong. Children below nine are usually at the Preconventional level, including Sally. Reasoning and judgements are based on what authority says is right or wrong (Bee and Boyd 2010), for Sally this is teachers or parents. Right or wrong is understood as whats punished, children follow rules to avoid punishment. Stage two; rules are followed when in their immediate interest. Good, is what has pleasant results (Bee and Boyd 2010). Kohlberg suggests, despite gender or culture moral development happens this way (Passer and Smith 2003). Although, Sally is British-Pakistani she will progress through these stages. Kohlberg is criticised for having a male bias theory and basing his theory on clinical research using scenarios, not based on real life (Smith, Cowie and Blades 2005). Sally displays moral development resembling stage one. Shes well behaved, following rules during the observation. The class have been told when the bell rings, stop, put their hands up and look at the teacher. When the bell rung Sally go

Herzbergs Theory of Motivation and Maslows Hierarchy of Needs :: Papers Maslow Herzberg Essays Business

Herzberg's Theory of Motivation and Maslow's Hierarchy of Needs Mentioned Tables Not Included Among various behavioral theories long generally believed and embraced by American business are those of Frederick Herzberg and Abraham Maslow. Herzberg, a psychologist, proposed a theory about job factors that motivate employees. Maslow, a behavioral scientist and contemporary of Herzberg's, developed a theory about the rank and satisfaction of various human needs and how people pursue these needs. These theories are widely cited in the business literature. In the education profession, however, researchers in the '80s raised questions about the applicability of Maslow's and Herzberg's theories to elementary and secondary school teachers: Do educators, in fact, fit the profiles of the average business employee? That is, do teachers (1) respond to the same motivators that Herzberg associated with employees in profit-making businesses and (2) have the same needs patterns as those uncovered by Maslow in his studies of business employees? HERZBERG'S THEORY OF MOTIVATORS AND HYGIENE FACTORS Herzberg (1959) constructed a two-dimensional paradigm of factors affecting people's attitudes about work. He concluded that such factors as company policy, supervision, interpersonal relations, working conditions, and salary are hygiene factors rather than motivators. According to the theory, the absence of hygiene factors can create job dissatisfaction, but their presence does not motivate or create satisfaction. In contrast, he determined from the data that the motivators were elements that enriched a person's job; he found five factors in particular that were strong determiners of job satisfaction: achievement, recognition, the work itself, responsibility, and advancement. These motivators (satisfiers) were associated with long-term positive effects in job performance while the hygiene factors (dissatisfiers) consistently produced only short-term changes in job attitudes and performance, which quickly fell back to its previous level. In summary, satisfiers describe a person's relationship with what she or he does, many related to the tasks being performed. Dissatisfiers, on the other hand, have to do with a person' relationship to the context or environment in which she or he performs the job.

Business Research Method – Volkswagen.Doc

I. Rational II. Situational Analysis III. Theoretical background IV. Conceptual Model V. Research Design VI. Sources I. Rational: According to James R. Healey (2011), reporter for USA Today, customers have lost confidence in Volkswagen’s quality. Volkswagen has been subjected to a real loss in the perception of its customers regarding its cars quality. This situation results mainly from a quality problem. In fact, according to Marty Padgett (May 14, 2007), for the website  www. thecarconnection. om: â€Å"The CEO of Volkswagen of America admits the company generated a lot of ‘venom’ with the massive quality problems it experienced earlier this decade. † This position is emphasized by a Hallmark representative who observed: â€Å"Volkswagen representatives point out that the company's scores are improving, which is true. But so is almost everyone else's. Shame on us that we haven't moved up the ranking. † Volkswagen had difficulty recognizing the pr oblem as evinced by Trahan’s 2010 position on this matter. He was effectively thinking that the brand did better that it got credit for.Nevertheless, according to James R. Healey (2011), for USA Today, the company now seems to be taking the problem seriously since the beginning of 2011. â€Å"We have some trouble in IQS that we have to fix† remarked Trahan earlier this year. In the 2011 IQS, Volkswagen owners reported an average of 131 problems per 100 cars, putting the company into a tie with Mini for 29th  among 32 brands. The best was Lexus at 73/100, and the worst was Dodge at 137/100. Volkswagen’s score in 2010 was slightly worse than Dodge’s in 2011 at 135/100. That said, the company is still struggling to improve his score.According to the 2010 IQS report, Volkswagen score was only slightly worse than the 2011 one, with 135 problems per 100 cars. Historically, Volkswagen has been known for the quality of its cars; quality is measured by a carâ₠¬â„¢s reliability and its ability to make life easier for owners. To improve Volkswagen’s IQS score and thus reverse the trend in the US, the brand should reevaluate its quality standards that originally established its reputation. By doing so, Volkswagen could maintain its leading position in Europe while improving its market share in the US. This could enable the company to remain the most profitable automotive brand.What position should Volkswagen take on the current quality situation? What are the causes of such loss? What departments should Volkswagen restructure to avoid the quality problems? II. Situational Analysis: The brand has always been known for its reliable cars. Jason Chavis (2010), contributor for the website www. ehow. com, easily stressed it out by reminding that, throughout the eighties and the early nineties, Volkswagen was plagued by a number of quality control issues, particularly in its American market. This resulted in a new goal for the company. Volk swagen wanted people to know that driving was fun again.The famous â€Å"die deutsche Qualitat† motto results from this. Nevertheless, things have changed; the quality of Volkswagen products is recently decreasing. The Volkswagen Annual Report 2010 made obvious that Volkswagen does not really realize that its Quality Assurance is not as reliable as it used to be. The report clearly explains that the aim of Volkswagen is â€Å"to secure a pole position in terms of customer satisfaction and brand loyalty†. The problem is that Volkswagen needs to do more than securing a pole position. Volkswagen needs to reach this position. For instance, the J. D. Power – a ebsite providing consumers information by using consumer satisfaction data collected to help them in their buying decisions – and Associates 2011 Initial Quality Survey illustrates this situation quite well: Volkswagen reports 131 problems per 100 vehicles. This is very close to the last one, Dodge, with 137. To make a good comparison, Lexus is first with 73 problems per 100 vehicles. This situation is stressed by the fact that people seem not to trust Volkswagen anymore. As we can easily see in the Consumer Reports' 2011 Car Brand Perception Survey, Volkswagen has received one of the worst ratings.The results are given in a chart on wich figures are aggregates, reflecting a brand's total perception level across seven areas. Volkswagen received one of the worst ratings, with an overall score of only 19. To compare, the lowest rating is given to Isuzu with 2 and the best rating is for Toyota with 147. Volkswagen does effectively not seem to have the image it used to have: the image of all German car manufacturers. Nevertheless, despite all these problems, the German car manufacturer’s Annual Report 2010 shows the willingness of the brand to keep the customers in the heart of the its decision.Although, Volkswagen says in this report that its competitive advantages are not secu red through product quality and appeal alone. The brand reminds the theory following which customers’ loyalty to a specific brand is also influenced by the quality of service they receive. After-sales and customer service in the Volkswagen Group focuses primarily on establishing and maintaining long-term relationships with customers and partners worldwide. Its aim is to captivate customers with their outstanding commitment to good service combined with Volkswagen’s high quality standards.But, as explained before, these standards are not that high. In fact, the current situation is that customers do not trust Volkswagen quality as they used to. This is due to a lot of reported quality problems. Nevertheless the brand has now taken into account this issue and now understands that it has to enhance the quality of their cars. According to www. businessdictionary. com, the brand image is developed over time through advertising campaigns with a consistent theme and is authen ticated through the consumers’ direct experience.To summarize the situation, the downswing in the perception of Volkswagen brand image is due to the last part of this definition. The company has failed to make the consumers enjoy the experience of having a Volkswagen car. As explained before, this is mainly due to the high number of problems experienced by consumers. In order to improve their brand image, the company has to improve its IQS score, which would prove to the consumer that Volkswagen cars are as reliable as they used to be, which would consequently improve the company’s brand image. III.Theoretical background: According to Narasimhan, Ram, Mendez and David (2001) and the Wacker Theory (1989) on quality and evaluative judgment  «Product’s improved quality will take several periods of good performance before customers will recognize its performance as being related to quality†. This means that customers’ point of view regarding brandsâ⠂¬â„¢ quality will not change overnight. It will takes time to prove them that things have changed because customers are more and more dubious and because it takes time to have feedbacks concerning quality.That said quality is not the only factor when it comes to purchasing a car. Indeed, according to Nadia Huitzilin Jimenez Torres (October 2007) from the Universidad de Burgos  «Consumer purchasing decisions relating to foreign products are influenced by economic, psychological and sociological factors ». a. The economic factor: According to the neoclassical school of thought, consumers are rational. They make buying decisions toward getting the most out of everything. They just take into factor the economy of use, convenience, efficiency in use, dependability in use and finally improvement in earnings.Nevertheless in practice, these elements aren’t the only ones used or often poorly applied. Indeed, psychological and sociological factors are also used when making a buyin g decision. b. The psychological factor: Psychological factors affect the way consumers think and behave while making a buying decision. For example some consumers do compulsive purchases because of their mood, which often are completely irrational. According to Black, Donald W. (2007), Compulsive buying disorder (CBD) is characterized by excessive shopping cognitions and buying behavior that leads to distress or impairment. . The sociological factor: This factor is highly important for companies for whom brand image result from reputation. In fact many consumers from all around the world base their buying decision upon stereotypes. Sander Gilman (1985) argued that stereotypes are representations that are not accurate, but a projection of one to another. According to this definition the fact that many people believe that â€Å"Germans make good products† is a stereotype. This phenomenon might result to a biased representation of a product quality.A company can benefit from th e good image of another brand because they both are from the same country. This proves that the county’s reputation helps consumers to discriminate between firms and products they are not familiar with. Consumers can also be influenced by social factor. One can buy a product from the same brand his idol or friends wear because he wants to look like him or them. This is also true with word of mouth, which makes people like or dislike products. As we have seen many factors influence the perception of quality.This diagram summarizes the steps that a consumer follow when analyzing a brand’s quality: [pic] The reputation results from the level of advertising and the brand’s reputation. Added to the perceived monetary price and the consumer’s perceived features of the good, it results to the consumer perceived quality of the product. IV. Conceptual model : [pic] Hypothesis: 1. The more adapted the communication message, the greater the brand ______image is 2. T he better the reputation, the greater the brand image is 3.The better the anterior experience with the product, the greater ______the brand image is 4. The better the media planning, the greater the brand image is V. Research Design a. Nature of proof: A correlational study seems the most adapted in this situation. This will allow us to delineate the important variables associated with the problem. These variables are the communication, the reputation, the customer’s anterior experience. We want to know how the potential and the already granted customers think of Volkswagen. It is now obvious that the study will be a descriptive one. . Unit of analysis: We want to know how many of the population would be interested in buying a Volkswagen car, depending on their opinion about the brand. Thus, we decided to stratify our sample in three groups: country, sex and age. c. Sampling: Stratified sample: [pic] d. Interference of the researcher As the study is a correlational one, this will take place in the same natural environment in which employees normally function, thus in noncontrived settings. Moreover, this kind of study is conducted with minimal interference of the researcher, such as manipulation of variables.According to all these elements, we clearly face a field experiment. e. Source of data & data collection methods: In order to get the most accurate sources, the sources that matched as good as possible, we will use primary data. To collect them, we have prepared one interview, one questionnaire and two observations. The first one, the interview, deals with the variable of the communication; the second one, the questionnaire, is taking care of the reputation; the two last ones deal with the previous experience of customers and the communication. f.Managerial implications: g. Gantt-chart: 1. The more adapted the communication message, the greater the brand image is. Interview : 1) Age / Sex / Nationality / Occupation 2) Do you currently own a Volkswag en  ? If yes  : Why have you bought one  ? If no  : have you own one in the past  ? – If yes  : Why have you changed  ? – If no : Why  ? 3) Have you ever seen a Volkswagen advertisement  ? If yes  : on which media did you see it  ? Do you remember it well  ? Do you remember what was the message communicated during the advert  ? If yes : Did you feel concern by it ?Do you think there could be a better ccccccccccccccccccccccccccccmessage (open question) ccccccccccccccccc Did that make you want to own one  (open question  : why  ? ) ? If no  : for what reason do you think you have never seen one  ? What did you think about Volkswagen 5 years ago ? [pic] Observing 1. Observation of the number of returns in the selected country 2. Number of person who has replaced their Volkswagen by another Volkswagen VI. Sources: – Marty Padgett (May 14, 2007), VW Focused on Prices, Quality, http://www. thecarconnection. com/news/1014959_vw-focus ed-on-prices-quality; James R. Healey (2011), VW: We know you're nervous, but our quality is improving http://content. usatoday. com/communities/driveon/post/2011/08/vw-quality-problems-warranty-costs–/1 – Jason Chavis (2010), History of the Volkswagen Brand http://www. ehow. com/facts_4966661_history-volkswagen-brand. html – The Volkswagen Annual Report (2010), http://www. volkswagenag. com/content/vwcorp/content/en/homepage. html – Syvetril Perryman (2011), J. D. Power Associates 2011 Initial Quality Survey http://businesscenter. jdpower. com/news/pressrelease. aspx? ID=2011089 Consumer Reports' 2011 (January 2011), Car Brand Perception Survey http://www. consumerreports. org/cro/cars/new-cars/news/2011/01/2011-car-brand-perception-survey/overview/index. htm – Narasimhan, Ram, Mendez, David (2001), Wacker Theory (1989), Strategic aspects of quality: A theoretical analysishttp://findarticles. com/p/articles/mi_qa3796/is_200101/ai_n8943712/? tag=co ntent;col1 – Nadia Huitzilin Jimenez Torres (October 2007), The purchase of foreign products: The role of firm’s country-of-origin reputation, consumer ethnocentrism, animosity and trust http://www3. va. es/empresa/uploads/dt_13_07. pdf – Sander L. Gilman (1985), Difference and pathology: stereotypes of sexuality, race and madness – Black, Donald W. (February 2007), A review of compulsive buying disorder http://www. ncbi. nlm. nih. gov/pmc/articles/PMC1805733/? tool=pmcentrez – Uma Sekaran & Roger Bougie (2009), Research Methods for Business: A Skill Building Approach – Janine Frauendorf (2006), Customer processes in business-to-business service transactions

200+ Writing Prompts To Help You Think Outside The Box

200+ Writing Prompts To Help You Think Outside The Box Whether youve never heard of writing prompts or youre a huge fan of them  like I am, youre going to love this post. If youre not familiar, they are basically writing ideas to spark your imagination while writing. Who doesnt love getting new ideas (especially when youre out of them)? Read on for fresh writing prompts to give you new ideas for your own writing. How To Think Outside The Box With 200 Plus Writing Prompts via @devinberglundWhy You Should Use Writing Prompts You know those days when you write something and then you delete it all to try writing it again... And once you've written something, it still doesn't sound exactly how you want it to so you scratch the whole thing. This is the kind of situation when  you should try out some writing prompts. They are meant to get you thinking about your project  from another perspective. Writers who don't struggle to find writing ideas would also benefit from using these. You see, it gets you thinking in a different way. And thinking outside of the box will help you produce more creative ideas  to give your content a unique perspective. Sick of struggling for writing ideas? Get your 200+ writing prompts here.The Different Kinds Of Writing Prompts Writing prompts are popular in the journaling and creative writing worlds, which opens the door to many different kinds of prompts. But in this post, you'll learn about  three writing prompts that will help you in the content marketing world:  You've got fill in the blank prompts,   question prompts, and prompts that tell you to look somewhere for your ideas. This isn't to say that there aren't more out there that will help you, but these are the ones you'll  focus on throughout this post. Recommended Reading:  How To Write Amazing Posts With This Blog Writing Checklist Here are  a few examples of some writing prompts: Fill In The Blank Prompts {#}  Ways To  {Overcome Challenge} Question Prompts What is your content core? Prompts That Direct You To Look Elsewhere For Your Ideas Go to where your audience is. What questions are they asking? Writing Prompts To Get You Writing Here  are several examples for each  kind of writing prompt  to  help you come up with some awesome content: Fill In The Blank Prompts: A list of ways that your product will help you with _____. Wish I'd known ____ before ____. What ____ means for {company or industry}. The best things I learned at ______. ______: I Learned The Tough Way. What happened on this day_____ {pick a number} years ago. 100 ____ that will ____ you be more awesome at what you do. We've been doing this wrong... Ask ____ {pick a number} people the same question and compile it into a collaborative blog post. Why this ____ {pick a speech video} speech teaches you all you need to know about ____. ____ {pick a number} _____ {type of videos} Videos That Will Help You ______. The ultimate guide to ______. Do _____ {number} Things By _____ {age}. What ____ {name of someone or something} Never Told You The Truth About ____. Why I'm going to quit ______. What are the goals for your next five  years? ____ {number} Real People Share Their Biggest _______ {topic} Problems ____ {number} Ways To Track _____ {topic} Your _____ Without Going Crazy ____ {number} Blog Posts To Read When You're _____. This Trick Helped Me ____. What You Need To Know If You're _____. How I Went From ______ To _____. ____  {number} Empowering Ways To Track ____ Without ____. The Truth About ____. ___ {number} Crucial Things To Do If _____. ___ {number} ___ That Will ___. ___ {number} ___ Share The Top Tips They Give To _____. What Is ___, Anyway? Here's What Makes The Real Difference Between ____ And ____. Is Giving Up ____ A Good Way To ____. Here's Everything You Need To Know About ___. Why ___ Doesn't Want You To ___. Is This The Reason You Can't ___. The Exact Formula For ___. ___ {number} Ways ___ Can Help You ___. Why ___ Should Just Relax About ___. ___ {number} Ways To ___ Without ___. ___ {number} ___ {topic} Hacks To Add To Your Bag Of Tricks Real-Life Solutions For _____. Low-Cost Tools To Help With ____. Conquer Your Fear Of ___ With ___. ___ {number} ___ Ideas To Give A Try Must-Have ____ Tips To Have For ___ ___ {year} ____ Trends ___ {number} DIY ___ Ideas ___ {number} ___ Budget Busters Easy ___ Tips For Your ___. Easy-To-Make ___ That Will ___. Must-Have-Tools For A ___. ___ On A Budget: Tips To ___. 1-Hour Tips For ___ That Will ___. ___ {Topic}: Easy Ways To ___. Spruce Up Your ___ With These Awesome ____ Tips. ___ {number} Things ___ (certain title for a person) Do. ___ {number} Rules That Are Stupid. ___ {number} Warning Signs That ___. The Heartbreaking Reality Of ___. ___ {number} Things That ___ {certain people title} Think About ___. Question Prompts: What are some things people in your field want to know? What are positive conversations about things in your field being held? What are negative conversations that are being held in your field? What trends are big in your niche or field right now? What plugins and apps help you do your job better? What is your core content? If you could interview a person in your niche, who would it be? How'd you get started in your career? If you could interview a person in your niche, who would it be? How'd you get started in your career? What didn't work for you? What questions do you get? Compile it into your FAQ. What makes my company different? What is something that you enjoy every day? What adventures do you experience in your career? What are your top distractions and how do you deal with them? What's your motto for your company or blog? What's a current frustration of yours? What advice has stuck with you for a long time? Who gave you that advice? What's a day in the life of ___ {you} look like? Who is the one person that you definitely couldn't live without? What books would you recommend your followers to read? What would you tell someone who wants to go into your career? What is the toughest thing about being a ___ {your job title}? How To Make Your Products Look Appealing? Prompts That Direct You To Look Elsewhere For Your Ideas: What are your competitors writing about? Take a look at three of yours and combine them together and create something amazing-er than they make. Look for keywords and let them be your guide. What are your customers' pain points and how can your product help them? Go find out what they are saying their problems are. Take a look at your top content in your analytics and write more like those or even revamp your old posts. Is there a change I could make in the next 24 hours... Look through all the comments on your blog and answer comments in blog post form. At the  end of the  year, list your posts by category and publish that as a post. Search out your brand persona on social media and find out what questions they are asking. Use them as blog prompts. Search on Twitter search and on Google Trends. Why customers are going elsewhere (put a spin on it to make it positive.) Social media tips for your industry. Take an unrelated topic and somehow tie it into your niche. Profile readers or customers. QA interview with your team. Write your own manifesto. Write a parody post. Read forums to find writing prompt ideas. Write a truth vs lie post. What The Worse Customers Can Teach You About... Get the rest of your writing prompts in your free kit now! Recommended Reading: How To Write A Blog Post: Your 5-Point Checklist To Rock A Perfect Blog Post Want To Create Your Own Writing Prompts? Sometimes it can be tough to take other people's suggestions  and customize them so that your ideas can shine through brightly. So I am going to show you how to create your own writing prompts because sometimes all you need is to find the ideas yourself. If you follow these steps, I promise you'll find a handful of new creative ideas. Here are the secrets to coming up with new #writing ideas! #amwritingHere's How You Can Create Your Own Writing Prompts There are plenty of different places to look for writing prompts.  One of my personal favorite places to look for prompts is in magazines. (Especially in health magazines.) Cosmopolitan has been cited  as a great headline source by headline masters. Why not use headlines to spark your writing ideas? They make great prompt ideas. Any kind of magazine or magazine's website works, too. Look in a variety of magazines (stretch to different genres as well): health, beauty, sports, cars, and home living magazines. When you look outside your niche and into other niches, you might find something new that you wouldn't have seen somewhere else. And that  will strengthen your writing. Honestly, you'll learn a lot from those headline writers. They are good at what they  do. Picasso was known for saying: Good artists copy, great artists steal. So mirror that in your own life as a writer. Don't just copy the ideas. Steal them and make them your own. Make sure you don't get distracted if you're creating your own prompts. It can be so easy to spend the rest of the day on the internet looking at nothing- in the name of research. You know where that bunny hole leads. And it doesn't lead to productivity or getting your projects done. It can be so easy to waste time on the internet in the name of research.Recommended Reading: 9 Ways To Reclaim Your Breakthrough Content Ideas From Old Posts Here are your  writing prompt creation steps: 1. First off, make a huge list of topics and ideas that you'd like to write about.  Keep those handy by downloading the spreadsheet that accompanies this post, or in a tool like Evernote. 2. Go to a magazine website or look at an actual magazine. 3. Find headlines that catch your attention. 4. When you find a headline that sounds catchy,  look at it. What makes it catchy? I am going to choose this headline as my writing prompt idea example: "12 Ways To Take Your Pushups To The Next Level" Now, if you remember from our other post, "Here Are The 101 Catchy Blog Title Formulas That Will Boost Traffic By 438%", we talked about blog post headlines that have numbers in them do better than ones without. Now, there are plenty of ways that we could use the idea above to inspire our own writing. My example from above:  12 Ways To Take Your Pushups To The Next Level This will sorta turn into a fun "fill in the blank" game with topics that interest you. Recommended Reading: 10 Easy Blog Post Ideas To Fill Your Editorial Calendar 5. Rework the headline you chose into your own blog prompt. Look at your list of topics and things that you want to write about.  All you have to do now is take out some words and insert some of your own.  Magazines are really good at writing their headlines, so start practicing and let them help you come up with your own writing prompts. Here are a few variations: __ {number} Ways To Take Your ____ To The Next Level __ {number} Steps To ___ Your ____ ____ ____ And what do they look like when you add your own style and flair to them? 23 Ways To Take Your Customer Service  To The Next Level 17 Steps To Write Your Best Content Ever After you've done that, it's time to figure out what the steps are that are going to help your readers solve their problems. 6. Create a huge database of ideas like this.  After creating a ton of exciting prompt ideas, write them all down in a writing prompt library. You can store your writing ideas in a notebook, in an  Evernote note or even in a  Google Docs  or Sheets  doc. (I've created an Excel document for you to use and that is included in the bundle that complements this post.) It will look something like this: How Should You  Use The Writing Prompt Library? All you have to do is fill in these questions: List your prompts. In what blog category will the blog prompts fit? Do you have a keyword for it yet? When do you want to publish the post? If you find something else that you'd like to track in your Writing Prompt Library, add to the columns at the top and then track away. Now You're Ready To Rock And Write... How awesome is it to have all these ideas? And don't you just love that "magazine headline" secret to finding new writing prompts? I know it can be hard to come up with ideas of your own. So if you are still struggling to find things to write about or are still trying to get unstuck, make sure you download the writing prompts tear sheet to get 200+ writing prompts and your writing prompt library.

Climate Change Impacts Tourism Destination Tourism Essay Example

Climate Change Impacts Tourism Destination Tourism Essay Example Climate Change Impacts Tourism Destination Tourism Essay Climate Change Impacts Tourism Destination Tourism Essay Tourism is an of import beginning of economic growing in the Caribbean. Indeed, it is one of the most of import industrial sectors in some states in the sub part. Furthermore, its significance to any one state increases in conformity with the measure of tourism-related services associated with the sector. The World Tourism Organization ( WTO ) has declared that international touristry figures increased by 2 % during 2007, and has predicted that the figure of international tourers will make the 1.6 billion grade by the twelvemonth 2020. What needs to be considered is how many of those possible tourers would see the Caribbean and what impact clime alteration would hold on that figure. There is no uncertainty that clime is an of import influence on the touristry sector. Numerous surveies that analyze climate informations indicate that our clime is altering ; for illustration, the mean planetary temperature has increased by about 0.6a? °C during the 20th century. More than that, the rate of addition in air temperature in the Caribbean bomber part has exceeded the international mean ( Mimura et al, 2007 ) . These forecasted climatic alterations could potentially hold deductions for the tourer industry in the Caribbean and around the Earth. Climate can hold physical, physiological and psychological ( Table 1 ) effects for visitants to a finish. For illustration, the air temperature can do the possible activities of visitants to the Caribbean less gratifying due to the portion uncomfortableness of traveling out-of-doorss. Indeed, Lise and Tol ( 2002, pp.430 ) in an scrutiny of the Organization for Economic Cooperation and Development ( OECD ) group of states reported that visitants tend to prefer temperatures of around 21 °C at their pick of vacation finish and they suggested that planetary heating could therefore lead to a displacement off from some finishs that either go excessively hot or excessively cold. This survey attempts to find the possible impact of clime alteration on Caribbean states, utilizing tourer reachings, clime ( represented by temperature and precipitation ) et al economic information for the 1989-2007 period. A cardinal aim is to gauge the economic impact of clime alteration on touristry income under four clime alteration scenarios ( A1, A2, B1 and B2 ) . It will besides augment a standard theoretical account of touristry demand with an index of climatic characteristics developed by Lewis-Bynoe et Al. ( 2009 ) for the Caribbean. The prognostic ability of the theoretical account is so evaluated and employed to calculate the possible impact of alterations in climatic characteristics on regional touristry demand. It will besides supply estimations of the importance of climatic characteristics to historical touristry demand in the Caribbean. Harmonizing to Braun et Al ( 1999, pp.249 ) , environmental factors are cardinal constituents when tourers choose a vacation finish. There is converting grounds to demo that the universe s clime will go on to alter during this century. Future fluctuations in temperature et Al facets associated with clime alteration will hold differing effects on different parts worldwide. It is extremely likely that most of these direct effects of clime alteration, and their subsequent indirect effects, would hold an impact on the Caribbean bomber part. Reappraisal of Literature Most of the early attacks to measuring the impact of clime alteration on touristry focused on a individual variable: temperature. One of the earliest surveies in the country, Abegg and Koenig ( 1997, pp.47 ) , evaluated the impact of predicted alterations in conditions conditions on the winter touristry industry in Switzerland. Abegg and Koenig ( 1997, pp55 ) reported that, under current clime conditions, 85 % of all Swiss ski countries are snow-reliable. However, this figure would drop to 63 % if temperatures were to lift by 2 °C and hence have deductions for regionally balanced economic growing. Harmonizing to Scott et Al ( 2004, pp.74 ) , the interrelatedness between the conditions and touristry has featured in surveies dating from the 1930s. In 1936, for illustration, Selke wrote on the geographic facets of the German tourer trade. So far, these surveies have been few, and merely in recent times has the literature on touristry started to increase. These touristry surveies, as stated by Hamilton and Tol ( 2007, pp.250 ) , focused chiefly on economic factors and did non include clime variables in the modeling procedure. The surveies had short time-horizons, and clime was taken to be a changeless variable. However, there is much grounds to demo that clime will alter in the long tally, and that this alteration is being hastened by human activities. Lise and Tol ( 2002, pp.439 ) , besides utilizing temperature as their chief step of the effects of clime alteration, usage arrested development techniques to happen the optimum or preferable temperatures of visitants emanating from the Organization for Economic Cooperation and Development ( OECD ) group of states. The writers report that visitants from these states tend to prefer a temperature of around 21 °C at their pick of vacation finish. Lise and Tol hence suggest that planetary heating could therefore in a displacement off from some finishs that either go excessively hot or excessively cold. One of the jobs of the attacks suggested supra is that they focus on merely one peculiar feature of a finish s conditions ( temperature ) to do anticipations of likely impact of clime alteration. Mieczkowski ( 1985, pp.220 ) , nevertheless, conceptualized that tourer finishs are normally characterized by climatic conditions that would be most comfy for the mean visitant. The writer hence developed a touristry clime index ( TCI ) that was a leaden norm of seven ( 7 ) climatic variables: ( 1 ) monthly means for maximal day-to-day temperature ; ( 2 ) mean day-to-day temperature ; ( 3 ) minimal day-to-day comparative humidness ; ( 4 ) mean day-to-day comparative humidness ; ( 5 ) entire precipitation ; ( 6 ) entire hours of sunlight and ; ( 7 ) norm wind velocity. The deliberate TCI ranged from -20 ( impossible ) to 100 ( ideal ) . While imitating the TCI under assorted clime alteration scenarios provides of import information on the comparative attraction of a finish in the hereafter, it can non supply estimations of the impact these alterations are likely to hold on touristry demand. As a consequence, some writers have used the generated TCI in a theoretical account of touristry demand to project the possible impact of these forecasted alterations on touristry characteristics. Hein ( 2007, pp.2 ) , for illustration, augments a theoretical account of touristry demand in Spain with the TCI index for this state to place the possible impact that changes in climatic conditions can hold on the hereafter of the industry at that place. The writer found that tourer flows to this finish could fall by up to 20 per centum by 2080 compared to 2004, mostly due to higher temperatures during the summer. However, during the spring and fall, there could be increased visitant reachings. Rather than concentrating on the climatic characteristics of the place finish, Berrittella et Al. ( 2006, pp.915 ) effort to see the effects of clime alteration on the general ingestion penchants of tourers utilizing a universe estimable general equilibrium theoretical account to measure the possible effects of clime alteration. The impact of clime alteration on touristry is captured through two channels: alterations in private domestic purchases to be specific and international income transportations, since disbursement by visitants in the domestic economic system impacts ingestion every bit good as income transportations. Berrittella et Al. ( 2006, pp.920 ) undertaking that net also-rans are likely to be Western Europe, energy exporting states and the remainder of the universe, which contains the Caribbean, and are forecasted to be become excessively hot to be pleasant. Hamilton et Al. ( 2005, pp.245 ) besides obtain similar projections by utilizing a theoretical account of planeta ry touristry flows to project the possible impact of higher temperatures on tourer flows. Empirical Approach The TCI is a utile manner to summaries the possible deductions that climate alteration could hold on the attraction of a finish. It does non, nevertheless, present a quantitative appraisal of the likely impact on touristry demand. To obtain such an estimation, a standard demand theoretical account is augmented with the TCIs for each Caribbean island every bit good as that for its rivals. Based on Kim and Uysal ( 1997 ) , Lathiras and Siriopoulos ( 1998 ) , Lee, Var and Blaine ( 1996 ) , Lim ( 1997, pp.84 ) every bit good as Song and Witt ( 2000, pp450 ) the touristry demand theoretical account is assumed to take the undermentioned signifier: Arrit = ?’ ( Yit, PtB / PitS, PtB / PtC, Fit, EXit ) ( Equation 2 ) Arrit are entire visitant reachings from beginning market I in period T, Yit is the income in the beginning market, PtB / PitS is the comparative monetary value of Barbados and the beginning market, PtB / PtC is the comparative monetary value in Barbados and its chief rival, Fit is the cost of travel between Barbados and the beginning market and EXit is the bilateral exchange rate. To account for the impact of clime characteristics on touristry demand, Equation ( 2 ) is augmented with a comparative TCI ( comparative to rivals ) this expression was obtained from Winston Ricardo Moore ( 2010 ) : Arrit = degree Fahrenheit ( Yit, PtB / PitS, PtB / PtC, Fit, EXit, TCItB / TCIiC ) ( Equation 3 ) Some of the variables included in the specification are improbable to be stationary. Ignoring the non-stationary of the variables in the arrested development theoretical account can take to invalid illations ( Pesaran and Smith, 1998 ) . Therefore the autoregressive distributed slowdown ( ARDL ) model ( Pesaran and Shin, 1999 ; Pesaran et al. , 2001 ) to gauging long run relationships between variables is employed. The attack to proving for the being of a relationship between variables in degrees is appropriate whether the implicit in regressors are I ( 0 ) or I ( 1 ) . Four emanations scenarios ( A1, A2, B2 and B1 ) outlined by the IPCC are besides examined. The emanations scenarios assume that the chief drive forces of future nursery gas path will go on to be a alteration in demographic, societal and economic development, and the rate and way of alteration in engineering. The A1 and B1 scenarios are based on the low International Institute for Applied Systems Analysis ( IIASA ) 1996 population projections: the universe population is expected to lift to 8.7 billion by 2050 and fall toward 7 billion by 2100 due to a decrease in birthrate every bit good as mortality. In contrast, the B2 scenario uses the long-run United Nation s ( UN ) Medium 1998 population projection of 10.4 billion by 2100, while the A2 scenario assumes a high population growing of 15 billion by 2100 owing to a important diminution in mortality for most parts ( IPCC, 2000 ) . All scenarios exclude surprise or catastrophe scenarios. Table 2 SRES plot lines used for ciphering future nursery gas et Al pollutant emanations Storyline Description A1 Very rapid economic growing ; population peaks mid-century ; societal, cultural and economic convergence among parts ; market mechanisms dominate. Subdivisions: A1F1 trust on fossil fuels ; A1T trust on non-fossil fuels ; A1B a balance across all fuel beginnings A2 Self trust ; saving of local individualities ; continuously increasing population ; economic growing on regional graduated tables B1 Clean and efficient engineerings ; decrease in stuff usage ; planetary solutions to economic, societal and environmental sustainability ; improved equity ; population peaks mid-century B2 Local solutions to sustainability ; continuously increasing population at a lower rate than in A2 ; less rapid technological alteration than in B1 and A1 Beginning: Table A.2, page 107 of the United Kingdom Climate Impacts Programme UKCIP02 clime scenarios proficient study The emanation scenarios provide 16 combinations of clime theoretical account and emanation scenarios that cover 93 per centum of the possible scope of planetary clime alteration foreseen by the IPCC ( W.R. Moore, 2010 ) . Since each of the scenarios is merely every bit likely the norm of the 16 scenarios is employed. These forecasted clime indexs are used to cipher the awaited alteration in the TCI for each of the 18 Caribbean states under probe. Consequences Using the methodological approached outlined in the old subdivision ; trials for stationarity were undertaken for all the variables under consideration. Given the importance of climatic characteristics to regional touristry demand, it is of import to measure the possible effects that climate alteration can hold on future viability of the industry. One manner to measure the impact of clime alteration on the regional tourer industry is to derive projections for the TCI under assorted clime alteration scenarios and use the touristry demand theoretical account to obtain possible scenarios for regional touristry. The touristry demand theoretical account is estimated utilizing informations from 1980 to 2000 and so employed to calculating tourer reachings over assorted skylines between 2001 and 2004. The prediction public presentation is assessed comparative to two naif theoretical accounts: ( 1 ) a theoretical account with merely a changeless and ( 2 ) a theoretical account with a changeless and a lagged dependant variable and ( 3 ) is an estimated touristry demand theoretical account. Based on the consequences, it suggests that the estimated touristry demand is making better than the other counter parts. Table 3 Forecast rating statistics ( 2001-2004 ) . 1-Year skyline 2-Year prediction skyline 4-Year prediction skyline M1 M2 M3 M1 M2 M3 M1 M2 M3 RMSE 1.074 0.426 0.263 1.075 0.572 0.278 1.064 0.789 0.331 MAE 0.643 0.214 0.197 0.641 0.283 0.211 0.668 0.434 0.246 Thiel 0.044 0.017 0.011 0.044 0.023 0.011 0.044 0.032 0.013 Cov. Prop. 0.678 0.833 0.681 0.679 0.812 0.695 0.657 0.743 0.725 Notes: M1 is a theoretical account with merely a changeless, M2 is a theoretical account with merely a changeless and lagged dependant variable, while M3 is the touristry demand theoretical account estimated earlier. Beginning: Winston Ricardo Moore ( 2010 ) .The forecast rating statistics provided above hence imply that the touristry demand theoretical account can be employed to calculate the impact of alterations in touristry characteristics likely to happen from clime alteration. Table 4 below illustrates the estimated clime alteration on the four most likely scenarios within the Caribbean. The tabular array shows that in A1 and A2 climate alteration scenarios, suggests little betterment in touristry demand in the Caribbean due to climate alterations, while B1 and B2 climate alteration scenarios suggest that the regional tourer industry can diminish to approximately 1.2 % per twelvemonth due to climate craps. It besides shows and increase across the four scenarios in some of the Caribbean states for illustration Dominica, Dominican Republic, Haiti and so forth, while St. Lucia would be sing a diminution across all four scenarios of reachings. Table 4 Projected Annual Growths in Tourist Arrivals ( 2071-2100 ) State % Deviation from Baseline A1FI A2 B1 B2 Antigua 2.203 2.203 -0.112 -0.112 Aruba 2.694 2.694 -3.732 -3.732 Barbados 0.491 0.491 -0.154 -5.935 Bermuda 0.449 0.449 -5.977 -4.694 British Virgin Islands 2.203 2.203 -0.112 1.171 Cayman Islands 2.203 2.203 -0.112 1.171 Dominica 7.597 7.597 1.171 1.171 Dominican Republic 6.391 7.597 1.171 1.171 Grenada 2.016 2.016 -4.410 -4.410 Haiti 2.694 2.694 1.171 1.171 Jamaica 2.203 2.203 -5.693 -5.693 Montserrat 6.315 6.315 -0.112 -0.112 St. Kitts 7.597 8.803 2.377 2.377 St. Lucia -0.048 -0.048 -0.247 -0.247 St. Vincent 2.377 2.377 -4.049 -4.049 Suriname 7.597 7.597 2.640 2.640 Trinidad and Tobago 3.019 1.370 -5.057 -5.057 Average 3.222 3.265 -1.180 -1.287 Change in Entire Tourist Expenditure ( 2004 $ ) 321.035 356.386 -118.208 -146.099 Beginning: Winston Ricardo Moore ( 2010 ) Decision The Caribbean industry has been one of the chief resources for growing and development in a state. Therefore it is of import to measure possible menaces that will impact that industry and seek to protect the touristry industry from any of those menaces. One of the chief menaces that have been late identified in recent old ages is climate alteration. Climate alteration can hold possible impacts on both the supply and demand side of the tourer merchandises. On the supply side an addition in frequence and strength of tropical storms can impact the hotel industries every bit good as the tourer attractive forces, while on the demand side a alteration in clime can do a displacement in visitant s forms. In this research paper it provides a possible appraisal of the possible impacts a alteration in part climes could hold on touristry demand. The touristry demand is estimated utilizing a database incorporating information on the reachings and cardinal explanatory variables for 18 Caribbean states which were achieved from the board of touristry and from Mr. Winston Ricardo Moore. The theoretical account is estimated utilizing informations over the period 1980-2004. Using informations on the parts likely climatic alteration from the touristry demand theoretical account was employed to excite the impact of alterations in climatic characteristics on reachings. The lone restrictions to this paper is that it ignores the possible decrease in touristry demand that could happen if the part is capable to higher frequence of hurricanes and natural catastrophes. If this occurs the demand for the parts merchandise could be affected if climate alteration leads to set down loss, a decrease in biodiversity every bit good as harm the hotel industries. The steps that would be put in topographic point for the bar of theses catastrophes may besides do deductions in the long draw for trips to the Caribbean.

Prolific effects of civil war on medicine Research Paper

Prolific effects of civil war on medicine - Research Paper Example Period prior to war During the time prior to the civil war, medical personnel’s received minimal training. Even those doctors who had attended medical institutions were poorly trained. This is because in America, medical students received only two years or less of training, gained no clinical or laboratory training experience due to lack of instructions. When civil war began in 1861, the army had only 98 medical doctors, and Confederacy had 24. The army recruits received only physical examination giving room for soldiers to enter the federal army camp with physical defects and chronic illnesses that would affect their performance at the battlefield as soldiers. The newly recruited soldiers were sent to large camp to gain skills and learn how to become soldiers. The first challenge they faced was disease even healthy soldiers were affected by illnesses that easily spread due to large concentration of people in the camp. In addition, the spread of these diseases was aided by poor diet of soldiers and unsanitary conditions in the camps which led to many people succumb to diseases such dysentery and diarrhea. According to statistics given by Shryock on his website (1962), they represent the real and grave statistics of deaths and wounds incurred by the soldiers in the Civil War and how medical doctors dealt with these numbers. During the battle of Gettysburg, the Union medical corps was armed with 1,000 ambulances, 650 officers, and 3,000 drivers but within 3 days, 21,000 soldiers were wounded. This left each surgeon with 900 patients that they were individually responsible for. According to Shryock report on its website (1962), these incredibly large numbers led to many amputations due to infections. This professional medical historian, one of the first of his kind, explores the fact that medical professionals of the 1860’s did not have a good understanding of bacteria. Since then, ‘cumulative experience’ of those doctors led to the improvement of techniques in medicine. Shryock gives a reflection of how severe the wounds of the Civil War were and how medical profes sionals used what they had available to treat them under great stress. This assisted

Contemporary Issues in Economics Research Paper

Contemporary Issues in Economics - Research Paper Example Therefore, this paper will seek to explicate some of the main factors that determine the gas prices, problems, causes and solutions. First and foremost, it is important to note that the supply and demand market place determines the worth of fuel. This is because an increase in demand and a decline in supply will automatically lead to a rise in price. On the contrary, if the demand goes down or there is an upsurge supply, then the fuel price will automatically decrease. In case a retailer decides to market its gas at a high price without considering the pricing of the competitors, then consumers will go and buy gas from the competitor selling at lower prices. When this happens, the retailer will lose business due to the high pricing and this will compel him to lower his gas prices in order to be competitive and maintain his customers (â€Å"What Affects Fuel Pricing†). Retailer competition also affects gas prices and this can be grasped by the differences in price on stretches of highways that have multiple gas retailers. When there are several choices that consumers can choose from; then it boils down to more competition on the retailers’. In as much as many retailers carry gas and oil from major oil corporations, they are independent merchants of the product. This implies that they have the freedom to set the prices the way they so wish. Chevron Corporation asserts that, crude oil is merchandized on the global market just like agricultural products such as corn and wheat, and precious metals such as silver and gold. In recent times, the prices of crude oil have increased dramatically as a result of the rising world demand and political instability in most of the oil producing countries (â€Å"What Affects Fuel Pricing†). Crude oil is the most important raw material used in gasoline and other petroleum products production. Therefore, it plays an integral in determining the price of gasoline. Crude oil price may be up to half the cost of one