Summary on Henry Ford Essay Example | Topics and Well Written Essays - 250 words

Summary on Henry Ford - Essay Example The real turning point for Ford’s career was joining the Edison Company in Detroit as an engineer in 1892. Here, he struggled with building a gasoline engine strong enough to power a motorcar, but in 1896 the first Ford motorcar was born, and it could reach 90 miles per hour. From here, Ford accumulated funding and released the Ford model T in 1908, hugely increasing growth with assembly line production. Having become reputedly the richest man who ever lived, Ford was in a position to publish his opinions and moral-code on a huge scale. Ford detested all that was un-American (in his eyes), strongly backing the pioneers and detesting the immigrant Jew. This eventually led to Ford financially backing the Protocols of the Elders of Zion, a widely distributed anti-Semetic text favoured by Hitler. Ford is often mistakenly assumed to be anti-History, but he had a great passion for collecting and an admiration for the American past. He used this passion further in 1920 to restore his family home using real archaeological techniques. He then went on in 1926 to recreate a whole village as a tribute to village life and God’s nature, which he truly

Choose the Right Path in Life Essay Example for Free

Choose the Right Path in Life Essay Damion Booker is a 6’5 point guard from Rialto, California that is supposedly the best point guard since Magic Johnson. Magic Johnson was an incredible athlete he was versatile, had basketball IQ, he averaged a double double, and most of all a leader on the court. Damion Booker followed those same exact aspects. Damion Booker was the first round draft pick and was drafted to Los Angles Hokies and previously went to Rialto State University (RSU). Damion Booker majored in Business and had a GPA of 3. 9. Not only did he have great athleticism and skill, he was intelligent. He made honor roll every year and challenged himself more and more. Every teacher loved him and was very popular around campus. He was also involved in many activities such as karate, played piano, and volunteered at a senior citizen home a couple of hours every summer break. While being involved in many activities he met a guy named Elijah Hearth. Elijah Hearth was a good friend, but also a troublemaker. In addition, while Damion Booker was hanging out with his friend Elijah Hearth he met a new agent and felt he was fit for the job. His first agent was unreliable and not trustworthy. A few days later Damion Booker got a call saying there was an NBA Lockout while at home. His agent said he didn’t have an idea when the new season was going to begin. He was very shocked and heartbroken, He couldn’t believe it. Damion Booker had to find some way to make money so he decided to own a business that he’s been attempting since he was a senior in college. Damion Booker was bored so he became more involved. A few weeks later his resteraunt opened it was named Damion Booker Palace. He made big bucks and had a lot of money. As a result, he became very cocky in everything he did. It took a lot of his time to owning that restaurant. He took time away from basketball to put in work to own the Palace. He had earned money twice as fast as regular people who started their business. For most people it takes years to own a business, but for Damion Booker it took him a month. The background behind that was that he made this special sauce that attracted people all over the world. Damion Booker made a tasty, scrumptious sauce that was called the Damion Cold Killer Pasta Sauce. It was supposedly the best sauce nationwide and it’s the bestseller at Damion Palace. It attracted wild, bizarre eaters like Andrew Zimmern. The pasta sauce was so good Andrew Zimmern said it was the best pasta he ever tasted. As a result, to the Cold Killer Pasta Sauce it did have a secret ingredient. The secret ingredient was this famous pepper that came from Peruvia. It was called the Peruvian Puff Pepper. The Puff Pepper had this special flavor that made ingredients spicier and more flavorful. The sauce also had extra amounts of salt and other excessive ingredient but the extra salt and the puff peppers are the ones that made the sauce taste better and more addicting. The sauce became so addicting that it made skinny people fat and the fat people become fatter. The sauce is sort of in comparison to a big mac from McDonald’s. Lots of people bought it and it was very addicting. The Puff Pepper had a special element that made you beg for more and more. Damions Palace put many businesses on bankrupt because of how good their specialty was. The only business that remained standing were McDonald’s, Jack in the Box, Carls Jr, Taco Bell, Applebee’s, Panda Express, and Denny’s but th ey were losing the average customers because Damion Palace was taking over because of their special pasta sauce. They were also losing money to in which that was a bad thing and tried putting more advertisements onto TV commercials, radios, billboards, and blimps. People didn’t care to much about the advertisement of TV commercials, blimps, billboards, and radios all the people cared about was Damions Palace and their special pasta sauce. Damion Booker came up with the idea on one boring weekend and decided to cook. All of a sudden, he came up with making pasta sauce because that was his mother’s favorite thing to eat while she was young and she would make it on special occasions. He went into his cabinet and pulled things such seasonings such as salt and pepper, and all kinds of sauces that his mom had stored. Then, Damion pulled out a bowl and started mixing a concoction. He tasted a couple of mixes and didn’t like them to well. After a couple of more mixes he tasted a delightful sauce that he believed tasted quite amusing. They didn’t have much because they Damion’s mom didn’t make much money. They weren’t poor but they weren’t fortunate. After tasting the sauce he knew he was going to become successful in the future. While doing this he realized he needed a backup plan for when the NBA comes out of its lockout. His backup was to have his brother take over Damion Palace when the NBA lockout ends. By the time Damion got settled to being a business owner the lockout had ended and it was time for Damion to start basketball again. The first couple of weeks the Palace ran very smoothly. At one point they had more customers than ever recorded. Damion was getting settled with basketball and his brother was taking over the best restaurant in the nation. Life couldn’t get any better for the Booker family! As life ran smoothly they became extremely arrogant until a fire burned down the Palace. Damion was gloomy and felt like a complete failure, but still confident. Although the palace burned down, Damion didn’t know the place was burned down until the all-star break he checked in and called his brother to ask how the restaurant was running. Damion brother told him the place got burned down. Damion was furious! Damion’s Brother didn’t want to interfere with Damion’s basketball career. Their relationship was corrupted and didn’t talk to one another for a long time. They constantly would argue and have many quarrelsome disagreements. When The Bookers lost their restaurant, they became unfortunate again and were very depressed. Their family began to go on corners and beg for money for a living but not for very long. They were going through some tough times but they always overcome the tough situations. By the time the Bookers started making more money Damion had started preseason basketball with the Los Angles Hokies. He was a star on his team like the whole world already suspected. To modern times Damion Booker came to the NBA similar to Kyrie Irving. Kyrie Irving was a first round draft pick and immediately became a star in the NBA. Life became good for Damion Booker again he was getting fame and publicity. He was getting so much fame and publicity that he acted as if he forgot that his own restaurant got burned down and started treating his family very well. He started to be in magazines, commercials, and on the internet. Damion Booker became the face of basketball and more importantly the face of Rookies. Overtime Damion Booker became cocky bad things begin to happened to him again. Damion booker was going for a slam dunk on a fast break and hurt his ankle. He was on the ground for 10 minutes and couldn’t get up. He felt paralyzed and the medical staff had to pick Damion up put him on a stretcher. The next day he went to the doctor and they told him he had a ruptured Achilles tendon and that he will never be able to play basketball again. Damion Booker was upset because basketball was his life and if you took basketball away from him it was like taking his life away. Basketball was his Life! He played it almost every day and whenever he had the time. On the offseason of when Damion was in college he would always go to the park and have pickup games. He would dominate and win almost every single game. Damion didn’t want to listen to the doctors. He refused to listen to anything they said. Damion was going to come back and play in the NBA regardless if they said he could or couldn’t. The network technician believed that he was going to be out for his career and so did the whole world. Unbelievably Two months later, Damion stepped on the court and the nation was shocked. It was a remarkable return and on his debut from returning he had twenty- two points, six assists, and five rebounds. People knew this kid was special because nobody had ever recovered from a ruptured Achilles tendon and also because of how fast he recovered from his injury. Later, he got rookie of the year and averaged 18 points a game and became cocky again. In Addition, to Damion getting cocky after he won rookie of the year he began to get caught and this time he was messed up for life. He started getting influenced by his friends and thinking he was better than everyone in the world. That same night he won rookie of the year Damion went out partying with his friend. There was drugs and alcohol that he got into that just completely messed up his mindset. He started missing several practices, get to the team room late, disrespect the coaches, and many other things that got him into some trouble. Also, his numbers dropped, and appeared always tired. Instead of Damion averaging 18 points a game coming from the injury he averaged about 8 points a game. As he kept doing these actions they noticed a drastic change and ordered Damion to take a drug test. A couple days later the team got the results and he failed the drug test. After they got the results the Hokies released him to free agency and no other team wanted him. He realized he made a mistake and started to feel depressed. As a result, he got kicked out of the NBA and felt so lost he committed suicide.

Exegesis on Request of James and John in The Bible :: essays research papers

Exegesis on the Request of James and John 10:35-45 The context call of Christian discipleship is from chapters 8:22 – 10:52 these chapters are devoted to informing us of the disciples following Jesus and includes to miracles. These miracles emphasize that the disciples at this stage have no real knowledge or belief of the mystery of the son of man or his destiny and theirs. This passage â€Å"the request of James and John† is placed after â€Å"a third time Jesus foretells his death and resurrection†, and before â€Å"the healing of the blind Bartimaeus.† â€Å"A third time Jesus foretells his death and resurrection.† This is third passion prediction of Jesus addressing to his disciples about his fate and destiny to die, it also happens to be the most graphic and vivid described than the other two. It opens with Jesus and his disciples on the road to Jerusalem, and his disciples following him were afraid. Jesus took them aside and begins describing his death and resurrection. The cause of the disciples fears it that they do not know Jesus’ destination or his predictions. The disciples are blind in their understanding of Jesus’ Messiahship, their interpretation of a messiah is typical in all the other Jews minds. That God promised a messiah in the line of David, and would lead the Jew’s to victory in every battle, and fight it for them. In this sense the disciples expect that Jesus is going to throw out the foreign aliens (Romans). However it is through suffering, dying and the resurrection that the real truth or message of Jesus is revealed. â€Å"The healing of Blind Bartimaeus† 10: 46-52 This is the last healing miracle on the gospel of Mark. The Blind beggar addresses the Jesus as the son of David recognizing him as the messiah, and as â€Å"Jesus† as well. Unlike all the other miracles in the gospel Jesus does not try to silence the man but has already accepted the fact that he will die. The disciples throughout the gospel have shown antagonistic traits such as, fear doubt and a displacement of trust in Jesus. They have come up with ideas that will assure their own advancement. Bartimaeus recognizes Jesus as the son of Man, God’s messiah and followed Jesus on the road. This passage is placed here to highlight the disciple’s failure of not knowing the true meaning of the kingdom of God. Jesus teachings are not laws but an invitation into the kingdom of God through suffering and serving.

Fight Against Death Essay

Dylan Thomas’s poem, â€Å"Do not go gentle into that good night†, is a poignant commentary on death, inspired in part by the impending death of his own father, who faced deteriorating health and frailty during the last few years of his life. After analyzing this poem it gave it more depth and me a better understanding of the poem. I will be covering the structure/form, theme, and symbolism. The first element I will use to analyze this poem is structure/form. This poem is a nineteen line poem with five tercets and a quatrain. This poem is written using the fixed poetry format of villanelle, in which there are only two rhyme sounds. The refrains are; â€Å"do not go gentle into that night† and â€Å"rage, rage against the dying of the light.† (Clugston, 2010, Ch. 12) Line one refrains on six, twelve, eighteen, while line three refrains on nine, fifteen, and nineteen. The rhyme scheme of this poem is ABA and is written in iambic pentameter. Thomas’s use of simple repetitive language keeps the iambic pentameter, which is ten syllables per line. The theme of â€Å"Do Not Go Gentle into that Good Night† is darkness, death, and aging. In every stanza the reader receives an image of death or darkness. An example of the theme is â€Å"Wild men who caught and sang the sun in flight, and learn, too late, they grieved it on its way, do not go gentle into that good night† (Clugston, 2010, Ch. 12) which represents the sun setting; in other words it is the dying of the day. Thomas tells readers to live strong lives and fight against death rather than accepting it. The whole poem speaks of fighting and raging against dying. Everyone knows that death will come to them in some way, whether that is today or tomorrow but the author wants us to not welcome it. He wants them to embrace life no matter how hard it gets and whenever death is near, to fight against it. Thomas Dylan uses different types of people to prove that his thoughts apply to all men. The wise men whose intelligent is not going to save him from dying, the good men whose good deeds won’t save him, the wild who learns too late and the grave men who sees with his blind sights. All these men lived a different life but in the end, they all reach the same conclusion which is struggling against death. The words that the author uses to illustrate these themes are â€Å"rage, rage against the dying of light and old age should burn and have rage at the close of the day†. His choice of words supports his attitude towards this theme because in these lines, he’s telling his readers to rage against dying which means to fight against death. As we grow old, life becomes a struggle for some people. Even though struggling is hard, the author believes that life is worth fighting for. The theme and symbolism in this poem kind of go hand in hand. Thomas explores the contrast between the natural symbols of light and dark. Light traditionally stands for â€Å"good† while dark traditionally stands for â€Å"bad†. In this poem the night is a symbol of death, signaling an end. â€Å"Sad heights† is also a symbolism of his father’s life. His father’s life was indeed sad because it did not amount to what the poet hoped it would. â€Å"Curse, bless, me now with your fierce tears, I pray† (Clugston, 2010, Ch. 12) lets the reader know that he had more rage and strength in his dying hours than he did in life. One of the strongest images of darkness and death is shown in the last two lines of the poem, â€Å"Do not go gentle into that good night. Rage, rage against the dying of the light.† (Clugston, 2010, Ch. 12) The death of the light here shows us blackness: the ultimate darkness. This one line brings to light all of the darkness, death, and evil that is in this poem. In conclusion, Thomas’ uses the literary elements, structure/form, theme, and symbolism to enhance the poem â€Å"Do Not Go Gentle into that Good Night.† The structure/form being that of a villanelle adds to the rhythm of the poem. The theme is darkness, death, and aging which is in evident in every stanza of this poem. There is a lot of symbolism in this poem and it adds to the theme. Without the structure and the symbolism Thomas uses it may have been a different poem. References: Clugston, R.W (2010) Retrieved from http://content.ashford.edu/books/AUENG125 http://www.poets.org/viewmedia.php/prmMID/5796

Food for Education Improves Girls’ Education the Pakistan Essay

In the last decade, access to primary education has improved significantly in many parts of the world (World Bank, 2006). Yet, 77 million children of primary school-age, are not in school and 57 percent of them are girls. Despite overall advances in primary enrolment, significant gender disparities remain particularly in certain regions, notably the Arab States, South and West Asia and Sub-Saharan Africa. Beyond the primary level, the gender inequalities in education are even more significant. In secondary education, only one-third of countries have reached gender parity and women account for 64 percent of the world’s illiterate adults – a figure, which has not progressed during the last decade (UNESCO, 2007). Girls’ education is affected by a variety of factors relating both to the demand and supply side of schooling: gender-stereotyped curricula and teaching practices, school infrastructure not adapted to the needs of girls (lack of separate toilets, school fencing, girls boarding facilities, etc. ) risks for girls’ safety on the way to and at school (girls being abducted, at risk of rape at school) or negative socio-cultural practices (early marriage, low value given to education of girls). One of the most significant obstacles to girls’ education is the direct and opportunity cost of schooling, which affects girls disproportionately. Girls from poor households register very low levels of school completion in many countries (Bruns, Mingat, and Rakotomalala 2003). In India, for example, a study found that, amongst poor girls, less than 10 percent had completed elementary education (grade 8), compared to 85 percent of rich boys (15-19 years age group). Educational attainment of girls was consistently lower than for boys across all income groups (Filmer 1999). Research from Guinea concluded that â€Å"Family income or wealth is a key variable that explains differences in educational opportunities and attainment between families. †¦ Poverty in a family will have a more detrimental effect upon the decision to enrol a girl in school than boys (Tembon and Al-Samarrai 1997). This is linked to the fact that girls spend a significant amount of their time on work, particularly domestic chores and agricultural labour. Their ‘child work benefit’ for parents, and thus the opportunity costs of their schooling, are thus greater than for boys. A survey in northern India found that girls’ responsibility for domestic labour and for sibling care was by far the most important reason for not sending them to school or for their dropping out (The PROBE team 1999). A study from Bangladesh came to the following conclusion: â€Å"Normally, a rural Bangladeshi woman works 10-14 hours a day, though most of this work is not visible or reflected in national statistics. †¦ The need to perform domestic chores to help their mothers impedes girls’ participation in formal education, forcing them into irregular attendance and/or to leave school† (UNESCO 1998). In addition, there is evidence that direct educational costs are higher for girls than for boys, for example because girls need safe transport to school or better school clothing to â€Å"look decent† (Herz and Sperling 2004). Where women and girls have low societal status, poor parents are often more reluctant to invest their meagre resources into the education of girls rather than that of their sons. Food for Education (FFE) programmes – school feeding (school meals or snacks) and, particularly, the provision of take-home food rations (THRs) – have proven to be an effective means of addressing these obstacles, enrolling more girls in school, keeping them enrolled, and enhancing their adulthood wellbeing and productivity as a result. In this paper we review the rationale behind FFE, particularly of THRs in supporting access to education  for girls and summarise the findings on the effectiveness of THR programmes available in the published literature. We then complement the evidence with a case study on a FFE programme in Pakistan designed to support girls’ education. Cost-effectiveness is central to policy-making on achieving gender equality in education; to date, however, there are very few studies that assess the costs and cost-effectiveness of FFE programmes. The Pakistan case study attempts to fill this gap by analysing the costs and benefits of the girls’ education programme. 2 Programme Description FFE programmes are widespread in developing and higher income countries. In 2005 the UN World Food Programme supported FFE programmes in 74 countries, benefiting almost 22 million students of whom 48 percent girls. Some 3 million girls received dry, take-home food rations in support of their education. Take-home food rations typically consist of food commodities that are of high value to families and part of their standard food basket, such as cereals or vegetable oil. They are distributed monthly or quarterly; sometimes, the distribution time is also targeted to the agricultural lean season, when family food supplies are lowest and little food available on the local markets. Receipt of the food ration is conditional upon the student’s regular attendance; in the case of WFP-supported FFE programmes, for example, a minimum of 80 percent monthly attendance rate is required. This helps to ensure that students don’t just enrol but actually attend school regularly. FFE interventions are generally designed to improve school participation amongst poor, vulnerable, food insecure populations and target areas where access to school and school completion are weak, particularly for girls. The risk of not accessing and/or completing primary school, a form of â€Å"educational vulnerability† anchored within a context of poverty and food insecurity, may be used to describe the common characteristic shared by the children targeted by FFE. This idea reflects the reality that household choices regarding education are often a result of complex decision processes, where poverty and hunger play an important role in determining the schooling outcomes (Dreze and Kingdon, 2001). As we have seen above, these factors are particularly significant in the case of girls’ education.. In a general model of FFE (WFP, 2007), the initial outcome that drives increased school participation is the incentive to the household to send children to school. Generally, the incentive is achieved by way of an income transfer to the family of the student and also through an enhancement of the services provided at school (Bergeron & Del Rosso, 2001). FFE also has an incentive effect on pupils actually wanting to go to school to receive some food, rather than staying at home and missing out. Both of these effects will contribute to shift, in the short-term, a households’ decision towards increased schooling. The effects are most significant amongst poorest populations and where education, including girls’ education, is not well established. Figure 1 summarises the main impact theory for THRs and traces the causal links between inputs and the desired educational outcome of increased access, promotion and completion for primary school children, particularly girls. Food for Education (FFE) programmes providing take-home rations are more suitable to target individual students such as girls and less complex to implement than conventional school meal programmes that require substantial investments both in terms of infrastructure and community inputs. For instance, THRs in the form of 4 litre vegetable oil cans are fairly easy to store and distribute, and THR distributions take place only once per month or less. More important, however, take-home food rations provide a more direct, higher value income transfer to families than school meals, which in turn provide the incentive for increased school participation. From this perspective, THRs provide an immediate, income based benefit, and another long-term benefit stemming from the returns to increased education, serving as both protective and promotive social protection (Devereux and Sabates-Wheeler, 2004). On the other hand, THR are not suitable to address nutritional and health issues affecting school children and their education, particularly cognitive capacity, which is a well established outcome of school meals (Kristjansson et al. , 2007). 3 MDG 2&3 Improved attendance Food Take-home rations distributed on condition of pupils’ regular attendance Targeted HHs received THRs on condition of their children’s regular attendance Incentive for HHs reduced drop-out Increased enrolment Better academic performance Changing parents’ attitude regarding schooling. Figure 1: Food for Education impact theory for take-home rations Impact of FFE programmes on girls’ education Evaluations of FFE programmes (see Adelman et al. , 2006) have shown that FFE programmes lead to increased enrolment and attendance, of girls in particular, reduced dropout particularly in the lower primary school grades, and for on-site meals or snacks programmes improved student learning capacity. Literature databases were searched to identify relevant studies on the physical and social benefits of FFE programmes to girls. The educational outcomes considered included school participation (including enrolment, attendance and drop-out). Primary school age children were the primary subjects of all the studies considered. Only one study was found on the impact of THR programmes highlighting the gap in evidence on this topic. Another paper was found on the comparative effects of the different modalities of FFE including THRs. One field-oriented evaluation of a WFP FFE programme was also identified in Pakistan and this is included in the main body of this paper as a case study. In Bangladesh, IFPRI and the World Bank evaluated the impact of a Government FFE programme (Ahmed and Del Ninno, 2002) that covered over 2 million children in 2000. The enrolment in FFE programme schools was found to have increased by 35 percent over the two year period between the programme start and after its first year. This increase was driven by a remarkable 44 percent increase in girl’s enrolment and by a 28 percent increase for boys. In non-programme schools enrolment increased by 2. 5 percent (5. 4 for girls and 0. 1 for boys) during the same period. Attendance in FFE assisted schools was found to be 12 points higher than in non-assisted schools (70 percent compared to 58 percent respectively). Drop-out rates were also found to be 9 points lower in FFE assisted schools than in non-assisted schools (6 percent compared to 15 percent respectively). The overall programme costs were reported to be US$0. 10 per child per day, though no analysis of the costs was provided. Another study analysed the comparative effects of the different modalities of FFE, including onsite meals combined with THRs (Gelli, Meir and Espejo, 2007). The results of this study of WFP monitoring and evaluation data showed that the provision of the FFE programme contributed to increasing absolute enrollment in WFP-assisted schools by 28 percent for girls and 22 percent for boys in the first year. Enrollment patterns after the first year varied according to the type of FFE program. Where provision of take-home rations for girls was combined with on-site feeding for all pupils, the increase in girls’ absolute enrollment was Increased access, promotion & completion, particularly for girls 4 sustained at 30 percent after the first year. However, in schools providing on-site feeding alone, the rate of increase in absolute enrollment after the first year reverted to the rates of increase found in the year prior to FFE implementation. The provision of take-home rations also appeared to reduce the dropout rate of female students, particularly in the higher grades. In addition, an analysis of WFP project expenditures in 2005 (Gelli, Al-Shaiba and Espejo, 2007) showed that the average cost of WFP THR programmes was US$29. 94 per child per year, the most expensive of FFE modalities. However, the cost driver for THR was mostly the large volume of food provided (72 percent of total programme costs, compared to 58 percent for school meal programmes). A study by Dreze and Kingdon from 2001 examined the effects of a wide range of determinants of school participation in rural northern India, focusing on school participation as a household decision. Amongst the school quality determinants, it was found that female school participation was about 15 percentage points higher when the local school provided a mid-day meal (MDM). Mid-day meals also were found to have a major positive effect on girls’ grade attainment; chances of completing primary education were 30 percentage points higher for girls living in a village with MDM. However, the MDM did not affect the enrolment of boys. The study confirmed that female schooling is far more influenced by household economic status than boys’ schooling: â€Å"parents are not generally opposed to female education but they are reluctant to pay for it. School meals could make a big difference here by reducing the private costs of schooling. † An earlier study found that the noon meal programme in Tamil Nadu in India attracted more girls to attend school and improved the attendance of those already in school (Devadas, 1983). The Pakistan Girls’ Education Programme Data on women’s participation in education in Pakistan shows low girls’ primary school net enrolment (59 percent) and female adult literacy rates (35 percent). Although female enrolment is increasing rapidly in all regions, girls’ participation rates at all levels are lower than that of boys and gender gaps persist, particularly in rural areas (WFP Pakistan, 2005). Since 1995, WFP has been providing food assistance to support the efforts of the Government of Pakistan (GoP) to improve access, retention and completion of girls’ primary education in 28 selected food-insecure districts of Pakistan, including seven districts of the North West Frontier Province (NWFP). The seven districts within the NWFP of Pakistan were identified by a WFP vulnerability analysis and mapping (VAM) study as being amongst the most food insecure areas in the country. Women and girls in these areas face huge barriers in terms of access to education. At the time when the project started, female literacy in rural areas was only around 10 percent and the primary participation rate of girls less than 30 percent. As a result, a take-home rations programme was introduced within these seven districts with the objective of increasing enrolment, retention and completion at girls’ primary schools. In 2005, THRs were provided monthly to 326,784 girls in 2,697 schools in vulnerable areas within 28 districts in the 5 provinces of Punjab, Sindh, Balochistan, Azad Jammu and Kashmir (AJK) and NWFP. Ration distribution was condition to regular school attendance. The monthly THRs consisted of a 4 litre tin of vegetable oil fortified with vitamin-A, and had an estimated value on the local market of US$5. Implementation Process Under the Country Programme agreement signed by the GoP and WFP, WFP is responsible for providing the commodities for the FFE programme to the port of Karachi. The GoP is responsible for the food distribution to the 28 districts, as well as the management of the timely delivery of the food in good condition from all the district warehouses to the assisted schools. Project Implementation Units (PIUs) were set up by the GoP in each assisted province to run the FFE programme. WFP provided a small truck for each district at the beginning of the project to facilitate the logistics and implementation. However, because of the very difficult terrain in the targeted low profile districts of NWFP, ensuring a timely 5 supply of the THRS to the schools has been challenging. As a result, many schools received the oil supply every second month or even later. Only two oil tins at the most, are distributed to a student to cover the back-log of non-supply during the previous period. At the school level, the head teacher generally receives the oil rations and supervises the distribution to the pupils, conditional to monthly attendance rates of at least 80 percent. The entitlement of each student is checked against the school monthly attendance registers before the THR is distributed. The District Officers Education & Deputy or Assistant District Officers also pay monitoring visits to the schools and verify this aspect. Programme costs Project expenditure data was reviewed in order to estimate the costs of the FFE programme. WFP reports annually on project expenditures, alongside other project statistics, in its standard project reports (SPRs). Expenditures are broken down into commodity, transport, landside transport shipping and handling (LTSH), other direct operational costs (ODOC), direct support costs (DSC) – which added together form the direct project costs (DPC). A percentage of the DPC is then factored in as indirect support costs (ISC) to support WFP Headquarters. Table 1 presents a breakdown of total WFP expenditures in the country in 2005 alongside an estimate of the expenditure on the FFE programme, broken down by WFP cost category. Table 1: 2005 WFP total and estimated FFE expenditures in Pakistan Country Programme Total WFP Country Programme expenditures (USD) 11,667,043 970,358 0 90,856 621,934 874,879 14,225,070 Estimated school feeding expenditure (USD) 6,133,819 510,155 0 47,767 326,975 459,958 7,478,673 % FFE over total expenditures 82% 7% 0% 1% 4% 6% 100%. Commodities Transport LTSH ODOC DSC ISC Total Regarding the government contributions to the programme, the 2005 expenditures for each of the PIUs, divided into direct and indirect expenditures, are shown in Table 2Table 1. Direct expenditures have been divided into two parts i. e. (i) PIUs expenses which include staff salaries, renting of stores/warehouses, and other running expenses and (ii) the Transportation Cost incurred on the transportation of oil from Karachi to respective districts/tehsils/schools. Indirect expenditures include the expenditures (adjusted by proportion of time spent on programme activities) of other staff members of government who manage the FFE programme i. e. distribute oil, monitor its distribution and send reports to PIUs from Districts / tehsils / schools level whose salaries are not charged to PIUs. These staff members include the Executive District Officers, District Education Officers (Female), Deputy District Education Officers, Assistant Education Officers, Store keepers, School Teachers and Peons etc. These expenditures have been calculated by WFP Pakistan based on estimates following discussions with each respective PIU. As the entire FFE programme is managed by the provincial governments, PIU expenditures include all cost items required to deliver and manage the FFE programme. In 2005, school feeding activities accounted for 53 percent of food distributed in the whole WFP Country Programme. There were no further expenses incurred by the community in the running of the FFE programme. 6. Table 2: A breakdown of GoP budgeted expenses in 2004/2005 for FFE (THR) activities PIU Provinces Punjab Sindh Balochistan AJK* NWFP Total PKR 328,568 6,444,556 7,612,000 1,162,000 3,306,300 18,853,424 Direct Expenditures Transportation US$ PKR US$ 5,569 109,230 129,017 19,695 56,039 319,550 9,004,158 2,490,927 1,778,225 6,678,000 3,495,000 23,446,310 152,613 42,219 30,139 113,186 59,237 397,395 Indirect Expenditures PKR 22,984,227 23,795,400 20,183,829 25,194,939 92,158,395 US$ 389,563 403,312 342,099 427,033 1,562,007 PKR 32,316,953 32,730,883 29,574,054 7,840,000 31,996,239 134,458,129 Total US$ 547,745 554,761 501,255 132,881 542,309 2,278,951. Having collected estimates for the different costs that are associated with the FFE programme, from the procurement of food down to the distribution of the THRs to the school girls, we estimated the total cost of FFE in Pakistan for 2005. WFP and GoP contributions for 2005 total $9,757,624 USD, and dividing this by the number of beneficiaries resulted in $29. 85 USD per school-girl per year. In 2005 in Pakistan, food costs accounted for approximately 63 percent of the total cost. The share of WFP expenses over the total cost was 77 percent, with the remaining share covered by the GoP. The cost per beneficiary increases to $63 USD per child per year if we adjust for full food distribution to all the planned beneficiaries, and assume perfect attendance. Key outcomes and Impact. In 2004-2005, a set of surveys were carried out to assess educational and other socioeconomic programme outcomes (WFP Pakistan, 2005). The evaluation included the collection and analysis of detailed school-level records from all the 826 WFP-assisted schools and a set of 79 randomly selected non-assisted schools (control) in the region. A secondary study of the available literature (GoP, WFP, and other partners) and data was also undertaken, including an analysis of data from the Education Management Information System (EMIS) and in-depth interviews with various partners involved such as government, WFP officials, community members, parents, teachers and students. The evaluation showed that the programme had multiple benefits for girls’ education: †¢ The overall enrolment at sampled schools increased by 135 percent between 1998/99 and 2003/04, whereas during the same period enrolment at control school increased by only 29 percent. There was a particularly strong increase in enrolment in the first grade of primary school (Kachi class): 211 percent at programme schools, compared to 5 percent in control school. This indicates that the programme was particularly successful in stimulating enrolment of girls who, until then, had never entered a school. On average, 88 percent of students attended school for twenty or more days per month (and were thus eligible for the take-home ration). Despite the positive effects on enrolment and attendance, completion of primary school remains a problem. Out of every 100 female students enrolling in 1998/99, only 44 percent reached grade 5. Although the primary school completion rate improved to 47 percent for the cohort starting school in 1999/2000, this only reflected a national trend, and programme schools actually showed worse results than control schools. This shows that the effect of the food incentive is not sufficiently strong to ensure that girls stay in school as they get older, and older girls of the family might be replaced by their younger siblings. †¢ †¢ †¢ 7 †¢ †¢ The programme also broke new ground and increased awareness of girls’ education. Before the programme started, 48 percent of households did not send any of their daughters to school; now all parents educate at least one daughter. While 38 percent of respondents said that the food incentive was the only reason for sending their daughter to school, 29 percent they would continue educating their daughters even if the programme stopped. 27 percent said that general hostility to girls’ education in the community was no longer an issue. The food incentive was much appreciated by the families and provided them with tangible benefits. 32 percent of community members interviewed said that their income had increased, generating savings in the family budget and that they had more free time for agricultural activities or business. Costs and benefits of the FFE programme A basic framework was developed by WFP in order to evaluate the cost and benefits of the FFE intervention designed to support girls’ education (Espejo et al. , 2006). In this model, the benefits from FFE are assumed to consist of two components; the first is the monetary value of expected lifetime additional earnings after successful completion of primary school, whilst the second is the market value of a monthly take-home ration, provided on condition to a girls’ school attendance throughout the programme duration. If we apply this cost-benefit framework to the FFE programme in Pakistan the results show that every USD spent on the FFE yields approximately 1. 68 USD in benefits. An alternative to estimating the benefits of education through the monetary value of expected lifetime additional earnings after successful completion of primary school is to estimate the extra school days gained through the effect of a particular intervention aimed at increasing school participation. Comparisons of actual pupil attendance days to the perfect attendance day total can provide a single measure of school participation that encompasses enrolment, drop-out and absenteeism, the three main educational outcomes linked to FFE. A simple model developed to estimate the gain in pupil attendance days in FFE schools using averages for attendance, drop-out and enrolment resulted in an estimated 25 extra school days per child per year (WFP, 2007). This translates into approximately $240 USD per additional year of schooling for girls in Pakistan. The cost and effects of the THR programme are summarised in Table 3. Table 3: Estimated measures of cost-effectiveness of THRs in Pakistan (Source WFP Pakistan 2005, WFP SSFS 2003). Enrolment Effect (per year) Cost 22% increase Education Attendance 10% increase Drop-out 5% decrease 25 extra school days per year per pupil 30-60 USD per child per year Lessons learnt â€Å"Of all the programmes initiated in NWFP, this one has made the most visible impact. It has contributed a lot in this province† Fazle Manan, Director of Schools and Literacy from the Ministry of Education, when asked of WFP’s assistance to girls’ primary education. The FFE programme triggered a marked increase in enrolment of girls in assisted schools in Pakistan. The enrolment more than doubled during the first three years of intervention. These types of incentives and awareness campaigns are imperative to boost girls’ education, to improve female literacy and reduce the gender gap, especially in remote rural areas. However, the retention of girl students in the school system and further improvement of the participation rate is essential to achieve universal primary education. 8 As a result of the increased enrolment, the nearly empty school buildings have become more used, providing a better return of investment to the community and the government. However, the quality of education, itself a major incentive for sending children to school, has been constrained by the lack of teachers. Moreover, many of the assisted schools suffer from a want of adequate facilities, including furniture, water, sanitation, and boundary walls. This issue highlights the need to ensure that once children are in school, efforts are made to enhance the learning environment, as well as to support pupil attendance and retention. The involvement of the community and the local government has been essential to mobilise the resources necessary for improving the school infrastructure. The FFE project has raised the awareness among the assisted communities about the importance of educating girls. Even the most reluctant parents are now sending their daughters to school. This change in attitude is a remarkable achievement against the backdrop of the social and cultural taboos that had prohibited the education of girls in the past. The mothers of the girl students now get out of their homes and visit schools to enquire about the progress of their daughters. Most of the females in far-flung rural areas were previously not allowed to step outside their homes; now girls are going to schools and their elderly female relatives visit schools to enquire about the attendance, progress in studies and probable dates of supply of oil. This change in social attitude and behaviour is an important achievement of the programme. Future plans The impact of the THR programme in supporting access to education for girls in rural, food insecure areas of Pakistan has been remarkable. Though WFP was involved in the design, management and implementation the FFE intervention, the ownership of the overall programme was, through the course of the programme, handed over to the Government of Pakistan. As of 2005, project implementation units staffed with senior level Government officials took-over the full responsibility of the programme in terms of food delivery to schools, programme monitoring and reporting. Financial contributions from the Government of Pakistan have also been essential to the success of the programme to date. The successful hand-over of the programme management will be critical to ensure the sustainability of the FFE programme in the future. 9 References Adelman S, Gilligan DO, Lehrer K. (2006). A review of the economics of Food for Education programs. International Food Policy Research Institute. Ahmed AU, Del Ninno C. (2002) Food for Education program in Bangladesh: an evaluation of its impact on educational attainment and food security. Food Consumption and Nutrition Division, Discussion Paper 138. International Food Policy Research Institute Bruns B, Mingat A, Rakotomalala R. (2003) Achieving Universal Primary Education by 2015: A Chance for Every Child. Washington, D. C, World Bank. Del Rosso J. (1999) School Feeding Programmes: Improving Effectiveness and Increasing the Benefit to Education. A Guide for Programme Managers. Devadas RP. (1983). The Honorable Chief Minister’s Nutritious Meal Programme for Children of Tamil Nadu. Coimbatore, India: Sri Arinashilingam Home Service College Devereux S, Sabates-Wheeler R. (2004) Transformative Social Protection’, Working Paper 232, Brighton: Institute of Development Studies. Dreze J, Kingdon G. (2001) School Participation in Rural India. Review of Development Economics. 2001; 5 (1), 1-24. Espejo F, Gabriele A, Gelli A. and Knips V. (2006) Submitted. Evaluating Food for Education Programmes: A Pragmatic Approach. International Journal of Educational Development. Gelli A, Al-Shaiba N, Espejo F. Estimating the cost of Food for Education Interventions. 2007. Filmer D. (1999) Educational attainment and enrolment profiles: A resource book based on analysis of demographic and health survey data; Development Research Group; Washington DC, World Bank Herz B, Sperling G. (2004) What works in girls’ education: Evidence and policies from the developing world. New York, Council on Foreign Relations Kristjansson EA, Robinson M, Petticrew B, MacDonald J, Krasevec L, Janzen T, Greenhalgh G, Wells J, MacGowan A, Farmer A, Shea BJ, Mayhew A and Tugwell P (2007) School feeding for improving the physical and psychosocial health of disadvantaged elementary school children. Cochrane Database of Systematic Reviews Issue 1. Tembon M, Al-Samarrai S. (1997) Who gets primary schooling and why? Evidence of gender inequalities within families in Guinea; IDS Working Paper 85; Brighton, Institute of Development Studies The PROBE Team (1999) Public Report on Basic Education in India; New Delhi, Oxford University Press United Nations Children’s Fund, World Food Programme. The Essential Package. Twelve interventions to improve the health and nutrition of school-age children. WFP, 2005. United Nations Educational Scientific and Cultural Organisation. Education For All Global Monitoring Report. Strong Foundations. UNESCO, 2007. United Nations Educational Scientific and Cultural Organisation. Education for All Global Monitoring Report. The Leap to Equality. UNESCO, 2004. United Nations Educational Scientific and Cultural Organisation Bridging the gap between intention and action: Girls’ and women’s education in South-Asia. Bangkok, UNESCO Regional Office for Asia and the Pacific, 1998. World Bank. From Schooling Access to Learning Outcomes: An Unfinished Agenda: World Bank, 2006 World Food Programme Pakistan. Situation Analysis: WFP’s Assistance to Girl’s Primary Education in selected districts of NWFP. WFP Pakistan, 2005. World Food Programme. Food for Education works: a review of WFP FFE monitoring and evaluation 2002-2006. WFP 2007. 10.

Lab 3 essays

Lab 3 essays 1. Of the tools described, I feel that the Executive Support System (ESS) is the best tool for managers today. Not only does it have speech recognition which simplifies typing commands, but it also has expert systems which are self-learning and help aid in decision making. Also packaged in ESS is executive support software, which helps customize databases to fit executives specific needs. 2. The six characteristics of useful information are as follows: significance, reliability, consistency, timeliness, comprehensibility and action-oriented impact. 3. Calendar management software virtually eliminates the multiple phone calls required to schedule meetings; instead, meetings for ten individuals can be scheduled as quickly as a meeting for two people. The best advantage of this software is that anyone can be authorized to view the managers calendar, always seeing the same version. The least liked feature of this software is that some calendar systems dont provide full support for scheduling, which means it might not be used. 4. PDAs are much better than paper and pencil because they come with a vast amount of features that help make working easier. They include calendars, address books, to-do lists, electronic notebooks and more. The major advantage is information can be located easily by keying in a word and allowing the computer to locate it. When you think about it, there really isnt any disadvantages when it comes to PDAs because they can do just about anything you need them to do. 5. I strongly agree that video will be an integral part of the business day in the future. It will allow a business to hold meetings over television where everyone can see everyone even if they are in different states or countries. It will cut down on business travel dramatically, allowing managers to stay closer to their company to make sure business runs smoothly. 6. When it comes to teleconferencing, I feel ...

Grammar Tips Using the Past Tense - Get Proofed!

Grammar Tips Using the Past Tense - Get Proofed! Grammar Tips: Using the Past Tense The past includes everything that has ever happened. And with every second that passes, the past gets bigger and bigger! As such, there’s plenty of stuff in the past we might want to write about. Lucky for us, then, we have the past tense to talk about things in the past. But to make sure your work is error free, you need to know how to use the different forms of this tense. We explain all here (with a little help from Isaac Newton). Isaac Newton: A man from the past. Simple Past Tense The most basic form is the simple past tense. We use this to discuss something that both began and ended in the past: Isaac Newton invented the cat flap. Here, for example, we use the simple past tense verb â€Å"invented† to show that the act of invention occurred entirely in the past. Most simple past tense verbs are, like â€Å"invented,† formed by adding â€Å"-ed† to the end of a base verb (e.g., invent → invented). However, you need to watch out for irregular verbs that don’t fit this pattern, such as â€Å"swim† (simple past tense = swam). Past Continuous Tense As the name suggests, the past continuous tense is used to refer to an ongoing action in the past: Newton was sitting under a tree. The key phrase here is â€Å"was sitting,† which combines the simple past tense â€Å"was† with the present participle â€Å"sitting.† This gives us a sense of a continuous action (â€Å"sitting†) occurring in the past. That apple looks a little loose to us, Isaac. The past continuous tense can also be used to frame another action: Newton was sitting under a tree when an apple fell to the ground. The past continuous â€Å"was sitting† here describes an action that is then interrupted by something else. We can therefore see the difference between the ongoing â€Å"was sitting† and the sudden fall of the apple, which is described using the past simple verb â€Å"fell.† Past Perfect Tense We use the past perfect tense to describe something that happened before, up until, or since something else. It is formed by combining the word â€Å"had† with a past participle: Newton had studied many subjects by the time he graduated. The key here is a sense of completion: the past perfect phrase â€Å"had studied† implies that the action had finished by the point the second part of the sentence occurred. Past Perfect Continuous Tense The past perfect continuous tense combines the past perfect and past continuous tenses. It is therefore most commonly used to describe an ongoing action that occurred before something else. We form the past perfect continuous tense by combining â€Å"had been† and a present participle: Newton had been acting as Master of the Royal Mint for five years when he was knighted. Here, we get the sense of a continuous action from the present participle â€Å"acting.† But the â€Å"had been† gives it a sense of completion similar to the perfect tense. The result is that â€Å"had been acting† frames the later action of being â€Å"knighted.†

The Hippocampus in the Limbic System

The Hippocampus in the Limbic System The hippocampus is the part of the brain that is involved in forming, organizing, and storing memories. It is a limbic system structure that is particularly important in forming new memories and connecting emotions and senses, such as smell and sound, to memories. The hippocampus is a horseshoe shaped  structure, with an arching band of nerve fibers (fornix) connecting the hippocampal structures in the left and right brain hemispheres. The hippocampus is found in the brains temporal lobes and acts as a memory indexer by sending memories out to the appropriate part of the cerebral hemisphere for long-term storage and retrieving them when necessary. Anatomy The hippocampus is the main structure of the hippocampal formation, which is composed of two gyri (brain folds) and the subiculum. The two gyri, the dentate gyrus and Ammons horn (cornu ammonis), form interlocking connections with one another. The dentate gyrus is folded and nestled within the hippocampal sulcus (brain indentation). Neurogenesis (new neuron formation) in the adult brain occurs in the dentate gyrus, which receives input from other brain areas and aids in new memory formation, learning, and spacial memory. Ammons horn is another name for the hippocampus major or hippocampus proper. It is divided into three fields (CA1, CA2, and CA3) that process, send, and receive input from other brain regions. Ammons horn is continuous with the subiculum, which acts as the main output source of the hippocampal formation. The subiculum connects with the parahippocampal gyrus, a region of the cerebral cortex that surrounds the hippocampus. The parahippocampal gyrus is involved in memor y storage and recall. Function The hippocampus is involved in several functions of the body including: Consolidation of New MemoriesEmotional ResponsesNavigationSpatial Orientation The hippocampus is important for converting short-term memories into long-term memories. This function is necessary for learning, which relies on memory retention and proper consolidation of new memories. The hyppocampus plays a role in spatial memory as well, which involves taking in information about ones surroundings and remembering locations. This ability is necessary in order to navigate ones environment. The hippocampus also works in concert with the amygdala to consolidate our emotions and long-term memories. This process is critical for evaluating information in order to respond appropriately to situations. Location Directionally, the hippocampus is located within the  temporal lobes, adjacent to the  amygdala. Disorders As the hippocampus is linked to cognitive ability and memory retention, people who experience damage to this area of the brain have difficulty recalling events.  The hippocampus has been the focus of attention for the medical community as it relates to memory disorders such as Post Traumatic Stress Disorder, epilepsy, and Alzheimers disease. Alzheimers disease,  for example, damages the hippocampus by causing tissue loss. Studies have shown that Alzheimers patients who maintain their cognitive ability have a larger hippocampus than those with dementia. Chronic seizures, as experienced by individuals with epilepsy, also damage the hippocampus, causing amnesia and other memory-related problems.  Prolonged emotional stress negatively impacts the hippocampus as stress causes the body to release cortisol, which can damage neurons of the hippocampus. Alcohol is also thought to negatively impact the hippocampus when consumed in excess. Alcohol influences certain neurons in the hippocampus, inhibiting some brain receptors and activating others. These neurons manufacture steroids which interfere with learning and memory formation resulting in alcohol-related blackouts. Heavy long term drinking has also been shown to lead to tissue loss in the hippocampus. MRI scans of the brain indicate that alcoholics tend to have a smaller hippocampus than those who are not heavy drinkers. Divisions of the Brain Forebrain - encompasses the cerebral cortex and brain lobes.Midbrain - connects the forebrain to the hindbrain.Hindbrain - regulates autonomic functions and coordinates movement. References Alcoholism: Clinical Experimental Research. (2006, October 25). Heavy, Chronic Drinking Can Cause Significant Hippocampal Tissue Loss. ScienceDaily. Retrieved August 29, 2017 from www.sciencedaily.com/releases/2006/10/061025085513.htmWashington University School of Medicine. (2011, July 10). The biology behind alcohol-induced blackouts. ScienceDaily. Retrieved August 28, 2017 from www.sciencedaily.com/releases/2011/07/110707092439.htm

The Parthenon, 447-438 B.C. and the Pantheon, 117-125 A.D Research Paper

The Parthenon, 447-438 B.C. and the Pantheon, 117-125 A.D - Research Paper Example Parthenon was constructed entirely using marbles. The marbles used were very strong, which is arguably the reason why the building has survived up to today. Wijesinha reveals that the Greeks strongly believe in simplicity. According to the Greeks, an understatement is elegance, which means that genuine fashion must be simple. The Parthenon was arguably built with the saying in mind according to Wijesinha. In this regard, the Greeks used very tall columns made of three architectural designs namely Ionic, Doric, and Corinthian. Despite the fact that the Parthenon’s pillars were slanted little inwards, it is very difficult to notice since the pillars just appear straight. This architectural design was meant to symbolize perfect straightness since if this could not have been achieved, then the pillars could have appeared as if they were slanting outwards. The Parthenon also has friezes and statues beautifully painted with bright colors to symbolize scenes from Greek arts. The building is also surrounded with Peristyle. It is reported that inside the building stands a 12-meter high Athene statue, who is the Athenians goddess. This statue is made of gold and ivory. The statue also appears to hold a Nike figure on one of its hands while in the other hand is a sword. Behind the statue is a room where the Athenians used to make jewelry offerings to the Athene, their goddess. In addition, the Parthenon also has alter where animals and birds were scarifies. This altar is located outdoors where worshipers remained .

An IT strategy focused on maintaining a cutting-edge technology Essay

An IT strategy focused on maintaining a cutting-edge technology position - Essay Example The alignment of IT and business strategy of the firm is considered as one of the most important challenges for the managers.Without this alignment of both the strategies,it is relatively impossible for the firms to actually ensure that they retain and develop cutting edge technologies to help them stay ahead of the game. Without having access to the better IT technology, it is relatively impossible for the firms to continue to dominate the market. It has also been argued that those firms which initially focused upon perfecting their IT technology and making it more effective grew faster than the firms which initially focused upon the alignment of their IT and business strategy. This line of thinking therefore suggests that it is important to compromise on the alignment of the IT and business technology if the firm is actually able to first effectively improve its technology. One way or other, it is really important that without having cutting edge technology, it would be really inef fective for the firm to support the overall business strategy of the firm. This paper will therefore argue that without having access to the cutting edge technology, it may be entirely difficult for the firms to support their overall business strategy. IT Strategy The technology strategy of a firm is typically related with the development of tactics and tools related with the use of information technology within the firm. The critical focus of such strategy always remains on the acquisition and development of strategies which can allow the firms to develop their competitive advantage out of the information technology. It is however, important to understand that this strategy must also be leveraged through the people as without effective and efficient human resource, the firm may not be able to translate this strategy into a successful strategy. Traditional view of how technology should be utilized and how the technology strategy can actually be designed is based upon how effectively it can support the overall business strategy of the firm. One of the concerns has also been focused upon the optimization of the firm’s spending on the information technology. This line of thinking therefore often compromises the way IT can actually provide the real benefits to the firm. Over the period of time, it has been therefore argued that the overall business strategy should be the driving force for the IT strategy of the firm. This has however, been without the assessment that poor technology can actually fail to support the overall business strategy of the firm. It is therefore important first to ensure a seamless integration and alignment of both the IT and business strategy of the firm with each other. Access to the cutting edge technology It is argued that the access to the cutting edge technology as well as its effective deployment by the organization is necessary in order to allow the firms to better understand their market. The market insight and analytic abil ities provided by the cutting edge latest technology therefore allow the firms to not only better understand themselves but also better design and develop their strategies which can suit to the market where they are operating. One of the key aspects of having access to the latest technology is to gain the competitive intelligence allowing firms to better leverage their business strategy. Developing the capability of competitive intelligence can only be possible with the help of having access to the cutting edge technology. Old and outdated technologies may lack the capability to provide the same level of analytic insight to help firms to actually have a re-look at their business st

Popol Vuh Creation Essay Example | Topics and Well Written Essays - 250 words - 1

Popol Vuh Creation - Essay Example Therefore, they are capable of manipulating their fellow beings in such a way to fulfil their goals apparent in the way some have to exterminate others to dominate. These comprise animals relied on by man for various specific purposes not only in Mayan society, for instance birds. In this context, the grandmother utilizes them to obtain certain messages, which is also evident with the twins. Maintaining unity irrespective of people’s individual capabilities they are capable of overcoming what they may be hindering them. This is evident in this case whereby the twins are capable of facing courageously evil traps and eventually emerge triumphantly. In each situation one ought to find a way to emerge victoriously especially when challenges may jeopardize one’s life, reputation or dignity. However, one should not use trickery to harm others but to evade the challenges evident in the way twins evade grandmother’s humiliations besides others once they climb the tree. The account’s core message encompasses how one can live well with the knowledge such that he or she prevails not by a person’s strength but through wisdom. Hence, it calls upon the Mayan society not only rely on their physical energy or other dubious means instead of engaging their rational thinking first. The account’s narration reserves high positions in the society for gods and other people who due to their wit manage to use other for their advantage. In terms of agriculture and religion, it emphasizes on gods by appeasing in terms of calling them being able to yield to ordinary people’s demands. Consequently, this grants them what they especially rain and other essential aspects meant to aid them have high

Response paper Essay Example | Topics and Well Written Essays - 750 words - 2

Response paper - Essay Example Then it is necessary to believe that it was compiled in the period when Jesus' disciples were alive. The mention of a murder in a temple that was found common in both Mathew and Luke indicates that the earlier version of "Q" was compiled after that, i.e. after the winter of 67/68. The usage of things in "Q" source by Mathew and Luke states that a Greek version of the text was also available before them. The most accepted form about the existence of "Q" is two-source hypothesis which was proposed by modern thinkers like Tuckett, Taylor (1953, 1959). This argument might have come from the fact that the composition of "Q" happened in different times and by different people. The first source can be considered as the earliest and the second source being the latest. The proclamations of judgment at the beginning and end of the document were directed against Israel. The usage of Greek in the source suggests that it can be the work of Galilean followers of Jesus. But there is a chance of Greek Diaspora outside the Galilean area contributing to text in "Q" like Paul who persecuted the Church with his Greek synagogues. This again confirms the time of compilation of the "Q" to the time of aftermath of winter of 67/68. ... 2. In what ways does God spell evoke the "silent film" era What might be its purpose for doing this Answer: The God spell evoked the "silent film" era in a manner of establishing the Jesus' command and divine authority. As the films were silent or narrated by background voice, the teachings and scriptures were minimized and the characterization of the Jesus as divine authority and his ascension to right hand of God was considered as the motto of the films. In doing so it reestablished the proclamation of divine authority than the scriptures and gospel. In silent film era more dramatization was required to exhibit the divineness of Jesus as there was very less chance of conversation. Though there was a conversation, it might present in the form of dialogues appearing on screen or a narration on backdrop. So the dramatization of events and the miracles used to play a major and key role in establishing the divineness of Jesus. The baptism of Jesus by John, the miracles of Christ, his crucification, resurrection, ascension come to the people in different ways in different era of the cinema. The God spell takes us to the dramatic and spiritual form of Jesus rather than historical Jesus in the latest films. In this manner it evokes our imagination about Jesus which can be compared with the sort of imagination that was formed in the minds of people by Jesus films in silent era. For instance in silent era more angles, more miracles, less gospel were used to fill the movie. As the time passes by the angles number decreased in the movies and the importance of scriptures increased there by. Though in God spell the singing of scriptures takes place, the importance was given for metaphoric baptism and for ascension

National Curriculum Science Essay Example | Topics and Well Written Essays - 2750 words

National Curriculum Science - Essay Example   In the UK, national curriculum was introduced in England, Wales and Northern Ireland following the recommendation of Education Reform Act 1988. However, the independent schools do not follow the national wide curriculum as they are free to set their own curriculum. The National Curriculum is only applicable to state schools of the entire local education authorities. The Science Enquiry 1 came into existence after the introduction of the National Curriculum. A basic curriculum of the national curriculum and religious education is required to be taught to all state students according to the Education Reform Act 1988. The main aim of the National Curriculum was to ensure that all pupils in the UK cover certain basic material and as time went on; all state schools had adopted the National Curriculum in their system. Teachers are expected to set learning and teaching objectives that are challenging, realistic and relevant to the group they are teaching according to the Standards for t he award of qualified teacher status. These objectives can be set by taking into consideration the level of the pupils, their expected achievement together with their current and past achievements. The entire paper will discuss the intended missions and objectives of the National Curriculum Science in relation to Science Enquiry 1 especially in Key Stages 1 and 2. A National Curriculum usually sets out a statutory entitlement that is supposed to be learned by all students attending state owned schools.... The entire paper will discuss the intended missions and objectives of the National Curriculum Science in relation to Science Enquiry 1 especially in Key Stages 1 and 2. National Curriculum Science 1 A National Curriculum usually sets out a statutory entitlement that is supposed to be learnt by all students attending state owned schools. It has set target that are supposed to be achieved at the end of each key stage. The curriculum also states how the students are going to be accessed as far as performance is concerned and how the performance will be reported. For a National Curriculum to be effective it should be in a position of telling elaborating the kind of skills and knowledge that will be gained by students and this is useful information to parents, pupils, teachers and even employers. Initially, England, Wales and Northern Ireland education system was governed by Butler Education Act 1994 which was replaced by Education Reform Act 1988 that was implemented in 1988. The following are the main provisions of Education Reform Act 1988. By studying Science, the pupils are able to understand the nature of the universe hence they are in a position of understanding the world. When pupils at the foundation stage study science, they develop a crucial knowledge and skills that enable them to make sense of the real world. This facilitates them to learn other subjects in science such as ICT as they lay a good foundation that is necessary for their understanding. At this stage, children have an opportunity of solving problems, do experiments, plan, make decisions, predict and ask question in a wider context. It is still at this stage that pupils

Memo to training manager Essay Example | Topics and Well Written Essays - 1000 words

Memo to training manager - Essay Example As revealed from the Encyclopedia of Business and Finance, international marketing â€Å"occurs when firms plan and conduct transactions across international borders in order to satisfy the objectives of both consumers and the firm† (1). Obviously, as a global organization where our operations have been expanding in various countries all over the world, the strategies that were previously applied in our domestic markets are not sufficient and applicable in global settings. Accordingly, â€Å"unique environmental factors that need to be explored by firm managers before going global include trade systems, economic conditions, political-legal systems, and cultural conditions† (Encyclopedia of Business and Finance 1). These factors are macro-environmental factors that impinge on the performance of global organizations as they impact the host countries’ operations. For instance, trade systems encompass â€Å"regulations and restrictions include tariffs, quotas, embargoes, exchange controls, and nontariff trade barriers† (Encyclopedia of Business and Finance 1). Economic factors consider â€Å"industrial structure and income distribution. Industrial structure refers to how well developed a countrys infrastructure is, while income distribution refers to how income is distributed among its citizens† (Encyclopedia of Business and Finance 1). Politico-legal factors take into account the prevailing government structure, laws, policies and regulations, status of stability and impending threats. Finally, and equally important are cultural factors that include familiarity with the language, customs and traditions, values, and dimensions that affect practicing business in host countries. Just like any other objective for training and development programs, a specialized training for IM would prepare and enhance the skills, knowledge and abilities of all personnel on trading within international scope. As emphasized in Education

National Curriculum Science Essay Example | Topics and Well Written Essays - 2750 words

National Curriculum Science - Essay Example   In the UK, national curriculum was introduced in England, Wales and Northern Ireland following the recommendation of Education Reform Act 1988. However, the independent schools do not follow the national wide curriculum as they are free to set their own curriculum. The National Curriculum is only applicable to state schools of the entire local education authorities. The Science Enquiry 1 came into existence after the introduction of the National Curriculum. A basic curriculum of the national curriculum and religious education is required to be taught to all state students according to the Education Reform Act 1988. The main aim of the National Curriculum was to ensure that all pupils in the UK cover certain basic material and as time went on; all state schools had adopted the National Curriculum in their system. Teachers are expected to set learning and teaching objectives that are challenging, realistic and relevant to the group they are teaching according to the Standards for t he award of qualified teacher status. These objectives can be set by taking into consideration the level of the pupils, their expected achievement together with their current and past achievements. The entire paper will discuss the intended missions and objectives of the National Curriculum Science in relation to Science Enquiry 1 especially in Key Stages 1 and 2. A National Curriculum usually sets out a statutory entitlement that is supposed to be learned by all students attending state owned schools.... The entire paper will discuss the intended missions and objectives of the National Curriculum Science in relation to Science Enquiry 1 especially in Key Stages 1 and 2. National Curriculum Science 1 A National Curriculum usually sets out a statutory entitlement that is supposed to be learnt by all students attending state owned schools. It has set target that are supposed to be achieved at the end of each key stage. The curriculum also states how the students are going to be accessed as far as performance is concerned and how the performance will be reported. For a National Curriculum to be effective it should be in a position of telling elaborating the kind of skills and knowledge that will be gained by students and this is useful information to parents, pupils, teachers and even employers. Initially, England, Wales and Northern Ireland education system was governed by Butler Education Act 1994 which was replaced by Education Reform Act 1988 that was implemented in 1988. The following are the main provisions of Education Reform Act 1988. By studying Science, the pupils are able to understand the nature of the universe hence they are in a position of understanding the world. When pupils at the foundation stage study science, they develop a crucial knowledge and skills that enable them to make sense of the real world. This facilitates them to learn other subjects in science such as ICT as they lay a good foundation that is necessary for their understanding. At this stage, children have an opportunity of solving problems, do experiments, plan, make decisions, predict and ask question in a wider context. It is still at this stage that pupils

Corporate Compliance Plan Essay Example | Topics and Well Written Essays - 2000 words

Corporate Compliance Plan - Essay Example At that time, the total fan manufacturing process was transferred from Michigan to China, plus the Pontiac, MI, facility was re designed for the production of traditional plastic parts. Riordan Manufacturing is a worldwide plastics producer employing almost 700 individuals with estimated annual income of more than $40 million. The corporation is entirely possessed by Riordan Industries with income aggregate of more than of $1 billion. The corporation's research and development is carried out at the business headquarters within San Jose. Riordan's chief clientele are automotive parts producers, aircraft producers, the Department of Defense, drink makers also bottlers, and machine producers. The company is accountable and responsible for the reliability as well as fortification of its production information. All the company accounts and documents are the one and only asset of the corporation and thus measured as being classified by its character, except as offered by law or else guideline. Preventing illegal utilization of the corporation's resources. It is the compulsion of all business councils to defend the resources of the company. Company assets, like the office provisions, office gear, with property, may not be utilized for personal benefits. every misuse or fraud of caused by utilization of the company's finances, information, gear, amenities otherwise other resources may well be deemed as criminal actions and can fetch harsh employment also legal penalties. A. preserving the company's reflection: The corporation's status and individuality are one of the most precious assets. All of the company legislatures are anticipated to perform themselves within a mode that replicates optimistically on the company's reflection and individuality, both internal and external. No one should act in a way that adversely influences the repute otherwise reflection of the corporation with employees, customers or else with the community. every company representative ought to make an effort to contract practically with the company's

Grandparent raising their grandchildren and the social implication Essay Example for Free

Grandparent raising their grandchildren and the social implication Essay In American society, grandparent have been involved in the issues of raising their grandchildren in situation where the parent are not available, unwilling or not able to give sufficient care for their children. In other instances grandparent participate in taking care of their grandchildren even if the situation of parent are willing to care for their children. This is due to traditional cultures giving grandparent clear and direct duty for taking care and nurturing of their grandchildren. Traditionally, relationship between grandchildren and grandparent has been a special one but the current trend and growth of grandparent raising and taking care of grandparent has raise questions. In the past three decades, growth of the grandparent has gone beyond the perceived traditional role to social problem attracting researcher to study social implication of their role (Geen Rob, 2004). A part from the traditional role of grandparent caring for their grandchildren being sentimental, this role in many instances has change to absolute caring and maintaining them. Their relationship has been special but the current trend means grandparent are taking responsibility of raising a second family. In the normal circumstances, children are expected to raised under intact family assume to having presence of both parent living in a favorable conditions. Traditionally, children would visit their grandparent in a situation where they are not living together over the weekends and sent back to their parent after the weekend. This trend has changed as the luxury of sending children to their parent of the weekend has changed to taking absolute care since the parent are unavailable, not able or not in position to take care of their children (Geen Rob, 2004). Grandparents staying with their grandchildren are expected to take responsibility of raising and maintaining them. This result to social implication as the grandparent get to this role due prevailing circumstance other than something planned. Parenting role requires commitment or devotion as well as employment of financial resources. Roles of taking care of the grandchildren give grandparents massive responsibilities which may translate to emotional straining. The raise in number of families under absolute care of grandparent has increase to a questionable level which is beyond the traditional role. Study on the grandparent raising their grandchildren is important since it may evaluate the cause of the current trends, social implication to the grandparent and grandchildren, measures and solution to be taken. This paper investigates the tread and growth of the grandparent raising their grandchildren, its implication and solution to this problem and the help which can be advanced to this form of parenting (Edwards Daire 2006). Culturally, nobody plan to raise a second taking all responsibilities which goes with this role. This means that grandparent taking fulltime responsibility of maintaining a grandchild cause to major change in the life of the grandparent (Edwards Daire 2006). Demands which come with the role of parenting for the second time leads to unplanned struggles resulting to financial, emotional, physical, social and legal challenge not experienced the time when these grandparent were raising their own children. Most of grandparent are always in their old age, â€Å"The census of 1997 indicates that 33% of grandparent caregivers are under the age of 50, 48% are between the ages of 50 and 64, and 19% are over the age of 65† (National Resources Centre for Respite and Crisis Care Services 1998 para. 2). This means that engaging grandparent in raising of their grandchildren results trying to balance between struggling to manage their old age and caring for their grandchildren. Various studies have indicated that there is an increase in the case of grandparent raising their grandchildren. According to Casper and Bryson 2008, United States Bureau of the Census categorizes studies on this subject on five type grandparent maintained families i. e. â€Å"†¦both grandparents, some parents present; both grandparents, no parents present; grandmother only, some parents present; grandmother only, no parents present; and grandfather only present† (Casper and Bryson 2008 para. 1). This categorization is important as it helps to analyze implication since different states leads to different implications. Statistics from U. S. Census Bureau indicates that in 1970 3. 2 percent or 2. 2 million children in United States lived under care of grandparents. Overtime, the proportion of the grandchildren maintained by grandparent has resulted to a drastic increase. 1997 census on this subject indicated that there was an increase from 3. 2 percent in 1970 to 5. 5 percent or from 2. 2 million to 3. 9 million. This represents a 76 percent increase over period of 27 years. According to these statistical this increase was experienced in all in the above mentioned types of the grandparent care. The most notable was 118 percent increase of grandchildren with only mothers under grandparent with grandchildren living with their fathers increased by 217 percent. This change was more notable in 1980s but this further increased in 1990 indicating the greatest increase of children maintained by grandparents. According to Hammond 2002, statistics by American Association of retired Persons on 2000 census indicates that 2. 4 million grandparents are fully in charge of maintaining and solely taking care of their grandchildren. This was a 30 percent of the increase in the in 10 years.

Studies on Adolescene of Piaget and Erikson Essay -- Compare Cognitive

Studies on Adolescene of Piaget and Erikson Adolescence is considered a difficult time of life and one in which a number of changes occur as the individual achieves a certain integration of different aspects of personality. One approach to the cognitive and emotional transitions made at different times of life is to consider how the changes in, say, adolescence are linked to a continuum of change beginning in childhood and continuing throughout life. Some theorists, such as Piaget, were interested primarily in the transitions of childhood and youth, while others, such as Erikson, saw all of life as a series of transitions and offered a continuum of stages covering all of life.   Ã‚  Ã‚  Ã‚  Ã‚  Piaget became fascinated in his early studies with his discovery that children of the same age often gave the same incorrect answers to questions, suggesting that there were consistent, qualitative differences in the nature of reasoning at different ages, not simply a quantitative increase in the amount of intelligence or knowledge. This discovery marked the beginning of Piaget's continuing effort to identify changes in the way children think; how they perceive their world in different ways at different points in development. Piaget's contributions can be summarized by grouping them into four main areas. First, he produced literature on the general stages of intellectual development from infancy through adulthood. This concern occupied him from 1925 to 1940, and after 1940 he began to describe some of the developmental stages in formal, structural terms using models from symbolic logic (Flavell, 1963, 1-9).   Ã‚  Ã‚  Ã‚  Ã‚  The different stages postulated by Piaget help to explain different rats of learning at different ages as well as the types of learning possible at different ages for the majority of the population. Learning itself is seen by Piaget as a process of discovery on the part of the individual, and learning as a formal activity becomes a system of organization by which instruction is enhanced by the way the teacher arranges experience. Learning is thus experiential, and Piaget suggests that experiences have meaning to the extent that they can be assimilated. Such assimilation does not take place without accommodation, an aspect of considerable importance from the point of view of adaptation and possible development:   Ã‚  Ã‚  Ã‚  Ã‚  One of the principal aims of the teacher wil... ...enerativity versus stagnation--the individual needs to be needed and to assist the younger members of society, and generativity is concerned with guiding the next generation. The last stage is that of ego integrity versus despair, and this is the time when the way the other conflicts were decided has an influence. If the preceding conflicts were not suitably handled, despair may result in later life (Liebert & Spiegler, 1982, 88-92).   Ã‚  Ã‚  Ã‚  Ã‚  Piaget was most interested in the learning stages for the child, while Erikson carried his stages through the life cycle. Both indicate how the stage of adolescence is part of a continuum, however, prepared for by childhood and leading to adulthood. Further research may differentiate even more divisions over the adolescent years.   Ã‚  Ã‚  Ã‚  Ã‚  References   Ã‚  Ã‚  Ã‚  Ã‚  Flavell, J.H. (1963). The developmental psychology of Jean Piaget. New York: D. Van Nostrand.   Ã‚  Ã‚  Ã‚  Ã‚  Furth, H.G. (1969). Piaget and Knowledge. Englewood Cliffs, New Jersey: Prentice-Hall.   Ã‚  Ã‚  Ã‚  Ã‚  Liebert, R. M. & M. D. Spiegler (1982). Personality: Strategies and issues. Homewood, Illinois: The Dorsey Press.   Ã‚  Ã‚  Ã‚  Ã‚  Whitbourne, S.K. & C.S. Weinstock (1986). Adult development. New York: Praeger.

Analysis of A Raisin in the Sun Essay -- Krannert

"A Raisin in the Sun" Analysis Upon walking out of Krannert's production of "A Raisin in the Sun," an eerie silence drizzled about the audience as people murmured and slowly shuffled towards the exits. After witnessing such a powerful yet melancholy piece of theater work, words seemed inappropriate. For three hours, "A Raisin in the Sun" encompassed us with racial, economic, and social issues of the 1950s. Swirling portions of humor, disgrace, pride, and sadness into a smooth blend, the play developed many twists and turns that kept the audience and myself completely alert. Throughout the three acts I could feel the audience, as well as myself, totally devoting themselves to the play. But after taking a step back, the play proved to produce much more than tears, gasps, and laughter; it created a new perspective of African American lifestyles in the 1950s. When my father and I first settled in the theater, I immediately scanned the crowd. On the way to the production I envisioned, as superficial as it may seem, an auditorium crammed with African Americans and college students. But to my surprise, the majority of the playhouse flooded with middle‑aged Caucasian people. With suits and dresses on, clearly they were financially well off. On the contrary, I only observed a few African American people. I expected that more African American families would attend a play that pertained so relevantly to their past. Nevertheless, the demographics still posed an interesting point about who goes to these plays. As a side note, I also observed many young children there. I thought this reflected well of the parents/guardians who brought them. It thoroughly proved to me that adults willingly want to teach their children, whether they... ...n in the 1950s. Sure, I studied the 1950's racial problems in grammar school, but it was a thoroughly different experience when told as an appalling story of discrimination. Noting the difference between my father and I, it clearly shows how times have changed for the better in our society. Overall, "A Raisin in the Sun" affected me in an enormously positive way. The contents of this essay do not even touch what the real experience was like. It not only provided an insight into a family's life in the 1950s, but also shaped a window into their personal lives. Spanning over only a couple of weeks, the play powerfully dove into the details and drama of the Younger's lives. With talented theatrical performances and a wonderful script, "A Raisin in the Sun" gave the audience much more than just an insight into the lives of African Americans, it let the audience live it.

Employed vs Self-Employed Essay

Many people have a variety of goals and personal preferences when it comes to employment. While some people enjoy less stress, which comes from being provided with an average job and being told what to do. Others would agree that self-employment is better. Being self-employed is better than a nine to five job because it allows one to follow one’s own schedule and enjoy being able to achieve his own goals. First, being self-employed allows people to have a wide window of flexibility. On the other hand, a normal nine to five job requires mployees to be at the office by a specific time and they can leave until they are told to do so. There are very strict rules about the numbers of breaks employees may take and lunch hours must be taken within a specific time frame. Employees are given a certain amount of sick days and vacation. Employees are given very little choices and must follow all of the rules. Violating rules may result in verbal warning or even termination of employment. However, those that are self-employed can make all of the decisions without risk of consequence. Being self-employed allows people to completely set heir own schedule and have control of their own work life. Second, being self-employed allows people to focus on achieving their own goals. When one is not self-employed, he must follow and complete the task given by his supervisor. If employees try to pursue their personal goals during working hours it will likely result in termination of their employment. Employers have very little regard for the goals of their employees; their primary concern is their business. However, those that are self-employed are free to pursue whatever goal they want to achieve. If a specific task or rocess dose not fit what they have in mind the self-employed can immediately adapt or change to something that is more appropriate for them. In conclusion, People have a wide variety of employment preferences: while some people want the safely of a regular paycheck, others prefer the freedom to pursue their own goals. It is better to be self-employed because of the additional flexibility to pursue one’s own goals no matter what they may be. Being self- employed also allows a person to pursue his dreams and goals rather then being stressed at work, working paycheck to paycheck working under someone.

Intro to Macro Notes

A situation In which unlimited wants exceed the Ilmlted resources available to fulfill those wants Economics: The study of the choices people make to attain their goals, given their scarce resources. Economic Model: A simplified version of reality used to analyze real-world economic situations.Often based on unrealistic assumptions that simplify the problem at hand without substantially affecting the validity of the answer No one model can address every important topic, so we will learn diff models as we study difftopics Economic analysis may be positive or normative: Positive analysis: Analysis concerned with what is Positive statements can be evaluated as true or false using only data. For example, â€Å"After speeding cameras were Installed on 1-38, the average speed of motorists dec reased. † Normative analysis: Analysis concerned with what ought to be.Normative statemnts involve personal values, so they cannot be evaluated as true or flase using only data â€Å"the gover nemtn should install addition speeding cameras on 1-380 Economics is studied on two levels: Microeconomics: The study of how households and firms make choices, how they nteract in markets, and how the government attempts to influence their choices. Macroeconomics: The study ot the economy as a whole including topics such as Inflation, unemployment, and economic growth. Micro and macro are closely Interwlned because changes In the overall economy arise from the decisions of individual households and firms.CHAPTER 2 Trade off: The idea hat because of scarcity, producing more of one good or service means producing less of another good or service PPH A curve snowlng tne maxlmum attalnaDle comDlnatlons 0T two products tn ay be produced with available resources and current technology The PPF is an economic model used to analyze the tradeoffs that individuals firms, and countries face when deciding how to employ their scarce resources. Combinations outside the PPF are unattainable, given t he available resources and current technology (scarcity) Combinations inside or on the PPF are attainable, given current shit.Inside the PPF is ineffificent, reosuces are not being used and possible for economy to produce more of one without making more of other Comibinations of the PPF are efficient because the maximum output obtained from he available resouces are current technology so it is impossible for the economy to produce more of one good without producing less of the other(Trade ofO Oportunity cost: The highest-valued alternative that must be given up to engage in an activity Every choice has an opportunity cost because every choice has a next-best alternative In our pPF example near can use all is avaible resources and current technology to produce either 200 laptops per week or 400 tablets per week 200L=400T so 1 L=2T and IT=O. L Near's Marginal opportunity cost of 1 laptop is constant at 2 tablets, meaning that for Near to produce 1 more laptop, it must give up producin g 2 tablets; inversely, Near's marginal opportunity cost of 1 tablet is constant at one-half of a laptop, meaning that for Near to produce 1 more tablet, it must give up producing one-half of a laptop In the same example, Far can use all resources and currnet technology to produce either 220 laptops per week or 1100 tablets per week 220L=1100T, so IL-5T and IT=. 2L Fars marginal opportunity cost of 1 laptop is constant at 5 tablets, and Fars marginal opportunity cost of 1 tablet is constant at one-fifth ofa laptopA bowed-out PPF illustrates increasing marginal opportunity costs: as the economy increases it production of one good in one-unit increments, it must decrease tis production of the other good by larger and larger amounts (see page 44 of the textbook for a numerical example) I nls occurs Decause some resources are netter sultea to produce one g ratner than the other A bowed-out PPF is more realistic than a straight-line PPF but we use straight-line PPFs for simplicity (the c onclusions are the same for both) At any given time, the resources available to an economy are fixed, but over time, the esources available to an economy may increase or decrease. When an economy gains resources, its PPF shirts outward, and when an economy loses resources , its PPF shifts inward An improvement in technology makes it possible for an economy to produce more goods and services with the same amount of resources, so the economy's PPF shifts outward when technology improves. Economic Growth: The ability of the economy to increase the production of goods and services. Outward shifts of an economys PPF represent economic growth EXAMPLES: illustrate the effect of each of the following on a bowed-out PPF for corn and computers:Comparative advantage: The ability of an individual, a firm or country to produce a good or service at a lower opportunity cost than competitors Near has the compartative advantage in the production of laptops: Far's marginical opportunity cost of 1 lap top is 5 tablets, while nears marginial oppurnity cost of 1 laptop is only 2 tablets. Far has the comparative advantage in the production of tablets. Near's marginal opportunity cost of 1 tablet is one-half of a laptop, while far's marginal opportunity cost of 1 tablet is only one-fifth ofa laptop. It is possitble o have the absolute advantage without having comparative advantage n production of that good (far and laptops) It is possible to have comparative advantage without having absolute advantage too. near and laptops) Gains from trade arise form specialization and trade are based on comparative advantage.