Obesity in America Essay -- Health Diet Nutrition

Obesity is on the rise, and it is becoming more and more of a topic health concern. It effects more than 1/3 of the population, and an additional 1/3 is overweight. With fleshiness becoming more and more of a problem to each one year, the American population is going to suffer from a catastrophic health emergency.What is obesity? Obesity is a heath condition where the subject has an abnormally erect amount of fat for their height. A person who has a body mass index of over 30 is classified obese by the U.S. Dietary Guidelines.Who does obesity affect? Obesity affects 1/3 of all classes of Americans. However, the highest percentage of obese people per captain can be found in the bring down class. The lower class typically eats more cheap, highly processed, high-calorie foods.What causes obesity? Overweight and obesity result from an energy imbalance. This involves eating too many calories and not get enough physical activity. High calorie foods are more easily available today tha n ever before. Americans have also never had a little active lifestyle.What action can be taken? I b...

Code Of Hummurabi :: Hummurabi Code of Law

History is the past, which for the most part can not be scientificately proven. The material goal of History is to rediscover past. A dramatic error happens when past is rediscovered from our own bias that is from the way we see it. Even certain artifacts and works pf literary works that we have left from earlier civilizations can be interpreted in several different ways, or misinterpreted to a certain extend or entirely. ordinarily interpretation or even misinterpretation is affected bu the concept of ethnocentrism, where different communities have an already set up establishment of certain norms based on their own believes, traditions, social, legislative, and personal values and ethics from which they judge other foreign communities. When considering other societies, it is usually a difficult task to view other demesne without any observer prejudices. Each world, our and their can evoke its own realities that are more or less comparable from unity period to another, or from one culture to another. One of the obvious misinterpretations, discussed in this paper, took place considering historical document scripted by king of Mesopotamia. Our textbook, Arts and Culture,(p 98) presents Hammurabis Code as a Law Code of king Hammurabi. It was, in turn something quite different from a Code of Laws existing in our judicial and legislative structure of regimen and society. Hammurabis Code- A law Code or a set of royal decisions As written in Mesopotamia The Mighty Kings, (p26), the code consists if 282 laws that are grow at the beginning and end by a prologue and epilogue. The Code touches almost every aspect of everyday life in Babylonya. As the prologue states, the laws were supposedly written to promote the welfare of the people,to cause just to prevail in the land, to destroy the wicked and the evil, that the strong might not oppress the weak ( The Human Record, p 12). Furthermore, just like a real Law Code, each law is written in the form of conditional s entence in which the phrase is introduced by a certain condition, if and the consequence follows then. Another fact makes Hammurabis Code so similar to the U.S. Constitutional Law Code is that it follows specific order, consisting of demote chapters associated with similar issues. For instance The Administration of Justice chapter is followed by Felons and Victums, which is in turn followed by chapter that talks about Property issues.

Comparing the New England and Chesapeake Colonists Essay -- essays pap

Comparing the New England and Chesapeake ColonistsThe New England and Chesapeake colonists settled in the new world for different reasons like religious freedoms in the North and quick profits in the South.Jamestown was originally an ideal place to strike it rich for the colonists. They didnt curriculum on staying long, therefore not bringing many women, as seen in Doc C. The early colony began to expand after the governors imposed laws and kept things test smooth. The Pilgrims who were seeking religious freedom from the Church of England established the Plymouth plantation in Massachusetts. The New England colonists brought more women because they planned on more of a permanent occlusion this is illustrated in the passenger list contained in Doc. B. They lived their lives for their god, not like the Chesapeake region, which was in it for the money.The colonists in the Chesapeake region started to make a profit with Tobacco and Indigo. Both products had a market in Europe. Many f armers moved farther and farther out of the colony for more land. This way they could produce more products, which would ultimately lead to overproduction and a decline in the selling price. The geography to the north around Massachusetts was a lot different. The soil was not very good for farming, yet there were a lot of forests and natural ports. These features made that area ideal for shipbuilding and fishing. So the northern colonies became a big shipbuilding industry. So the Norths proceeds ...

Genie: Social Isolation :: Free Essays

This was one of the most interesting cases in my opinion, which we cave in so far learned about. It was amazing to me first of all how a person could go undetected in those conditions for that amount of time. It was also extremely mind boggling how people could treat their own child like that, which really made me wonder the cause of morals and views that those parents were brought up with. It made me extremely sad to realize all of the wonders of life that jinnee was deprived of. She had been locked in that room for over ten years, which heart she was practically nonexistent to the world, and had never experienced things we all take for granted every day. I truly do not know how she survived in that lawsuit of torturous confinement for ten years. However, it was encouraging to see the efforts of all the people who truly became wrapped up in Genies case, and the hope that she would have a learning capacity. It was amazing to me to know that she was really a fourteen year old gi rl, yet to hear her speak she sounded like a toddler. I found it interesting to see her progress from knowing no English words, to being fascinated by the labeling with words of all the new objects around her. It seemed to me as if she knew a language existed for everything, but was frustrated because she could not realize her goal and put words to objects quickly enough. I found it interesting to see Genie pick up the patterns of language recognition, but not commonly as it happens in children, however, it seemed as though you were teaching an old dog new tricks. I was disappointed at the ending of the film, because for me there was no good conclusion, or happy fairy tale ending that I expected.

Barbara Ehrenreichs Nickel and Dimed: On (Not) Getting By in America E

Barbara Ehrenreichs Nickel and Dimed On (Not) Getting By in AmericaBarbara Ehrenreich is a political/social journalist and writer. She is a best-selling fountain with a dozen book credits to her name. Her tempts include Blood Rites, The Worst Years of Our Lives, and Fear of Falling. She also has written articles for magazine, Harpers, The New Republic, The Nation, and The New York Time Magazine. Her Ph.D. in biology endows her with the experience and discipline to approach as a scientific experiment the study resulting in her newest book, Nickel and Dimed.Light years distant from the kind of life she would eventually enter and write healthy-nigh, the genesis of the book happened during an pricey luncheon meeting with a magazine editor. As the conversation consequence drifted, Ehrenreich casually wondered how people get by on the low wages of the unskilled. Someone ought to do the old fashioned kind of journalism...go out there and enterprise it for themselves, she exhort ed. She didnt really have herself in mind, but her editor challenged her with a single word, You. The idea also came in the wake of sweeping welfare remedy in 1996, which moved roughly four million women from the welfare rolls and into the workforce. The study Ehrenreich undertook then was to see how she could manage economically in the low wage work pool in which many such women found themselves.To prepare for the project, Ehrenreich set up some ground rules. When looking for work she would not fall buttocks on the use of her usual skills as a writer, and she would take the highest paying job while at the same time seek the least expensive housing that still go gameed privacy and safety.Admittedly, she recognized the advantages she possessed -- good hea... ...ess, Ehrenreichs book has received some criticism for its lack of policy suggestions. She does not offer concrete ideas on how to remedy this situation. Some also said she did not avail herself of the aide that is av ailable.However, the reality is that those who need help arent magically enable with the knowledge of how to receive it. In Barbaras appeal for food assistance, it took initiative, seventy minutes of calling, driving, and nearly $3 spent in phone calls, which resulted in about $7 worth of food. In California, many of the working poor are made up of non-English speakers or those who are working here illegally. These people do not know where to start to get help or are not inclined to seek it for fear of reprisal.I found the book well written and very eye opening to the struggles faced by millions of women - and men - in the United States.

Barbara Ehrenreichs Nickel and Dimed: On (Not) Getting By in America E

Barbara Ehrenreichs Nickel and Dimed On (Not) Getting By in AmericaBarbara Ehrenreich is a political/social journalist and writer. She is a best-selling author with a dozen book credits to her name. Her works include Blood Rites, The Worst days of Our Lives, and Fear of Falling. She also has written articles for Time, Harpers, The New Republic, The Nation, and The New York Time Magazine. Her Ph.D. in biology endows her with the experience and discipline to approach as a scientific taste the study resulting in her newest book, Nickel and Dimed.Light years removed from the kind of life she would eventually enter and write about, the genesis of the book happened during an expensive tiffin meeting with a magazine editor. As the conversation topic drifted, Ehrenreich casually wondered how people get by on the low wages of the unskilled. Someone ought to do the old fashioned kind of journalism...go out there and try it for themselves, she exhorted. She didnt really have herself i n mind, but her editor challenged her with a single word, You. The subject also came in the wake of sweeping welfare reform in 1996, which moved roughly four million women from the welfare rolls and into the workforce. The study Ehrenreich undertook then was to gather how she could manage economically in the low wage work pool in which many such women found themselves.To prepare for the project, Ehrenreich set up around ground rules. When looking for work she would not fall back on the use of her usual skills as a writer, and she would take the highest paying job piece of music at the same time seek the least expensive housing that still offered privacy and safety.Admittedly, she recognized the advantages she possessed -- good hea... ...ess, Ehrenreichs book has accredited some criticism for its lack of policy suggestions. She does not offer concrete ideas on how to remedy this situation. Some also said she did not avail herself of the aide-de-camp that is available.Howe ver, the reality is that those who need help arent magically endowed with the knowledge of how to receive it. In Barbaras appeal for food assistance, it took initiative, seventy minutes of calling, driving, and well-nigh $3 spent in phone calls, which resulted in about $7 worth of food. In California, many of the working poor are made up of non-English speakers or those who are working here illegally. These people do not know where to start to get help or are not prone to seek it for fear of reprisal.I found the book well written and very eye opening to the struggles faced by millions of women - and men - in the united States.

How does Alan Ayckbourn make use of comic resources in the play? Essay

From A Small Family Business a play in which people work together as a team, united to reach to the corresponding goal and sharing values, the author Alan Ayckbourn exposes ambiences of ironic situations to cut with tension and make the moving picture weird and funny at the same time. Various comic resources be used in this first scene where Jack is coming back from work and his wife, Poppy, waits for him with a great welcome amazement where family and friends are gathering together too. He makes use of ironic situations, sarcasm, visual and colour humor, dramatic and embarrassing situations also, to make up this scene a humorous scene.The first situation of humor in this scene is between the dialogue of Yvonne and Ken Yvonne Jack is here, Mr Ayres. He has just arrives Ken Jack who? Ayckbourn is using black humor in this situation as a comic resource. We can interpret this because its obvious of which Jack Yvonne is talking about, and Ken is trying to visit the attention ask ing what Jack, Yvonne is talking about. Ken knows the answer, but he makes the situation funny by asking that question, and as an objective he wants to cut with the tension they were all passing through while they were hidden in the dark silence.As another comic resource, we can stand out the visual humor, because of the besotted situation of when Poppy moves into the kitchen, and pretends to be busy herself at the sink so that Jack doesnt suspect anything out of the ordinary when he sees her, while on the neighboring room, the totally family is hidden in the dark and giggling for silence. Everyone knows from where Jack is passage to arrive, and in which moment, but Jack doesnt have a clue of whats going on. present, the author makes use of visual humor because of the actions that the characters are making they make quite a comic scene.Sarcasm is also state in this scene when Jack refers to the Fond farewells Cheering me through the gates, they were. Goodbye, you old bugger, go odbye The author is making this phrase sarcastic because in a way, Jack is exaggerating the situation and he knows it was not really like that. He is in a way, telling Poppy that they wanted to get rid of him and he is making them seem like noxious persons, when they didnt really said or outweare something wrong to him. We can also see an atmosphere of humor, when Jack says to Poppy thanks god for that.I dont want to see anyone else. Not today. Here, a dramatic irony is used as a comic resource because the reader understands the whole funny situation of the family hearing this dialogue hidden in the same house, but the character who in this case is Jack, does not. Also irony, because again, Jack uses exaggeration, disparity of manner and says something he doesnt really mean. In this first scene, Ayckbourn has also made moments of embarrassing situations. Poppy Oh God, I want to die. I really want to dieHere Poppy is very embarrassed because she knew the whole family was listening to her dialogue with Jack, who was quite intimate and she doesnt know how to fix it. This also makes the situation humorous because the character actions are seen as embarrassing by the audience because they know the consequences. As a conclusion, Alan Ayckbourn does use of many comic resources to break with the tension, the nervousness, and to give a funny atmosphere to the scene which is a bit anxious, at first, and uncomfortable at the end not only for Poppy but with the family also.

Fiction and Work

1970. hold a compositors case from a allegory or wreak of accepted literary deserve and write an prove in which you (a) before long describe the standards of the fictional society in which the part exists and (b) show how the pillow slip is affected by and responds to those standards. In your see do non merely summarize the plan. 1970 Also. rent a realize of recognized literary merit in which a specific inanimate bearing (e. g. , a seashell, a handkerchief, a painting) is important, and write an see in which you show how two or three of the purposes the object serves are related to one a nonher. 971. The significance of a title such(prenominal) as The Adventures of Huckleberry Finn is so easy to discover. However, in other grows (for example, Measure for Measure) the blanket(a) significance of the title becomes apparent to the reader only gradually. lease two snip ups and show how the significance of their respective titles is developed through the generators u se of devices such as contrast, repetition, allusion, and point of view. 1972. In retrospect, the reader often discovers that the first chapter of a young or the opening scene of a drama introduces nearly of the study themes of the pretend.Write an essay about the opening scene of a drama or the first chapter of a brisk in which you formulate how it functions in this way. 1973. An effective literary work does not merely stop or cease it concludes. In the view of some tyros, a work that does not provide the pleasure of substantive closure has terminated with an artistic fault. A satisfactory expiration is not, however, always conclusive in every mind significant closure may contract the reader to abide with or adjust to ambiguity and uncertainty. In an essay, discuss the ending of a figment or typify of acknowledged literary merit.Explain scarce how and why the ending appropriately or inappropriately concludes the work. Do not merely summarize the plot. 1974. Choose a work of literature written in the beginning 1900. Write an essay in which you present arguments for and against the works relevance for a person in 1974. Your own position should emerge in the course of your essay. You may bring up to works of literature written after 1900 for the purpose of contrast or comparison. 1975. Although literary critics begin tended to praise the unique in literary calibreizations, many authors withdraw employed the stereotyped character successfully.Select one work of acknowledged literary merit and in a well-written essay, show how the conventional or stereotyped character or characters function to achieve the authors purpose. 1975 Also. Unlike the refreshingist, the writer of a hunt does not use his own voice and only rarely uses a narrators voice to guide the audiences responses to character and action. Select a play you have read and write an essay in which you apologize the techniques the playwright uses to guide his audiences responses to t he primaeval characters and the action.You superpower consider the effect on the audience of things like place, the use of comparable and contrasting characters, and the characters responses to severally other. Support your argument with specific references to the play. Do not wee-wee a plot summary. 1976. The conflict created when the leave of an individual opposes the will of the major(ip)ity is the recurring theme of many refresheds, plays, and essays. Select the work of an essayist who is in foe to his or her society or from a work of recognized literary merit, select a fictional character who is in opposition to his or her society.In a critical essay, decompose the conflict and discuss the moralistic and ethical implications for both the individual and the society. Do not summarize the plot or action of the work you favor. 1977. In some novels and plays certain parallel of latitude or recurring events prove to be significant. In an essay, describe the major similari ties and differences in a sequence of parallel or recurring events in a novel or play and discuss the significance of such events. Do not merely summarize the plot. 1978. Choose an implausible or strikingly unrealistic incident or character in a work of fiction or drama of recognized literary merit.Write an essay that explains how the incident or character is related to the more realistic of plausible elements in the rest of the work. ward off plot summary. 1979. Choose a complicated and important character in a novel or a play of recognized literary merit who might on the basis of the characters actions but be considered evil or immoral. In a well-organized essay, explain both how and why the full presentation of the character in the work beats us act more sympathetically than we otherwise might. stave off plot summary. 1980. A recurring theme in literature is the classic war between a petulance and responsibility.For instance, a personal cause, a love, a desire for revenge, a determination to redress a wrong, or some other emotion or aim may conflict with moral duty. Choose a literary work in which a character confronts the demands of a private passion that conflicts with his or her responsibilities. In a well-written essay show clearly the nature of the conflict, its effects upon the character, and its significance to the work. 1981. The importee of some literary works is often bring upd by bear on allusion to myths, the Bible, or other works of literature.Select a literary work that makes use of such a sustained reference. and then write a well-organized essay in which you explain the allusion that predominates in the work and break apart how it enhances the works meat. 1982. In great literature, no scene of violence exists for its own sake. Choose a work of literary merit that confronts the reader or audience with a scene or scenes of violence. In a well-organized essay, explain how the scene or scenes contribute to the core of the complete work. void plot summary. 1983. From a novel or play of literary merit, select an important character who is a villain.thence, in a well-organized essay, analyze the nature of the characters villainousness and show how it enhances meaning in the work. Do not merely summarize the plot. 1984. Select a line or so of poetry, or a piece or scene in a novel, epical poem, or play that you find especially memorable. Write an essay in which you identify the line or the passage, explain its relationship to the work in which it is found, and analyze the reasons for its effectiveness. 1985. A critic has utter that one important measure of a superior work of literature is its ability to produce in the reader a healthy confusion of pleasure and disquietude.Select a literary work that produces this healthy confusion. Write an essay in which you explain the sources of the pleasure and disquietude sensed by the readers of the work. 1986. Some works of literature use the element of time in a di stinct way. The chronological sequence of events may be altered, or time may be suspended or accelerated. Choose a novel, an epic, or a play of recognized literary merit and show how the authors manipulation of time contributes to the effectiveness of the work as a whole. Do not merely summarize the plot. 987. Some novels and plays await to advocate changes in social or political attitudes or in traditions. Choose such a novel or play and note briefly the particular attitudes or traditions that the author apparently wishes to modify. Then analyze the techniques the author uses to influence the readers or audiences views. Avoid plot summary. 1988. Choose a distinguished novel or play in which some of the most significant events are mental or psychological for example, awakenings, discoveries, changes in consciousness. In a well-organized ssay, describe how the author manages to give these internal events the sense of excitement, suspense, and climax usually associated with external action. Do not merely summarize the plot. 1989. In questioning the value of literary realism, Flannery OConnor has written, I am interested in making a undecomposed case for distortion because I am coming to believe that it is the only way to make people see. Write an essay in which you make a good case for distortion, as distinct from literary realism. Analyze how important elements of the work you choose are distorted and explain how these distortions contribute to the effectiveness of the work.Avoid plot summary. 1990. Choose a novel or play that depicts a conflict between a parent (or a parental figure) and a son or daughter. Write an essay in which you analyze the sources of the conflict and explain how the conflict contributes to the meaning of the work. Avoid plot summary. 1991. Many plays and novels use contrasting places (for example, two countries, two cities or towns, two houses, or the land and the sea) to represent opposed forces or ideas that are central to the meani ng of the work. Choose a novel or play that contrasts two such places.Write an essay explaining how the places differ, what each place represents, and how their contrast contributes to the meaning of the work. 1992. In a novel or play, a confidant (male) or a confidante (female) is a character, often a friend or relative of the hero or heroine, whose usage is to be present when the hero or heroine needs a sympathetic listener to confide in. Frequently the result is, as hydrogen James remarked, that the confidant or confidante can be as oft the readers friend as the protagonists. However, the author sometimes uses this character for other purposes as well.Choose a confidant or confidante from a novel or play of recognized literary merit and write an essay in which you discuss the various ways this character functions in the work. You may write your essay on one of the following novels or plays or on another of comparable quality. Do not write on a poem or short story. 1993. The t rue test of comedy is that it shall awaken thoughtful laughter. Choose a novel, play, or long poem in which a scene or character awakens thoughtful laughter in the reader. Write an essay in which you show why this laughter is thoughtful and how it contributes to the meaning of the work. 994. In some works of literature, a character who appears briefly, or does not appear at all, is a significant presence. Choose a novel or play of literary merit and write an essay in which you show how such a character functions in the work. You may wish to discuss how the character affects action, theme, or the development of other characters. Avoid plot summary. 1995. Writers often highlight the values of a culture or a society by exploitation characters who are alienated from that culture or society because of gender, race, class, or creed.Choose a novel or a play in which such a character plays a significant role and show how that characters alienation reveals the surrounding societys assumpti ons or moral values. 1996. The British novelist Fay Weldon offers this observation about happy endings. The writers, I do believe, who stick around the best and most lasting response from their readers are the writers who offer a happy ending through moral development. By a happy ending, I do not mean mere fortunate events a marriage or a last minute rescue from death but some kind of spiritual reassessment or moral reconciliation, even with the self, even at death. Choose a novel or play that has the kind of ending Weldon describes. In a well-written essay, identify the spiritual reassessment or moral reconciliation evident in the ending and explain its significance in the work as a whole. 1997. Novels and plays often include scenes of weddings, funerals, parties, and other social occasions. Such scenes may reveal the values of the characters and the society in which they live. Select a novel or play that includes such a scene and, in a focused essay, discuss the contribution th e scene makes to the meaning of the work as a whole.You may choose a work from the list at a lower place or another novel or play of literary merit. 1998. In his essay Walking, Henry David Thoreau offers the following assessment of literature In literature it is only the wild that attracts us. Dullness is but another name for tameness. It is the uncivilized emancipate and wild thought process in Hamlet and The Iliad, in all scriptures and mythologies, not learned in schools, that delights us. From the works that you have studied in school, choose a novel, play, or epic poem that you may initially have thought was conventional and tame but that you now value for its uncivilized free and wild thinking. Write an essay in which you explain what constitutes its uncivilized free and wild thinking and how that thinking is central to the value of the work as a whole. Support your ideas with specific references to the work you choose. 1999. The eighteenth-century British novelist Laurenc e Sterne wrote, No body, but he who has felt it, can conceive what a plaguing thing it is to have a mans mind torn asunder by two projects of equal strength, both obstinately pulling in a contrary direction at the same time. From a novel or play choose a character (not necessarily the protagonist) whose mind is pulled in conflicting directions by two compelling desires, ambitions, obligations, or influences. Then, in a well-organized essay, identify each of the two conflicting forces and explain how this conflict with one character illuminates the meaning of the work as a whole. You may use one of the novels or plays listed below or another novel or work of similar literary quality. 2000. Many works of literature not readily identified with the mystery or detective story genre nonetheless involve the investigation of a mystery.In these works, the solution to the mystery may be less important than the knowledge gained in the process of its investigation. Choose a novel or play in whi ch one or more of the characters confront a mystery. Then write an essay in which you identify the mystery and explain how the investigation illuminates the meaning of the work as a whole. Do not merely summarize the plot. 2001. One exposition of madness is mental delusion or the eccentric behavior arising from it. But Emily Dickinson wrote Much madness is divinest Sense- To a discerning Eye-Novelists and playwrights have often seen madness with a discerning Eye. Select a novel or play in which a characters apparent madness or irrational behavior plays an important role. Then write a well-organized essay in which you explain what this delusion or eccentric behavior consists of and how it might be judged reasonable. Explain the significance of the madness to the work as a whole. Do not merely summarize the plot. 2002. Morally ambiguous characters characters whose behavior discourages readers from identifying them as purely evil or purely good are at the heart of many works of li terature.Choose a novel or play in which a morally ambiguous character plays a pivotal role. Then write an essay in which you explain how the character can be viewed as morally ambiguous and why his or her moral ambiguity is significant to the work as a whole. Avoid mere plot summary. 2002, Form B. Often in literature, a characters success in achieving goals depends on keeping a secret and divulging it only at the right moment, if at all. Choose a novel or play of literary merit that requires a character to keep a secret.In a well-organized essay, briefly explain the necessity for secrecy and how the characters choice to reveal or keep the secret affects the plot and contributes to the meaning of the work as a whole. You may select a work from the list below, or you may choose another work of recognized literary merit suitable to the topic. Do NOT write about a short story, poem, or film. 2003. According to critic Northrop Frye, Tragic heroes are so much the highest points in their human landscape that they seem the inevitable conductors of the power about them, great trees more likely to be struck by lightning than a clunk of grass.Conductors may of course be instruments as well as victims of the divisive lightning. Select a novel or play in which a sad figure functions as an instrument of the suffering of others. Then write an essay in which you explain how the suffering brought upon others by that figure contributes to the tragic vision of the work as a whole. 2003, Form B. Novels and plays often depict characters caught between colliding cultures national, regional, ethnic, religious, institutional. Such collisions can call a characters sense of identity into question.Select a novel or play in which a character responds to such a cultural collison. Then write a well-organized essay in which you describe the characters response and explain its relevance to the work as a whole. 2004. Critic Roland Barthes has said, Literature is the question minus the an swer. Choose a novel, or play, and, considering Barthes observation, write an essay in which you analyze a central question the work raises and the extent to which it offers answers. Explain how the authors treatment of this question affects your understanding of the work as a whole. Avoid mere plot summary. 004, Form B. The most important themes in literature are sometimes developed in scenes in which a death or deaths take place. Choose a novel or play and write a well-organized essay in which you show how a specific death scene helps to illuminate the meaning of the work as a whole. Avoid mere plot summary. 2005. In Kate Chopins The Awakening (1899), protagonist Edna Pontellier is said to possess That outward existence which conforms, the inward keep that questions. In a novel or play that you have studied, identify a character who outwardly conforms while questioning inwardly.Then write an essay in which you analyze how this tension between outward conformity and inward quest ioning contributes to the meaning of the work. Avoid mere plot summary. 2005, Form B. One of the strongest human drives seems to be a desire for power. Write an essay in which you discuss how a character in a novel or a drama struggles to free himself or herself from the power of others or seeks to gain power over others. Be sure to demonstrate in your essay how the author uses this power struggle to enhance the meaning of the work. 2006. Many writers use a country setting to establish values within a work of literature.For example, the country may be a place of virtue and peace or one of primitivism and ignorance. Choose a novel or play in which such a setting plays a significant role. Then write an essay in which you analyze how the country setting functions in the work as a whole. 2006, Form B. In many works of literature, a physical journey the literal movement from one place to another plays a central role. Choose a novel, play, or epic poem in which a physical journey is an important element and discuss how the journey adds to the meaning of the work as a whole. Avoid mere plot summary. 2007.In many works of literature, past events can affect, positively or negatively, the present activities, attitudes, or values of a character. Choose a novel or play in which a character must contend with some aspect of the past, either personal or societal. Then write an essay in which you show how the characters relationship to the past contributes to the meaning of the work as a whole. 2007, Form B. Works of literature often depict acts of betrayal. Friends and even family may betray a protagonist main characters may likewise be guilty of treachery or may betray their own values.Select a novel or play that includes such acts of betrayal. Then, in a well-written essay, analyze the nature of the betrayal and show how it contributes to the meaning of the work as a whole. 2008. In a literary work, a minor character, often known as a foil, possesses traits that emphasiz e, by contrast or comparison, the distinctive characteristics and qualities of the main character. For example, the ideas or behavior of a minor character might be used to highlight the weaknesses or strengths of the main character. Choose a novel or play in which a minor haracter serves as a foil for the main character. Then write an essay in which you analyze how the relation between the minor character and the major character illuminates the meaning of the work. 2008, Form B. In some works of literature, childhood and adolescence are portrayed as times graced by innocence and a sense of wonder in other works, they are depicted as times of tribulation and terror. Focusing on a single novel or play, explain how its representation of childhood or adolescence shapes the meaning of the work as a whole. 2009.A symbol is an object, action, or event that represents something or that creates a range of associations beyond itself. In literary works a symbol can express an idea, clarify mea ning, or enlarge literal meaning. Select a novel or play and, focusing on one symbol, write an essay analyzing how that symbol functions in the work and what it reveals about the characters or themes of the work as a whole. Do not merely summarize the plot. 2009, Form B. Many works of literature deal with political or social let gos. Choose a novel or play that focuses on a political or social issue.Then write an essay in which you analyze how the author uses literary elements to explore this issue and explain how the issue contributes to the meaning of the work as a whole. Do not merely summarize the plot. 2010, Form A. Palestinian American literary theorist and cultural critic Edward Said has written that Exile is strangely compelling to think about but terrible to experience. It is the unhealable rift forced between a human be and a native place, between the self and its true home its essential sadness can never be surmounted. Yet Said has also said that exile can become a pot ent, even enriching experience.Select a novel, play, or epic in which a character experiences such a rift and becomes racecourse off from home, whether that home is the characters birthplace, family, homeland, or other special place. Then write an essay in which you analyze how the characters experience with exile is both alienating and enriching, and how this experience illuminates the meaning of the work as a whole. You may choose a work from the list below or one of comparable literary merit. Do not merely summarize the plot. 2010 Form B. You can leave home all you want, but home will never leave you. Sonsyrea Tate. Sonsyrea Tates statement suggests that home may be conceived of as a dwelling, a place, or a state of mind. It may have positive or negative associations, but in either case, it may have a considerable influence on an individual. Choose a novel or play in which a central character leaves home yet finds that home remains significant. Write a well-developed essay in wh ich you analyze the importance of home to this character and the reasons for its continuing influence. Explain how the characters idea of home illuminates the larger meaning of the work.Choose a work from the list below or another appropriate novel or play of comparable literary merit. Do not merely summarize the plot. 2011. In a novel by William Styron, a father tells his son that life is a search for justice. Choose a character from a novel or play who responds in some significant way to justice or injustice. Then write a well-developed essay in which you analyze the characters understanding of justice, the full point to which the characters search for justice is successful and the significance of this search for the work as a whole. 2011, Form B.In The Writing of Fiction (1925), novelist Edith Wharton states the following At every stage in the progress of his tale the novelist must rely on what may be called the illuminating incident to reveal and emphasize the midland meaning of each situation. Illuminating incidents are the magic casements of fiction, its vistas on infinity. Choose a novel or play that you have studied and write a well-organized essay in which you describe an illuminating episode or moment and explain how it functions as a casement, a window that opens onto the meaning of the work as a whole.Avoid mere plot summary. 2012. And, after all, our surroundings influence our lives and characters as much as fate, destiny or any supernatural agency. Pauline Hopkins, Contending Forces. Choose a novel or play in which cultural, physical, or geographical surroundings shape psychological or moral traits in a character. Then write a well-organized essay in which you analyze how surroundings affect this character and illuminate the meaning of the work as a whole. Do not merely summarize the plot.

Online Learning Environment Essay

The recent shift towards intensive use of electronic calculator technology in educational practices has already mother so powerful that computer-based skill is no more perceived as something new. Whether it is computer laboratories in the primary schools or Internet-equipped computer facilities in the high-school, computers have dour into unalienable part of students life. However, such rapid and overwhelming spread of the new technology raised serious questions concerning positive and negative aspects, new opportunities for students and teachers, age peculiarities, and sex specifics of computer-based learning.The latter seems to be one of the major focuses of contemporary interrogation in computer-based learning. Article Gender residuals in the use of computer mediated communication by post graduate distance students indite by Barrett and Lally (1999) investigates into the gender aspect of computer-mediated education, namely the use of Computer Mediated Communication (CMC) in a specific learning context by a small group of postgraduate (MEd) distance learners and their tutors.Taking into consideration the fact of steadily growing listening of students involved into online educational practices, relevance of such research can hardly be questioned. Although the number of participants is rather small probably the first and foremost drawback of the research the authors have managed to collect comprehensive amount of data using students electronic diaries, questionnaires and transcripts of all their online contributions.Barrett and Lally (1999) apply content analysis arguably the most favorite method in psychology to evaluate on-line dialogues between members of the group. Specific attention has been nonrecreational to studying learning and socio-emotional pattern of behavior demonstrated by participants, since the major scheme of the authors is that male and female students differ significantly on this di manpowersion. The choice of method seems absolutely correct keeping in mind the hypothesis posed by the authors.Key outcomes of the study supported the authors hypothesis content analysis of the available data has identifyed serious difference in behavior of men and women put into the online learning environment. Firstly, male students tend to send more messages than their female counterparts. Secondly, messages written by male students were on average twice as large as messages written by female students. And thirdly, male students tend to write socio-emotionally oriented messages, small-arm female students exhibit interactive orientation.These three findings make it realistic for the authors to establish strong correlation between students gender and his/her behavior in the online learning environment. Despite seeming plainness of this study, it seems rather onerous to give it a univocal assessment. On the one hand, there is a small sample group, which raises the issue of the studys reliability, and simple research design, while on the other hand, there is exceptional relevance of the study (keeping in mind that it was published in 1999) and important findings, which have shown right direction for except research.Although there may be other visor of view, the second component outweighs all drawbacks of the research while the drawbacks relate to formal aspect of the study (e. g. inadequate sample size, poor data capturing techniques, etc), the content (hypothesis and findings) is really great. Newness of the authors ideas has turned the article into a good starting point for other researchers, whose working help develop the most optimal learning and dogma strategies designed according to specific learning behavior of both sexes in a immix online learning environment.Although newness is the most important characteristic of Barrett and Lallys (1999) work, they apparently relied upon a number of previous studies. As soon as the overall field of study of their research is concerned, the stu dy can hardly be addressed as absolutely original a number of studies dealing with the impact of computer technologies on the learning environment of classrooms (including the learning activities that take place in the classroom, and various educational strategies designed to make them more effective) were written throughout the 1990s.Although none of them paid serious attention to gender differences that might characterize behavior of students in computer learning environment, they definitely revealed a number of specific features of computer-based (including online) learning and teaching practices. For example, Richards (1996) conducted one of the first studies of the influence of computer-based environment on student motivations. His research conducted as a part of the Bell Atlantics World initiate Program revealed that computers and the Internet significantly improved students motivation.Thus, 92 percent of the respondents in Richards program classified the Internet as an effec tive learning tool (Richards, 1996). Findings of another research performed by Follansbee (1996) and his colleagues the same year stand in line with those of Richards. Comparison of the learning outcomes of students doing a task with access to the Internet demonstrated overmuch higher level of confidence in conducting and presenting the research task.Besides, the study discovered that students with access to the Internet demonstrated better diversity and inventiveness presenting their tasks, could better meld various perspectives, and presented their answers/projects more accurately (Follansbee 1996). In 1997, Proost and Lowyck (1997) published a study devoted to gender aspect of computer-based education. The sample group of the study was impressive tralatitiousistic and distance learning university students a total of 1368 students (945 males and 416 females) over 18 years of age (Proost and Lowyck, 1997 371-372).However, that study dealt only with the gender differences in pe rceptions of and preferences for computer based learning environments, while Barrett and Lally (1999) went deeper into the subject. Thus, Proost and Lowyck (1997) found out that female respondents had, on average, more negative perception of computer based technology and a preference for traditional methods than male respondents (p. 380), but did not try to answer the question whether male and female students demonstrate different behavioral patterns in the online learning environment or not.While Barrett and Lally (1999) relied on a number of previous researches, their own findings were further explored, confirmed, corrected, and extended by later studies. Kelly (2000) used Barrett and Lallys (1999) self-assertion that girl pay more attention to the interactive aspect of computer-based communication and learning to explain why girls normally have little interest to computer science. In her account, computer does not involve a lot of teamwork and social interaction and, therefore, is less interesting than traditional communication and learning.In the same fashion Kelly (2000) explains why absolute majority of the computer games are designed according to tastes of male audiences and emphasize things (violence, intensive action, speed) that are not attractive to women. Therefore, boys feel more attraction to computers and computer-based learning and with more males getting into careers in the computing industry, they perpetuate this cycle of catering for the needs of a predominantly male audience who recognise an entry point into the computing world via games and later take up careers in the computing industry (Kelly, 2000 156).Similarly, Passing and Levin (2000) explored gender difference amongst pre-school students trying to reveal their preferences to various designs of multimedia learning interfaces (in order to improve outcomes of learning). The study involved a sample of 90 children (44 girls and 46 boys), and its major outcome was significant differen ce in boys and girls preferences boys demonstrated more attraction to movement while girls paid more attention to visual elements.Shin and Chan (2004) also cite Barrett and Lallys (1999) in their study of the effects of online learning on distance education students. The authors assume that there is a direct relationship between students involvement in online learning and distance learning outcomes taking into consideration gender aspect as the major factor that affects online learning (p. 277). Riding and Grimley (1999) investigated how differently the same computer multimedia affects cognitive style and performance of boys and girls (11 years).The study involved 40 boys and 40 girls and was conducted in two stages firstly, participants underwent the procedure of assessment which revealed their cognitive style secondly, they were offered a multi-choice recall test after studying a science topic with the help of computer and CD-ROM (p. 44-45). Upon completion of both stages the auth ors compared computer-based scores of the participants with scores attached for similar topics learned with the help of traditional educational methods.The authors reported that with regard to the mode of presentation of the multimedia materials, girls who were Wholist-Imagers and Analytic-Verbalisers were better with presentations which had demonstrate and sound than those which had only picture and text. Those who were Wholist-Verbalizers and Analytic-Imagers were better with presentations which had picture and text than those which had only picture and sound. The results were the opposite for boys.For both gender groups performance was best with presentations which combined picture, text and sound (Riding and Grimley 1999 55). Evidently, the article written by Barrett and Lally (1999) can hardly be addressed as a classic work which has already become the basic reference point of modern studies in computer-based teaching and learning. At the same time, it is far from being a med iocre and irrelevant study that has absolutely not scientific value.The justice is somewhere in between the article is a well-written piece of work which stands in line with previous research, has an element of newness and, therefore, opens new opportunities for scientists. REFERENCES Barrett, E and Lally, V. (1999) Gender differences in an on-line learning environment Journal of Computer Assisted Learning 15, 48-60 Follansbee, S. , Gilsdorf, N. , Stahl, S. , Dunfey, J. , Cohen, S. , Pisha, B. and Hughes, B. (1996) The role of online communication in schools a national study .Peabody, MA centre for Applied Special Technology. Kelly, Karen. (2000) The Gender Gap Why Do Girls Get Turned Off to Technology? The Digital Classroom, ed. D. T. Gordon, The Harvard Education Letter, Cambridge, pp 154-160 OHara, S. P. (1998) A font study of attitudinal effects of Internet use in a middle school integrated science curriculum. Paper presented at the Annual conflux of the National Associatio n for Research in Science Teaching, San Diego, CA, April 19-22, 1998 (Eric document ED417978). Passing, D.& Levin, H. (2000) Gender Preferences for Multimedia interfaces, Journal of Computer Assisted Learning, 16 64-71 Proost, K. , Elen J. & Lowyck J. (1997) Effects of Gender on Perceptions of and Preferences for Telematic Learning Environments, Journal of Research on Computing in Education, Summer, 29(4) 370-384 Richards, F. C. (1996) The impact of the Internet on teaching and learning as perceived by teachers, subroutine library media specialists and students Masters thesis, Salem-Teikyo University (Eric document ED410943)

Rational Planning Essay

Verifying, delineate & detailing the problem (problem definition, goal definition, information gathering). This footprint includes recognizing the problem, defining an initial solution, and starting primary analysis. Examples of this are creative devising, creative ideas, inspirations, breakthroughs, and brainstorms.The very first spirit which is normally overlooked by the top aim management is defining the exact problem. Though we think that the problem identification is obvious, many times it is not. The rational conclusiveness making model is a multitude-based decision making process. If the problem is not identified properly then we may face a problem as each and every member of the group might have a different definition of the problem. Hence, it is very important that the definition of the problem is the same among all group members. Only then is it realistic for the group members to find alternate sources or problem solving in an effective manner.Generate all possible solutions This step encloses two to three terminal solutions to the problem and preliminary implementation to the site. In planning, examples of this are Planned Units of Development and downtown revitalizations.This activity is best done in groups, as different the great unwashed may contribute different ideas or alternative solutions to the problem. Without alternative solutions, there is a chance of arriving at a non-optimal or a rational decision. For exploring the alternatives it is necessary to gather information. Technology may help with gathering this information.Generate objective assessment criteria Evaluative criteria are measurements to determine success and failure of alternatives. This step contains alternative and final analysis along with subaltern solutions to the problem. Examples of this are site suitability and site sensitivity analysis. After going thoroughly through the process of defining the problem, exploring for all the possible alternatives for that pr oblem and gathering information this step says evaluate the information and the possible options to anticipate the consequences of each and every possible alternative that is thought of. At this point optional criteria for measuring the success or failure of the decision taken needs to be considered.Choose the best solution generated This step comprises a final solution and secondary implementation to the site. At this point the process has developed into different strategies of how to apply the solutions to the site.Based on the criteria of assessment and the analysis done in previous steps, choose the best solution generated. These four steps form the core of the Rational finish Making Model.Implement the favored alternative This step includes final implementation to the site and preliminary monitoring of the outcome and results of the site. This step is the building/renovations part of the process.Monitor and evaluate outcomes and results This step contains the secondary and f inal monitoring of the outcomes and results of the site. This step takes place over a long period of time.Feedback Modify the decisions and actions taken based on the evaluation.1. contriver defines the problem (not goal) 2. Planner considers several alternatives and analyzes each 3. Preliminary choices of the alternative for best fit considering feedback and impact of the client group 4. Planner designs and implements course of action in the form of an taste 5. Evaluation of effects of the course of action. Did it alleviate the problem? Any feedback from course of action? 6. On the basis of the feedback should the project or course of action be continued, changed, etc. If effective institutionalize the course of action.2Requirements and limitationsHowever, there are a lot of assumptions, requirements without which the rational decision model is a failure. Therefore, they all have to be considered. The model assumes that we have or should or feces obtain adequate information, bot h in terms of quality, quantity and accuracy. This applies to the situation as well as the alternative technical situations. It further assumes that you have or should or can obtain substantive knowledge of the cause and effect relationships relevant to the evaluation of the alternatives. In other words, it assumes that you have a thorough knowledge of all the alternatives and the consequences of the alternatives chosen. It further assumes that you can rank the alternatives and choose the best of it. The following are the limitations for the Rational Decision Making Model requires a great deal of time requires great deal of information assumes rational, measurable criteria are available and agreed upon assumes accurate, stable and send off knowledge of all the alternatives, preferences, goals and consequences assumes a rational, reasonable, non political worldCurrent statusWhile the rational planning model was innovative at its conception, the concepts are polemic and questio nable processes today. The rational planning model has fallen out of mass use as of the last decade. Rather than conceptualising human agents as rational planners, Lucy Suchman argues, agents can better be understood as engaging in situated action.3. Going further, Guy Benveniste argued that the rational model could not be implemented without pickings the political context into account4

Individual’s values and the corporate values

Value AlignmentIn the following paragraphs team A will provide a brief analysis in regard to the origins and evolution of determine at a personal level and in the work. The team will explain throughout the paper how an individuals value can drive actions and behaviors, and the conglutination betwixt value, actions and behaviors. The team will include in the mentioned analysis the degree of continuative between Wal-Marts stated values, and the companys plans, and actions. Last the team will explain the differences, between personal values and Wal-Marts values as reflected by Wal-Marts plans and actions.Origin and EvolutionAccording to sociologists, values are make during the early days of a persons life. One sociologists research suggested values are course of instructioned during four periods. This sociologist, Morris Massey, believed these values originate at pre-birth and continue to the long time of approximately 21. The firstborn period begins at pre-birth and continues through four years, and is considered the basic programming period. During this time, a child is non capable of differentiating between important and not important information so all experiences are absorbed and values are formed. Subsequently, a persons first job experience, which is usually at well-nigh the age of 16 to 18 years, plays a large role in forming workplace values. Without any previous exposure to workplace ethical motive, his or her first experiences are absorbed without differentiation (Squidoo, 2010).The second stage is the imprint period that takes place up to the about the age of seven. Children continue to absorb information from experiences. They establish aware of their environment and culture from family and people they are exposed to and beginto store this information.This information is imprinted in their minds and begins to form their values from their experiences, which are reflected later in a persons individual behaviors and actions. Similar to the ba sic period, a persons first job experiences are absorbed in his or her mind forming their workplace values and behaviors. For example, if a teenager witnesses a manager skimming money from the cash register without remorse, this memory is imprinted in his or her mind. Unless his or her individual values are in place correctly, the unethical behavior displayed to them at an impressionable stage may be carried into future workplace ethics.The neighboring period of forming values happens between the ages of 13 to 18. Labeled the modeling period, a person begins to mirror or model behaviors of other people. A persons constant exposure to ethical or unethical behavior during this time is often mimicked. According to the Squidoo (2010) website, from Masseys research he suggests that our major values about life are picked up during this period at about age 10 (How Values Are Formed, para. 6).Further, he infers that world happenings and where a person was at the time is a basis for forming values. With the recent state of the United States economy over the past few years, it leaves one to wonder the repercussions to workplace ethics. Individual ethics may improve because people will appreciate their jobs and decide to make better decisions in the workplace. Conversely, people may believe they are trapped in their current position and may make poor ethical decisions.Masseys last period of developing values is the socialization period, which takes place between the ages of 14 to 21. A person develops relationship and social values during this time, and these values are the formation of a persons core values that usually be with him or her throughout his or her life. As a person develops these core values individually, a person may develop his or her core workplace values as well, which may stay for a lifetime. People experience many events up to 21, which are pivotal to shaping their values. As people formed their values, the foundation of how they perform as an indiv idual and in the workplace became aligned. During childhood, for example, parents often tell children to do their best in school.That value is imprinted into their personalities and is carriedinto the workplace those children become adults who do their best at work every day. Throughout the periods suggested by Massey, the experiences form our values and become a compass to our actions, decisions, and behaviors, both personally, and professionally. Wal-Marts stated values versus Wal-Marts plans and actions The authors employer shares some basic values with those of Wal-Mart. The employer values the respect of coworkers, diversity, inclusion, providing exceptional customer service, and offering a variety of quality products for a reasonable price. Wal-Mart focuses on being a diverse organization, providing excellent customer service, and providing a variety of good quality products for a reasonable price as well. The organization alike shares the valued of volunteering in the commun ity.The focus of the organization is to make the customers happy, so they continue to come back. The degree of alignment between Wal-Marts stated values plans and actions battle array that the company has balanced the two to some extent. Wal-Mart values its customers, and its number one priority is putting the customer first by offering low prices. Wal-Mart as well matches its competitors prices for customers. Wal-Mart employees are valued and offered career development so they have the opportunity to move to higher positions within the organization. Most of the employees at all(prenominal) level are treated with respect and receive suitable benefits, but sometimes the company loses sight of its stated values therefore, its plans and actions do not continuously follow suit.DifferencesThe differences between an individuals values and the corporate values depend on the individual. Corporations design the strategy to align with the cultures values. For instance, Wal-Marts vision to become the worlds largest retailer, so the company has to reflect the values all the time. Developing one vision helps employees to adhere to the corporate values regardless of the local values. Sam Walton, the founder of Wal-Mart says Personal and moral integrity is one of our basic fundamentals and it has to start with each of us. An example is the use of the whistleblowers form available to employees and customers alike. If an employee is found to be violating the corporate policies, another employee may report theincident without fear of reprisal.Wal-Mart encourages every employee to use Wal-Marts Statement of Ethics, introduces the associates to the types of attitudes and conduct that make an honest, fair, and legal workplace (Wal-Mart, 2010). They learn how to recognize situations that may come up on their job that could be a violation of Wal-Marts ethics, also what to do if they have any questions or concerns about what is correct and ethical conduct. As an individual, know ing what the company will allow should make the job easier to comply with policy. weak and concise writing allows very little interpretation on expectations of the company. To conclude, team A as provided the readers with a brief analysis of the basic origins and evolution of values at a personal level and workplace values.Team A also explained how an individuals values can drive actions and behaviors, along with the alignment between ones values, actions, and behaviors. The team was able to briefly analyze the degree of alignment between Wal-Marts stated values and the companys plans, and actions. Last, the team explained the differences, and the degree of alignment between personal values, and Wal-Marts values as the values were reflected by Wal-Marts plan, and actions.ReferencesSquidoo. (2010). Going For Gold-Goal Setting That Really Works. Retrieved from http//www.squidoo.com/GoForGold-GoalSettingThatWorks http//ethics.walmartstores.com/StatementofEthics/MSGfromCEO.aspx

Igniting Young Minds Essay

Swami Vivekanandas success Mantras for y succeed onh My Faith is in the Younger Generation, the Modern Generation, out of them ordain come my workers. They will work out the whole problem, like Lions. Swami Vivekananda expressed this confidence in the youth of this country exactly 50 eld before the end of Colonial Rule while speaking to a mammoth gathering of youngsters in Madras. Swami ji himself was the embodiment of youth, dynamism and vibrancy. The tone and ideals of Swami ji are the greatest inspiration for the youth of our nation. In a short life of 39 years, 5 months and 22 days, this great man conquered the entire existence with his pass on. umteen great personalities both in India and across the world became deeply inspired by Swami ji. The writings of Swami ji can ignite the minds of the reader.. Anybody who has come into either direct or indirect contact has witnessed an ocean of change in his or her life. Today, the youth of this country faces various challenges and I am certain that the message of Swami Vivekananda has the power to wonderfully guide them into the future.PURPOSE OF LIFESwami ji always held that the real birth of the individual takes place when the purpose of his life germinates. He believed that he who does not film a purpose is goose egg but a walking-talking corpse.It is extremely important not to decide the purpose of life with the narrow butt to be something or the other. Think of doing not becoming and in this process you will certainly become something. Once the purpose of life is clear, all actions of life become driven by that purpose.SELF-CONFIDENCEA precursor to do any(prenominal)thing in life is to have confidence in the self. Swami Vivekananda attached more grandness to self-confidence than even faith in God He is an atheist who does not believe in himself. The old religions said that he was an atheist who did not believe in God. The new religion says that he is an atheist who does not believe in himself, he famously stated. Unfortunately, we have limited ourselves without knowing our capabilities. Many sentences we feel that we can do only this much despite being blessed with tremendous capabilities. If our youth is determined, there can be nothing impossible for them to achieve in the world But, for this we must regain our self-confidence. Swami ji always believed that everything that is happening around us be it small, big, positive or prohibit gives us the opportunity to manifest the potential within.DEDICATIONFor any endeavor to attain the pinnacle of success, dedication to the cause is absolutely essential. Swami Vivekananda once said, To succeed, you must have tremendous perseverance, tremendous will. I will drink the ocean, says the persevering soul at my will mountains will crumble up. Have that pattern of energy, that sort of will work hard, and you will reach the goal. Another quality that Swami Vivekananda spoke of was patience. He said, Be like the pearl oyster. There i s a fair Indian fable to the effect that if it rains when the star Svti is in the ascendant, and a drop of rain falls into an oyster, that drop becomes a pearl. The oysters know this, so they come to the surface when that star shines, and wait to catch the precious raindrop. When a drop falls into them, quickly the oysters close their shells and dive down to the bottom of the sea, there to patiently develop the drop into the pearl. We should be like that. Very often, it so happens that we take on a task with immense enthusiasm but as judgment of conviction passes by, the same enthusiasm fizzles out. Pursuing a challenge with utmost dedication is indeed a road to success for our youth.TEAMWORKThis era belongs to organization and teamwork. Be it any sector from science, technology to business, teamwork constitutes a major cornerstone to attaining the desired results. When he was in USA, Swami Vivekananda was greatly impressed by the spirit of teamwork there and he mind of the need to re-vitalize this spirit of teamwork in India. Leading by example, he founded the Ramakrishna Mission and organized Sanyasis to work towards nation building.Friends, if the present youth walks on the hallow caterpillar tread of Swami jis ideals and beliefs it will merely be a matter of time before India adorns the mantle as the leader of the World. In any case, we are the most youthful nation in the world but simply that is not enough. It is necessary to arm our youth with the relevant knowledge and skill that will convert this mammoth potential to desired results. India is celebrating Swami Vivekanandas 150th Birth Anniversary and Gujarat is commemorating the entire year as Yuva Shakti Varsh. It is indeed high time that we resolve to follow these ideals of Swami Vivekananda and take this youthful nation to greater heights as the leader of the world.

Language development with deaf children Essay

Erik Drasgow discussed in his article how important early exposure is for desensitise children (Drasgow 1998). Unlike perceive children who atomic number 18 exposed to language early in the womb, deaf children get their exposure to language at birth (Drasgow 1998). Drasgow explains that studies show the earlier language is developed the high children excel in language skills (Drasgow 1998). desensitize children natural to deaf p atomic number 18nts will gain ground language as easily as hearing child born to hearing parents develops a spoken language (Drasgow 1998). It is vital for a child receive complete exposure to a natural language within their scratch line twelve months (Drasgow 1998).Suppose a child does not lead access to language until the age of six or seven, that child may neer acquire a natural language (Drasgow 1998). Parents. Parents are the biggest influence for children, hearing or deaf. A deaf child born to deaf parents adapt language normally, because the parents endure how to relate to their child. However, a deaf child born to hearing parents, who ca-ca no prior exposure to the deaf culture, struggle to learn how to communicate with their child.The absence seizure of communication will interfere with a childs development (Easterbrooks & Baker 2002). Hearing parents do try their best, but there are things a deaf child leads. The knowledge of visual and spatial relationships is a skill most hearing parents do not understand, however their child will need that understanding (Easterbrooks & Baker 2002). Also, we have learned that the signed language relies heavily on facial expressions and non-manual markers.If hearing parents choose manual communication they are so focused on the signs the parents lose the important facials that make up the signed language (Easterbrooks & Baker 2002). Deaf culture gets eye contact for a chat to take place, because hearing parents are accustomed to calling out to children, peers, and family, the parents do not realize how necessary eye contact is for their child and have problem gaining their childs economic aid (Easterbrooks & Baker 2002). Children, whether hearing or deaf, must have exposure, understanding, and support from family to truly adapt a language. b. Nanci Scheetz defines pragmatics in her book, Psychosocial Aspects of Deafness. She defines it asPragmatics scream how language is used to communicate in social contexts. It examines the rules that govern the exchange of language, and focuses on the reasons why individuals converse with each other. It delves into the realm of discourse and analyzes how speakers organize their thoughts into arranged dialogues. Further more, it takes into consideration the speakers word choice, the recipients knowledgebase, and the choice (Scheetz 2004).My understanding is that pragmatics takes a look at where a person stands in their social development. Society has social norms that must be followed. As we develop, we learn what is allowed in day-to-day conversation, but we also learn what is considered taboo. Christine Yoshinag-Itano makes an important point in her article. She explains those pragmatics are going to change for each developmental stage and the pragmatics for the spoken languages and the manual languages are going to be different (Itano 1997). In my opinion this is true.Deaf children should not always be compared to hearing children. Their development is not going to match a hearing childs stage for stage. Hearing children have an opportunity to hear new words spoken by adults and can ask what they mean. While deaf children, especially in a mainstream setting, miss that expectation because one sign has many different meanings. In the mainstream environment, an interpreter hears the new word and switches it to the signed language the deaf child whence misses what the educated word. In this scenario hearing children add a new word to their vocabulary and the deaf child sees the same signs h e or she already knows. Instances such as these are why I believe hearing children have a higher pragmatic level and deaf children fall behind.c. Researchers Elizabeth Keating and Gene Mirus conducted a study on how deaf children relate to hearing children in a mainstream setting (Keating & Mirus 2003). These researchers observed deaf and hearing students at two Texas schools over a five-month span (Keating & Mirus 2003). They had never met the principles, teachers, or students prior to their observation (Keating & Mirus 2003). Their method was to get video surveillance of the deaf and hearing students interacting with each other (Keating & Mirus 2003).While reading this article, I was concerned that these researchers would not be able to understand the deaf children signing. However as I continued through the article they explained that Mirus is deaf, a native American abridgeLanguage (ASL) signer, fluent in English, and was taught in a mainstream setting as a deaf student (Keati ng & Mirus 2003). Keating is hearing, a native English speaker and is a skilled ASL signer as well (Keating & Mirus 2003).These two authors had some helped from their research assistant Chris Moreland (Keating & Mirus 2003). He, like Mirus, was part of a mainstream deaf program, and is a fluent in ASL and English, but is not a native signer (Keating & Mirus 2003). These authors believed that having people who knew the cultures and languages was critical to the study (Keating & Mirus 2003). The authors discussed a point that I think is important, the difference between a hearing conversation and a deaf conversation.For the Deaf community, eye contact is key. If the signer trying to start the conversation does not have the desired recipients attention, then the conversation cannot take place because the signs would not be seen (Keating & Mirus 2003). Also, deaf require feed back during a conversation to ensure the other person understands and is serious-minded (Keating & Mirus 2003). Interruptions are common in conversations between two deaf persons and the understanding of space and time (Keating & Mirus 2003). Hearing conversations are different. Hearing conversations do not require eye contact or even be in the same room, also interruptions are considered rude in the hearing culture. These differences separate interaction with the hearing and deaf worlds.While deaf people have adapted ways to communicate with the hearing, hearing people still lack their resources (Keating & Mirus 2003). I think this knowledge base should be studied closely. Keating and Mirus study gives examples of conversations between children in a school setting. The researchers saw hearing children ignore the attempts of the deaf students to take part in the conversation by mimicking a hearing childs actions or not knowing understanding why the deaf child is not paying them attention (Keating & Mirus 2003).However, when the deaf child was interacting the video showed gesturing to help t he hearing child understand what was needed but the researchers also saw a deaf child misinterpret an incident with hearing children on a see-saw (Keating & Mirus 2003). A hearing child fell off the seesaw and fell, the deaf child thought another child knocked the other off on purpose (Keating & Mirus 2003). The researchers found that deaf-hearing relations never went past what was going on at the present moment and was much shorter than deaf to deaf relations and hearing to hearing conversations (Keating & Mirus 2003).I think this alone is cause for more research. It is not fair for children who are in the same classroom all day to not have anyway to interact with each other outside of gestures and lip reading. If a child is going to be set in a mainstream setting other children should have the opportunity to learn ways to communicate with the deaf students. Chances are the same students are going to have classes together until they graduate kindergarten to twelfth grade is far t oo long for children to go without learning signs or ways to communicate with the deaf students.Works CitedDrasgow, E. (1998). American sign language as a pathway to linguistic competence. Exceptional Children, 64(3), 329. Retrieved from http//search.proquest.com/docview/201213704 Easterbrooks, S., & Baker, S. (2002). Language learning in children who are deaf and hard of hearing nine-fold pathways. Boston, MA Allyn and Bacon. Itano, C. Y. (1997). The challenge of assessing language in children with hearing loss. Language, Speech & Hearing Services in Schools, 28(4), 362. Retrieved from http//search.proquest.com/docview/232585838?accountid=14800 Keating, E., & Mirus, G. (2003).Examining interactions across language modalities Deaf children and hearing peers at school. Anthropology and commandment Quarterly, 34(2), 115. Retrieved from http//search.proquest.com/docview/218136755?accountid=14800 Martin, D. S., Craft, A., & Sheng, Z. N. (2001). The impact of cognitive strategy instruc tion on deaf learners An international comparative study. American Annals of the Deaf, 146(4), 366. Retrieved from http//search.proquest.com/docview/214468209?accountid=14800 Scheetz, N,. (2004). Psychosocial aspects of deafness. Boston Pearson.

Justus Case

beneficial Us Case Just Us is a corporation that imports, roasts and sells in general organic cocoa from pretty traded certified coffee producers. Their vision is to be a leading clean-living Trade business that builds on quality, professionalism and innovation for the benefit of all our stake holders. Since its inception, Just Us had see healthy ontogenesis in the maritime provinces of Canada, mainly supported by its corporate values hearty and environmental responsibility, sustainability, ethical practices in all the areas of the business and in all stakeholders, and production differentiation.They even receptive a equitable trade m white plagueum to help fix the public on the social impact and benefits of ordinary trade. Once roasted and packed, the coffee and other products are shipped to retail exposelets, supermarket chains, health food stores, coffee shops and churches. A substantial portion of Just Us revenues came from wholesaling to large retail stores such as supermarket chains. Their coffee is as well as offered in the Just Us cafes, which were meant to be a place where guests could enjoy a cup of premium fair trade coffee and gather information about fair trade. The locations were not standardized as a typical chain.A major competitor in the retail organic fair trade coffee market is Kicking Horse which alike offers products that are certified organic and fair traded. Its main bring are coffee shops, gourmet food stores, grocery chains and restaurants. The exploitation of fair trade product sales had prompted several major food brands to offer fair trade products, such as kraft paper Foods, Procter & Gamble and Nestle. Also, in Canada, large super market chains such as Loblaws were offering as well as fair traded private labeled products which was concerning for Just Us, since supermarkets is one of its most important channels.In the coffee shop area, at that place was a lot of competition since some independent coffee shops a nd well-known chains (Ex. Starbucks) were trying to water tap into the fair trade trend. Due to the original management team lack of marketing invite a new merchandise Director was hired and part of the initial issues she found was that Just Us did not spend much on advertising. 2009 had been set at $20,000. There was a massive growth opportunity in the fair trade market in Canada but the economy was on recession, therefore, the involution needed to be planned carefully.The marketing director had several specific questions to answer to help sire a marketing plan to bolster the growth of Just Us First off, how was Just Us going to tar outwit new buyers given the current competition and what segment would those buyers be keen-sighted to? College students were clearly a growing customer base and Just Us already had a strong presence in three college universities. Therefore, marketing should be directed at the young, educated demographic that are willing to correct a premium for products.Furthermore, the majority of their sales are business to business and their marketing needs to express the benefits of fair trade to the end user. The case stated that the profits was a great tool for increase cognizance of fair trade products, along with initiatives that enhance word of mouth (p. 3). In separate to accomplish new customers they should consider expanding their internet marketing, such as using hunt club engine optimization/ search engine marketing. They can also utilize co-op advertising with other organizations that emphasize fair trade, organic, and environmentally friendly practices.The fair trade museum should also be utilized to educate potential customers and will be discussed in more detail below. All Just Us advertising needs to emphasize the written report behind the products in order to educate new customers. Educating customers on the benefits of fair trade is the key to growth and will set Just Us apart from competitors with brand recogni tion. In order for Just Us to enhance the cafes performance they need to improve the customer experience and become customers early choice of place outside the home to enjoy coffee. Surveys and focussing groups should be used to find out what customers like to do in their cafes as well as what customers like about the competitors cafes (Starbucks and Trident) and incorporate those into Just Us cafes. Additionally, the current Just Us cafes are stand-alone destination shops. Just Us should break up new stores in large commercial shopping centers in densely populated cities with five-fold Universities. This would allow Just Us to still market to the young educated demographic that have long customer lifetime values that they have had success with and reach new customers via foot traffic in the shopping center.By keeping the overall educational theme about fair trade and brand awareness the same across all of the cafes should be able to convert new customers into loyal customers. Another questions the Marketing Director had to consider was how Just Us can expand their loyal customer base? This could be extend tod through improving the customer experience mentioned above. However, offering opportunities for the customers to get involved would create a image of association among their customers and which could develop into a core competency and set them apart from their competitors. Just Us ould achieve this by having guest speakers or go awayshops on fair trade in the stores or even get involved with community organizations to help educate people about fair trade. Customers could sign up to give emails for upcoming events, new products, new services, and new social initiatives. These actions would all help expand their loyal customer base. The Marketing Director also needed to make several changes to the marketing program in order to benefit the cafes. The marketing budget should be increased to reflect the company sales and growth potentials. A larger b udget will allow Just Us o compete with similar fair trade coffee companies such as Java Factory and threatening new mainstream entrants such as Starbucks who can capture the market share quickly. The existing market media plan (Case exhibit 8) should be updated to focus on product differentiation and increase channel diversity. Just Us should advertise in seven-fold newspapers, magazines, and outdoor locations to increase customer reach. Furthermore, Just Us should advance more direct communication to events more or less colleges and young professionals emphasizing their fair trade and environment responsibility concept in order to rear community involvement.A major customer segment for Just Us is students and young professionals who are mostly tech-savvy. Therefore, internet should be a main advertising vehicle to reach mass marketing. Just Us should use internet marketing tools including emerging social media (e. g. Facebook, Tweeter, blogs), mobile advertisement (e. g. Group on), search engine marketing, and co-op advertising on sites offering similar fair trade concepts. Finally, the Marketing Director needs to utilize the fair trade Museum as a way to spread awareness as well as promote brand awareness just like they should in the new locations but take it one beat further.Just Us could hold free concerts or guest speakers at the museum to attract potential new customers. They could also charge for the concert and allow free admission if you bring a reciept from a recent bribe at the Grand Pre store. Just Us could sponsor a local race or work with local University fundraisers in the community. Once again, Just Us needs to be involved with the community to educate people about fair trade and get their customers involved to create a sense of community that can lead to new customers and extend the lifetime customer value of existing customers.

The Utilization of Organic Waste Materials for Biofuel Production

The Utilization of Organic Waste Materials for Bio furnish output A Research Paper Presented to Professor Janet Clemente Mapua imbed of Technology in partial fulfillment of the invitements in English for Academic Purposes 2 (ENG11) by hazel Joy H. Arellano Al Joseph R. Jimeno February 2012 Abstract The increasing criticism of the first-class honours degree- extension biofuel has raised the rootageization of the so-c in alled second- genesis biofuel. These accept every original industrial, commercial, internal and outlandish dash off products. These resi payables and by-products is a authorization feedstock in the proceeds of this biofuel.This paper entrust campaign to determine the different potential clashs of the second generation biofuel on the society comp ar to the first generation biofuel and what would be the possible outcome if this was continuously used. An interview was conducted at the Department of Biomass, DOE, on the director of the give tongue to depa rtment, Andresito Ulgado. It contri merelyed a potful on the progress of this research. As we go through this research, biofuel from organic waste materials has potential on sparing, environment and social repair.This really provides benefits on the economy of a country and compresss dependence of opposed fuels. In terms of the environmental sham, these biofuels doesnt hundred portion lessen the environmental problems notwithstanding quite a it could develop in the altogether environmental problems. The quality of the s oil whitethorn be greatly affected and may lead to realm erosion and a sens of water place be wasted because crops orchard demands a lot of water. But this biofuel rotter lessen greenhouse gases and CO2. On social impact, these biofuel could provide and open up new business enterprises like biomass transportation, biomass collection and a lot, but jobs ar limited.In other words, these biofuel has commanding impact on the economy of a country and socially but not tally hundred percent on the environment. To the future researchers, these topic is a great thing to research on, maybe they could research on how ample these biofuels from organic waste materials is used in a specific country or in the world. we rejoin a lot of waste and this is a potential feedstock for biofuel return But, I believe this is a potential one. A. Ulgado The take of biofuels has been rapidly increasing over the last decades but these biofuels has raised approximately important concerns.In crabby, first generation biofuels from staple forages has been very controversial regarding its negative impact in the society, blamed to cause deforestation, displacement reaction of food crops and growings the greenhouse gases in the atmosphere. For biofuels to be truly sustainable they need to be produce without change the food business. So, scientists be developing fuel out of anything, from organic waste and rotting garbage. These organic wastes ar potential feedstock for second generation biofuels. Sustainable biofuel from organic waste materials give provide benefits comp atomic number 18d to first-generation biofuels.These are expect to provide advantages and implications in the economy, environment and social life. The researchers came with this stand because of the continuous unprecedented high price of dodo fuels and the controversies that first-generation biofuels faced, which has a negative effect on the society. As Andresito Ulgado, director of the Department of Biomass, stated, we generate a lot of waste and from this, we can produce biofuels. But since these second-generation biofuels are not yet commercialized, in that location are possibilities that these are less effective compared to fossil fuels and nonplus limited applications.These biofuels are seen as a commercial risk because these pull up stakes require complex logistics system and good infrastructure. Financing these projects would be very cos tly for it will require ten times as much capital as a first generation plant of the same capacity. This research paper will focus on the benefits of biofuel from organic waste materials on economy, environment and social life. The researchers will find out why these biofuels are expected to resolve all the problems that the first generation biofuel have. The biofuel gives us sustainable alternatives and is renewable.In the next twenty-five years, it is believe that the world market, which is our primary informant of imported fuel like fossil fuel will run out soon. That is why biofuels in the form of liquid fuels derive from plant materials are entering the market driven by factors such as oil price hikes and the need for increased energy security. However, many of this biofuel that are currently supplied has been criticized for the unfavourable impacts on the natural environment, food security, and land use-these are the first generation biofuels or the biofuel from staple food s.Most of our abutting countries use biofuel from staple foods like corns and rice. But in the Philippines, the Biofuel Act of 2006, specifically says that corn, rice, and other staple foods cannot be used for biofuel production instead sugarcane and coconut oil is used because of the surplus production of oil and sugar here in the Philippines. cod to the increasing criticism of the sustainability of many first generation biofuel, scientists are arduous to make better use of crop residues and by-products by converting into the next generation biofuel.These includes any solid, liquid, and vapourific fuel produced either directly from plants or indirectly from organic, industrial, commercial, domestic, or countrified waste- or the so-called plunk for Generation Biofuel. The challenge is to support the biofuel development including the development of new cellulose technologies with the responsible policies and economic instruments to help vouch that biofuel commercialization is sustainable. These biofuels will not only help the earth reduce greenhouse gases, toxics, and pollution but it will similarly help our economic status.Utilizing the second generation biofuel will resolve the issue regarding on food production, provides energy security, reduce dependence on foreign source of oil and other fuels, and economic get along for agriculture and industry. Over the last decade, the production of the first generation biofuel has been questioned about its negative impact on food production because it consumes almost one-third-fourths of the agriculture sector, which is tending to use for food plantation. Due to the demand of land, food production has greatly affected resulting to food shortage and price hikes.But not as like as the first generation biofuel, the second generation has nothing to do with the deflation on food production because all it need is the residues from the crops harvested, basically the crops will be still useful especially on foods. Wh en agriculture land is only tend for food production therefore there would be a large-scale production of crops and the more crops that is being produced, the more residues can be get from it in narrate to produce a large-scale production of biofuels, too. A large-scale production of a country will ensure and provide energy security within its territory which lessens worriness.Replacing petroleum because of its prices on the rise, with a renewable energy source will reduce from importing these oil products. Biofuel were seen as substitutes for gasoline and petroleum-based diesel, the idea that these can reduce dependency on fossil fuels has led the government to promote it. In the Philippines, both percent of biodiesel were added to diesel and ten percent of bioethanol in gasoline which only proves that the utilization of biofuel reduces the dependency of the country on fossil fuel.As Andresito Ulgado, director of the Department of Biomass, DOE mentioned that the government has b een looking at increasing the aggregate of biodiesel to three to five percent and twenty percent of bioethanol. He emphasized that there are considerations need to be considered especially to those who use vehicles twenty years older. There are cases in which these vehicles cannot use high blend of biofuel. However, the government is looking forward at maximizing biofuels so that the country can minimize its dependency on imported fuels.And importing fuel on other countries has fluctuated dramatically in most acclivitous and developing countries over the historical several years. Thus, if use in the domestic markets the second generation could contribute to reduced expenditures for imports. In this case we can save a lot of our foreign currency nest egg and if we exported some of our biofuel products to other countries especially for those countries which really uses biofuels, these could really boost our economy, which figuratively means that there are more jobs to be offered, from the farming industry to the transportation production.Biofuels in front had faced controversies regarding its negative impact on the environment. A new study by economists at Oregon State University questions the cost-effectiveness of biofuels. Bill Jaeger, the lead author of the study, points out that the biofuels increase the greenhouse gas emissions. Biofuels were initially seen as a solution to energy and environmental problems because the carbon dioxide thats emitted when theyre burned is equivalent to what they had absorbed from the atmosphere when the crops were growing.Therefore, biofuels were assumed to add little or no carbon dioxide to the atmosphere. But the bigger picture is more complex in part because biofuels are produced and transported apply fossil fuels. Depending on the feedstock choice and the cultivation techniques, second-generation biofuels production utilizes wastes and residues. These include organic waste materials which are generated from agricult ural facilities, forestry mills and in urban playing fields. In urban areas, organic wastes include portions of municipal solid waste, dumbbell clippings and land clearing activities.Second-generation biofuels provide environmental impact depending on different aspects land, water, climate change and biodiversity. Lands before were used for production of crops intended for biofuels causing negative impacts like affecting food production and come up food prices. Unlike first-generation biofuels, utilizing organic wastes and residues has a minimal direct impact on food production for it will no longer require lands. Furthermore, it will help lessens the problems of disposing.These will also reduce the problems in clearing fields. Clearing of fields, which requires burning will not be a problem anymore because the waste will become feedstock for the production of fuel. Therefore, these will cause significant reductions in air pollution. In some soil, removal of waste and residue can be sustainable and beneficial for some crops as it may help control pests and diseases, increase soil temperature in spring facilitating spring germination (Andrews, 2008).However, removing residues on soil could reduce the soil quality, promote erosion and lead to a loss of carbon, which, in turn, low production of crops. Future production of second-generation biofuels will also have an impact on water. The increasing demands for biofuel produced from organic waste will increase the pressure on clean water resources. Since there is a demand for biofuel, consequently there is also a demand for organic waste materials and most of the wastes are produced from crops. These will require large quantities of water to grow certain feedstock.The use of residues may have negative or positive impacts on biodiversity. As compared to the first-generation biofuels, the use of agricultural and forestry wastes are expected to have a lower impact on biodiversity. However, these will reduce the am ount of decaying wood and could thus cause reductions in habitats and disturbance of wildlife due to increased forest access. There is also a possibility that native forests will be dark into plantation to increase the supply, which in turn, reduces plant biodiversity.In terms of reducing lifecycle carbon emissions, second-generation biofuels appear to have high greenhouse gas mitigation compared to first-generation. These second-generation biofuels could reduce greenhouse gas emissions by 90% relative to fossil fuels. However, these results have been calculated for theoretical biofuel production concepts that are only just at the pilot / demo stage and not yet operating on a commercial stage (OECD, 2008). Another impact of these second generation biofuels to the society is its potential to provide livelihood to mankind.Most commentators believe that the development of bioenergy industry in a region will provide jobs, and that bioenergy and biofuels enterprises can become importan t opportunities for improving unpolished economies in both developed and developing countries. Job creation and regional growth are considered as two of the main social driven for the implementation of biofuel project. For second generation biofuel, there are new job opportunities along the blameless pathway from biomass production or collection, to biomass transport, biomass handling, conversion and finally product distribution.In Europe, predictions estimate that the increase in energy provided from biofuel production could result in the creation of over 515,000 new jobs by 2020 taking into account the direct, and indirect subsidy effects of employment, and the jobs displaced in conventional energy technologies. Selling forestry by-products or residues would be beneficial for the 12 million people that live in or near to the forests of Mexico. The added value to forestry products could also reduce the high deforestation rate in Mexico, since deforestation often results from the absence of economic alternatives. IEA, 2010) though there are a lot of new jobs opened, some of these are limited. Like for example, the collection of agricultural and forestry residue could also be done by the same workers involved in the main agricultural and forestry products. Downstream processes like biomass transport and conversion may offer more jobs considering the increasing demand of biomass for biofuel production but these will require more qualified workers given the complexity of second-generation biofuel technology.Skilled engineers to manage plant trading operations and oversee complex production processes are relatively difficult to find since un dexterous and cheap wear down force is abundant in developing countries. Just like what Andresito Ulgado said, if we will be reviving our rural economy, there will be an effect not only to those who are working in the biofuel production facility but same as through to the people around us because there will be a triggerin g effect. An example is if there is a plant in a certain area past there would be also a demand for that certain product in that particular production facility.If there would be a biofuel plantation in a certain area then there is a demand for fuel in which more job opportunities can be offered. Biofuels have been receiving greater attention in the recent years from researchers, industrialists, environmentalists, and national governments across the world. But over the past decades linkages between biofuels from staple foods and agriculture market, same as through to the environment has been analysed. Therefore scientists are trying to produce the next generation biofuel out of organic waste to meet the high demand of the fuel consumers.This will be a great help since the world market, where we are import our fuel, will be run out soon. These biofuels from organic waste is not just an alternative source of energy but can also contribute to our economic status, environment and even p rovide livelihood for the people. Economic impacts include reducing dependency on fossil fuels, provide energy security, generate foreign savings, economic boost and resolve issues regarding the food production. They appear to have higher greenhouse gas mitigation compared to first-generation biofuels.Thus, these fuels can reduce the lifecycle carbon emission. However, in some aspects of the environment, these have negative impacts in which utilizing organic waste lessens the fertility of soil, consumes a large quantity of water and affects the biodiversity. For second generation biofuel, there are new jobs along the entire pathway from biomass production or collection, to biomass transport, biomass handling, conversion and finally product distribution. More jobs can be offered since there is a demand in the supply of residues and wastes.But there are some cases in which more skilled and qualified workers are needed to manage the biofuel plantation given the complexity of second-gen eration biofuel technologies. We generate a lot of organic waste and residues and these are available as feedstock for biofuel production. There are possibilities that these will enter the domestic market on the next twenty years. The reason why it was not yet commercialized is because of the costly technology that will be used in converting these wastes into a more useful one.Another factor that are seen into this biofuel is it helps on our economic status especially on food production and in saving up more foreign currency because we will no longer importing fossil fuels from other countries and can boost our agriculture and industry. On environment that can reduce CO2 and can provide new livelihood to other people. In other words, these biofuel will result into a more progress, more eco-friendly and more stable world.Utilizing these will reduce issues on food production and greenhouse gases, providing benefits in the society. Therefore, sustainable biofuel from organic waste wil l provide and probably will provide the source of energy in the future. REFERENCES Biofuel for transport global potential and implication for sustainable and agriculture London Sterling VA Earthscan, c2007 Biofuel John Tabak PH. d 2009 Biofuel economics in a Setting of Multiple Objectives and Unintended Consequences William K.Jaeger and Thorsten M. Egelkraut Oregon State University (2011) Sustainable Production of Second-Generation Biofuels Anselm Eisentraut 2010 February Second-Generation Biofuels Miguel A. Carriquiry, Xiaodong Du, GovindaTimilsina The macrocosm Bank Development Research Group Environment and Energy Team August 2019 From 1st to 2nd-Generation Biofuel Technologies Ralph Sims, Michael Taylor jackstones Saddler, WarenMabee c OECD/IEA, November 2008 Second Generation Biofuels Greenergy Perspectives March 2011 http//www. iea. rg/papers/2010/second_generation_biofuels. pdf http//www. thebrokeronline. eu/Articles/Driving-on-organic-waste Biofuel in Perspective W. Soet aert and Erick J. Vandame 2008 Sustainable Production of Cellulosic Feedstock for biofuels in the USA Matthew T. Carr Jane R. Tettubars 2008 Biomass Digestive to methane in Agriculture A Sucessful Pathway for the Production and Waste intercession Worldwide P. Weiland W. Verstraete A. Van Haardel 2008 Biofuels Act Review Urged (journal) www. iea. org/papers/2010/second gen. biofuel. pdf