Basic Cash Management Process Essay Example for Free

Basic Cash Management Process EssayEvery company muckle be viewed as a bills pool into which funds flow from various sources. Several techniques are used to speed the collection of such funds. Conversely, cash flows out of the pool for payables and other outlay reasons. An important aspect of cash management is to control tightly both cash inflows and outflows. When cash inflows exceed cash outflows, surplus cash builds up. This surplus can be used to repay debts or for investment in marketable securities. Alternatively, when outgoing funds exceed the inflow, the firm must raise money by borrowing or by selling some marketable securities. THE CONCEPT OF FLOATA cash managers job is to make payments to others as slowly as possible and to convert into cash or clear payments received from others as quickly as possible. The reason is fluff, the most important element of cash management. vagabond is the amount of uncollected funds moving through the financial transfer strategy. It shows up as the difference between the balance shown on a firms checking number and the balance on the banks books. For example, suppose a firm writes, on average, $100,000 of checks daily. If it takes four days for checks to clear and be deducted from the firms bank balance, the firms own books will show a cash balance that is $400,000 less than the banks records indicate. The firm has the use of these funds, called disbursement float, as long as this situation persists.On the other hand, the firm loses the use of check-clearing float one component of collection float on the checks that it has deposited in its account but that have not yet cleared. Suppose the firm deposits $90,000 in checks every day, and these checks clear in three days on average. The firms books then show cash balances that are $270,000 larger than the banks books indicate. Thus, the firms net float the difference between its $400,000 disbursement float and its $270,000 check-clearing float is $130,00 0. This means that the firms actual cash balance is $130,000 greater than its recorded cash balance. The firm can invest or otherwise pass by these excess funds. The float on an individual item can be measured in dollar-days and is calculated as the amount of the check figure by the number of days of delay until that check clearsAlternatively, the average daily float can be calculated as the average daily receipts multiplied by the average delay in collecting each dollar. The average delay in collecting a dollar equals the total dollar-days of float divided up by the total amount received during the period or Average DelayThe existence of float lies at the core of every system designed to accelerate, decelerate, or control corporate funds. By reducing collection float, the corporate treasurer can accelerate cash flow and enhance the return on current assets. Similarly, corporate cash flow may be improved by increasing disbursement float.The value of decreasing collection float or increasing disbursement float is tied to the opportunity cost of funds. It can be measured as Value of air bladder = Dollar Amount of Float propagation Time times Interest Rate For example, suppose a firm can reduce the collection time on $5 meg of receivables by three days. Assuming that it will invest this money at an annual cheer rate of 10 percent, it will earn interest at a rate of .10/365 per day on the $5 million. Therefore, the value of a three-day reduction in collection float is $5,000,000 times 3 times 0.10/365 = $4,109.59If collections normally average $5 million daily and the company managed to reduce the float permanently by three days, it would then be able to free up $15 million in working capital. At 10 percent interest, this reduction in float is worth $1.5 million ($5,000,000 times 3 times .10) annually. Using a 10 percent discount rate, the present value of this permanent reduction in float is $15 million ($1,500,000/.10). Reworking this example with a diffe rent interest rate, say 6 percent, reveals that if the company can permanently free up $15 million in working capital, its shareholders will be $15 million richer ($900.000/.6), regardless of the interest rate. In other words, the value created by a permanent reduction in float is independent of the interest rate.Collection FloatCollection float is the time that receivables spend in the process of being collected. It consists of the following four elements1.Invoicing float is the interval from the time a company creates an invoice and mails it to the customer until the customer places the payment in the mail. During this phase angle of the collection cycle, the cash manager has no control over the funds. 2.Mail float, the next phase in the cycle, is the time taken by the U.S. Postal Service to deliver the customers check. 3.Having received payment, the company experiences processing float, the flow of the check through the companys accounting system on its way to be deposited. 4.Fi nally, there is check-clearing float. This is the time it takes to clear each check deposited. Invoicing float may be reduced only by changing the payment terms. The other three types of float are controllable. A.2 discusses the various means to accelerate the collection of funds. Exhibit A.1 illustrates the various types of collection float.

The Solar System And The Earth Essay Example for Free

The Solar System And The Earth EssayTHE SOLAR CYCLE AND ITS EFFECT ON THE EARTHThe exercise of the sun can trigger earthquakes. The solar flares also acquire the capability of altering the length of the day. on that point exists a correlation between solar activities and weather. There is a correlate between various geophysical phenomena, volcanic eruption, earthquake, solar activities and the length of the day.DYNAMICS OF A PHOTON Photons are often described as wavelets because a single photon covers only a very small amount of space (www.play-hookey.com) .A photon of light is produced when light from a source (sun, etc) of an distinguish frequency (threshold frequency) impinges on the pinch or metal surface, a phenomenon referred to as the photoelectric effect. The light impinging on the metal surface could be UV or infrared rays of appropriate frequency.The number of emitted electron varies from one atom to the other due to the difference in the characteristics intensity of light. The more the intensity of the light, the more the number of emitted electron or photon of light. Another reason for the difference in the amount of photon of atoms in the periodic chart is due to the difference in the mass.The heavier the atom, the more the no emitted electron.In the same vena the energy of the emitted electron depends on the frequency of the impinging light rays.SIMILARITIES AND DIFFERENCES OF THE VARIOUS COMPONENTS OF THE ELECTROMAGNETIC SPECTRUMInfrared rays and radio waves carry less energy per photon than visible light. They have low frequency and high wavelength. On the contrary, UV rays, x ray and gamma rays have high frequency and low wavelength. All travel at the same speed as light. The difference lies in the difference in the wavelength .X rays have found their use in medicine as they penetrate homo body. Radio waves have weak penetrating power. Visible light can pass through transparent objects e.g. glass.USE OF ELECTROMAGNETIC SPECTRUM TO DETERM INE COMPOSITION AND accomplishment OF STAR Today its been possible to determine the chemic composition of the stars. The valuable tool to do this is via spectroscopy (i.e. the study of a thing utilize spectra) .Astrophysics and spectroscopy are closely related. Astrophysics is the aspect of astronomy that deals with the physical properties of stars, galaxies and other astronomical objects (Astrophysics on astronomical.org) .Sunlight can be separated into its various colors via a prism. Dark lines in the spectrum indicate areas with little or no light. On the earth similar line could be seen with hot gases spectra. These patterns correspond to specific element.The chemical elements in the sun which is mainly hydrogen are also found on planet earth. The vast similarities in the absorption line of sun and the stars run short to the conclusion that the stars composed majorly of helium and hydrogen with traces of other elements. So many information is revealed by the absorption line pattern of stars. A large scene of action of stellar spectra contains absorption lines .The star essential be made up of an outer part which is less dense, cooler and atmospheric and also the inside must be hot and denser and produces a continuous spectrum. The temperature of the earth is inversely proportional to the distance from the earths centre. Stars lack molten interior as remote to what is observed in other planets. The denser part is also gaseous because of the high temperature. From EM spectrum it appears to us as if the stars (and sun, planet and moon) rotates around us. On a casual basis, it arises in the east and set in the west. This is the diurnal motion. Works CitedKen, Bigelow.Characteristics of a Photon.(1996, 2000-2007)Retrieved from www.play-hookey.com on Sept. 27, 2008.Scientia Astrophysical Organization.Astrophysics and Astronomy.Retrieved from www.Astrophysical.org on Sept 27, 2008.

Comparison of War on Terror with the Cold War

Comparison of state of war on Terror with the Cold fightDoes the globose war on Terror inaugurated by George W. Bush redeem similarities to the Cold War?Since 2001, academics and the joined States administration ease up continuously compared the war against solicitudeism to the Cold War. The meetings that the United States and its allies experienced during the war against communism in the Cold War and, more recently, the War on Terror arguably share signifi posteriort similarities. Although there is signifi squeeze outt debate across academia, some argue that Terrorism is the new Communism which similarly seeks to challenge and overthrow Western ideas and the whole structure of the unsubtle democratic world order. Others, among them revisionist historians, Claim that the main similarity between the Cold War and the War on Terror is the desire of the US to benefit from conflict, trespass and secure other countries in its economic structures for own benefit. However, even th ough these are world-shaking arguments, there has been a signifi heapt rise of discourse that seeks to scatter the War on Terror from other conflicts, including the Cold War, stating that it is a new kind of war which symbolises a profound social trans makeup in the present-day(a) globalised world. For the purpose of this essay I summarise the nature of the War on Terror and its prevalent similarities to the Cold War. After that I present arguments stating that the War on Terror is in fact signifi faecestly different.After 9/11 the Bush administration urged the theme polity to strengthen the core need to heighten on a stronger homeland defence. The Department of Homeland Security was established as a movement toward centralisation of security at a national level. The 2002 National Security Strategy (NSS) relied on force and accomplish to uphold international standards, unlike the previous years where leadership through co-operation was emphasised instead. arguably that was the case because of the change of the nature of threat that was exerted on the US. Before the War on Terror the threat was to American values, whereas now the threat was a broadcast more serious, questioning survival. In the 1990s the United States were involved in peace and humanitarian operations, supporting and extending American values worldwide. 2001, however, symbolised a shift in world order which directly stakeed non just the United States yet excessively its allies in Europe and elsewhere (Vrooman, 2004 82).The United States were go about with a new type of war a war without an easily identifiable enemy, which was non tied to a nation-state as we would traditionally expect (NSS, 2002 5). This represent a number of problems with deterrence The impossibility of destroying an enemy in a single manoeuvre, difficulty of identifying the enemy, and possibility of a costly counter-attack by the enemy. Terrorist groups were thought to have the ability, with the help of modern t echnology, to communicate while staying in the shadow, coordinating strategies and tactics. This allowed them to be extremely decentralised and elusive while at the said(prenominal) era have the ability to act simultaneously for great effect. The attackers were further seen to be mobilised by a common ideational standpoint fanatical militarism legitimised through interpretation of phantasmal texts in a certain right smart. This posed a serious problem as the attackers could not be negotiated with and shared little of the ideas the west and America had (Vrooman, 2004 83). What we can deduct from this is that the War on Terror now had a more direct dimension, posing physical threat to the United States while at the same time being strongly ideological systemal in nature, showing a confrontation of civilizational ideas (Stokes, 2003 571). It also meant that, because the attackers could not be intimidated or discouraged by the cost that their attacks would incur upon themselves, t hat the potential magnitude of terrorist attacks was unprecedented and had to be dealt with similarly unprecedented force.While the War on Terror has become a main(a) focus of the United States in the aftermath of 9/11, 2001, with the Bush doctrine, it was largely carried out as continuation of exiting struggles that the U.S. faced in the middle-east during the Cold War, particularly during Reagans presidency in the 1980s. The Reagans administration, during that time, was also expected of reacting quickly and as a result drafted umpteen concepts, that were later used in the Bush doctrine, such as identifying terrorism as a radiation diagram of warfare and not crime, or fighting regimes that could be seen as sponsors of terror earlier than inter-state or multinational organisations (Toaldo, 2012 3, Tirman, 2006 3). Elements of the War on Terror, including fatal terrorist strikes, were present during the Cold War. Therefore, we can expect that the experience gained by the U.S. g overnment during the Cold War would reciprocate into the post-2001 War on Terror (Smart, 2005).The desire to be influential, rather than coercive through hard power, was seen as the main weakness that led to the increase of terrorist threat. In the late half of the 1980s the secretary of state, George Shultz would actively advocate for a more aggressive stance, focusing on Libya in 1986. Scandals during the time made office officials leaning towards isolationism slight inclined to act in this new manner. These ideas, however, would inspire the Bush administration in 2001 (Toaldo, 2012 5), revolving around maintaining a physical presence of military mightTo be safe, the US must be strong, with strength measured by readily available military might. Yet merely possessing military power does not suffice. Since perceptions casting reality, the US must leave others in no doubt as to its willingness to use power. Passivity invites aggression. Activism, if successful, enhances credibilit y (A. Bacevich, 2011).The US administration was interested in maintaining a foothold in the middle-east throughout the entire cold-war period, and the emphasis of the Bush doctrine on its importance is nothing new. The middle-east was an area of confrontation between the two superpowers of the time The USSR and USA. The US identified the nations in the percentage as either violent radicals or moderate reformists, with the latter being their allies. Interestingly, the distinction originally used to categorise between areas of US and Soviet influence, saw a revival after 9/11, just now this time with terrorists taking the place of the soviets. The philosophy of with us or against us that was so prominent during the Cold War remained a crucial factor affecting US involvement and unusual policy in the region (Harling and Malley, 2010).What is fundamentally different with the new War on Terror, from the acts of terror that happened during the Cold War, is that it was no longer seen within the limits of being a tool in the globular Cold War, but an enemy in itself, since the threat of terrorism did not go a government agency with USSR. The US was once again motivated to take action as soon as it saw a threat to the primacy of American ideals and its status as an absolute superpower (Toaldo, 2012 23). The War on Terror continues the bequest that was conceived with the Cold War as there are affinities between terrorism and totalitarianism both regard violence as an appropriate means to their political ends Both reject the basic moral principles of Judeo-Christian civilization(Jeanne Kirkpatrick in Toaldo, 2012 24). Indeed, for the US, similarly to Middle-Eastern terrorists the oriental Russian mind was viewed to do nothing more than play to be civilized and use this false image to work discretely in achieving its own barbaric ends (Kennan, in Hutchings and Miazhevich, 2009 4).Larry Diamond (2002) categorizes terrorist groups that pose a threat to the US as the new Bolsheviks due to their struggle against the same elements of leading capitalist nations that the old Bolsheviks struggled against corrupt, exploitative alliances and imperialism supported by the West with US in charge. This logic is prevalent among large sections of the Muslim world, outside of terrorist groups, that was spared the benefits of post-Cold War world order led by US, because of corruption. Terrorist attack on the World Trade Center can therefore be seen as a symbol of a revolution, similar to that which happened in Russia in 1917Like Hitler, Lenin and other charismatic demagogues before him (ideological enemies of the US), Osama bin wet offers and alluring explanation It is the fault of Jews, of the international capitalist system, and of the United States and the globalizing order it is imposing (Diamond, 2002 2).As the War on Terror developed, some academics went as far as to see its development a representation of a new Cold War, between post-Yeltsin Russia and the US-led West. Russia was blamed for its involvement in Afghanistan which resulted in formation of Al Qaeda, and the West, primarily the US, was blamed for providing the conditions necessary for terrorism to flourish through its intervention in Iraq and desire to form and maintain a form of imperialistic hegemony. In this case, terrorism, even though not under control of any of the sides, can be seen to function as a source of inveterate competition and friction between the US and post-soviet Russia. (Hutchings and Miazhevich, 2009 2).The us versus them, shows that during the Cold War and after it with the War on Terror, there is a continuity of an ideological confrontation based on competing ideas. Some writers (revisionist historians such Chomsky, Gaddis, Stokes, J. and G. Kolko), took that further, to argue that behind the ideological confrontations which were, and still are so obvious, is hidden the true purpose of the perpetuating conflict of the US with the rest of the non- Western world. They see the confrontation as being in place to justify broader geoeconomic interests of US capital. They argue that all along it was not the containment of communism, but rather more directly the extension and expansion of American capitalism, according to its new economic power and needs (Kolko J., and G., 1972 23). Therefore, we can see the Cold War as structural feature of a much longer period of exploitative relations between advanced capitalist economies and less developed, poorer nations.In order for the US economy to progress after the end of the Cold War confrontation between USSR and US and not stagnate, it had to find another front for its military-industrial complex which generated significant revenue and economic growth for the US. Massive military spending was once again justified when the War on Terror was brought to the table. Between the Cold War and the War on Terror there was a confrontation with Latin American countries which symbolized the continu ity of economic interests as guiding foreign policy of the US. Latin America, being rich in natural resources, saw great amounts of US influence which ensured control over the area, preventing egalitarian socioeconomic reform that could potentially threaten US interests (Stokes, 2003). Us involvement in regional governments can be seen with the case of Colombia in the context of the Drug War in 2000 (Stokes, 2003 577). Arguably we can see that ideology was not the only common theme present in the Cold War and the War on Terror, but there was also a geoeconomic rationale that was guiding US foreign policy from within in both wars. The US was not only interested in promoting democracy, but also in constructing a capitalist world order conductive to its interests (Chomsky, 1997).War on Terror also poses some new challenges to US irrelevant Policy, and it is a weakness to discuss it simply from the premise of ideological confrontation and structural, geoeconomic standpoint without givi ng the necessary attention to its unique nature. Indeed, some scholars do not find the link between US foreign policy during the Cold War and War on Terror convincing. The War on Terror can also be seen resulting from a completely new development in social conditions connected with globalization due to a bridge between industrial and Information Age. Therefore the war is no longer about ideas or the economy, but against competing global structures symbolized within terrorism. Al Qaeda has become a instigator resembling the corruption of Western ideas. Modern Western society now has terrorist networks within its borders with many young terrorists born within its countries fighting against it through symbols of Islam. This is, perhaps, a precise important distinction between the Cold War, which was fought between two distinctive camps, and the War on Terror. US foreign policy makers understand this, as globalization and its impacts are discussed within National Security Strategy (Sm art, 2005 3).What is important however is that the American policy-makers still fail to understand the fact that terrorist groups are often not acting as a single organization within a centralized or decentralized structure, they act self-sustainingly from each other. In Hardt and Negris empire (2000), the multitude (or people of the modern proletariat) struggle against capitalism independently yet, at the same time, as a group. They do not communicate or organize, but pursue own small goals against the capitalist empire system which add on to a greater picture and together represent a greater struggle. What is profoundly different about the War on Terror from the Cold War is that it pioneered this very same principle within terrorism of many independent actors forming a greater struggle against a system (in this case the Western civilization) through their independent and autonomous actions.Similarities can, without doubt, be seen in US foreign policy during the Cold War and the W ar on Terror. However these similarities are present even between the two wars, suggesting a pattern for US approach to foreign policy. Ideological, civilizational struggle, going as far as to claim it is still against Russia and America, can be used to describe the stance of US foreign policy in both conflicts just as well as structural economic and internal factors. However, reducing to these two points does not allow us to explain wherefore the US has seen relatively low success in its fight against terrorism. It is a failure to identify the War on Terror in the same way the Cold War has been identified, since the first is fought on a new, rather obscure battleground that we do not yet fully understand against a highly decentralized enemy which is not embodied in any physical representative and works from within modern liberal society, against it. No matter how many similarities there are between the Cold War and the War on Terror, the US cannot fall into a trap of dealing with Terror the same way as it dealt with Communism as this is likely to never remove it, if not make it an even more significant threat.BibliographyBacevich, A. (2011), Secretary of Self-Defence, Financial Times, 13 February.Chomsky, N. (1997), The Political-Economic Order. In World Orders, Old and New. Pluto Press London.Diamond, L. (2002), Winning the New Cold War on Terrorism The Democratic-Governance Imperative, Institute for Global Democracy, Policy Paper No. 1.Hardt, M. and Negri, A. (2000), Empire. Harvard University Press USA.The White House (2002), The National Security Strategy of the United States of America.Hutchings, S. and Miazhevich, G. (2009), The Polonium trail to Islam Litvinenko, Liminality, and Televisions (Cold) War on Terror, Critical Studies on Terrorism, vol. 2 (2). University of Manchester UK.Kolko, J. and G. (1972), The Limits of Power The World and United States Foreign Policy, 19451954. Harper and Row New York.Malley, R. and Harling P. (2010), Beyond Moderate s and Militants How Obama Can chart a New Course in the Middle East, Foreign affairs, September/October.Smart, C. (2005), The Global War on Terror Mistaking Ideology as the Center of Gravity, Center for Strategic Leadership (CSL), Vol. 8 (5).Stokes, D. (2003), Why the end of the Cold War doesnt matter the US war of terror in Colombia, Review of International Studies, vol. 29, pp. 569-585.The White House (2002), The National Security Strategy of the United States Of America.Tirman, J. (2006), The War on Terror and the Cold War Theyre Not the Same, The Audit of Conventional Wisdom, vol. 6 (6). Center for International Studies, MIT MA.Toaldo, M. (2012), The War on Terror and Its Cold War Burdens An Assessment of the Reagan Legacy, Wednesday dining table Sessions, June 20th, British International Studies Association.Vrooman, S. (2004), Homeland Security Strategy from the Cold War into the Global War on Terrorism An Analysis of Deterrence, Forward Presence, and Homeland Defense. U.S. armament Command and General Staff College, Fort Leavenworth, Kansas.

Introduction To Gay Marriage English Language Essay

Introduction To Gay Marriage English Language Es wordThe society today tends to stick to what they know and pick up on to the familiar. Therefore when nearlything unfamiliar comes along the society resists acceptance, instead they dismiss the issue by turn downing its existence. Unfortunately, intrepid matrimony is one of the issues that the society has come to disown to accept and deal with. Maybe, it is beca white plague they do not know how to approach it or maybe the issue just took them by surprise and they just exact a moment to recover. For whatever reason, the society has chosen to ban merry marriage in Palau.Same sex marriage is new to us all, I altogether translate that fact. It was not until recently that we found kayoed that there are certain mass that are into liking the same sex. However if we come to look of it, many things regarding marriage, has all, at one point in life, been new to us. In fact when I asked my grandfather, whose name is Kanai Ede mostl , what traditional marriage was like back in the old days he said that marriage, traditionally, was mostly arranged. My grandfather went on to say that children back then did not have a say in who they were going to marry. The parents were the ones that chose who their children was going to marry based on a somebodys character, family background, and how the marriage is going to benefit their own family. Based on what my grandfather told me about marriage in the old days and how marriage is today, I would have to say that Palau has come a long way from arranged marriage. In an bind published in the New York Times, William Saletan pointed out how we, members of the society, dont realize how marriage has continuously changed over time, usually in ways so congenial. In the same article William Saletan noted that not only is change part of the tradition but tradition will be part of the change.(Saletan) We, Palauans have slowly broke forward from our traditional way in marriage, beca use whether we realize it or not the world we live in today demands change from us. We are becoming diversely conditioned therefore we have to adjust traditions to match the world we live in today and the knowledge we have and if not adjust traditions we shall make new traditions. In being able to adjust and come up with new traditions we shall become more accepting of same sex marriage. This is all your opinion-not research.We have to stop and get by people in our society who are gay, they are not doing anything wrong they are just being who they are. Gay earth-closetnot help the way they feel. During the 1990s a scientist named Laura S. Allen did an experiment on the human brain. For her experiment, Laura compared the brain of heterosexuals and homosexuals. She came to find that that the hypothalamus, which is the part of the brain that is connected to the sexual drive and function, for homosexuals are bigger that hypothalamus for heterosexual. (Biological Basis for Homosexuali ty) Therefore, I can say, based on Allens experiment results, that gay people do not choose to be gay they are born(p) gay. The society should not deny gay people marriage because they think that gay people choose to be this way. I asked a couple of Palauans who are against gay marriag, why they chose to be against it? well-nigh of them said that they think that being gay is not right and people that are gay are sinner. That is why I say that gay people does not choose to be gay, they are born this way. Another study that was done on homosexuals to determine whether they were born gay or not, that is instead similar to Laura Allens experiment also came up with the similar results as Laura Allens experiment. The experiment I am talking about is by Simon LaVay, who also studies both homosexuals and heterosexual brains and compared them.(Biological Basis of Homosexuality) Although, the overall study on whether people are born gay or choose to be gay is inconclusive, there are been differentiate shown that gay people were born the way they are, just like experiments I have told you about. We can never know for sure if gay people were born this way or chose the path that they are on. However, if you think about it, no one in their right minds would choose an identity that is descriminated and hated by the society. this instant that I have mentioned descrimination let me just tell you that by denying gay people marriage we are descriminating gay people. We are always enforcing equality in our society, and yet we are not treating gay people equally by not allowing them to marry and mother the benefits that any traditional couple will receive when they marry. In the constitution of the Republic of Palau under Article 4, section five it clearly says, Every person shall be equal under the fairness and shall be entitled to equal protection. The government shall take no action to discriminate against any person on the basis of sex, race, place of origin, language, r eligion or belief, social status or clan affiliation except for the preferential treatment of citizens, for the protection of minors, elderly, indigent, physically or mentally handicapped, and other similar groups, and in matters concerning intestate succession and domestic relations. No person shall be treated unfairly in legislative or executive investigations.(Constitution of the Republic of Palau.1979) By denying gay people marriage we are descriminating against peoples race and believes, if that does not go against the constitution I do not know what does.I all comes down to morality, what do we think is right to do? While deciding we shall consider the changes in marriage throughout the years. At the same time consider that gay people cannot change who they are, just like we cannot change who we are in changing who we are we are denying ourselves. Also we have to consider the laws that have been set out for our society.Work CitedSaletan,William The Peculiar Institution.Sunday Book Review(2004)3.The New York Times.Web.26 September 2004.Biological Basis for Homosexuality..Biobasis(2003)7151.Geocities.Web.8 April 2003.The Constitution of the Republic of Palau.Palau Consolidated Lagilation.(1998)Paclii.Web.2 April 1979.Research EvaluationThoroughness of Research 4 highly thorough, strong thesis supported by research, motif has purpose and not just facts, variety of sources 3 research good overall but some areas need additional research, thesis and research mostly support each other, purpose to research (not just facts) three types of sources 2 Basic research is good, paper has thesis but lite, more facts than purpose, additional research to support thesis needed throughout, two sources used 1 Research is insufficient throughout, very weak or missing thesis, paper mostly facts, insufficient sourcesStructure and Organization 4 Information is extremely substantially organized and easy to understand, correct person used throughout the paper, appropriate transitions used so paragraphs blend together 3 Organization is generally good but some information is misplaced, some error in person, some use of transitions so paragraphs somewhat blend 2 Organization falls apart in several areas but the staple fibre structure of the paper is good, multiple errors in person, few transitions so paper reads fairly choppy 1 Overall structure of the paper is not well thought out causing paper to be unorganized, many errors in person, insufficient or no transitions results in paragraphs not connecting causing choppy trainingDevelopment 4 Excellent introduction with proper thesis placement, each point is clearly identified and explained, strong conclusion which restates purpose, points and has closure3 unsloped introduction with proper thesis placement, most points are clearly identified and explained, good conclusion which summarizes and has closure 2 fair introduction which contains thesis, some points are thoroughly explained, while others need development, fair conclusion 1 Weak introduction, most or all points still need a lot of development, distressing conclusion causing paper to end abruptlyOriginality of Voice 4 Research material has been thoroughly incorporated into the writers own words 3 Most of the paper reflects the tone of the writer 2 A great part of the research material still reflects the tone and style of the original source 1 The research paper reads as if most of it were simply copied from original texts (PLAGIARISM)Citations 4 Writer has made citations in all areas where they quoted, paraphrased or summarized and effectively sandwiched in 3 Citations were made and sandwiched in effectively for most quotations, paraphrases and summaries, 2 Some citations were made and some attempt to sandwich in 1 No citations were made at all or citations do not fit into original writingGrammar, Mechanics and Spelling 4 Writer showed care in proofreading only fooling errors occur 3 Errors are common 2 Paper has multiple errors in every paragraph sometimes the errors make the paper hard to understand 1 Paper has many errors, making it very difficult to read and understandWorks Cited page title, alphabetized, correct indentation, resources in good order formatted, sufficient number of resources listed, correctly punctuated (4 to 1 points)Format Format font size and style correct, 1 inch margins, right side ragged (no justification), title page correctly formatted, paper double spaced, paragraphs indented, reference page correctly titled and formatted, header with last name and page number on top right. (4 to 1 points)Overall measure *32-29 (A range) Excellent work well written*28-21 (B range) good yet additional polish is needed32=A *20-13 (C range) Fair effort still involve to be done to finish the24=B research paper16=C *12-05 (D range) Poor all areas of the research paper still need a8=D lot of work4=F *04- 0 (F range) unacceptable poor attention to rough draftcomments, stil l wanting(p) sufficient researchThe paper should be mostly written in third person. Only when you discuss personal issues, would you use the first person pronoun. The use of we throughout the paper needs to be changed. Use third person and use nouns more than pronouns. In addition, you have not punctuated the in-text citation properly. Note where the terminus goes. Your resource page is not correctly formatted either. You also have to be careful not to write your opinion so much. Back up what you say with research.

Literature review on learning styles

Literature review on culture stylesChapter 2 Literature review on encyclopaedism styles2.1 Background of nurture styles culture styles have received considerable attention in recent years. There be more than 20 style dimensions that have been identified so far. It has come out of the more general research on cognitive styles, particularly from the bena of psychology. The earliest and frequently discussed dimension of encyclopedism styles is the concept of field dependence and field independence that is advocated by psychologist Herman Witkin. Recent researchers, much(prenominal) as Lardner (1989), Reid(1995), Nam Oxford (1998), Bailey Onwuegbuzie (2000), Malinsky (2001), Ehrman Leaver (2003), Decapua Wintergerst (2005), have contri merelyed greatly to the development of chance oning style theories.Kolbs (1976) experiential nurture possible action is prevalent in educational settings, because his theory explains more about the teaching and encyclopaedism process (Cited by Reid, 1995). Many researchers and instructors have adopted his theory and applied it into different educational areas. The most important thing is that he has pop the questiond quadruplet seeer types on the basis of his shapeing theories. And the four contracter types are converger, diverger, assimilator, and accommodator.Claxton and Murrell (1987) use an onion metaphor to describe the multi-constructs of larn styles (Cited by Eliason, 1995). The multi-constructs of learning styles are compared as the layers of an onion. The core is composed of personality characteristics, then from insideto outside, the layers are consecutive information-processing the second layer, social moveion the third layer, and instructional layer the fourth and the outermost layer. The core is the mostm constant and stable part, but the successive layers around it outhouse be slightly changed to some extent.Reid (1995) divides the learning-style researches into three major categories cognitive learning styles, sensory learning styles, and personality styles. Cognitive learning styles, according to her introduction, include field-independent and field-dependent learning styles, analytic. and global learning styles, reflective and impulsive styles, and Kolbs Experiential Model. Sensory learning styles consist of perceptual learning styles and environmental learning styles. Personality learning styles are made up of Myers-Briggs Temperament styles, tolerance of ambiguity styles, right and left hemisphere styles.Riding Rayner (1998) just discuss and describe the cardinal basic dimensions of cognitive styles, including wholist-analytic and verbal-imagery styles. The wholist-analytic style learners tend to organize information into wholes or parts, while verbal-imagery style learners are inclined to represent information during thinking verbally or in mental pictures.It is inevitable that diverse assessment instruments of learning styles exist. It is laborious to find a comp rehensive assessment instrument because of the complex nature of learning styles. The absolute majority of the assessment instruments are only to measure one or two dimensions of learning styles. For instance, OBriens (1990) Learning Channel taste Checklist (LCPC) and Reids (1984) Perceptual Learning Style orientation Questionnaire (PLSP) are instruments just to measure perceptual learning styles, Myers-Briggs Type Indicator (MBTI) measures personality traits, such as extroversion-introversion, sensing-perception and the akin, andOxfords (1993) Style Analysis Survey (SAS) is relatively multi-dimensional and includes learning styles, such as perceptual learning styles, extroverted and introverted learning styles, concrete and sequential learning styles and so on. In this study, we mainly focus on perceptual learning style preference because it is one of the most obvious aspects of learning styles. Rossi-le (1989) refers to it as an individuals preferred mode for perceiving, organ izing, and retaining information. Reids (1984) Perceptual Learning Style Preference Questionnaire (PLSP) is utilize in this study, because of her high reliability and validity for non-native speakers. It measures six types of perceptual learning styles, including visual, auditory, tactile, kinesthetic, individual, and group learning styles. Each of the learning styles possesses unique learning characteristics. Visual-style learners like to learn through eyes. For example, they prefer to obtain information through reading, computers, TV, and bulletin boards. Students of auditory learning styles rely heavily on listening or talk they remember what you say. Tactile-style and kinesthetic-style learners like to learn through touching or moving and prefer to obtain information from audio tapes, lectures, class discussions, field trips, and role-plays. Individual-style learners learn high hat(p) when they work alone, which contrasts strongly to group-style learners who learn effectivel y when work with other students or peers. It is evident that all learners have individual attributes relating to their own learning process and learn differently because of their biological and psychological differences.2.2 Definitions of styles and learning stylesThe concept of style has existed in literature for approximately a century. It can be dated back to a description of personality in classical Greek literature about the ancient classification of temperament and physique created by Hippocrates (Riding Rayer, 1998). Styles are the spoken communication used to describe differences among people. They are the general, broad approaches a person uses to learn or to solve a problem. Brown (1994) defines it as consistent and rather enduring tendencies or preference within an individual. Generally speaking, styles are an individuals habitual patterns or preferred slipway of doing something that remain consistent over a long period of time.Learning styles originate from the concep t of style. There is a lack of concept agreement over the basic terminology. The term has been used in various and sometimes confuse ways in the literature, often interchangeably with the terms of cognitive styles, affective styles, or learning strategies. Cognitive styles and affective styles are only sub-constructs of learning styles and learning styles are more comprehensive. Cognitive styles are often referred to as an individuals preferred and habitual approach to organize and represent information. Its important dimensions are field-dependent and field independent, take and sharpening, holist and serialist, impulsive and reflective, and abstract and concrete etc. Affective styles are usually related to an individuals emotional states, including self-esteem, inhibition, risk-taking and anxiety and the like. Learning styles are constant and innate and difficult to be changed, whereas learning strategies can be learned and consciously applied in different learning situations.Le arning strategies are specific procedures or techniques a person consciously uses in solving a problem or in working through an assignment. Literature on definitions of learning styles is also sufficient and diverse. Different researchers emphasize on different aspects of learning styles when rendering the definitions. Keefe (1979) defines learning styles as the cognitive, affective and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment (Cited by Eliss, 1994). Reid (1995) holds the view that learning styles are an individuals natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills. It is difficult to find an overall and comprehensive definition of learning styles, but similarities can be concluded from these definitions that the characteristics of consistency and perseverance are the core of all the learning style definitions.2.3 Models of learning stylesFor researchers, it is difficult to propose a comprehensive learning model that encompasses all dimensions of learning styles. Thus the majority of learning style models focus on one or two aspects. In the following part, only two learning style models are introduced and elaborated because of their great popularity in research field.2.3.1 The Dunn and Dunn learning-style modelCompared with other learning-style approaches, the Dunn and Dunn learning-style model encompasses greater comprehensiveness and consistent effectiveness. According to Dunn and Dunn (1993), learning style is the way that students begin to concentrate on, process, internalize, and remember new and difficult academic information and is composed of twain biological and developmental characteristics that make the identical instructional environments, methods, and resources effective for some learners and ineffective for others (Cited by Dunn and Griggs, 2000).In this model, the Dunns describe lea rning style as the ways to affect an individuals abilities to master new and difficult academic information or skills. 21 elements have been identified in this model and are classified into atomic number 23 categories of learning stimuli.(1) Environmental. The elements are sound, light, temperature, and design. Part of an individuals learning style depends on his or her preference regarding sound versus silence, bright versus soft lighting, warm versus cool temperatures, and formal versus inner seating.(2) Emotional. These elements are motivation, persistence, responsibility (conformity versus nonconformity), and preference for structure versus choice.(3) Sociological. These elements describe the group in which a student prefers to learn, such as whether to learn alone, with peers, or with either a collegial or authoritative adult, andlor in a variety of ways as opposed to patterns or routines.(4) Physiological. These elements include perceptual strengths like auditory, visual, ta ctual, and kinesthetic skills time-of-day competency levels intake (snacking while concentrating) and mobility needs.(5) Psychological. These elements describe the way in which a student processes information. For example, analytic students focus on facts or details in step-by-step fashion. bit by bit the facts build up to an understanding. Conversely, global students need to understand how they are learning relating to them and their lives before they can begin to focus on facts.Also, analytic students respond to printed words and numbers, whereas global students respond better to illustrations and pictures (Searson, R., Dunn, R., 2001).In summary, Dunn and Griggs (2000) explain the theoretical base towards the Dunn and Dunn Learning-Style Model as follows1. Most individuals can learn.2. Instructional environments, resources, and approaches respond to diverse learning-style strengths.3. Everyone has strengths, but different people have very different strengths.4. Individual instr uctional preference exists and can be measured reliably (Burke, Guastello et al.,1999/2000).5. Given responsive environments, resources, and approaches, students bring in statistically higher achievement- and attitude-test scores in congruent, rather than in incongruent, treatments ( Dunn Dunn, 1992, 1993 Dunn, Dunn, Perrin, 1994 Dunn, Griggs et al., 1995) they also behave better in style-responsive environments (Oberer, 1999).6. Teachers can learn to use learning styles as a cornerstone of their instruction ( Dunn DeBello, 1999).7. Students can learn to capitalize on their learning-style strengths when concentrating on new and difficult information (P. Roberts, 1999 Schiering, 1999).2.3.2 Kolbs learning style modelKolbs learning style model has attracted considerable interest since the mid-1970s and has greatly contributed to the development of learning style theories. Kolb remarks that learning is the process whereby knowledge is created through the transformation of experienc e (Cited by Riding Rayer, 1998). Learning style is described by Kolb (1976) as the individuals preferred method for assimilating information and makes learners actively involve in the learning process.Hauer, Straub and wildcat well (2005) state that Kolbs theory of learning is based on Deweys emphasis on the need for learning in experience on Kurt Lewins work which stresses the importance of a persons active learning and John Piagets theory of intelligence which explains the interaction between the person and the environment.According to Kolb, the learning model comprises two independent dimensions perception and process. The prototypical dimension involves concrete experiences and abstract conceptualization, and the second includes active experimentation and reflective observation. Perception reflects how individuals perceive information. For example, abstract learners comprehend information conceptually and analytically, whereas concrete learners learn most effectively through specific learning experiences. Processing describes how individuals process information. Active learners, for instance, learn primarily by manipulating the environment, while reflective individuals typically learn by introspection and internal reflection on the external world.The learning model of two dimensions can be further classified into the following four learner typesConverger (Common sense learner) these students perceive information abstractly and learn through active experimentation. They are best at finding practical uses for ideas and theories. They prefer activities, such as small-group discussions, classroom participation, and computer use. Their favorite question is How does this work?.Diverger (Innovative learner) these students learn better when they are able to perceive concretely and to process reflectively. They like to do things by themselves and have good imaginative abilities. They are provoke in people and culture, and tend to be social learners. Brain-storm ing and lectures are their favorite activities. They usually brave the question Why do I need to learn this? in their minds. Assimilator (Analytic learner) these students learn more effectively when they are able to perceive abstractly and to process reflectively. They are good at putting the separate information into a logical organization and enjoy theoretical reading. They are more interested in facts and important things. They are more used to traditional classroom learning. Their favorite question is What do I need to learn?.Accommodator (Dynamic learner) these students learn more effectively when they are able to perceive concretely and to process actively. They are good at hands-on experience and like to connect their learning into the context of real world. They like activities of risk-taking, presentations, debates, and group discussions, but dislike authority figures. They always hold the question like What if?.The four learner types can be summarized briefly as below acc ommodators are people who learn primarily from hands-on experience rather than from logical analysis divergers are best at viewing concrete situations from many different points of view assimilators are best at organizing information into a concise and logical form convergers are best at finding practical use for ideas and theories.

A Review Of The Outsiders Club :: Free Essay Writer

A Review of "The Outsiders Club" Screened on BBC 2 in October 96MA Diploma Disability StudiesINTRODUCTIONI decided to salvage a review on the social group known as The Outsiders. Thegroups main aim is to enable disabled adults to form personal relationships,including specifically familiar ones (Shakespe be 1996), either with each other orwith non-disabled members. The group has been in existence for several geezerhood,and has attracted a great deal of attention, including reaction from present andformer members, and in particular from within the Disabled Peoples Movement .Many of the comments made by former members of the group have been critical,sometimes highly condemnatory, and frequently made by disabled women (Rae 1984).In both my professional and private capacity I am interested in sexuality anddisability, and specifically in the ways in which disabled adults can establishmeaningful relationships with other people (disabled or on-disabled). Issuessuch as sexuality and the forming of relationships are regularly discussed inmainstream youth and confederation work, but rarely with regard to disabled people(which is not surprising since disabled people are often absent from mainstreamgroups). Indeed, it is only in the remainder few years that disabled peoplethemselves have been in the forefront of this debate, and the leadingprotagonist have usually been activists within the wider disability movement,who are soundly aware of other social and sexual issues such as gender, sexism,homophobia, and so on. The Outsiders was set up (and is still fronted by) anable bodied woman who for many years has been well known in the controversialarena of sexual liberation and soft-core pornography, so it is hardly surprisingthat her group has both supporters and critics. A recent BBC-2 nonsubjectiveseries (From the Edge) devoted a whole programme to the group, and this essaypicks up the main themes that were aired.SEXUALITY AND DISABILITYMorris (1989) writes & quotonce we first become disabled we are usually denied anyform of sexual identity." It is certainly true that among the many negativestereotypes of disability some of the most commonly held views are that disabledpeople are non-sexual, or sometimes asexual beings, or that they are likely tobe attracted only to each other.THE OUTSIDERS CLUBThe Outsiders Club was established by Tuppy Owens in 1979. Tuppy, a self-proclaimed stalwart campaigner for sexual equality, and a trained sex therapist.She conceived the idea of a social group for disabled adults after her sloppedmale friend, Nigel, became blind. Fearful of the effect of disability everafflicting her own life - and blindness in particular - she became determined to

Abortion in Australia Essay -- Argumentative Persuasive Argument Essay

spontaneous abortion in AustraliaOur world today is full of unsolved, devisive and controversial issues. most(prenominal)of them relate to our morals, ethics and religion, thus creating a rattling strong yesand no, or good and bad side. Like the Chinese Yin and Yang sign, spontaneous abortionhas a very prominent black and white side but also contains traces of each in thealternating colour. This shows that if you were to come to any kind of conclusionon abortion, at that place would still be a downside to it, and that is primarily why theworld deposenot agree on this sensitive and emotional issue.Being female myself, I can go steady why a woman would want to have anabortion. Being pregnant and wishing you werent is probably the worst feeling awoman can have. Knowing that if you brought a child into the world and youdidnt want it, or you would have to give it up for adoption is such a disheartening management to start off, and you and the un-born child would be so much better off ifyou were to terminate the maternity and wait for a more appropriate time, or inthe case of rape, put the past behind you and move on. Society has attached a stigma to abortion. When we hear of women havingabortions, we seem to automatically think that she wasnt watchful enough, or shedidnt use contraception. We forget to stop and think about the other possiblereasons she may have accidentally become pregnant. Just forgetting to vex onepill per packet can reduce its effectiveness and also taking anti-biotics, or being illcan also step down the way the pill works. Condoms can tear or be forgotten,and emergency contraceptives like the morning after pill are underprescribed andnot readily available. Would it storm you that over 50% of women getting anabortion in Britain used some form of contraception when they got pregnant? This obviously shows that women are having huge problems with usingcontraception, and something require to be done about it now. Starting byeducating wo men more on the pill and the way it works, the after effects ofabortion, and the risks of having an abortion. We dont want abortion to becomethe easy way out though. People just need to know more about it and have tosatisfy specific criteria before having the pregnancy terminated, for instance byinterviews with doctors, given unbiased advice, and consultations with peop... ...at Justice Menhennit ruled that abortion was legal in Australia, to protect thelife or health of the woman. This has make abortion available to all who need it,and women can go to Family Planning Centres all over Australia and receive theadvice and support that they need. So far about 20,000 squeamish women havean abortion in a year, but that doesnt compare to the statistics in Britain where 1in every 4 women will have an abortion at some stage. Lets just keep abortion asthe very last option and not travel down the path in which Britain and the ground forces areheading. We dont want babies getting thrown out in bins like vegetable wastenow do weWorks Cited1) doctor up quits, cites anti-abortion threatshttp//www.washingtonpost.com/cgi-bin/gx.cgi/AppLogic2) Half UK Women seeking abortion used contraceptionhttp//dailynews.yahoo.com/h/nm/999013/sc/health_contraception_2.html3) Abortion Informationhttp//www.medico.abort.jk24/ss_health.com4) Scotland Church Chided on Abortionhttp//dailynews.yahoo.com/h/ap/19991011/wl/scotland_pregnancy_4.html5) Abortion at Family Planning Centres171 Berkeley Street, Carlton, 3053Melbourne, Australia