Java Questions Coursework Example | Topics and Well Written Essays - 750 words

Java Questions - Coursework Example s where the devices are connected via internet while socket programming connects computers to sockets that enable information sharing (Sharma and Deswal, 2014). It was the idea that I used to seal a client for my parents within no time. Negotiation was smooth as it was direct to the individual concerned and enabled immediate feedback. Indeed, business entities should adopt the system as it will save them a lot majorly in costs that might be incurred due to physical movements. Java provides for server connections majorly from a remote source. But the connections are usually numerous that creates threads and pools (Auer, Dingel and Rudie, 2014). The many overheads lead to slower server operations and even disrupt other sites in progress. I had this problem especially when in the school library where at the server point, everyone tries to have its share. Trust me, it was pathetic and for the first time I contemplated never to go browse at the library. The Java world has provided for the real time and distributive processing that allows for the flow of objects between the systems (Dreibholz, 2014). Since, the modern world requires collaboration; data is easily exchanged between the parties due to long distances. It has been the method that we used to spread information around with classmates. The process is fast and reliable to the exchange of data. I, therefore, find it very helpful since no one had to worry about missing the information. Java provides for various platforms of communication like 2go that enables individuals to send messages at will (Sade and Ofer, 2014). For long now, I have been a fan of 2go and the app generally updated in the latest model of my iphone 6. It is quite interesting on how I can participate in group chats with my friends. All the messages are replied instantly while those offline can also find the text and participate in later stages that bonded us together. Caches are meant to speed up the application of the java (Hu and Santurkar,

Social Exclusion in Social Work

Social Exclusion in Social Work This aim of this essay is to discuss the role of the social worker in addressing social exclusion and discrimination and the impact that such issues have on individuals, groups and communities. I am also going to demonstrate my understanding of anti-oppressive practice and ethical issues that social workers face, particularly in the Welsh context. Accordingly, ever since the late 1980s there has been a rising understanding of the effect of oppression and discrimination on individuals, groups and communities (Thompson, 1997). More recently, anti-discriminatory practice has surfaced as a main focal point underpinning social work policy, theory and practice (Pierson, 2002). Hence, with the aim of carrying out their role constructively, social workers should develop and uphold an awareness of why anti-oppressive and anti-discriminatory practice standpoints are vital and the approach that they can take when dealing with discrimination, oppression and social exclusion. Wales, like other na tions, is merely an example of a multi-cultural society with various dissimilar aspects of diversity and personal experiences. Thus, gender, class, language, age, ethnic group, together with other social factors, collectively have an effect on a persons social identity, experience, and awareness of the world that they inhabit (Williams, 2007). With this in mind, discussing the effects of discrimination and social exclusion, and tackling matters of oppression, may provoke numerous difficulties for social work practitioners. Nevertheless, valuable practice tools have been developed so as to challenge inequalities and endorse social inclusion (Thompson 1997; Pierson 2002). Accordingly, it can be said that impartiality is fundamental to social equality. In this regard, persons and groups must believe that they are able to partake wholly in the community and be thought of as equal members. In situations where this is not the reality, individuals could be subjected to isolation, detachment, disadvantage and prejudice. In particular instances, this could cause generations of individuals living on the margins of society. Thus, the ideas of social exclusion and discrimination are very much in parallel. Societies lacking in equality where specific individuals or groups are discriminated against can cause exclusion. Similarly, social exclusion promotes inequality and discrimination (www.socialexclusion.gov.uk). The Social Exclusion Unit delineated social exclusion as what can occur when individuals, groups or communities experience a combination of concurrent difficulties such as unemployment, poor skills, low incomes, poor housing, high crime environments, ba d health and family breakdown (www.socialexclusion.gov.uk). Likewise, discrimination emerges when a person or group is treated unfavourably, when compared with others in similar circumstances, because of their age, sexual orientation, disability, racial or ethnic origin, religion or belief, or gender. (Adams, Dominelli and Payne, 1998). Accordingly, it can be said that socially excluded individuals or groups are incapable of playing a full part in the community due to an array of difficulties they are confronted with, such as unemployment, lack of skills, ill-health or inequality. Frequently, specific individuals or groups are more likely to encounter these difficulties. As an example, individuals that suffer from a disability or mental ill health come across apprehension and intolerance from other persons, often derived from erroneous beliefs about such conditions. Such stigma could not only intensify individual distress but could also inhibit the person from seeking necessary assi stance. Hence, such social exclusion and discrimination could obstruct access to services and resources such as housing, employment, parental rights, immigration, health care and access to justice (Sayce, 1998). These individuals or groups that are excluded from society have to conquer these obstacles to opportunities that other members of the community enjoy. It has been documented that Wales possesses some of the most disadvantaged communities throughout Europe (Williams, 2004). Moreover, the Assembly Government refers to regions of marked deprivation exemplified by dependence on benefits and a necessity for employment opportunities (National Assembly for Wales, 2009). In addition to inadequately salaried or lack of work, poor skills have also been noted as a vital cause of unemployment, economic inactivity and poverty for individuals, and in 2001, 20% of adults of working age in Wales had no qualifications (National Assembly for Wales, 2009). For 2008, the young adult (16-24) une mployment rates was 16%. Consequently, almost half of the individuals in Wales without work are under 25 (www.jrt.org.uk). Such lack of prospects underpins the probability of some individuals or groups being incapable of fully integrating into the community. Thus, those socially excluded can experience feelings of stress, poor health and isolation due to low living standards and limited access to services (National Assembly for Wales, 2009). Other members of society can encounter greater degrees of anxiety and reduced mobility due to reduced social unity and augmented concern for criminal activity (Pierson, 2002). Accordingly, the social worker has the crucial responsibility of making the quality of existence better for individuals, groups and communities and challenging the triggers of social exclusion and discrimination. Hence the role and task of the social worker is complex. The role ranges across empowerment, counselling, advocacy, partnership, needs assessment, care management and social control (Scourfield, Holland and Young, 2008). Social work practitioners should be dedicated to human rights and equality and strive to encourage and support individuals, groups and communities that experience the damaging consequences of social injustice. Thus, the social work profession promotes social change, problem-solving in human relationships, and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at points where people interact with their environments. Principles of human rights and social justice are fundamental to social work (www.ifsw.org.uk). This indicates that social workers have a duty to confront discriminatory attitudes towards persons due to capability, age, ethnicity, gender, class, marital position, political beliefs, racial or other physical characteristics, or sexuality (www.ifsw.org.uk). Within their role, social workers should have a duty to work towards an inclusive society by confronting circumstances that promote social exclusion, oppression and/or hardship. Hence, Pierson (2002) has documented five extensive building blocks for social workers to employ in practice to effectively work with socially excluded individuals, groups and communities and ultimately promote social inclusion. The first building block encompasses the significance of concentrating on income and for the social worker to have a full understanding of the benefits system overall (Pierson, 2002: 42-47). The second building block encompasses the part played by networks jointly as a basis of reliable collective support for individuals, groups and communities and as a practical means for social workers (Pierson, 2002: 47-51). The third building block encompasses partnerships between citizens, groups, volunt ary, private and religious organisations and statutory services where holistic, coherent action can be carried out on the ground (Pierson, 2002: 51-56). The fourth building block encompasses several advantages in developing elevated levels of service user and neighbourhood participation in the community. For example, legislation such as the Children Act 1989, the NHS and Community Care Act of 1990 and the Disabled Persons Representation Act in 1996, required local authorities to consult closely with users when they undertake assessments and devise care plans, and in the follow-up reviews of how those plans are actually unfolding (Pierson 2002: 57). Also, proposals by Government, for example Quality Protects, New Deal for Communities and the Best Value framework necessitate citizen involvement (Pierson, 2002:57). Finally, the fifth building block encompasses the importance of the whole community and assisting resident ability through neighbourhood improvements. For example, involveme nt in community activities, childcare, looking after neighbours, credit unions and neighbourhood watch (Pierson 2002: 65). Moreover, in executing their role, social workers habitually face ethical issues when discovering challenging principles and obligations (Mattison, 2000). Hence, the principles or ethics of independence may be at variance with not only a responsibility of care, but also between the wellbeing for the person and the wellbeing of other members of society (Mattison, 2000). For this reason, it is crucial for social workers to carefully consider their own principles and practice. This is fundamental because even though frameworks like the professional code of ethics are made available to offer practical assistance, to a degree, using ones own discretion when making decisions is unavoidable (Mattison, 2000). Social workers must also confront ethical issues regarding confidentiality. Hence, social workers often make judgements as to whether it is deemed necessary to reveal confidential information to outside organisations without the individuals permission so as to protect society or comply with legal judgements or legislation. A further ethical issue is professional paternalism or beneficence, which means that social workers may have to make judgements about whether to place restrictions on individuals that engage in self-harming conduct, for example substance misuse or rejecting certain services (Clark, 1998). Moreover, it seems crucial to use an anti-oppressive approach when dealing with ethical issues. Hence, various fundamental principles underpinning anti-oppressive practice in Wales have been documented by Elaine Davies (1994). These include the following:Â   a service user has the right to decide which language to use with the Social Worker; individuals are able to communicate more effectively and contentedly in their preferred language; high-quality practice means offering service users an actual choice over language use; an all-embracing service of excellence in Wales means a bilingual service; and refusing this right is a way of oppressing an individual (Da vies, 1994: 60). In addition, particular sections of the Children Act 1989 place an obligation on agencies to take a childs language into consideration when assessing and providing services (Davies, 1994). The characteristics of the Act are influential with importance placed on partnership and consultation. Thus, it is stated that it is unfeasible to converse productively without using the preferred language of the child and family and their racial, cultural, religious and linguistic background must be taken into account (Davies, 1994). Moreover, Article 30 of the United Nations Convention on the Rights of the Child 1989 is comparable to the Children Act and declares that children who are members of an ethnic, religious or linguistic minority must not be deprived of the right to enjoy their culture, practice their religion, or use their language (cited in Welsh Assembly Government, 2004: 68). Therefore, every individual that converses in Welsh should be able to decide which language to use. Also, offering language choice provides the service user with appropriate power and an effective ability to speak. Effective social work practice also means undertaking assessments and providing services in the service users preferred language. Moreover, language appropriate provision should be considered under the scope of equal opportunities in the main, with the Welsh Language Act 1993 being a close comparative to other forms of legislation that advocate equality, such as, the Race Relations Act 1976 and the Human Rights Act 2000 (Scourfield, Holland and Young, 2008 ). Thus, it has been documented that language is not only a mode of communication; it is also a system by which an individual assembles their identity and their understanding of the world (Williams, 2007). Accordingly, social workers must strive to identify and respect diversity and to challenge inequalities and hardship (cited in Welsh Assembly Government, 2004: 14). To conclude, social work has the capacity to transform an individuals existence for the better due to the breadth of the role and the variety of its resources. Considerable improvements have been made by altering the way in which services are made available in Welsh communities. For example, social services in local government strive to safeguard adults who are vulnerable or at risk, promote social inclusion and support persons to live independently where this is possible (Williams, 2007). A consequence of the All-Wales Strategy for Older People was the creation of the National Service Framework for Older People in Wales and the establishment of the position of Commissioner for Older People to counteract discrimination and oppression and eventually to promote opportunities (Williams, 2007). Such standards of practice have been intensified through the Care Council for Wales and the Care and Social Services inspectorate for Wales (Scourfield et al, 2008). Additionally, the unique role enables social work practitioners to diverge from more formal practice and have contact with individuals and groups in their own homes or communities, in order to work in partnership rather than enforce solutions to difficulties (Pierson, 2002). Hence, it has been disputed that a unique quality of social work is found in the close attention it pays to individuals own understanding of their situation and to the informal processes by which client or user and social worker broker a solution (Jordan, 1987 cited in Pierson, 2002: XV). This distinctive practice approach presents numerous opportunities for social workers to address discrimination and exclusion, and ultimately promote equality and the inclusion of individuals and groups in society (Pierson, 2002). Bibliography Adams, R. , Dominelli, L. and Payne, M. (1998) Social Work: Themes, Issues and Critical Debates (Palgrave). Care Council for Wales Code of Practice (available online at http://www.ccwales.org.uk). Clark, C. (1998) Self-determination and Paternalism in Community Care: Practice and Prospects, British Journal of Social Work, 28, pp. 387-402. Davies, E. (1994) They all Speak Welsh Anyway: Yr iaith Gymraeg ac ymarfer gwrth-orthrymol; the Welsh Language and Anti-oppressive Practice (Caerdydd: CCETSW). Jordan, B. (1987) Rethinking Welfare (Oxford: Blackwell), cited in Pierson, J. (2002) Tackling Social Exclusion (Routledge). Joseph Rountree Foundation (2009) Monitoring poverty and social exclusion in Wales (available online at http://www.jrf.org.uk). International Federation of Social Workers (available online at http://www.ifsw.org.uk). Mattison, M. (2000) Ethical Decision Making: The Person in the Process, Social Work Vol.45 (3), pp.201-212. National Assembly for Wales 2009 Third Annual Report on Social Exclusion in Wales. Cardiff: National Assembly for Wales. Pierson, J. (2002) Tackling Social Exclusion (Routledge). Sayce, L. , (1998) From Psychiatric Patient to Citizen (Basingstoke: Macmillan). Scourfield, J. , Holland, S. and Young, C. (2008) Social Work in Wales Since Democratic Devolution, Australian Social Work, 61, pp. 42-56. Social Exclusion Unit (available online at http://www.social exclusion.gov.uk). Thompson, N. (1997) Anti-Discriminatory Practice (Macmillan Press LTD). Welsh Assembly Government (2004) Children and Young People: Rights to Action (available online at http://www.assemblywales.org). Welsh Assembly Government (2007) A Strategy for Social Services in Wales over the next Decade: Fulfilled Lives, Supportive Communities (available online at http://www.wales.nhs.uk/sitesplus/documents/829/WAG). Williams, C. , (2004) Access to Justice and Social Inclusion: The Policy Changes in Wales, Journal of Social Welfare and Family Law, 26(1) pp. 53-68. Williams, C. (2007) Social Policy for Social Welfare Practice in a Devolved Wales (Venture Press).

A Beat Memoir :: Literary Analysis, Johnson

Johnson constructs this bitter-sweet and lyrical memoir from her relationship with aspiring Beat writer Kerouac in 1957. Johnson re-creates her memoir from the confessional perspective she wishes to be heard, and she mentions Robert Lowell to emphasise this confessional element .The author â€Å"is behind the text, controlling its meaning,† using â€Å"intentionality† (Anderson, 1988, p2). Also Johnson uses her text as catharsis and as â€Å"self-defence† in response to Kerouac’s writings. (Lee, 2000, p.98) to reclaim the power she had relinquished to Kerouac. Johnson selects a bleak passage from Kerouac’s novel Bleak Angels, to illustrate his â€Å"woman hatred†: â€Å"For that lumpy roll flesh with the juicy hole I’d sit through eternities of horror in gray rooms ...† (p.133). Johnson wants her â€Å"revenge on history† (Gusdorf, in Onley, 1980, p.36), to retrospectively break a â€Å"silence that I finally wish to give up.† (p.262). The simple phrase, â€Å"the poems Hettie kept mute.† (p.262) links the silence of Glassman to the wider literary world where women have been excluded from the male canon. Johnson is writing in 1983 from the position of an experienced feminist, psychologically analysing how her relationship with Kerouac stifled her identity and how women adopt consensualised exploitation when they believe in â€Å"the curative powers of love as the English believe in tea ...† (p.128). The author uses the first person and the present tense for this recollection adding immediacy, as if now realising that â€Å"He could somehow cancel you out.† (p.128). Glassman mistakenly imagined she could cure Kerouac of his â€Å"blue, bruised eye† melancholy (p.128). In this memoir Johnson appears to privilege Kerouac, presenting him first, but this is so his personality can be analysed alongside Glassman’s and found to be wanting. Johnson as author uses Kerouac (as he appears to have used her) to work through her psychological issues from 1957 and 1983. Johnson does more than tell, she uses double subjectivity to let the reader understand the two Joyces, the naive one who â€Å"put on a lot of eye shadow† (p.127) to attract Kerouac, and the ‘other’ older woman who is â€Å"wondering all the same if it was true† (p.131), as the reader may be. Johnson demonstrates the â€Å"crucial link between author, narrator and protagonist,† (Lejeune in Anderson, p2). All three co-exist in the text, but none can be the real Johnson because, as Mandel argues, autobiography â€Å"pretends to be the whole life of the author† but â€Å"is a construction† (1980, p. A Beat Memoir :: Literary Analysis, Johnson Johnson constructs this bitter-sweet and lyrical memoir from her relationship with aspiring Beat writer Kerouac in 1957. Johnson re-creates her memoir from the confessional perspective she wishes to be heard, and she mentions Robert Lowell to emphasise this confessional element .The author â€Å"is behind the text, controlling its meaning,† using â€Å"intentionality† (Anderson, 1988, p2). Also Johnson uses her text as catharsis and as â€Å"self-defence† in response to Kerouac’s writings. (Lee, 2000, p.98) to reclaim the power she had relinquished to Kerouac. Johnson selects a bleak passage from Kerouac’s novel Bleak Angels, to illustrate his â€Å"woman hatred†: â€Å"For that lumpy roll flesh with the juicy hole I’d sit through eternities of horror in gray rooms ...† (p.133). Johnson wants her â€Å"revenge on history† (Gusdorf, in Onley, 1980, p.36), to retrospectively break a â€Å"silence that I finally wish to give up.† (p.262). The simple phrase, â€Å"the poems Hettie kept mute.† (p.262) links the silence of Glassman to the wider literary world where women have been excluded from the male canon. Johnson is writing in 1983 from the position of an experienced feminist, psychologically analysing how her relationship with Kerouac stifled her identity and how women adopt consensualised exploitation when they believe in â€Å"the curative powers of love as the English believe in tea ...† (p.128). The author uses the first person and the present tense for this recollection adding immediacy, as if now realising that â€Å"He could somehow cancel you out.† (p.128). Glassman mistakenly imagined she could cure Kerouac of his â€Å"blue, bruised eye† melancholy (p.128). In this memoir Johnson appears to privilege Kerouac, presenting him first, but this is so his personality can be analysed alongside Glassman’s and found to be wanting. Johnson as author uses Kerouac (as he appears to have used her) to work through her psychological issues from 1957 and 1983. Johnson does more than tell, she uses double subjectivity to let the reader understand the two Joyces, the naive one who â€Å"put on a lot of eye shadow† (p.127) to attract Kerouac, and the ‘other’ older woman who is â€Å"wondering all the same if it was true† (p.131), as the reader may be. Johnson demonstrates the â€Å"crucial link between author, narrator and protagonist,† (Lejeune in Anderson, p2). All three co-exist in the text, but none can be the real Johnson because, as Mandel argues, autobiography â€Å"pretends to be the whole life of the author† but â€Å"is a construction† (1980, p.

Cognition, Memory and Perception Essay

Forgetting is the inability of a person to retrieve, recall or recognize information that was stored or still stored in long term memory. (McLeod, S. A. 2008). In terms of short term memory, forgetting is caused by interference between past and new information that most modern accounts that holding on to. In some older models, forgetting is explained using a process of passive deterioration of information. Comparing both accounts, interference seems to have a better explanation of forgetting. Secondly in terms of long term memory, forgetting occurs when one fails to remember and unable to reactivated the memory circuit of given information. In general, forgetting seems to happen in between short term and long term memory. It will occur when information is to be encoded or information is not linked to any memory circuit through interference. (â€Å"What is forgetting in psychology? †, 2008). However, nowadays, there are theories of forgetting in cognitive psychology that are still difficult to test by researches, because one may in fact not forget, but have trouble retrieving information from one’s memory storage. For examples, one forgets about an event such as attending a friend’s birthday party just because the individual were only remembering another event that is more important to him such as a wedding dinner. The examples of the theories of forgetting are encoding failure, decay theory, interference theory, retrieval failure, motivated forgetting and repression. The author of this paper will going to critically asses on the psychological theories on why people forget. According to Freud (1901), the father of the psychoanalytic school, believed that one will forget of what threatens them. For example, experiences that express in abusing, horrifying, hurtful, tense and ego-dissatisfying will pushed back to the unconscious. Based on the opinion of writer on this paper, it is not necessarily that one just forgets about what threatens them but also forgets the information that does not seem important to them. This scenario is similar to the theory of encoding failure whereas the particular information in short term memory that did not manage to encode in the long term memory and the information did not enter to the memory. Besides that, encoding failure also can be result of stress. Based on Yerkes-Dodson Law, too much stress results can cause performance to decline, sometimes sharply if cognitive or nervous breakdown is triggered. A downturn can also be caused by excessive attention to a task such that extra factors that are important get missed. Secondly, the decay theory, this theory suggests that memory traces in the brain will fade over time through lack of use and become inaccessible. Decay theory suggest that forgetting is a psychological process and it is an idea that when a memory has a physical or chemical trace of the experience in the brain when it is laid down. This traces will fade as time passes unless it is reinforced through repeated times of use. For example, when a person meets a new friend, the name of the friend is just like a trace to the brain. But when the person did not manage to meet up with that new friend for a few days, the name of the friend will slowly decay and might not recall it after. However, researchers have not shown that decay theory causes forgetting of something that is stored in the long term memory. In addition, based on the author’s opinion, memory such as driving skills, riding bicycle skills and swimming skills would not decay even though after a period of time, not every memory trace will fade over time. Some studies of the hippocampus have shown a pattern of rapid and then gradual decline of neutral pathways by Anderson (1995).Besides that, there are two types of the interference theory that is, proactive interference and retroactive interference. The definition of the proactive interference is when old information interferes with the new information that cause forgetting. Example of proactive interference theory is when a person who learned many formulas in additional mathematics for a year and learned new sets of formulas for modern mathematics for a month and the person will interfere with the knowledge of additional mathematics while doing modern mathematics. On the other hand, retroactive interference occurs when new information learned interfere with the old information that stored in the memory. Remembering the names of the new students by a lecturer is an example of retroactive interference where the new students name will nterfere with the names that were previously stored. However, researches pointed out that real life interference might not occur so readily. The retrieval failure theory was proposed by (Tulving & Thomson 1973). This theory is known as a cue dependent forgetting that explains forgetting as inability to retrieve material due to an absence of the right cues. In order that one person to retrieve information from the long-term memory, they must depend on the type of cue or prompt which they use and this theory explained that why sometimes that one who unable to remember the material that is certain in our memory. For example, a person cannot remember doing his homework until him or her saw the workbook on the table. This proves that the workbook provide the right retrieval cue. According to Freud (1901), the retrieval of the repressed memories is possible only under special circumstances using a few psychoanalytic techniques. On the other hand, there is a tip-of-the-tongue phenomenon (TOT) that could help one to retrieve forgotten memories. TOT is an example of how we intentionally search for cues that will prompt the retrieval of a specific memory. For example, a person that forgets their neighbor pet’s name and only remembers the dumbbell which hangs around the neck of the pet. By reading the word dumbbell, TOT assists the person to recall that the neighbor pet’s name was Dumble. Furthermore, the motivated forgetting is a case of retrieval failure referred to Freud, (1901). What it actually meant by motivated forgetting? According to Freud (1901), motivated forgetting is that we are motivated to forget the events or actions that is painful that cannot be solve in the memory by pushing it into the subconscious and actively repressing with it. In other words, these experiences are repressed in the unconscious and unable to retrieve when needed. Besides motivated forgetting causes oneself repression of memory, it is possible that one forgets is based on instructions of others and also known as the intentional forgetting or directed forgetting. Anderson, Baddeley and Eysenck (2009) stated that intentional forgetting also refers to forgetting which is initiated by a conscious goal to forget. McNally, Clancy, and Schacter (2001) also stated that loss of autobiographical memories, especially memories for unpleasant or disturbing events has used to explain the intentional forgetting. However, based on the author’s opinion, motivate forgetting on the memories of pain, unpleasant, and disturbing events are unhealthy to one’s body, physically and mentally. What if the capacity of the subconscious has a limit and it cannot continue to repress any more of the memory of negative events, it will causes an unwanted pressure and stress on the individual emotionally and lead to suicide if it reaches the limit. Last but not least, theory of repression, proposed by the psychologist Sigmund Freud. Freud (1901) stated that the unpleasant memories such as sexual abuse, bullying, torture or any traumatic experience which undergoes the psychological process which automatically and unconsciously prevents emotionally distressing memories from coming into our conscious awareness. In the event or experience in the present such as watching a video, hypnosis or hearing music may triggered the repressed memories back into conscious awareness. However, he stated that, repressed memories cannot deliberately bring back unless it was triggered. The memory researches pointed out that the retrieval memories come back into awareness through suggestion by the patient’s therapist in fact are false memories. In the nutshell, all the theories above that have discussed which are the encoding failure, decay theory, interference theory, retrieval failure, motivated forgetting and repression. Overview of this research, readers can determine that every theories of forgetting have relation between one another and it is all related to the short-term memory and long-term memory. If the short-term memory does not exist, there is no long-term memory. In the author’s point of view, some of the theories that have discussed above are too narrow in scope and did not manage to cover all the factors such as emotion of a person that will lead to forgetting. In the author’s opinion, every psychologist that is doing on the same research should investigate and plan the experiments together so that all the psychologists able to brainstorm on their findings and share their thoughts together in order to improve their theories. Besides that, I believe that, all the human being does not want to repress all those negatives events that had ever happened in their lives into their subconscious mind. This is because after repressing or suppressing those memories into the subconscious mind, it would not provide safety precautions in terms of physically and mentally to everyone. What if one day, one person those who suffer from sexual abuse and torture since childhood and triggered that memory back and do the same thing to others. This will lead to even more people suffers.

Coca-Cola in Brazil

1920s and 30s International expansion The Company began a major push to establish bottling operations outside the U. S. Plants were opened in France, Guatemala, Honduras, Mexico, Belgium, Italy, Peru, Spain, Australia and South Africa. On May 8, 1886, a pharmacist named Dr. John Pemberton carried a jug of Coca-Cola ® syrup to Jacobs’ Pharmacy in downtown Atlanta, where it was mixed with carbonated water and sold for five cents a glass. In 1942 Coca-Cola entered the Brazilian market. ? Brazil is Coca Cola’s third largest operation and second largest international market. ? Low average consumption (144 bottles/p/y) USA (462 bottles/p/y) ? Mexico (402 bottles/p/y) ? low profitability market ? 20th position ? ? ? ? ? ? From 1986 to 2003 nonalcoholic drink consumption AVG yearly growth of 13. 92%. ? Per Capita Consumption of Soft Drink in Brazil has increased by average rate of 17. 37% per year. Highly competitive market : ? AmBev: main competitor with 17% market share. It partnered with Pepsi increasing sales profitability. ? Other competitors have an average market share of 33,5% (within these, there are illegal manufacturers operating without permissions and without paying taxes). More than 3500 brands of soft drink in Brazil.More than 700 plants in 2004. Difficulty to reach rural communities. POS consumption. ? ? ? ? ? Cola was the Brazilian favorite flavor (41. 8%) followed by Guarana (23. 9%) and Orange (11. 4%). Soft drinks were sold in variety of containers made of glass, PET and aluminum, having capacities that varied from 200 ml to 2. 5 liters. The most favourite packaging is the disposable bottle from 2 to 2,5 litres with a total percentage average consumption of 72. 88*. Average sales growth rate in brazil between 1986-2003 in parcentage: 5,74 Consumers cares about price, flavor and quality, without being influeced by brand name.Poor distribution channels. ? Only 25% of soda sales are through supermarkets. ? Scarcity of vending machines. A- B: C: D-E: ?Most sophisticated class. ?They have the highest levels of income and education ? Typical worker ?Lack purchasing power ? Low/middle class ?Struggle to afford basic ? Compromise 12,6 million goods & services households ? 28% of total national consumption ? ? ? ? ? ? Worldwide top known brand. Distribution network (9000 vehicles). High quality products. Wide product mix. Large market share. Large scale of operations. ? Poor distribution network in rural areas Investment reduction in media and advertising in 67% of product categories ?The price of Coca-Cola is higher than that of competitors ? Price cutting strategy has effect only on market share and not on profitability ? Develop a more accurate distribution network in rural areas. ? Expanding product range (Guarana). ? Partnership/acquisition with local brands. ? Sponsoring more social events (Rio 2016) and contribute to social development. ? Coming up with more efficient promotion. ? Leveraging class C. ? Consumer b ehavior: strong price consciusness and low level of loyalty ? Intense competition. B brands competiting illegally (no legal existence thus not paying taxes) ? High threat of new entrants (ex. RC Cola) ? High elasticity of demand ’ ? Expanding the output of the company’s product (Guarana Kuat) planting 200ha of Guarana: Pros: they secured the 11% Guarana market in Brazil. Pros: they allowed to reach a cost benefit controlling the supply and quality of raw materials. ? Venture into Tubainas territory: Pros: acquisition and blocking of new competitors. Cons: acquiring a competitor does not signify securing from its future actions. ? Price cutting from $0,65 to 0,45 ? -30%:Cons: negative effect on profitability. ? Buying back franchise operations: Pros: market share back from 48% to 50%. Cons: negative effect on profitability. ’ ? Partnership with Norsa: Pros: market share from 42% in 2002 to 44,5% in 2003 and increasing operational profits by 40%, thus implies Toba inas’s market share dropping by 4%. ? Sponsoring national events (mostly Rio de Janeiro Carnival): Pros: dissemination of brand awareness. ? Renovation of the company’s plants: Pros: more effective and efficient operations. ?introducing returnable glass bottle: Pros: reducing cost of packaging. Strenghten its position in the south-east of Brazil widening its distribution network. ? Keep going on strategic partnerships with local competitors. ? Extend the existing product range and effectively advertise and market it. ? Use different types of packaging to arrive to customers thus increasing their demand ? introduce limited edition bottles maitaining the same price. ? Make the company organization and asset structure more flexible in order to better respond to an high competitive and fast changing environment. ? Increase promotional activities in order to fight price competition and improve the peirceived quality for the products.Achieve operational efficiency through ec onomies of scale. ? Exacerbate legal actions against B brands. ? Acquire or build Joint Ventures with Brazilian companies for exploiting their local knowledge. ? To be more involved in the local distribution, concentrating on the positioning of the products in the shelves. ? To better understand the customers needs and to adapt to local tastes. ? Make the customers understand that they are paying a premium price for a higher quality of products, and not because of the high promotion and advertising expenses.

The Value of Education †Example Collegiate Scholarship Essay

The Value of Education – Example Collegiate Scholarship Essay Free Online Research Papers The Value of Education Example Collegiate Scholarship Essay In a world full of intellectual wonder, the ability to open the boundaries of knowledge rest within the limits of education. Education gives us information about the past, so we can move forward with a better understanding of the mistakes we ought not to make. Without this knowledge of the past we wouldn’t be able to make progress in the future. Education spreads the knowledge of technologies we possess in the present, so we can better explore the world we live in. If all the scientific information we possess was held in the minds of a few elitists, we wouldn’t make any advancements because we couldn’t take advantage of the differences in our opinions, which trigger the constructive arguments that formulate new ideas. But most importantly, education allows us to satisfy our curiosities, explore our likes and dislikes and therefore provide us with the knowledge we need about ourselves. This knowledge is crucial to the progress we make as individuals, and together as a human race. The ability to explore different fields of information grants us the opportunity to discover what we truly love in life, that passion to be the best we can be in our specialized fields is what powers the advancements of our society. Hopefully, with the tools we are given from education, we can look forward to a brighter future, but most importantly†¦ a brighter future started by us†¦ today. Research Papers on "The Value of Education" Collegiate Scholarship EssayStandardized TestingComparison: Letter from Birmingham and CritoInfluences of Socio-Economic Status of Married MalesBringing Democracy to AfricaResearch Process Part OneGenetic EngineeringThree Concepts of PsychodynamicRelationship between Media Coverage and Social andIncorporating Risk and Uncertainty Factor in CapitalAnalysis of Ebay Expanding into Asia

Petición de asilo en EE.UU. y permiso de trabajo

Peticià ³n de asilo en EE.UU. y permiso de trabajo En Estados Unidos, el permiso de trabajo a los solicitantes de asilo, como regla general, no se concede durante la tramitacià ³n de la solicitud, aunque es posible una excepcià ³n a esta norma. Adems, si el asilo se aprueba ya se puede trabajar inmediatamente y no es necesario solicitarlo, aunque sà ­ es conveniente tener un documento para probar ese derecho ante los empresarios. En este artà ­culo adems de explicar la relacià ³n entre asilo y trabajo se informa sobre las nuevas directrices sobre solicitud de asilo y se recuerdan las principales obligaciones y derechos de las personas a quienes se les concede la solicitud y tienen, por tanto, calidad de asilados. Puntos clave: Asilo y permiso de trabajo en EE.UU. Regla general: Mientras se tramita la solicitud de asilo no hay derecho a un permiso de trabajo.Excepcià ³n a la regla: Puede solicitarse el permiso de trabajo si desde la presentacià ³n de la solicitud de asilo han pasado ms de 150 dà ­as, excluyendo los dà ­as de stop the watch y todavà ­a no hay resolucià ³n.  ¿Se puede solicitar un permiso de trabajo cuando se est tramitando una peticià ³n de asilo? La regla general es que el solicitante de asilo  no tiene derecho a trabajar legalmente en Estados Unidos. Sin embargo, si se cumplen al mismo tiempo las siguientes dos circunstancias se puede aplicar por un permiso de trabajo, conocido en inglà ©s como EAD: Cuando han transcurrido 150 dà ­as desde la fecha que se ha presentado la aplicacià ³n completa de asilo ante el USCIS o ante una corte de inmigracià ³n.Todavà ­a el oficial de asilo o el juez de inmigracià ³n no se han pronunciado sobre el caso.   Sin embargo, hay que tener en cuenta que ese transcurrir de dà ­as puede ser detenido por las autoridades migratorias siempre y cuando sea por causas atribuibles al solicitante. Es lo que se conoce como parar el reloj (stop the watch, en inglà ©s). Esta parada en el cà ³mputo de dà ­as puede deberse a mà ºltiples  razones como por ejemplo que el solicitante pida ms tiempo para obtener documentacià ³n,para buscar abogado, que no se presente a una cita, o renuncia vista rpida (expedited hearing) en determinadas circunstancias. Adems, el reloj se para una vez que el juez ha sentenciado negando el asilo. Si hay apelacià ³n, mientras dura à ©sta no se puede aplicar para permiso de trabajo. La decisià ³n de parar el reloj le corresponde en exclusiva a la administracià ³n. En la prctica esto significa que puede ser muy difà ­cil que se computen los 150 dà ­as y, por lo tanto, que se obtenga un permiso de trabajo. Adems, una vez que se para el reloj es difà ­cil volver a poner en marcha. Si no se tiene claro cuntos dà ­as han sido computados, se puede verificar llamando al telà ©fono automatizado de las Cortes de Inmigracià ³n marcando al 1-800-898-7180. En todo caso lo que hay que entender es que no se tiene derecho a un permiso de trabajo por el simple hecho de que hayan transcurridos 150 dà ­as desde que se presentà ³ la solicitud de asilo. No obstante, si reà ºne las circunstancias para solicitar el permiso de trabajo, entonces se puede aplicar rellenando la planilla I-765 prestando especial atencià ³n a la casilla nà ºmero 16. Adems, hay que tener en cuenta que el EAD no se aprobar por al menos 30 dà ­as. Con lo que la suma de los 150 ms los 30 hace que tenga que transcurrir un mà ­nimo de 180 desde la presentacià ³n de la aplicacià ³n. Adems, en algunos estados  se considera PRUCOL a los solicitantes de asilo y, a consecuencia de ello, podrà ­an tener acceso a algunos beneficios sociales. El permiso de trabajo con solicitud de asilo aprobada Lo cierto es que se puede trabajar desde ya, sin necesidad de ms documentos. No obstante, por cuestiones prcticas los asilados prefieren contar con un permiso de trabajo para poder probarle a un empleador que se puede trabajar legalmente en Estados Unidos. Otra razà ³n es para tener un I.D. emitido por las autoridades americanas, que facilita muchas gestiones de todo tipo. Si no les ha llegado uno con la aprobacià ³n, pueden optar por cualquiera de las opciones siguientes: Si el asilo ha sido concedido por un juez: solicitarlo gratuitamente rellenando la planilla I-765 y adjuntar la orden judicial en la que se reconoce el estatus de refugiado. Otra opcià ³n es hacer una cita para visitar unas oficinas del USCIS a travà ©s del servicio de InfoPass. Llevar el dà ­a seà ±alado la orden judicial. Adems, si el asilo ha sido concedido por el USCIS: contactar con la oficina que le ha concedido el asilo y pedirlo. El oficial de llevà ³ el caso procesa automticamente esta peticià ³n y se recibir en breve. Una vez que se tiene el permiso de trabajo se puede buscar empleo. Lo ms comà ºn es encontrarlo a travà ©s de familiares y amigos pero tambià ©n se puede recurrir a grandes bases de datos de ofertas de trabajo. Otros beneficios una vez que el asilo ha sido concedido Una vez que la solicitud de asilo es aprobada, el asilado puede disfrutar de ms beneficio adems del derecho a trabajar legalmente en Estados Unidos. Los principales son los siguientes: Se puede solicitar un Nà ºmero del Seguro Social.Si se necesita ayuda econà ³mica, mà ©dica, para aprender inglà ©s o para informarse de cà ³mo conseguir un trabajo contactar con la Oficina del Asentamiento de Refugiados (ORR, por sus siglas en inglà ©s) o marcar al 1-800-354-0365. Allà ­ orientarn a quà © clase de beneficios puede optar.Puede solicitarse la condicià ³n de asilados derivados para su esposo, esposa o hijos solteros menores de 21 aà ±os. Todos ellos tienen que haber sido nombrados en la peticià ³n original de asilo.Se puede solicitar permiso para viajar fuera de Estados Unidos. Se trata de un Documento de Viaje de Refugiado y para obtenerlo hay que rellenar la planilla I-131 antes de viajar fuera del paà ­s. Tiene validez por un aà ±o.Despuà ©s de un aà ±o es posible solicitar un permiso de residencia o green card mediante un ajuste de estatus. La planilla a rellenar es la I-485. El cà ³mputo del aà ±o se inicia a partir de la fecha en la que el asilo es aprobado. Obligaciones principales de los asilados Cuando se le aprueba a un extranjero su solicitud de asilo, à ©ste contrae una serie de obligaciones, destacando: Obligacià ³n de notificar al Servicio de Inmigracià ³n y Ciudadanà ­a (USCIS, por sus siglas en inglà ©s) todos los cambios de domicilio permanentes en los diez dà ­as siguientes a producirse la mudanza. En el caso de que el asilado es  varà ³n y tenga una edad comprendida entre los 18 y los 26 aà ±os est obligado a registrarse para los Servicios Selectivos. Si no lo hace puede que en el futuro se le nieguen beneficios migratorios. Por ejemplo, los asilados con el paso del tiempo pueden convertirse en residentes permanentes y despuà ©s en ciudadanos americanos por naturalizacià ³n. Sin embargo, la peticià ³n de naturalizacià ³n puede rechazarse si el solicitante no se ha registrado para los Servicios Selectivos cuando tenà ­a la obligacià ³n de hacerlo. Nueva regulacià ³n sobre asilo y cà ³mo protegerse ante fraudes Por directiva del presidente Donald Trump del 9 de noviembre de 2019 las personas que crucen ilegalmente la frontera que separa Mà ©xico de Estados Unidos no pueden bajo ningà ºn caso solicitar asilo. Temporalmente, esta orden est suspendida por orden de un juez federal esperando una resolucià ³n final sobre su aplicacià ³n o revocacià ³n. Segà ºn la orden de Trump, se prevà © que las personas que son agarradas tras cruzar ilegalmente la frontera sern dirigidas a un puerto de entrada para ser procesadas y ahà ­ se decidir quà © se hace con ellas. Solamente aquellas personas que puedan demostrar miedo razonable de ser perseguidas o torturadas si son regresadas a sus paà ­ses podrà ­an solicitar el alivio de suspensià ³n de la deportacià ³n, conocido en inglà ©s como withholding of removal, pero no asilo. Por otra parte, es muy importante evitar ser và ­ctima de un fraude si se ha solicitado asilo. Cabe destacar que as reglas sobre empleo son las explicadas en este artà ­culo. El solicitante no deberà ­a dejarse influenciar por las opiniones de otras personas que dicen que sà ­ se puede trabajar desde el momento en que se presenta la solicitud. Eso era asà ­ hace aà ±os. Pero la ley ha cambiado y ya no es asà ­. Para asegurarse de conocer lo bsico se recomienda tomar este test de respuestas mà ºltiples sobre el asilo y encontrar asà ­ respuesta a tus dudas e inquietudes.  ¿Cà ³mo encontrar asistencia legal a bajo costo o gratuita? Si el solicitante no puede pagar a un abogado, numerosas organizaciones brindan asesorà ­a legal a solicitantes de asilo gratis o a bajo costo. Lo importante es elegir a una organizacià ³n especialista en asilo y de excelente reputacià ³n. Este artà ­culo es solo informativo. No es asesorà ­a legal.

From Intern To Employee in 5 Steps

From Intern To Employee in 5 Steps Krystal Seecharan over at TalentEgg has some tips to get you off of the intern bench onto the full-time employee roster! Follow these 5 simple suggestions and let us know how it turns out! 1. Fake it until you make itIt’s normal to feel nervous or unsure about how to work yourself into an unfamiliar office culture. Start off simple and read any company guidelines you’re given ahead of time. Introduce yourself when appropriate, remember names, be polite, and smile when you pass people in the hallways. Maintain a professional and polished image and show your officemates you take this job seriously.2. NetworkA caveat to this suggestion is don’t be obnoxious. Don’t send your entire department a LinkedIn request on your second day in the office, don’t Facebook friend your boss and invite them to send you Candy Crush credits. But, be social enough that everyone knows who you are.Ask your supervisor if there are any other departments you can help out, if y ou’re curious about what they do. You’ll finish your internship with extra experience and bonus contacts at your company (these can come in really handy if your boss moves on. The last day of my publishing internship, my terrific supervisor left for a different publisher! Luckily I’d worked on a few outside projects and presented at some large group meetings so I was able to get an interview there after I graduated).3. Be open to constructive criticismThe way you signal your bosses that you’re mature enough for honest feedback is often by asking for it. Ask questions when you’re unsure or didn’t understand an instruction, and ask for an evaluation midway through your time as an intern. If they offer you some suggestions for improvement, don’t get defensive- be appreciative, and take it to heart. They’re doing you a favor even when they’re telling you something that’s hard to hear.4. Go beyond your job duties/requi rementsBring creativity and enthusiasm to work with you every day. Volunteer for extra projects and don’t shy away from seeing them all the way through. Odds are you will have to get coffee at some point, but do it with a smile and remember cream and sugar preferences.5. End on a high noteIf your internship program doesn’t already have a project or presentation structure in place, consider asking your boss if there’s something you could work on independently, like a mock proposal or business plan. It’ll leave a lasting impression and let you show off everything you’ve learned over the course of your time with the company. Be sure you send thank you notes to everyone you worked with, send out gracious LinkedIn requests, and never ever burn a bridge.Even if you don’t get hired on, you’ll have learned some valuable lessons about staying motivated and focused during the day-to-day routines of a workplace!

Controlling Extraneous Variables in Research Coursework - 2

Controlling Extraneous Variables in Research - Coursework Example They do it based on the rational analysis and past occurrence. After spotting the extraneous variables, they can be regulated through grasping a variable steady. Another way of controlling the extraneous variables is through building a consistent environment and system to ensure that all variables are equal in every condition. Researchers have also embarked on random assignments where a group of researchers takes part in the same research. In random research, different researchers or groups are assigned to perform the task where a mathematical theory is applied to conduct the research. Â  In the article, a hypothetical construct has been identified as an extraneous variable, it is not seen directly. However, there are dimensions that have been formed to help learn hypothetical constructs in a more systematic way. Researchers use different techniques to address the issues related to the extraneous variables such as standardization that is mostly used in survey analysis. Researchers also ensure those extraneous variables are kept the same for all the research parts. It also requires the researchers to be aware of the extraneous variable especially throughout the design phase and be able to control it. Balancing the variable across the research stages also reduce the chances for the influence of the research by an extraneous variable. The balancing enables comparison between the research groups and stages.

Diversity Exercise Essay Example | Topics and Well Written Essays - 500 words

Diversity Exercise - Essay Example While I watched the movie I believe that I would not bring myself to do most of the cruel things that people did in the movie. I would not have the courage to harm my fellow countryman. I had mixed emotions such as sadness for the citizens of Rwanda who were made to fight each other, and anger for the way the police treated them and for those who killed others. Looking at the Tutsi who were the minority, and were chased from their homes, killed and tortured, I thought they had every right to retaliate even though they were the minority. I learnt that there is the need for care when handling people around you, whether a stranger or a familiar person. Simon Birch is based on a young boy born with a growth disability. From watching the movie, I learnt that self belief is important and everything that happens happens for a reason. Looking at the character of Simon Birch, he made me realize that am sympathetic but also realistic by how he still managed to enjoy his early life by being funny, going swimming, and playing baseball. The movie made me believe that there is God. Initially, I thought that most disabled people are sad, hopeless and cannot do anything to help themselves and the people around them. However, this changed after watching the movie ans saw how Simon birch once saved children from a sinking bus. That made me look at the disabled people different, as people who can also do amazing things. The movie made me respect the disabled, while interacting with them give them credit and believe in them. Companies should give equal opportunities to individuals concentrating on their merit and not their race, tribe, nationality, religion or condition. In the United States, there are 36 million people with disabilities representing 12% of the civilian non-institutionalized population. 34% of disabled citizens in the U.S are working, their median earnings are approximately $18,865 compared to the able

Local government is better set up to take care of disaster relief than Essay

Local government is better set up to take care of disaster relief than central governement - Essay Example It is evidently clear from the discussion that local governments should be better equipped to set up for disaster relief than centralized government. One of the best reasons for this is that local situations are going to be specific to a region, the problems, potentials, and weather and earth related issues specific with how they should be addressed. A good example of this can be seen in the problems that occurred in the United States after Hurricane Katrina struck and New Orleans and the surrounding regions were left at the mercy of an unprepared government. The problems during that disaster were specific and were not relatable to any other region in the United States. The tsunami in Sri Lanka in 2004 is another example of how local government was better set up to respond than the centralized government. Because local governments are in a position to be better set up than centralized government it does not mean that they are prepared for what can happen. The suggestion in this paper is that local governments are in a better position to prepare for regional disasters and should become prepared in relationship with the foreseeable problems that might affect their local areas. Even though the exact timing of a disaster is not usually predictable, most disasters can be predicted as a probability. This was the case in New Orleans as well as in Turkey where the earthquake that struck recently was predicted long before it actually took place. Still, the city and the government were unprepared for the event. The following paper will explore the theoretical concepts in regard to disaster relief in relationship to local governments while examining the some of the events of the last decade that have brought disaster relief to the forefront of concern for both central and regional governments. Disaster The UN defines a disaster as â€Å"a serious disruption of the functioning of society causing widespread human, material, or environmental losses which exceed the ability of the affected society to cope using only its own resources† (Jha 2010: 4). The way in which disasters are measured is through losses, most often first in lives, then in property. A disaster is a tragedy of such proportion that the community is affected is usually close to non-functioning after a disaster and commerce stops in order to focus on creating a unified effort towards saving lives that are still in jeopardy and finding a way to restore the way of life that was disrupted during and after the event. What is often overlooked is that the aftermath of many disasters goes on for years. Long after the attention of the media has stopped focusing on the areas that have been affected, the rebuilding efforts that coincide with the human struggles continue to evolve, the relief an ongoing process that sometimes can take decades to be fulfilled. Disasters that are made by man such as the core melt-down at Chernobyl in the then U.S.S.R are just as devastating as natural disasters , such as Hurricane Katrina. The disaster at Chernobyl, in fact, has left the area uninhabitable for generations to come (Kapucu, Naim, and Alpaslan O?zerdem 2012).A disaster is not defined by its origin, but through its impact on an area and its population. Integrated Emergency Management (IEM) is the theoretical framework for the cooperative efforts of local and central government as they create an approach to effective disaster relief through both sets of entities. The key concepts for cross-organisational functions are flexibility, coordination and leadership (National or local disaster? 2011). Disasters on a small scale happen on a daily basis, utilizing the skills of the police departments, fire and rescue departments, and various other services that are

The Problem with Satisfying a Demanding Audience Essay

The Problem with Satisfying a Demanding Audience - Essay Example Originality in itself presents a problem. Before something completely original is understood, it needs to gain acceptance by an audience. By the time audiences understand and embrace a concept, it is not new anymore. Various bandwagons are therefore evident in the world of literature, music, and entertainment in general. Some of the most famous examples of a platform from which various spin-offs were created are Shakespeare’s plays Hamlet and Othello. In fact, the themes, premises, and scenarios of most of Shakespeare’s plays are to be found in other intellectual creations since they were written, and continue to be promulgated to this day. Everybody is aware, for example, that West Side Story is a re-hash of the Romeo and Juliet story. Yet it is not paradoxical to say that the two are original. "Just as Tony and Maria, our Romeo and Juliet, set themselves apart from the other kids by their love, so we have tried to set them even further apart by their language, their songs, their movement. Wherever possible in the show, we have tried to heighten emotion or to articulate inarticulate adolescence through music, song or dance," Arthur Laurents said about the development of characters in West Side Story. (New York Herald Tribune, August 4, 1957) The statement is possibly as far removed from William Shakespeare’s original idea for a play as it is likely to be. The concept of adolescence as a pressure group did not exist in Shakespeare’s time: people were adults and ‘marriageable’ as soon as they reached puberty. The ideas are similar, but the audience ‘readings’ are necessarily totally different. This kind of work, that so clearly takes on the themes and premises of another, is called derivative.  

Classification of the Applications Assignment Example | Topics and Well Written Essays - 1000 words

Classification of the Applications - Assignment Example Hackers cannot use this application in some unacceptable way because even in the case, of getting access to the configuration of the application hacker can only block the access to some certain sites and user of the computer can remove the application and reinstall it with the correct configurations. Prey is quite effective software used for tracking laptop, phone, tablet or another portable computer to remotely locate it and lock. The user can find it even if the device is stolen. To do so, the owner can log into the web-service and turn on the sounding of alarm or showing of the onscreen message that will inform the thief about the search engaged for him. The user can find the device even if he/she has lost it or left somewhere. To make it work user should install little software on the desired device and it will wait for the remote signal and will activate the system to track the location of the device. Moreover through the online service owner can gather all information about the device, lock it down, etc.  For business purposes, managers can use Prey to lock down business phones, which are used by workers in an unacceptable manner or to trace the activity of the users. Moreover, with the right approach, Prey can help for logistics to track devices installed on the transports and to know their routes, to enhance logistic schemes.  With enough experience, hacker can hack the main web interface and get keys and locations of the devices, to get personal information from them or just lock down them. However such scenario is almost impossible.  Keylogger is software which register, store and supply information that is entered through the keyboard. Such application work implicitly and only one, who installed this application knows about its existence.  Home user can use this application to track activity of the children in the given computer. The application will store every information children enter or copy/paste on the computer.

Good dictator, bad dictator article summary Essay

Good dictator, bad dictator article summary - Essay Example He further regarded United Fruit Company, the US multinational as a quintessential American colonialism in Central America. In this article, Bucheli argued that the strong affiliation of the company with the local dictators facilitated it to acquire considerable status in Latin America. He further illustrated the prevalence of three periods in Central American nationalism that impacted overall functioning of United Fruit. Accordingly, Bucheli related first period as an era of resistance in the context of labor movement, which witnessed by United Fruit relating to power and supportive nature of government. Furthermore, he relates second period when United Fruit faced government opposition to its operations for the first time. The third period has been related with the target of seeking nationalism, wherein the company was forced to sale a few of its properties (Bucheli 1-42). Based on the above analysis, it can be summarized that alliances can survive as long as the multinationals fac ilitate the dictators to experience financial stability of the country. On the other hand, he argued that when the multinationals become powerless or their capabilities are reduced to provide adequate benefits to the dictators, they adopt rigid approaches to find out other alternative ways for gaining well-acknowledged reputation especially in Latin America (Bucheli 1-42). I firmly agree with the response of the authors related with multinationals in the early part of 20th century.

Classification of the Applications Assignment Example | Topics and Well Written Essays - 1000 words

Classification of the Applications - Assignment Example Hackers cannot use this application in some unacceptable way because even in the case, of getting access to the configuration of the application hacker can only block the access to some certain sites and user of the computer can remove the application and reinstall it with the correct configurations. Prey is quite effective software used for tracking laptop, phone, tablet or another portable computer to remotely locate it and lock. The user can find it even if the device is stolen. To do so, the owner can log into the web-service and turn on the sounding of alarm or showing of the onscreen message that will inform the thief about the search engaged for him. The user can find the device even if he/she has lost it or left somewhere. To make it work user should install little software on the desired device and it will wait for the remote signal and will activate the system to track the location of the device. Moreover through the online service owner can gather all information about the device, lock it down, etc.  For business purposes, managers can use Prey to lock down business phones, which are used by workers in an unacceptable manner or to trace the activity of the users. Moreover, with the right approach, Prey can help for logistics to track devices installed on the transports and to know their routes, to enhance logistic schemes.  With enough experience, hacker can hack the main web interface and get keys and locations of the devices, to get personal information from them or just lock down them. However such scenario is almost impossible.  Keylogger is software which register, store and supply information that is entered through the keyboard. Such application work implicitly and only one, who installed this application knows about its existence.  Home user can use this application to track activity of the children in the given computer. The application will store every information children enter or copy/paste on the computer.

Marketing Plan Research Paper Example | Topics and Well Written Essays - 4000 words - 1

Marketing Plan - Research Paper Example This discussion will also involve market objective setting, target market analysis, such as segmentation, targeting and positioning, marketing strategies and illustration of marketing mix elements. Finally, the study will properly evaluate the process of marketing plan implementation, budgeting and controlling. Apple Inc. is one of the leading global technology companies which is specialized in developing, designing and marketing of consumer electronics. Their product line includes iPhone, iPod, iPad, Macbook etc. Apart from the hardware the organization is also specialized in developing and designing various software products and online services. The business was established in 1976. Headquarter of the organization is situated in Cupertino, California (Apple Inc. 2015a). The organization has secured the second largest position across the world as an Information Technology company in terms of their revenue while the top position is secured by Samsung Electronics. Alternatively, Apple Inc. has been entitled as the third largest company as a Smartphone maker. The value of the organization is approximately $500 billion. By the end of 2014, the organization has recorded annual revenue of $182 billion (Kraemer, et al., 2011). The analysis of the current situation of the organization will illustrate the micro environment as well as macro environment of the business. The analysis of 5 C’s of marketing such as company, collaborators, customers, competitors and climate, provides detailed understanding regarding the micro as well as macro environment of the business (Wilson and Gilligan, 2012). Product ranges: The organization provides a wide range of technology products that includes hardware software and online services. The products and services of the organization mainly include iPhone, iPad, iPod, Macbook, iTune, Mac App Store, iCloud and application software (Marketline, 2014). This is the Smartphone range of Apple Inc. which includes the

Educational needs of immigrant and refugee students

Educational needs of immigrant and refugee students This literary review examines what educators are doing to assist the influx of foreign students, what tools they use in class, and how these students perceive treatment by other students in class. In this article, I include examinations from a series of articles that relate to the topic I chose in class, which are the educational needs of immigrants and refugee students. In order to understand what these needs are, I selected articles that address the needs of immigrant and refugee students, and focused on what teachers develop in their classroom to facilitate those needs. This literary review also addresses the effectiveness of dual language programs for immigrant/refugee students, and how educators can reach these students effectively utilizing the dual language model. Educational needs of immigrant and refugee students: Are teachers meeting the needs of these students? An immigrant leaves his homeland to find greener grass. A refugee leaves his homeland because the grass is burning under his feet- Barbara Law Teachers in classrooms today face an ever-changing, more difficult challenge than those who taught in previous generations. The culture of students in class changes every year, making it complicated for educators to reach the unfamiliar ground effectively. As an educational society, we have not seen the demographics of students change more since the influx of immigrants in the early 1900s. During the past 20 years, the amount of foreign speaking students in a typical public school has doubled, if not tripled in size (Goldenberg, 2008). According to Kugler, E. G. (2009), the population of immigrant children in the classroom stands at 10.8 million students. With that said, the question remains as to how teachers reach the new immigrant and refugee students. This literature review addresses the needs of the changing environment in which teachers and students cohabitate together on a daily basis, how teachers reach students with language barriers, and complications that both parties face daily. What is the difference between a refugee and an immigrant? In order to understand the basis for this article, one must first understand the concept of refugee and immigrant. According to Colorà ­n Colorado (2008), refugees are individuals who fled their lands in fear of persecution due to personal, religious or political beliefs, in search of a safe haven. Immigrants are people that migrant to a different country in search of a more suitable job opportunity, living situation, or a desire to move closer to extended family. The major difference in a refugee and an immigrant is that refugees leave their country in a hurry, whereas the immigrant plans the move ahead of time. According to Title III of the No Child Left Behind Act of 2001, educators define immigrant students as such, individuals who are aged 3 through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than 3 full academic years (SDCOE, 2010). What parts of the world are immigrants and refugees coming from? This question poses large relevance to the manner in which teachers address the needs of students arriving from different countries. The needs of these students vary by country and status of which they enter the U.S. During the 1980s, there were a vast number of refugees entering the United States from Latin American countries, some arrived from Asia, and a handful came from the Caribbean islands. Statistics shows that over 85% over refugees arriving from this decade were from Latin American countries (Jensen Chitose, 1994). During the 1990s, the arrival of refugees came primarily from countries involved in conflicts such as Bosnia, Afghanistan, Iraq, Somalia, and Sudan (McBrien, 2005). In 2003, the approved refugee applications came from similar countries to United states during the 1990s influx, Bosnia (3,874), Afghanistan (1,635), Sudan (1,054), while the majority of applicants received were from the country of Somalia (24,458) (McBrien, 2005). What are the needs of immigrant and refugee students? Students who arrive from other countries requesting educational services from American teachers have many educational needs. This need varies by culture, and depends upon the services each student received in his/her home country. Many students from other countries have difficulty in reading abilities. This problem worsens when trying to grasp reading concepts in the English language. In researching this, Goldenberg states that students who learn to read in his/her first language are far more effective in grasping English language reading concepts, than those who have no reading ability at all. Teachers must use sensitivity when attempting to help foreign students in their reading ability, as these students will be discouraged if they are corrected too often, or too soon when learning English. Educators must approach instruction of reading concepts to foreign students with caution, and allow for extra time when completing assignments (Goldenberg, 2008). One critical need that refugee students have when he/she arrives here in the United States is mental health care. These refugee students bring emotional baggage to the classroom, and many teachers and counselors do not have the resources available to assist these students as the language spoken creates a barrier. Post-traumatic stress disorder is a common problem found in refugee students, and affects the students performance in school (Kugler, E.G, 2009). Due to the residency status of these students, many are unable to receive treatment for this disorder, or are afraid to divulge personal information to others, as he/she fears deportation back to the home country (Kugler, E.G, 2009). Not only is there a mental health care need within refugee students, but also a need for basic resources available to each family. When arriving here in the United States, students often have difficulty finding a school close to where the family is staying. Once the student finds a school close to home, the next hurdle is the school accepting the documentation on each learner. There are no pamphlets or handouts given to families when arriving in the States, and many do not have any personal contacts each family can rely on for assistance with education placement. Immigrant students that arrive in the U.S often acquire the English language quicker than their adult parents do. This causes the student to take on the responsibility of an adult, where he/she is often in charge of helping negotiate finances, health decisions, and family affairs (Kugler Price, 2009). The needs of immigrant and refugee students are a very multifaceted situation, that teachers cannot handle simply utilizing the ELL classroom resources. These students need to build their knowledge in core content areas also. Educators and administrators must not shelter these students from mainstream classroom culture, as it will hinder their ability to acculturate into English culture. The more exposure these students receive in English on a day-to day basis, the quicker they acquire these skills (Goldenberg, 2008). There is another need that immigrant and refugee students have when arriving in the U.S. These students understand the role they possess in his/her home culture, yet when arriving in the classroom, there is much confusion as to how these students fit in our society. The parents of immigrant/refugee students may not have the adequate time to ensure that the student knows how to act in the new culture, which leads to confusion and unease for the student. The teacher plays a large role in assisting with finding resources to help familiarize each immigrant/refugee student in understanding classroom roles for students. Some immigrant/refugee students who travel to United States for various reasons have specific needs when they appear in the classroom. One such group that researchers continue to study is the Hmong-American students that intermix with the mainstream English speaking population. These students have increased in numbers at an exponential rate since 1975, when they first started arriving from their home country of Laos (Vang, 2005). California has a large number of these students in their school system, tallying about 36,000 Hmong students, with about 85% of these having limited English proficiency (Vang, 2005). In order for these students to show success in the school system, educators and administrators must first address needs for the Hmong population. The need for these students is assistance from translator or teacher that speaks the Hmong language. Hmong students initially received placement in ESL classrooms, as administrators felt teachers might effectively reach them. Administrative staff placed Hmong students in these classes under the assumption that these students do not excel, and with no desire to further their education in college (Vang, 2005). Administrators also felt that these students, although not entering college, needed skills to survive in the workplace. Hmong students received placement in classes that geared the students toward workplace success, with the goal of minimum graduation requirements fulfilled. For administrators and educators in these situations, it is vital that they refrain from grouping students in certain classes, based upon the perceived ability each student possesses. These students must receive objective placement in classes that addresses the Hmong population need. How do teachers effectively address each of these needs? In developing strategies that teachers use to help immigrant and refugee students adapt to the new classroom culture, the first thing a teacher must incorporate is effective management skills. Teachers must re-invent styles of teaching in order to reach each foreign-born student, and understand each students cultural background. It is important for teachers to develop activities that encourage students to learn not only in his/her native language, yet also build on what they already understand (Curran, Mary Elizabeth, 2003). In a research article found, analysts report that utilizing a dual-language program is helpful for immigrant and refugee students (Goldenberg, 2008). This concept involves students using their home language in the morning to learn subject material, and then in the afternoon using English while learning different content areas (Goldenberg, 2008). This teaching concept is known as a dual language program in many states. Here in Nebraska, the dual language program provides opportunities for both English and foreign language learners. Where do teachers fail in reaching the needs of immigrant and refugee students? With the vast influx of immigrant and refugee students arriving in the classroom over the past two decades, the challenge to give these students proper education has proven difficult for many teachers in any grade level. There are several problems when attempting to reach the immigrant and refugee students. The first issue is that the immigration/refugee population is not getting any smaller, and research shows that the amount of incoming immigrants to the number of native English speakers in the classroom grows at a rate of 4:1(Walker, A., Shafer, J., Liams, M. 2004). A second issue in which teachers and administrators fail to reach immigrant and refugee students is only teaching English in school, which does not allow assistance in foreign languages in these classrooms. The English only push in schools enables legislation that denies use of any other language than English within the classroom setting (Shunpiking, 1996). This limits the learning environment for those who are limited English proficient, and does nothing to promote success of these students. There are currently sixteen states that have English only laws in schools, Arizona, Arkansas, California, Colorado, Florida, Georgia, Illinois, Indiana, Kentucky, Mississippi, Nebraska, North Carolina, North Dakota, South Carolina, Tennessee and Virginia (Shunpiking, 1996). There is one area in which educators and administrators fail in meeting the needs of immigrant/refugee students that often many in society do not consider. In some areas of the U.S, these students do not receive enrollment in charter schools, yet these schools are often closest to where the immigrant/refugee students live. New York is one of the cities that struggles to ensure immigrant/refugee students have a place in their charter schools. A study done in January of 2010 by United Federation of Teachers found that only four percent of ELL students receive enrollment in charter schools within the neighborhood these students live in. This is in contrast to the citywide average of 14 percent that enroll in charter schools. Charter schools receive on average about 10 percent less students of free/reduced lunches than those schools on the district level. How do teachers encourage refugee and immigrant students to succeed? Helping refugee and immigrant students succeed not only takes place in the classroom setting, but can assist refugee/immigrant students and their families outside the class also. Teachers can tap into community resources available to the school that will help each immigrant/refugee family feel welcome. According to Colorà ­n Colorado (2009), there are several things teachers can pursue to help students adapt within the new environment when arriving in the classroom. Below are the methods as listed on their website. The first is the teacher must educate him/herself about the new student. It is important to learn their culture, and from what country they originate. It is helpful for new students lowering their affective filter if the teacher allows each individual to share with the class their experiences. Below is a list by Colorà ­n Colorado (2009), of things teachers should utilize to help welcome new immigrant and refugee students in class: Learn as much as you can about refugee students cultures, and invite students to share their knowledge with their classmates. Develop a list of community resources such as food and clothing shelves, health care centers, and adult ESL classes. Have the information on hand to share at conferences or other family events. Consider what works best for the families if they live in a concentrated area with a community center you may want to hold the meetings in their neighborhood. Be sure to have bilingual support, food and childcare. Federal funds can be used to provide transportation as well. For older students who need to develop initial literacy skills, work with other staff to provide age-appropriate materials that allows the students to practice their developing skills, but doesnt require them to complete activities designed for young children (Colorà ­n Colorado, 2009). Are dual language programs effective for immigrant and refugee students? The effectiveness of a dual language program in a given school system relies upon the acquired skills teachers possess in the program, and the ability to successfully reach each student. In Texas, administrators tout this program with a mark of success in their school systems.

Trainee Accountant Recruitment :: Essays Papers

RECRUITMENT OF TRAINEE ACCOUNTANTS Finding ways to support improvements on traditional approaches is a constant challenge to any field and control professionals, who must be open and receptive to change. Not being afraid of change isn't enough, however; accountants must be excited and motivated about new ways of doing things. With the introduction of Human Resources, people in an organization have taken a new role. Long gone were the days when an accountant is a clerk. In today’s day and age, an employee is an asset for that company. They are a major investment and companies thrive in protecting their interests and development. Human Resources (HR) have developed and now is a full fledged field. Most companies have some sort of Human Resource management. Basically where there is hiring and firing, there is Human Resources activities involved. Whether it is a small firm or a large corporation, Recruitment and Selection is needed in every kind of organization. HR defines the organization objective to its employees. It makes the people involved to be part of the organization and work towards a goal. It also enhances ones responsibilities more clearly. The job activities and profile will be to work towards organizational goal yet at the same achieving personal objectives. Hence, in HR employee’s development is very important whether by relationship building or through training. All kinds of skills are taken into accounts and measure before an employee is hired. Career plans and objectivity in life is top priority as this will determines whether the prospective employee is a good investment or not. A major role of HR is Recruitment and Selection, which will be the topic of this article. The Recruitment and Selection procedure in any organization is most important, as they are the foundation for which the company makes the decision of hiring and invests in an individual. Selection means to choose the best candidate for a particular job, keeping in mind how his goals are in tune with the organization’s goals. HR has made this process of selection sophisticated and more challenging. Educational background and years of experience are no longer the only major pre-requisite. What people know is less important than who they are. Hiring, is not about finding people with the right experience. It's about finding people with the right mindset. These companies hire for attitude and train for skill. A mix of ten different intelligence’s: deductive, inductive, mechanical, memory, numerical, perceptual, reasoning, spatial, verbal, and vocabulary.

James A. Garfield :: essays research papers

James A. Garfield James A. Garfield was born in Cuyahoga County, Ohio, in 1831. His father died in 1833, when Garfield was only two years old and so his mother had to carry on working the family farm by herself. With the death of his father, the family feel into poverty. Even though they had very little money, his mother made sure that her children went to the neighborhood school to get a good education. He belonged to the Desciples of Christ Church. While growing up, James drove canal boat teams, and earned enough money to further his education at college. He attended Western Reserve Eclectic Institute at Hiram, Ohio, and was graduated from Williams College in 1856. He returned to Western Eclectic Institute and became a classics professor. Later, he became the president of the College. In 1858, he was married to Lucretia Rudolph and had seven kids. Eliza, Harry, James, Mary, Irvin, Abram, and Edward. James Garfield was an advocate for free-soil principles and soon became a supporter of the newly organized Republican Party. And in 1859, he was elected to the Ohio Legislature. During the succession crisis, he advocated coercing the seceding states back into the Union. During the Civil War, he helped to recruit the 42nd Ohio Volunteer Infantry and became the infantry's colonel. He fought at Shiloh in April 1862, served as a chief of staff in the Army of the Cumberland, saw action at Chickamauga in September of 1863. When the Union victories had been few in 1862, he successfully led a brigade at Middle Creek, Kentucky, against Confederate troops. And in 1862, at the age of 31, he became brigader general, only to be made a major general in 1863. Meanwhile, in 1862, he was elected by fellow Ohioans to The United States House of Representatives. He was persuaded by President Lincoln to resign his army job and remain in Congress. Said Lincoln, "It is easier to find major generals than to obtain effective Republicans for Congress." Garfield held his House seat for 18 years by winning repeated elections and became the leading Republican in the House. As Chairman of the House committee on Appropriations, he became an expert on fiscal matters. He also advocated a high protective tarriff, and sought a firm policy of Reconstruction for the South. In 1880, he was elected to the United States Senate. At the Republican Convention in 1880, he failed to win the Presidential nomination for his friend, John Sherman, but became the "dark horse" nominee on the 36th ballot. In November 1880, he became the 20th President, winning with a

How do composers use distinctively visual techniques Essay

How do composers use distinctively visual techniques to shape our interpretations of the world? Composers use distinctively visual techniques to shape the audiences interpretations of the world. John Misto’s play ‘The Shoe-horn Sonata and the RTA advertisement ‘Notes’ uses distinctively visual techniques such as dialogue, photographic images, and music to effectively shape the audiences interpretations of the world. Firstly Misto uses dialogue as a distinctively visual technique in his play ‘The Shoe Horn Sonata to shape the audiences interpretations of the world. Misto uses juxtaposition as the dialogue consists of both private and public conversations which create powerful links between the two characters. The first scene shows Bridie re-enacting the kowtow, a tribute to the emperor of Japan. This kowtow was done when a Japanese guard would cry out ‘Keirei’. Stage directions allow the readers to visualise exactly how the composer wants i t to be performed. The audience is able relate in some way and feels engaged with Bridie at this point. Misto then uses photographic images, projected on a screen behind Bridie to support the dialogue. These images consist of several 1940 posters for the womens army, as well as photographs of the Australian army nurses disembarking in Singapore. Not even halfway through scene 1 the use of dialogue and photographic images have raised a concern to the audience of the pain and suffering that many women endured at the hands of the Japanese, yet their stories were not widely known. This has shaped their interpretations of war vastly, as there is much more horror, truth and death involved then just men on the front line. In the RTA advertisement ‘Notes’ the use of no dialogue is so the importance of photographic images is essential for conveying the point of view of the advertisement, which is ‘slow down’. The photographic images show the last message left by each young person and the rush they are in. The images are shown in a slow motion effect which gives the audience time think of the situations and then evokes an emotional response. The images show the surroundings of where how the message was left, this shows that these people come from all different family backgrounds and have a relationship with members of their family. Therefore we realize that these rushing deaths can happen to anyone, regardless of who you are. This shapes the viewer’s interpretation of the world showing that rushing is not worth the consequences of speeding and therefore reinforces the importance of slowing  down. Lastly in ‘Shoe Horn Sonata’ Misto uses music from the period to go with images projected. The use of music adds emotion to the play and It places the audience in the historical context and in some parts it suggests the irony of the situations the women went through. An example is when Bridie criticises the British, the song ‘Rule Britannia’ is played. This song is very patriotic and helps us understand the irony of the situation. The use of music creates emotion within the audience helps shape their interpretation of war, as there is much more horror, truth and death involved then just men on the front line. In the RTA advertisement ‘Notes’ the slow solemn music is used to arouse emotion within the audience. This shapes the audiences interpretations of the world because the slow musical beat actually relaxes the audience therefore causing them to slow down and think about the consequences of speeding and the importance of not rushing. John Misto’s play ‘The Shoe-horn Sonata and the RTA advertisement ‘Notes’ uses distinctively visual techniques to effectively shape the audiences interpretations of the world. This is done brilliantly by an impressive use of dialogue, photographic images, and musi c.

Gender Wage Discrimination in Pakistan

| Gender Wage Discrimination in Pakistan| Evidence from Pakistan 2008/09 and 2010/11| | | | Table of Contents Introduction2 Literature Review2 Methodology3 Variables Used – Characteristics of Workers5 Results7 Discussion7 Bibliography8 Appendix A9 Selectivity Bias Logit Regression Results:9 Introduction This paper explores the dynamics of gender wage discrimination in Pakistan for two data sets; Labour Force Survey for the year 2008/09 and 2010/11. We will explore whether or not women are discriminated against, as it has been suggested for a predominantly Islamic country like Pakistan.Labour theory addresses many reasons for wage discrimination. For the purposes of this research we will concentrate on ‘employer wage discrimination’. Following this our research will be aimed at discovering if women are paid less than their male counter-parts especially with the same set of characteristics. For this purpose we will use the Oaxaca-Blinder method to calculate the coef ficient for discrimination across genders. Literature Review The basis of this paper is the work done by Oaxaca and Blinder in 1973 about wage discrimination models.In the paper ‘Interpreting the Decomposition of the Gender Earnings Gap’ (Giaimo R. 2007) this method has been applied to find out how different characteristics change the discriminatory behaviour of employers in Italy. Oaxaca’s method for calculating discrimination was further adapted in the paper ‘Gender Wage Discrimination at Quantiles’ (Javier Gardeazabal 2005), and was used to calculate discrimination coefficients for quintiles. In a study conducted in India (Tilak 1980), it was found that the incidence of unemployment was higher for women than for men with the same characteristics.In this study the only characteristic that was taken was education. This is a different angle to look at discrimination from what this paper will do. Rather than looking at the unemployed, this paper will see the women in the labour force and if they face discrimination with respect to their wages. However, the underlying aim and also the hypothesis formed are the same. The paper ‘Wage Differentials and Gender Discrimination: Changes in Sweden 1981-98’ (Mats Johansson 2005) explored the wage gaps between men and women in Sweden.They found that the wage gap was 14%-18% during the 1990’s. Their study also indicated that this difference could not be explained by applying the job requirements and qualifications to women’s wage function. The conclusion was that there is undoubtedly some other factors other than the characteristics of the workers that determined the wages in the Labour Market. Methodology This paper calculated a coefficient for Gender Wage Discrimination from the Oaxaca-Blinder decomposition. D= Xf? m-Bf+ ? m(Xm-Xf) Here ‘? ’ is a vector of characteristics of workers.Therefore, the first part of the equation shows the wage differenti al between males and females on the basis of characteristics. Second part of the equation normalizes characteristics, for females in this instance, and then subtracts the wage differential based on characteristics, to give us the overall differential based on discrimination. As a control, we also work out the converse of this Oaxaca Blinder Decomposition as follows; D= Xm? m-Bf+ ? f(Xm-Xf) To control for selectivity bias, we have also used the ‘Heckman Procedure’.A multi-variable Logit model was run and three variables (Lambda1, Lambda 2 and Lambda3) were calculated to act as control for variables missed in our model. This discrimination coefficient has been calculated for two data sets using characteristics such as age, marital status, education level, province, region, professional trainings and status in the family. These characteristics have been selected after being shown significant as the determinant of wage. Natural log of wages was the dependant variable in the following regression; Table [ 1 ]: Wage Determinants – LFS 2008/09Table [ 2 ]: Wage Determinants – LFS 2010/11 Our results are much better for the data set of 2010/11. The signs of education are expected. For the data set of 2008/09, signs for education are positive which does not support theory. Even after efforts to remove multi-colinearity, they still show positive signs. Most of the variables in the regression are also insignificant. However, when we take the data for LFS 2010/11, and correct it for selectivity bias, we get much better results. Most of the variables are significant as well as show the correct signs. The same algorithm was applied to both the data sets, and the same variables have been taken). Results of Logit models for correcting selectivity bias are attached in Appendix A. Variables Used – Characteristics of Workers Summary tables from LFS 2010/11 1. Age * Theory suggests that this is one of the most important determinants of peopleâ€⠄¢s decision to work. 2. Marital Status * This variable was taken as a dummy variable in the regression. * It is a significant variable in the decision to work, especially in developing economies like Pakistan. 3. Province This is also taken as a dummy. The Baluchistan province was omitted from this analysis. However, the calculations of the Oaxaca Blinder method take this omitted variable into account. This is because the method takes the vectors of the estimated regression equation. 4. Region * Whether a person is from a Rural or urban background has impact on the opportunities and the job growth pattern. 5. Education Level * This is linked directly with the variable wage. * This is again taken as a dummy variable, and higher education was omitted from the regression. 6. Migration (Rural-Urban) Although not a very significant variable in our regression, there are other empirical studies that have shown how the migrated families have better opportunities for work than those who do not. 7. Literacy * This is a dummy variable, and is significant in our analysis. 8. Selectivity Bias Variables * These are Lambda’s in the model. And have been calculated using the Heckman Procedure for controlling selectivity bias. Results To find the discrimination coefficient a matrix exercise was done in Stata using the data from LFS 2007/08. This presented the following equation; D= Xf? m-Bf+ ? Xm-Xf D=10. 030812+-7. 4166332 D= 2. 614212 The discrimination coefficient for LFS 2010/11 was calculated as follows: D= Xm? m-Bf+ ? fXm-Xf D=0. 11964462+0. 31341527 D= 0. 43305989 Just looking at the numbers we can say that discrimination have gone down significantly over the last two years. Whether this is actually the case, or this is just due to the problems in the data, we cannot be sure. However, we think that the result for 2010/11 is a better estimate overall. The results show that women are at a significant disadvantage in Pakistan’s Labour Force. These results are quite expected.However, we also need to take the problems in data collection and measurement into account. Many of the cottage and small scale industries are not counted in the LFS and they are a prime source of employment for women in Pakistan. Discussion There are many limitations of this study. First of all this can be made more powerful if panel data is used, however, there are no sources of such data. Secondly, an easy method of expanding this study would be to do an inter year comparative study. There are more limitations that are related directly to the data that we have used.Many questions have been raised about the methodology and the authenticity of the data in Labour Force Survey of Pakistan. However, this limitation is beyond our control. There have also been questions raised about the Oaxaca-Blinder method of calculating wage discrimination. While we have attempted to review paper that have used this technique and have achieved good results, there are still many questi ons about the technique, still. There are few policy implications that we can derive from these results, especially if we look at the significance levels in the data for 2008/09.However, this paper does prove to some extent that there is a problem of gender wage discrimination is Pakistan. We can attribute a lot of this to social factors as well; women do not want to work in most professions, so we can also argue that there may be a case for discrimination by the employees rather than the employers. Bibliography Giaimo R. , Bono F. , Lo Magno G. L. â€Å"Interpreting the Decomposition of the Gender Earning Gap. † University of Palermo Journal, 2007. International Standard Industrial Classification of all Economic Activities (ISIC-Rev. 2, 1968). ILO. 2012. http://laborsta. lo. org/applv8/data/isic2e. html (accessed 2012). Javier Gardeazabal, Arantza Ugidos. â€Å"Gender Wage Discrimination at Quantiles. † Journal of Population Economics, 2005. Mats Johansson, Katarina K atz, Hakan Nyman. â€Å"Wage Differentials and Gender Discrimination: Changes in Sweden 1981-98. † Acta Sociologica, 2005. Stat. Stata. 2012. http://www. stata. com/meeting/5german/SINNING_stata_presentation. pdf. Tilak, Jandhyala B. G. â€Å"Education and Labour Market Discrimination. † Indian Journal of Industrial Relations , 1980. Appendix A Selectivity Bias Logit Regression Results: LFS 2008/09 LFS 2010/11