SA 10th Grade- Poetry Test- 2 Flashcard

SA tenth Grade-Poetry Test-2

Comparing Frankenstein, Origin of the Species and Decent of Man Essay

Looking at Frankenstein, Origin of the Species and Decent of Manâ â I will show in this paper how Mary Shelley's Frankenstein affirms, and simultaneously repudiates Darwin's thoughts introduced in The Origin of the Species and The Decent of Man. Mary Shelley's Frankenstein is on the double, affirming, and opposing of Charles Darwin's logical revelations and perspectives on science, nature and the connection of the person to society. Mary Shelley affirms Darwin's thoughts through Frankenstein, when Dr. Frankenstein and Darwin both reject God as the maker of human life. Despite the fact that this is a significant subject in the two works, it is the main comparable thought shared between both Darwin and Frankenstein. Darwin's comprehension of nature is practically identical to that of Mary Shelley; albeit how the individual identifies with society is gravely unique between the two works. One of Darwin's appreciating supporters, Andrew Carnegie, the creator of The Gospel of Wealth, gives us how opposing these thoughts are comparable to one another. His thoughts of legacy and the lead of man are in conflict with the activities of Shelley's Dr. Frankenstein. All through Darwin's works the possibility of the dismissal of God as maker of man wins. He insinuates ancient marine Ascidian hatchlings, as the ancestors to the later developed individuals we are today. This would give kudos for the production of man to the procedure of development, not to the workmanship of a Supreme Being. Species had not been freely made, however had plunged, similar to assortments, from other species(Appleman, 36). Darwin is appearing here what ends he happened upon about the Birthplace of the Species, in which he utilized science to demonstrate his speculations. He is supplanting God with thoughts... ...beneficiary works, giving the intensity of creation to development and humanity. They likewise both present comparative perspectives on nature, considering it to be a device for logical investigation and not as a marvel of excellence as it is regularly observed today. Utilizing crafted by Andrew Carnegie to show Darwinian thoughts regarding the person in the public eye, we can see that these thoughts firmly negate those which Shelley presents in Frankenstein. In general I accept that Mary Shelley's Frankenstein embodies numerous thoughts communicated in progress of Darwin, enough that they can be considered advancing of one another as far as correlation. Works Cited: Darwin, Charles. The Origin of Species. New York: Gramercy Books, 1979. Darwin, Charles. The Descent Of Man. Amherst, NY: Prometheus Books, 1998. Shelley, Mary. Frankenstein. Ed. D.L. Macdonald and Kathleen Scherf. Plantation Park, NY: Broadview Press, 1999.

Whats Really Killing Students Love of Reading

Whats Really Killing Students Love of Reading Another day, another claim that teachers are killing students love of books. This time, its assigned summer reading thats done the trick. Carolyn Ross, writing for  The Millions, says: Summer reading assignments and reading quizzes and book reports don’t teach our students how to be readers.  They teach them that reading is a school-centered activity.  That it is a chore.  That they aren’t good at it if they can’t remember insignificant plot points.  These assignments set students up to cheat, or to fail, and always to regard reading as a drag. Listen, Im not stupid enough to think that teachers  cant ruin a students reading experience, but Im not about to concede that Im making it happen simply by assigning reading to incoming students outside the strict confines of the school year. What Ross describes above isnt the result of assigned reading, summer or otherwise, but the outcome of reducing the reading experience to little more than a multiple-choice quiz or a timed essay. Ross school district mandates that summer reading assignments conclude with something called an Accelerated Reader quiz. Accelerated Reader is a software program that assigns point values to books, usually based on their length and complexity. Students receive points for correctly answering plot-centric multiple choice questions. It is, unequivocally, a terrible basis upon which to judge students engagement with a book. Imagine youve been assigned and read  Of Mice and Men, moved by George and Lennies pursuit of their dream, frightened by Curleys tyrannical grip on his wife, and angered by Steinbecks ending. It made you think about hope and perseverance and mercy and control. You want to talk or maybe shout about these things and hear what others have to say. But no. What you get instead is (and this is an actual question from Accelerated Readers  Of Mice and Men  quiz): George thought he and Lennie would get the job if _____. A. the other workers could see how strong they were B. he could think of a good lie to explain their presence at the ranch C. the boss could see Lennie work before he heard him speak D. he could keep Lennie out of sight until the boss was gone Think about the best reading experience you ever had in school. Then think about  what you did with the book in class once you had read it. Did it look anything like that quiz question? Im guessing not. In fact, I would wager that no matter how much you actually liked the book, if the payoff for your efforts was something like an AR quiz, it marred the experience. Ross sees summer reading assignments as inextricably married to AR-like assessments for reasons I dont think she really makes clear. Her district has a bad policy in place, and I can understand her frustration with summer reading as it must be executed where she teaches. But summer reading isnt her real problem. A bad assessment plan dictated by bad policy is her problem. She, other teachers in her district, and parents of students subjected to the AR program for any significant portion of their grade should send emails, attend meetings, and pester administrators until the policy can be revisited and revised in the best interests of students. What they shouldnt do is throw the baby out with the bathwater by mistaking bad assessment for bad assignments. Giving students some choice in what they read, as Ross suggests, can really help grease the reading wheels for students, but we neednt abandon more formalized classroom activities to aid their enjoyment of books even assigned books. My own experience tells me that some students will love the readings I assign, some will tolerate them, and some with actively loathe them. Hand any 30 people the same book and youll likely get similar results. What often shapes a students reading experience with an assigned book has less to do with how much he adored what he read and more to do with the teachers approach to the book in the classroom. If a student feels that his response to the book is whats valued and hes given a chance to work through that response a less restrictive way, he will likely come away appreciative of, if not in love with, the given book, even if there is an essay to write or a quiz to take along the way. Ross writes: You read for its own sake.  To learn, to travel, to be spooked or heartbroken or elated. To grow. And when you do this, when reading becomes something that you authentically value, you become a better reader and writer without even trying. I agree. But I would argue that the authentic value she writes about can be found in a classroom, while studying an assigned book. Not automatically, of course. We must not reduce books to their Spark Notes pages. We must not make reading about points and page numbers and plot recall. We must not forget that, in reading, emotion must precede analysis and explication. And we must not stop giving students the chance to explore books on their own, without the watchful, often nerve-wracking eyes of a teacher upon them. Summer is a great gulf, and in crossing, students too often drift from thinking about much outside of their own narrow windows into the world. Summer reading gives them a chance to do that. Its not perfect, but Ill take my chances with putting a book in their hands. If youre curious (and if you have school-age kids, you should be) about Accelerated Reader, take a look at their website and ask their teachers if and how their schools use the program. ____________________________ Sign up for our newsletter to have the best of Book Riot delivered straight to your inbox every two weeks. No spam. We promise. To keep up with Book Riot on a daily basis, follow us on Twitter, like us on Facebook, , and subscribe to the Book Riot podcast in iTunes or via RSS. So much bookish goodnessall day, every day.

How Social Influences Have On Participants - 1572 Words

Materials and Methods This study will focus on the impact social influences have on participants when asked to listen to songs played backwards containing subliminal messages and whether being told that a particular song contains secret messages will impact their responses. This study will take into consideration past studies conducted by researchers Thorne (1984) and Vokey (1985) whom support that the role of suggestion can influence peoples perceptions of secret messages in rock and roll recordings. We the experimenters will be expanding on the music genres, but try to contain a minimum of one rock and roll song. Taking this into our focus will be observing how social influence will impact participant’s capability to write down more†¦show more content†¦Social media post will be made on UC related websites such as UC Merced Classified stating the researchers reasoning for experiment and asking whether there are any people who would like to volunteer. Participants re cruited by each researcher individually will all be recruited within the UC Merced campus or Modesto. Individually due to my living accommodations being an on campus student all of my recruits will be recruited within the UC Merced campus. The selection of methods we will us to get our sample will be random selection and random sampling. Random sample will be used because anyone who volunteers can participate in the study and random selection because any participant has equal chance of falling within the control or experimental group. A total of 50 participants with good hearing will be recruited randomly. Each researcher will contribute a total of 13 participants. Both females and males within the approximated age range 18-31 will be recruited. There will also be no one younger than 17 years old allowed to participate because it violates SONA rules. We will exclude people who have or have had past hearing issues. They will be excluded because they’re past hearing issues can influence their ability to catch phrases containing secret messages. Participants who may become sensitive to the topic or background of study may

Babe Ruth, Informative - 1604 Words

Everyone has heard of the infamous â€Å"Babe Ruth†, but few people know that his birth given name is George Herman Ruth, Jr. He lived from February 6, 1895 – August 16, 1948, and was best known as Babe Ruth and nicknamed the Bambino and the Sultan of Swat. Babe was an American baseball player who spent 22 seasons in Major League Baseball (MLB) playing for three teams between the years of 1914–1935. The most important points of Babe’s life are his early childhood, his major league baseball career, and the legacy that Babe left behind. Ruth came from German-American parents, Kate Schamberger-Ruth and George Herman Ruth, Sr. His parents owned a succession of saloons (bars) and sold lightning rods. Babe Ruth was one of seven children;†¦show more content†¦Babe’s amazing pitching allowed the Red Sox to win the World Series again, four games to one. Ruth extended his World Series consecutive scoreless inning streak to 29â…” innings, a recorded that would last until almost fifty years later. Inly July 1918, Ruth walked off the field due to a dispute with the manager, a mistake that would soon lead him to be traded to the Yankees. However Ruth wouldn’t go out without a fight. Ruth placed a â€Å"curse† on the Red Sox for trading him to the Yankees. The Red Sox didn’t win another World Series until 2004 (86 years later). On December 26, 1919, Babe Ruth was traded to the Yankees. Several reasons such as Babe’s negative attitude and his demand for a double in his salary led his trade to the New York Yankees for almost $2mil (in now a days dollars). Babe would stay with the Yankees from 1919-1935. During his career with the Yankees, Babe Ruth emerged from a pitcher, to an all-star hitter. In 1920, Babe hit 54 home runs and his .847 slugging average would remain a Major League Baseball record for over 80 years. The best year of Ruth’s career was 1921, hitting 59 home runs, batting .378 and slugging .846. Ruth also hit a record high of 139 home runs on July 18, 1921. Ruth’s name soon became synonymous with the term home-run. Babe’s powerful home runs went as far as 575 feet from the home plate. Unfortunately, due to an injury, Babe was not able to play in a majority of the World Series against the New York Giants. This led to theShow MoreRelatedEssay on Babe Ruth1027 Words   |  5 PagesBabe Ruth Babe Ruth is an American hero. He transformed baseball from a sport, to a national pastime when it needed it the most. Coming off of the wake of the Black Socks scandal, baseball was headed downhill. It had a bad reputation, and interest was waning. The dead-ball era was dragging on, and there were to few baseball purists left to support it. Baseball was in search of a new audience, and Babe Ruth handed it to them on a silver platter. Babe Ruth started the Home run era of baseballRead MoreFilms About Baseball: A League of Their Own and The Jackie Robinson Story1300 Words   |  6 Pagesis a successful movie. It helps that the movie is based in spirit around real history from the time. I can fully recommend A League of Their Own as an entertaining and informative movie. â€Æ' 42: The Jackie Robinson Story (2013) Jackie Robinson is an American icon. His name comes up perhaps second only to the great Babe Ruth when speaking of baseball so it’s only fitting that a movie was made about him eventually. 42: The Jackie Robinson Story (2013) is about Robinson breaking through the blatantRead MoreDescriptive Analysis6093 Words   |  25 PagesSTRATEGIES Although the narrative and descriptive essays are often given as separate assignments in composition courses, they are combined in this first section so that teachers can present expressive writing and still reserve time for the many forms of informative and argumentative writing. This choice is tricky because it confirms the folk wisdom about expressive writing and rhetorical difficulty. According to custom, students can write narratives first because they are already familiar with storytelling

Personal Anecdote Free Essays

The Big Day It was the last month of July, a couple of weeks before my middle school years ended. I was very anxious because of the idea of leaving my school where I was comfortable with everyone, where my circle of friends were what I looked most forward to when coming to school every day. The day I was going to graduate came closer and closer, I hated how the time was ticking by so fast when I didn’t want it to. We will write a custom essay sample on Personal Anecdote or any similar topic only for you Order Now I had spent the last 2 years with the same class and teacher, my class mates were like brothers of mine. After all, it was the last time I was going to see my friends Raghav and Karanbir. Weeks flew by as fast as the wings of a humming bird; it was only a few days before the big day, graduation day. As expected the day had arrived, on my way to the banquet hall I felt my head filling up with bizarre scenarios of how it would be like in high school with new teachers, older people and new faces from different school. When I got out of the car I made my way through the main foyer, the banquet hall was decorated so distinctively, I felt as if I were a boy down the hall way of the Queen’s castle ready to be awarded as a Knight. As names were being called to step forward towards the stage, I heard the principal call out â€Å"Shreelesh Kaliraj† and I got up with great pride and walked cautiously bit by bit towards her. When she handed me the certificate I was as proud as a father who had just seen his child walk for the very first time. The certificate was 8Ãâ€"10 inches made from stiff hard paper; it had my name written in clear bold letters in the middle of the certificate with a shiny elegant sticker right beside. I quickly walked back to my seat knowing this was the last time I was going to see my close friends, at first I was feeling down due to the fact after this day we would all go separate ways to shape our future but I couldn’t let that thought ruin the entire day for me because at the end I knew meeting new people and making new friends was part of life. How to cite Personal Anecdote, Papers Personal Anecdote Free Essays Autobiography Anecdote I intend to write about the time when I broke my wrist. I am writing this autobiographical anecdote In 1st person and my target audience is students. The purpose of this text Is to write a recount of the event. We will write a custom essay sample on Personal Anecdote or any similar topic only for you Order Now I checked my watch for the fifth time this period, 2. Pm, only three minutes had passed since I last checked. Thirty minutes into the period and I had only completed one equation. I couldn’t concentrate; I dropped my pen and looked around to find something entertaining. I found nothing. Everyone was focused and had their head down completing their set of questions. This is the difference between year seven and year eight. The classroom was so quiet that I could hear the inhaling of the person next to me. Thirty minutes till the end of school and I already had enough. My mind had stopped functioning and I struggled to keep my eyes open. It felt as if my eyelids were trying to carry an African elephant. I placed my elbow on the wooden desk and rested my heavy head in my palm. I thought to myself, ill Just close my eyes for a minute, the teacher wont notice. Random thoughts began to run through my head as I continued to rest In class. I suddenly recalled a past memory. I said thank you to the bus driver as I hopped off the bus onto a patch of green grass. I slipped my smart rider into my right pocket as the Transparent bus drove past me with everyone inside, staring at me. I waited for the awkward moment to pass and began my walk home. It was a hot, humid day as the scorching sunlight blistered my delicate skin. I felt sweat begin to run down my forehead and the back of my uniform began to stick to my body like old glue. The weather was horrible but it wasn’t the main reason why I was uncomfortable. I was nervous. I was thinking of how I should tell my mum I wanted to play football. FALL, not soccer. I knew what her answer was going to be, â€Å"No you can’t, Its too dangerous. † I continuously ran comebacks In my head trying to find the right one which would convince her to let me play but not be rude and make her angry. I did this for the whole walk home and I had forgotten about the piercing sunlight and humidity. As soon as I dumped my school bag in my room and changed from my uniform, which was drenched in my sweat, I decided to ask my mum. â€Å"Hey mum† I said in the sweetest tone possible, â€Å"can I play football for a lube? â€Å"why do you want to play football, its too dangerous† replied mum firmly â€Å"mum please, all my friends are playing too† â€Å"why can’t you play basketball or swimming? † â€Å"l don’t mind them but I really like footy mum, please† â€Å"Fine but if you get injured it not my fault. † m iss! Thank you so much, don’t worry It wont happen. † The whaling sound of the school siren woke me. Everyone was already rushing out of class and I still had to pack up my things. How to cite Personal Anecdote, Papers

Personal Anecdote Free Essays

The Big Day It was the last month of July, a couple of weeks before my middle school years ended. I was very anxious because of the idea of leaving my school where I was comfortable with everyone, where my circle of friends were what I looked most forward to when coming to school every day. The day I was going to graduate came closer and closer, I hated how the time was ticking by so fast when I didn’t want it to. We will write a custom essay sample on Personal Anecdote or any similar topic only for you Order Now I had spent the last 2 years with the same class and teacher, my class mates were like brothers of mine. After all, it was the last time I was going to see my friends Raghav and Karanbir. Weeks flew by as fast as the wings of a humming bird; it was only a few days before the big day, graduation day. As expected the day had arrived, on my way to the banquet hall I felt my head filling up with bizarre scenarios of how it would be like in high school with new teachers, older people and new faces from different school. When I got out of the car I made my way through the main foyer, the banquet hall was decorated so distinctively, I felt as if I were a boy down the hall way of the Queen’s castle ready to be awarded as a Knight. As names were being called to step forward towards the stage, I heard the principal call out â€Å"Shreelesh Kaliraj† and I got up with great pride and walked cautiously bit by bit towards her. When she handed me the certificate I was as proud as a father who had just seen his child walk for the very first time. The certificate was 8Ãâ€"10 inches made from stiff hard paper; it had my name written in clear bold letters in the middle of the certificate with a shiny elegant sticker right beside. I quickly walked back to my seat knowing this was the last time I was going to see my close friends, at first I was feeling down due to the fact after this day we would all go separate ways to shape our future but I couldn’t let that thought ruin the entire day for me because at the end I knew meeting new people and making new friends was part of life. How to cite Personal Anecdote, Papers Personal Anecdote Free Essays Autobiography Anecdote I intend to write about the time when I broke my wrist. I am writing this autobiographical anecdote In 1st person and my target audience is students. The purpose of this text Is to write a recount of the event. We will write a custom essay sample on Personal Anecdote or any similar topic only for you Order Now I checked my watch for the fifth time this period, 2. Pm, only three minutes had passed since I last checked. Thirty minutes into the period and I had only completed one equation. I couldn’t concentrate; I dropped my pen and looked around to find something entertaining. I found nothing. Everyone was focused and had their head down completing their set of questions. This is the difference between year seven and year eight. The classroom was so quiet that I could hear the inhaling of the person next to me. Thirty minutes till the end of school and I already had enough. My mind had stopped functioning and I struggled to keep my eyes open. It felt as if my eyelids were trying to carry an African elephant. I placed my elbow on the wooden desk and rested my heavy head in my palm. I thought to myself, ill Just close my eyes for a minute, the teacher wont notice. Random thoughts began to run through my head as I continued to rest In class. I suddenly recalled a past memory. I said thank you to the bus driver as I hopped off the bus onto a patch of green grass. I slipped my smart rider into my right pocket as the Transparent bus drove past me with everyone inside, staring at me. I waited for the awkward moment to pass and began my walk home. It was a hot, humid day as the scorching sunlight blistered my delicate skin. I felt sweat begin to run down my forehead and the back of my uniform began to stick to my body like old glue. The weather was horrible but it wasn’t the main reason why I was uncomfortable. I was nervous. I was thinking of how I should tell my mum I wanted to play football. FALL, not soccer. I knew what her answer was going to be, â€Å"No you can’t, Its too dangerous. † I continuously ran comebacks In my head trying to find the right one which would convince her to let me play but not be rude and make her angry. I did this for the whole walk home and I had forgotten about the piercing sunlight and humidity. As soon as I dumped my school bag in my room and changed from my uniform, which was drenched in my sweat, I decided to ask my mum. â€Å"Hey mum† I said in the sweetest tone possible, â€Å"can I play football for a lube? â€Å"why do you want to play football, its too dangerous† replied mum firmly â€Å"mum please, all my friends are playing too† â€Å"why can’t you play basketball or swimming? † â€Å"l don’t mind them but I really like footy mum, please† â€Å"Fine but if you get injured it not my fault. † m iss! Thank you so much, don’t worry It wont happen. † The whaling sound of the school siren woke me. Everyone was already rushing out of class and I still had to pack up my things. How to cite Personal Anecdote, Papers

Acme Garage

Question: Analyze the current structure of the system used by Acme Garage to maintain the stock, purchase, vendor and transaction details and provide the updated structure with new proposed solution. Answer: Introduction The purpose of this report is to analyze the current structure of the system used by Acme Garage to maintain the stock, purchase, vendor and transaction details and provide the updated structure with new proposed solution. This new solution can help Acme Garage to implement a single point of contact for all kind of transaction instead of using manual books for maintain job details and access database for customer and vendor details. Acme Garage is using Job books to maintain the details for certain job with all parts details that are used in the job with the customer linked to this. Maintaining the historical data of these kind of job books is not easy. Maintaining the excel for stock is not a good idea with orders in a filing cabinet. We have provided the report with the details which are presented below: Business Overview Acme Garage is a car repair company that have 2 major section administrative and mechanics section. Kim is working in office and maintain all order, jobs, customer and stock data in different form i.e. database, excel and manual copies. Bill and ben works as mechanics in the garage and record the job data on paper with the parts used in job and labor charges. Key issues of the current system are as below: Order data and stock data maintained separately in form of excel and paper form so stock mismatch can be happen. Job book always check the part from stock excel so if in a case part is not used it should be back to logistic area and stock should be increased. Customer data maintained in database and before every job it should checked the payment received or not for past services. No integration between job and order Information of stock and information of data would separately maintained in the form of paper and form of an excel so that the mismatch of the stock that would get occurred. The part of the book of the job would check from the excel of the stock so if the part of the case was not used then it would get back to the area of the logistic and it would get raised the stock. Information of the customer should maintained in the database and the job would before each that would checked the received the payment or not from the previous services. Opportunities: The current system is used by Kim who have understanding of computer as she used excel to maintain stock and customer and vendor access database to create, retrieve and update ,delete the data. It is easier to create the application that can use the existing customer and supplier data in backend and create new tables to store rest of data. In this we have provided the present system that will get used by Kim who will have complete understanding the PC as they will get used the excel sheet for maintaining the client and stock and access the vendor the database for accessing for deleting, updating, retrieving and creating. Analysis After analyze the current system it observed that stock management process should be automate and customer and supplier database should be in a single database. Order data also be integrate with this system. Based on the new proposed system below are the ER Diagram, class diagram and DFD Class diagram Below is the class diagram which was created with the help of tables that were used in this project: DFD Below is the updated DFD which was created with the new details of the class diagram and we have provided the relationship also: Data Modelling (ER Diagram) Below is the modeling for the data that is based on the diagram of the ER and we have provided the relationship among both of them: As per the new proposed system I have identified below tables with their primary and foreign keys. Below I have provided all the table names and their data types with the foreign and primary keys: Table Name: Customer Column Name Type Key Customer_ID Varchar (50) Primary key Name Varchar (100) Email Varchar (100) ContactNo Varchar (20) Table Name: Supplier Column Name Type Key Sup_ID Varchar (50) Primary key Name Varchar (100) Address Varchar (200) ContactNo Varchar (20) Table Name: Job Column Name Type Key Job_ID Varchar (50) Primary key Job_Date datetime Part_ID Varchar (50) Foreign Key Table Name: Order Column Name Type Key Order_ID Varchar (50) Primary key Sup_ID Varchar (50) Foreign Key Part_ID Varchar (50) Foreign Key Order_Date datetime Quantity Decimal(5,0) Table Name: Invoice Column Name Type Key Pur_ID Varchar (50) Primary key Sup_ID Varchar (50) Foreign Key Pur_date datetime Quantity Decimal(5,0) Price Decimal(5,2) Table Name: Equipments Column Name Type Key Equipment_ID Varchar (50) Primary key Name Varchar (100) Price Decimal(5,2) Condition Varchar (10) Table Name: Supplier_part Column Name Type Key Sup_ID Varchar (50) Foreign Key Part_ID Varchar (50) Foreign Key Part_Desc Varchar (100) Table Name: Stock Column Name Type Key Stock_ID Varchar (50) Primary key Part_ID Varchar (100) Foreign Key Price Decimal(5,2) Quantity Decimal(5,0) Table Name: JoB_Part Column Name Type Key JOB_Part_ID Varchar (50) Primary key Job_date datetime Part_ID Decimal(5,0) Foreign Key Table Name: payment_cust Column Name Type Key Customer_ID Varchar (50) Primary key Payment_id Varchar (50) Foreign Key Transaction_ID Varchar (50) status Varchar (5) Table Name: Customer_job Column Name Type Key customer_ID Varchar (50) Foreign Key Job_ID Varchar (50) Foreign Key Requirement Specification Acme Garage needs to implement a new system to manage all transactions related to customer, supplier and job. Based on the requirements below are the functional and Non-functional requirements. Programming prerequisites determination sets up the premise for an understanding amongst clients and contractual workers or suppliers (in business sector driven undertakings, these parts might be played by the promoting and advancement divisions) on what the product item is to do and in addition what it is not anticipated that would do. Programming prerequisites particular allows a thorough appraisal of necessities before outline can start and lessens later overhaul. It ought to likewise give a reasonable premise to evaluating item costs, dangers, and calendars Functional Requirements: Most necessities definition concentrates for the most part on practical prerequisites, which are based upon the normal working of the item or framework to be made. Working regularly is compared with item/framework highlights for which you may have a menu or catch decision, for example, recognize a client, select a thing to arrange, and compute the sum due. System should capable to maintain the records of customer, suppliers and jobs It will raise an alert for pending payment in case a customer request for repair. Invoice for repair should be send as soon as job is complete and notification should be provided on regular basis. Low stock alert should be raised automatically and once approved this will share the PO with respective supplier. As soon as supplier deliver the goods stock will be updated and payment will be processed to the supplier. Income tax statement should be populated by fetching the expenses verses income with equipment value with depreciation in mind. Customer invoice will be generated once the job marked as complete. Non-functional Requirements: Nonfunctional necessities allude to an entire slew (I've distinguished more than 30) of qualities including execution levels, security, and the different "ilities, for example, convenience, dependability, and accessibility. Constantly, prerequisites definers get wrapped up in how the item/framework is relied upon to work and dismiss these additional components. New system will integrate with income tax department portal to submit annual returns. Notification can be on or off for respective customer or supplier System can be accessible over internet We should make sure that the system that was build will get available on the internet so that it can use ever. In the above we have provided both the requirements that are non-functional and functional those are used in the system. Proposed Business Solution The proposed business solution have captured the information of customer, supplier and JOB. The new system is designed in such a way that it would be able to cater below functions from UI. Below we have provided the details of the UI that can be used for the solution of the proposed business and also the reports that are used in the UI so that we will have all the details at one place. Details of UI: Below are the details which are used in the UI Customer: This UI should capable to add/update or delete the new and existing customer. Supplier: This UI should capable to add/update or delete the new and existing supplier. Part: This UI should capable to add/update or delete the new and existing part and their mapping with a job. Job: This UI should capable to add/update or delete the new and existing job details. Customer Payment: This UI should be able to process customer payment record and update the data in database and set notification for pending payments. Order: This UI should capable to add/update or delete the new and existing Orders. Invoice: This UI provides to generate Invoice based on the job data and previous payment history. Equipment: This UI should capable to add/update or delete the new and existing assets. Reports: Below are the reports that are used in the details of the project. Customer Details: This reports displays the details of certain or all customers Invoice for Customer: This is invoice details for individual customer within a date range. Order: All orders processes or order by supplier can be generated with the new system. Invoice for Supplier: This shows the invoice raised by supplier or suppliers for a specific date range. Job Details: This can be sued to get particular job details or can be have multiple jobs for a customer or jobs in a day or in a date range. Income tax statements: This can be populated all expenses verses income statement and fetch this information to further to income tax. Inventory: This report shows the current or historical data of inventory of products. Project Feasibility The new system required some cost to be implement below is the cost calculations Total time required to implement is about 500 hours at a rate of 120$ so final cost will be 60000$. Project is viable as the cost can be recovered within a years time so that the project will delivered successful. Here, we have explained the feasibility and also the cost and time that are needed for the execution of the project. By looking at that we will have all the details which will used in the project. Implementation This project can be implemented in 2 modes Intranet: In this solution application can be hosted with the Company premises and can only be access from office network only. Internet: This is the solution which is very popular these days.in this solution project will be hosed on a remote server and can be accessed from anywhere in the world with the help on internet. I choose to prefer 2nd option to implement the solution so that KIM can access the system from anywhere and also customer and suppliers can also be access the system and setting the data and making and receiving the payment from online system. We have described about both the 2 modes in the above which can be used in the project. Maintenance Further maintenance is required for the above proposed solution as this system runs over internet so below could be the maintenance requirements Hosting should be renewed every year or should be purchased as bulk for 5 or 10 years Data should be backed up from remote location to local machine so that application performance should be better and secure. Application should be reviewed annually so that if any change in data can be captured with implementing new requirements. Conclusions Acme is using manual data entry in excels and paper work with some data in database so chances of mistakes can be higher and duplicating the data is another major concerns. This new system help them in getting the correct and real time view of stock and help them in generating more revenue and interacting with suppliers and customer on daily basis. So, here we have provided the revised DFD and all the updated tables with their primary keys and types of data so that we can distinguish between older and new version.

Synthesis of nickel complexes Example For Students

Synthesis of nickel complexes Outline1 Abstraction2 Introduction3 Experimental4 Consequences and treatment5 Equations Abstraction The intent of this experiment was to look into the Ligand exchange that occurs when different Nickel composites and reacted with Triphenylphosphine. Introduction Triphenylphosphine was foremost prepared by Pfeiffer and Sauvage in 1904 Experimental We will write a custom essay on Synthesis of nickel complexes specifically for you for only $16.38 $13.9/page Order now Triphenylphosphine ( 1.408g ) was dissolved under reflux with Propan-2-ol ( 15cm3 ) organizing a colorless solution to which 5 boiling french friess were added. Nickel chloride hexahydrate ( 0.603g ) was dissolved in absolute Ethanol ( 10cm3 ) and heated until a green/yellow solution formed. This solution was poured into the reaction mixture through the capacitor. Immediately the solution turned dark green, the solution was refluxed for a farther 6mins. The reaction was removed from the heat and let to chill for 4mins, a dark precipitate was seeable in the flask. The warm solution was filtered under suction to roll up the dark blue/green crystals which were washed with ice cooled absolute ethyl alcohol ( 1x10cm3 + 1x3cm3 ) . Once dry the boiling french friess were removed with a spatula and the crystals were transferred to a n unfastened sample phial and dried in the desiccator for a hebdomad. A farther solution of Triphenylphosphine ( 1.410g ) and Propan-2-ol ( 15cm3 ) was made and set to reflux as earlier. Sodium thiocyanate ( 0.601g ) was dissolved in Ethanol ( 11cm3 ) , to this nickel nitrate hexahydrate ( 0.773g ) was added. The flask was warmed until all the green solid has dissolved and a white solid has formed. Once cooled the solution was filtered under suction and the Filtrate ( aqua blue liquid in Buchner flask ) was added to the refluxing Triphenylphosphine through the capacitor. Immediately the solution turned blood red/brown. The solution was refluxed for a farther 7mins and so cooled for 5 mins. The warm solution was filtered under suction and the orange/ ruddy crystals washed with ice cooled Ethanol ( 1x10cm3 + 1x8cm3 ) . Once dry the boiling french friess were removed as earlier and the crystals were transferred to the desiccator for a hebdomad. Consequences and treatment Triphenylphosphine + Propan-2-ol+ Nickle Chloride hexahydrate + Ethanol A ; agrave ; Bis ( triphenylphosphine ) Ni ( II ) chloride P ( C6H5 ) 3 + C3H7OH + NICl2.6H2O + C2H5OH A ; agrave ; C36H30Cl2NiP2 Triphenylphosphine + Propan-2-ol+ Nickle Chloride hexahydrate + Ethanol A ; agrave ; Bis ( triphenylphosphine ) Ni ( II ) chloride P ( C6H5 ) 3 + C3H7OH + NaSCN + C2H5OH + Ni ( H2O ) 6 ] ( NO3 ) 2 A ; agrave ; ( NCS ) 2 Equations XM = Molar magnetic susceptibleness ( cgs units ) C= Calibration changeless = 1.044 L= Length of sample ( cm units ) R= Balance reading with FULL samples tube Ro= Balance reading with EMPTY sample tubing M= Relative molecular weight of sample m= Mass of samples ( units gms ) Ten M = XM- ( diamagnetic rectification ) Ten M = Corrected Molar susceptibleness XM = Molar magnetic susceptibleness ( cgs units ) Diamagnetic rectification = Calculated from literature tabular array of diamagnetic corrections ( Xd ) Â µeff= Magnetic minute ( units Bohr Magneton ( BM ) ) Ten M = Corrected Molar susceptibleness T= Temperature ( units Kelvin ( K ) ) Calculations XM = 294.0798111 x10-6 Diamagnetic rectification ( informations obtained from Inorganic Chemistry CMB004 d-block Chemistry Laboratory class 2009-10 page 14 ) Compound: Diamagnetic rectification = ( -13 x10-6 ) + ( -46 x10-6 ) + ( -400 x10-6 ) = -459 x10-6 Ten M = XM- ( diamagnetic rectification ) Ten M = 294.07981110-6 ( 459 ) x10-6 = 753.07981110-6 Â µeff =1.33 BM Complex B showed a magnetic minute lessening of -055 to -073 on the first measuring so I re ran the measuring.

Inequality of Development of Saudi Arabia

Inequality of Development of Saudi Arabia Introduction Development involves integration of modern advances in technology, democracy, social organizations, values, as well as, ethics into a single humanitarian project of making the world a better place to live. In the strongest sense, development involves using the resources of a country to improve the living standards of the poorest citizens.Advertising We will write a custom essay sample on Inequality of Development of Saudi Arabia specifically for you for only $16.05 $11/page Learn More In the weakest sense, development can be described as the use of a country’s productive resources for the benefit of a few individuals. Economic development refers to â€Å"a multi-dimensional process that not only involves economic growth but also a re-organization of the entire economic system alongside the social, political and economic spheres†. Consequently, development involves both economic growth and change. In this context, change means attai nment of specific ideals of modernization which include increase in productivity, modern knowledge, social/ economic equality, as well as, improved institutions. In strict economic sense, development has traditionally been associated with an increase in the production capacity of a country as measured by its GDP. However, GDP is not a good measure of development since it does not take into account issues such as, health, urbanization, equality, external dependence and institutional development. A more effective measure of development is the human development index (HDI). Using the HDI involves assessing a country’s level of poverty, unemployment, delivery of basic services, as well as, inequality. This paper focuses on development by assessing the level of inequality in Saudi Arabia. The distribution of national income and delivery of basic services will be discussed. Overview of Saudi Arabia Saudi Arabia is the second largest Arab country in the world and the largest in west ern Asia. Saudi Arabia is bordered by Jordan, as well as, Iraq in the north. It is also bordered by Kuwait, Qatar, as well as, United Arab Emirates in the east. The Red sea borders the country in the west while Oman and Yemen lay to the east of Saudi Arabia. Saudi Arabia covers a land area of approximately 2.2 million km2. The country has a population of approximately 27 million people.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since its inception in 1932, Saudi Arabia operates under an absolute monarchy system of government. The king performs legislative, executive, as well as, judicial functions. The king also serves as the country’s prime minister. Consequently, he leads the council of ministers with the aid of two deputy prime ministers. Key positions in the government are held by the members of the royal family. Islam is the official religion in Saudi Arabia. The social, political and even economic policies are based on Islamic principles such as Islamic banking system. Saudi Arabia has a relatively stable political environment as compared to other Arab countries. It also enjoys strong political ties with foreign countries. However, Saudi Arabia has recently been associated with terrorist activities. This has negatively impacted its relationship with western countries, especially, the United States of America. Saudi Arabia possesses the second largest oil reserve in the world. Thus, it is also the second largest exporter of oil in the world. Currently, the oil industry accounts for nearly 90% of the country’s exports. The government of Saudi Arabia derives 75% of its revenue from oil exports. Inequality and Economic Growth in Saudi Arabia In development, inequality refers to the disparities or differences in the distribution of income and economic resources of a country. It also includes disparities in the provision of basic services . Thus, inequality can be witnessed among citizens (vertical inequality) and between different regions in the country (horizontal inequality). In 2010, Saudi Arabia’s economic growth (GDP) was estimated to be 6.4%. Through years of investments and increased oil exports, Saudi Arabia has always experienced steady economic growth. The rapid economic growth stimulated development in various sectors of the country. However, the development resulting from the rapid economic growth varies from region to region and from sector to sector. To begin with, the government has always focused on developing the public sector at the expense of the private sector. Oil as the main source of revenue in Saudi Arabia is considered a national resource. The oil industry contributes up to 45% of the country’s gross domestic product. The private sector, on the other hand, contributes only 40% of the gross domestic product. Given the significance of oil in the country’s economic growth, the government channels most of its funds towards the development of the oil industry. However, the public sector where the oil industry is classified is mainly dominated by the royal family.Advertising We will write a custom essay sample on Inequality of Development of Saudi Arabia specifically for you for only $16.05 $11/page Learn More The royal family has great control over the companies that drill and market the country’s oil. Thus, a large percentage of the oil and gas resources are controlled by the royal family and a few influential business men who account for less than five percent of the country’s population. Additionally, massive investments in the public sector in terms of jobs and salary increments have only benefited a few. This is because majority of Saudi Arabians are employed in the private sector. In light of these disparities, the government through its fourth development plan began to encourage private enterprise in 1950s. The government supported private investments by offering financial assistance and economic incentives to promote the growth of private firms. Consequently, the contribution of the private sector to non-oil GDP rose to 70%. However, the growth in the private sector has since been realized only in the agriculture, banking, as well as, construction industries. The oil industry is still dominated by the royal family. The first two development plans that were implemented in Saudi Arabia focused on building infrastructure. Consequently, the road network and electricity generation expanded three fold. However, infrastructure development was mainly undertaken in the cities/ urban areas and the oil mining centers. The rural areas where the poorest and minority groups live still lack adequate infrastructure in terms of roads, railways and electricity. Regional development in Saudi Arabia is relatively fair compared to other Arab countries. The government promotes development in all regions i n order to ensure equality. For instance, the government has announced plans to build six new industrialized cities by 2020. The cities will be spread across the country and will increase per capita income in each region to $33, 500 by 2020. Income Distribution Income distribution describes the manner in which a country’s GDP is shared among its population. In 2010, Saudi Arabia’s per capita income was $24,200, which was among the highest in the world. However, per capita income is not a good measure of income distribution since the actual funds might not necessarily reach the poorest citizens. The high poverty rate in Saudi Arabia is an indication of the inequality in income distribution.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The number of Saudi Arabians who can not afford food and decent housing continues to rise annually. However, the government denies claims of high poverty rates and hardly issues data on the country’s poverty levels. In 2010, over 11% of Saudi Arabians were not employed. The unemployment rate is likely to be higher since women are never included in Saudi Arabia’s statistics. The royal family that comprises approximately 6,000 individuals controls over $400 billion of the country’s currency. In general, 90% of the country’s income benefits only one third of the population. The royal family is the upper class, and approximately 20 million out of 27 million citizens belong to the lower and lower-middle class. Following the decline in economic growth in 1950s, and rising discontent among the citizens, the government decided to improve distribution of the country’s wealth. Thus, in the fourth development plan, the government embarked on privatization of state owned corporations. Additionally, the private sector was allowed to participate in the telecommunication and energy industries. The aim was to increase the private sector’s ownership of state enterprises to 70%. Through privatization, many Saudi Arabians have had a chance to own state corporations and share the income generated by such corporations. However, not all citizens are able to participate in the privatization due to the high poverty levels. Additionally, corruption in the government limits the citizens’ chances of owning state corporations through privatization. In most countries, the tax system is used to influence the distribution of national income. Governments often use progressive taxes to redistribute income from the rich to the poor. Tax rebates and subsidies are often given to the poor in order to improve their disposable incomes. As a planned economy, Saudi Arabia focuses on equal income distribution through fair taxes. The government does not levy taxes on incomes earned through employment. Additionally, individuals who are not involved in any business activity are exempted from interest and dividend taxes. However, only residents of Saudi enjoy the income tax relief. Saudi nationals who operate businesses involving commercial goods within the Kingdom of Saudi Arabia are subject to an Islamic tax. The tax is referred to as Zakat and is charged at a flat rate of 2.5% on both property and income. Corporations and individuals who engage in business activities pay an income interest of 20%. In this context, business activities include financial services, professional activity and trading activities. Employed Saudi Arabians are expected to contribute 9% of their income to the national social security fund. The fund caters for old age, disability, and death. However, civil servants, farmers and domestic savants are exempted from these contributions. The tax system is fair since it leaves citizens with high disposable income. H owever, it promotes inequality since it can not redistribute income from the high income earners to the low income earners. Additionally, only the employed citizens are able to benefit from the tax reliefs. Provision of Basic Needs A country is considered to be developing if its citizens are able to access basic services such as education, health care and security. In most countries, the basic services are defined as public goods. Consequently, they are provided by the government in order to reduce inequality in accessing them. The commitment of the government of Saudi Arabia to provide basic services and social safety nets to its citizens can be illustrated by the country’s development plans. Saudi’s third development plan which was implemented from 1980 to 1985 promoted development of infrastructure in education, health, as well as, social services. The fifth development plan was implemented between 1990 and 1995. The plan led to the improvement of the countryâ€℠¢s internal security. It also led to efficiency improvements in the provision of social services, as well as, regional development. Between 1996 and 2000, the government implemented the sixth development plan. The sixth plan focused on reducing the cost of providing basic services without reducing the number of services provided by the government. From 2005 to 2010, the government implemented the eighth plan which focused on education and empowerment of women. The plan led to construction of new universities and collages. The current plan focuses on expansion of education, health and housing sectors. The objectives of the current development plan will be achieved by 2014. In the context of equality, the effectiveness of these development plans can be explained as follows. Education The government of Saudi Arabia has taken cognizance of the importance of education in development. Consequently, free education is provided by the government in order to enhance access. Enrollment in Saud i’s primary schools is at 98.1%. In order to proceed from primary to intermediate level, students must qualify by passing an exam. This leads to a reduction in enrollment at the intermediate level to 95.9%. At the secondary level, the enrolment further drops to 91.8%. In general, these percentages indicate that there is equality in accessing basic education. Additionally, the literacy rate is above 90%. Even though access to basic education is high, the quality is still low. In particular, the curricular is dominated by religious teachings and rote learning. Consequently, most high school and collage students lack technical skills that are needed at the workplace. Access to high quality education remains the preserve of the rich who are able to send their children to overseas universities. Health Care Health care services are financed by the government. However, the medical services are delivered by both the government and the private sector. The ministry of health oversees t he provision of preventive, curative, as well as, rehabilitative health care services. The services are provided through a network of over 1900 public medical centers. There are also 220 public referral hospitals that offer specialized treatment. The ministry of education provides health care to students while the ministry of labor and social affairs provides rehabilitation health care. Overall, good access, as well as, effective care has been reported for services such as immunization, maternal care, as well as, disease control. The high access rate is an indication of equality. However, the poor access to treatment for chronic diseases is an indication of inequality. Water Water is a very important commodity due to its scarcity in Saudi Arabia. In order to increase access to clean water, the government has invested heavily in water distribution, treatment of waste water and desalination. Additionally, the government finances the provision of water for domestic use. However, majori ty of Saudi Arabians can not access clean water on a regular basis. For instance, statistics for 2011 indicates that residents of Riyadh, Saudi’s capital, were able to access water only once in every three days. In Jeddah, the citizens were able to access clean water only once in every nine days. It is only the rich, especially, the royal family who can access clean water on a daily basis. Human Rights The socio-cultural norms and the Islamic laws that govern Saudi Arabia restrict the freedom of women. Such restrictions are reflected in women’s participation in economic activities and the political process. The law in Saudi Arabia grants women the right to own land, property, as well as, to enter financial contracts. However, women’s rights to ownership can hardly be exercised due to social norms and other laws. For instance, women who intend to operate a business must employ male managers before receiving licenses for their businesses. Additionally, women are l egally under the guardianship of their male counterparts. This limits women’s ability to independently own property or a business. Apart from access to economic resources, the inequality between men and women also exists in education. For instance, the literacy rate for men is 95% while that for women is 89%. Saudi Arabia’s Relationship with the World Globalization is an integral aspect of every country’s development. As economies embark on economic growth, they must also search for new markets for their surplus produce. This has necessitated international trade and globalization. For a country to effectively participate in international trade, it must have good foreign relations with its trading partners. In light of this requirement, the government of Saudi Arabia has focused on fostering strong political and economic ties with the rest of the world. This can be illustrated by the country’s membership in world organizations. In 1945, Saudi Arabia became a member of the United Nations (UN). Saudi Arabia is also a â€Å"member of the Arab League, Gulf Cooperation Council, Muslim World League and the Organization of the Islamic Conference†. As a leading oil producer, Saudi Arabia belongs to the OPEC group of countries. Saudi Arabia plays a key role in the formulation of OPEC’s pricing policy. Generally, the country focuses on stabilization of international oil prices through OPEC in order to protect the interest of Western economies. Saudi Arabia is also a member of the World Trade Order (WTO). From 1970s to 2002, the government of Saudi Arabia spent over $70 billion in foreign aid. The funds were used to support development projects in various countries in Africa, Asia and the Middle East. However, Saudi Arabia’s generous foreign aid has been associated with promotion of Wahhabism. Wahhabism is an Islamic sect that is linked to terrorist attacks and intolerance to non-Muslims. Most Arab countries consider Saudi Arabia to be a close ally of western countries, especially, America. For instance, in 1991, Saudi Arabia assisted the US in the Gulf War by hosting the latter’s troops. Saudi Arabia’s association with America has always been opposed by other Arab countries and some Saudi nationals. Consequently, Saudi Arabia has since limited its association with America. The relationship between Saudi Arabia and America suffered a major setback when the latter associated the former with the Al-Qaeda and Taliban terrorist groups. In the Arab world, Saudi plays an important role in promoting peace. For instance, the country supports America’s inversion of Iran in order to destroy Iranian nuclear program. Saudi Arabia has also helped to mediate peace between Palestine and Israel. Currently, the main trading partners of Saudi Arabia include USA, Japan, China, as well as, South Korea. Overall, Saudi Arabia has a good relationship with the rest of the world. This has promoted equalit y in Saudi Arabia by enabling its citizens to benefit from globalization. For instance, Saudi nationals are able to access higher education in foreign countries. Additionally, the country’s citizens can access foreign goods and markets. Causes of Inequality in Saudi Arabia Political system The monarchy system of governance is partly blamed for the escalation of inequality in Saudi Arabia. To begin with, non- royal family members have been locked-out of the leadership of the country. The democratic space is limited and views that contradict the perspectives of the ruling class are never tolerated. Additionally, formulation of economic policy is dominated by the ruling class. Lack of public participation in policy formulation has resulted into implementation of policies that promote inequality instead of reducing it. Lack of democracy also promotes corruption within the royal family and government cycles. The ruling class takes advantage of their positions to enrich themselves with the country’s oil and gas resources at the expense of the citizens. Expenditure by the royal family, for instance, accounts for a large portion of the country’s budget. Corrupt government officials also illegally acquire resources that are meant to benefit the most vulnerable groups. Wealth Concentration Less than a quarter of Saudi Arabia’s population controls more than three quarters of the country’s wealth. In particular, the royal family and a few business men control most of the country’s wealth. Concentration of wealth in the hands of a few is partly promoted by the tax system. The government charges a fixed income tax for all income groups and businesses. Since the tax is not progressive, income can not be redistricted from the rich to the poor. The tax system has significantly contributed to the development of an extremely rich class and an extremely poor class in the same economy. The middle class is consistently reducing in size. Dev elopment Patterns Empirical studies reveal that countries experiencing slow development have relatively low levels of inequality. However, as a country begins to experience rapid growth, more wealth is generated and owned by the owners of capital, thereby causing inequality. As a rapidly growing economy, Saudi Arabia has been able to generate a lot of wealth in the last decade. The government’s commitment to expand the private sector has promoted capitalism and ownership of private property. Consequently, the balk of the country’s income is controlled by the owners of capital. Inequality is perpetuated by the lack of effective social welfare programs to reverse the inequality in wealth distribution. Responses to Inequality The government of Saudi Arabia can consider the following recommendations to reduce both vertical and horizontal inequality in the country. First, equity can be achieved by dispensing the revenues accruing from oil and gas directly to the citizens. I n this case, the uniform transfer of cash to citizens will act as a progressive tax. Thus, it will help in reducing the rich to poor disposable income ratio, thereby reducing vertical inequality. Second, in order to prevent widening of the gap between the rich citizens and their poor counterparts, the government should promote productivity, as well as, export growth in the manufacturing and agricultural sector. The government can also create jobs in the public sector for the citizens rendered jobless in the private sector. Pro-poor policies can also be adopted by the government to improve the socio-economic status of the poor groups. Third, horizontal inequality can be reduced through equitable sharing of revenue between the central government and the local governments. In a nutshell, the oil revenue should be decentralized. Conclusion Saudi Arabia is one of the richest and fastest growing economies in the Arab world. The country derives over 75% of its revenues from its vast oil re serves. Despite having a lot of wealth, inequality and poverty still exist in Saudi Arabia. High levels of inequality exist in the distribution of the country’s income. Most of the financial and other economic resources are controlled by the royal family and a few business men who account for less than one quarter of the population. Even though basic services are provided with relatively high levels of equality, the quality of most services such as education and health is still poor. The relationship between Saudi Arabia and the rest of the world remains strong. The main causes of inequality in Saudi Arabia include the political system, wealth concentration and development patterns. The inequalities can be addressed through equitable distribution of national income and implementation of pro-poor policies. Ahmed, Syed. Professional Insights: Business Women in the Kingdom of Saudi Arabia. International Journal of Equity, Diversity and Inclusion 30.7 (2011): 610-614. Print. Alb atel, Abdullah. Government Activity and Policy and Economic Development in Saudi Arabia. Journal of Economic and Administrative Science 19.2 (2003): 1-2. Print. Al-Sakran, Sulaiman. Leverage Determinants in the Absence of Corporate Tax System: the Case of Non-Financial Publicly Traded Corporates in Saudi Arabia. Managerial Finance 27.10 (2001): 58-86. Print. Basu, Kaushik. Analytical Development Economics. New York: Cengage Learning, 2003. Print. Boscheck, Ralf. The Governance of Oil Supply: an Institutional Pespective on NOC Central and the Questions it Poses. International Journal of Energy Sector Management 1.4 (2007): 366-389. Hayami, Yujiro and Yoshihisa Godo. Development Economics. New York: Cengage , 2005. Print. Hosad, Soraya. The Rise of Consumerism in Saudi Arabian Society. International Journal of Commerce and Management 17.1 (2008): 73-104. Print. Jasimaddin, Sajjad. Analyzing the Competitive Advanatges of Saudi Arabia with Porters Model. Journal of Business and Industri al Marketing 16.1 (2001): 59-68. Print. Kayed, Rusem and Kabir Hassan. Saudi Arabias Economic Development: Entrepreneurship as Strategy. International Journal of Islamic and Middle Eastern Finance and Management 4.1 (2011): 52-73. Print. Niblock, Tim. Saudi Arabia: Power, Legimacy and Survival. New York: John Wiley and Sons, 2006. Print. Nixson, Felix. Development Economics. New York: McGraw-Hill, 2001. Print. Sigel, Eckhard. Development Economics. New York: Cengage, 2005. Print.

Ethical Theory Assignment Example | Topics and Well Written Essays - 500 words - 1

Ethical Theory - Assignment Example this puts Kuwait as the most favorable location in the Islamic world as compared to Dubai owing to its central location and accessibility to the majority of the Islam entrepreneurs. Most of the Arab banks and the European counterparts are located in Kuwait, it is therefore, appropriate for Dubai to import its financial center to Kuwait (Economic and Political Research Dept, 2009). It is worth noting that, majority of the Islamic banks do the importation of the convention financial products from most of the European markets and other parents of the world. The fact that most of the inhabitants of the Middle East engage in trade, makes it suitable for Dubai to import its financial center (The University of Virginia, 2009 p.370). It is evident that, unlike Dubai, Kuwait does not suffer numerous challenges with regard to the development of its financial centers. It is worth noting that, Kuwait has robust and developed financial sectors with greater scope of development unlike Dubai. The fact that Dubai has limited domestic and corporate sectors that reflects on the shareholdings of the state, this make it feasible for importing its financial center (Great Britain. D ept. of Trade & Great Britain. Dept. of Industry, 2010 p.430). It is imperative that Kuwait has sufficient human capital unlike Dubai that is characterized by lack of skilled staff hence inability to develop its financial centers. The problem of developing the financial centers is compounded by the magnificent government sector in Dubai. It is also important to note that, Kuwait has a robust financial cum business environment that forms the basis of a successful financial center. In this regard, Kuwait does well on tax remuneration with respect to the stipulated government policies. The country also has extensive expatriate staff who can offer the needed advice accordingly (University of Michigan, 2010). By pooling its financial centers in Kuwait, Dubai will be able to expand its global sovereign assets and

Bretton Wood System Coursework Example | Topics and Well Written Essays - 1250 words

Bretton Wood System - Coursework Example The countries had control over their own monetary systems. The Bretton Woods system was very effective in these situations. However, currently, the environment has changed. The economies have united and markets have become more liberalized. As a result, the stability of the economy depends on the global economy. This explains why the financial crisis of 2008 had a major effect on different countries across the world. In the meantime, many of the countries are interconnected. Therefore, one crisis affects different economies. As a result, it is the high time that the country transforms rather than reform the institutions that were originally part of the Bretton Woods system. This is in order to put up mechanisms that will fit with the new global challenges. Moreover, the new strategies will be future oriented, an aspect that will create an opportunity for different countries to set up policies that will protect their vulnerable institutions. This will play a significant role in reduci ng the negative impacts that result from increasing levels of globalization. â€Å"For many people in the developing world, the international finance institutions of the Bretton Woods system are yet another form of neocolonial exploitation.† Many of the funds being given to these countries are not in form of grants but, loans. These countries are already struggling with internal issues. Most of these loans are being used to support the operations of the governments such as paying salaries. This has increased the burden to the current generation and the future generation that will live in these countries. As a result, the helping hand is becoming a curse to even the unborn. Little change is being seen when using the current systems. As a result, it is the high time that the institutions transform in order to serve the changing needs of the people in the world. Since the launch of millennium development goals a decade ago,

Investigating Human trafficking types causes and effects

Investigating Human trafficking types causes and effects Human trafficking is considered as one of the most problematic issues in today worlds society. Since this problem happens throughout the world, it is necessary to deal with it globally. For ASEAN level, human trafficking is one of the transnational crimes that take place across national borders or take place within one country but their consequences significantly affect another country. Likewise, Cambodia also faces with this kind of serious crime as a transit, origin, and recipient nation. I.1 Types of human trafficking 1. Forced Labor According to the International Labor Organization (ILO), forced labor is a work or service exacted from a person under threat or penalty, which includes penal sanctions and the loss of rights and privileges, where the person has not offered him/herself voluntarily. 2. Sexual Exploitation In term of recruitment, traffickers resort to deception, in particular through false promises of well-paid jobs or opportunities to study abroad. In many cases, victims find themselves abroad, locked in apartments, with their passports confiscated by traffickers who coerce them to work in prostitution through threats, use of force, abuse and rape. Very often, the victims are promised their freedom only after earning their purchase price, as well as their travel and visa costs, through prostitution. 3. Organ removal After sexual exploitation, the most visible form of exploitation of human trafficking is organ removal. The victims of this kind of exploitation mostly are children. The children were removed their organ for the purpose of begging and peddling (selling small equipment, flowers and cigarettes). 4. Forced marriage Forced marriage is a practice with deep historical roots in which at least one of the party is married against his/her will and consent. Today, forced marriage can also be linked to human trafficking. Despite being recognized as a human rights violation and being condemned by the United Nations General Assembly (UNGA), the practice of forced marriage occurs on a significant scale today. In Cambodian society, especially in rural areas we can see that parents always forced their daughter to marry to foreigner on the hope of improving their living condition. Unfortunately, their daughter somehow exploited by foreigner as domestic workers or sex slaves. 5. Illicit adoption Illegal adoption of children is also another form of human trafficking since it involves the selling and buying children or baby illegally between parents and buyers. Due to unclear familys plan or unwanted pregnancy, parents often sell their kids to buyers for the purpose of adoption. In some case, unlucky children were sold to cruel families which force them to serve as domestic servants or slaves. I.2 Trafficker and the Trafficked 1. Who are the traffickers? Traffickers can be involved in various functions (as recruiters, transporters or exploiters) and in various activities during the different stages of the process (Traffickers can be men or women of any age. Women play a role during the recruitment and exploitation phases. Male traffickers with varying degrees of seniority within the trafficking network act as recruiters, transporters and managers during the exploitation phase. Increasingly, females may also perform these roles. 2. Who are the victims? Adult women are most frequently reported to be trafficked, followed by children. Plus, men are victims of human trafficking as well. II. Current situation Cambodia is a source, transit, and destination country for human trafficking. Cambodian men, women, and children are trafficked for sexual and labor exploitation in Thailand, Malaysia, Macao, and Taiwan.  Ã‚   Men are trafficked for forced labor in the agriculture, fishing, and construction industries. Women are trafficked for sexual exploitation and forced labor in factories or as domestic servants.  Children are trafficked for sexual exploitation and forced labor in organized begging rings, soliciting, street vending, and flower selling. The Ministry of Social Affairs and Youth Rehabilitations found that 76 percent of trafficked persons returned from Thailand had come from families who owned land, 93 percent owned their own house and had no debt on the land or house, and 47 percent stated that their mother was the facilitator of their trafficking. As the transition, Cambodia is a transit country for victims trafficked from Vietnam to Thailand. Cambodia is a destination country for women and children who are trafficked from Vietnam and China for sexual exploitation. Common destinations for trafficking victims are Phnom Penh, Siem Reap, and Sihanouk Ville. A 2005 report estimated that 2,000 victims in Cambodia have been trafficked into sexual exploitation, approximately 80 percent of whom were Vietnamese women and girls. Internal trafficking in Cambodia is thought to be predominantly for the purpose of commercial sexual exploitation. Internal trafficking for sexual exploitation is mainly to urban and tourist areas, including to Phnom Penh and to Sihanouk Ville. Increasingly, young women are being deceptively recruited to work in karaoke bars. These women are employed under the pretence of a job in a restaurant or as a waitress in an entertainment complex, and while they are often not physically forced to have sex with clients, the women face constant harassment in a sexually exploitative environment. Trafficking in children, particularly very young children and children with a disability are also recruited to sell sweets and flowers on the streets. A small number are recruited for work in other sectors, such as domestic work or in restaurants. Trafficking from Cambodia also takes place for the purpose of labor exploitation in a number of industries, including construction, logging, factory work and agriculture. There is an emerging body of research that is concerned about Cambodian men being trafficked to work in Thailands fishing industry and in construction and factory work in Malaysia.15 Cambodian men who are lured into working on Thai fishing boats report appalling conditions, trapped and isolated, they suffer from long working hours, dangerous working conditions and physical abuse. III. Causes and Effects of human trafficking in Cambodia There are many causes of human trafficking in Cambodia. Poverty is an important factor which has increased women and childrens vulnerability to human traffickers particularly the poor and unemployed due to their willingness to join or their low level of awareness on the dangers associated with human trafficking. Poverty again is considered as the main driver behind their decisions to migrate over sea for work. In addition to poverty, the lack of education and unemployment there are also significant social and culture factors that contribute to human trafficking. For instance, culture norms that perpetuate a lack of respect women increase the likelihood of them being exploited. Similarly, the perception of children as wage earners also increases the likelihood of them being trafficked. Moreover, the low level of education, family debt, agriculture failure, lack of land and off-season work were pushing people to the big cities or other countries as the men go into construction, women i nto services and prostitution. Last but definitely not least, broken families, disaster, uneven economic development, lack of border controls, socio-economic imbalance between the rural and urban areas, increased tourism, unsafe migration are also significant contributing factors to human trafficking. After getting to know the roots of human trafficking, it is also important to understand its effects. In fact, human trafficking has many consequences. First, the spread of HIV/AIDS is one of the consequences of human trafficking. For instance, many victims of human trafficking are physically and sexually abused. Trafficked women are often not in a position of negotiate safe sex, or lack access to education about HIV/AIDS. Therefore, they can transmit the disease to the next customers. That is the reason that HIV/AIDS can spread from one person to another person easily. The victims not only suffer from HIV/AIDS, but also often suffer from stigmatization by their communities. Moreover, many are treated as criminals by officials in countries of transit and destination due to their irregular status in the country, and their status as illegal workers or sex workers. What is more, human trafficking is generating the violation of human right. As we know that the victims are forced to do th e prostitute and other kind of exploitations. IV. Solutions of Cambodian Government Cambodia is a source, transit, and destination country for human trafficking. Therefore, The Royal Government of Cambodia does not stand still without taking any actions. The first mechanism is the prosecution. It is making some many significant efforts; for example, the government created a national anti-trafficking task force to improve the interagency response to trafficking and coordination with civil society, increased law enforcement action against traffickers and complicit officials, and undertook prevention activities. Besides these, in February 2008, Cambodias new Law on the Suppression of Human Trafficking and Commercial Sexual Exploitation was declared wisely and went into effect immediately. This law provides enforcement authorities, the power of investigate all forms of trafficking, and it is also a powerful tool in efforts to prosecute and convict traffickers and have them face strict punishments. The Ministry of Interior (MOI) reported 53 trafficking cases from April 2 007 to March 2008, thirty-five cases were sex trafficking involving 60 victims and 11 were labor trafficking cases involving 106 victims. The MOI reported that 65 traffickers were arrested during the reporting period. The Phnom Penh Municipal Court convicted 52 trafficking offenders. The MOI Department of Anti-Trafficking and Juvenile Protection reported 52 cases, involving 65 trafficking offenders. There is also a figure that we get from non-state actors such as NGOs. For instance, NGOs reported 19 labor trafficking cases. In February 2008, Prime Minister Hun Sen ordered the Ministry of Commerce to annul business licenses for marriage agencies, calling that kind of business is also a form of human trafficking. Another mechanism of combating human trafficking in Cambodia is the protection. The Royal Government of Cambodia improved its efforts to provide protection to victims of trafficking, while continuing to rely on NGOs and international organizations. Victims are not treated as criminals. Law enforcement and immigration officials implemented formal procedures to identify victims among vulnerable groups and refer them to provincial and municipal Departments of Social Affairs. For instance, the victims are provided with education or skill in order to make them have jobs to support their living. For foreign victims, they are provided temporary residence in shelters providing legal, educational, and counseling services while awaiting repatriation. Last but definitely not least mechanism is the prevention. The Royal Government of Cambodia demonstrated solid efforts to prevent trafficking. In April 2007, the government established a National Task Force (NTF) comprising 11 government ministries, three government agencies, and more than 200 international and local NGOs. The NTF has an oversight mechanism known as the High Level Working Group, chaired by the Deputy Prime Minister and Minister of Interior. This indicates the first time has coordinated anti-trafficki ng efforts across government ministries and agencies, and also formally includes civil society. In collaboration with civil society, the NTF launched a nationwide anti-trafficking campaign using positive messages incorporating Khmer values and cultural traditions to inspire Cambodians to take action against human trafficking. The campaign emphasized trafficking as a national priority and launched a national dialogue on trafficking via public forums across Cambodia. More interestingly, Cambodia also has international cooperation in combating human trafficking. For instance, On May 6, 2005  the government and the other five member states of the Coordinated Mekong Ministerial Initiative against Trafficking (COMMIT)  met in Phnom Penh and agreed to approve the plan of action developed in March 2005 in Hanoi. V. Conclusion Recommendations for Cambodia I would recommend Cambodian government continue implementation of the comprehensive anti-trafficking legislation and provide training for law enforcement and government officials on the new law. Moreover, significantly improve the number of prosecutions, convictions, and punishments of trafficking offenders, particularly in areas outside the capital are also should be taking into considerations. Besides these, Cambodia should and must try to make greater efforts to prosecute, convict, and criminally punish public officials complicit in trafficking; hold labor recruiting agencies criminally responsible for labor trafficking by means of fraudulent recruitment. What is more, the government should continue to enhance interagency cooperation and collaboration with civil society; create concrete benchmarks for the provincial working groups under the direction of the National Task Force. Last but definitely not least, government of Cambodia should increase efforts to prosecute sex tourists and those facilitating commercial sexual exploitation of children. There is also some recommendation from the U.S. Department of State recommends that the Cambodia Government should pass and enact comprehensive anti-trafficking legislation and make greater efforts to prosecute and convict public officials who profit from or are involved in trafficking. In addition to that, here is also another general recommendation such as protect the rights of victims. According to the UN principle on Human Rights which states that the human rights of trafficked persons shall be at the center of all efforts to prevent and combat trafficking and to protect, assist and provide redress to victims. In other words, the needs and rights of victims should be considered at every stage in proceedings. Furthermore, in order to prevent and protect successfully, the demand should be reduced since the demand reduction must be linked to the prevention and protection. Another recommendation is the establishing c omprehensive policies. The complexities of the trafficking problem require efforts by relevant entities at the local, national, regional, and international levels. It is vitally to form partnership with intergovernmental organizations, governments, NGOs, international organizations, communities and families confronted with trafficking.

Eating disorders: a problem Essay

Eating disorders are a world-wide problem. There are many types of eating disorders. There are programs out there to help people with eating disorders. With so many types we must understand the differences by looking at each type, how it affects teenagers, and what influence the media has on this issue. Eating disorders come in many different types. One of these is anorexia. Anorexia is a serious disease which causes a severe lack of eating. The proper name is anorexia nervosa.  Anorexia nervosa causes people to lose more weight than is considered healthy for their age and height. Persons with this disorder may have an intense fear of weight gain, even when they are underweight. They may diet or exercise too much or use other ways to lose weight. Their self-esteem is usually overly related to body image. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001401/) Anorexia nervosa has many warning signs that can tell someone if they have a problem. Someone may refuse to eat certain foods/food categories and deny their hunger all together. A person may develop â€Å"food rituals† in which they arrange foods in a certain way, excessively chew, eat in a certain order, etc†¦ One may withdraw themselves from their friends, family, or society. They may frequently make a comment about being â€Å"fat† or â€Å"overweight† despite their weight loss. (http://www.nationaleatingdisorders.org/anorexia-nervosa) Another type of eating disorder is bulimia nervosa. Bulimia is an illness in which a person binges on food or has regular episodes of overeating and feels a loss of control. The person then uses different methods — such as vomiting or abusing laxatives — to prevent weight gain. Many (but not all) people with bulimia also have anorexia nervosa. The purging of food usually  brings a sense of relief. ( http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001381/) One form of an eating disorder is binge eating. Binge eating is an eating disorder in which a person eats a much larger amount of food in a shorter period of time than he or she normally would. During binge eating, the person also feels a loss of control. Some causes of binge eating include genes, such as having close relatives who also have an eating disorder. Depression or other emotions, such as feeling upset or stressed. Unhealthy dieting, such as not eating enough nutritious food or skipping meals. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0003749/) Some symptoms of binge eating are, eating large amounts of food in a short period, for example, every 2 hours. A person is not able to control overeating, for example is unable to stop eating or control the amount of food. A person may keep eating even when full (gorging) or until uncomfortably full. Sometimes a person feels guilty, disgusted, ashamed, or depressed after eating so much. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0003749/) Some treatment can be done for people with a binge eating problem. The goals are to lessen and then be able to stop the bingeing incidents. Be able to get to and stay at a healthy weight. Get treated for any emotional problems, including overcoming feelings and managing situations that trigger binge eating. (http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0003749/)

Beauty and the Beast

We have discussed before a question whether art necessarily has to improve us morally and concluded that not all art has moral impact, or is morally relevant. But think about the following questions, please explain each in detail: 1) Is a work with a moral message a better work because of this, than the work without any moral relevance?I believe that on general terms a work is better with a moral message than without one, meaning that its having a moral message is not the only measure of a work of art but that it is better because it reflects a consciousness, a responsibility on the part of the artist, of trying to make a statement, of sharing his stand to all the eyes that will look at the art work. An artist will eventually die, a work of art has more chances of surviving through the years, and it will be his testament.If it will survive then it would be better if it can show the coming generations a grain of truth on the human condition. 2) Could an immoral work be praised as arti stically successful? Personally I do not believe that an immoral work could be praised as artistically successful. Should art have no meaning but simply satisfy aesthetic taste? Could we look past the effect of a work of art and just choose to look at aspects of it and not its wholeness including the statement it makes?An immoral work goes against the goodness that we recognize as beautiful – and in this it seems that human nature is innately good, as we associate what is good with what is beautiful. It is only when we disassociate with what our emotions and our instinct tells us that we take a calculating look and examine a work based on rigid standards. 3) Are goodness and beauty in any way related in real life? I believe that in goodness we see beauty, but not all things beautiful truly have goodness.We know of beautiful faces but have evil hearts, but we also know of good hearts but may not come in what society brands as beautiful. However, when there is goodness in heart and spirit, we feel safe and good about ourselves and others as well, and we see the beauty in things. After all, all things have beauty and goodness in the – as long as we look for it – and what is good is the beautiful in them.

Inspiration to Take Ece Programme - Free Essay Example

Sample details Pages: 7 Words: 2167 Downloads: 9 Date added: 2019/03/13 Category Sociology Essay Level High school Topics: Childhood Essay Did you like this example? Abstract The inspiration to join early childhood education is the children. They are unique in certain ways. Children are God best gift. Don’t waste time! Our writers will create an original "Inspiration to Take Ece Programme" essay for you Create order I believe that we can cultivate many wonderful skills in children. Before this, I went to Culinary arts programme. My initial plan was to do cooking classes for children. I finally realize that it is important for me to join this BCE because I have to learn child psychology and development first. The cooking skills I can easily acquire anywhere but not early childhood education. Therefore, I am so happy that finally can join this course and improve my knowledge in early childhood education. Although pre-school teachers are often underappreciated, we are some of the most valuable people in our country. The country need excellent early childhood teachers to help strengthen our overall education system. Here are some reasons that inspire me to study early childhood education. Firstly, I get to learn how to work with different age groups. Early childhood education teachers typically learn to work with students who are anywhere from 2 or 3 (pre-kindergarten) to 8 or 9 (third grade). That is obviously a huge age range, and each different grade level has its own unique challenges and fun moments. By studying early childhood education, I will open up the opportunity of teaching in different grades so that I can find the age group I want to work with. Furthermore, it also means that I will be eligible for more teaching work, which in this nowadays economy is very important. Next, I can get additional teaching certifications. Studying early kids is a good foundation if I want to work in a particular area I love, such as special education. By attending early childhood education and getting additional certification, I will open more job opportunities. In addition, I became part of the moment of significant development. The human brain is actually growing during the first three years of childhood, and the pruning of important nerve connections begins when children are 12 months old. Little children need the right stimulus to begin developing important world skills such as problem solving, and as early childhood educators, I can help them grow and achieve this important milestone. Although I gained my degree, I would take a class that will teach me about cognitive development so I know how to work with children at different ages. Next, I can help children develop essential behavioral traits. In addition to promoting cognitive development, early childhood education also helps students develop necessary behavioral traits like sociability, motivation, and self-esteem. Preschool is one of the first opportunities for many children to interact with other kids their age on a regular basis, as well as adults other than their parents. If I work in early childhood education, I will be helping the children to develop the personal and interpersonal skills that are necessary to live a happy and healthy adult life. Besides that, I can get creative with my lessons instead of sitting behind the desk. Children under 5 years of age do not respond well to lecture sessions or old reading books, so as early childhood educators, I will be able to lead the children through many hands-on lessons. For example, instead of just expecting students to memorize the alphabet, I might use toys like plastic apples to represent different letters and sounds. I also have the opportunity to take students to field trips to places like a farm or a childrens museum to help them gain valuable life experience. And while Im still in the university, I might have had a lot of opportunities to leave my own college class and visit pre-school classes for a practical experience. The next reason that inspired me to join early childhood education was that I would be an important member of the community. I have the opportunity to interact with your parents parents and various community members who can help me connect to important educational resources. If the program Im doing is non-profit, I can also spend time soliciting donations from community leaders. Another reason is that I can be an education advocate. One of the main issues that has been gaining attention recently is the early education gap between the more privileged students whose parents can pay them to go to preschoolers and low-income students who just go straight to the public kindergarten when they are five. If I want to make a direct change, learning early childhood education will put me to work for nonprofit preschools or maybe even start my own kindergarten to give more opportunities to lower income students. The Role Of Early Childhood Educator The educator need to develop schedules and enforce routines, maintain a safe and comfortable environment, provide age-appropriate supervision and discipline, plan and implement lessons, observe and communicate and address cultural or special needs. In details, the role of early childhood educator mainly interacting with children, managing the classroom, setting the tone, planning and evaluating curriculum, record keeping on childrens learning progress, attending meeting for example staff meeting, parent-teacher meeting or home visit. Next role is organizing and collecting materials, making contacts and working with families. Characteristics Of A Good Teacher There are many characteristics that a good teacher should have. One of it is kindness. An educator should be kind to all children. For example, the teacher cannot scold the children. Next trait is confidence. Confidence is a key so that the children will respect the educator who has confidence. For example, a teacher must speak confidently when deliver lessons to children. Children will pay attention if the teacher speak confidently to them. Other trait is patience. A teacher must be patience and must not be hot tempered. For example, when facing problems with the children or the childrens parents, a teacher must stay calm and patient and try to solve problems effectively without dragging into unwanted emotions. Next trait is passion. Teachers must have this trait. Meaning that the teacher has great interest in teaching the children. For example, teacher try the best to serve the childrens learning progress by doing many kind of interactive and fun lessons. Last trait is flexible. The teacher must be flexible in teaching. For example, the teacher must follow the childrens condition and capacity to absorb knowledge. The teacher must be flexible in carry out lesson plan and cannot be too strict to catch up with syllabus. In fact, the teacher must be flexible in teaching if the children are tired or do not have interest in learning. The Core Competencies Of Early Childhood Educator Levels of competence levels of competence refer to a progression of knowledge, skills, and abilities important to the provision of quality care for children. These levels of competence, however, are not necessarily aligned with the professional development steps. Some of the competencies may not be addressed at all in the earlier steps. These levels of competence have been aligned with blooms taxonomy. First core is awareness level-knowledge. Professionals are developing an awareness of the core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: recognizing, identifying, labelling and observing. Next is developing level-comprehension. Meaning that professionals are able to articulate core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: describing, discussing, explaining and paraphrasing. Other than that, achieving level-application. Meaning that professionals are able to apply core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as demonstrating, illustrating, implementing and applying. Next, extending level-analysis and synthesis. Meaning that professionals are able to analyze and create based upon core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as: comparing, contrasting, developing, relating, creating, constructing, designing and modifying. Lastly is advanced level-evaluation. Meaning that professionals are able to judge and advocate for core knowledge areas. Competence may be reflected by knowledge, skills and abilities such as critiquing, assessing, appraising, revising, justifying and advocating. How To Become A Good Or Professional Educator? There are many skills to be a professional educator. For skills, an educator must have interpersonal skills, communication skills, teaching skills, organizational skills, planning skills, artistic skills, technological skills, problem solving skill, critical thinking skill and creative thinking skills. Firstly, an educator must have interpersonal skills which means able to interact successfully with a wide range of people or children and know how to interpret the children body language. For example, an educator must have a good interpersonal skill which is a soft skill to make children being attentive to listen to class lesson and know children body language which show whether the children are bored or tired. Next, an educator must have communication skills which means the educator can communicate clearly with the children. For example, in the class, educator is able to deliver lessons and communicate effectively to the children. Other skill is on teaching skills. Meaning that educator is able to help the children gain knowledge. For example, educator creating effective and fun learning environment for the children to explore and gain knowledge using various way of learning and effective teaching materials. Next skill is organizational skill. Meaning that educator is able to organize information, children or things in systematic way and able to establish priorities and meet deadlines. For example, educator know how to organize the class schedule for the children. Other skill is on planning skills. Meaning that educator able to plan projects, events or programs for the children. For example, educator can plan fun activities or games for the children. Meaning that the children can learn while playing. Next skill is artistic skill for example use colour and design teaching materials effectively. Meaning that educator can design teaching materials creatively like posters, video, and many more. Other skill is technological skill. For example, educator can understand technical system and operates effectively and able to understand technical specification for instance manuals on how to use the PowerPoint or projector and so on as an aid to carry out lessons in class. Next skill is on problem solving skill. Meaning that an educator must know how to solve problem. For example, educator able to clarify the nature of problem in children and try to solve it for instance children that facing speech delay. The educator must know how to solve the problem. Other skill is critical thinking skill. Meaning that an educator able to review different points or ideas in different perspectives. For example, when doing lesson plan, the educator should think critically and consider all aspects that influence the children learning process. Educator must think critically on the best way to develop the children learning progress. Last skill is on creative thinking skill. For example, educator able to generate new ideas, invent new thing, find new solutions to problem and many more that help to improve the childrens learning progress. For instance, educator provide games with learning input for children. Reflection after working with a group of children To be honest, I am happy working with children. I love to entertain them and response to their attitude and behaviour. I love seeing them happy and cheerful. I really have the passion in them. I feel that this early childhood education field really teach me to be sincere in working with children. I do not feel reluctant while interacting with them. Really I feel I am comfortable working with children. They are true gems that need to be nurture and we should protect and guide them. Educators are like burning candles to light up other peoples lives. Strength And Weakness On Becoming An Early Childhood Educator For me, the strength is when i have a true passion in becoming an early childhood educator. That is the source of strength which is passion. In life, we have to have passion in whatever we do. Therefore, I find that I really have passion in this field. Therefore, it is my powerful strength. My weakness is lack of knowledge on understanding children behaviour and character and how to react on the childrens behaviour. For example, if the children throw tantrum, I should know how to resolve the conflicts. I notice my weakness is that I do not know how to handle childrens behaviour. Thus, I have to gain knowledge more so that I can understand children better. How to improve skills and weakness? How to improve skills and counteract the weakness is simply by gaining knowledge more on early childhood education. That is the most important thing that I should do. Future Plan My future plan is continuing my master at UPSI. Then, I want to establish my own kindergarten and do children enrichment programmes one fine day. Other than that, I still want to do cooking classes for children. I want them to enjoy simple cooking and baking skills. I want advocate more for the young children. I want to contribute as much as I can in terms of knowledge, motivation and so on for the young children. I want all children to grow up as happy and healthy children.