History Of Marketing Term Paper Example | Topics and Well Written Essays - 1250 words

History Of Marketing - Term Paper Example What one must understand is the fact that marketing is here to change perceptions, alter thinking dynamics, and basically bring about a change which is for the betterment of all and sundry. The history of marketing is such that it has excited the marketers and made them aware of how incremental changes have come about in different mannerisms, and the wholesale amendments have not gone by unnoticed. This paper discusses how marketing has come about of age and the manner under which success has kissed its feet over a period of time. To add to the discussion at hand, marketing has delivered! It has made people feel pride who are associated with it in one way or the other, as to how success could have been achieved, and how products and services could be best exploited to attain magnanimous results. Be it advertising or public relations tangents, marketing has come out in the open and suggested a change for the better. Be it putting up a hoarding on the road side or simply direct mailing to a potential customer, marketing has manifested its entirety for the sake of one and all. Be it word of mouth approaches or merely forming up opinion leaders, marketing is one aspect which has become known for all the right reasons – and the best part is that marketing knows how to turn dreams into gold, thoughts into actions, and raw material into brands. What remains to be seen is how the marketing element brings in the much required ROI for the sales force so that they can heave a sigh of relief in the times to come, and deliver whenever there is a discussion centering on the premise of bringing about ‘that’ vital sale. Earlier, it was thought that marketing is carried out to showcase the products and services which are being offered by an organization. However, when time passed by, the marketers realized how potent a tool marketing really is. They understood that marketing is the triggering force behind the sales dynamics. And it will only be natural to th ink of both marketing and sales to be inter-linked with one another. This came about with a change in the thinking mechanisms of the people, as they believed that marketing will induce and generate sales, which essentially took place when marketing was employed to its maximum and most efficient use. The link with sales is all the more important to know because sales depend on the initiatives that are undertaken by the marketing department within an organization. If the marketing department knows that it should be bolstered because there is a dire need to do so, the sales department needs to get its act together as well, and make sure that the marketing department receives what it requires the most and that too in a quick way (Baker, 2006). The potential success of both marketing and sales tangents is through the incorporation of the processes and tasks with one another, as has been manifested with the passage of time where the historical significance of marketing is such that it has triggered sales over a period of time, inducing and generating sales (trials) all around the world. The marketers who are entrusted with making things happen within the marketing dynamics are indeed dependent on the goodness of this tangent more significantly now than ever before. This is because they have started to believe staunchly in the power of marketing and how it has been able to showcase the strengths that lie within its folds. The marketers have also realized that the marketing

AUSTRALIAN STUDIES Essay Example | Topics and Well Written Essays - 1500 words

AUSTRALIAN STUDIES - Essay Example Latham's Australian Immigration Policy and Horne's The Lucky Country are examples of primary documents that may be used for this objective. This paper summarizes each document first, then tackles them both in an integrated section, and finally makes a conclusion. In this document, J.G. Latham was reacting to a pamphlet entitled "Control or Color Bar" said to be published by the Immigration Reform Group of the University of Melbourne. The pamphlet criticizes the Australian Immigration Policy and Latham was concerned for fear that Australia's' reputation might be harmed and its relations with other countries prejudiced. The proposal of the pamphlet was that Australia initiate offer to non-European countries for agreements admitting people from these countries into Australia as permanent residents Latham, however, is of the view that there is common sense in controlling immigration to one's country, which does not necessarily foster racial hatred. First off, Latham said, criticism should be based on accurate statements and proper understanding of the policy. In the Australian Immigration Policy, he says, color is not a criterion as it does not count whiteness as racial superiority. True, he said, there are differences in Oriental civilizations and European civilizations as to color, race, language, tradition, history, and loyalties including in social and political outlook and organization, in religion, in manner of living, and standards of living - but color and race are not tests of character and quality. So, to the proposal of the pamphlet that Australia be opened to immigrants as permanent residents, Latham said - If the Australian government went out of its way even to discuss with all of them how many of their people they would like Australia to take as settlers annually, the government would, it would be suggested, simply be asking for trouble. The Government might even discover that millions of people in Africa believe strenuously in a "Black Africa." Would the government undertake a campaign to get them to change their minds The point of Latham is that the pamphlet thinks Australia's immigration policy absolutely excludes Asians and suggests that there should instead be control of immigration. The pamphlet also thinks Australian Immigration Policy is only after filtering colors without wise control. Explaining his side, Latham says - "A man can have friends without inviting them all to his house. If a person says that he has a right to be invited - or at least to complain because he has not been invited, - there will not be a good prospect for friendship. If a person goes so far as to say that he has a right to come into the house (of a friend or anyone), whether has been invited or not - and to stay - then friendship will be impossible. Concluding with emphasis that the Australian Immigration Policy is not based on color prejudice or racial superiority, Latham says Australia had in the past been admitting merchants, tourists and students which many know nothing of, beginning with the critics. Horne, Donald.1968 (1964). The First Suburban Nation. The Lucky Country: Australia in The Sixties, Ringwood: Penguin, pp28-31, 97-100 Horne's piece is about the real Australia that lacks a serious writer to write about it; therefore

Importance of and Benefits of Active Listening

Importance of and Benefits of Active Listening Active listening skill as a way that determines patient understanding, professed need and of disseminating psychological support. Practice skill, context and stakeholders Active listening as a skill is executed in a haemodialysis component propagate within a remote General hospice where important numerals of persons suffering from End Stage Renal Disease (ESRD) are tended after by employing renal dialysis. Maintenance support is administered frequently to the terminally ill who return to the health centres time an time again for cognitive interception by psychologists as patients grapple with the precincts of their cure, health status and the implicit underlying their everyday undertakings. The fact that patients are dynamic accomplices in care management, their frame of reference is an imperative aspect for the running of the renal facility. Consequently, (Gobet, F. 2005) wide-ranging care of renal patients demands proficiency in care managements, this includes, a keen interest to moral, psychosocial as well as sacred concerns associated to foundation, systematic, maintenance, and terminating dialysis course of action. Persons suffering from renal co mplications expect more information as well as early intervention of care management debate. In this case, information should be inclined to focus more on the individual and how the disease and interceptions would hamper their existence as well as likeness and what they treasure the most. Hayes, B. and Adams, R. (2000) affirms that, determining supposed advantages of care management besides recognizing persons suffering from renal anomalies, in addition, to their personal empowerment is elementary for proficient framing of enhanced care management and implicitly for determining patients ability to take part in assisted care management. The declarative component Being with renal patients for almost two decades I am confident in receiving their signals of distress and their need for someone to be there for them before even they say a word. As a nurse I am aware of other symptoms of renal disease comprises of anti-psychotherapy, irritation and emotions which are constraints to chronic ailments like this in addition the symptoms will assist the nurse in actively listening to the renal patients. Indeed, Gopee, et al (2004), contents that the skilled use of non-verbal communication via silence, facial expression, touch and closer physical proximity appeared to facilitate active listening, and aided to bring up compassion. Discourse should be initiated by the health expert as this will allow the patient to express and share their emotions and incidents this requires creation of retreat and emotional break. Quietly being with renal patients and communicating non-verbally was an effective form of communication, it is suggested that effective communication is dependent on the nurses talent to listen and utilise non-verbal communication skills. In addition it is clear that manifestation on practical experience can be a significant technique of uncovering and exploring tacit knowledge in nursing. Reflective individual knowledge is the most substantive form of knowledge and must properly constitute the body of knowledge of a practice discipline. As a health care provider, I was meant to be positive as it is important in helping to comprehend and learn from patients emotions. Moreover, Howard-Jones, P. (2002), expansion practice skill involves caring for difficulty episodes as a self assessment tool and tool learning experience hence, self-assurance is the ultimate aspect in the practice knowledge. Creating records depicting the treatment of the disease is significant as it will help in the analysis, assessment and widen the comprehension of useful incidents. Consequently, in the framework of recent studies, experiences gained through demonstration should be shares with other colleagues. Demonstration offers an opportunity to learn from previous occurrences whats more to produce original thoughts or examine ideas to find out which might be harmless and achievable. The process component At these moments, I shall make use of the accessible resources; thus of mind, body as well as the spirit to vividly drum sense into the patients head, consequently, an indescribable eminence logically emerged in our rapport. As Pearson (2004), puts it plain and clear as ‘present tense concern or ‘being there, declaring: â€Å"the ability to for individual charisma, that aspect of tending after, and caring for the sick closely to a level where the shared civilization is accredited, is the basis of much of nursing as a caring custom†¦Ã¢â‚¬  Besides, instinctive understanding as presence and believes that: â€Å"presence is basically affording oneself to someone as a treasure, in this case, this is approved by the nurse as well as the renal patient†¦Ã¢â‚¬ During this phase, I was more alert to patients, listening closely to their needs as well as wishes and ready to act as per their demands. I was more concern about grasping diverse perspectives of experience, the expressive; precisely, the ‘joints are paining me severely, the sequential (how things unfolded), the figurative; the patient could start enlisting about the life at home an aspect that expected my sympathy and later optimistic encouragement. Being more sensitive to the message I was conveying enabled me to create and adapt this in a more caring and individual way. Interestingly, on the other hand, nurses perceived their inter-individual style as tending to the authoritative rather than facilitative. Perhaps my inter-individual style was normally more authoritative; on the other hand, by adapting and expanding the active listening features of my communication it had become facilitative. Moreover, by abandoning professional detachment in favour of closeness amid the renal patients, and me, empathic affinities developed. Ideally this phase is all about my recognizing and blending of signs and symptoms with knowledge of the past patient. For instance, a previous patient exhibited symptoms of depression an aspect that would easily usher in suicidal syndromes. In this case a patient who portrays the same symptoms would require a psychiatrist attention that might assist in determining the impact of treatment and the side effects of the treatment on the patient. Ultimately, after a close examination, and listening keenly, on top of reviewing the patients previous accounts regarding the disease, I was able to administer the effect of the medication and determine if alternative conduits could improve the patients condition, and all this was to be done by observing the treatment protocol of the same disease. Underpinning knowledge Ian McWhinney (1989) asserts that ‘If we could all just learn to listen, everything else would fall into place. Listening is the key to being patient centered. Anyone can learn how to be a better listener; however this kind of learning is not like learning something that is added to what we know. This Kind is a peeling away of things that are get in the way of listening, like our fears, our worries, of how one can might respond to what is hear. Therefore, according to Kennedy, C.M. (2004), effective communication call for the comprehension of active listening features of nurse in connection to renal patient associated. Even though accessing the right data at the correct time seem to be difficulty. In addition, Fowler, L. (1998) states that psychological of interpersonal communication; this form of knowledge requires that listeners comprehend, construe and assess what they heard. Communication is significant in active listening as it enhances personal relationships by reducing c onflicts, supporting cooperation, as well as encouraging understanding. However, interpersonal communiquà © is hindered by in adequate knowledge mainly in the case of cultural disparities and use of scientific jargons leads to misinterpretation. Therefore, for effective emotional of interpersonal communication emotions, considerations of the patients background should be evaded during dialogue. Psychology of chronic illness and coping; it could be of great benefit if renal patient and practitioners complying with active listening sills. Practitioners need to bear in mind the emotions needs of chronic patients because in many instances they express and share their experiences non-verbally. Forte, P. and Forstrom, S. (1998) affirms that, it is imperative for medical experts to collect non-verbal information as it will them respond faster to their needs as argued by Forte, P. and Forstrom, S. (1998). As a nurse I usually focus on attaining frameworks associated to assessment of competency and not emotions to help the renal patients or even impacts of medication on the patients self-esteem, as noted by Gask, et al. (2005), because these concepts are portrayed as difficulty initiated by insufficient knowledge. In addition the performance settings are more demanding with extremely patients being treated with short period of communication. Therefore, knowledge centres can be evaluated by means of short trainings courses that where a lot will be covered in pragmatic manner. How decisions are made While its not easy working in the renal care field, it is also not easy being a renal patient. In some cases, the therapeutic dilemma (in this case, there is usually a congregation and they come chunky and speedy as the patient brazen out a series of anomalies, contagions, dialysis scientific intricacies, contacting facilities, exhaustion, malformed body image†¦) at hand represents the scariest, most earth-shattering experience of the renal patients life. According to Dowding, D. and Thompson, C. 2004, the individuals physical and financial worlds might have been shaken to the core by their therapeutic condition. Chances are, the renal patient is feeling extremely vulnerable and out of control. Therefore, if for example a patient, who is not complying with diet or therapeutic leadership, avoids cautioning the individual, this in part might serve to accomplish little part from raising defences. Then reiterate why its significant to stay on the particular diet or to take the regim en of prescribed medications. End by asking if there is anything can do to aid set up things more convenient for them. This approach wont guarantee success, but it will allow the renal patient to save enough face to stay in a game in which both desperately need cooperation (Douw, K., Vondeling, H. and Oortwijn, W.2006). In scenarios where the patient expressed their home condition was rather tricky in the sense that it required me to preclude pitiable judgements and alter precision when evaluating the patients current symptoms with the previous one. This pattern comparison is necessary. After listening keenly to the patients emotional expression, I was in a position to a variety of options ranging from what ought to be prioritised, the area that required more listening and choosing the best intervention strategy. The issues enlisted by the patient granted me the audacity to pick on ultimate decisions while I was reviewing the historical accounts of the patient, (Kennedy, C.M. 2004). With the accessible information I was able to identify indicators that would have helped me determine novel pattern of characters that reflect incredible ideas about the condition. Again, by using the accessible data and posing further query while keenly listening to the patient I grasped the technicality in summarizing the suppositions that comprehensively describe the occurrence and recommend the best prescription. The decision making phase is a stage where ethics guided me with regard to the options I embarked on. Emotions were muted off as that killer punch move was contemplated. This is the most critical phase, by which a patient might fully regain or can as well die. In short the options that an expert will take are a matter of life and death, Dornan, T. and Bundy, C.2004). Conclusions Research findings deduce that active listening is an imperative facet especially when caring for the sick. For instance, Leach, D. (2002) ideas enlisted in a case study involving patients suffering from chronic renal complexities, active listening has been enlisted as the underlying factors towards complete recuperation. This is so because; through active listening medical experts have the audacity to determine a way forward. Consequently, active listening in one way or another facilitates faster healing owing to the fact that various ailments are psychological propagated and simply require empathic response. Active listening, on the extreme end is imperative in the sense that it helps experts determine indicators with that accessible information an aspect that prompts for deep investigations to unravel the underlying issues. Grouping signals is significant, since it will help the practitioners to determine novel pattern of characters that reflect incredible ideas about the condition . On top of that, myriad aspects are associated in line to every call for vigilant assessment. Foremost, the practitioners can come up with an outline of skills which is very descriptive; this is significant since it helps in establishing the right medication for a patient. References Kendall-Raynor, P. (2007) ‘Cautious Welcome for Plans to Reform Professional Regulation, Nursing Standard, 21 (25), p.5. Kennedy, C.M. (2004) ‘A Typology of Knowledge for District Nursing Assessment Practice, Journal of Advanced Nursing, 45 (4), pp.401-409. Dornan, T. and Bundy, C. (2004) ‘What Can Experience Add to Early Medical Education? Consensus Survey, British Medical Journal, 329 (834). Douw, K., Vondeling, H. and Oortwijn, W. (2006) ‘Priority Setting for Horizon Scanning of New Health Technologies in Denmark: Views of Health Care Stakeholders and Health Economists, Health Policy, 76 (3), pp.334-45. Dowding, D. and Thompson, C. (2004) ‘Using Judgement to Improve Accuracy in Decision-making, Nursing Times, 100 (22), pp.42-44. Forte, P. and Forstrom, S. (1998) ‘Work Complexity Assessment: Decision Support Data to Address Cost and Culture Issues, Journ Nursing Administration, 28 (1), pp.46-53. Fowler, L. (1998) ‘Improving Critical Thinking in Nursing Practice Journal for Nurses in Staff Development, 14 (4), pp.183-187. Gask, et al. (2005) ‘Evaluating STORM Skills Training for Managing People at Risk Suicide, Journal of Advanced Nursing, 54 (6), pp.739-750. Gobet, F. (2005) ‘Chunking Models of Expertise: Implications for Education, Applied Cognitive Psychology, 19, pp.183-204. Gopee, et al (2004) ‘Effective Clinical Learning in Primary Care Settings, Nursing Standard, 18 (37), pp.33-37. Hayes, B. and Adams, R. (2000) ‘Parallels between Clinical Reasoning and Categorization in Higgs, J. and Jones, M. (Editors) Clinical Reasoning in the Health Professions, Edinburgh, Butterworth Heinemann, pp.45-53. Howard-Jones, P. (2002) ‘A Dual-state Model of Creative Cognition for Supporting Strategies That Foster Creativity in the Classroom, International Journal of Technology and Design Education, 12, pp.215-226. Ian McWhinney (1989) ‘Clinical Education Facilitators: A Literature Review, Journal of Clinical Nursing, 14 (6), pp.664-673. Leach, D. (2002) ‘Building and Assessing Competence: The Potential for Evidence-based Graduate Medical Education, Quality Management in Health Care, 11 (1), pp.39-44.

Interior Design as a Career Essay -- Jobs Careers

Imagine designing a dream home with all the color and space conceivable. This illustrates the work of an interior designer. A "schemer, intriguer, or plotter," could prosper in a career of design (dictionary.com, 'designer'). A career in interior design allows innate abilities of creativity and organization to be practiced in satisfying a client's desire for style and flare in their home or workplace. The work of an interior designer requires a natural skill to work with people and to decipher what a client desires. "The designer's job is to evaluate, plan, and design the interior areas of residential, commercial, and industrial places." (Careers in Focus: Design.) A few simple jobs consist of helping clients to select fixtures and furniture, supervising the coordination of colors and materials, obtaining estimates and costs within the client?s budget, and overseeing the execution and installation of the project. Some very important details designers must be aware of are the architectural requirements, space planning, and the function or purpose of the environment. In the past, there have been many famous artists, but few of them contributed their artistic skills to the design of the home. Michelangelo was a famous interior designer who created the most magnificent places for the richest of people. He made quantum use of his beautiful sculptures and paintings to create a rich ambiance. This is how interior design first began as a career. Years later, furniture, draperies, and wall coverings were included. Elsie de Wolfe was the first to practice interior design in the 1950s. Adam and Louis Comfort Tiffany, two American brothers, began a company to create beautiful furnishings and art, especially stained glass. The ... ...s estimated to be at $39,180 annually. The highest paid ten percent of interior designers, experts, in 2002 had wages of $69,640, while the lowest paid ten percent, beginners, were paid $21,240 (U.S. Department of Labor). Those who are genuinely committed to a fulltime career in designing know that urban areas and big cities pay better and provide more career options. In small town areas there is less demand for the input of an interior designer. Self-employed designers work for clients at a set, hourly fee, but majority of designers work in a firm for either a straight salary or an hourly fee to clients. In interior design, because there is so much flex given to each designer in a firm, there really are no requirements of benefits, insurance, or retirement plans. The established benefits are completely up to the individual employer. (Careers in Focus: Design)

A warm welcome to BN2102 Bioengineering data analysis Essay

Understand the statistical analysis that commonly accompanies publication of experimental data in scientific literature.   Perform the appropriate statistical analysis for a given set of experimental data. Estimate a parameter of interest by performing a suitable fitting to a set of experimental data. Create a suitable mathematical model based on the available experimental data. The module is divided in two parts. The first part will be taught by Chen Peiyi of the Department of Statistics and Applied Probability while the second part will be taught by Dr Alberto Corrias of the Department of Bioengineering. Some of the sessions will be conducted in the computer cluster rooms (block E2, level 3). For those sessions, the class is divided in 4 groups. Please check the IVLE to see which group you belong to and the Lesson Plan to check the exact locations and timings. The assessment is a combination of Continuous Assessment (CA) and final exam a s follows: CA of part 1: 20% CA of part 2: 20% Final exam: 60% The nature of the CA will be specified by each lecturer in due course. The final exam will be closed book. No aid†sheet will be allowed. Statistical tables will be provided if necessary. Please bring your calculator, however please note that programmable calculators will NOT be allowed. We hope you will enjoy BN2102! Best wishes, The teaching staff.

A Comparative Analysis of Community-Based Tourism in Uganda and Kenya

1. Introduction As pointed out by Tasciet al (2013), the contribution made by tourism to the growth of the economy can be enormous. Given the great potential of the tourism sector, several models have been developed over the past few years. Community-based tourism, developed in the 1990’s by authors including Pearce (1992) has been suggested to provide for sustainability in the industry (Beeton 2006). Community-based tourism (CBT) can be defined as a bottom-up approach that ensures the involvement of the local communities in the planning process (Koster 2007). Given the potential of CBT, many rural areas are increasingly relying on tourism as an alternative to economic development, replacing their former reliance on forestry, mining and agriculture (Lopez-Guzman et al. 2011). Rural areas are considered important tourist destinations as they appeal to many tourists (Butler et al. 1998). This paper conducts a comparative analysis of community based tourism between Uganda and Kenya. The paper wi ll first define the concept and then explore the demographics and history of tourism in Kenya and Uganda, and finally examine the socio-economic and environmental impacts. A comparative analysis will be done between the two countries by highlighting similarities and differences. 3. Community-Based Tourism Model: Overview The notion of CBT can be traced back to the alternative approaches developed in the 1970s which were concerned with issues beyond the strictly economic (Tefler 2009). During this period, development in the tourism sector began to focus more on community-based initiatives and stressed more on the participation of the local individuals (Giampiccoli & Kalis 2012). The concept brought together issues of sustainability, local empowerment and self-reliance. CBT has come about due to the desire for a more inclusive approach to planning that incorporates local values (Koster 2007). The concept of CBT has suffered from competing and ill-thought-out definitions. For example, Suansri (2003) and Ramsa & Mohd (2004) view CBT as a tourism venture wholly managed by the local communities. On the other hand, Scheyvens (2002) and Mearns (2003) are inclined to see it as involving a degree of participation or partnership with other stakeholders playing a part. Perhaps the problem with defining the concept can be attributed to the fact that CBT may mean different things to different people. Despite debate over meanings, the CBT framework used in this paper is that initiated, planned, controlled, owned and managed by the local people with the aim of meeting the needs of the entire community. Private enterprises at the micro-level can be considered as part of the definition if the focus is on communal well-being rather than individual profit. The benefits should accrue to the local community and CBT should respect and preserve local culture. 2. Background to Tourism in Kenya and Uganda: Demographics, History, Socio-Economic Considerations andEnvironmental SustainabilityTourism plays an important role in Kenya, accounting for 10% of GDP and 9% of employment. It is also increasingly profitable with a 17.9% rise in earnings from the sector between 2009 and 2010 (Ndivo et al 2012). Amongst African countries, Kenya is currently ranked 5th for international tourist visits, with approximately 1.5 million international tourists in 2008 (Bunyere et al. 2009). Because it has the potential to generate employment and prosperity, it has been given an increasingly important role in national socio-economic agendas, with a number of key policies and strategies created including the National Tourism Master Plan (Ministry of Tourism Kenya 2009), Tourism Policy (Government of Kenya 2010) and Tourism Bill 2005 (Ndivo et al 2012). Although there is potential to develop tourism around the country, historically interest has centred on the beac hes of the south coast, national parks and game reserves (Ndivo et al 2012). According to a survey conducted by the EU, 63% of EU visitors in Kenya chose coastal areas as their tourist destination (Kibicho 2004). Wildlife is also a popular attraction, with70% of the tourism earnings in Kenya coming from wildlife-based tourism (Bunyere et al, 2009). Given the critical importance of the tourism sector in Kenya, it is extremely vital to protect and conserve these significant resources. Indeed, conservation policies and collaborative schemes have been already been put in place. There is a large area of protected land, and 10% of Kenya’s land has been designated as national park and game reserve land (Akama et al., 2011). Critical biodiversity areas and the rich cultural coastal region form the flourishing tourism sector in Kenya. Although measures to protect Kenya’s ecology have been put in place, there are concerns over sustainability, and the country continues to experie nce accelerated decline and destruction of critical biodiversity areas. There has been a decline in wildlife population in national parks and game reserves at rates similar to non-protected areas, indicating the state’s inability to protect critical biodiversity (Akama et al., 2011). Moreover, coastal tourism which has for decades dominated has experienced a rapid decline in the recent years owing to the tribal clashes that have erupted (Cheung 2012). Kenya’s coastal tourism industry experienced a period of unprecedented dismal performance with 56% of the hotels closing in 2008 (Akama et al., 2011). Although much of the violence that occurred was tribal in nature, findings indicate that lack of community participation and involvement in tourism activities in the coast was a major factor contributing to these ethnic clashes. Had the local communities been involved in the tourism activities, such ethnic flare-ups would have been averted. The ethnic flare-ups, land use co nflict between local communities and wildlife managers, threats of extinction of species and the apparent inability of the state to protect critical biodiversity areas have led to a new realization of the importance of community based tourism in Kenya (Korir et al 2013). Considerable effort has now been made to provide support to CBT enterprises including donor funding. Further, a framework that gives impetus to successful and sustainable operations of CBT ventures has been linked into the overall national policy (Akama et al. 2011). History of Ugandan tourism sector and socio-economic contributions Tourism also has a role to play in the Ugandan economy. Similar to Kenya, main tourist products in Uganda are nature-based and are linked to wildlife game reserves, forest reserves and national parks. Other attractions include cultural heritage, community development, eco-tourism and faith-based tourism (Paul, 2004). The importance of involving the local communities in tourism activities is also evident in Uganda. Conflicts between the locals and the government have largely been due to their lack of involvement in planning and development activities. For example, after the establishment of Bwindi Impenetrable National Park in 1992, conflicts arose between the locals and the park. The conflicts that led to the burning up of 5% of the park by the local community was evidence enough that the park would not be protected without consent and local support (Mujuni et al. 2003). A collaborative management plan was however set up which promoted participation of the locals in park management and revenue sharing. As a result, conflict ended and the locals committed themselves to protecting and preserving the park. The experience showed the importance of local community involvement in tourism activities. Uganda used to be a key leader in tourism in the past. In the early, 1960s Uganda used to be the main tourism destination in East Africa(Frederic, 2011). However, the unpreced ented turmoil of the 1970’s and early 80’s led to a decline in the tourism industry (Paul, 2004). As a result, Uganda lost its position as a top tourist destination in East Africa to Kenya. However, the government that took over in the mid 80’s restored peace and stability (frederic, 2011). Since then, the sector has been steadily increasing despite lagging behind Kenya in terms of its contribution to GDP. Unlike in Kenya where tourism contributes around 10% of the GDP, Ugandan tourism industry is estimated to contribute 4% of the total GDP(Sanchez-Canizares, 2013). Nonetheless, there has been an increasing trend in tourism with the number of international tourist visits increasing from 468,000 in 2005 to over 940,000 in 2010 (Paul, 2004). Given that both countries are still developing, it is worthwhile to examine some of the similarities and differences between the two countries. Comparative analysis of community based tourism between Kenya and Uganda Similarit ies Socio-economic impact The two countries share certain things in common starting with the embracement and recognition of community based tourism as an important tool for reducing poverty. Both countries have embraced and given emphasis to development of community based tourism as an important tool for poverty reduction (Sanchez-Canizares, 2013). There are several community based tourism projects in both Kenya and Uganda. Some of the popular community based tourism projects in Kenya are: the Kimana Community Wildlife Sanctuary, Mwaluganje, Sera Conservancy and Kalacha Bandas in Marsabit among many other(Tang, 2013) Similarly, Ugandan ministry of tourism has laid emphasis on the importance of community based tourism in the country. The idea of community based conservation has become the focus of the industry. Perhaps this has been driven by the recognition of the benefits of involving the local community in tourism development including: poverty reduction, decline in conflicts with the ministry over land use d and reduced poaching activities (frederic, 2011) Some of the successful community based projects in Uganda include Lake Nkuruba Nature Sanctuary, Buhoma Community Restcamp, Mgahinga Community Campground, Busingiro and Kaniyo Pabidi community project, Ruboni Community Campground and Bigodi Wetland Sanctuary(Zeppel, 2006). Participation of the locals in these projects is high. For example, in Bigodi Wetland Sanctuary, the local people are involved in community-guided walks and bird watching tours (Zeppel 2006). Both countries seem to be embracing community tourism as an important tool for reducing poverty. Another similarity can be seen with the funding of these projects. Most of these projects are donor funded. Kenya is heavily reliant on donor funding. In fact, almost 100% of community based tourism development activities in Kenya is donor funded. For example, funds from USAID and World Bank were used to set up an electric fence around the Kimana Community Wildlife Sanctuary (Jona than et al. 2013). Mwaluganje, another community based tourism development activity, was established through donor funding. Sera Conservancy that was formed to empower the local Samburu communities in Kenya was established with funds from USAID. The EU has also played a major role in funding community based tourism development in Kenya. In 2000, a massive grant of 5.5 million Euros was released by the EU which saw the establishment of 16 community based tourism developments in Kenya (Ruhiu 2007). Other key players funding CBT in Kenya include international bodies such as the UNDP, conservation based NGOs such as AWF, Pact Kenya and WWF; and national agencies such as Kenya Wildlife Service (KWS) and Kenya Forest Research Institute (KEFRI) (Jonathan et al. 2013). It is clear that donor funding has played a major role in the development of community based tourism in Kenya. The government’s role has merely been the provision of an enabling environment such as security, programme coordination and policy formulation (Ruhiu 2007). Similarly, Community Based Tourism Enterprises (CBTE’s) in Uganda rely predominantly on donor funding. The Mgahinga Bwindi community project was established with funds from the World BANK (Mujuni et al. 2003). Moreover, the two major associations Uganda Community Tourism Association (UCOTA) and (NACOBTA) in charge of promoting community based tourism in Uganda by providing loans and training to the local communities are predominantly donor funded. NACOBTA is 99% donor funded whereas UCOTA is 44.8% donor funded (Elisa et al., 2001) UCOTA empowers the local Ugandan communities to improve their livelihood through participating in sustainable tourism development activities. The association helps the local communities by aiding in the sale of handcrafts, providing accommodation, and tour guiding. Furthermore, both countries have witnessed improved livelihoods due to community based tourism activities. For example, the Mgahinga Bwindi Community Project in Uganda has improved the livelihoods of the locals living around Bwindi Impenetrable National Park. Many of the local population living nearby have been employed as park rangers and ‘porters’ (labourers). The community has also benefited through improved infrastructure including roads, education and health facilities. About 60% of the Mgahinga Bwindi Impenetrable Forest Conservation Trust has been devoted towards development of local community projects (Adams & Infield 2013). The local communities in Kenya have also benefited from employment and improved livelihoods. The locals living near Mwaluganje, Sera Conservancy and Kalacha Bandas in Marsabit have benefited from schools, clinics and boreholes which have been built by these projects (Ruhiu 2007). Further, pro-poor tourism have assisted women with bead making through provision of platform for selling their products. Whilst these benefits are encouraging, participation of the locals in both countries is still far from enough. Although some of the locals have managed to secure jobs and improve their livelihoods, most of them are paid low salaries, an equivalent of 30 pounds per month (Ruhiu 2007). This certainly doesn’t really improve their livelihood that much. In fact, critics have argued that community based tourism and tourism in general should not necessarily be relied on as a tool for poverty alleviation. According to them, tourism does not compete well with sectors such as agriculture whic h have higher potential of reducing poverty. Environment impact Also, community based tourism in both countries have led to positive impacts on the environment. For example, in Uganda, KAFRED has created awareness among the local communities bordering wetlands about the importance of protecting and preserving the environment (Adams & Infield 2013). This has led to a reduction in encroachment and eucalyptus planting in the wetlands. Further programs such as the National Wetlands Program and Semliki conservation project which have risen from CBT activities have established village by-laws governing the use of wetlands (Adams & Infield 2013). Environmental education has played a role in ensuring sustainability of tourism. Similarly, in Kenya, involvement of the local people in tourism activities has led to reduction in wildlife poaching and destruction of forests. Community wildlife and conservation ventures in Kenya have played a major role towards protecting the environment and preserving wildlife (Jonathan et al. 2013). Environment degradation ha s reduced and conservation measures strengthened with the help of the locals who are employed as park ranges and ‘porters’. Community based tourism and eco-tourism have led the way towards responsible travel with important environmental benefits. Differences Having highlighted the similarities, it is important to identify some of the differences in community based tourism between the two countries. One particular difference relates to the extent to which community based tourism is promoted. CBT in Uganda is only limited to areas within or along the forest reserves and national parks. Almost all of the community projects are within or along the forest reserves and national parks. For example, the Buhoma Community Restcamp is within the impenetrable Bwindi Forest national park. The Mgahinga Community Campground project lies next to Mgahinga Gorilla National Park (Zeppel 2006). Others including the Bigodi Wetland Sanctuary, Busingiro and Kaniyo community project and the Ruboni community campground are located along or near national parks and forest reserves (Zeppel 2006). Community based tourism activities in Uganda continue to be limited to areas lying within or along the national parks and forest reserves. This has been echoed by Industry operators who have highlighted ‘limited efforts to promoting community tourism at the national level’ as one of the main concern of tourism development in Uganda. In stark contrast, community based tourism is promoted at the national level as evident with the opening up of new areas of possibility such as sports tourism, eco tourism, adventure safaris, horse and camel safaris, walk tours, and cultural tourism among many others (Cobb 2006). Further, programs such as the Enterprise Development Program have been implemented across the country to build the local capacity and integrate communities into tourism development activities. Such programs ensure the mobilization of the community through seminars, debates, regional workshops and participatory trainings (Ruhiu 2007). Further the local communities are provided advisory services on product development and market access which helps strengthen growth of their enterprises (Cobb 2006). This has been driven by the realization of the potential of community based tourism to reduce poverty, and multiplier effects of the tourism sector as a whole in driving the economy. Perhaps another difference that can be pointed between CBT in Kenya and Uganda relates to the coastal attraction. While community based ecotourism ventures along the coastal region form the flourishing tourism sector in Kenya, Uganda being a landlocked country does not have any coastal attractions (Mulinda & Wilbert 2009). Coastal attraction features provides Kenya with an edge over Uganda(Wilbert, 2009). Beaches, sun-basking, the aquatic life at the coast and rich culture that includes performances, dances and the contemporary ways of living of the coastal people make it a popular tourist destination. Another difference is related to the marketing and promotion of CBT activities. Unlike Uganda, Kenya has invested more in marketing and promotion of tourism activities. For example, last year, Kenya budgeted $34 million dollars for tourism promotion and marketing. This is in stark contrast with Uganda’s budget of only $90,000 (UIA 2014). While this may be seen as impacting on development in the overall sector , community based enterprises are also affected in terms of the number of visits and revenues generated from sale of products. Uganda’s funding of the sector remains very low despite the potential of becoming a multi-billion sector. The slow pace of tourism in Uganda can be attributed to the lack of identity at the international level. While Kenya has promoted their visibility at the international level, Uganda is still lagging behind in terms of investing fully in promotion of tourism. While CBT in Kenya has grown much faster than Uganda, it has not developed as expected owing to many factors including in adequate funds for marketing and promoting tourism, transparency and governance issues, lack of marketing skills and absence of a system for ensuring equitable sharing of the opportunities and benefits accruing from tourism activities. For example, while Kenya’s budget for promotion of tourism may be $34 million, the Kenya Tourism Board receives only $6 million. Further, funding remains a major problem in both Kenya and Uganda. Given that these countries are still developing, there are very limited financial resources for supporting CBTEs. Even when these finances are incorporated in government budgets, they are often inadequate to support CBT developments (Ruhiu, 2007). As a result, community based tourism has often relied on foreign investment which may lead to the rise of neo-colonial structures discussed above as foreign investors seek control of tourism resources. Whereas Kenya may be ahead of Uganda in terms of pro-tourism development, it is still far from being developed as it is still prone to failures resulting from limited funding, poor infrastructure development, lack of formal education, political influences and inadequate representation of the locals. CBT in Kenya still remains very low with lack of local representation in the workforce. While the industry may boast of over 500,000 jobs, the employment opportunities remain inequitably distributed (Cheung 2012). Most of the local communities are missing out on employment opportunities as these are being taken over by the outside workforce. According to a survey conducted by Bruyere et al. (2009), 64% of the local community members found the employment opportunities to be insufficient. Kenya’s community based approach to tourism development is still largely skewed to the interest of tourism (hotels, hospitality and service) with limited representation of the locals. There are also political considerations to take into account. For example, a neo-colonial structure has emerged within the industry as some foreign investors seek control of tourism resources. (Cheung 2012). This has resulted in social and political disempowerment of the locals as neo-colonial structures have made it increasingly difficult for them to participate in the planning and decision making process. Although there exist more opportunities for local entrepreneurs to invest in the industry compared to Uganda especially given the ongoing development agenda that encourages of the growth SMEs, a divide of power continues to disengage and disempower the local communities. The majority of Kenyans continue to live below the poverty line with the highest incidence of poverty occurring in tourist destination areas. 5. Conclusion The above has looked at the notion of CBT with particular reference to the situation in Kenya and Uganda. From the analysis, both countries seem to share certain commonalities and differences as well. For example, community based tourism is embraced in both countries and recognized as an important tool for reducing poverty. Also, both countries are heavily reliant on donor funding. Moreover, the locals in both countries have experienced improvement in their livelihoods through employment opportunities, and access to school and health facilities. Further, Pro-poor tourism has assisted women with bead making through provision of platform for selling products. Both countries have also seen improvement in their environments which has resulted due to community development projects and conservation ventures. In Uganda, programs such as the National Wetlands Program and Semliki conservation project have established village by-laws governing the use of wetlands. Community wildlife and conser vation ventures in Kenya have played a major role towards protecting the environment and preserving wildlife. There are also sharp differences in CBT developments in both countries. For example, community based tourism activities in Uganda are limited to areas lying within or along the national parks and forest reserves. In stark contrast, community based tourism in Kenya is promoted at the national level as evident with the opening up of new areas of possibility such as sports tourism, eco tourism, adventure safaris, horse and camel safaris, walk tours, and cultural tourism. Another difference is that Uganda being a landlocked country does not have coastal attractions. On the other hand, beaches, sun-basking, the aquatic life at the Kenyan coast and rich culture that includes performances, dances and the contemporary ways of living of the coastal people make it a popular tourist destination. Additionally, Kenya has invested more in marketing and promotion of tourism activities comp ared to Uganda. While Kenya has promoted their visibility at the international level, Uganda is still lagging behind in terms of investing fully in promotion of tourism. While CBT in Kenya has grown much faster than Uganda, it has not developed as expected owing to many factors including in adequate funds for marketing and promoting tourism, transparency and governance issues, lack of marketing skills and absence of a system for ensuring equitable sharing of the opportunities and benefits accruing from tourism activities. Nonetheless, the future of tourism in both these two countries lies in community based tourism. The potential of CBT to reduce poverty and make the sector sustainable is enormous. Not only can CBT help in enhancing biodiversity conservation but it can also generate income and bring economic growth to the local communities. 6. References Adams, W. and Infield, M. 2013. Community conservation at mgahinga gorilla national park, uganda. Institute for Development Policy and Management, Manchester. Akama, J. and Starry, P., 2000. Cultural tourism in Africa: strategies for new millennium.Africa International Conference, Mombasa, Kenya. Beeton, S (2006) Community Development Through Tourism, USA: Landlinks Press Bruyere, B.L., Beh, A.W. and Lelengula, G., 2009. ‘Differences in perceptions of communication, tourism benefits, and management issues in a protected area of rural Kenya’. Environmental Management, 43, 49-59 Butler, R., Hall, C.M. & Jenkins, J. 1998. ‘Continuity and change in rural tourism: Introduction’ in R. Butler, C.M. Hall and J. Jenkins (eds) Tourism and Recreation in Rural Areas (New York: Wiley) 3-17 Cheung, H., 2012.Tourism in kenya’s national parks: a cost-benefit analysis. Kenya Giampiccoli, A. and Kalis, J.H., 2012. Community-based tourism and local culture: the case of the amaMpondo, vol. 10 (1), pp. 173-188 Frederic, T., Grace, B, and Celestine, k. 2011. Opportunity study: Uganda inclusive tourism. Jonathan, T. B., Nelly, J., and Nehemia, K., 2013. ‘An examination of Kenya’s outbound tourism to ugandan destinations: towards re-thinking Kenya’s tourism product development and marketing’. Journal of Economics and Sustainable Development 4(8). Kibicho, W., 2004. Community tourism: a lesson from Kenya’s coastal region. Journal of Vacation Marketing, Vol. 10, pp.33-42 Korir, J, Muchiri, J and Kamwea, J 2013. ‘Wildlife Based Tourism, Ecology and Sustainability of Protected Areas in Kenya’ Journal of Natural Sciences Research 3:3, Koster, R.L., 2007.An evaluation of community based tourism development: how theory intersects practice. Priarie Perspectives Lopez-Guzman, T. and Sanchez-Canizares, S. and Pavon, V., 2011.‘Community based tourism in developing countries: a case study’. An Internation al Multidisciplinary Journal of Tourism, vol.6 (1), pp 69-84 Mearns, K., 2003. Commmunity based tourism. The key to empowering the Sankuyo community in Botswana. Africa Insight, 33:29-32 Mujuni C.N., K. N., P. van de Kop, A. Baldascini and S. Grouwels 1., 2003. ‘Community-based forest enterprise development for improved livelihoods and biodiversity conservation: A case study from bwindi world heritage site, uganda’. In World Forestry Congress. Canada, Quebec City. Ndivo RM, Waudo, J N and Waswa F 2012. ‘Examining Kenya’s Tourist Destinations’ Appeal: the Perspectives of Domestic Tourism Market.’. Journal of Tourism and Hospitality, 1, 103. OECD 2012.Tourism Trends and Policies, OECD Publishing, UK Paul, A. 2004. Tourism in a rural Ugandan village: impacts, local meaning and implications for development. Pergamon, New York. Pearce, D. 1992 ‘Alternative tourism: concepts, classifications and questions’, in Smith, V.L. and Eadington, W. R., (eds), Tourism Alternatives: Potentials and Problems in theDevelopment of Tourism, New York: John Wiley and Sons pp. 18–30. Rihiu, J.M., 2007. Capital for investing in community based tourism (CBT) – grants vs loans. National Ecotourism Conference Sanchez-Canizares, T. and Lopez_GuzmanL, 2013. Community – based tourism in developing countries: A case study Tourismos: An International Multidisciplinary Journal Of Tourism 6(1):69-84. Scheyvens, R., 2002. Tourism for development empowering community. Harlow: Prentice Hall Suansri, P., 2003. Community based tourism handbook.Responsible ecological social tour – REST project, Thailand. Tasci, A.D., semrad, K.J. and yilmaz, S., 2013. Community based tourism: finding the equilibrium in the COMCEC context setting the pathway for the future. Tang, K. 2013. Community based tourism. Singapore. Tefler, D.J., 2009. ‘Development studies and tourism’. In: Jamal, T. and Robinson, M. (eds). The SAGE ha ndbook of tourism studies, London: SAGE Publications Zeppel, H. 2006. Indigenous Ecotourism: Sustainable Development and Management. CABI.

The New SAT Math What’s Changing

The New SAT Math What’s Changing SAT / ACT Prep Online Guides and Tips Starting in March 2016, there will be a newly redesigned SAT. The new SAT only has two sections: Evidence-Based Reading and Writing and Math. While most people are focused on the changes to the Reading and Writing section, there have been a few changes to the SAT Math section that are important to know. What are these changes? How will your SAT study strategy need to change? I’ll delve into that and more in this guide. Math: The Major Changes in the 2016 New SAT Let's go through each of the important alterations to the math section of the test. Two Sections: One With Calculator, One With No Calculator On the old SAT, the whole math section allowed you to use a calculator. On the new SAT, the math section is divided into two portions: one which allows calculator and one which does not. The non-calculator portion will always be the third section of the test. The calculator portion will always be the fourth section of the test. Don't be afraid of the no-calculator section. The reason you’re not allowed a calculator is you should be able to solve these questions without one. Some of the skills required to answer these no calculator questions include: Simple math (addition, subtraction, multiplication, division) Simplifying single equations or phrases (using the FOIL method) Solving a system of two equations Knowing square roots (or being able to find a square root by multiplying) Being familiar with powers (and how to reconfigure powers). These questions can get somewhat challenging. Here is a sample no calculator question (from an official practice SAT) that requires you to use your knowledge of powers: If $3x-y=12$, what is the value of ${8^x}/{2^y}$? A) $2^12$B) $4^4$C) $8^2$D) The value cannot be determined from the information given. Answer Explanation: One approach is to express $${8^x}/{2^y}$$ so that the numerator and denominator are expressed with the same base. Since 2 and 8 are both powers of 2, substituting $2^3$ for 8 in the numerator of ${8^x}/{2^y}$ gives $${(2^3)^x}/{2^y}$$ which can be rewritten $${2^(3x)}/{2^y}$$ Since the numerator and denominator of have a common base, this expression can be rewritten as $2^(3x−y)$. In the question, it states that $3x − y = 12$, so one can substitute 12 for the exponent, $3x − y$, giving that the $${8^x}/{2^y}= 2^12$$ The final answer is A. Here is a sample no calculator question that requires you to simplify: If $x3$, which of the following is equivalent to $1/{1/{x+2}+1/{x+3}}$? A) ${2x+5}/{x^2+5x+6}$ B) ${x^2+5x+6}/{2x+5}$ C) $2x+5$ D) $x^2+5x+6$ Answer Explanation: In order to find the answer, you need to rewrite the original phrase and to do that you need to multiply it by ${(x+2)(x+3)}/{(x+2)(x+3)}$. When you multiply through, you should get ${(x+2)(x+3)}/{(x+2)+(x+3)}$. Continue simplifying by multiplying $(x+2)(x+3)$ in the numerator and simplifying the denominator by completing the addition of $(x+2)+(x+3)$. You should then get: $${x^2+5x+6}/{2x+5}$$ That matches answer choice B, so that is the final answer! Less Emphasis on Geometry Geometry took up about 25-35% of questions on the old SAT, but it will now account for less than 10% of questions on the new SAT. The questions will remain relatively the same, but there will simply be less of them. Here is a sample Geometry question from a new SAT practice test: Answer Explanation: The volume of the grain silo can be found by adding the volumes of all the solids of which it is composed (a cylinder and two cones). The silo is made up of a cylinder (with height 10 feet and base radius 5 feet) and two cones (each with height 5 ft and base radius 5 ft). The formulas given at the beginning of the SAT Math section (Volume of a Cone $V={1}/{3}Ï€r^2h$ and Volume of a Cylinder $V=Ï€r^2h$) can be used to determine the total volume of the silo. Since the two cones have identical dimensions, the total volume, in cubic feet, of the silo is given by $$V_(silo)=Ï€(5)^2(10)+(2)({1}/{3})Ï€(5)^2(5)=({4}/{3})(250)Ï€$$ which is approximately equal to 1,047.2 cubic feet. The final answer is D. Also, somewhat ironically, although the number of Geometry questions is decreasing, the College Board decided to give you more Geometry formulas in the reference section, which is at the beginning of the SAT Math sections. The reference section lists some formulas and laws for you to use when answering questions. Here is the old reference section: Here is the new reference section: In addition to the formulas included in the old reference section, the College Board has included the volume formulas for a sphere, cone, and pyramid. Also, the College Board gives you an additional law of Geometry: "the number of radians of arc in a circle is 2Ï€." For a full list of provided formulas and formulas you should memorize, read our guide to formulas you must know. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Increased Focus on Algebra Algebra will now account for more than half of the questions in the SAT math section. While algebra was always a part of the math section, it’s now being emphasized even more. These questions can be very tricky because they ask you to apply algebra in unique ways. Some of the algebra skills required to succeed on the SAT math section include: Solving linear equations Solving a system of equations Creating linear equations or system of equations to solve problems (used in the example below). Creating, analyzing, solving and graphing exponential, quadratic, and other non-linear equations. The following example algebra question is from a real new SAT practice question: Answer Explanation: To solve this problem, you should create two equations using two variables ($x$ and $y$) and the information you’re given. Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information given in the problem, the number of right-handed female students will be $5x$, and the number of right-handed male students will be $9y$. Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x + y = 18$$ $$5x + 9y = 122$$ When you solve this system of equations, you get $x = 10$ and $y = 8$. Thus, 50 of the 122 right-handed students are female. Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is 0.410. The final answer is A. Increased Focus on Modeling The new SAT math section has a new type of question which asks you to think about what equations or models mean. You will be given a model or equation and be asked to explain what certain parts mean or represent. These questions are weird because they're asking you to do something you rarely do: they ask you to analyze the significance of the number or variable in context rather than solve the equation. Here is a sample modeling question from a new SAT practice test: Kathy is a repair technician for a phone company. Each week, she receives a batch of phones that need repairs. The number of phones that she has left to fix at the end of each day can be estimated with the equation $P=108-23d$, where $P$ is the number of phones left and $d$ is the number of days she has worked that week. What is the meaning of the value 108 in this equation? A) Kathy will complete the repairs within 108 days.B) Kathy starts each week with 108 phones to fix.C) Kathy repairs phones at a rate of 108 per hour.D) Kathy repairs phones at a rate of 108 per day. Answer Explanation: In the given equation, $108$ is the value of $P$ in $P = 108 − 23d$ when $d = 0$. When $d = 0$, Kathy has worked $0$ days that week. In other words, $108$ is the number of phones left before Kathy has started work for the week. Therefore, the meaning of $108$ in the given equation is that Kathy starts each week with $108$ phones to fix because she has worked $0$ days and has $108$ phones left to fix. The final answer is B. More Advanced Topics Addition of Trigonometry Trigonometry had never been asked on the SAT Math section†¦ until now! Trigonometry will now account for as many as 5% of math questions. You'll be tested on your knowledge of sine and cosine. Here is a sample trigonometry question from a real new SAT practice test: In triangle $ABC$, the measure of angle $∠  B$ is 90 °, $BC=16$, and $AC=20$. Triangle $DEF$ is similar to triangle $ABC$, where vertices $D$, $E$, and $F$ correspond to vertices $A$, $B$, and $C$, respectively, and each side of triangle $DEF$ is $1/3$ the length of the corresponding side of triangle $ABC$. What is the value of sin$F$? (This is a grid-in question, not multiple choice, so there are no answer choices listed with the question.) Answer Explanation: Triangle ABC is a right triangle with its right angle at B. Therefore, $\ov {AC}$ is the hypotenuse of right triangle ABC, and $\ov {AB}$ and $\ov {BC}$ are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB =√{20^2-16^2}=√{400-256}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of $\angle ∠  {F}$ equals the measure of $\angle ∠  {C}$. Therefore, $sin F = sin C$. From the side lengths of triangle ABC, $$sinF ={\opposite \side}/{\hypotenuse}={AB}/{AC}={12}/{20}={3}/{5}$$ Therefore, $sinF ={3}/{5}$. The final answer is ${3}/{5}$ or 0.6. Addition of i Questions asking you to use $i$ have been added to the new SAT math section. On the exam, problems that use $i$ will always remind you that $i=√(-1)$. However, you should know that this also means $i^2=-1$. You should otherwise approach problems that use $i$ in the same way you'd approach any other math problem. Let's attempt this $i$ example problem below: $${8-i}/{3-2i}$$ If the expression above is written in the form $a+bi$, where $a$ and $b$ are real numbers, what is the value of $a$? (Note: $i=√{-1}$) A) $2$ B) $8/3$ C) $3$ D) $11/3$ Answer Explanation: To rewrite ${8-i}/{3-2i}$ in the standard form $a + bi$, you need to multiply the numerator and denominator of ${8-i}/{3-2i}$ by the conjugate, $3 + 2i$. This equals $$({8-i}/{3-2i})({3+2i}/{3+2i})={24+16i-3i+(-i)(2i)}/{(3^2)+(2i)^2}$$ Since $i^2=-1$, this last fraction can be reduced simplified to $$ {24+16i-3i+2}/{9-(-4)}={26+13i}/{13}$$ which simplifies further to $2 + i$. Therefore, when${8-i}/{3-2i}$ is rewritten in the standard form $a + bi$, the value of a is 2. The final answer is A. How Does Your Study Strategy for SAT Math Need to Change? Let's go through the key steps you need to take to prepare for this new version of the test. Practice Mental Math Since there is a non-calculator portion of the new SAT math section, you need to be prepared to do math without a calculator! Make sure you’re sharp on your basic math skills (adding (including adding fractions), subtracting, multiplying, dividing). Also, make sure you know some common square roots (and squared numbers). My advice for making sure you're ready for the non-calculator portion of the new SAT math section is to practice a lot. Make sure you take every free new SAT practice test available. Don’t use your calculator on the non-calculator section and see how you do! Practice makes perfect! However, to get really good at your mental math, you need to stick to the real testing conditions. Realistic practice makes perfect! Spend Most of Your Study Time on Algebra Since algebra counts for 50% or more of the new SAT math section, you need to make sure your algebra skills are at maximum strength! Check out our two fantastic algebra guides for help with systems of equations and linear, quadratic, and algebraic functions. Make sure you get realistic practice. Take every free new SAT practice test available, and make sure to do a thorough review of your test. Get Familiar With Advanced Topics For trigonometry, don’t worry about spending too much time on it since it accounts for less than 5% of questions, but you should make sure you know the basic trigonometry formulas you’ll need to use and how to apply them. If you have the basic trigonometry formulas (sine and cosine) memorized and know how to apply them, then you should be able to answer most SAT math trigonometry questions. Since trigonometry only accounts for about 5% of the math section, only spend about 5% of your SAT math study time on it. For $\bi i$, also don't worry too much. There are usually only 1-3 $i$ questions per test. As I said before, the problems that use $i$ will always remind you that $i=√(-1)$. Just make sure you remember that if $i=√(-1)$ then $i^2=-1$. If you keep this in mind, you should be able to solve the $i$ questions on the SAT. The Bottom Line Though the changes to the new SAT math section might feel major, they're actually relatively subtle. There has been a slight shift in the material covered, which means there needs to be a shift in how much time you spend studying certain math topics. The questions asked are generally more straightforward than those on the previous SAT math. The Major Changes to Math Are: #1: Less geometry (down to less than 10%)#2: More algebra and modeling (50% or more of the test)#3: Trigonometry and $i$ have been added#4: You’re not allowed to use your calculator on one portion of the math test You Should Change Your Study Strategy By: #1: Knowing your mental math#2: Focusing your time on algebra#3: Learning trigonometry and $i$ (but not spending too much time on them) What’s Next? Need to brush up on some basic math in preparation for the no-calculator section? Our articles on the distributive property, perfect squares, inequalities, adding and subtracting fractions, and tips for easy multiplication can help. Want a ratio and proportions challenge? Try calculating how many seconds there are in a day, week, and year, then check your process and answers here! Interested in testing yourself with the hardest SAT math questions out there? Check out our 13 toughest SAT math question guide. Running out of time on the SAT math section? Our guide will help you beat the clock and maximize your score. Aiming for a perfect score? Check out our guide on how to get a perfect 800 on the SAT math section, written by a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

How to Write a Book in 10 Steps (The Ultimate Guide)

How to Write a Book in 10 Steps (The Ultimate Guide) How to Write a Book: The Ultimate Guide Just about everyone has thought of writing a book at some point - even if you don’t consider yourself a â€Å"writer,† you probably have an inkling of a book somewhere in your head. But whether you’ve only just had your lightbulb moment or you’ve been mulling over a great idea for years, there’s no time like the present to learn how to write a book!Of course, there’s no one-size-fits-all formula here, since every writer has their own unique process. No doubt you’ll discover what works for you over the course of your authorial journey. That being said, there are still certain things you absolutely need to know if you ever want to cross the finish line! We’re excited to share our very best tips, tricks, and other info in this all-inclusive guide to  how to write a book. How to write the book of your dreams in just 10 steps ðŸ“â€" âÅ"  1. Nail down your book ideaNailing down your book idea involves more than just being able to state what it's about - although that is part of it. To really nail down your book idea, you should be able to answer the three important "W" questions:What is it about?Why does it matter?Who will want to read it?Once you’re able to answer these questions, you’ll fill in the blanks of the following sentence:.For example: "CEOs will read my book about workplace culture because it offers insights into the practices of the top ten companies voted 'best places' to work in the USA."Or: â€Å"Female fantasy readers will read my book about the first queen of a patriarchal land because it’s unique and empowering to a new generation of fantasy fans.†Let’s break down the various elements of this equation and show you how to identify them in your own premise.The WhatThe  Ã¢â‚¬Å"what"  is the seed of your book. It’s the beginning of something, and before it can sprout into something more, you have to nail down the essence of what you want to say. This often coincides with the eventual theme of your book - but don’t worry too much about that right now.Instead, just figure out how you would describe your topic to someone in a single sentence. If someone were to ask you right now, â€Å"Oh, what are you writing about?† then the what would be your answer. Whether it’s an adventurous mouse’s tale (tail?) or a vegan cookbook, your â€Å"what† will become the crux of your book.On the off chance that you’re reading this guide and don’t yet have a â€Å"what† - you just know that you want to write a book - consider checking out some writing prompts to inspire you!The WhoIf you’re writing fiction, the â€Å"who† will typically come down to genre - â€Å"romance readers,† â€Å"fantasy readers,† â€Å"sci-fi readers,† etc. You’ll also consider ag e, i.e. if it’s a children's, young adult, or new adult novel.If you're writing non-fiction, it’s all about utility. Who will find the information in your book most useful? The exception here is memoir, in which case your readers may just be looking for entertainment. But if you’re writing a guide, an informative tell-all, or even a historical book, your target audience will be people who want to learn from you.No matter your wheelhouse, it’s extremely helpful to come up with a proto-persona for the person who’ll be buying your book. This should represent your ideal customer and is key to reaching your target audience. Coming up with a hypothetical reader makes it much easier to specifically write to them, which will make them more inclined to buy your book.The WhyAnd finally, the â€Å"why.† With the innumerable experiences and wild ideas that people have in their lives, we all have plenty of books that we could write. Indeed, as we reveal in the Reedsy podcast Bestseller, up to 81% of all people believe they have a book inside them. (Not literally - that would be a lot of stomachaches - but in the â€Å"potential writer† sort of way.)So why is this particular book the one you should write? And, just as importantly, why are you the one who should write it? What makes you qualified, and what makes you passionate about this particular subject? You need to determine a) why this book will matter to other people, and b) why you are the right person to address this topic.Your final result of answering these three "W" questions will be the essential thesis from which you work throughout this process. Once you have this prepared, you can move onto the next step: outlining.2. Outline your bookCreating an outline is one of the most important parts of writing a book - in addition to your â€Å"three Ws† thesis, your outline forms a huge part of the foundation on which you will build your book. Even if youâ€℠¢ve never worked from an outline before, or don’t think you need one (i.e. if you're a pantser, not a plotter), there’s no harm in cobbling one together. 9 Types of Editing: A Guide for Authors Read post If you don’t want to wait, or if you don’t trust your own judgment, you can get someone else to look over your manuscript with fresh eyes! Friends and family are a great resource, but consider looking for beta readers, or hiring one of those pro editors we mentioned.Don’t try to fix every issue at the same timeThese days we’re all apparently expected to multitask flawlessly, but take it from us: do not multitask your editing. If you’re doing it yourself, it’s best to break editing tasks down into a list and complete each item separately.For example, your first task might be to look for glue words and extraneous adverbs, your second task might be to break up run-on sentences, your third task might be to look for inconsistencies, and so on and so forth. Doing all these at once will surely lead to oversight - and exhaustion - so just take them on one at a time. You can go here to download a comprehensive editing checklist.7. Write the second d raftEdits all done? That means you’re ready for rewrites: the part where you actually transform your first draft into the second. It’s a magical process, even if does require a good deal of work. The following are some things to think about as you take this penultimate step of writing a book.Nail the opening hookLike reducing glue words, nailing the hook is another simple but pivotal fix you can make to your manuscript. That’s because both editors and readers are prone to quick judgements. If they positively judge your book by its cover and make it to the first page, the opening lines are the next test - and failure to pass could mean they give up on it entirely.Consider the following opening lines:â€Å"Happy families are all alike; every unhappy family is unhappy in its own way.† - Anna Kareninaâ€Å"We are going to die, and that makes us the lucky ones.† - Unweaving The Rainbowâ€Å"It was a queer, sultry summer, the summer they electrocuted the Rosenbergs, and I didn't know what I was doing in New York.† - The Bell Jarâ€Å"In the fall of 1993, a man who would upend much of what we know about habits walked into a laboratory in San Diego for a scheduled appointment.† - The Power of HabitThrough the use of strong statements or interesting anecdotes, each of these hooks creates intrigue right away. But that doesn’t mean you should go for clickbaity, flashy, second hand-car-salesman exclamations here. Rather, consider the aspects of your book that will naturally pique human interest, and lead with that.Rework those inconsistenciesInconsistencies are the plague of edits and rewrites: you have to deal with them or they’ll just get worse. So after highlighting them (or having someone else point them out) during the editing process, you need to prioritize inconsistencies in rewrites. Basic factual inconsistencies and superficial descriptive contradictions should be pretty quick to deal with. But f or deeper plot/structural problems, here are a few tactics you can try:1. Examine character dynamics. One of the most obvious indicators of inconsistent characterization is character dynamics - think of them as the canary in the coal mine. If character dynamics seem unnatural, there’s probably something else wrong†¦ probably because you haven’t made your characters well-rounded enough to sustain themselves.As a result, this is one of those fixes that will probably take some time. But if you sense something wrong with your character dynamics, don’t be afraid to take a deeper dive into overall characterization.2. Eliminate subplots. Luckily, this one's a bit less labor-intensive. Sometimes to root out confusing inconsistencies, you need to delete subplots or side stories that contradict either the main narrative, or your characters’ personalities and motivations. You may also have a subplot or secondary story that you love, but that doesn’t rea lly go anywhere. We know that cutting it out will be hard; just bite the bullet and do it.3. Explore different endings. The ending is often where spotty characterization rears its ugly head. For instance, a character who hates another character throughout the book does a 180 and falls in love with them (how many poorly plotted romances fall victim to this?). Or maybe a character who was seemingly making progress reverts to their previous, terrible self (we’ll call this the Andy Bernard phenomenon, one that any devoted fan of The Office will recognize).So don’t just leave a bad ending in place if it contradicts what would realistically happen. Again, it might be a lot of work to change, but your readers will thank you for â€Å"keeping it real† (as the kids say).Consider your conclusionSpeaking of your book’s ending, it’s important to consider not just potential inconsistencies, but the overall impact of your ending. Have you worked through all the problems you’ve posed throughout the book? Did you tie in all the themes you wanted to address, and does the ending subtly re-emphasize them? Will readers be satisfied with this point of resolution? (You may have to ask other people for their opinion on this.)Unlike rewriting your hook/intro, reworking your conclusion may involve going back throughout your book to insert other bits and pieces as well. For example, you might realize that you haven’t incorporated a certain theme enough for it to resonate in the conclusion. This means you have to retroactively work it into previous chapters. Again, don’t be afraid of the workload: embrace it as the thing that will make your book the best that it can be.8. Publish your book (if you want to!)Our heartiest congratulations to you - you’ve written a book! 👠 Your journey’s not quite over, though: now you get to decide what to do with it.Though we’ve titled this step â€Å"get it published,à ¢â‚¬  that’s not necessarily what you have to do next. Maybe you’ve written a book just to prove you that you could. But even so, it’s good to have the necessary information, in case you do eventually decide to pursue that route.Here’s a selection of our best resources on both traditional publishing and self-publishing, in the order that you’d most likely have to use them.Self-publishingIf you want to self-publish your book, but don’t know where to start:How to Self-Publish a Book (free course)All the considerations and requirements that go into self-publishing:The Essential Self-Publishing Checklist (blog post)For after you’ve self-published and you’re ready to start marketing:How to Create the Ultimate Book Marketing Plan (blog post)Traditional publishingWant to lock in a publisher before you start your non-fiction book?How to Submit a Non-Fiction Book Proposal (free course)If you’re hoping to acquire an agent who wil l represent your book:How to Write a Query Letter That Agents Can't Resist (free course)A comprehensive overview of traditional publishing:Traditional Publishing 101 (free course)Ultimately, what you do with your manuscript is up to you. But whether you keep locked in a chest (/untouched folder on your desktop) or publish it for all the world to see, just know that you’ve achieved something amazing - something you may not have believed possible just a few short months ago! So once again, well done. And if you do decide to publish, we can’t wait to see what you’ve created.  Ã°Å¸â€œâ€"Before you go, we can’t forget our last tip: once you’re finished, reach out to us with your top tips so we can add them to this post, and help other aspiring authors reach their goals. Or if you have some already, leave them in the comments below!

Word Choice Choose vs. Chose - Get Writing Tips with Proofed!

Word Choice Choose vs. Chose - Get Writing Tips with Proofed! Word Choice: Choose vs. Chose The difference between the present and past is important. After all, you’d never get anything done if you couldn’t tell the difference between today and yesterday. Or perhaps you’d think you’d already done it†¦ The point is that it’s confusing, which is also true if you mix up â€Å"choose† and â€Å"chose.† These are variations of the same word. â€Å"Choose† is a present tense verb; â€Å"chose† is a past tense verb. But how should you use them? Let us explain. Choose (Simple Present Tense) To â€Å"choose† (pronounced to rhyme with â€Å"shoes†) something is to make a decision. Since this is a simple present tense verb, we typically use it for generalizations and current actions: Many people choose to wear a hat in the summer. Many cacti, too. â€Å"Choose† can also be combined with â€Å"will† in the simple future tense or â€Å"would† to express a hypothetical: I will choose what to wear before I go out. If I were you, I would choose now. The first sentence here expresses an intention in the future simple tense. The second is a hypothetical scenario about making a choice. But in both cases, â€Å"choose† is the correct term. Chose (Simple Past Tense) If a decision has already been made, the word you’ll need is â€Å"chose† (pronounced to rhyme with â€Å"nose†). This is the simple past tense form of this word. For instance: When I saw the rain, I chose not to go out. Here, for example, the speaker is talking about a past decision. Choosing and Chosen (Present and Past Participles) There are two more variations of this word: the present participle â€Å"choosing† and the past participle â€Å"chosen.† We use present participles in the continuous (or progressive) tenses to describe an action that occurs over a period of time. For instance, we might say: I am choosing what to wear for the interview. This sentence uses the present continuous â€Å"am choosing what to wear† to show that a decision is currently being made. With a tie like this, I know Ill get the job! Past participles, meanwhile, are used in the perfect tenses. For example: She had chosen what to wear, but then she decided to stay home instead. Here, the past perfect â€Å"had chosen† shows a decision was made in the past (i.e., what to wear) before something else happened (i.e., deciding to stay home). Choose or Chose? The participle forms above are easier to remember because they look quite different written down, but it’s easy to mix up â€Å"choose† and â€Å"chose† if you’re not careful (even if it is just a typo). Our main tip is to proofread your work thoroughly (or ask a professional to do it). Keep an eye out for these words and make sure that each one is the correct tense for the sentence. Remember: Choose = Simple present tense Chose = Simple past tense

Leader of Influence Term Paper Example | Topics and Well Written Essays - 1250 words

Leader of Influence - Term Paper Example He is commended for his fight for the independence of the people of India as a nationalist, theorist as well as an organizer. His outstanding achievements as a leader of the Indians amount to the legacy that he enjoys today. From his leadership, leaders in preparation have many lessons to learn including boldness, being the voice of the weak and humility. The purpose of this essay is to analyze the leadership of Mahatma Gandhi and to show this is relevant for us as contemporary leaders. Being tactful and brave is an important character for any leader who wants to improve the welfare of his society. In many incidences, Mahatma Gandhi showed his bravery in representing the voice of the Indian people who had previously suffered under very harsh regimes. In his journey as leader, he began by serving as the voice of the Indians in South Africa, where he represented the rights of his people (Shafiulla, 2012). In a region where the Indians were seen as the minority, it required bravery and wisdom to air out the voice of the people and be heard by the country. Another incidence where Gandhi stood out as a brave leader is during the war for independence in India. After Gandhi returned to India in 1915, he became a member of the Indian National Congress only to be the chair of the congress in 1920 (Wolpert, 2001). During this time, India was colonized by the British government, a regime when the Indians suffered from oppression of their colonizers. In 1930s, Gandhi started t he journey of liberating the people of India. The congress declared independence for the country, and tactfully Gandhi led the people into negotiations for independence. This points out to his wisdom in using a peaceful process in achieving independence. When the negotiation process failed, Gandhi fearlessly demanded immediate liberation of his people, a response that received a lot of harshness from the British government (Deats, 2005). Ultimately, Gandhi was jailed together with other

Research Methods Assignment Example | Topics and Well Written Essays - 2000 words

Research Methods - Assignment Example There are no responses for the choice not to reveal one’s gender category. Table 2: Age Profile Age Total Percentage 18-21 41 52.6% 22-25 27 34.6% 26-29 5 6.4% 30+ 5 6.4% Statistics Age N Valid 78 Missing 0 Mean 1.67 Std. Deviation .863 Skewness 1.332 Std. Error of Skewness .272 Age Frequency Percent Valid Percent Cumulative Percent Valid 18-21 41 52.6 52.6 52.6 22-25 27 34.6 34.6 87.2 26-29 5 6.4 6.4 93.6 30+ 5 6.4 6.4 100.0 Total 78 100.0 100.0 As to age, there are four age ranges represented, beginning from 18 onwards. The greatest percentage proportion of respondents was that corresponding to 18-21 years of age, comprising slightly higher than 52%. The second-highest number represented was that corresponding to the group between the ages 22-25 years, representing almost 35% of the survey sample. Together, the two groups comprise nearly 90% of the respondents, indicating that the sample respondent group is dominated by the young adults who are still in the process of comple ting their degrees, and/or still have minimal working exposure. Table 3: Ethnicity Profile Ethnicity Total Percentage White 31 39.7% Mixed 1 1.3% Asian 19 24.4% Black 12 15.4% Chinese 8 10.3% MidEast 7 9.0% Statistics Ethnicity N Valid 78 Missing 0 Mean 2.82 Std. Deviation 1.726 Skewness .363 Std. ... ackground) 12 15.4 15.4 80.8 Chinese 8 10.3 10.3 91.0 Middle East or Other Arab State 7 9.0 9.0 100.0 Total 78 100.0 100.0 There are six ethnicities represented in the respondent sample, the largest proportion of which is are White comprised of the British, Irish, or other Caucasian nationals, who comprise nearly 40% of the respondents. Second highest ethnic groups are those of Asian background, and together Whites and Asians represent almost two-thirds of the sample group. The remaining one-third are composed of Blacks with 15%, Chinese with 10%, and Middle-Eastern and Arabs with 9%. There is one respondent who answered that he/she was of mixed ethnicity. Table 4: Skills Self-assessment    Mean SD COV Interpret Maths 2.987 1.533 0.513 NAD Logical 2.962 1.284 0.433 NAD Social 3.321 1.410 0.424 NAD Disputes 3.256 1.372 0.421 NAD Issues 3.128 1.231 0.394 NAD Teamwork 3.141 1.412 0.449 NAD Individual 3.436 1.364 0.409 NAD Alone 3.256 1.333 0.409 NAD Leading 3.372 1.424 0.422 NAD Membe r 3.051 1.422 0.466 NAD Part_Team 3.256 1.472 0.452 NAD SD = standard deviation, COV = coefficient of variation The respondents were asked to agree or disagree with statements which represented their self-assessment of their entrepreneurial skills. Table 4 above provides the summation of all the self-assessed skills, their standard deviation to show the dispersion of the responses given, and the coefficient of variation to give a more stringent description of spread. The interpretation of mean scores is also provided, according to the legend below the table. All the mean scores fall within the range â€Å"Neither Agree nor Disagree† (NAD), although this is not so much due to consensus as much as it is due to the wide variation among the answers (ranging from 1 to 5). The extreme scores

Traits Approach to Explaining Entrepreneurship Essay

Traits Approach to Explaining Entrepreneurship - Essay Example Entrepreneurship is not a simple phenomenon and not every individual is viable to become an entrepreneur. For any meaningful research to result, psychological approaches in the future studies of entrepreneurship need to carefully examine the personality variables being studied (Frese 2000) There are several traits that those successful entrepreneurs possess that make them outstanding in the entrepreneurial world. These traits include even the personality or psychological ones. Personality traits are those traits that define an individual in terms of what he does and how he undertakes different tasks when faced by some situation. That is how an individual thinks and behave in different situations. Entrepreneurship can be studied from different perspectives since it is a very wide topic of discussion and needs critical assessment to understand. From a personality view of study, entrepreneurship is an interesting area of study. One of the most significant traits that is fundamental in e ntrepreneurship is integrity. Integrity refers to the act of being honest to all the parties involved in entrepreneurship. ... These regulations include the tax policies of a government. An entrepreneur is obliged to pay the tax dues as required by law and successful entrepreneurs know that for his idea to thrive and to ensure solvency for his entity, he or she must honor his tax obligations at all times. Another party involved is the suppliers. The entrepreneur must honor them by treating their creditors with respect and honoring their dues, keeping promises in terms of paying them in time and the agreed amounts. Employees are key players in entrepreneurship and therefore should be taken for granted. The entrepreneur should know this and give them maximum respect at take their interests at heart when making his entrepreneurial decisions. The most important individuals that are most vital to an entrepreneur are the customers. These are the main reason will determine whether an entrepreneur will fail in his entrepreneurial endeavors or fail. An entrepreneur must express some business ethics in dealing with hi s customers. This is a trait that happens to be so important that without it, one is bound to fail. Being an honest and integral individual in entrepreneurship motivates the employees to follow the example and avoid unethical behaviors such as engaging in fraud or corruption. These acts are dangerous to the existence of a business entity. Integrity is not just a policy, but researchers have clearly shown that it is the only policy in running a business entity. Perseverance is another personal trait that is equally important in entrepreneurship. An entrepreneur is bound to go through a lot of challenges before implementing his idea. There is no one defined way to successful entrepreneurship. The economic

Acropolis in the Late Bronze Age Essay Example | Topics and Well Written Essays - 1250 words

Acropolis in the Late Bronze Age - Essay Example It is the highest point of Athens (Blegen 1967, 22). Acropolis is situated on a horizontally topped rock wrapping; the area of approximately 3 hectors with 500 feet exceeding the sea level. In the more primordial times, it was known as Cecropia (with reference to the name of first Athenian king) (Mountjoy 1995, 122). In the ancient history of Greece, the ancient city of Athens clutches an explicit historical significance because of antediluvian developmental arenas (John 2001, 23). When it is to be conferred about well known migration from Athens city towards Acropolis, it reveals different momentous ciphers about the actual phenomenon. Many of the historians refer it to as a natural disaster or any other catastrophe such as rain flood, storm or earth quake. However the symptoms of actual occurrence divulge abundant facts and events associated to the migration (Myres and John 1958, 46). Some of the historians disclose it as a threat of invasion at Athens that is accentuated over the need of migration. The late Bronze Age covers the overall underlying phenomenon. The period of late Bronze Age is traced from 1600 B.C to 1100 B.C. The well known migration from Athens to Acropolis is found in the history as Dorian migration. In the fundamental study, we will focus on identification of the actual causes for what people were forced to migrate toward a higher peak point of the city for the sake of shelter (Mountjoy 1995, 129). Background Late Bronze Age was equipped in resolution on the shore of model settlements in Mycenae and property was bordered by mountains. At the same time impenetrable refinement was divergent to the prevailing mores. The late Bronze Age was most likely to be overlapping with the early Iron Age (John, 41). Some of the historians entail that the latest epochs of late Bronze Age and early Iron Age are identical. According to the numerous archaeologists the late Bronze Age was collapsed with the said migration. The migrants were those people who l ived around the Aegean Sea. They were forced to migrate to upper most point of the Athens city (Hall, 40). Until a few years back (than to the late Bronze Age), the Athenians were not that much notorious to the urbanity. The fortification of exploration of excavations was the main apprehension of the time. At last there were five excavations which were furnished through the Athens history (Robinson and Boegehold, 81). If these excavations are to be further explored in order to dig out the ground facts of that time, the early crusades reveal about the continuances of flight of stairs which were prime from the inferior portion of the city (Athens) to upper corner toward Acropolis. The history of Late Bronze Age also covers the dark age of Athens (Myres and John, 12). Migration The destruction of Mycenaean places was mistrustful as it forced people to move towards upper segment of Acropolis (Bury, 21). Numerous archaeologists argue that it was because of rain flood since it is observed that people recurrently move to higher situate when there is a flood. But there were no symptoms of flood. It is because the destruction of the flood is somewhat explicit. The fire at that place was also not evident because it leaves nothing behind (Drews, 8). The feudal system was in institution at conventions. The invaders were destructing the places to eradicate the feudalism. It seems more sophisticated if the foundation of destruction may be referred to as being some sort of invasion (Anonymous, 39). It is said that the Dorian invaders assaulted the population that were residing in Peloponnesus. The Dorian belonged to subsequent lower social class and they were looking for amputation of feudal system and insurgency to improve their life styles

Abortion and personhood Essay Example | Topics and Well Written Essays - 1000 words

Abortion and personhood - Essay Example Although highly controversial, the Roe decision, specifically, and the abortion debate, in general, continues to be one of the most significant issues, both from a theological and a moral perspective. When examining the use of the concept of personhood from an ethical standpoint, Gibson2 points out traditionally the debate surrounding abortion is, in actuality, a debate over whether a woman has the right to maintain control over her own body. Although there is little disagreement that women are afforded the right to choose, the right to privacy, the right to control their bodies and the right to self-determination, these distinctions become less clear when a woman wishes to execute these rights at the expense of a fetus. At this point, pro-life proponents would argue that the rights of the fetus outweigh those of the host (i.e. the pregnant female). Herein, lays the problem of basing the morality of abortion on personhood. According to Gibson when this is done there are three theoretical frameworks that are present each of which acknowledge and define personhood as occurring at different stages of fetal development. These three varying positions as to when personhood is present a nd translated into rights are the basic camps of the abortion debate. The first is that personhood and therefore the right to life is present at conception. The second, as argued by Aquinas, is that the right to life is present at some point after conception, but before birth. Lastly, the third position holds that the fetus does not possess any right to life, therefore personhood, until birth. Gibson notes that although these various camps of pro-choice versus pro-life differ as to their belief systems, both from a moral and theological standpoint, they all base these positions on the notion, directly or indirectly on personhood which, in effect, focuses not on the right of the woman but on the moral status of