Like Water for Chocolate Essay

Suggests that the soup has made her feel like a baby again given that while she is still in her mom’s belly she cries very hard when onions are chopped and it suggest the impact of food to Tita. After drinking the soup Tita has miraculously recovered from the loss of pigeons which she kept as pet and that triggered her sense of loosing Pedro and R erself to cook she fell in love with it and got a part time job as an assistant to a cooking teacher. Even though she has a lack of precision she was hired because she wasn’t afraid to fail and has a passion to cook unlike the others and getting hired made her feel confident, hence gaining control of life through cooking. The protagonist, Tita in Like Water for Chocolate gains control through cooking as well. Cooking is the only thing Tita love to do because Mama Elena bans her from doing a lot of things; the kitchen is the area where she can retreat from Mama Elena’s demands. When she cooked quail in rose petal sauce she controlled and triggered a lot of people’s emotion. Her sister Gertrudis was the first on affected by the dish, it aroused her sexual desire. She fled naked from her burning shower and when on a horse, galloping away with a soldier. Another incident where she gained control is the Chabela wedding cake she made for her lover Pedro and Rosaura. Even though she couldn’t stop the wedding, she made everyone cry. She made people cry for her tragic experience not only the guests cried, Mama Elena cried as well. She lost control of her life but through cooking she gain control of people’s emotions. In Like Water for Chocolate, food is not just a nutrition it acts as a very important nurturing role. The ox-tail soup Dr. John gave Tita has recalled the best moments of her life and brought back memories of her and Nacha making ox-tail soup together, chopping onions. It suggests that the soup has made her feel like a baby again given that while she is still in her mom’s belly she cries very hard when onions are chopped and it suggest the impact of food to Tita.

Developing An Inclusive Education System Education Essay

For the last few decennaries, there has been an addition in the figure of states which aimed at doing their instruction systems more inclusive. This purpose has been in the docket of both developed and developing states with fluctuations in their definitions of inclusion, policy devising schemes and school patterns. In add-on, experiences of these states in their attempt to develop inclusive instruction systems have faced peculiar challenges ( Ainscow, 2005 ) , with the instance being more terrible for developing states where it has been improbable to detect a important accomplishment in their test to develop inclusive instruction ( Eleweke and Rodda 2002 ; Mittler 2000 ) . Turkey, as a underdeveloped state, has committed to developing inclusion in schools for about two decennaries ( Eleweke and Rodda 2002 ; UNESCO 1994 ) . Since so, nevertheless, transmutation of The Turkish Education System to an inclusive 1 has been sing serious challenges although there have been several positive stairss taken towards bettering inclusive policy and pattern. This reappraisal is concerned with the procedure of Turkey in developing inclusive instruction while taking to lend to the limited literature which critically reviews Turkey ‘s place in this procedure. After the behavior of hunt is discussed, the procedure towards inclusive instruction will be reviewed under three wide footings: Definition of inclusion as reflected on policy and pattern, the passage procedure from instruction in particular schools to inclusion, and the current barriers against inclusive instruction.Behavior of SearchThis literature reappraisal is loosely concerned with the field of inclusive instruction and specifically explores Turkey ‘s place in developing inclusive instruction. Therefore, the hunt for this reappraisal was started with the scholarship of taking people in the field of inclusive instruction and was limited to literature about Turkey. The standard for utilizing the literature was convenience with the intent of reappraisal. In be aftering t his piece of literature reappraisal, several types of paperss were searched for through some cardinal footings and in some databases and web sites. Appendix 1 nowadayss a elaborate tabular array of the hunt footings used, web sites and databases searched, the figure of paperss reached in any twelvemonth and the figure of paperss used.Definition of InclusionRecently, an inclusive instruction system has been a common end in the docket of many states. However, there have been fluctuations in the manner inclusion was defined by these states ( Ainscow et al. 2006a ) . In many of the definitions, a often changing facet has been the mark population identified as capable to inclusion which brought about the inquiry of ‘who is inclusion for? ‘ Based on this inquiry, it has been possible to follow policies and patterns which have focused on pupils from the most vulnerable groups to all possible scholars ( Ainscow et al. 2006a ) . In 1994, ninety two authoritiess from different parts of the universe endorsed that schools would move in a model which would to the full include every scholar, no affair what characteristics the pupil possessed ( UNESCO, 1994 ) . These features could be diverse physical, rational, societal, emotional and lingual belongingss. Despite this model, nevertheless, it has been hard to follow a common apprehension and incorporate patterns based on the statement ( Ferguson, 2008 ) . For illustration, while the tendency in developed states, such as the UK and the USA is towards an apprehension of inclusion for all scholars, many developing states have based their policies and patterns on inclusion of handicapped pupils ( Gaad 2010 ; Slee 2010 ; Ferguson 2008 ) . Turkey, like many other developing states, has identified handicapped pupils as the most vulnerable groups in instruction and adopted an apprehension of inclusion which places handicapped pupils in mainstream schools ( Gaad 2010 ; Rakap and Kaczmarek 2009 ; Turkish Prime Ministry 2008 ) . As the first typology of conceptualisation of inclusion by Ainscow et Al. ( 2006b ) illustrates, Turkey ‘s definition of inclusion is similar with authoritiess and schools which have based their policies and patterns on the inclusion of handicapped kids. In 1997, the Particular Education Regulation ( No. 573 ) which was considered as the first ordinance towards inclusive instruction was enacted. Since so, all ordinances and Torahs in Turkey have referred to inclusion of handicapped kids into mainstream schools. As for the disablement classs identified, the groups subject to inclusion were defined as ocular, hearing and wellness damages, physical, mental, address and linguistic communication, larning and emotional and behavioral disablements ( Turkish Prime Ministry, 2008 ) . In the Particular Education Regulation of 1997, every bit good as other ordinances such as The Particular Education Services Regulation in 2006, several definitions were made by the ministry which founded the footing for the inclusion of handicapped kids ( Melekoglu et al. 2009 ) . One of the most radical statements was the consideration of particular instruction as portion of the regular instruction. With this in head, regular instruction categories were defined as least restrictive environments where instruction of handicapped kids should be encouraged. As a consequence of this, referral of handicapped kids every bit good as assignment of particular instruction instructors to regular instruction schools accelerated in the last 10 old ages ( Turkish Ministry of National Education, 2012 ) . Another point emphasized by the ordinances was the duty assigned to mainstream schools to be after and supply educational and support services to handicapped kids ( Melekoglu et al. 2009 ) . Each school was required to fix and implement an individualised instruction program for each kid. However, this subdivision which emphasized singularity of pupils was followed by another portion in the ordinance, which defined particular instruction services to be provided for separate classs of handicapped pupils, instead than stressing pupils with single and alone demands. This nature of the ordinance, hence, has created instruction programs which overlooked single demands and included standard aims and services for peculiar disablement groups. As a decision, analysis of policies in Turkey reveals the world that inclusion merely refers to the arrangement of handicapped kids in mainstream schools ( Gaad 2010 ; Turkish Ministry of National Education 2010 ; Turkish Prime Ministry 2008 ) . Slee ( 2010 ) claims that sing inclusion as the integrating of merely handicapped kids weakens the inclusive schooling advancement in the broader sense. However, although it seems to be a restriction to overlook the demand to include other kids from vulnerable groups ( e.g. scholars non needfully diagnosed with a disablement ) , the procedure can still be perceived as a measure taken to do schools more inclusive by go forthing behind the thought of categorising and puting handicapped kids in particular schools where they were antecedently seen as ‘others ‘ ( Gaad, 2010 ) . In add-on, the developmental degree of the educational systems and the world of handicapped pupils as one of the most unintegrated groups in hapless and developing states might take states to concentrate more on inclusive patterns for handicapped pupils. In this context, there is a demand for more policies, resources and betterment of powerful support systems to travel beyond the point of including merely the handicapped requires. In add-on, this procedure might necessitate more clip in states where inclusive instruction is still immature ( Gaad, 2010 ) .Passage from Education in Particular Schools to InclusionThe field of instruction, in the 20th century, underwent a substantial test to legalize the principle for particular instruction ( Armstrong, 2010 ) until new statute laws and patterns started to take an issue with old particular educational theories and patterns ( Thomas and Loxley 2001 ) . For the last few decennaries, there has been a surcease in the enlargement of particula r instruction schools non merely in wealthy but besides in hapless and developing states as many decision makers have started to turn to inclusion in authorities policies and school patterns ( Ainscow et al. 2006a ) . Turkey, as a underdeveloped state, has been in the procedure of the passage from instruction in particular schools to inclusion since its indorsement of the Salamanca Statement ( UNESCO, 1994 ) . Until a few old ages ago, the dominant tendency towards instruction of handicapped kids was based on segregating them in particular schools harmonizing to a categorization based on their disablements and supplying them with particular educational services. However, the Ministry of National Education has started to stress and back up the instruction of handicapped kids with their equals in regular schools. For a decennary, the accent and support for inclusion has invariably been told to schools and parents in order to include them into a system where the inclusive instruction and its cardinal rules are adopted and supported ( Melekoglu et al. 2009 ) . In Turkey, contemplations of the altering attitude towards inclusive instruction have been discernible on the policy of the Ministry of National Education. For illustration, the 37th article of The Particular Education Services Regulation ( 2006, p.3 ) states that â€Å" The Ministry of National Education is responsible for opening particular schools for handicapped pupils. However, the precedence should be given to the mainstream instruction of handicapped pupils together with their usually developing equals in regular schools. † This statement evidently underlines the altering attitude of the authorities favoring inclusion on policy paperss. There were two other marks of the altering position of the Ministry towards a more inclusive system. First, The Particular Education Services Regulation ( 2006 ) included a portion which explained the inclusion procedure to schools in item. The other mark was the book published by the Ministry and gave detailed information about inclusion to pull attending of the stakeholders ; viz. parents, instructors and decision makers ( Turkish Ministry of National Education, 2010 ) . Official statistics by the Ministry show that the figure of handicapped pupils in mainstream schools has significantly increased for the last 10 old ages ( Turkish Ministry of National Education, 2012 ) . This addition in measure is important compared to the figure a few old ages ago ( see Figure 1 ) . Despite this, about half of the handicapped kids are still placed in either particular instruction schools or particular instruction schoolrooms within mainstream schools ( Turkish Ministry of National Education, 2012 ) . Furthermore, the first option for arrangement of pupils with some type of disablements, such as ocular and hearing damages, is the particular instruction school, normally due to the deficiency of related staff in inclusive schools. Such a state of affairs creates an unconscious penchant for the inclusion of some type of disablements, such as mental deceleration, and ignorance of other disablement groups. Figure 1. Number of handicapped pupils in mainstream schoolrooms between the old ages 2000-2012 ( Beginning: Turkish Ministry of National Education, 2012 ) . Another point worth enquiry is the degree in which inclusion of handicapped pupils is taking topographic point. In Turkey, there are three degrees for inclusion among which there is a dramatic difference in footings of the figure of handicapped pupils ( see Table 1 ) . Harmonizing to recent statistics by the Ministry ( 2011 ) , addition at primary degree is assuring whereas inclusion of handicapped pupils at preschool and high school degrees is still non satisfactory with regard to measure. One of the grounds for this state of affairs was the mandatory educational period which was 8 old ages and did non include the preschool and high school periods. However, the most recent statute law by The Grand National Assembly of Turkey ( 2012 ) increased the mandatory instruction period in a manner that it will include the preschool ( 3 to 5.5 old ages of age ) and high school. This is expected to diminish the dropout rate of the handicapped pupils and increase the figure of handicapped pupils in pre and high schools.Educational DegreeNumber of ClassroomsNumber of StudentsPreschool ( 3 to six 6 old ages age )288 588Primary ( Grades 1 to 8 )40810 84637High School ( Grades 9 to 12 )4573 7775Entire45671 93000 Table 1. Number of handicapped pupils in mainstream schoolrooms harmonizing to educational degrees in 2011 ( Beginning: Turkish Ministry of National Education, 2011 ) . To reason, contemplations of the passage to inclusive instruction in Turkey have been slightly discernible on the policy degree. However, promising progresss at the policy degree have seldom been accompanied by satisfactory execution ( Rakap and Kaczmarek 2010 ) in schools. Research findings have been systematically demoing that there have been jobs experienced in countries such as service proviso, course of study, inclusive school community and staff measure and competence. These jobs are discussed in the undermentioned chapter.Barriers against Inclusion in TurkeyThe world of inclusive instruction has been ruling the universe, with many states taking to develop their systems to a more inclusive construction and implement more inclusive patterns in schools ( Lindsay, 2007 ) . However, this world is non without its challenges and duties both for developed and developing states ( Ainscow, 2005 ) with the jobs being more serious for the latter ( Mittler, 2000 ) . In Turkey, like many other developing states, challenges and duties have been invariably experienced during the test to further inclusion in schools. In this test, three barriers have been identified and discussed in this chapter. These are negative attitudes towards inclusive instruction, jobs experienced in planning and supplying support services and deficiency of human resources ( Kuyumcu 2011 ; Polat 2010 ; Rakap and Kaczmarek 2010 ) .Negative AttitudesFor a few decennaries, research findings have shown that inclusive instruction produces positive consequences non merely for handicapped pupils who are placed in inclusive scenes but besides for their equals without disablements ( Lindsay 2007 ; Balderrama 1997 ; Staub and Peck 1994 ) . However, a considerable sum of this research besides underlines that it is improbable for educational systems to better their inclusiveness unless there are positive attitudes in professionals in schools ( Polat 2010 ; Antonak and Larrivee 1995 ) . Because professionals assume a important function in supplying educational services both for handicapped and non-disabled pupils. In a school, a welcoming inclusive clime in which professionals have positive attitudes towards diverseness and inclusion is necessary ( Booth and Ainscow 2002 ) . In Turkish schools, findings of research have shown that school professionals do non hold sufficiently positive attitudes towards inclusion of disables pupils. For illustration, Rakap and Kaczmarek ( 2010 ) investigated attitudes of general instruction instructors who work in public simple schools in Turkey and found important negative attitudes held by them. Similarly, school counselors in Turkey, harmonizing to Polat ( 2010 ) , have non still had stable positive attitudes towards the inclusion of handicapped pupils. Such research findings show that the current stance of Turkish schools in footings of positive inclusive attitudes has non created a satisfactory feeling.Insufficient Support Services and Non-Inclusive CurriculumThe literature on inclusive instruction in Turkey displays the troubles experienced by pupils, ins tructors, parents and decision makers. Harmonizing to the Educational Reform Initiative in Turkey ( 2011 ) , a basic job underlying these troubles is the deficiency of inclusive course of study and support services for handicapped pupils. In an environment where the figure of handicapped pupils come ining inclusive scenes is invariably increasing, schools have seldom been able to suit this addition in footings of their existing course of study. It is expected from a school to set up a course of study in which single demands of handicapped pupils are represented and met. However, the purely centralized and standard nature of the course of study in Turkey has made it hard to stand for the demands of handicapped pupils within the content of the course of study ( Sucuoglu and Kargin 2008 ) . In the Turkish Education System, the policy expects that an single instruction program ( IEP ) must be planned and implemented for each handicapped kid who is placed in a mainstream school ( Turkish Ministry of National Education, 1997 ) . In add-on, support services ( e.g. guidance, address therapy etc. ) should direct pupil demands. However, surveies show a contrary state of affairs with these outlooks. For illustration, a recent survey has shown that the procedure of service planning was carried out in merely 37 % per centum of the inclusive primary schools and merely five per cent of the schools had an IEP squad ( Kuyumcu, 2011 ) . In another survey conducted by the Educational Reform Initiative ( 2011 ) , 23 per centum of the instructors reported that they did non fix an IEP for the handicapped pupils in their categories whereas merely 44 per centum of the parents stated that an IEP was implemented for their handicapped kids. As a consequence, it is likely to detect pupils and p arents who perceive instruction as disused and to happen handicapped pupils who dropout mainstream schools after a piece.Lack of Human ResourcesAmong the success factors of inclusive pattern, sufficient human resource in footings of measure and quality is an of import component. Harmonizing to a recent survey ( Educational Reform Initiative, 2011 ) ; the advancement made by Turkish Educational System in footings of human resources in inclusive instruction is non satisfactory. To better advancement, it is inevitable to use more professionals, such as general instruction instructors, particular instruction instructors and school counselors, who can lend to the execution of inclusive pattern in schools ( Sucuoglu and Kargin 2008 ) . For illustration, it can be seen that the mean Numberss of pupils in primary and high schools served by a counselor are 1225 and 554, severally ( Turkish Ministry of National Education, 2012 ) . Equally far as such statistics are taken into history, deficie ncy of professional staff might be considered as an of import job. Teachers play a cardinal function in inclusion because they are the organizers of single demands and suppliers of educational and support services. Therefore, troubles experienced by instructors within schoolrooms exacerbate the success of inclusive patterns ( Sucuoglu, 2004 ) . For illustration, a job reported by instructors is the trouble in schoolroom direction. In Turkish mainstream schools, merely one general instruction instructor serves all pupils within one schoolroom and it might acquire more hard to pull off when handicapped pupils are placed in this category because it is reported that ( Educational Reform Initiative, 2011 ) pupil instructors at university do non have appropriate preparation to such conditions. In an inclusive instruction system in which all pupils are full members of a school, each pupil is assessed with regard to his or her single public presentation. However, instructors in Turkish schools have reported that they have troubles in measurement and measuring success of handicapped pupils in their schoolrooms ( Sucuoglu, 2004 ) . Equally far as unrealistic aim authorship and public presentation finding are taken into history, it might acquire more hard for instructors to measure public presentation against unrealistic standards.DecisionInclusive instruction is a procedure which includes several variables and stakeholders ( Idol, 2006 ) which invariably influence the inclusive instruction procedure because each of them carries out a critical function in determining the success of inclusion. Therefore, diminishing the spread between the inclusive policy and its execution, every bit good as heightening the advancement made by schools in their inclusive pattern, requires a holis tic position towards inclusion and its elements ( Educational Reform Initiative, 2011 ) . Particularly in developing states which are at the beginning of their inclusion journey, puting inclusive systems is possible by concentrating on each component of the system and their interrelatednesss. As an of import component of an instruction system, attitudes of school staff towards inclusion are of important importance for making an inclusive environment at school. It is known that these attitudes towards inclusive instruction and inclusion of handicapped kids might positively alter when stakeholders receive preparation at any degree of their professional life ( Sucuoglu, 2004 ) because professionals who feel unqualified about their accomplishments in footings of working in an inclusive scene might be loath in working with handicapped pupils ( Aydin and Sahin 2002 ) . Finally, the demand for a fluctuation in the proviso of support services and an inclusive course of study in mainstream schools of Turkey is high because more pupils with diverse backgrounds are come ining mainstream schools with single demands and diverse backgrounds. Both in the schoolroom and exterior, pupils require support, specific to their single demands. In supplying this support, cooperation with households and audience with co-workers and other professionals is known to lend to the development of more inclusive schools ( Booth and Ainscow 2002 ) . As for the course of study, the advancement made on the policy degree might be extended to the development of more inclusive course of study by The Ministry which develops centralized course of study and has schools follow them.ContemplationsTransporting out this literature reappraisal has made me face two worlds. The first 1 was the scope of necessary accomplishments which must be recruited during the procedure. Geting these acco mplishments entails advanced academic preparation every bit good as battle in lasting reading and authorship which are disputing. The 2nd world was the influence of the reappraisal procedure on my premises and larning. As it requires lasting reading, some of the premises which I had before get downing, needed either alteration or complete alteration. As a consequence of this, I encountered new cognition, new writers, new books and new manners of composing. Combined with the tips I gained during the class preparation, the procedure contributed to my assurance in critically analysing a piece of authorship and developing an statement about it.Word count excepting the figure and tabular array: 3296

Biblical Reference For the Catholic Mass Term Paper

Biblical Reference For the Catholic Mass - Term Paper Example The history of Christianity is a testimony justifying that fact, as the Catholic Mass has been the same way since the time of the Apostles and the first Christians. Sources opine the Mass as an interesting call as it links Christians to God in the flesh when they go in front for the Holy Communion1. This paper will give a biblical reference for the Catholic Mass. The Catholic Mass involves a ceremony, incense, and golden chalices. The early Christians were men of culture and time. They held ceremonial events because they were descendants of this style of worship. Later, Christians inherited these styles through organic and natural means from their Jewish origins. Before the Constantine legalized Christianity in Certa, Christians used inventories besides the Scriptures. According to the written inventories, Christians used a number of inventories, which included two golden chalices, six silver dishes, six silver chalices, seven silver lamps, and  a silver bowl. This was indeed a cer emony! The Bible tells us that Noah prepared burnt offering whereby the scriptures establish that the â€Å"odor delighted the Lord† (Gen 8:21)2. This indicates that Catholic Mass has Biblical reference. Most Christians know about the Law of Moses, but remarkably few understand its link to Catholic Mass. A closer outlook shows that God did not come to pick the faithful or abolish the law but rather fulfill it. (Mat 5:17). Facts about the Law of Moses show that it had a heap of vestments and ceremonies involved in it. Jesus liked teaching in temples. In fact, He loved it and named it â€Å"My Father’s House† (Luke 2:49 and John 2:16). This shows that Jesus was into ceremony and even the Heaven talks about a ceremony. In Rev 5:8, twenty-four elders floored in front of the lamb, and they all held golden bowls filled with incense and a harp. The book of Revelation reveals that an angel who appeared in golden censer and stood in front of the altar. This angel receive d a large quantity of incense during prayers  at the altar (Rev 8:3). With reference to the Bible, these are some of the reasons as to why Catholics uphold the spirit of ceremonies. In fact, Book of Revelation gives a description with regard to the Catholic Mass. Revelation gives a lot of emphasis and spiritual attachment to the holy Mass. Catholic Church regards Mass as proper and authentic sacrifice, which is the same as Holy Communion. Anglican churches also offer Mass as proper sacrifice to God. In many churches, the sacrifice of Mass starts with thanking the Lord. In this first part of the Mass, Anglicans give thanks to God because of His blessings, which He has bestowed upon them. The second part of the mass according to Anglican Church entails repenting of sins. Christians plead to the Lord to pardon their sins and purify them in order to offer true and clean sacrifice. Lastly, Anglicans offer themselves as a sacrifice to the Lord who created all the creatures in the earth. Christians participate in celebration of Holy Communion in this part of the Mass. This is what Christians call the Eucharistic sacrifice. Eucharistic sacrifice is the true blood and body of Jesus Christ. There is a contention among churches over the sacrifice of Eucharist. Churches have differed over forms of celebrating this sacrifice. For instance, Catholics have a varied form of offering their Mass. There are many scriptural proofs regarding Mass in Old and New Testaments. Melchisedech and Jesus Christ in the last supper are examples

Models of successful principal leadership Essay Example | Topics and Well Written Essays - 500 words

Models of successful principal leadership - Essay Example According to the author, â€Å"many successful leaders in schools serving highly diverse student populations enact practices to promote school quality, equity and social justice through: building powerful forms of teaching and learning; creating strong communities in school; nurturing the development of educational cultures in families; expanding the amount of students’ social capital valued by the schools† (Gurra p 372). Therefore this study opens a new horizon for potential researches. For example, it is possible to investigate leadership development among principals. At this stage occurs an idea of possible training programs’ involvement in the process of education and work of current and future principals. Furthermore it is necessary to fill in a research gap of leadership development among teachers. If to widen views on leadership development among teachers it will be possible to foster innovations and to make educational process more diversified and multi-sided. The author states: â€Å"In addition to engaging in a core set of leadership practices, successful leaders must act in ways that acknowledge the accountability-oriented policy context in which almost all work, including the market, decentralization and professional and management accountability† (Gurra p 372). The question: â€Å"how a principal can rich successful school leadership?† is very interesting to discuss. This research considers not leadership as the main object of investigation, but educational program itself. A real leader is considered as an individual who takes part in every aspect and does not miss anything. We understand that a leader should be sincere and open and his main goal should be to take part in school life and educational process. Moreover, we should consider underpinnings of principal leadership, which are oriented not on the leadership qualities of a separate

Business research literary review on action research Essay

Business research literary review on action research - Essay Example The sequence of steps includes â€Å"once scenario is studied: a corrective plan is determined, planned and implemented; results of the action are observed and recorded; and the action is assess as effective or not† (Cooper & Schlinder, 2011). This literature review will take a journey through the foundations of action research, cases using action research and opportunities opened because of action research. Foundations of Action Research: Stephens, J., Barton, J., & Haslett, T. (2009). Action Research: Its History and Relationship to Scientific Methodology. Systemic Practice & Action Research, 22(6), 463-474. doi:10.1007/s11213-009-9147-7 As it has been discussed briefly in the introduction, action research is a method of research that seeks to address practical problems. In such a way, it oftentimes deviates from the standard approach in which the scientific method seeks to identify an issue, theorize with regards to a solution, and/or measure whether or not such a theory is relevant and pertinent. Ultimately, this key level of deviation is one of the core compliments of why action research came to be born out of the already working processes of the scientific method. Stevens et al. ... The authors indicate that these drawbacks are concentric around whether or not the idea is more driven from the researcher’s agenda or more driven from the participants; whether or not individuals are motivated by an instrumental goal of whether or not a narrow level of focus skews the research results with regards to applying it to a larger test group or situation. Naturally, this is not to say that action research is inherently flawed; rather, it merely denotes the fact that it holds a level of benefit as well as a level of difficulties as compared to traditional scientific methodological research. Boog, B. M. (2003). The emancipatory character of action research, its history and the present state of the art. Journal Of Community & Applied Social Psychology, 13(6), 426-438. Many researchers have underscored the fact that from the very beginning action research has been intended to be an emancipatory style. Compared to traditional scientific methodological research, action re search is something of a free-form and evolutionary style that allows participants to engage in a double-sided process of research. Moreover, due to the fact that the relationship between the researcher and the subjects is so critical with regards to developing a key level of inference and/or determinacy, Boog (2003) notes that the evolving character of action research demands a high level of emphasis be placed upon the approach with which the researcher engages the participants. Although Boog argues that this is not a new construct of action research, he also denotes the fact that without a type of constraining influence, the evolutionary history that has thus far been exhibited with regards to action research will ultimately transform it into an unrecognizable entity. As a direct

Banana supply chain Australia Term Paper Example | Topics and Well Written Essays - 2500 words

Banana supply chain Australia - Term Paper Example This is supported by the fact that almost the whole population has a banana at least a day. This is represented by over 95% of the general population. To meet this demand, there is need for mass production and an efficient supply chain in order to reach the consumers on time. Statistics indicate that the small scale farmers are the main suppliers of the bananas within the Australian market. North Queensland is the religion that is said to be very productive (Peckham 2011). It is the core region from where most of the bananas come from. Ingham is said to be one of the most productive region supplying the highest percent to the market. It is therefore imperative to note that most of the bananas are grown from the northern part of the country and have to be transported to the southern part. This is owing to the fact that most of the towns and population is found in the southern parts. For that reason, it is imperative to have an elaborate transport network that will ensure timely supply of products to the market. Supply chain It is indicated that the banana supply chain in Australia varies from place to place depending on the preference of the farmers (Nossal, 2009). One of the major supply chains however, is where there is the presence of an agent, who supplies to the wholesalers. The latter sell to the retailers who later sell the bananas in low quantities to the customers. The other common ones are from the farmers who sell directly to large wholesales, who also sell to the retailers. Finally, certain large retailers are also able to purchase directly from the farmers and then later to the customers. The latter is preferred by most marketers since there is little damage that is incurred during the transportation of the bananas to the market. This is owing to the fact that banana is a very delicate product and also very perishable. Big losses are incurred in the process of transportation especially where they have to be transported to large distances. For that r eason, there is a plan within the local market to bring the number of middlemen as low as possible. The main type of transportation network is the highway roads which connect directly from the farmers to the large markets in the southern parts of the market. Large trucks are loaded with the bananas and have to transport them over long distances. For instance, one of the longest distances is said to be 2,600km in order to reach the consumers (Nellemann 2009). This therefore indicates that there is need to have a reliable transport network that will not affect the supply of bananas. The price of bananas has been on the rise hitting as high as 5 dollars per kilogram. There are various factors that are said to contribute to this high prices ranging from weakening of the dollar as well as low supply. The latter is caused by among other factors poor weather conditions and effects on the roads (Nossal, 2009). Farmers also face losses owing to the adverse weather conditions that affect the countries from time to time. Most of the farmers who rely entirely on the rains may not produce enough or quality bananas that can compete favorably in the market. It is also indicated that some of the agents take advantage of the farmers by purchasing the bananas at low prices. This kind of exploitation denies most of the farmers enough capital to increase productivity. Factors affecting the supply chain The

Do we think for ourselves or does society determine what we think (the Essay - 1

Do we think for ourselves or does society determine what we think (the social construction of reality) - Essay Example Society determines us; the life of an individual and how he/she thinks is determined and moulded by the society the individual lives in: this form the thesis of my paper. An analysis of different stereotypes and concepts will be carried out to help prove this statement. A critical society is one with individuals who value critical thinking as well as value those who are practicing it.   Its most distinguishing feature is that it stresses on thinking as central to the emancipation of mind, to the development and preservation of the species and to the establishment of just practices. Unfortunately, no critical society exists in the world.   The concept represents an ideal that is yet to be achieved and actualized.   However, there are some professions and culture on earth in which critical thought is the characteristic of everyday social and personal life. The world is occupied by superficiality, bias, prejudice, distortions, manipulation, lies, deception, short sightedness, hypocrisy, close-mindedness, righteousness, on and on, in each culture in every part across the world.   These problems in our thinking occasion untold negative implications such as fear, sadness, anxiety, hopelessness, suffering, pain, injustices of every thinkable kind. People have an incredible capacity for reasonability and rationality.   The history of our accomplishments, achievements and contributions, initiated and shaped by our society well documents this fact.   Nonetheless, for the better part, this capacity should be actively developed by the mind.   It is our second nature determined by our society. What is more natural to our mind, whatever comes first concerning human tendencies, and habitually takes priority, is an orientation emphasized on self-gratification, self-protection and self-interest.   This perspective is inborn, and most people would say it`s necessary for survival. To visualize that our societies are critical

Sustainable Development for a Stable Future Essay

Sustainable Development for a Stable Future - Essay Example When new businesses come into existence, it is largely under the principles of established businesses and therefore unsustainable and environmentally harmful ideals are fostered at the initial period. If attitudes were to change at the fundamental structures of business, people could set up organisations that nurtured and conserved the environment instead of using it up for profit. The former is what has been termed sustainable development. The idea has been difficult to promote to society, since it seems to involve a complete change of ideals when it comes to business and daily life; regardless of this hesitation, can sustainable development be the way towards a healthy environmental future world wide As pointed out in Conformity and Conflict, Easter Island has been shown as a microcosm of the entire world; resources used up completely and the human society made impossible and then extinct (Spradley et al 2000 pp.118-126). The difference is glaringly obvious: the inhabitants of earth have no viable options when it comes to relocating, whereas the Easter Islanders were able to abandon the island and inhabit outlying lands. Diamond explains how the society of Easter Island was built up quickly and then brought to an almost immediate halt as the people living there used up virtually every resource that was available to them. Where the island had been rich in plant and animal life when humans initially settled there, a mere few hundred years of unsustainable development left the rich lands barren of all life sustaining resources and now sits bare with the skeleton of human society for all to witness. How does this factor into today's society Diamond explains that Easter Island can be used as an example to the rest of the world because the people there acted in exactly the same way as we are now, all over the world: they did not respect the balance of life and overstepped their boundaries as one species and one small part of an ecosystem. Easter Islanders will have noticed their food and other natural supplies dwindling, however they certainly didn't manage to rectify the situation in time for their own survival. The ethnographer notes that these isolated Polynesians "grew bananas, taro, sweet potatoes, sugarcane, and paper mulberry" while their only domesticated animal being the chicken (Ibid.). Extensive use of fishing hooks, Polynesian style tools and above all their amazing stone statues and carvings goes to show that the island must have supported several thousand inhabitants at its peak. Diamond asked, "what happened to those settlers" Linguists and archaeologists are in agreement that the society flourished from around A.D. 400 to after the 1500's, after the resources had run out. Archaeologists have found that during the prosperous years of the Easter Island culture, sustainable development was not on the agenda despite the fact that the society was obviously structured and quite complex and capable of many th ings. For the erection of

The Use of Multi-word Units (MWU) Essay Example | Topics and Well Written Essays - 750 words

The Use of Multi-word Units (MWU) - Essay Example I will employ key sequence analysis to reveal the significantly overused or underused MWUs by Taiwanese learners. In addition, this analysis will explore the extent to which use of MWUs developed over time. Time in consideration is the one-year intercultural exposure of Taiwanese with their British peers. The aim is to analyze the MWUs used by Taiwanese students to examine their approximation to those sequences used by native speakers of English. Previous section proved that use of MWUs is often linked to particular conditions of use. It also established three central functions of communication could be achieved: social interaction, necessary topics, and discourse devices (see Biber et al., 2004; Nattinger & DeCarrico, 1992; Schmitt & Carter, 2004; Wray & Perkins, 2000). Nevertheless, it is evident that the use of MWUs in different communication modes is different with reference to the functional types, as shown in Table 12 and Figure 1. Concerning MWUs for social interaction, they are extremely common across different datasets. In this study, large amount of conventionalized language is typically attached to them for different speech acts in social interaction. For instance thanks for the to express politeness, it would be to comply with a request, I can’t wait to express personal intension, would you like to provide an offer and an amount of other related usage. Moreover, an increase of the use of MWUs for social interaction can be observed in online communication (BATICC-O) to face-to-face interaction (BATICC-F), occupying approximately 38%, and 54% of the top 50 MWUs respectively. It is likely that the young learners focused more on social interaction when they meet face-to-face. On the other hand, in online communication they focus on number of topics related to the two different languages, cultures and countries. About MWUs serving the function of necessary topics, it can be seen from Table 12 that overall they are particularly common in online

Globalisation is a force for good. Discuss Essay

Globalisation is a force for good. Discuss - Essay Example Considering all the advantages of globalisation, the argument that this concept is a force for good cause remains true. This paper is meant to examine the positive effects of globalisation that resulted in the transformation of major areas like education, technology and business as a relationship with the relevance of international cooperation instilled by globalisation. Make a quick overview of the development around the world that has taken place in the recent two decades and it will be clear how great the aspect of ‘globalisation’ is. It is obvious that the politically segmented world map is now filled with a number of cities and economic hubs where labour and capital are brilliantly invested and operated in a variety of enterprises. This rapid growth in urbanisation and development in the human resource quality meant for economic growth of many countries became a reality through the integration of ideas and efforts from different parts of the world. As such, the commonness in opinion and the willingness to share material and abstract things meant for progress of human communities across political borders can be considered as the basis of globalisation. The interchange and exchange of information and material meant for mutually beneficial prospects between two or more countries constitute globalisation. According to a suggestion, â⠂¬Å"Globalisation is the term used to describe the process of removal of restrictions on foreign trade, investment, innovation in communications and transport systems† (Paul, 2008, p.55). The clear observation of this process will open a chamber of international participation in almost all the walk of economic enterprises. Under the franchisee of globalisation concept, the countries participating in joint economic ventures are supposed to be transparent and liberal among them in order to make the process of

Mobile Device Application Essay Example for Free

Mobile Device Application Essay Java ME, in particular MIDP and CLDC specifications and Mobile device hardware Java is also referred to as a programming environment oriented to the server and it is based on a number of technologies which constitutes the Java 2 Enterprise Edition (J2EE). Such technologies include servlets, JavaServer pages (JSPs), and Enterprise JavaBeans (EJBs). Nowadays, Java is officially known as Java 2 platform and it is divided into three distinct editions: Java 2 Enterprise Edition (J2EE), Java 2 Standard Edition (J2SE), and Java 2 Micro Edition (J2ME). Java 2 Micro Edition (J2ME) has three concepts, namely profiles, configurations, and optional packages. All of them determine Java features applicable, available application programming interfaces, and the form in which applications are packaged. J2ME has two configurations: Connected Limited Device Configuration (CLDC) and Connected Device Configuration (CDC). CLDC is designed for mobile devices with slow processors (Enrique Eric 2001 pp. 28- 45). There are two versions of CLDC: versions 1. 0 and 1. 1. CLDC specifies the ability of Java virtual machine, a small subset of J2SE 1. 3 classes, and a set of application programming interfaces for output/input which is also called Generic Connection Framework. However, CLDC is limiting programming platform as it does not specify the user interface classes. Hence, alternative classes that are defined by J2ME profile are required and such include MIDP to accomplish anything substantial. Java runtime environments for devices such as pagers, resource-challenged handheld devices, and cell phones is defined by Mobile Information Device Profile (MIDP). MIDP target devices are characterized by ample memory to run its applications, bit-addressable display (96*56 pixels), touch screen, and two-way wireless enhanced networking. There exist two versions of MIDP which are defined by Java Community Process and include Java Specification Request 37 (MIDP 1. 0) and Java Specification Request 118 (MIDP 2. 0). Nevertheless, most of the devices in the market apply MIDP 1. Besides, MIDP 1 does not provide standards for interfacing to the phonebook in a device and synchronization of data. In particular, MIDP specifications are silent in one area: ‘how MIDP applications are loaded onto a device and how they are activated or deactivated’ (Enrique Eric 2001 pp. 40-68). Record Management System and MIDlet methods Record management system is a key subsystem of the Mobile Information Device Profile and is an application programming interface. Besides, Record Management system provides a persistence on-device data. Therefore, Record Management System acts as the sole facility for storing data locally –record store. Reason being only a couple of mobile devices sustains a conventional system of files. The MIDP Record Management System facilitates a way in which application data is stored to ensure that it persists across MIDlet. Record Management System is a simp0le database with a row comprised of two columns. One is a unique row identifier while the other contains a sequence of bytes that represents record data. Record stores are identified by a special name which consists of 32 characters in every MIDlet suite. There are a number of MIDlets applicable in the record store. First, ReadWrite MIDlet is creates record store, write down records into persistent storage and reads them, and deletes the record store while exiting. This MIDlet has convenience methods which opens, closes, and deletes record stores. Secondly, IntegerSort MIDlet is used to retrieve records and sort them on basis of their integer value within each record. Nevertheless, its codes do not have a distinct difference from the previous MIDlets. The only additional features are ways of ‘extracting appropriate fields, real sorting, and the comparator image class’. Integer Class MIDlet establishes a sort order by different integers and every record passed through has various Java data. Lastly, is the StringSearch MIDlet which enables searching for records in the Record Management System and it also beefs-up the User Interface. In creating a UI, a text filed, form, and two commands are established. Upon activation, all tasks are executed within the CommandAction ( ) method. Consequently, upon request of CmFind command, SearchRecordstore ( ) initiates searching and it involves assigning SearchFilter ( ) class instance which associates it with record enumeration object Enrique Eric 2001). Sprites basics (Image Sets and Tools Class) and package classes (Graphics class) Spites basics animation in Java can be written in frame animation, sprite animation, and/or both of the two. Mostly, these are used to write mobile enabled application games. There are a number of classes which are important to learn in order to understand Java programming and in particular the sprite animation. These include the Toolkit, Image, Graphics, Random, and Media Tracker. Image class is regarded as the super class when compared with the others and it represents graphical images. Besides, images have to be obtained in a platform specific manner (Richard, 2001). The fact that image is an abstract class makes it impossible to instantiate objects in this class, and besides objects of type image are obtained by applying a roundabout approach. Hence, it makes use of tool kit class. In regard to tool toolkit class, it is probable access system-dependent resources by making use of system their unique codes. In the Graphics class [cite page 8] there are two variables but of particular importance is the Graphics reference type as shown below. Figure 1. The Graphics class. private Graphics offScreenGraphicsCtx; private Thread animationThread; Listing 2 Note: Richard, GB, 2001, Fun with Java: Sprite Animation, Part 1 It refers to an object that serves as an off-screen graphics context and ‘is an area of memory that serves as a stand-in for the computer screen’. It facilitates to rapidly blast pictures from the off-screen Graphics context onto the actual computer screen. As this process does not interfere with the visible image when creating pictures, it renders a ‘smoother animation which can be achieved by creating and drawing the pictures directly on the computer screen’. Thus, it does away with possible distractions and flashing. Graphics class makes provisions for methods which can be applied to draw pictures on a graphics context (Richard, 2001). Development environments for the Windows phone, the Apple iPhone, the Google Android platforms and Location Based Services (LBC). Mobile application development involves a process in which in-built and downloaded applications are developed for hand-held devices suh as cell phones and personal digital assistants. The windows mobile development requires C/ C++ programming language. Visual Studio is nevertheless the most reliable development environment for creating testing, and deploying applications in the Microsoft Windows platform. Besides, this Visual Studio facilitates ample support for the development of Windows Mobile applications. To develop mobile applications, Visual Studio 2005 Edition and Visual Studio Professional Edition are required. Mobile Software Development Kits are freely available but they are dependent on device format and platform. Besides, these Software Development Kits are unique for every every family of Windows Mobile Phone (Enrique Eric 2001). Google Android is an operating system that serves as a platform for mobile applications. The necessary programming language for Android is Java although it is important for the developer to be knowledgeable in XML. In addition one requires Eclipse IDE and to work in Microsoft Windows, Mac OSX, or Linux environments. Android Software Development Kit comprises of: Developer tools such Android Asset Packaging Tool, Android Debug Bridge, Dalvik Debug Monitor Service; Emulator and system images that represents Android operating system; Documentation Sample Code that contains API programming guidelines; Integrated Development environment Support which uses Eclipse IDE as it has special plug-ins (Android Development Tool –speeds up testing process, enables User Interface, application description, and graphical representations). Location Based Services offers mobile phone users a personalized service in order to establish their current physical location. Location API for J2ME (JSR179) is a generic API used to develop Location Based Services. J2ME Location API specification identifies javax. microedition. location which is a discretionary package that facilitates software developers to write wireless Local Based applications for resource-limited mobile devices. JSR179 entails Connected Device Configuration or CLDC version 1. 1 and the type of hardware platform determines applicable location methods (Enrique Eric 2001 PP. 20-39). To develop operating system for iphone, one requires working on a Mac OSX computer that runs X code tools. X code is suite that provides support for project management, building executables, code editing, source-level debugging, and performance tuning others. X-code application provides the foundation source-code development environment and besides x-code is the only probable tool to use in creating iphone applications. As mentioned earlier, iphone Software Development Kit runs only on Mac environment that have installed Intel processors (Enrique Eric 2001 PP. 40-50). Bibliography Enrique, O Eric, G 2001, Mobile information device profile for Java 2 micro edition: The ultimate guide to creating applications for wireless devices, John Wiley Sons, New York. Richard, GB, 2001, Fun with Java: Sprite Animation, Part 1, viewed 17 May 2010, http://www. developer. com/java/other/article. php/893471/Fun-with-Java-Sprite-Animation-Part-1. htm

Psychometric study of academic self efficacy scale

Psychometric study of academic self efficacy scale The development of Malaysia industries, infrastructures and ensuring the general well being of the country by Malaysian engineers cannot be underestimated. A new of engineering education model have been introduced to develop the interpersonal skills deal with public effectively as well as the technically competent ( Johari, 2002). In order to develop the interpersonal skills among Malaysia future engineers, a research in psychology well being have to be done. A psychometric analysis is most important part to get a valid and reliable psychology research for predicting the interpersonal skills among students. Standardized testing procedures are essential to valid testing. An invalid and misleading of the test result may alter by using of nonstandard procedures (Gregory, 2007). The psychological test is an effective tool in measuring the attitude and mental ability. It assesses their efficiency in acquiring knowledge relevant to the job and putting what they learn to practice. The test measures emotional stability, and skills such as analytical and problem-solving skills, human communication and leadership skills. The standard procedure for measuring beliefs of personal efficacy includes number of safeguards to minimize any potential motivational effects of self-assessment. These safeguards are built into the instructions and the mode of administration. Self-efficacy judgments are recorded privately without personal identification to reduce social evaluative concerns. The assessments of perceived efficacy and behavior are conducted in different settings and by different assessors to remove any possible carryover of social influence from assessment to the performance setting (Bandura, 1984). For example, in this case, The College Academic Self efficacy scale (Owen Froman, 1988) indicates that students perceptions of their abilities to perform tasks, greatly influences their success. The importance of validity and reliable measure of the sources of self-efficacy is needed. First, self-efficacy beliefs play a critical role in the academic and career choices of students (Hackett, 1995). It is important for educators or a counselors to be well known of the factors that help create and nurture the self-efficacy beliefs of their students. This information is invaluable in helping educators tailor their instructional strategies and counseling practices in ways most supportive both of their students self-efficacy and also of their achievement. Educators and counselors can also make use of such assessments as they evaluate the manner in which academic programs and intervention strategies may influence the self-efficacy beliefs of the adolescents in their care. All professional educators would readily agree that identifying the ways in which students unrealistically low self-efficacy beliefs can be challenged and altered is an essential and critical enterprise. Another important reason why a psychometrically sound assessment of the sources of self-efficacy is required is that the tenets of Banduras (1986) social cognitive theory regarding the workings of self-efficacy cannot effectively be tested without such assessment. Researchers who wish to understand the formation of academic self-efficacy must obtain that understanding using valid and reliable measures that faithfully reflect the sources hypothesized and their role within the broader structure of social cognitive theory. This is especially important in the field of academic motivation where the sources of self-efficacy have often been operationalized and measured in a manner that bears little resemblance to how they were hypothesized by Bandura (1986, 1997). This study will be able to craft items to assess each source by matching them carefully to each source as it that has been described by Bandura (1997). The researcher next sought to establish a psychometrically fit model to measure the sources of self-efficacy and to test whether the model is invariant across demographic factors and the correlation with social support. This study will be also examined evidence for convergent and factor analysis by assessing the relationship between the sources, self-efficacy, and other constructs typically included in studies of academic motivation. College Students self-efficacy beliefs have been found to play an important role in motivating them to learn (Pajares Schunk, 2001). Self-efficacy refers to beliefs about ones capability to learn or perform effectively, such as to solve a particular type of math problem. Self-efficacy differs operationally from other self-related constructs in that self-efficacy items are phrased in terms of what students can do rather than what they will do or usually do in a particular domain (Bandura, 2006). An important type of self-efficacy focuses on students beliefs about their capability to self-regulate learning (SRL), which refers to such processes as goal setting, self-monitoring, strategy use, self-evaluation, and self-reactions (Zimmerman, 2007). Research has indicated that self efficacy correlates with achievement outcomes (Bandura, 1997; Pajares, 1996; Schunk, 1995). Students with high self efficacy often display greater performance comparatively to those with low efficacy. Self efficacy is also equated with self competence, hence significant authorities such as parents and teachers who exert great influences should play their role efficiently in enhancing this self competence and eventually self efficacy for it has great bearings in achievement, be it in the English language or any other subjects ( Mahyuddin.R, 2006). 1.2 Problem Statement This study concentrates on the psychometric properties and application of the Academic Self-Efficacy Scale and its relationship with social supports and students life satisfaction. Through the haze of available measurements in self efficacy, may of them offering weak or unknown psychometric properties, and unlikely that self-efficacy can penetrate clearly (Owen and Froman, 1988). Items in Self efficacy scale should accurately reflect the construct. Self efficacy is concerned with perceived capability. Self efficacy should also be distinguished from other constructs such as self esteem, locus of control, self regulation and outcome expectancies. Scientific advances are greatly accelerated by methodological development of assessment tools for key determinants of human functioning. Quality of assessment provides the basis for stringent empirical tests of theory. Self efficacy assessment tailored to domains of functioning and task demands identify patterns of strengths and limitations in perceived capability (Bandura, 1997). The academic self efficacy and self efficacy in learning have been widely investigate by western researchers and educators. For Malaysian researcher, the study of academic self efficacy is quite constrictive. There are several significance to investigate the psychometric properties of the academic self efficacy scale that will be discussed in part significance of the study. Researchers have previously investigated predictors affecting students decision to pursue higher education. Predictors include primary and secondary school preparations, family dynamics, self esteem, commitment to goals and social support systems. Yet, with all the services available to students and the research conducted to better understand factor associated with the above issues, there are some students who never successfully assimilate into and navigate through the university system (Shaw, N. E, 2008). Owen and Fromans (1988) College Academic Self-Efficacy Scale was selected for this study because it was different from most academic self-efficacy instruments. CASES was unique in that the instrument investigates feelings of academic self-efficacy as a whole as opposed to teasing out individual constructs or areas of academic self-efficacy such as English, mathematics, and reading. Owen and Froman (1988) also believed that CASES can give specific diagnostic findings that can influence holistic change to increase overall academic self-efficacy. This study is unique because one of its objectives was not to simply find a relationship between self efficacy, academic motivation and academic achievement, but to also explore how the psychometric properties is significance before the researcher conduct a test. The study attempted to focus on the mediating variable that would explain the relationship between self efficacy, academic motivation and academic achievement. 1.3 Research Question The research questions are listed as below; i) Do the ASES scores demonstrate adequate internal consistency reliability, convergent validity and factor analysis of the testing for the college students? ii) Are there significant differences in the level of academic self efficacy experienced by male and female students? iii) Are there significant differences in the level of academic self efficacy experienced by students with the level of parents education and income? iv) Is there a relationship between college academic self-efficacy and social support? v) is there a relationship between academic self efficacy and life satisfaction? 1.4 Research Objectives: i) To examine the psychometric properties of a Academic Self efficacy Scale to estimate the students self-efficacy. ii) To identify the levels of self efficacy among engineering students in tertiary education iii) To identify the relationship of self efficacy with demographic factors. iv) To identify the relationship of academic self efficacy with students social supports. v) To identify the relationship of academic self efficacy with life satisfaction. 1.5 Significance of the study Many studies in educational and psychological literature revealed that measurement of self-efficacy is important in the field of education because of its key role and relationships with many other variables, which have great influences on education. For this reason, self efficacy measurements and the development of an effective measurement tool with respect to psychometric properties have become an important issue and major concern. The educators can nurture student self-direction and personal efficacy by providing students with opportunities before, during and after instruction to exercise some control of their own learning. An emphasis on student self-direction and efficacy means that educators teach and engage students in specific strategies that offer them opportunities to make decisions and solve problems on their own without being told what to do at all times. It means, the educators can provide them with strategies designed to help them process information effectively and to be self-confident, believing that they have the abilities to succeed. And perhaps most important, we help students become more reflective about their thinking and learning processes. The perceived attractiveness of the field of engineering and the attrition of engineering students are important issues that are significantly influenced by self-efficacy beliefs. In order to address these problems, educators must gain a better understanding of how students assess their confidence in their abilities to complete the tasks that they find necessary to succeed in engineering fields with their engineering self-efficacy beliefs (Hutchison, 2007). Self-efficacy can influence peoples behavior either positively or negatively, based on their perception of their abilities concerning a particular task. It influences the choices people make, the effort they put forth, and how long they persist in the face of obstacles and failure. The efficacy beliefs of undergraduate students in science, technology, engineering, and mathematics (STEM) programs have been linked to their persistence, achievement and interest. 1.6 Limitation of the study The psychometric study will only focus on The College Academic Self Efficacy Scale(CASES) which was develop by Owen and Froman (1988). This instrument also will be used to study the level of academic self efficacy among students. The sample only will be focus on engineering undergraduates. This study only will be done in Higher Public universities in term of geographical, cultural and course offered by the universities. 1.7 Definition of the Terms Psychometric Psychometrics is the field of study concerned with the theory and technique of educational and psychological measurement, which includes the measurement of knowledge, abilities, attitudes, and personality traits. The field is primarily concerned with the study of measurement instruments such as questionnaires and tests. It involves two major research tasks, namely: (i) the construction of instruments and procedures for measurement; and (ii) the development and refinement of theoretical approaches to measurement. In this study, the psychometric analysis will be involved the reliability and validity analysis. In this research, the psychometric analysis will be involved reliability, convergent validity and confirmatory factor analysis. Academic Self efficacy Academic self-efficacy refers to individuals convictions that they can successfully perform given academic tasks at designated levels (Schunk, 1991). In this study, academic self efficacy will be demonstrated by the College Academic Self-Efficacy Scale (CASES) developed by Owen Froman (1988). College Academic Self-Efficacy Scale (CASES) College Academic Self-Efficacy Scale (CASES) refers to an instruments which was developed by Owen Froman (1988) in order to assess students belief that they can master the material and skills thought in university. The CASES was used in order to measure students levels of perceived academic self-efficacy. The scale contained 33-item with five-point Likert-type instruction to be appended. Social supports Life satisfaction A global assessment of a persons quality of life, dependent on the values and criteria deemed important by the individual (Shin Johnson, 1978). Engineering students Engineering students refers for those whom learned and willing to do the creative application of scientific principles to design or develop structures, machines, apparatus, or manufacturing processes, or works utilizing them singly or in combination; or to construct or operate the same with full cognizance of their design; or to forecast their behavior under specific operating conditions; all as respects an intended function, economics of operation and safety to life and property. In this study, engineering students refers to first year students from four selected public universities which includes Universiti Malaysia Perlis (UNIMAP), Universiti Teknologi Malaysia(UTM), Universiti Putra malaysia and Universiti Teknikal Malaysia Melaka. Chapter 2 REVIEW OF LITERATURE 2.1 Introduction This chapter will review and summarize the model and social cognitive theory and also self efficacy by Bandura (1997). The researcher has also focused on psychometrics analysis such as validity and reliability. The primary goal of understanding how students from engineering self efficacy beliefs, Bandura (1997) self efficacy beliefs, Bandura (1997) self-efficacy theory was selected to guide the research. 2.2 Social cognitive theory The selection of a guiding theoretical construct is directed by the questions a study seeks to answer (Patton,2002). The social cognitive theory aimed to focus attention on the significant role played by observational learning and vicarious reinforcement in human functioning. Bandura (1977) developed his theory to further include the essential component of self beliefs holds as a factor in human behavior. Social cognitive theory holds that human behavior, adaptation and change are based on cognitive, vicarious, self-regularotary and self reflective processes, rather than reactive responses as claimed in behaviorist theories. BEHAVIOR PERSONAL FACTORS ENVIRONMENTAL (Cognitive, affective, and FACTORS biological events) Figure 1.. Model of the relations between the three classes of determinants in Banduras (1986) conception of triadic reciprocality Figure 1 shows the model of the relations between the three classes of determinants in Banduras (1986) conception of triadic reciprocality. People are viewed as self-organizing, proactive, self-reflecting and self-regulating rather than as reactive organisms shaped and shepherded by environmental forces or driven by concealed inner impulses. From this theoretical perspective, human functioning is viewed as the product of a dynamic interplay of personal, behavioral, and environmental influences. For example, how people interpret the results of their own behavior informs and alters their environments and the personal factors they possess which, in turn, inform and alter subsequent behavior. This is the foundation of Banduras (1986) conception of reciprocal determinism, the view that (a) personal factors in the form of cognition, affect, and biological events, (b) behavior, and (c) environmental influences create interactions that result in a triadic reciprocality. Bandura altered the l abel of his theory from social learning to social cognitive both to distance it from prevalent social learning theories of the day and to emphasize that cognition plays a critical role in peoples capability to construct reality, self-regulate, encode information, and perform behaviors. 2.3 Self Efficacy Beliefs The self-beliefs that individuals use to exercise a measure of control over their environments include self-efficacy beliefs. beliefs in ones capability to organize and execute the courses of action required to manage prospective situations (Bandura, 1997, p. 2). Self-efficacy beliefs are concerned with individuals perceived capabilities to produce results and to attain designated types of performance, they differ from related conceptions of personal competence that form the core constructs of other theories. Self-efficacy judgments are both more task- and situation-specific, contextual if you will, and individuals make use of these judgments in reference to some type of goal. To better understand the nature of self-efficacy beliefs it may be useful to explain how they are acquired, how they influence motivational and self-regulatory process, and how they differ from similar or related conceptions of self-belief. According to Bandura, there are four major sources of self-efficacy. 1. Mastery Experiences The most effective way of developing a strong sense of efficacy is through mastery experiences, Bandura explained (1994). Performing a task successfully strengthens our sense of self-efficacy. However, failing to adequately deal with a task or challenge can undermine and weaken self-efficacy. 2. Social Modeling Witnessing other people successfully completing a task is another important source of self-efficacy. According to Bandura, Seeing people similar to oneself succeed by sustained effort raises observers beliefs that they too possess the capabilities master comparable activities to succeed (1994). 3. Social Persuasion Bandura also asserted that people could be persuaded to belief that they have the skills and capabilities to succeed. Consider a time when someone said something positive and encouraging that helped you achieve a goal. Getting verbal encouragement from others helps people overcome self-doubt and instead focus on giving their best effort to the task at hand. 4. Psychological Responses Our own responses and emotional reactions to situations also play an important role in self-efficacy. Moods, emotional states, physical reactions, and stress levels can all impact how a person feels about their personal abilities in a particular situation. A person who becomes extremely nervous before speaking in public may develop a weak sense of self-efficacy in these situations. However, Bandura also notes it is not the sheer intensity of emotional and physical reactions that is important but rather how they are perceived and interpreted (1994). By learning how to minimize stress and elevate mood when facing difficult or challenging tasks, people can improve their sense of self-efficacy. Bandura (1986) considered self-reflection the most uniquely human capability, for through this form of self-referent thought people evaluate and alter their own thinking and behavior. These self-evaluations include perceptions of self-efficacy, that is, beliefs in ones capabilities to organize and execute the courses of action required to manage prospective situations. These beliefs of personal competence affect behavior in several ways. They influence the choices individuals make and the courses of action they pursue. People engage in tasks in which they feel competent and confident and avoid those in which they do not. Efficacy beliefs help determine how much effort people will expend on an activity, how long they will persevere when confronting obstacles, and how resilient they will prove in the face of adverse situations-the higher the sense of efficacy, the greater the effort, persistence, and resilience. Efficacy beliefs also influence individuals thought patterns and emotional reactions. People with low self-efficacy may believe that things are tougher than they really are, a belief that fosters stress, depression, and a narrow vision of how best to solve a problem. High self-efficacy, on the other hand, helps to create feelings of serenity in approaching difficult tasks and activities. As a result of these influences, self-efficacy beliefs are strong determinants and predictors of the level of accomplishment that individuals finally attain. For these reasons, Bandura (in press) argued that beliefs of personal efficacy constitute the key factor of human agency . 2.4 Engineering Self Efficacy Numerous studies examining the role of self efficacy in students pursuit of engineering careers have generally found a positive correlation between self-efficacy and academic achievement in engineering disciplines (AWE, 2005). For example, it has been found that ones self-efficacy beliefs influence on effort, persistence, and perseverance in goal attainment (Bandura Schunk, 1981; Bouffard-Bouchard, 1990; Schunk Hanson, 1985). Similar findings reveal that high self-efficacy beliefs influence the academic persistence necessary to maintain high academic achievement amongst college students enrolled in science and engineering courses (Lent, Brown, Larkin, 1984, 1986). Previous research also has clearly made the case that the construct of engineering self efficacy can be an important contributor to success in science, technology, engineering or mathematics (STEM) career education by influencing the choice to pursue STEM careers and the persistence with which it is pursued. Hutchison et al (2006) have done a survey incorporating qualitative measures of student self-efficacy beliefs to administer 1,387 first-year engineering students enrolled in ENGR 106, Engineering Problem-Solving and Computer Tools, at Purdue University. The survey was designed to identify factors related to students self-efficacy beliefs, their beliefs about their capabilities to perform the tasks necessary to achieve a desired outcome. Open-ended questions prompted students to list factors affecting their confidence in their ability to succeed in the course. Students were then asked to rank these factors based on the degree to which their self-efficacy beliefs were influenced. Gender trends emerged in student responses to factors that affect confident in success. These trends are discussed in light of the categories identified by efficacy theorists as sources of self-efficacy beliefs. The results presented here provide a useful look at the first-year engineering experiences that inf luence students efficacy beliefs, an important consideration in explaining student achievement, persistence, and interest. 2.5 Academic self efficacy Bandura (1997) believed that self-efficacy contributes to the academic achievement of students. Bandura proposed that individuals make a cognitive judgment about their mastery of present situations in view of their past experiences, and proceed to carry out the necessary behaviors to accomplish the task at hand. Students are affected by personal (e.g., goal setting, information processing) and situational influences (e.g., rewards, teacher feedback) that provide students with cues about how well they are learning. Self-efficacy is enhanced when students perceive they are performing well or becoming more skillful. Lack of success or slow progress will not necessarily lower self-efficacy if learners believe they can perform better by expending more effort or using more effective strategies (Schunk, 1995). Schunk (1991) in his study has also proposed that self-efficacy is critical to the academic achievement of adolescents. He hypothesized that self-efficacy influences a students choice of activities. Students with a high level of self-efficacy will select more challenging learning tasks, therefore expending more persistence and effort to obtain higher achievement outcomes, whereas students with low level of self-efficacy will avoid difficult and challenging tasks that require more effort and persistence, and thus, obtain lower achievement outcomes. Figure 1 The Development of Academic Self Efficacy ( Adapted from Schunk and Pajares, 2001) Familial Influence on Self-Efficacy Peer Influence Role of Schooling Transitional Influences Developmental Changes in Self-Appraisal Skill Gender Differences Ethnic Differences ACADEMIC SELF EFFICACY Students with higher self-efficacy expend greater effort, exhibit more persistence and demonstrate greater resilience in the face of adverse situations. As a result of these influences, self-efficacy beliefs are strong determinants of the level of accomplishment (Bandura, 1997; Pajares, 1996), and therefore contribute tremendously to intellectual development which leads to academic success (Bandura, 1995). In addition, the research literature includes several studies which emphasize the effect of self-efficacy on numerous positive outcomes as well as academic achievement. In this case, not only has self-efficacy been found to positively relate to higher levels of achievement, but also it has a strong association with a variety of adaptive academic 30 outcomes such as higher levels of effort and increased persistence on difficult tasks. This finding has been confirmed across a number of experimental and correlational studies involving students of different ages (Bandura, 1997; Pintrich Schunk, 2002). Also, in a correlational study conducted by Linnenbrink and Pintrich (2002), was found that self- efficacy is positively related to student cognitive engagement and their use of self- regulatory strategies as well as general achievement as indexed by grades (Pintrich, 2000b; Pintrich De Groot, 1990; Wolters, Yu, Pintrich, 1996). Lastly, further evidence exists in the research literature that confirms Schunks hypothesis that students who have positive self-efficacy beliefs are more likely to choose to continue to take more difficult courses over the course of schooling (Eccles et al., 1998). Although several studies confirm the positive effect of self-efficacy on academic achievement, there also seems to be a number of other mediating influences or related variables that provide further explanation of this relationship. In view of possible mediating influences, there exist contradictions in the literature regarding the exact nature of the relationship of self-efficacy with other related variables (e.g., goal orientation, motivation) in explaining positive academic outcomes, as well as its precise strength in predicting academic achievement, irrespective of these variables. Such discrepancies in the research literature should be considered in examining the effect of self-efficacy on academic achievement. The finding that self-efficacy beliefs tend to decline as students advance through school (Pintrich Schunk, 1996) has been attributed to various factors, including greater competition, more norm-referenced grading, less teacher attention to individual student progress, a nd stresses associated with school transitions. These and other school practices can weaken academic self efficacy, especially among students who are less academically prepared to cope with increasingly challenging academic tasks. Lock-step sequences of instruction frustrate some students who fail to grasp skills and increasingly fall behind their peers (Bandura, 1997). Ability groupings can lower self-efficacy among those relegated to lower groups. Classrooms that allow for much social comparison tend to lower the self-efficacy of students who find their performances inferior to those of their peers. Students involvement and participation in school depend in part on how much the school environment contributes to their perceptions of autonomy and relatedness, which in turn influence self-efficacy and academic achievement. Although parents and teachers contribute to feeling of autonomy and relatedness, peers become highly significant during adolescence. The peer group context enhances or diminishes students feelings of belonging and affiliation (Hymel, Comfort, Schonert-Reichl, McDougall, 1996). 2.6 Social support College students may seek social and emotional support from their family and friends. Social support, or receiving emotional, informational, and/or tangible support from other individuals (Lazarus Folkman, 1984), has been linked positively with the maintenance of physical health during stressful situations. In addition, the perceived availability of social support, rather than the actual use of social support, may actually be more important in protecting individuals from the harmful effects of stressful situations (Holahan Moos, 1987). Further, social support may be an important component of college students transitioning successfully to the college environment (Hays Oxley, 1986) and college students academic achievement (DeBerard et al., 2004), with low levels of social support being related to a lack of persistence in academic endeavors (Mallinckrodt, 1988). Given these findings, it is possible that support from family and friends is extremely important in the lives of college students during their college careers, particularly as they experience and make attempts to cope with academic-related stress. For example, one study using a sample of first- and second-year college students, most of whom were without daily parental contact, showed that parental support predicted significantly the grade point average (GPA) of these students. In contrast, support from friends and romantic partners did not predict GPA significantly (Cutrona et al., 1994). These results indicated that, although parents may be removed physically from college students daily life, they still may have a major impact on college students academic performance. As a result, the perceived level of emotional support from college students parents may be related greatly to many aspects of their college career, including their academic performance and their experience of academic- related stress. 2.6.1 Parental support Seminal attachment theories developed by Bowlby (1969) and Ainsworth and

Synthesis of Mesoporous Silica MCM-41

Synthesis of Mesoporous Silica MCM-41 Results and Discussions The present study included the synthesis of mesoporous silica MCM-41 and its modification by impregnation of different metals on the mesoporous to enhance the photocatalytic activity of metals i.e Cu/MCM-41, Fe/MCM-41, CeO2/MCM-41. FTIR analysis of catalyst MCM-41 has the ability to impregnate numerous metals on its surface. MCM-41 was modified with metal salts in order to dope the metals on the surface of mesoporous material was characterized by FTIR analysis. The FT-IR spectra furnished the information about the incorporation of metals on the surface of MCM-41. The FT-IR spectra of synthesized material in the region of 4000 400 cm-1 in transmission mode using platinium ATR, a single reflection sampling module spectrophotometr, and shown in Fig. 5. The uncalcined MCM41 and calcined MCM41 spectra (Fig. 5A. a, b) show intense band at wavenumber 1100 and 802 cm-1 which accounts for the asymmetric and symmetric stretching of the Si-O-Si bonds, respectively.[i] The bands at 970 cm-1 and 460 cm-1 was assigned to the stretching and bending vibrations of surface Si-O- groups respectively.[ii] The sharp peaks at 2864.72cm-1 and 2922.14 cm-1 were due to the presence of surfactant before calcinations of MCM-41.[iii] For calcined MCM41, the bands at 2852 cm-1 and 2921 cm-1 corresponding to the long chain of alkyl group of the surfactant molecules were disappeared after calcination shows the completely removal of surfactants molecules. The differences of the intensities of the peaks in the FT-IR spectra of MCM-41 and MCM-41/ CeO2, are abserved which resulted from the doping of CeO2. A strong absorption peak at 1,632 cm−1 is observed in the spectra of MCM-41/CeO2, and it indicates the formation of Ce-O-Ce.[iv] About copper and iron also add TGA analysis of MCM-41: XRD analysis of MCM-41: Photocatalytic studies by using the metal dopped MCM-41: The metal dopped MCM-41 was studied for the photocatalytic degradation of commonly used pharmaceutics including salts of diclofenac (non-steroidal anti-inflammatory drug (NAID)) and atorvastatin (antihyper lipoproteinemic drug). For this purpose the solutions od these drugs were prepared and degradation potential of metal dopped mesoporous silicate was studied by optimizing various parameters i.e the amount of catalyst, the pH, the light, substrate concentration, metal loading on MCM-41. Effect of pH The interaction between the pharmaceutics and metal dopped mesoporous are dependent on the pH of the solution therefore the optimization of pH is important to achieve maximum degradation efficiency. During the present study, the degradation process was optimized by changing the pH from 3.5 to 10.5 over 10 wt% M/MCM-41(M= Cu, Fe, Ce) with 1 g l_1 of 0.114 mM drug solution. The pH of the pharmaceutic solution is adjusted with 0.1 M HCl and 0.1 M NaOH. The results obtained are shown in Fig. 3d. At acidic pH, the rate of degradation is faster as compared to high and neutral pH. The results clearly show that acidic pH is ideal for the degradation of the pharmaceutics. Effect of light intensity on degradation of pharmaceutic: The photolysis of pharmaceutic was studied under UV irradiation and dark. The log natural decay curves (In Ct/Co) of pharmaceutic versus irradiation time were displayed in (Fig. 3-5). The data for dark control samples were also elaborated in Fig. 6. Photodegradation of diclofenac sodium and atorvastatin under UV light in distilled water and methanol respectively were determined during the summer season (March-september) as displayed in Fig.3. The determined half life of 50 ppm diclofenac sodium in distilled water under UV light was 2.5h and in dark it was observed as 3 h. The rate of reaction varied from 2.8Ãâ€"10-3 to 2.3Ãâ€"10-3 when pharmaceutic was shifted from UV light to dark. Effect of metal loading on MCM-41 The effect of metal loading over MCM-41 on the photocatalytic activity is investigated and the results are shown in Fig. 2a. The degradation studies are carried out with increase of metal (wt%)5, 10 and 15 using 1 g l_1 of catalyst amount in 50 ml pharmaceutics solution. It is observed that 5–10 wt% increase in metal loadings, the photocatalytic activity increases and there is not much degradation rate at higher loadings. Among all the catalysts, 10 wt% M/MCM- 41 (M= Cu, Fe and Ce) showed most efficient photocatalytic degradation of pharmaceutics i.e., complete degradation within 90 min. The loss in the activity with increase in metal percent loading is due to the excess amount of metal oxide dispersed over MCM-41 that blocks the mesopores results a decrease in adsorption capacity. The turbidity of the solution also blocks penetration of light into the solution. Thus, the metal loading over the support clearly shows that one has to optimize the metal content, simultaneously re taining the active sites for adsorption in order to achieve the effective synergism. Effect of catalyst amount To optimize the amount of catalyst required for effective pharmaceutic photocatalytic degradation, different catalyst amounts (0.25–1.5 g l_1) are studied with 10 wt% M/MCM-41 and the results are shown in Fig. 3a. It is observed that 1.0 g l_1 is found to be the optimum. By increasing 0.25– 1.0 g l_1, the photocatalytic activity is increased and at higher contents the activity is not beneficial. This may be due to the fact that higher amount of the catalyst is obstructing the path of light penetration into the solution (i.e., scattering of light) thus reducing the OH radicals formation. Effect of substrate concentration The effect of 0.094, 0.1571 and 0.2829 mM pharmaceutics concentrations are performed over 10 wt% M/MCM-41 catalyst with 1 g l_1 amount for degradation. From Fig. 3b, it is observed that at lower concentrations, the adsorption is more compared to higher concentrations. There is a slight difference in degradation at 0.094, 0.1571 mM concentrations in comparison to 0.2829 mM. Also, it is acknowledged that the degradation is solely depends on the OH radical formation. The production of OH radicals is not sufficient in comparison to the amount of pharmaceutic adsorbed on the surface of the photocatalyst at higher concentrations. In view of this it suggests that, there should be equilibrium between adsorption of reactant molecules and OH radicals generated from the active sites. The 0.1571 mM concentration of pharmaceutic is found to be optimum for 10 wt% M/MCM-41 catalyst using 1 g l_1 amount. The experimental kinetic data are presented in Fig. 3c (inset) and in Table 1, along with time r equired for 50% degradation (t1/2) for each of the fitted lines. The degradation rate of pharmaceutic is decreased while increasing the concentration. The rate constant ‘k’ decreases with increase in initial concentration of drug. The effect of initial concentration of pharmaceutic on the photocatalytic degradation rate is described by pseudo-first order kinetics. The apparent rate constant for 0.114 mM IPU over 10 wt% TiO2/Al-MCM- 41 catalyst is 0.072 min_1 (R2 = 0.994). In the present investigation, 0.1571 mM concentration is found to be the optimum for degradation studies. [i] E.M. Flanigen, H. Khatami, H.A. Szymanski, (1971), Infrared structural studies of zeolite frameworks. In: E.M. Flanigen, L.B. Sand (Eds.). Molecular Sieve Zeolites. ACS Adv. Chem. Ser., 101: pp 201-227. [ii] E.M. Flanigen, H. Khatami, H.A. Szymanski, (1971), Infrared structural studies of zeolite frameworks. In: E.M. Flanigen, L.B. Sand (Eds.). Molecular Sieve Zeolites. ACS Adv. Chem. Ser., 101: pp 201-227. [iii] Taib, I.N., Endud, S., Katun, M.N Functionalization of mesoporous Si-MCM-41 by grafting with trimethylchlorosilane, International journal of chemistry, 3: 3(2011). [iv] Song, X, Qu, P, Jiang, N, Yang, H, Qiu, G: Synthesis and characterization of MCM-41 materials assembled with CeO2 nanoparticles. Coll. Surf. A Physicochem. Eng. Aspects 313–314, 193–196 (2008)

Siddhartha Essay -- essays research papers

In the days of Siddhartha, there were different ways of achieving the Enlightenment. Learning about the Enlightenment couldn’t be taught with words, but can be taught mentally, and individually. Siddhartha went on a voyage to achieve enlightenment and finally learned about it. It all takes place in ancient India where he lived with his father who is a Brahmin.   Ã‚  Ã‚  Ã‚  Ã‚  Siddhartha was a handsome man who lived with his father in ancient India. Everyone in the village wants Siddhartha to become a Brahmin like his father. Govinda, who is Siddhartha’s best friend, together they perform all the rituals of religion and does all the rituals which bring him peace and happiness. Siddhartha doesn’t want to become like his father, he feels that his father and the elders of the village have not achieved enlightenment and he feels if he keeps living with his father, he will never learn. Siddhartha longs for something more, that the elders haven’t done. Siddhartha and Govinda want answers for the achievement of the enlightenment. One day, Samanas passed through the town begging for food. Samanas believed enlightenment can be reached through asceticism. Siddhartha believes that the Samanas can provide him with some answers. Siddhartha then joins the Samanas even though his father doesn’t want him to join. Govinda als o wants to find a path to enlightenment, and he joins Siddhartha in his new life. Siddhartha adjusts quickly to the ways of the Samanas. The Samanas have be...

Proposing Taxation of Products to Preserve Wildlife and the Environment

Proposing Taxation of Products to Preserve Wildlife and the Environment â€Å"Only after the last tree has been cut down,   Ã‚   Only after the last river has been poisoned,   Ã‚   Only after the last fish has been caught,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Only then will you realize that money cannot be eaten.†   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   ---The Cree People    Wildlife is declining more rapidly each day with innumerable species already on the endangered species list and hundreds more waiting to be put on. Although great efforts are being made by organizations and individuals to save these endangered animals there are still many things needed to be done. We need to install a tax on all products directly related to the environment, backpacks, hiking gear, fishing tackle, etc., the money gathered by this tax would fund conservation efforts around the country. With this effort and new tax regulation we may be able to reverse the damages we have done to the environment and to all wildlife. Background Information    Although many things need to change pertaining to our outlook on conservation of wildlife there are organizations out there already raising money and dedicating their lives to save the wildlife we have left. The most popular organization is known universal for its panda logo. The World Wildlife Fund (WWF) is dedicated to protecting the world’s wildlife and wild lands (World Wildlife Fund, 1). It is undoubtedly the largest privately supported conservation organization in the world. It has one million members in the United States alone. The World Wildlife Fund has been a leader in protecting and supporting our nations’ ecosystem for more than 36 years. This organization does a lot in protecting our wildlife and also does a lot of fundraising eve... ...olves.† Associated Press. 17 November 1998. http://www.abcnews.com/sections/science/DailyNews/wolves981117.html (24 November 1998). â€Å"Don’t be Fooled.† Anarchy for Anybody. 3 November 1998. http://www.radio4all.org/anarchy/fakes.html (3 November 1998). â€Å"The Environmental Movement: What Shall we do with it?† Agriculture and Natural Resource Development. 29 October 1998. http://www.wvu.edu/~agexten/v1i5/envrmv.htm (29 October 1998). â€Å"Federal Duck Stamp Home Page.† U.S. Fish and Wildlife Service. 17 November 1998. http://www.fws.gov/r9dso/   (17 November 1998). Harrison, W. (1970). Wildlife: Riches of the Earth. New York: Julian Messner. â€Å"Introduction.† Greenpeace. 17 September 1998. http://www.greenpeace.org/ (17 September 1998). â€Å"What We Do.† World Wildlife Fund. 17 September 1998. http://www.worldwildlife.org/   (17 September 1998).