Assess the usefulness of official statistics Essay

Official statistics are a source of secondary data. The government produces them. There are both hard and soft statistics. Hard statistics include birth, death and marriage rates. These are registered when they occur by law, so these statistics are entirely objective. Another type of official statistic is called soft statistics, e. g. crime statistics & unemployment figures. These might not seem as objective as they first seem. They are open to manipulation for political ends, and can be considered to have a political use. For example, the methods used to measure unemployment have been changed over 20 times, because not everyone without a job counts as unemployed. Official statistics are mainly used for the study of demography, inflation, crime and deviance, unemployment, poverty and suicide. For an example Emile Durkheim, regarded as the founding father of sociology, used official suicide statistics for his suicide study. He used them to find correlations and casual relations and identified four different types of suicide, egoistic suicide, anomic suicide, altruistic suicide and fatalistic suicide. Durkheim used positivist’s methods to conduct his study. Positivists believe that quantitative data is the most reliable method to gather information as the data is compiled in a standardised way. Douglas, an Interpretivist, would disagree with Durkheim’s positivist methods. He says that official statistics are not valid. To determine a death it is up to the ‘interpretations and decisions’ of the coroner and that statistics are nothing more than a ‘social construct’. Atkinson, also and Interpretivists says that it is impossible for coroners to objectively classify suicides because their decision is based on a ‘commonsense theory of suicide’ which is based on whether there is a suicide note, the method of death, the location and the deceased’s life history etc. When adapting quantitative methodological procedures to derive specific data, official statistics is often used as a source of sociological evidence to simply enhance or complement practical research methods. However when looking at what is gained from the use of official statistics, it is important to recognize the limitations, which serve as a major downside to developing and attaining an unquestionable and flawless research. In addition, not all documents are easily available e. g. the Black Report (1980) which identified inequalities in healthcare, was released in very select circumstances. Not all secondary data give us a valid, true and detailed picture of what is being measured, not just official statistics. Diaries/e-mails, it could be possible that the author lied or exaggerated about their activities Also, a document may not be reliable. Public documents are likely to be higher in terms of reliability than private documents like letters and personal documents such as diaries and e-mails data may be fake or unrepresentative. In conclusion, official statistics can be very useful in sociological research. Nearly all secondary data can’t be trusted and official statistics might be the only appropriate form of research for your topic.

Drop Out Risk Factors in High School Students

Drop out risk factors in high school students Tyrone Galimore Parent, Child, and School Psychology 133A-AMEA Professor Melissa Harwin Tyrone Galimore Parent, Child, and School PSY 133A-MEA Professor Melissa Harwin Fall semester 2012 10/11/2011 Introduction The purpose of this Life Arts Project (L. A. P. )was to review the benefits of family involvement for children. For the purpose of this L. A. P. I am going to summarize some of the expectations that families and teachers have of each other, and what potential benefits of family involvement have on at risk high school dropout students.Some of the questions I am attempting to address are: why are African American and Latino students dropping out of high school at an astounding rate? Is there any difference when students get greater attention from advocate- counselors, and smaller class room sizes? And what are the expectations that families and teacher have on each other? In this Life arts project I focused on the impact of families and teachers involvement in high school drop outs. Literature ReviewWhat initiatives are in place to prevent high school students from dropping out of school? Researcher has found that three out of ten Latino students dropout of high school, and one out of five African American students has also dropout out of high school. Understanding and addressing the issues surrounding students who drop out of high school is a continuous concern and pressing issues in school districts around the country. Over the past 20 years, the high school dropout rate has declined. (Center for Labor Market Studies, 2009 Cited in Featherston, B.Carl, 2010) Some of the research has been done through qualitative methods, while other research was conducted using questionnaires and more quantitative methods. High school drop out rate has decreased from 14. 1 in 1980 to 8. 0 in 2008 (US Department of Education, 2010) for example, this is the case for African American and Latino students. The amount of African Am erican students dropping out of school between the age of 16-24 also decreased from 19. 1 percent rate from 1980 to a 9. 0 in 2008, and decreased have also been demonstrated by Latino students, 35. percent rate in 1980 to a 18. 2 in 2008, (US Department of Education, 2010) These alarming high school dropout rates have pushed researchers and practitioners alike to distinguish the contributing factors causing students to drop out of high school. (Featherston 2010) Reflective Analysis When I was a high school student, I myself (being of African American descent) was an at risk student on the verge of dropping out of school. If not for my Micro system support team, â€Å"Micro system- A concept associated with Bronfenbrenners’ ecological theory.The micro system includes social systems closest to child’s daily life, such as the classroom teacher and home. † (Coleman 2013), I might have not succeeded in obtaining a high school diploma. â€Å"Understanding and address ing issues surrounding students who drop out of high school is a continuous concern and pressing issue in districts around the country. Over the past 20 years, the high school dropout rate has declined, but African Americans and Latinos still have the highest dropout rates in the country†¦Ã¢â‚¬ ¦. † (Center for labor Market Studies, 2009)Contributing Factors Many of us are concerned with the fact that there are little job in our economy today, despite the fact that unemployment is at an all time high; today’s young people are having a difficult time finding jobs. The competition is rough, and for young people with out high school diplomas are even rougher. Why do students drop out of high schools? Here are some contributing factors, and preventive method addressing academic achievement. â€Å"Many issues surrounding the decision to dropping out of school stems beyond the students immediate grasp.Among these factors are academic achievement, socio economic status, and student behavior. Student engagement is facilitated by all of these factors and gives a clear view as into why students drop out of high school. †(Featherston, 2010) Another contributing factor was that my family was a vulnerable family. In this course we learned that Vulnerable Families are families, who, because of their life circumstances, experience financial, emotional, and physical stress that can impair their functioning and well-being.The two examples used in our course books were, homeless families and working-poor families. At times we where both, along with no money to pay bills, we would find our self moving from home to home. Sometimes living with extended family members (by the way, you ever heard of the saying â€Å"theirs no place like home) well that saying is absolutely true!!!! So without adding the details, you could clearly see why I had to grow up so fast at an early age, and man up, which contributed to my failing grades. One of the major causes of students dropping out of high school is the accumulation of failing marks. Studies show that academic failure has the greatest impact on a student’s decision to drop out of school† (Suh, Suh, 2007) In my experience as a teacher assistant, at the alternative high school, for the City of New Rochelle’s Board of Education, I have seen many students dropout of school. If fact academic achievement is one of the leading reason student’s dropout at the institution I am affiliated with.In my opinion, student behavior is affiliated with poor academic behavior, which I think is a result for students being put out of school, or dropping out of school. To illustrate, when I was in high school, I failed to do homework, or take notes in class, obviously I was lost when it came to the course martial. I said to myself, what’s the point of coming to class if I don’t understand the class work. I could blame my parents for not staying together for the benefit o f their children, but my parents broke up a long time ago, and I was the man of the house, being the oldest of three siblings.I toke this responsibility on, all by myself, and my mother who work long days, long nights, and occasionally on the weekend would be a weekend drunk, had vary little input when it came to making sure we went to school etc†¦Ã¢â‚¬ ¦.. â€Å"Shared factors associated with academic failure were the limited educational enrichment resources. † (Suh, Suh, 2007) Being the oldest of three siblings meant I had to share the responsibility with my mom, on keeping the family together. This meant getting my two younger rother up and ready for school each day, bathing and feeding them, etc†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Being the oldest meant, at an early age, I understood about the financial responsibilities that my mom was having a difficult time with. I learned how to be a man from men in my community (tie a tie, work for your money, etc†¦.. ), and I understood only money could help my mom in her situation. So I began to look in my community for ways I could get money to help the family progress, and be healthy. As a youth I had plenty of jobs, which consisted of working long hour at night and on the weekend.This definitely had an impact on my academic achievements, which resulted in me getting bad grades. Certainly I fell so far behind, that I felt, I was stupid. So I did everything under the sun (bullying, cutting class, not coming to school for academic’s, but showing up for football practice) to divert attention away from my academic’s issues. I already had a plan, if I was ever confronted with the fact that I was a troublemaker, I would quiet, and I just needed a reason. Benefit of family involvementThere is limited amount of research on the benefits of family involvement for families themselves. Nevertheless, Coleman has reasonably hypothesize at least five benefits that should result when teachers and families collabo rate to honor each others’ expectations and share responsibility for educating, socializing, and protecting children. (Coleman 2013), Parents’ knowledge of child development, schools sometime publish flyers to educate families about the physical, mental, and social â€Å"readiness skills†. Coleman 2013), Example, family participation practice can boost parents’ knowledge of child development and in turn, provide them with better insight into their children’s classroom performance. Parenting skills, teachers support children’s development and education not only in the classroom but also by responding to parents’ questions and concerns about their children’s behavior. (Coleman 2013), example, parents sometimes ask for help in addressing what they perceive to be unusual childhood behavior or a behavior that is out of character for their child.Parents may also ask for help in to such requests benefits children and families in the s hort and long term (knopf & Swick, 2008 cited in Coleman 2013). Parents’ Self-Confidence as Advocated for their Children, to form a truly collaborative family-teacher partnership, parents need the self-confidence to advocate for their children’s education and general welfare (Hoover-Dempsey, Bassler,& Brissie, 1992; Hoover- Dempsey & Sander, 1995, 1997, cited in Coleman 2013) Colman states that as a teacher, you can strengthen parents’ self-confidence by their children’s development and education.Also teachers should remind parents of how they contribute to their children’s well being by listening to their concerns and answering their questions†¦.. (Coleman 2013) Parents’ Creativity, Coleman talks about family strategies provides opportunities to keep parents engaged in their children’s learning experiences. They also stimulate parents’ creativity in promoting their children’s emerging skills at home and in the comm unity.Higher educational aspirations, with support, children are able to live up to their parents’ academic expectation (Fan & Chen, 2001, cited in Coleman 2013) Family involvement can contribute to positive outcome and decrease at risk student behavior by increasing parent’s self- confidence and creativity in helping their children develop the skills and motivation needed to stay in school. Benefits of family involvement for teachers As with families, relatively little attention has been devoted to studying the benefits of families involvement for teachers.Nevertheless, Colman identifies at least five potential benefits. Understanding the â€Å"ecological child†, because of their training, teachers naturally tend to focus on the â€Å"classroom child†. Only by considering the â€Å"ecological child† can we truly understand how children’s classroom performance is grounded in family and community life. Reflect on this example, cultural macros ystems. One hallmark of socially competent children in high-context cultures (e. g. African American students or Latino students) is their mastery of subtle contextual communication signals (e. g. nonverbal facial and hand gestures) rather than explicit verbalizations(Han & Thomas, 2010, cited in Coleman 2013) children from low- context cultures ( e. g. , United State, Western Europe, Australia) are taught to value just the opposite. They are encouraged to be direct in their verbal communication rather than rely on subtle forms of nonverbal communication. QUESTIONNAIRE I am asking these questions in order to gather information about what happens to students as they move through high school and make decision about what they are going to do after high school.Student at the New Rochelle Alternative High School, where I am employed, were told that their responses will be combined with those of other respondents, and the answers they give will never be identified as their own. Former stu dents who drop out of school and participated in this questionnaire were also told that the answers they give will never be identified as their own. 1) Thinking back to yours in high school, do you remember when you frist thought about leaving school? (Circle one) yes no 2) Here are some reasons students might use for leaving school which one applies or might apply to you.Circle which one you think applies to you. †¢ I had a job. †¢ I found a job. †¢ I don’t like school. †¢ I couldn’t get along with the teachers. †¢ I couldn’t get along with the other students. †¢ I wanted to have a family. †¢ (FOR FEMALES ONLY) I was pregnant. †¢ I became the father/mother of a baby. †¢ I had to support my family. †¢ I was suspended too often. †¢ I did not feel safe at school. †¢ I wanted to travel. †¢ My friends had dropped out of school. †¢ I had to care for a member of my family. †¢ I was expelled fro m school. †¢ I felt I didn’t belong at school. †¢ I couldn’t keep up with my school work. †¢ I was failing school. I got married or planned to get married. †¢ I change school and didn’t like my new school. †¢ I couldn’t work or go to school at the same time. 3) Do you plan to get a high school diploma or GED? YESNO References Coleman, M. (2013) Empowering Family – Teacher Partnerships, glossary Featherston, B. Carl, (2010) Review of higher education and self – learning, High School dropout prevention: a review of the literature, (7) 68-75 Robelen, W. Erik, (2006, November 15) Education week. Detailed Dropout Studies Guide Policy in City Schools, 26, 8-9 Suh, S. , & Suh J. (2007). Risk Factors and Levels of Risk for High School Dropouts.Professional School Counseling, 10(3), 297-306. Retrieved from Academic Search Premier Database. US Department of Education Institution of Education Science. (2010). Fast Fact. In The Condition of Education 2010 (NCES 20100-028). Retrieved 11/16/2012, from http://nces. ed. gov/fastfacts/display. asp? id=16. US Department of Education. (2009). Anniversary of Title VI Marks Progress and Reminds us that Every Child has the Right to an Education. In ED. gov. Retrieved 08/20/2010, from Http://www2. ed. gov/news/pressreleases/2009/07/0701200-a. html. Wallis, Claudia (2007, May 14) Stopping the Exodus. (169) 177-179

KOSOVO independence AND KOSOVO FACTS Essay Example | Topics and Well Written Essays - 500 words

KOSOVO independence AND KOSOVO FACTS - Essay Example In exchange, Kosovo will eventually gain self governance as guided by EU. Last year (September 10, 2012), Kosovo was given full autonomy when UN and EU peacekeeping forces withdraw its forces from Kosovo after 13 years of UN and EU oversight. Kosovo’s Declaration of Independence was adopted on February 17, 2008 at a meeting of the Assembly of Kosovo declaring itself to be independent from its former host country Serbia. The declaration of independence meant that it will be accorded its own national symbols such as a flag and coat and arms and have its own territory demarcated on its borders. This declaration however was rejected and not recognized by Serbia. Negotiations ensued and when the negotiation did not improve, Kosovo declared its independence unilaterally as Republic of Kosovo with the sight of abiding with the Ahtisaari plan in full when it formulated its own Constitution drafted by Constitutionalist both local and abroad. The law was to take effect in June of 2008, meaning, Kosovo’s formal independence will take into effect and its commitment to Ahtisaari plan of minorities guarantee of their rights and representation in the new government. The Declaration of Independence by Kosovo drew mixed reactions. For one, the northern region which is composed mainly Serbs were sympathetic towards Serbia and thus remained under Serbia’s effective control of which the latter refused to relinquish control despite UN’s order in exchange of full membership in the EU. As expected, the declaration of independence of Kosovo was also contested by Serbia in the UN’s International Court of Justice claiming that it was illegal. The court however decided in favor of Kosovo in October of 2008 by declaring that Kosovo’s declaration of its own independence did not violate any international law. Until now, Kosovo is still in the process of creating its own

Assignment Example | Topics and Well Written Essays - 250 words - 335

Assignment Example Vaccination also reduces the probability of hospitalization or death from flu. Vaccination of pregnant mother protects them and their unborn children even after birth from flu related illness (CDC 1). For those working health facilities, vaccination is important to keep them healthy since they get into contact with patients who might be infected. Flu vaccine is a vaccine formed from killed influenza virus to induce immune response against influenza virus infections. A vaccine can provide protection against more than one strain of virus. A flu vaccine cannot cause an infection but might have minor side effect that do not last for long periods. Yes, I have had a flu shot before. With every season of flu infection outbreak, I have to protect everyone around me and myself from getting ill. Understanding effectiveness of the flu shot and presence of varying strains of flu virus has played part in influence to receive the flu

Frankenstein (1818 Book) Research Paper Example | Topics and Well Written Essays - 1000 words

Frankenstein (1818 Book) - Research Paper Example Mary Shelley’s Frankenstein effectively renders the audience horrified at the chief thought that humans themselves can create life from the dead. Through science, the epistemological capacity of Shelley’s work reflects the possibility to explore the yet unknown so that by fiction, it is able to promote varied concepts whose substance may impress upon a range of perceptions from being a magical wonder to an object of fright. The ensuing madness in Victor as a science student who has severely detached himself from the norms of the living to defy human limits potentially makes a horrifying attribute to the story where one could well associate mental derangement with crime or a series of morbid acts to follow scheming beyond sanity. Frankenstein, hence, is psychologically addressed in the light of this context. As a tool of suspense, similarly, the laboratory settings where Frankenstein conducts crude experimentation all the more appear to intensify the creepy effect of sce narios in which one is led to anticipate the horrible triumph of reconstructing life from the patches of grave-buried fleshes. Shelly manages to stir anxiety into audience sensation by directing the theme to be understood in the nature of ancient alchemy blended with some futuristic science as portrayed via the notion that high volts of electricity would ignite reflexes to the initially lifeless man-made creature. The monstrous appearance of Victor’s creation as well as the serial killings that follow upon the creature’s escape from his workplace further constitutes the elements to gothic mystery and horror. The author gradually relieves the story from this stage in pursuit of demonstrating the capacity of the creature to separate beastly instincts from its recognition of moral values. In the novel, the creature is said to have attained self-realization by guiding himself to obtain knowledge through literature, as by reading Milton’s ‘Paradise Lost’ . On the contrary, while he remains speechless with only grunting or growling to express, the 1931 film agrees to indicate development of rational qualities as the creature observes the cottagers to figure how humans communicate to share sensible concerns through emotions and use of intellect or reasoning. From these circumstances, he weaves and even struggles to acquire concept of himself in relation to humanity and the affinity of human beings to values based on spiritual beliefs. Shelley alludes in her story that although the brutish entity possesses a culprit’s brain, a portion of his nature still tends to innocent quest for self-identity and yearning to earn society’s approval. If one asks who the actual monster is in Frankenstein, by meditation of each principal character, the question may adequately draw response from the story’s ontological approach when the monster finds himself wandering with delight as he randomly explores with knowledge of human expe rience and spiritual faith or conviction. The burden of guilt may not be readily designated upon a brute who is amoral prior to self-awareness of which Shelley’s justification adequately provides evidence. Apparently, it is Victor Frankenstein who should receive the blame for following his instincts of mechanically forming life without paying regard to sound logic and the appalling consequences of his irrational endeavor. He deliberately neglects moral thought and this is the primary ground for the loss of his loved ones, so in effect,

Categories of Crime Essay Example | Topics and Well Written Essays - 750 words

Categories of Crime - Essay Example As stated previously, criminal law differs from civil law in that it requires an agent of the government, whether state or federal, to charge someone accused of a crime and prove that they are guilty of the crime beyond a reasonable doubt. Except in cases where the accused has foregone, or waived, his right to a trial by a jury, the decision of guilt or innocence must be determined by a jury of his or her peers, usually a twelve-person group of randomly selected citizens that have no knowledge of the crime that the defendant has committed (American Bar Association, 2011). This is to help protect the accused by forcing the jury to make a decision of guilt or innocence based on what they hear in the courtroom, not what they have read, heard, or seen somewhere else (American Bar Association, 2011). The two most common types of crimes prosecuted in state courts involve felonies and misdemeanors. Felonies are the more serious of the two, and usually come with a penalty of no less than 12 months in prison, and can be punishable by death in some states (Cornell University Law School, 2010). ... After the War for Independence, a push was made for less of a harsh legal system, and through the years certain crimes have undergone evolution. For example, murder was split into two categories, and a bill was duly passed by the 1794 Pennsylvania legislature to include felony murder in the category of first-degree murders (McClain, and Kahan, 2002). Other crimes as well, such as the actions that constitute a misdemeanor, have seen their own evolution through the legal system since colonial times (McClain, and Kahan, 2002). Espionage and treason differ from felonies and misdemeanor crimes in that they are most often considered federal crimes, and as such are usually tried in a federal court, not by state courts. As per the Federal Judiciary System, the federal courts are involved because the United States is quite often the party in the case. Even in cases of industrial espionage, or trade secrets, it is a federal crime made so by the Economic Espionage Act of 1996, in which two sect ions, according to the House of Representatives and Title 18 of the United States Code, criminalized the act of both foreign economic espionage, and commercial economic espionage. Espionage, according to the Miriam-Webster Dictionary, is defined as â€Å"the practice of spying or using spies to obtain information about the plans and activities especially of a foreign government or competing company†, while according to the Constitution, treason is an act of war against levied one’s own country (U.S. Government Printing). More specifically, it is defined in modern times by the U.S. Code, Title 18, which states, in part, that whoever has allegiance to the United

Quiz 1 Essay Example | Topics and Well Written Essays - 1000 words - 1

Quiz 1 - Essay Example The renewed struggles to win over Ravenna, for instance, failed to deter the setting up of foreign-controlled regions at the heart of Italy. The subsequent occupation of the southern regions such as in the Po valley, and in the Balkans, is clear signs of the weakness of the imperial regime. Additionally, although reinforcements ordered by the leaders were successful at first, the operation witnessed an unprecedented number of settlers who streamed into the Danube in an effort to look for rich agricultural land, Byzantine fighters began to weaken. Military failures were compounded by the lack of resources to support the operations. As a result the regime decided to reduce salary of the personnel. Despite the earlier wins against the Persians, the regime had to grapple with defiance within the military ranks. The emperors’ commanders were facing disobedience from the fighters. During the Islamic era of the Six Century, Christianity struggled to assume prominence, and eventually managed to command a strong following in these rather Islamic regions of the East Mediterranean region and North Africa. The massive number of Christian followers effectively surmounted the influence of the regimes. Attempts by the regimes to put in place an orthodox of their liking generally failed because the society observed the differences in religious teachings, and conformed to their individual beliefs. The Antioch’s refusal to conform to the ecclesiastical influences fronted by Constantinople can also be attributed to the failure of the state actors to manipulate the Church1. Anastasios of Antioch, who was a close ally of Pope Gregory, made vigorous attempts to redeem the image of the society and revitalize government control in the wake social divisions by advocating the theory of Monoenergism. The leader thought that upon such reasoning, the society would be united under the government.

The mitigation analysis of unusable motor vehicles in Saudi Arabia Assignment

The mitigation analysis of unusable motor vehicles in Saudi Arabia - Assignment Example The cars, like any other machine, grow old and require repair, maintenance and eventually replacement. The well off urban population has been noted to more often than not opt for replacement of their aging cars, rather than have them repaired to elongate their working life. Like any other waste, the then retired cars pose a problem of disposal to their owners and some of them will either choose to abandon them either where they breakdown, at a mechanics compound, by the roadside or at the public parking places. Though legitimate methods of disposal exist –like selling the vehicle to scrap dealers in places like Bariman, most of the people opt for the illegal yet easy mode of disposal. What the law says. The ministry of the interior defines an abandoned property as any motor vehicle, outboard motor, vessel, ATV or trailer that is unattended which is operational or not and which is subject to removal or is removed from private or public property (PME 2012). It also defines a tow ing company as an entity or person who toes, stores or removes property which has been abandoned. The abandonment offence as defined by the presidency of the environment is the abandonment of a vehicle or any part that was part of a vehicle on any open land or any land constituting part of a highway or waterway. The offence also includes anything that has been abandoned and which was brought on land purposefully for abandonment. The law enforcement agencies will grant a towing company authorization to remove an abandoned property where: Abandoned on the right of way of any highway or on a freeway where: If in an urban area and the vehicle is left unattended for a maximum ten hours or four hours where the law enforcer feels that it poses a danger to other motorists or Away from an urban are if the vehicle abandoned for 24 hours or after 4 hours where it is perceived to pose a hazard to other motorists. If the unattended vehicle is on a bridge and obstructs the normal flow of traffic and no efforts from the owner to remove the property are evident. If the property had been reported as stolen or taken from the actual owner without their consent. Where the operator of such property has been arrested and taken to custody and has not been able to secure removal in time. Where the owner has parking/traffic violations which relate to any other local ordinance or municipal law and which are outstanding. Where the unattended property is violating any local ordinance or municipal law for which visible signs have been posted to give notice. Where the property is on territorial waters, is obstructing movement and has been there for more than ten hours or is floating loose. Where the operator of the property successfully eludes arrest for an offense which would otherwise have seen them taken into custody. The law enforcement agencies are allowed to immediately tow any vehicle or cargo that poses a hazard on any municipal highway, this includes the vehicle, the property ther ein, spilled cargo or personal property. For commercial haulers, if they are not transporting waste or cargo that is designated as hazardous, the enforcers have to grant the owner a reasonable chance to contract a towing organisation of their own. If property is abandoned on a private property, the security/property manager or the property’s lessee can have it removed without consent. They only need to contact an enforcement agent in their jurisdiction who will

Consumer Behavior Attitudes Essay Example | Topics and Well Written Essays - 1500 words

Consumer Behavior Attitudes - Essay Example THE THEORY OF REASONED ACTION The formula for TORA is as follows. B1=w1 [A (act)] + w2 [SN (act)] where; BI = Behavioral Intent W1 and w2 = weights (typically these are previously determined) A (act) = Attitude toward an action (e.g., purchase) SN (act) = Subjective Norms A (act) = (Bi Ei) i=1 Bi = Belief that an action (e.g., purchase) will lead to a consequence i Ei = Evaluation of importance/desirability of consequence i i = Consequences 1, 2m n SN (act) = (NBj MCj) j=1 NBj = Belief that a reference group (j) wants you to perform a certain action (e.g., purchase) MCj = Motivation to comply with reference group j j = Reference groups 1, 2.n But w1=0.6 and w2=0.4 m=3, n=2 B1 (Buying the Motorcycle) = w1 [A (act)] + w2 [SN (act)] A (act) = (-3*2) + (2*3) + (-3*-3) + (-3*2) + (1*1)= -6 + 6 +9 + -6 +1 = 4. n SN (act) = (NBj MCj) j=1 = (-3*2) + (-1*1) = -6 + -1 = -7. Thus, B1 = (0.6 * 4) + (0.4 * -7) =2.4 - 2.8 = - 0.8 B1 (Buying a car) = w1 [A (act)] + w2 [SN (act)] A (act) = (2*2) + (-2*3) + (2*-3) + (3*2) + (3*1) = 4+ -6 +-6 +6 +3 = 1 n SN (act) = (NBj MCj) j=1 = (3*2) + (3*1) =6+3 =9. Thus,B1 = (0.6*1) + (0.4*9) =0.6 + 3.6 =4.2. Deductions: According to Ajzen and Fishbein's the Theory of Reasoned Action is clustered into three stratums. Thus intention; the fundamental hypothesis of this assumption is that a person's motive is the most important forecaster and influencer of attitude. In the event that a person wishes to partake on something then...This is important as it will help the interviewer to know the mistakes or the failures which they will need to work on, so as to meet the demands of their clients. According to Ajzen and Fishbein's the Theory of Reasoned Action is clustered into three stratums. Thus intention; the fundamental hypothesis of this assumption is that a person's motive is the most important forecaster and influencer of attitude. In the event that a person wishes to partake on something then they will definitely do it. Ajzen & Fishbein, (1981). The theory of Reasoned Action implies that motives are influenced by Attitude toward the behavior and the subjective Norms. The mindset toward the behavior is exactly what the person's former attitude toward doing that behavior is. The implicit is that people think through their decisions and possible outcomes which guide them through the making of a decision. There is an attitude formed about the overall decision and the object that which the decision is being made around. There's a mindset formed about the overall decision and the object that which the decision is being made around (Ajzen & Fishbein, 1980). For example, if a couple is trying to decide if they should take a vacation to Disney world could be characterized by a mindset. The rationale could be that the couple is not adverse to Disney world and has a positive attitude towards it.

METABOLISM, Report on any two (2) classes of messengers, that interact Lab

METABOLISM, on any two (2) classes of messengers, that interact with each other, directly or indirectly, to alter the met - Lab Report Example When these glucose levels reach a high level, the pancreas will release insulin that stimulates tissues that are dependent on insulin to take up the excess glucose. Therefore, glucagon is one part of the feedback system, together with insulin, that stabilizes the levels of blood sugar. Glucagon is synthesized in the islets of langerhans by the alpha cells and secreted by the same cells. The islets of langerhans are found in the pancreas’ endocrinal portion and in man1. Glucagon is a peptide hormone with 29 amino acids, and generally, it acts to raise sugar levels present in the blood through promotion of glycogenolysis and gluconeogenesis, which refer to splitting of stored glycogen to glucose sub-units and formation of glucose respectively2. It exists as an inert holoenzyme, pro-glucagon, which is activated by pro-hormone convertase into glucagon. Glycogen is a polymer form of glucose that is similar to starch in plants and is stored in liver hepatocytes. These hepatocytes po ssess receptors for glucagon that bind the hormone. On binding of glucagon, the hepatocytes release glucose from the glycogen polymer released to the blood, for use by other cells through glycogenolysis. Simultaneously, glucagon also binds to hepatocytes and kidney cells and stimulates the synthesis of glucose through the process of gluconeogenesis. Through, shutting down the process of glycolysis, glucagon leads to the shunting of glycolytic intermediates to the reformation of glucose. The hormone also has a minimal on the human process of lipolysis. It appears that production of glucagon depends on the CNS, although the pathways that affect the production of glucagon are yet to be clearly defined. Glucagon dissociates soon after it binds onto the glucagon receptors since they change the configuration after activating cyclic adenosine monophosphate2. The free glucagon is dissociated in the blood by proteolytic enzymes. Cyclic adenosine monophosphate is a nucleoside phosphate, which acts as a second messenger and is of utmost importance in numerous processes in the human body. The messenger is formed from ATP, and the resultant molecule is used in signal transduction within the cell acting in the cyclic adenosine monophosphate dependent pathway3. Adenylate cyclase, which is found on the inner membrane’s inner surface, synthesizes cyclic adenosine monophosphate from the precursor molecule ATP. Adenylate cyclase enzyme undergoes activation through G-protein coupled receptors, whereas it is inhibited by inhibitory G-protein coupled receptors. Adenylate cyclase within the liver and in the muscles is more specific to glucagon than it is to adrenalin3. Cyclic adenosine monophosphate has one phosphate group that is bound to position three and position five of the sugar through two phosphate-ester linkages4. These linkages form a cyclic structure or a ring that is limited by residues of oxygen and phosphorous, as well as by the carbons at position three and fiv e. This explains why it is referred to as cyclic adenosine monophosphate. It is used for signal transductions within human cells for passing on the effects of hormones that cannot pass through the plasma membrane, such as the peptide hormone glucagon. Cyclic adenosine monophosphate is particularly involved in protein kinase activation. It also binds to ion channels and regulates their permeability. Some of

Energy drink - Guarana Essay Example for Free

Energy drink Guarana Essay Are you ever extremely tired? In the generation we live in today, the average person does not get the eight hours of sleep that the body needs. They do not eat right or take vitamins, and they do not get the physical exercise they need to keep their body healthy. As a result; they get extremely tired, stressed, and moody by the middle of the day. A smart choice would be to get more hours of sleep, eat healthy, take vitamins and exercise daily. However, because we changed from a fast and active society to a lazy and overweight one, people have decided to take the easy way out. This easy way would be energy drinks. These drinks are said to give you a â€Å"quick boost of energy† and they claim to have some sort of nutrition to them. Energy drinks have been around for over fifty years and are getting more popular as the years go by. They now are in almost every store you can go to and in many commercials and advertisements. The most popular energy drinks in the United States are Monster, Red Bull, Full Throttle, and Rockstar. However, my point here is that these energy drinks do the exact opposite of what they say they do. They say â€Å"Healthy benefits† I say â€Å"Heart-attack†. Energy drinks are unhealthy because they can cause health problems that will last you a lifetime. First, the most obvious ingredient in an energy drink is caffeine. The bad thing about this ingredient is that people do not realize how much of it is in one can. Jenna Hogan, an author of the article â€Å"What You Need To Know About Energy Drinks†, states â€Å"In comparison, an average 8 ounce serving of a soft drink and a cup of coffee contains 25 to 85 milligrams respectively. This means that an 8 ounce energy drink can have as much caffeine as 14 colas! †(Hogan 3) This much caffeine can lead to things such as bad sleep, kidney problems, dehydration, seizures, high blood pressure, and a decrease in bone mass. Caffeine increases heart rate and blood pressure, which then raises harmful stress hormones in the blood stream. Not only is there a high amount of caffeine, there is also a ridiculously large amount of sugar. An 8 ounce can of energy drink contains 13 tablespoons of sugar. These sugars are labeled as Fructose, Glucose, or Sucrose. They are carbohydrates that are metabolized quickly by the body and then produce a rapid burst of energy. If one is trying to stay healthy and free of illnesses, this much caffeine and sugar is the last thing he or she needs. Second, energy drinks are often ignored or exaggerated. However, the problem here isn’t only what is in the drink, but how many drinks a person consumes a day. In the Energy Supplements and Dangers article, the author recommends you take a moderation of two or less drinks a day. (Pursey 135) This is where the root of the problem stems from. One of the worst dangers in energy drinks is within athletes. These drinks are being used so frequently by many athletes before games or before major workouts. This is dangerous because these drinks aren’t designed for this. Because of the high sodium, caffeine and sugar content, they arent created to help replenish essential elements lost during intense workouts. The caffeine can then have a bad effect which is the opposite of what is needed. It is known that caffeine is actually banned from many sport competitions because it is known to improve strength and performance. Many caught consuming energy drinks before a game are automatically disqualified. The ingredients in an energy drink are very dangerous and overwhelming. Third, specific crowds are more prone to believe the variety of claims that energy drink companies make, and one main crowd would be teens. Energy drink companies make sure that their slogans are very memorable and catchy. For example, Red Bull’s slogan is â€Å"Red Bulls give you Wings. † Other slogans are â€Å"Unleash the Beast† (Monster) â€Å"Party like a Rockstar†(Rockstar) and â€Å"Go Full Throttle or Go Home† (Full Throttle). Teenagers thrive for acceptance. They will do anything to raise their popularity. In today’s society, energy drinks are the â€Å"cool† thing. Energy drink companies understand the importance of advertising, which is why they are becoming much more successful. An example of this would be before the Food and Drug Administration declared â€Å"Four Lokos† (an energy drink) illegal. A fourteen year old boy stole his parents vehicle and crashed it on an interstate in Denton, Texas. His girlfriend, in the passengers seat, did not have a seatbelt on and died immediately. Police who searched his car found five empty Four Loko cans in the trunk, and the young boy was charged with intoxication and manslaughter (Sullum 1). We can finally thank the FDA for banning Four Lokos once and for all. Unfortunately, those lives lost to energy drinks can never be brought back. Some may argue that people need energy everyday and that is why thousands of Americans love caffeine. They work hard and dont get the right amount of rest, and that is where caffeine comes in the picture. Americans consume caffeine because it keeps them awake and running. Many of these people rely on the energy that caffeine gives them and it becomes a part of their everyday life. Without it they feel tired and miserable. Although many of these people need caffeine to survive through the day, many dont know what they are actually putting into their body. Curiosity strikes when people think about the FDA and why it hasnt put up a battle with the energy drink companies. There is one simple answer, Energy drinks are labeled as â€Å"supplements† instead of â€Å"beverages. † This classification allows companies to pretty much write whatever they would like on the back of their labels. There are no restrictions on the amount of ingredients or even which ones they choose to put on their products. Because the FDA can’t do anything about this, the public can’t be assured of its safety. Energy drink companies completely misinform the public about what their energy drinks do. They manipulate society into believing that their drinks will help improve their life. They target specific crowds in order to gain the success that they want. They dont tell their buyers about the long term effects these drinks have on their bodies. Obviously, they are more concerned about the money rather than the lives. Energy drinks have no benefit to the body. They will give you a quick boost of energy, just to bring you crashing down. Consuming more than one a day will only increase your risks of side effects. Energy drinks are very unhealthy and can cause you health problems that will last you a lifetime. The FDA banned Four Lokos and hopefully will do something to make energy drinks much less of a hazard and more of a nutritional drink.

Effect of Enzyme Concentrations on Oxygen Production

Effect of Enzyme Concentrations on Oxygen Production The function of an enzyme is explained by the  lock and key theory: the active site of an enzyme (the lock) has a specific shape in which only the precise amount of substrate (the key) will fit forming an enzyme-substrate complex (the product). Catalase can speed up the decomposition of hydrogen peroxide as the shape of its active site matches the shape of the hydrogen peroxide molecule. This type of reaction is an anabolic reaction (when a molecule is broken down into smaller molecules). Enzymes are able to increase the rate of reaction without actually being consumed in the process. Small quantities at low temperatures are able to produce results, which would normally require high temperatures and a violent reaction from any normal chemical means. Although increases in temperature may speed up the reaction, the heat will also denature the enzymes and make them unstable. All enzymes are catalysts (a substance that causes or accelerates a chemical reaction without itself being affected), and they work best at pH7. As long as the concentration of the enzyme substrate (hydrogen peroxide) is much higher than the enzyme (catalase) concentration, the rate of reaction is directly proportional to the concentration of the catalase. This is because, as the enzyme concentration rises, the number of active sites that are available to interact with the substrate also rises; this increases the rate of product formation. My original experiment was an investigation into how the temperature of yeast would affect their rate of respiration. However when it came to the actual experimentation we found that the volume of dye and the volume of yeast we were using was too great (resulting in the dye actually rising out of the U tube): this meant that I would have to scale these down. However, we soon found that by decreasing these volumes the results produced were very small so I decided to completely change my experiment; instead of testing temperature, I decided to change the concentrations of the yeast I was using, and see how that would have an effect on the yeasts rate of respiration and therefore the volume of oxygen evolved. Key Variables Concentration of yeast: The rate of respiration in yeast (and therefore the volume of oxygen evolved) may change depending on its concentration Volume of hydrogen peroxide: I am mixing this with the yeast so the catalase will cause it to decompose into water and oxygen Type of yeast: The rate of respiration may vary in different types of yeast Temperature of the room: the temperature can affect the rate of respiration for the yeast depending how hot or cold it is Type of equipment: the length of the glass delivery tube can affect the volume of oxygen evolved Volume of yeast solution: The volume of oxygen evolved in yeast may differ depending on the volume of yeast solution Independent Variable Concentration of yeast: I am investigating how the volume of oxygen evolved from yeast (specifically the enzyme in the yeast catalase) changes when the concentration of yeast suspension varies so it is important to change this variable Controlled Variables Volume of hydrogen peroxide: since I am already changing the concentrations of the yeast I use, I must keep the volume of hydrogen peroxide the same throughout in order to make it a fair test Type of yeast: I must use the same type of yeast throughout: otherwise this could affect the amount of oxygen evolved in the yeast Temperature of the room: I am going to maintain the same temperature in the room I am conducting my experiment in to try and get the most accurate result I can Type of equipment: the size and diameter of the glass delivery tube affects how the long the test lasts ultimately having an effect on the volume of oxygen evolved Volume of yeast solution: I have to keep this the same if I want to get accurate results Dependent Variable Volume of oxygen evolved: The volume of oxygen evolved will change depending on how much concentrated yeast is being mixed with the hydrogen peroxide My prediction: I think that as I increase the concentration of yeast, the amount of oxygen evolved will increase proportionally: this is because as the enzyme concentration rises, the number of active sites that will be available to interact with the substrate (hydrogen peroxide) also rises increasing the rate of oxygen evolved. My experiment Apparatus used: Gloss delivery tubes Screw clip Clamp Rubber tubing Litre beaker Inverted barrel Boiling tube Plastic syringes Rubber bung Glass stirring rod Stopwatch Experimental Procedure First, I used clamps to support the boiling tube and attached the rubber tubing to the barrel of the 20cm3  syringe Then I removed the plastic syringe, leaving the needle in the same position, and removed the bung from the boiling tube After stirring the yeast suspension (which I made by adding 10g dried yeast to 100cm3 water I prepared it one hour before I actually needed to use it), I used a plastic syringe to introduce 5cm3 of yeast to the boiling tube I then filled the 1cm3  syringe with and placed it into position I opened the screw clip to draw water into the barrel of the 20cm3 syringe and closed it once the barrel was full, then I injected the hydrogen peroxide into the boiling tube I measured and recorded the volume of oxygen collected in the barrel of the 20cm3  syringe over a period of five minutes (I also used a stopwatch to measure how much oxygen was evolved per minute) This was repeated using 10, 15, 20, 25 and 30cm3  yeast suspension in the boiling tube (with fresh samples of yeast and hydrogen peroxide) This method was repeated for the above three times and a mean average was calculated; my results were recorded in a table (see my results) Using the tabulated data I plotted graphs of my results before analysing them In the above table we can see that when 5cm3 of yeast is being mixed with the enzyme substrate and an average of 4.77cm3 of oxygen is being evolved, then in theory when 10cm3 is being mixed with the enzyme substrate the volume of oxygen evolved should be double the average volume produced for 5cm3 of yeast (4.77cm3 x 2 = 9.54cm3). However, this is not the case, as actually an average of 5.33cm3 of oxygen is being evolved for 10cm3 of yeast being mixed with the hydrogen peroxide: this is because part of the oxygen evolved is actually being used by the substrate for respiration this results in the curve of the line in graph 3 + 4. Data analysis of all graphs In graph 1 a pattern can be seen in the results: the higher the yeast concentration, the greater the volume of oxygen is evolved. We can also see that towards the end of run 1 the volume of oxygen produced does not change and it becomes a straight line: this might be attributed to the fact that the yeast has become saturated with the substrate. In my scatter graph I have decided to use polynomial lines of best fit this is because rather than a linear line of best fit (which is completely straight and does not actually show the curve/steepness of the varying results) a polynomial line actually shows the curve, and allows the viewer of the graph to see how the production of oxygen actually fluctuates and changes. In graph 2 we can see that most of the oxygen evolved from the reaction passes into the collecting vessel within one minute of mixing the two reactants together. Afterwards the rate slows and only a small volume of oxygen is produced afterwards (particularly in between the third and fifth minutes). The pattern of oxygen evolution indicates that the reaction is extremely rapid. In graph 3 it can be seen that as I increase the concentration of yeast the volume of oxygen evolved increases proportionally: this is because as the enzyme concentration increases, the number of active sites that are available to interact with the hydrogen peroxide molecules also rises thus raising the production of oxygen. In graph 4 we can see that the error bars are very small, which means that the results produced must be very accurate (as there is not much range between the different volumes of oxygen produced per yeast suspension). Conclusion Overall, my results show that there definitely is a quantitative relationship between the concentration of yeast/catalase, and the volume of oxygen evolved: the higher the yeast concentration, the higher the volume of oxygen was evolved: this was because as the enzyme concentration rose, the number of active sites that were be available to interact with the substrate (hydrogen peroxide) also rises increasing the rate of oxygen evolved; hence, my original prediction was correct. Evaluation All in all I would say that my experiment was a success as I had no anomalous results (so I would not need to repeat any), and my results agreed with my prediction; my results were also substantial enough to let me draw a conclusion from them. I would say that my experiment was kept fair, however I believe that more could have been done to make sure my results were of optimum accuracy: for one I could have regulated the temperature of the laboratory I conducted my results in (maybe by having a thermometer with me and making sure that the temperature more or less stayed the same). Also, when measuring the volume of oxygen evolved per minute, the results maybe could have been more accurate (as sometimes there was a delay in pausing the stopwatch, causing more seconds to be added onto the actual time taken). However, as seen in graph 4, the error bars are very small, meaning that the accuracy of my results were very precise: this is most probably due to the fact that I repeated the expe riment for each of my yeast concentrations three times so I could have lots of results to back up my prediction/conclusion. If I had to make any modifications to my experiment, one would be that I covered a larger range (in terms of yeast concentration) so that I could have even more results to back up my conclusion; however I dont think this would be a necessary change as I believe the results I have already firmly support my conclusion. Sometimes when I was measuring the volume of oxygen evolved per minute (for a period of five minutes) I sometimes experienced difficulty in stopping the stopwatch as soon as one minute had passed: maybe if I had had two people timing separately for me, I could have ensured that the final recorded time was accurate. Apart from that though, the rest of my equipment succeeded in making my experiment a fair test the syringes had a set amount of substrate in them, thus resulting in me correctly injecting the precise volume of hydrogen peroxide each time. I would not make any improvements to my method other than washing each syringe after use, to prevent any chance of contamination.

Small businesses in entrepreneurship

Small businesses in entrepreneurship TOPIC: PROBLEMS AND CHALLENGES FACED BY SMALL BUSINESSES IN ENTREPRENEURSHIP INTRODUCTION: Evidence suggests that small business stands a significantly higher chance of failure than a large business yet many small businesses survive and some grow. The following points have been discovered that hinders the success of small firms in entrepreneurship, economies of scale, human capital implementation, limited resources, geographical location, and management skills, thus management service is a key differentiator between good, bad and indifferent companies. People become frustrated when their expectations are not met. We operate in an increasingly global economy, which is highly competitive. Recently customers have a more extensive range of choices for products and service hence the importance of superlative management skill should be devised. Good management service keeps customers coming back; while awful customer service drives them away, taking their friends, workmates and families with them along. It is highly crucial in ensuring that small businesses not only survive but grow in the quality of management, hence lacking key management services could limit the success of small business. In this literature I am going to analyze, compare and contrast the problems faced by small businesses in entrepreneurship. PURPOSE OF LITERATURE: The purpose of a literature review is to explain or briefly analyse the work that has Been reported on a particular topic or field. Literature reviews form a central component of Research reports and technical articles for an important reason, it is also a process whereby one establish theoretical framework for a topic or subject area. It is very important to identify the key terms of the literature terminology. This includes the dependent variable and independent variables. RESEARCH QUESTIONS: Ø Why do small businesses encounter so many difficulties at start up point? Ø What are the major problems influencing small firms in entrepreneurship? Ø Is it relevant to acquire entrepreneurship skills before venturing into small business? RESEARCH OBJECTIVES: Ø To compile a variety of entrepreneurial ideas related to entrepreneurial opportunities using various techniques. Ø To recognize the importance of planning and give examples of how planning can overcome problems. Ø To analyze obstacles and explain how these obstacles may impede creative thinking and generation of new ideas. Ø To summarize the personal entrepreneurial skills and demonstrate these skills in a variety ofsituations. INTRODUCTION: According to Paula McCoy Pinderhughes, an entrepreneur is a person who visualizes or possesses a burning desire to make a change through hard work, dedication and determination, knowing that it will satisfy their ultimate personal and business objectives. On the other hand, Entrepreneur in English is a term applied to the type of personality who is willing to take upon her or himself a new venture or enterprise and accepts full responsibility for the outcome. Jean-Baptiste Says, a French economist is believed to have coined the word entrepreneur first in about 1800. He said an entrepreneur is one who undertakes an enterprise, especially a contractor, acting as intermediate between capitals and labour Typically, entrepreneurship means a company is being formed with the express goal of becoming larger through an aggressive growth agenda. Entrepreneurship is a corporate spin-off or start up. Small business is a family-owned company or consortium of professionals that is formed with specific objectives in mind. In most cases, aggressive growth is not as important as providing adequate income for the owners. The common denominator of all forms to start-up and new businesses is that they are unknown in the marketplace. This is the major challenge to any new business. For example, the launch MLife at a recent Super Bowl created a substantial amount of confusion as to what exactly was being offered. While the companys website was flooded with inquiries (so much so that it crashed), most people did not bother to find out and the take-off was slow. Many consumers are cautious about trying new goods, services or companies. Purchases are often based on known brand names and familiar purchasing patterns. It is much easier for customers to purchase the same brand they have always purchased or another brand name they recognize or have used. To be considered, a new business must move the brand into a person or businesss evoked set of brands. This dilemma is heightened by the massive amount of marketing clutter that all companies face. Overcoming clutter is especially difficult for new firms with limited budgets for marketing and promotion. Traditional methods of advertising and consumer promotions may not be enough to get recognized. Company leaders must be sure to deliver on promises and provide a high quality experience especially on the customers first purchase. On bad encounter will often lead to a negative word of mouth. A new business will probably not get a second chance if the customer has a bad experience. THE PROBLEMS AND CHALLENGES Today, with the internet boom, entrepreneurs have become one of the most dynamic forces in the economy. Entrepreneurs are now driving the technology boom, which is itself driving much of the worlds economic growth. This makes entrepreneurs very important from a macro-economic perspective. They have become a broader economic phenomenon that has a major impact on the economy. As the globalism of business becomes even more widespread, this impact will be felt even more deeply. Entrepreneurs are already becoming a major force in developing nations and in the economy worldwide. The scope of what entrepreneurship involves will continue to change and evolve as the world continues to change and evolve, and yet there are some common issues of how to start a business, how to finance the business, how to run the business that within this community we can share and learn from each other. While we still have many heroes and stories, entrepreneurism is an established field with a wide range of issues at all stages of the enterprise. A common factor for all entrepreneurs is the challenge of starting a business, be it through inventing something, looking for a new idea within a business, finding the right opportunity to break into a business or buying into a franchise. And these entire take planning organizing all the aspects so that the entrepreneur can reach his or her goals. All entrepreneurs are also faced with financing their entrepreneurial venture. Even entrepreneurs usually are faced with financial hurdles within corporate rules. So unless the venture comes from ones own pocket getting money is a challenge that requires preparing funding proposals or applications to be written and/or presented for loans, venture capital, angel investors or even IPOs. There is so much information written about these stages of an entrepreneurial venture that sorting the good from the bad is an overwhelming challenge in and of itself. Once past those challenges, however, one would think there would be smooth sailing. Given the business has a good plan; everything should proceed with minor glitches. However, the implementation stage seems to be the real make-or-break point of an entrepreneurial venture. There are hypotheses that part of the problem is that idea people and implementation people are very different breeds of people, but there are enough exceptions to that rule that is a difficult position to defend. More realistic, perhaps, is that there are such a wide variety of skills needed at the implementation stage, that no one person can have the skills to manage all the functions well. The real talent is for entrepreneurs to recognize what they do well and then find employees or subcontractors who can fill the gaps. One way to look at this implementation stage is to look at how many different skills are involved in operating a business. Operating a business involves employees, marketing, advertising, sales, communications, public relations, legal needs, government regulations, equipping the office, risk management, disaster planning, crisis management, insurance, technology, hardware, software, the internet, and the financial aspects of the company bookkeeping, managing debt, taxes, and barter. Without a strong technical basis, there is no business. Above and beyond this, however, is the conceptual aspect of management: ethics, leadership, growth philosophy, and even the exit strategy of the company. These are much less tangible, yet set the overall theme and direction that the business will take. CRITICAL CHALLENGES 1. Money While there are some types of businesses that can be started on a small budget, one will need access to capital to fund the business, whether that money comes from another source of household income or from some type of loan, there is a need to be realistic about startup costs. New entrepreneurs often underestimate the length of time it takes for a business to become profitable and the amount of money they will need to invest in the business before its profitable. Developing a thorough and honest financial plan will help to avoid this mistake. 2. Skill and Knowledge Employees responsibilities are limited to a narrow job description. However, at the launch of a business, one becomes responsible for everything from research and development to product delivery to bookkeeping. That means there will definitely be some tasks that will be beyond the owners area of expertise. Depending upon the scope of the business, the owner may or may not have staff on board to handle different responsibilities. It is important to be honest about your own limitations and seek out expert advice and the support of good mentors when needed 3. Feedback Being an entrepreneur, particularly if it is a very small or home based business, it will likely feel at times that one is working in isolation and that can cause one to question decisions. Because it takes time for a new business to become profitable, its very helpful to find other sources of feedback beyond the latest sales figures to assess the growth of their business. Seeking out and meeting with other entrepreneurs can help give feedback needed to understand and assess the growth of their business. 4. Time When you are becoming an entrepreneur, youll work harder for yourself than you would ever work for any employer. While self employment can bring flexibility to your work schedule, building a successful business requires a large investment of your time. It will be important to schedule specific work hours, and arrange childcare if necessary. Setting goals can also help you to stay on track. With all of those challenges, why would anyone become self employed? Here are some of the rewards of being an entrepreneur: BENEFITS 1. Money When you are someones employee, the amount of money you earn is limited by the labour market. Youll earn the going rate for your field and typically not much more. When you are self employed, your earning potential is only limited by your own brains and motivation to build a successful business. The more effort and smart planning you put into your business, the more you will directly benefit from your own work. 2. Opportunities Many entrepreneurs say they launched their business in order to create opportunities for themselves that they could not find in traditional jobs within their local labour market. A parent with a young family may want flexibility that is not available in traditional jobs; a new immigrant may want responsibility and opportunities for professional growth that they may not have found in their new country. When you build your own business, you can build opportunities and working conditions that are a good fit for your needs in ways that you may not find in traditional employment. 3. Accomplishment Building a successful business can provide you with a sense of pride that you have created something yourself based on something you value. You get to make the decisions; if you think a project is a great idea, you get to make it happen. You get to build something from the ground up that is your own and a reflection of your values, and any business success is always your success. 4. Time While you will invest a lot of time in building your business, depending upon the type of business you launch, being an entrepreneur can provide you with a lot of flexibility and freedom with your schedule that you would not often have with a traditional job. A flexible schedule allows you to create personal and family time and opportunities that you may otherwise miss out on. To overcome these problems, a new company must develop a unique selling point and find a way to inform consumers about that advantage. Everything from the brand name to the logo to company advertisement must capture the interest and attention of the consumer. It is important to remember that customers are interested in benefits as opposed to product or service features, or as one writer put it, what is in it for me? The new company must be able to clearly answer this question in order to survive and grow. How is an entrepreneur to deal with all this overload of challenges? The good news is that there are plentiful resources: discussion groups, educational resources, professional associations, and publications to turn to for support and counsel References: http://www.sbaer.uca.edu/research/icsb/2005/056.pdf http://ezinearticles.com/?The-Challenges-Facing-Entrepreneurs-and Small-Business-Ownersid=2271198 http://www.careerchoiceguide.com/being-an-entrepreneur.html http://www.smallbusinessnotes.com/choosing/issues/challenges.html

Free Great Gatsby Essays: Reflection of an Era :: Great Gatsby Essays

The Great Gatsby - Reflection of an Era During the 1920's America was a country of great ambition, despair and disappointment. The novel The Great Gatsby is a reflection of this decade, it illustrates the burning passion one man has toward his "American Dream" and the different aspects of the dream. Fitzgerald's work is a reflection of America during his lifetime. The Great Gatsby shows the ambition of one man's reach for his "American Dream," the disappointment of losing this dream and the despair of his loss. In the 1920's the spirit and ambition of the American people soared.   Unlike their European counterparts who were trapped in the social class to which they were born, the American people knew that if they worked hard then they could rise to a higher social class. The flappers and the women's liberation movement were just two examples of how Americans expressed their newly discovered social freedom.   It seemed that nothing was impossible to achieve. James Gatz, shared the spirit and ambition on the American people and fought long and hard to earn his place in the world. He had dreamed of transforming himself from the poor, young man that he was into the wealthy celebrity that he would soon become. Gatsby, as a child, had a daily schedule that he followed. He knew from childhood that he had to work for his fame. "Jimmy was bound to get ahead. He always had some resolves like this or something" (175). Gatsby's ambition lay not only in his future, but as he grew older it would be found in his love. He had an obsession with Daisy Buchanan and tried everything in his power to bring things back to they way they used to be when they first met. He thought he could relive the past. He threw lavish parties to get her attention. He did everything in his power to be near her. " ‘Gatsby bought that house so that Daisy would be just across the bay' " (79) He earned his wealth so that they could finally be together. Like Gatsby, the American people of the 1920's followed their hearts, and their ambition. Through World War One, American men fought to save their country and woman fought to win the right to vote. Even in fashion women were liberated, as the hemline on an average skirt was raised.

Integrated Pest Management :: essays research papers

Integrated Pest Management Integrated pest management (IPM) is a recently developed technology for pest control that is aimed at achieving the desired control while reducing the use of pesticides. To accomplish this, various combinations of chemical, biological, and physical controls are employed. In the past, pesticides were all too often applied routinely whether needed or not. With IPM, pest populations as well as beneficial parasite and predator populations are monitored to determine whether the pests actually present a serious problem that needs to be treated. If properly and extensively employed, IPM might reduce pesticide use by as much as 50 percent, while at the same time improving pest control. If this goal were achieved, the environmental problems would be minimized, and significant benefits would result for farmers and society as a whole. IPM coordinates economically and environmentally acceptable methods of pest control with judicious and minimal use of toxic pesticides. IPM programs assess local conditions, including climate, crop characteristics, the biology of the pest species, and soil quality, to determine the best method of pest control. Tactics employed include better tillage to prevent soil erosion and introduction of beneficial insects that eat harmful species. Many pests that are attached to crop residues can be eliminated by plowing them underground. Simple paper or plastic barriers placed around fruit trees deter insects, which can also be attracted to light traps and destroyed. Weeds can be controlled by spreading grass, leaf, or black plastic mulch. Weeds also may be pulled or hoed from the soil. Many biological controls are also effective. Such insect pests as the European corn borer, and the Japanese beetle, have been controlled by introducing their predators and parasites. Wasps that prey on fruit-boring insect larvae are now being commercially bred and released in California orchards. The many hundreds of species of viruses, bacteria, protozoa, fungi, and nematodes that parasitize pest insects and weeds are now being investigated as selective control agents. Another area of biological control is breeding host plants to be pest resistant, making them less prone to attack by fungi and insects. The use of sex pheromones is an effective measure for luring and trapping insects. Pheromones have been synthesized for the Mediterranean fruit fly, the melon fly, and the Oriental

Inflation in the UK Economy Essay -- Economics Money England Essays

Inflation in the UK Economy Before starting to explain inflation it is necessary first to define it. Inflation can be described as a positive rate of growth in the general price level of goods and services. It is measured as a percentage increase over time in a price index such as the GDP deflator or the Retail Price Index. The RPI is a basket of over six hundred different goods and services, weighted according to the percentage of how much household income they take up. There are two measurements of this: the headline rate (includes all the items in the basket) and the underlying rate (RPIX) which excludes mortgage interest payments. It is the RPIX which is used more often in this country, as a feature of the UK when compared to the rest of Europe is a very high proportion of owner/occupier homeowners. This means that many people have mortgages, and as such, changes in interest rates (to control inflation) can artificially raise the headline rate. Causes of Inflation There are two main causes of inflation, 1) Demand Pull Inflation This is where the total demand for goods and services in the economy exceeds the total supply. This happens after excessive growth in aggregate demand, and creates an inflationary gap. Excess demand in the economy drives up prices, and high prices mean that Suppliers want to produce more units of their product in order to make more money. To supply more, they must increase their production capacity, and the easiest way to do this in the short run is to increase the amount of labour they employ. This means that they are paying more wages, so people will have more disposable income, and hence there is more demand in the economy. Demand pull inflation is often monetary in origin: when the money supply grows faster than the ability of the economy to supply goods and services. This concept is explained by the Quantity Theory of Money. The quantity theory of money holds that changes in the general level of prices are directly proportional to changes in the quantity of money. It is obvious though, that merely an increase in the supply would have no effect on prices. The increase must be spent in order for this to happen. This is where velocity of circulation (V) becomes important. If the total amount of all transactions is T, and the total amount of money is... ...sion (ie unemployment) are lagged ? they do not respond until after the damage has been done, and so, in the example of the Lawson Boom, because consumer demand did not respond swiftly to interest rate increases, rates were put up too much, which stifled growth instead of merely slowing it. Some people are now suggesting that the cycle of boom and bust has ended with the advent of e-commerce, as more and more firms employ increasingly fewer people, and are far more responsive to changes in demand. There is some empirical evidence to suggest this as inflation seems to have been fairly constant for the last few years (see appendix 2). However, whether this is due to e-commerce, the Bank of England having semi-autonomous control over interest rates, or some other factor, has yet to be seen. Bibliography Introductory Economics - GF Stanlake Chapter 11 Principles of Economics ? Lipsey and Chrystal Chapters 26- 32 Macroeconomics ? Greenaway and Shaw www.tutor2u.net ? inflation, income and unemployment statistics www.answersleuth.com/numbers/1970.shmtl ? chronology of oil prices www.thebankofengland.co.uk -The Bank of England ? interest rate statistics

Play Response: A Rasin in the Sun Essay

I thought the play â€Å"A Raisin in The Sun† was very good because it accurately displayed so many aspects of what life would be like in the 1950’s for African Americans. Full of conflict and racial tension, Hansberry creates a strong distinction between her different and unique characters. The main theme of dreams creates conflicts that are evident in the play because the family is aiming for an individual dream that seems to never happen; however, in the end, they get away form the individual dream and finally reach a common ground. Almost every character in Raisin in the Sun had a dream or goal, and it seemed like their dreams dictated their happiness or value in life. Walter is obsessed with becoming successful and rich in order to afford things for his family, why his sister Beneatha’s original dream to become a doctor ends up directing the choices she will make when she realizes that Walter has wasted the money to be put aside for her. Throughout everyone’s dreams and aspirations, it seems to me that Mama’s dream is probably the most important. For Mama, all she desires is to keep the family together. She realizes the importance of a strong and close family, and struggles to keep them together despite all of the failings and mishaps that the characters experience. To Mama, a strong and close family is the most important aspect of her life, and something she will constantly struggle to protect. I also found it very uplifting when the family is able to overcome all of the struggles and adversity, and still manage to reject Mr. Lindner’s offers to move out of the all-white neighborhood. In my opinion, this is the perfect conclusion to the play, as I believe it shows that Mama’s dream of having a strong and cohesive family is directly connected to the rest of the family’s goals as well. Despite the offers by Mr. Lindner to help the individuals of the family in exchange for leaving the neighborhood, the family is able to put Mama’s dream in front of their own, which enabled the family to become a closer, happier family in the end, despite their individual struggles. While it seemed like the Youngers’ dreams were going to fester up and die, they were able to understand the importance of family that helped them to keep their dreams alive and achievable.

Introduction of the bachelor and master system Essay

Globalization and liberalization are two factors that greatly impact on the potential that nations have for generating value. Of the numerous dynamics that affect the society in the current operational environment, globalization comes up as the most influential due to the effect that it has on nearly all sectors of the modern economies (Neal 129). With increase in interaction between different communities a need for standardization has developed due to difference in standards and approaches that are employed across different societies (Lee 43). Electronic standard, wireless protocols, international courts and trading blocks have all come up as a result of the need to standardize approaches that the current societies use. The European which is the largest trading block globally has also come to terms with the fact that there is need for standardization especially in the area of higher education thus the Bologna accord (Loosvelt and Gysen 163). However, the effect of standardization of higher education is viewed differently with some claiming that it impacts positively on the education standards in Europe while some positing to the fact that it could reduce flexibility and therefore relevance of the education system to individual societies (Alesi and RosznyaI, 396). This study employs the aid of existing researches and theories to explore the effects of the Bologna process including its advantage on both employers and employees with the aim of seeking to develop a clear picture of its implication and areas that may need further address to ensure that Europe optimizes gains in its educational and social systems. The Bologna Process The main motivation to the Bologna accord was to ensure increased compatibility of higher education standards across Europe (Van Biesen and Rahier 222). The naming of the Bologna process follows directly from the Italian city in which it was signed (Dobren’kova 46). Though 29 nations were the initial signatories to the process, the number has increased with time. The signing of the Bologna process is considered the end process of numerous processes notably in Germany and Western Europe universities that were aimed at harmonization of the architecture or systems that is used in higher education (Lindblom-Ylanne and Hamalainen 161). Nearly all members of the council of Europe are signatories to the accord through there are nations that despite applying were denied a position to be in the process. The basic approach that is employed by the Bologna process employs three stages or cycles of higher education qualification. The main defining factors of the Bologna process are the qualification and ECTS credits. Bachelor’s degree, masters and doctoral degrees are some of the key variables that are considered under qualification. Most nations in Europe employ the 3-2-3 year cycle to ensure completions of the three levels in higher education as per the Bologna accord (Malan 295). Though the actual naming of the degree course may vary from one nation to the other, an academic year is standardized to 60 ECTS credits (Pusztai and Szabo 102). There is a clear correlation between this new system and the approaches that are employed in North America and even in Japan with many researchers and educators stating that this may be the way forward with respect to global education (Becker 265). A noticeable change that is a result of the Bologna process is more emphasis being awarded to practical training and even research projects. This is in line with developments in education that have generally been geared towards adoption of approaches that are more practice oriented. The credits being a measure of the input that students have in their education is reflective of not just the overall cognitive abilities but also presentation skills (Patricio and Engelsen 601) innovation, hours spent studying and even general skills (Tauch 277). Many education experts are of the view that this development brings educations closer to the society and requirements in practice where theoretical and practical skills are all important in ensuring efficiency and improvement of the nature of practice. The main issues that the Bologna process sought to address arise from responsibility in higher education, governance, research, values, changes in the nature of society and increase in complexity that institutions and organizations face which has led to high qualification needs. With the implementations of the Bologna process educations is provided with higher flexibility that makes it easier for students to move from one institution to the other within Europe (Berner and Richter 251). Other benefits that have come up as result of the Bologna process include increased attractiveness of higher education in Europe, a broader higher education framework that places emphasis on quality and advancement of knowledge base and an increase in the levels of convergence between US and Europe with respect to higher education standards which increases the scope of education and its absorption of European students into mainstream job markets. Like all change processes the Bologna process was criticized from some quarters with some being of the view that the framework adopted favored the UK especially England and Ireland while presenting numerous difficulties to continental Europe nations (Vogel 133). Economic and Academic Background Higher education like all other systems in the current society is affected by increase in cost of operations. Many educators are of the view that the basic factor that underpins a number of plans developed by the EU is economic consideration and this is reflected in the Bologna process. Researchers and education theorists are of the view that the Bologna process is aimed at enlarging the higher education system in Europe with the aim of cutting down on cost and therefore ensuring a Europe wide standardization (Beertsen 107). The changes are cited as being in line strategies that have been proposed by the WTO and GATS in education that have generally been aimed at minimizing and even eliminating the control that political systems have over higher education. The academic aspect is considered central to the numerous differential viewpoints that have been developed of the role of the Bologna process in ensuring that educational goals are met (Moshkin 10). In fact nearly all controversies that surround the Bologna process have their basis on the academic and social impact of the Bologna process rather than the impact that it could have on economies. Continental Europe nations mainly employ a model that was inspired by the German educational system where a clear difference existed between vocational and academic training (Ash 264). This system from the upgrades that it has received was viewed as counter-productive thus the adoption of a system that is in line with the English. The main areas that were of concern under such an educational system which was employed by a majority of continental Europe nations is the fact that vocational training was not developed with the aim of further studies. Masters level education was a minimum level requirement in some fields for instance engineering which limited the applicability of Bachelors level education in some fields (Chuchalin 200). Moreover, the continental approach to Bachelors degree did not prepare the students for employment rather it was aimed at preparing them for master’s level education. This reduced the skills that such students had and the level of efficiency that they display in the workforce. Despite the disparity in level of skills that Bachelors level student displayed with respect to their ability to manage workforce issues, they were awarded the same title as engineers. One of the key implications of the Bologna process is therefore an urgent need for steps that are aimed at harmonization of professional bodies which requires revaluation and in some cases change in qualification (Hibbert 34). Moreover a number of key assumptions that have been made by the Bologna process have been under spotlight for instance 60 ECTS per year requirement is based on the assumption that 1500-1800 hours will be available in a year which presents a complexity in its implementation if it is considered that it does not standardize semesters. Other critics claim that some courses were just redefined with no change in course content or requirement which due to ECTS requirements effectively implies additional demand with little gain (Sanz and van der 34). These are some of the key issues that have been highlighted as being central to controversies surrounding the objectivity in implementation of the Bologna process. However, the fact that it is being employed and nations seek being signatories implies that an understanding of the benefits is critical in determining the areas that it could be lacking in and therefore the development that can be incorporated to ensure that the society gains for it is the future of European education. Implication on Selected Educational Systems A review of selected educational systems shows that the implications of the Bologna accord have had differential effects across Europe. The Finish system of higher education was least affected by the implementation of the Bologna accord. The major changes are the inclusion of engineering and military programs into masters and bachelors systems and increase in adoption of English as the main language. A course that has basically remained the same as it was before the adoption of the Bologna accord is medicine which still runs on a five years program (Cooper 259). The Italian system was based on award of a degree after the first three years of undergraduate level education that had no value in the market unless one went ahead and finished graduate level course has changed considerably. A three plus two year system has been adopted though there are some exceptions to the structure of â€Å"Nuovo ordinamento† (Kilic 319). Medicine and some areas of science have not changed and place a requirement of up to six years of undergraduate level education before one can proceed to master’s level. In UK the implication of the Bologna accord differs with the nations. The educational systems in England, Scotland and Wales display some significant differences due to the nature of their formulation. The England system though relaying some similarities to the Italian system is fundamentally different from others in Europe (Georgantopoulou 13). In Wales it was possible for a student straight from high school to undertake a program that would lead to attainment of a master’s degree without having to undergo undergraduate level education. The Scottish system which is one of a kind due to the flexibility that it offers lower level educational stakeholders like school heads to formulate curricula was also affected considerably. Under the Bologna accord all this systems can actively seek educational goals and students can easily transfer from one institution to the other without having to worry about the grade that he has attained and even difficulty in integrating into the new system. There is no doubt that the Bologna accord has played an important role in convergence of standards that are used in higher level education which is an important factor in ensuring that the role of the EU in ensuring labor mobility is attained. Employers Advantages Pro Bologna Reform activists are generally of the view that it is the best development that has happened in Europe’s educational systems for a long time (Stallmann 24). This is the same view that is held by computing enthusiasts on the level of development that computing has attained due to the standardization of protocols. Standardization is generally perceived as an avenue through which development within any industry can be molded in a manner that increases the level of interrelationship between existing systems. A melange of degree titles defined the higher education systems in Europe before the implementation of the Bologna accord. The effects of the confused state on European employees were high due to the effect of EU policies that were seeking economic integration (Rauhvargers 341). Employers found it hard to develop an objective measure that could be used in determining the potential of job seekers by objectively assessing their academic credentials. Under such an environment the benefits that European nations sought through economic integration and ensuring workforce mobility was reduced. Business and management education is one of the areas that have been affected by the Bologna accord. Globally employers and HR executives were becoming more confused with the bachelor, Lauren and Diplomkaufmann titles that were held by jobseekers (Verhesschen and Verburgh 134). Complexity in assessing the potential of a job applicant is further brought out if the array of master’s degree programs that were offered is considered. The effects of the Bologna accord are numerous and impact on not just the educational systems or employers but also governments (Sanz 141). Countries that have employed the Bologna accord are more likely to partake in the benefits that it offers especially with respect to reducing the recurring costs of higher education. Moreover, the quality and competitive degree programs that are offered under the Bologna accord present such nations with an edge with respect to attracting students into their institutions. Such students may play a role in ensuring overall development in host nations. The benefits that the Bologna accord present with respect to predictable educational budget, fixed course durations, predictable enrolment and graduation rates which aid in budgeting and educational planning and shorter graduate study will play a role in ensuring that the span of productivity is increased (Giuliano 103). The introduction of shorter masters degree level courses that is pushed for by the Bologna Accord will play an important role in ensuring that education in Europe is compatible to standards that are being employed in other nations. In a global environment where commercialization of education is widespread the international students that pay considerably higher than their domestic counterparts will pave a way for the education systems to gain more revenues. However, a number of issues arise relating the specific details in implementing the strategies. Language is a key issue that has been central in discussions relating to success that can be attained in ensuring integration. Generally English being the most developed and popular language in global circles has been adopted by a number of masters programs. Relaxation of immigration and permit requirements has come up as one of the areas that governments must be wary of to ensure gains from the Bologna process (Griffin 98). Such a process must be carried out in tandem with simplifications of visa conversion from study to employment if Europe to gain the most out of the benefits presented by the Bologna accord. The nature of strategies and even systems that are employed by the education systems is affected by workforce requirements. Employer requirements are cited as critical factors in determining the curricular and even activities that are embedded into school systems especially at higher level of learning. Higher education strategies are highly dependent on the nature of requirements that they are placed on social systems (Sakari 179). Employees are cited as playing a key role in determining the level of success that can be attained in implementing the Bologna accord. Unless employers can actively seek and employ Bachelors level graduates then the value of this level of education will be lost across Europe. Researchers are of the view that though standardization has been achieved with the adoption of the Bologna accord by various stakeholders’ success in its implementations is highly dependent on collaboration between employers, instructors and evens students. Unless higher education seeks to develop critical lifelong learners the benefits that employers stand to gain from the Bologna accord are minimal. This is in line with the fact that employers having realized the role played by critical reflective skills spend consummate funds on development of interpersonal, leadership and communication skills (Widerberg 137). The key challenge that European educational institutions face in ensuring success with the aid of the Bologna accord is to provide students with high transformational potential that will ensure they are easily employed. As the Bologna accord takes root, many will seek graduate level education and therefore employers will be provided with a far much wider pool of experienced job seekers to choose from. This is one of the key goals that were sought in formulating the EU. Moreover, a clear description of the course presents a common approach to assessment that encompasses all areas that employers seek and aid in accurately determining the exact qualifications required for a given job title (Jaschke and Neidhardt 306). Employees have to take steps in ensuring that their requirements and overall HR departments are aware of the differing qualifications that are offered by institutions. Despite initiatives that have sought employment of Bachelors degree holders, it is generally believed that master’s level education will continue being a key prerequisite for entry into mainstream employment (Zgaga 253). However, most researchers are of the view that this condition can be reversed with the input of the public sector which is in fact the largest employer in all European nations. If the public sector seeks bachelor’s level education then there is a high likelihood that other employers with follow suit which will aid in ensuring Bologna accord goals are attained. With time and maturity of the job market, both bachelors and graduate job seekers will be effectively absorbed into the job market thus increased workforce availability. Another benefit that employers stand to gain from business oriented degrees is their ability to offer a platform upon which bachelors degree holders from other fields can seek further studies in business related subjects (Labi A36). Such a process leads to graduates who have diversified skills that are relevant to global operational environment. It is important to note that experience has been highlighted as one of the factors that greatly determines the pay and even suitability of an employee irrespective of the level of education that one has attained. Employees The Bologna accord is considered a platform upon which students are presented with new opportunities that they can effectively use in sidelining the long cycle to seeking graduate level education into stages with increase in platform upon which they can seek further education. Increased student mobility associated with the accord is likely to present the platform upon which employees can seek further their careers. The choice though complicated offers students with the opportunity to either continues with their education or seek employment after undergraduate level which presents a wider platform for decision making. This is further complicated by the multitude of courses that students have in choosing the course or areas of specialization at graduate level. This is likely to lead to an increase in the levels of diversity that is displayed by employees which may directly translate to increase in the level of competition in the job market or reduced competition depending on the qualification that a employees display (Konjic and Sarajlic 219). The Bologna accord is also cited as being a catalyst to increased academic activities across Europe. Employees are under increased pressure to ensure that they update their skills and acquire multiple skills to develop in their areas of professionalism. Another area that employees are likely to benefit from is applicability of their skills. A factor that has for a long time been central to the difficulties that students and even employees face in making the most out of the freedom that they are presented by the EU is language barrier and the differential systems that were used across Europe (Sandstrom 61). The Bologna accord presents a standardized education system that predominantly uses English as the main mode of transmission thus increased availability of jobs in even areas that were least accessed due to language barriers. Another area that the Bologna accord has impacted on is decision making. Most employers often consider their jobs as their source of livelihood. Decision making as one of the most important variable that determine the direction that one’s life will take is complicated by the number of options that one has (Augusti 258). The Bologna accord presented employees and students with multiple options on which to base their professional development each of which impact directly in the quality of education that they can attain. Having such a large basis presents complexity in decision making which may even lead to the development of firms that seeks to guide professionals into their career paths. This is an example of a development and even complexity that is presented with standardization of education across Europe. Employers awareness There is a large potential that has been presented to European employees with respect to seeking suitable candidates by the Bologna accord (Adelman 11). However, surveys across Europe show that the level of awareness that employers have of the potential that is presented by the Bologna accord is low (Jung-Eun 36). Generally the low level of awareness that employers have of the accord is a worrying situation considering the role that employers have to play in ensuring that its goals are attained. Numerous independent studies have shown that up to 64% of employers are unaware of the existence of Bologna process in the UK (Shearman 177). The same trends are observed in Finland with a far much grim picture painted in Italy where up to 80% of the employers are not aware of the existence of the Bologna process (Guth 331). These statistics paint a grim situation and a clear need for politicians and policy makers to work round the clock to ensure that the state is corrected failure to which the potential benefits that could be attained with the implementation of the accord may never be experienced. A far worse picture is created if research findings on employers that are informed on the internal details of the accord are considered. Basically less than 5% of all employers in Europe are aware of the details relating to the implementation of the accord and the implications that it could have on the nature of the job market (Salzer 656). Awareness is first developing on this poor state in implementation of the accord and has led to a number of taskforces and even researches that have sought to determine corrective measures that can be put in place to ensure that the initial goals of the accord are driven at (Wex 76). The measures not only seek to raise the levels of awareness that employers have of the Bologna accord but are also aimed at devising systems and means through which employers can reduce their transaction costs when seeking new employees (Burnett 287). A systematic exchange of information between parties that are involved in the Bologna accord is one of the recommendations that have been developed to aid address the worrying situation. Sharing experiences between students has also been cited as a possible avenue to ensuring that future employers are aware of the benefits presented by the Bologna accord in the higher education framework in Europe (Witte and van der Wende 217). Increased involvement of employers and career advisers by developing information packages that are targeted at this audience is one of the directions that can be sought in ensuring that career goals are accurately sought. Analysis A deeper analysis of the Bologna accord shows that it has implications that may be further than the current economic effect that it is assessed under. The EU as an economic system is an important factor in determining the level of efficiency that can be attained with the application of the accord and is a critical reference point with respect to its effect on the political, social and organizational systems (Veiga and Amaral 61). From the discussions it is apparent that though the freedom that is presented by the EU in terms of movement serves as an effective platform for the Bologna accord, there are several policy issues that are yet to be addressed that would ensure ease of movement and even transformation of students into active workforce. The effects of globalization and an improved information system together present an effective platform upon which students from different cultural backgrounds can easily interact to ensure gain from the education system (Karran 7). Though there have been some resistance to the implementation of the accord the levels of adoption that it has received is reflective of the growing appreciation of its relevance in consideration of the nature of the modern society. Multiculturalism is fast developing within Europe which presents a suitable avenue to ensuring ease in accessing employees of different background. This diversity that is presented to employers is cited as being a critical ingredient to generating value in competitive business segments (Sall and Ndjaye 47). However, an understanding of the complexity that is associated with management of diversity has to be developed for any value to be generated. Though diversity is associated with generation of value, an understanding of how it can effectively be managed is important in ensuring that this benefit is gained. In general there are a number of strengths and benefits that are associated with the Bologna accord. One of the notable threats is the erosion of the level of awareness that curricula have to issues that are of interest to a particular society (Gaston 17). The implementation of the Bologna accord is based on the assumption that the effects of globalization in Europe is high to the extent that Europe can be considered a single society that is faced with similar educational challenges. The reality is that Europe is diverse and made up of both developed and developing nations that have different needs and are of different perception on what can be considered an effective higher educational system. Recommendations Though the goals and even theory beneath the implementation of the Bologna accord are noble, practical implementation issues pose a threat to the achievement of its objectives. Creating awareness among employees and developing further avenues for employment are some of the issues that have to be addressed in seeking its goals. Incorporation of other nations in the EU is also important in ensuring that overall development of the EU as a region is attained (Petit and Foriers 16). More research ought to be conducted on avenues that can be used in ensuring that challenges that are unique to communities are accurately addressed failure to which the role of higher education in ensuring address of social and even communal issues may be lost. Works Cited Adelman, Clifford. â€Å"Accountability â€Å"Light†: Our Version Is Going the Way of the Dollar vs. the Euro†. Liberal Education, 94. 4(2008): 6-13. Alesi, Bettina and RosznyaI, Christina. â€Å"The Implementation of Bachelor and Master Programmes in Hungary†. European Journal of Education, 42. 3(2007): 395-409. Ash, Mitchell. â€Å"Bachelor of What, Master of Whom? The Humboldt Myth and Historical Transformations of Higher Education in German-Speaking Europe and the US†. European Journal of Education, 41. 2(2006): 245-267. 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