Demings 14 Points Theory Explained

Demings 14 Points Theory Explained Read about 14 points of Total Quality Management concept a kind of guideline on management. Deming’s 14 Points Deming’s 14 Points are a set of guidelines for management presented in the Out of the Crisis, written by statistician W. Edward Deming in 1982. Deming is credited with inventing the concept of Total Quality Management (TQM) through the ideas presented in the book, although he did not invent the term â€Å"total quality management.† The central concept behind Deming’s management philosophy is that variation is the biggest obstacle to productivity; by following the 14 points, he reasoned, organizations could develop their own ways to reduce variation  and improve performance and competitiveness. Deming developed his ideas while working in Japan beginning shortly after the end of World War II. His work originally had nothing to do with business, but rather to apply his skill as a statistician to helping to conduct a census of the Japanese population. During the 1950s, Deming began teaching Japanese engineers â€Å"statistical process control,† a methodology that allowed for better quality control in production without applying new processes or equipment; the idea was enormously appealing to Japanese industry, particularly in the capital-lean years following the war, and for Deming’s contribution to resurrecting Japanese manufacturing, he received the rare honor of being awarded a medal by Emperor Hirohito in 1960. On a side note, that means that Japan’s position as a powerhouse in some industries, particularly automobiles and electronics, owes much of its success to an American statistician who had some free time on his hands while on an unrelated assignment. Pay attention in your math courses, kids; it might just make you a business god someday. Read also:  Five Components of Service Management  | Difference between  Leadership and Management Demings 14 Points explained Point 1: Create constancy of purpose to achieve quality. This is a suggestion to focus on long-term planning rather than a  short-term response to changing circumstances  and to align periodic planning with the organization’s overall mission and vision. Point 2: Adopt the quality way of thinking. The implication is that the implementation of the new, quality-oriented philosophy should be sincere; rather than simply imposing it on the workforce, management has to begin the transformation by changing its way of thinking first. Point 3: Stop depending on inspection to achieve quality. A basic premise of TQM is that quality control is integrated into production processes, therefore, dedicated quality control procedures, which are out of the normal process flow, are unnecessary and work against increasing efficiency. Point 4: End the practice of awarding business to suppliers on price alone instead minimize cost by working closely with only one or two vendors. The main idea here is to minimize variations in the quality and specifications of supplies and raw materials. Deming’s contention is that there is a greater net cost benefit to establishing long-term relationships in a supply chain rather than chasing lower prices. Point 5: Constantly improve every process involved in planning, production, and service. This, of course, is the fundamental idea behind TQM: continuous improvement as part of everyday practice. Point 6: Institute on-the-job training for all employees. This idea goes hand-in-hand with Point 5; if constant improvement is practiced in every other aspect of the business, it must be applied to the workforce as well. Point 7: Adopt and institute leadership. Leadership, as opposed to mere â€Å"management† or â€Å"supervision.† This idea is sometimes confusing  because Deming does not define the difference very clearly in his own work, although numerous others have tackled the question, with varying degrees of success. Point 8: Drive out fear from the work environment. Punitive management, that is, where the primary check on performance is to punish performance that is not up to the expected standards, is counterproductive because it discourages workers from working for the organization’s best interests. In other words, they are performing at the minimum level necessary to â€Å"stay out of trouble†, rather than trying to excel. Point 9: Break down barriers between the workers and the management. This point, as Deming discusses it, is not so much a statement on the form of organization but a prescription for another basic idea in TQM, that different parts of the organization have a supplier-customer relationship with one another. Point 10: Eliminate slogans, exhortations, and targets. In TQM, the presumption is that the likely source of variation and error is the process, rather than the people. Deming views slogans – the sort of thing one might see on those ubiquitous motivational posters – as useless at best, if the process that they are directed towards is not improved. Point 11: Eliminate quantity-quotas and targets for the workforce and management. This is related to Point 8; continuous improvement is not possible if some â€Å"endpoint† is established. The focus of the work will shift from seeking continuously improving quality and productivity to meeting a quantitative goal. Point 12: Remove barriers that rob people of their pride in workmanship, and eliminate the annual rating or merit system. This particular point is a bit difficult to interpret; Deming’s view is that merit-based performance rating is demotivating, and he ties it in with his general distaste for targets, quotas, and the â€Å"carrot-and-stick† approach to performance management. On the other hand, if taken to extremes this point could suggest that performance is not important, which would be an idea most managers would take exception to. Point 13: Institute a vigorous program of education and self-improvement for everyone. This point is simply an extension of the ideas in Points 5 and 6; â€Å"continuous improvement† must be applied to the people as well as processes. Point 14: Put everyone in the organization to work to accomplish the transformation. This point is related to Point 7; any organizational transformation must include everyone and not simply be imposed on the organization. The most common criticism of Deming’s 14 Points is that they do not provide any tools to carry out these ideas, and in many ways suggest that tools for measuring and management performance are counterproductive.  Deming himself provided little guidance to deflect this criticism; his position was that these were broad objectives  and that it was up to management to develop the means to reach them, according to their own organization’s unique circumstances. If you need a similar essay feel free to  ask our writers for help and place an order.

Persuasive Essay on Teenage Pregnancy

Persuasive Essay on Teenage Pregnancy Persuasive Essay on Teenage Pregnancy A persuasive essay targets to inform a particular group of readers about the detrimental impacts of a certain habit or activity. In the same way, a persuasive essay can also be intended to depict the positive side of an argument that is not favored by the majority in a group. For example, the head of communications in a large organization can write a persuasive report that presents the benefits of adopting new communication technology, say videoconferencing. When one writes a persuasive essay, he or she hopes to let somebody know that a change of behavior is necessary. In the end, the person that reads the persuasive essay will realize that he/she urgently needs to change from a costly, dangerous, or outdated practice and adopt a more effective alternative. Persuasive essays are mostly written when the issue being discussed has a likelihood of being highly resisted. Equally, writing a persuasive essay is the way to go when you are targeting a group of readers who have little or no awareness about the topic. For instance, young people nowadays engage in casual sex with little knowledge about the repercussions. Negative peer pressure and inappropriate media content are to blame for this trend. Over and above this, there are contraceptive advertisements all over that encourage young people to interact freely, knowing that they can always protect themselves when sexual urges emerge. In spite of all this, it is the responsibility of the society to shun premature sex. Parents have a duty to monitor their children’s’ behavior, but adequate information through persuasive essays can be helpful. The most effective persuasive essay on teenage pregnancy is one that is written using the direct approach. The implication of this is that the essay will begin with a summary of the dangers of teenage pregnancy. Usually, essays written in a direct format are attractive because the main argument catches the reader’s eye instantly. This leads him or her to desire to know the reasons why the writer has made the conclusion presented. Because teenagers often exhibit a tendency of instantaneously dismissing arguments that do not favor them, a direct approach will suppress this urge. Apart from employing directness in writing, the persuasive essay needs to incorporate recent statistics about teenage pregnancy. The written content of the essay will persuade the readers to change their view of early sexual activity. However, including several statistical examples to highlight the dangers of teenage pregnancy enhances the persuasive effect. For example, the writer can utilize the Internet to obtain statistics about the number of teenage deaths that were caused by unsafe abortions. In addition, if the writer can get hold of material written by a person whose future was ruined by teenage pregnancy, it would be better. The writer can also obtain the consent of prominent personalities to include their written advice on teenage pregnancy. Because making a decision is a personal matter, the writer can include a certain clause in the essay that encourages the reader to consult the writer for further advice or clarification if he/she needs to. Do you need help with writing a persuasive essay on this topic? Feel free to order a custom essay online at paper writing service now!

Postmodernism in Modern Society Research Paper Example | Topics and Well Written Essays - 1500 words

Postmodernism in Modern Society - Research Paper Example There has been a contracting debate on postmodernism among architects and plastic and visual artists. As defined by architectures, postmodernism is taking half from the traditional ways of doing things and getting the others from supplementary sources to develop a blended component. It entails using modern approach to address traditional issues in architecture. The same thing applies to visual arts. In visual arts, postmodernism is the process of blending conventional arts with new arts. There has been mixture of traditional medium of printing and the modern means of printing and designing in modern visual arts. In music, postmodernism has a remarkable impact to the method of dancing, instruments used and the costumes used in dancing. Although traditional music does not significantly change, there are some aspects of the music which are affected by postmodernism. Change in music arts, styles, and costumes has an impact on artist way of living.1 Postmodernism in visual arts has a comp lex history. Many scholars in the field are not confident in using the term since they believe it wiped away practices and techniques that existed in the field over the last thirty years. Although, there is no agreement on the components appropriate to define the current changes in visual art, postmodern arts is described as the art developed after the diminish of modern arts in 1960s. The movement that defines postmodernism includes the pattern painting in the mid 1970s. During this time, Americans celebrated both non-geometric and geometric arts. Artists were reacting against the Puritanism of negligible and abstract arts. The second widespread movement was Neo-Expressionism which occurred in the late 1970s and early 1980s. At this time, practitioners were advocating for the return of traditional sculptures and painting art. This movement was common among German expressionists. There was also another movement that occurred in mid 1980s called Neo-Geo. Practitioners in this movemen t were parodying the previous movements. They used Day-Glo colors to communicate their message. The actors in this movement were contradicting with Neo-Expressionist idea on postmodernism. The other commonly known movement was New British sculpture. This involved the sculptures of common artists at that time. According to them, there was decay in United Kingdom urban environment which led to waste of consumer community in the country. They also intended to explore the manners in which different objects were given meaning in the society. There was also Super-Realism movement which took place between 1960s and 1970s. This movement was also called Photo-Realism. The pioneers of this movement were trying to express their dissatisfaction with the application of photography in the arts of painting. Nevertheless, their concern was on technical predicament of putting light and tones on a surface instead of general verisimilitude.2 In general, postmodernism art is due to the reaction of mode rnist arts obsession. Postmodernism is the reintroduction of morals, ornaments and decorations in art and sculptures. At around 1967, art magazines were occupied with sleek cube form, but in 1969, this was substituted with photographic image, language, ongoing process and natural substances. Most of postmodern artists portray nonchalance in addressing mismatched styles. They combine different style in one art. In this case, they lack purity and uniformity in

Quantitative Research Essay Example | Topics and Well Written Essays - 2000 words

Quantitative Research - Essay Example This paper tries to analyze critically of two academic papers published in the European Journal of Business Management. One paper is titled â€Å"The Impact of Structural Capital on Business Performance in Jordanian Pharmaceutical Manufacturing Companies.† The other is titled â€Å"The Effects of Customer Prospecting Methods on Sales Force Performance.† The papers have been selected to consider how they have approached their respective research methodologies to deal adequately with the research questions, but are analyzed separately. Both methods of research analysis will be considered; quantitative and qualitative, on how much they were used. The objective of the analysis is that it will try to highlight both the advantages and disadvantages of the research methodology used to arrive at the aims, objectives, and design and to propose an alternative strategy. This will result in either agreeing with the methodology or proposing a better methodology which could have adeq uately delivered on the research question. ... He sought to determine the influence of Structural Capital (SC) on Jordanian Pharmaceutical Manufacturing (JPM) Companies’ Business Performance. The study surveyed 132 managers by administering a questionnaire. Statistical techniques such as descriptive statistics and correlation were used. According to the paper, to confirm the suitability of the data collection instrument, a Kolmogorov-Smirnov (K-S) test, Cronbach’s Alpha and factor analysis as they were used. The findings were that there were significant positive relationship between SC and JMP Companies’ BP. This indicates that, SC performance can be clearly explained productivity and profitability more than market valuation. Objectives and rationale As a major research question of the study is to find out, â€Å"if there is a relationship between the direct impact of SC and JPM organization’s business performance.† The main objective is to provide useful recommendations about performance measur ement within SC context by identifying and trying to define the main attributes of productivity. This will extend to the quality of SC by pointing out critical factors of SC and to find out suitable ways for measurement and management context. The study developed a hypothesis which states that there is no significant impact SC on JPM organization’s BP. It went further to divide the hypothesis into three mini hypotheses. The first states that there is no significant impact of systems and programs (S&P) on JPM Company’s BP. The second hypothesis states that â€Å"there is no significant impact of research and development (R&D) on JPM Company’s BP.† The last is that, there I no significant

Human Growth and Development Essay Example for Free

Human Growth and Development Essay Human development is marked by different stages and milestones over the lifespan. It is expressed over three domains: physical, cognitive and socio/emotional. While human physical and cognitive development is universal, socio/emotional definitions and development vary from culture to culture. Gaining a basic knowledge of human lifespan development will lead to a better understanding of the appearance, perceptions and behaviors of the self and others. Adolescence is a demanding and critical period in life. Failure to meet certain developmental milestones can have serious short- and long-term implications for the individual and society at large. Adolescence is a transitional stage of physical and psychological human development generally occurring during the period from puberty to legal adulthood (age of majority). The period of adolescence is most closely associated with the teenage years, although its physical, psychological and cultural expressions can begin earlier and end later. For example, although puberty has been historically associated with the onset of adolescent development, it now typically begins prior to the teenage years and there have been a normative shift of it occurring in preadolescence, particularly in females. Physical growth, as distinct from puberty (particularly in males), and cognitive development generally seen in adolescence, can also extend into the early twenties. Thus chronological age provides only a rough marker of adolescence, and scholars have found it difficult to agree upon a precise definition of adolescence. A thorough understanding of adolescence in society depends on information from various perspectives, most importantly from the areas of psychology, biology, history, sociology, education, and anthropology. Within all of these perspectives, adolescence is viewed as a transitional period between childhood and adulthood whose cultural purpose is the preparation of children for adult roles. Stages of Human Development The various stages of human development include the prenatal period, infancy, toddlerhood, early childhood, middle childhood, adolescence, young adulthood, middle adulthood and late adulthood. Each stage is marked by milestones in physical, cognitive, and socio/emotional development. 1. Physical Development Physical development has to do with the way that the human body develops over a lifespan. The most rapid and complex human development occurs during the prenatal period. From infancy to early childhood, the physical milestones include developing motor skills like learning to control body movements, walk, talk, speak, use tools like spoons and forks and use the rest room. From infancy to early childhood, humans grow in height, weight and mass and get their first set of teeth. Middle childhood has only a few physical milestones, such as continued growth at a much slower rate and the gain of permanent teeth. Adolescence is the second most rapid and complex time of human development and is when the sexual maturation process begins. Females begin to grow breasts, their hips expand and they grow pubic hair and begin menstruation, which marks their physical ability to procreate. They may grow a few inches more in height. Males have significant growth spurts and develop facial and pubic hair, their voices deepen and they begin to have sperm-producing ejaculations, signifying their ability to procreate. Young adulthood is when humans are at the prime of their physical development. All of the systems are functioning optimally, making this the best time for reproduction. Middle adulthood brings the beginning of physical deterioration, such as the end of fertility in women, or menopause. The decrease in physical abilities and health for both sexes continues through late adulthood . 2. Cognitive Development Cognitive development has to do with the way humans perceive and experience the world and deals with issues like memory, thinking and decision-making processes and concept comprehension. During the prenatal period, cognitive development is highly enveloped in physical development as the primary tool for cognition; the brain is still being developed. During infancy and early childhood, milestones like speaking, comprehension and object differentiation occur. Thoughts about the world are simplistic, and judgments are made in an either/or framework. Middle childhood brings the beginning of concrete and logical thinking, and adolescence brings about a phase where cognitive judgments are often overridden by feelings and impulses because of the bodys rapidly changing physical and biological climate. Young adulthood is the human cognitive prime, as the capacity for rapid and accurate memory, thought processing and information analysis function at peak levels. Perceptions of the world, judgment and morality become more sophisticated and complex. During middle adulthood, humans are experts at problem solving, although they begin to experience some signs of decline with speed in processing and recall. Late adulthood signifies the continued deterioration of cognitive abilities. Theoretical perspectives There are two perspectives on adolescent thinking. One is the constructivist view of cognitive development. Based on the work of Piaget, it takes a quantitative, state-theory approach, hypothesizing that adolescents cognitive improvement is relatively sudden and drastic. The second is the information-processing perspective, which derives from the study of artificial intelligence and attempts to explain cognitive development in terms of the growth of specific components of the thinking process. Improvements in cognitive ability By the time individuals have reached age 15 or so, their basic thinking abilities are comparable to those of adults. These improvements occur in five areas during adolescence: 1. Attention. Improvements are seen in selective attention, the process by which one focuses on one stimulus while tuning out another. Divided attention, the ability to pay attention to two or more stimuli at the same time, also improves. 2. Memory. Improvements are seen in both working memory and long-term memory. 3. Processing speed. Adolescents think more quickly than children. Processing speed improves sharply between age five and middle adolescence; it then begins to level off at age 15 and does not appear to change between late adolescence and adulthood. 4. Organization. Adolescents are more aware of their own thought processes and can use mnemonic devices and other strategies to think more efficiently. 5. Meta-cognition It often involves monitoring one’s own cognitive activity during the thinking process. Adolescents’ improvements in knowledge of their own thinking patterns lead to better self-control and more effective studying. 3. Socio/Emotional Development Socio/emotional development has to do with how an individual is able to handle emotions, relationships, social situations, and the various roles demanded of them by society. Some aspect of Socio/Emotional standards, such as social expectations, relationships, and roles vary from culture to culture. During infancy and early childhood, the primary relationships are with the parents and based on attachment. Environmental exploration, impulsivity, differentiation of self (from others) and the basics of social interaction are learnt. In early childhood, impulsivity begins to give way to control, and awareness of consequences significantly affects behavioral choices. Middle childhood begins the transition from family orientation to peer orientation, which carries on into adolescence. Issues of identify, sexuality and sexual expression, conflict and resolution and internal stability prevail. By young adulthood, the focus shifts from peers to career, social role, building external stability, finding a mate and starting a family. Middle adulthood is met with the psychological and emotional challenges of facing the mid-life crisis, and a life analysis and inventory is taken. Late adulthood marks the transition from the mid-life crisis. Life reflection, acceptance of death, and legacy building or making social contributions also occur at this phase. I. Identity development Among the most common beliefs about adolescence is that it is the time when teenagers form their personal identities. Egocentrism is being performed by adolescents who then form self-consciousness of wanting to feel important in their peer groups and having social acceptance of fitting into the group. Empirical studies suggest that this process might be more accurately described as identity development, rather than formation, but confirms a normative process of change in both content and structure of ones thoughts about the self. Researchers have used three general approaches to understanding identity development: self-concept, sense of identity, and self-esteem. The years of adolescence create a more conscientious group of young adults. Adolescents pay close attention and give more time and effort to their appearance as their body goes through changes. Unlike children, teens put forth an effort to look presentable (1991). The environment in which an adolescent grows up also plays an important role in their identity development. II. Self Concept Early in adolescence, cognitive developments result in greater self-awareness, greater awareness of others and their thoughts and judgments, the ability to think about abstract, future possibilities, and the ability to consider multiple possibilities at once. As a result, adolescents experience a significant shift from the simple, concrete, and global self-descriptions typical of young children; as children, they defined themselves with physical traits whereas as adolescents, they define themselves based on their values, thoughts and opinions. III. Sense of identity Unlike the conflicting aspects of self-concept, identity represents a coherent sense of self stable across circumstances and including past experiences and future goals. Everyone has a self-concept, whereas Erik Erikson argued that not everyone fully achieves identity. Erikson’s theory of stages of development includes the identity crisis in which adolescents must explore different possibilities and integrate different parts of themselves before committing to their beliefs. He described the resolution of this process as a stage of identity achievement but also stressed that the identity challenge is never fully resolved once and for all at one point in time. Adolescents begin by defining themselves based on their crowd membership. Clothes help teens explore new identities, separate from parents, and bond with peers. Fashion has played a major role when it comes to teenagers finding their selves; Fashion is always evolving, which corresponds with the evolution of change in the personality of teenagers. IV. Environment and identity An adolescents environment plays a huge role in their identity development. While most adolescent studies are conducted on white, middle class children, studies have shown that the more privileged upbringing one has the more successful they will be in the development of their identity. The forming of an adolescents identity is a crucial time in their life. It has been recently found that demographic patterns suggest that the transition to adulthood is now occurring over a longer span of years than was the case during the middle of the 20th century. Accordingly, youth, a period that spans late adolescence and early adulthood, has become a more prominent stage of the life course. This therefore has caused various factors to become important during this development. So many factors contribute to the developing social identity of an adolescent from commitment, to coping devices, to social media. All of these factors are affected by the environment an adolescent grows up in. A child from a more privileged upbringing will be exposed to more opportunities as well as better situations in general. An adolescent from an inner city or a crime driven neighborhood is more likely to be exposed to an environment that can be detrimental to their development. Adolescence is a very sensitive period in the development process of ones life and exposure to the wrong things at that time can have a major affect on decisions someone will make. While children that grow up in nice suburban communities are not exposed to bad environments they are more likely to participate in activities that can benefit their identity and contribute to a more successful identity development. V. Sexual orientation and identity Sexual orientation has been defined as an erotic inclination toward people of one or more genders, most often described as sexual or erotic attractions. In recent years, psychologists have sought to understand how sexual orientation develops during adolescence. Some theorists believe that there are many different possible developmental paths one could take, and that the specific path an individual follows may be determined by their sex, orientation, and when they reached the onset of puberty. VI. Self-esteem The final major aspect of identity formation is self-esteem, ones thoughts and feelings about one’s self-concept and identity. Contrary to popular belief, there is no empirical evidence for a significant drop in self-esteem over the course of adolescence. Barometric self-esteem fluctuates rapidly and can cause severe distress and anxiety, but baseline self-esteem remains highly stable across adolescence. Girls are most likely to enjoy high self-esteem when engaged in supportive relationships with friends; the most important function of friendship to them is having someone who can provide social and moral support. When they fail to win friends approval or couldnt find someone with whom to share common activities and common interests, in these cases, girls will suffer from low self-esteem. In contrast, boys are more concerned with establishing and asserting their independence and defining their relation to authority. As such, they are more likely to derive high self-esteem from their ability to successfully influence their friends; on the other hand, the lack of romantic competence, for example, failure to win or maintain the affection of the opposite or same-sex (depending on sexual orientation), is the major contributor to low self-esteem in adolescent boys. ECONOMIC CRISES CAN HAVE SERIOUS IMPLICATIONS FOR HUMAN DEVELOPMENT Financial crises, at both the global and the national level, are ubiquitous. This raises concern about the human impacts of crises, especially among more vulnerable populations in developing countries. This is particularly true during childhood and youth, when the brain is developing rapidly, and when socio-emotional and behavioral developments are at their peak. Given the cumulative nature of human development, shortfalls or setbacks at any stage of the life course—from the antenatal environment through adolescence—are often difficult to reverse later in life and may have severe consequences for individual development as well as for the growth and development of successful communities. Thus, it is essential to protect and promote human development in the face of adversity. Three interrelated concepts provide the foundation for understanding the potential impacts of shocks on children and youth. a) Timing: Human development is characterized by critical periods of life during which certain investments must be made to facilitate the achievement of specific milestones in development, or stage salient developmental tasks. These age-related expectations for the mastery of particular tasks provide benchmarks for the abilities that an individual should ideally master by different ages, and that are correlated with successful development and transition to subsequent stages in life. Economic crises can disrupt a young person’s â€Å"normal† development by preventing or delaying the mastery of these developmental tasks at specific stages, which—if uncorrected—can have potential long term consequences. b) Context: Development in childhood and youth is influenced by diverse contexts or settings (family, peers, schools, communities, socio-cultural belief systems, policy regimes, and the economy). The relative importance of these settings changes during the life course. Interactions among these settings determine both the transmission of shocks such as a financial crisis to the young person’s immediate environment and the impact of the shock on her development. As development is partly a function of a person’s repeated interactions with her immediate environment (the proximal processes of human development), shocks can disrupt the contexts in which these processes occur, and hinder a young person’s ability to develop successfully. c) Transmission mechanisms: There are numerous pathways through which a crisis can affect the well-being and development of a young person. Crises may be experienced directly at the individual level (through e.g. a change in aspirations and identity), or indirectly through the family, school, or other settings (through e.g. increased parental stress, parental job loss, a reduction in publicly-provided services). The developing person will experience crises through the loss in income, but also through other channels, such as psychological distress. The relevance of each particular transmission mechanism varies depending on the life stage of the person as well as on the context. Different settings may provide protective factors that prevent, mitigate or attenuate negative impacts; these factors can be a source of resilience, facilitating positive adaptive behavior on the part of the developing person. Effects of economic crises on adolescents Adolescence is a crucial stage in a person’s development. Adolescence is marked by profound physical, emotional, and social transitions; the brain undergoes significant neurological development, and cognitive and socio-emotional abilities take shape. While social expectations of the precise timing of certain transitions vary across countries and cultures, all adolescents are eventually expected to make the transition to adulthood, including entering work, becoming financially independent, and starting a family. Adapting to these new roles and successfully managing this transition requires the mastery of three interrelated stage-salient tasks: 3 a. Autonomy and relatedness: As young people mature, they renegotiate their relationships with parents, peers, teachers, and other adults. Settings outside the family, such as the workplace, become increasingly important. Young people must achieve greater personal and financial independence while maintaining positive relationships with parents and other adults. b. Identity: The process of growing more autonomous and defining one’s role in society requires that adolescents establish personal and vocational preferences and aspirations. c. Goal setting and achievement: The ability to define goals and plan and act strategically provides the foundation for subsequent growth and development. ECONOMIC CRISES CAN IMPAIR HEALTHY ADOLESCENT DEVELOPMENT Crises affect the opportunities and support structures available to adolescents to develop the cognitive, socio-emotional, and behavioral competencies needed to master the stage-salient tasks. In particular, crises can lead to: i) Limited and unpredictable employment opportunities: Youth employment tends to be more vulnerable to economic crises than adult employment. Young people are often engaged in temporary and unprotected work—such as seasonal, temporary, and part-time jobs—or in sectors particularly vulnerable to economic fluctuations, such as construction. By constraining employment opportunities, as well as the availability of other entry points into the labor market, such as internships and apprenticeships, economic shocks affect the process of acquiring necessary skills, work experience, and achieving financial autonomy. Worsening labor market conditions can also affect adolescents’ expectations, vocational identity, and personal goals, as the context and perceived likelihood of achieving them may change dramatically. ii) Loss of parental employment and income, and deterioration of family dynamics: The threat or realization of losing income or assets can lead to anxiety among parents, which is then transmitted to adolescents throug h parents’ emotions and behaviors. For example, the quality of parenting can be negatively affected, impairing the development of adolescents’ autonomy and ability to form relationships. Impaired family dynamics are linked to mental health problems and heightened incidence of risky behaviors. Research also shows that adolescents who perceive economic stress within their families have lower self-expectations for the future. iii) Changes in the availability of adult role models outside the family: Crises may not only affect intra family dynamics, but also the availability of and interactions with positive role models in the school or community. Lower public expenditure can adversely affect the quality as well as quantity of schooling, while supervised extracurricular activities and out-of-school programs are often discontinued. These reduce the availability of positive adult mentoring relationships, restricting the support and guidance available to adolescents in mastering their developmental tasks. In addition to these disruptions in their immediate environment, adolescents are more aware than younger children of the impact of shocks on socioeconomic status, and they may perceive economic pressures and stigma more directly. This can lead to additional difficulties with psychosocial adjustment, and influence their self-esteem, identity, future orientation, and efficacy beliefs. THE FAILURE TO MASTER CRITICAL TASKS CAN HAVE NEGATIVE IMPLICATIONS FOR ADOLESCENT DEVELOPMENT. Failure to achieve stage-salient developmental tasks can jeopardize other life outcomes. Although there is considerable heterogeneity across individuals, crises can have particularly negative consequences in the following areas: a) Schooling Employment: Contrary to the experience of idiosyncratic shocks, such as parental job loss, there is no compelling evidence that young people leave school during aggregate crises to work and support the household. Young people have fewer job opportunities in a crisis; this decreases the perceived returns to entering the labor market relative to remaining in school. On the other hand, diminished opportunities for employment can severely affect those young people who do try to enter the labor market. Early un- and underemployment is known to have serious long-term effects on future employment and lifetime income, and these young people often fail to catch up when the economy rebounds. b) Mental health: By altering their relationships, identity, and goals for the future, unexpected life events can affect adolescents’ physical and mental health. Difficulty in the labor market may lead to hopelessness and lower self-esteem, especially for young people who are in the process of forming occupational identities. In fact, unemployment experienced at early ages is associated with stress, depression, and illness later in life. Mental health problems during youth can also lead to lower educational achievement, increased substance abuse, violence, and risky sexual behavior. c) Risky behavior: Economic adversity and its effects on the adolescent and her immediate environment may lead to greater risk taking, although this response is by no means universal. Crises can diminish the quality of parenting, which in turn may increase the likelihood for delinquency among youth. Similarly, stress and mental health problems have been associated with risky sexual activity. But while young people who experience severe stress are more prone to substance abuse, an income shock that decreases disposable income can decrease the consumption of alcohol, tobacco, and drugs. Significance Having some knowledge about human lifespan development is beneficial for many reasons. It increases self-awareness and understanding, which helps with life planning. If a female is aware of the stages of her physical development, for example, she will know that her natural childbearing years are limited. If she wants to have children, she can use family planning to make choices about her education, career and mate to support this goal. Additionally, this knowledge can be helpful for improving relationships and interpersonal communication and resolving conflicts. Conclusion Human development is marked by different stages and milestones over the lifespan. It is expressed over three domains: physical, cognitive and socio/emotional. While human physical and cognitive development is universal, socio/emotional definitions and development vary from culture to culture. Gaining a basic knowledge of human lifespan development will lead to a better understanding of the appearance, perceptions and behaviors of the self and others. Physical development has to do with the way that the human body develops over a lifespan. The most rapid and complex human development occurs during the prenatal period. From infancy to early childhood, the physical milestones include developing motor skills like learning to control body movements, walk, talk, speak, use tools like spoons and forks and use the rest room. From infancy to early childhood, humans grow in height, weight and mass and get their first set of teeth. Cognitive development has to do with the way humans perceive and experience the world and deals with issues like memory, thinking and decision-making processes and concept comprehension. During the prenatal period, cognitive development is highly enveloped in physical development as the primary tool for cognition; the brain is still being developed. Socio/emotional development has to do with how an individual is able to handle emotions, relationships, social situations, and the various roles demanded of them by society. Some aspect of Socio/Emotional standards, such as social expectations, relationships, and roles vary from culture to culture. REFERENCE 1. Human Development, Diane E. Papalia, 9th edition 2. Boyd, D., and Bee, H., (2006). Lifespan Development, Fourth Edition. Boston, MA. Pearson Education, Inc. 3. Chassin, L., A. Hussong, and A. Beltran. 2009. â€Å"Adolescent Substance Use.† In Handbook of Adolescent Psychology. 3rd ed., Hoboken, NJ: Wiley.; Lundberg, P. et al. 2011. â€Å"Poor Mental Health and Sexual Risk Behaviours in Uganda: A Cross-Sectional Population-Based Study.† BMC Public Health 11 (125): 1–10 4. Bell, D., and D. Blanchflower. 2010. â€Å"Young People and Recession: A Lost Generation?† Working Paper. Dartmouth College. 5. See for example Duryea, S., and M. Morales. 2011. â€Å"Effects of the Global Financial Crisis on Children’s School and Employment Outcomes in El Salvador.† Development 6. Policy Review 29 (5): 527–46.; Scarpetta, S., A. Sonnet, and T. Manfredi. 2010. â€Å"Rising Youth Unemployment during the Crisis: How to Prevent Negative 7. Long-Term Consequences on a Generation.† Social, Employme nt, and Migration Working Paper 106, OECD: Paris. 8. Carlson, N. R., Heth, C. (2010). Psychologythe science of behaviour, fourth Canadian edition [by] Neil R. Carlson, C. Donald Heth. Toronto: Pearson. 9. Steinberg, L. (2008). Adolescence, 8th ed. New York, NY: McGraw-Hill. 10. American Psychological Association (APA). United States Department of Health and Human Services. 11. Carlson, Neil R. (2010). Psychology: the science of behaviour. Toronto, Ontario: Pearson Education Canada.

Internet and Car Shopping Essay -- Expository Essays

Internet and Car Shopping Marketing studies show that more than half of Americans who are in the market to buy a new car use the Internet at least once. The Internet has now become part of the process to buying a new car. Most buyers use it to research cars so they save time going lot-to-lot test-driving cars to find that they just don't fit their tastes. Car buyers can research what car publications say about certain cars or just go to the manufacture's web site and compare specification to other models. Once you make your decision you can just go down to the dealership or order it online and have it delivered to your house. The best part of buying a car online is not having to deal with the pesky sales men that run out as soon as they see you pull up. I really hate that, I just want to walk around by myself and if I need your help I will come in and ask you. I bought a new car about a year ago and every time I went to a dealership a little sales guy came out and told me that I should sit inside the car. I can tell if I don't want to sit inside just by looking at it. I usually got the new guy who was desperately trying a little too hard to try and sell me a car that I wasn't even interested in just because he needed is first commission check. When I started to ask questions they kind of just blew me off because of my age. I believe that their mindset was 'here's a young kid who is obviously going to finance this so I'm just going to try and convince him that he needs to pay $16,000 for a car that has no air conditioning and an am/fm radio'. When you shop online there is no age barrier until you start the buying process, definite plus. When you order your new car online you have a wider variety of choices then you would... ...ce but I would tend to lean to J.D.A's statement just because they are better known. Online car buying seems legitimate and safe. I myself am still wary of putting by beloved credit card number online for thousands to see. I seem to not be the only one who feels this way because many dealers are stating that just because they are on the internet doesn't mean that they are making more money, they are saving money just not making any extra. So why do they stay on the net? They believe that in the future people will trust the Internet more and so they will be seeing the benefits. Of the 17 million cars that will be built next year only 62,000 will be sold online. May the future of car buying be done in your pajamas at your home office?, we'll have to wait and see. Works Cited Preston Lerner "Net Profits" Automobile Magazine 2001 Buying and Leasing pgs 22-27

Unfortunate effects on rural public education in Ecuador

Educator George Washington Carver one time stated, â€Å" Education is the key to unlock the aureate door of freedom † ( State University 2002 ) . Such key will ne'er be held by the manus of Ecuadorians as the state of Ecuador battles to supply a satisfactory instruction system to kids in rural countries. The hapless instruction system is a cardinal subscriber to Ecuador ‘s province as a underdeveloped state. This restricting factor has created a barbarous rhythm of kid labourers and inequality among kids in rural and urban communities ( Salazar and Glashinovich 1996 ) . This paper will supply an in depth analysis of the instruction systems in Ecuador and the reform required to supply kids with a better hereafter. Ecuador ‘s substandard instruction system is a effect of the deficiency of authorities support towards substructure and handiness. With the deficiency of money towards instruction, jobs such as inconsistent instruction, hapless attending, and inequalities between rural and urban scho 1ols arise. Attempted advancement has been made by reformers such as President Rafael Correa who works with authorities support to better school systems ( Bellettini 2004 ) . It is people like President Rafael Correa who are undoubtably the greatest beginning of hope to the instruction system of Ecuador. Last April, I travelled to Ecuador with Canada World Youth. The intent of the trip was to organize a partnership between the Canadian and Ecuadorian pupils. The trip provided me with a cross-cultural experience as I learnt the necessity of foreign for rural instruction. Our group of 14 pupils raised $ 10,000 which was used to patronize the instruction of 4 pupils in Ecuador including their high school fees. The neglecting instruction system instated in rural Ecuadorian communities is faced with legion issues affecting, inconsistent instruction, and hapless attending. These issues are presented due to the deficiency of authorities support and support for instruction. The jobs presently present in Ecuador make it hard for Ecuadorians to go comfortable and contribute to society. Political instability within the state ‘s ain boundary lines have invited violent protests refering the old three democratically elected presidents ( Lopez and Valdes 2000 ) . Political issues every bit good as the economic crisis have proved to foster the potency of reconstructing proper and effectual instruction patterns in rural Ecuador. Many societal establishments demand governmental support, but it is the instruction system in Ecuador that is the most despairing. Research workers have highlighted that the instruction system has easy been bettering since the 1990 ‘s ( Vos and Ponce 2004 ) . Although, in comparing to old decennaries, the educational development has decreased in effectivity while educational inequalities has drastically grown between the urban and rural communities. The Ecuadorian authorities has set aside deficient financess for their societal plans as they entirely contribute four per centum of the states Gross Domestic Product, compared to the mean 12 per centum that the general Latin American state invested ( Ibid 2004 ) . Not merely has the Ecuadorian authorities neglected financess for the necessary societal plans but they have besides transferred their focal point to societal protection plans. This transportation of precedences has cut the support for instruction plans by 50 per centum ( Cibilis, Giugale and Lopez-Calix 2003 ) . The budget cut has affected all school systems across Ecuador, particularly the Ru 2ral communities. The limited support has caused a lessening in school substructure, teacher salary, and teacher preparation plans. The school systems are enduring and necessitate more investing and greater reform schemes. The authorities must increase their investing to at least five per centum of the state ‘s Gross Domestic Product in Oder to be successful ( Schiefelbein 1992 ) . In 2007, President Correa was elected to office in Ecuador. He created a platform that believed in instruction excellence and instruction reform ( Economist 2009 ) . Since 2007, Correa has spent about $ 280 million on school substructure and care ( Ibid 2009 ) . In add-on the President has introduced logic trials which instructors must go through in order to educate the young person. These logic trials are designed to increase a instructor ‘s credibleness and ability to teach immature pupils ( Ibid 2009 ) . Those who do non go through the logic trials are required to take a twelvemonth long preparation class which will assist to develop their instruction schemes and cognition. The logic trials benefit the school systems as instructors become more prepared and have more effectual instruction methods. These trials will be a compulsory step for all instructors, and will shortly increase the quality of Ecuador ‘s public instruction system. The deficiency of authorities investing towards societal plans, specifically instruction systems has greatly inf 3luenced handiness, learning methods, and school substructure. The rural communities are far more underprivileged so the urban public schools in Ecuador. In rural parts and in most parts of Latin America, instructors are likely to be under qualified and uneffective at teaching. Similarly to Ecuador, 40 to fifty of Latin American instructors have no professional preparation or makings ( Schiefelbein 1992 ) . The deficiency of preparation and makings is a consequence of hapless support and investing by the authorities. Training plans and workshops are non available to all instructors particularly those in the rural communities. In Latin America, people who graduate with higher degrees of instructions tend to travel to the urbanised metropoliss and obtain comfortable occupations ( Schiefelbein 1995 ) . Sadly, those who have hapless degrees of instruction, become instructors. Teacher ‘s with no preparation and limited cognition dictate the quality of a school. Furthermore, the lear ning population in Ecuador earn low wages as the authorities does non believe that instructors merit higher wages ( Schiefelbein 1992 ) . A typical public school teacher in rural Ecuador by and large earns $ 350 per month ( Torres 2005 ) . Teachers make an insufficient wage because there is limited support. Without support and low wages, most teachers at the public school degree have two or more occupations to pay for their fundss. Multiple occupations on the spell, means that instructors sometimes neglect to demo up to teach. The Foundation for Sustainable Development claims that there is a high rate of absenteeism among instructors ( 16 per centum ) † ( FSD 2003 ) . With instructors absent from categories 16 per centum of the clip during the scholastic twelvemonth, pupils are losing important acquisition chances. Most of the instructors absent for that clip would be working at other occupations seeking to derive a greater income. The quality of learning in rural Ecuador and in the public system is really low as the instructors are under qualified and largely disinterested in instruction. Although some instructors are effectual, the huge bulk of those effectual instructors are accepted to learn at private schools. Private schools in Ecuador have the money unlike public schools to afford exemplarily instructors. Unfortunately for the public system, qualified instructors escape to the private schools wh 4ere their wages are frequently five to ten times higher so the populace system ( Schiefelbein 1995 ) † The typical school is unable to engage extremely skilled instructors and will happen it hard to implement inventions to better its educational quality † ( Schiefelbein 1992: 36 ) . The methods of direction are unequal in states like Ecuador. Unfortunately due to budget restraints, instructors do non hold entree to a course of study to assist better their lesson programs. Without a common course of study to be followed by all public schools, the acquisition becomes inconsistent and unequal between different schools and parts ( Schiefelbein 1992 ) . Simple accomplishments that involve reading, composing, comprehension are hard to accomplish in rural Ecuador ( Ibid 1992 ) . Teacher ‘s do non posses the necessary certificates and stuffs to learn these kids, as the authorities neglects them of the necessary resources. With limited support invested in instruction, many effects arise with improper learning methods between schools in rural Ecuador. The greatest effect of hapless instruction is the rate of pupil repeat. In Latin America, merely 19 per centum of nine twelvemonth olds attend schools, but about 50 per centum of the first class pupils repeat as they are unable to carry through the instructor ‘s demands ( Schiefelbein 1992 ) . The state of Ecuador would drastically profit if more money was invested into increasing the quality of learning as it would diminish the rate of pupil repeat. Repeating a class is non merely reeling the pupil ‘s ability to larn and affect themselves in the work force but it besides posses monolithic affects on the educational system financially. In rural Ecuador, repeat is two times higher so the states average ( Ibid 1992 ) . If the Ecuadorian g 5overnment were to put more money in to developing an accessible course of study for all instructors, repeat rates would diminish. The Ecuadorian public school system posses many jobs for people in rural communities. The incompatibility in learning methods are followed by widespread hooky as parents would instead direct their kid to work every bit opposed to inscribing them in a rural school. Limited entree to schools and excess pupil costs for those in rural Ecuador are some of the major factors that affect registration rates and attending. There are huge differences and unfairnesss that are noticeable when comparing urban and rural instruction systems. Although public instruction is free for kids ages five to fifteen old ages old, enrollment rates suffer drastically in rural communities. In urban developed countries, kids have an norm of 12 old ages of schooling while kids from rural Ecuador merely have an norm of four old ages ( Cibilis et al. 2003 ) . Of those kids who had four old ages of schooling, merely 19 per centum of the entire rural population is enrolled in school compared to eighty per centum of th e entire urban population ( Ibid 2003 ) . Education unfairnesss are besides impacting those kids who wish to go to higher instruction degrees as merely two per centum of the poorest quantile attend higher instruction ( Ibid 2003 ) . The Ecuadorian authorities must larn how to scatter their support every bit among communities so that instruction patterns and handiness is the same for every kid. One of the most common grounds for the deficiency of registration, is due to school handiness. Although the Correo authorities is get downing to put more in school substructure and care there are still minimum public schools available for kids in rural countries ( Economist 2009 ) . â€Å" Merely 42 % of kids among those in the poorest quantile have entree to preschool instruction † ( Cibilis et al. 2003: 271 ) . There is perceptibly more chance for preschool instruction in urban communities as they are given a higher precedence over rural public instruction. Coincidentally there are more kids in rural Ecuador who need public instruction than urban countries. The unequal funding and hapless handiness to public schools for those populating in rural Ecuador posse major determinations on parents. They frequently have to make up one's mind whether or non to inscribe their kids due to fiscal restrictions. Although Ecuador promises to function the populace with free instruction there are still excess costs that are non covered by the authorities. With restricted financess, households have trouble paying for uniforms, school supplies, and transit ( Vos and Ponce 2004 ) . The indirect costs linked to the deficiency of authorities investing are a considerable decrease in household income because the kid is no longer working ( Ibid 2004 ) . Many households in rural Ecuador are faced with the hard determination on whether to direct their 6 kid to school or hold them work. With more authorities support towards public instruction, parents would non hold to pay excess costs for school. Therefore, parents would be more inclined to inscribe their kids to go educated. Although it is apparent that the rural instruction system in Ecuador is despairing for money and seems slightly incapacitated, there are reform patterns taking topographic point that are proven to be effectual. Presently in Mexico, instruction reform is taking topographic point that could be implemented in to Ecuador ‘s instruction system. Education reform known as â€Å" Telesecondary † would be movable and an effectual agencies of reform in rural Ecuador. Telesecondary is a learning scheme that delivers greater instruction through new engineerings. It consists of utilizing computing machines, cyberspace and mass media ( Cibilis et al. 2003 ) . The pupils larning from this advanced instruction method distance themselves from the teacher. The chief intent of Thursday 6 7is reform is to give all kids the ability to larn at their ain gait with a structured and dependable beginning of information ( Cibilis et al. 2003 ) . Another recommendation and applicable instruction reform scheme would be following the theoretical account of the â€Å" Escuela Nueva † . The Escuela Nueva undertaking is presently being practiced in Mexico. Escuela Nueva is community based which focuses chiefly on active engagement, and concerted acquisition ( Schiefelbein 1992 ) . The undertaking helps kids larn critical life accomplishments by using their cognition learnt in category to the outside community. This theoretical account of instruction responds straight to the instruction challenges that are presently present in Ecuador. It helps to extinguish hapless educational substructure, repeat rates, and under qualified instructors. The Escuela Nueva plans help schools to accomplish a standardised course of study, better instructor preparation and greater community enga gement. Once portion of the Northern Inca Empire, Ecuador has suffered a riotous yesteryear. Such is exemplified as the state has faced hapless administration and instability of fundamental laws as they have merely late imposed their twentieth fundamental law since 1830 ( State University 2002 ) . However, the greatest job to confront the state is that of instruction. The hapless instruction system is a cardinal subscriber to Ecuador ‘s province as a underdeveloped state. Ecuador ‘s substandard instruction system is a effect of inconsistent instruction, hapless attending, and the nonobservance of minority groups. Progress has been attempted by reformer President Correa who has concentrated 1000000s of dollars on breaking instruction in Ecuador. Undeniably, it is he w 8ho serves as the greatest beginning of hope to the instruction system of Ecuador. Although the President and his authorities have made much advancement during his two-term reign, there are many stairss to be taken to make declaration, including the riddance of child labour. Subsequently such extended instruction jobs are followed by the changeless conflict with child labour in add-on to hapless economic patterns. It is educational reform which will take to the development of Ecuador as its citizens become literate and receive extra chances, such as occupations, thereby decreasing poorness ( Bellettini 2004 ) . Education may be the job, but it is besides the solution to increase Ecuador ‘s patterned advance to go a developed state.

Salt and ice Minnesotas battle

Salt and Ice; Minnesotas Battle Abstract Salt is applied in the thousands of tons every year to reduce ice and, in turn, reduce accidents on Minnesota roads. When the ice and snow melt each spring, the majority of this solution is relieved into rivers and lakes through storm drains on Minnesota roads. The salt negatively affects fish and aquatic plants by dehydrating them and altering fertilization. The damaging effects of sodium chloride are long term and not easily repaired. The Minnesota Department of Transportation can take ffective action by reducing salt usage and opting to alternate the biodegradable solution potassium formate.Every year the metropolitan area of Minnesota uses 350,00 tons, commerical and government, of road salt. (Homstad). To put this in perspective, if the salt was distributed to the residence of the Minneapolis-St. Paul area, each person would lay 260 pounds of salt on the roads. Sodium Chloride(NaCL), the salt that is applied to roads, is the most common p ractice to reduce ice on roads in Minnesota and around snowy parts of the United States. Salt has been the most effective means of deicing roads because it lowers the freezing point of water, there for melting the snow, and it is the one of the cheapest products to use.According to a study done by Marquette University in 1992, accident rates are eight times higher when salt is not applied to icy, snowy roads. Salt is proven an effective reducer of accidents (Kuemmel). What people commonly are not aware of is that salt is generally effective until 1 5 degrees farenheit. After that point, the salts ability to break the bond between the ice and the road rapidily decreases ntil, at about 5f, salt is no longer a method to melt ice. Once the ice and snow melt, the water product runs into storm drains, which consiquntly drain into our bodies of water.The main drainage exit of metro storm drains is into our rivers and streams. The most common; the Mississippi river. Studies vary but between 70 and 80 percent of all salt applied to roads, ends up in water bodies. Both sodium and chloride are natural products, both already present in water and in living species. However, increased levels of both elements have a deadly, long term effect on aquatic life. Chloride in high concentrations is especially harmful to fresh water aquatic life. It dehydrates plants and reduces areation in water, giving fish less oxygen.The salt, also draws moisture from fish and water species, creating an imblance in electrolytes (Marshall). Not only does this imbalance kill and harm living fish, it often times creates alterations in the tisn a ast. Otten time this chloride increase reduces fish's fertility and increases disease suseptibilty for generations to come. Education will only go so far. Humans, especially Americans, have a psycological ard-wiring to think that more is more. Naturally, the assumption is made that applying more salt deices the roads faster. This is incorrect. We generally need a very small amount.Increase in amount does not lower the freezing point further. The most viable solution is to use alternative chemicals to melt salt. Potassium formate is a more costly alternative. The substance melts ice at about the same temperateure that salt does however, the product is biodegradeable. (M ¤Ã‚ ¤tt ¤) It has little to no negative effects in water and generally biodegrades in the ground before ever reaching the water. IJSNLM) The product is man-made, so it is more costly, however a little bit goes a long way with the substance and it does not contain chloride; the most harmful factor in salt.The solution is not to replace salt. Salt is an effective deicer and with reduced usage and usage n rotation with potassium formate, chloride levels will be lowered in water bodies. Training programs are currently in the works to educate snowplow drivers and residence as to how much salt is necessary. (MPCA) The drivers who took these classes significantly reduced t he amount of salt they were dispersing on roads owever they are not mandatory so not all drivers are taking them and there for the overall effect is quite small.Storm drain alterations are a solution but not an effective enough one. In placeing filterationg systems within them small amounts of salt can be prevented from entering lakes and rivers. These filteration systems would still allow the majority of chloride to enter water bodies because upon sodium chloride melting ice it sperates itself into its two elements and essentially disolves in the water. Understandably, tax payers may disagree with the higher price of potassium ormate. However, the solution is not to replace salt with this substance.The solution is to use potassium formate in conjunction with salt therefore, reducing salt usage and chloride concentrations in water bodies. The price would only be slightly more and would reduce prices for fish when more can be naturally harvested. The price for water filtration and pu rification will lower as well when salinity levels decrease. With correct usage, Potassium formate is only needed in small quantities. The benefit to consumers being able to consume more local fresh water fish is also valuable.

Tips to Searching the Google News Archive

Tips to Searching the Google News Archive Google News Archive offers a wealth of digitized historic newspapers online - many of them for free. The Google newspaper archive project was discontinued by Google many years ago but, although they stopped digitizing and adding new papers and removed their useful timeline and other search tools, the historical newspapers that were previously digitized remain. The downside of this is that,  due to poor digital scanning and OCR (optical character recognition), a simple search of the Google newspaper archive rarely pulls up anything but major headlines.  In addition, Google News has continued to deprecate their newspaper archive service, making it extremely difficult to search  for content prior to 1970, although they have hundreds of digitized newspaper titles  prior to this date.   You can improve your chances of finding great info in Google News Archive with a few simple search strategies. Use Google Web Search Searching within Google News (even the advanced search) no longer returns results older than 30 days, so be sure to use web search when searching for older articles. Google Web Search doesn’t support custom date ranges earlier than 1970 or content behind a paywall - but that doesnt mean you wont find content prior to 1970 by searching, you just cant restrict your searches to only that content. Check Availability First A full list of the digitized historical newspaper content is available online at the  Google News Archive. It generally pays to start here to see if your area and time period has coverage, although if youre looking for something interesting or potentially newsworthy (a railroad accident, for example) you may find it also reported in papers from outside the area. Restrict Sources While it is most common to search for individuals in a specific location, Google no longer offers the option to restrict your search to a particular newspaper title. Each newspaper does have a specific newspaper ID (found after nid in the URL when you select the title from the newspaper list), but the site search restriction does not consider this. Instead, try using a newspaper title in quotes, or  use just a single word from the title of the paper to restrict your search; thus a source restriction for Pittsburgh will turn up results from both the Pittsburgh Press and the Pittsburgh Post-Gazette. Date Restrict To search content older than 30 days, use the Google  advanced web search page  to restrict your search by date or date range. You can bypass the restriction on dates older than 1970 by using Googles site search feature on the news archive alone. This isnt precise, as it will include any mention of that date or year and not just papers published on the date youve selected, but it is better than nothing.   Example:  site:news.google.com/newspapers pittsburg 1898 Use Generic Terms Browse through several issues of your newspaper of interest to become familiar with the general layout of the paper and the terms used most often in your sections of interest. For example, if youre looking for an obituary, did they commonly use the term obituaries, or deaths or death notices, etc. to head that section? Sometimes section headers were too fancy to be recognized by the OCR process, so also look for words frequently found in the general text then use that search term to look for content. Consider whether your term is appropriate for the time period as well. If youre searching contemporary newspapers for information on World War One you will need to use search terms such as great war, because it wasnt called World War One until after the commencement of World War Two. Browse This Paper For best results when searching digitized historical newspaper content in Google, there really is no way around using the browse feature rather than search. All things considered, its still better than having to go down to the library to look at microfilm. Begin with the newspaper list to browse directly to a specific newspaper title in the Google News Archive. Once you select a title of interest, you can easily navigate to a specific date using the arrows or, even faster, by entering the date in the date box (this can be a year, month and year, or a specific date). When youre in the newspaper view, you can get back to the browse page by selecting the Browse this newspaper link above the digitized newspaper image. Locating a Missing Issue If Google appears to have newspapers from your month of interest but is missing a few particular issues here or there, then take time to view all pages of the available issues both before and after your target date. There are many examples of Google running together several newspaper issues and then listing them only under the date of the first or last issue, so you can be browsing an issue for Monday, but end up in the middle of the Wednesday edition by the time you browse all of the available pages. Downloading, Saving, and Printing Google News Archive does not currently offer a direct way to download, save, or print newspaper images. If you want to clip an obituary or other small notice for your personal files, the easiest way to do this is to take a screenshot. Enlarge your browser window with the relevant page/article from Google News Archive so that it fills your entire computer screen.Use the enlarge button in Google News Archive to enlarge the article you want to clip to an easy to read size that fits entirely within your browser window.Hit the Print Screen or Prnt Scrn button on your computer keyboard to capture a screenshot.Open your favorite photo editing software and look for the option to open or paste a file from your computers clipboard. This will open the screenshot taken of your computer browser window.Use the Crop tool to crop the article in which youre interested and then save it as a new file (try including the newspaper title and date in the file name).If youre running Windows Vista, 7 or 8, make it easier on yourself and use the Snipping Tool instead. If you cant find historical newspapers in Google Newspaper Archive for your area and time period of interest, then Chronicling America is another source for free, digitized historical newspapers from the United States. Several subscription websites and other resources also offer access to online historical newspapers.

USS Saratoga (CV-3) World War II Aircraft Carrier

USS Saratoga (CV-3) World War II Aircraft Carrier Originally conceived as part of a large building program in 1916, USS Saratoga was intended to be a Lexington-class battlecruiser mounting eight 16 guns and sixteen 6 guns. Authorized along with the South Dakota-class battleships as part of the Naval Act of 1916, the US Navy called for the six ships of the Lexington-class to be capable of 33.25 knots, a speed which had previously only been attainable by destroyers and other smaller craft. With the American entry into World War I in April 1917, construction of the new battlecruisers was repeatedly postponed as shipyards were called upon to produce destroyers and submarine chasers to combat the German U-boat threat and escort convoys. During this time, the final design of the Lexington-class continued to evolve and engineers worked to design a power plant capable of achieving the desired speed.      Design With the end of the war and a final design approved, construction moved forward on the new battlecruisers.  Work on Saratoga commenced on September 25, 1920 when the new ship was laid down at New York Shipbuilding Corporation in Camden, NJ. The ships name derived from the American victory at the Battle of Saratoga during the American Revolution which played a key role in securing the alliance with France. Construction was halted in early 1922 following the signing of the Washington Naval Treaty which limited naval armaments. Though the ship could not be completed as a battlecruiser, the treaty did allow for two capital ships, then under construction, to be converted into aircraft carriers. As a result, the US Navy elected to complete Saratoga and USS Lexington (CV-2) in this fashion. Work on Saratoga soon resumed and the hull was launched on April 7, 1925 with Olive D. Wilbur, wife of Secretary of the Navy Curtis D. Wilbur, serving as sponsor. Construction As converted battlecruisers, the two ships possessed superior to anti-torpedo protection than future purpose-built carriers, but were slower and had narrower flight decks. Capable of carrying over ninety aircraft, they also possessed eight 8 guns mounted in four twin turrets for anti-ship defense. This was the largest size gun permitted by the treaty. The flight deck featured two hydraulically powered elevators as well as a 155 F Mk II catapult. Intended for launching seaplanes, the catapult was seldom used during active operations. Re-designated CV-3, Saratoga was commissioned on November 16, 1927, with Captain Harry E. Yarnell in command, and became the US Navys second carrier after USS Langley (CV-1). Its sister, Lexington, joined the fleet a month later. Departing Philadelphia on January 8, 1928, future admiral Marc Mitscher landed the first aircraft on board three days later. Overview Nation: United StatesType: Aircraft CarrierShipyard: New York Shipbuilding Corporation, Camden, NJLaid Down: September 25, 1920Launched: April 7, 1925Commissioned: November 16, 1927Fate: Sunk as part of Operation Crossroads, July 25, 1946 Specifications Displacement: 38,746 tonsLength: 880 ft.Beam: 106 ft.Draft: 24 ft., 3Propulsion: 16 Ãâ€" boilers, geared turbines and electric drive, 4 Ãâ€" screwsSpeed: 34.99 knotsRange: 10,000 nautical miles at 10 knotsComplement: 2,122 men Armament (as built) 4 Ãâ€" twin 8-in. guns, 12 Ãâ€" single 5-in. guns Aircraft (as built) 91 aircraft Interwar Years Ordered to the Pacific, Saratoga transported of force of Marines to Nicaragua before transiting the Panama Canal and arriving at San Pedro, CA on February 21. For the remainder of the year, the carrier remained in the area testing systems and machinery. In January 1929, Saratoga took part in Fleet Problem IX during which it mounted a simulated attack on the Panama Canal. Largely serving in the Pacific, Saratoga spent much of the 1930s taking part in exercises and developing strategies and tactics for naval aviation. These saw Saratoga and Lexington repeatedly show the increasing importance of aviation in naval warfare. One exercise in 1938 saw the carriers air group mount a successful attack on Pearl Harbor from the north. The Japanese would use a similar approach during their attack on the base three years later at the start of World War II. USS Saratoga (CV-3) - World War II Begins Entering Bremerton Navy Yard on October 14, 1940, Saratoga had its anti-aircraft defenses enhanced as well as received the new RCA CXAM-1 radar. Returning to San Diego from a brief refit when the Japanese attacked Pearl Harbor, the carrier was ordered to carry US Marine Corps fighters to Wake Island. With the Battle of Wake Island raging, Saratoga arrived at Pearl Harbor on December 15, but was unable to reach Wake Island before the garrison was overrun. Returning to Hawaii, it remained in the area until being hit by a torpedo fired by I-6 on January 11, 1942. Sustaining boiler damage, Saratoga returned to Pearl Harbor where temporary repairs were made and its 8 guns removed. Leaving Hawaii, Saratoga sailed for Bremerton where further repairs took place and modern batteries of 5 anti-aircraft guns installed. Emerging from the yard on May 22, Saratoga steamed south to San Diego to begin training its air group. Shortly after arriving, it was ordered to Pearl Harbor to take part in the Battle of Midway. Unable to sail until June 1, it did not arrive in the battle area until June 9. Once there, it embarked Rear Admiral Frank J. Fletcher, whose flagship, USS Yorktown (CV-5) had been lost in the fighting. After briefly operating with USS Hornet (CV-8) and USS Enterprise (CV-6) the carrier returned to Hawaii and began ferrying aircraft to the garrison on Midway. On July 7, Saratoga received orders to move to the Southwest Pacific to aid in Allied operations in the Solomon Islands. Arriving late in the month, it began conducting airs strikes in preparation for the invasion of Guadalcanal. On August 7, Saratogas aircraft provided air cover as the 1st Marine Division opened the Battle of Guadalcanal. In the Solomons Though the campaign had just begun, Saratoga and the other carriers were withdrawn on August 8 to refuel and replenish aircraft losses. On August 24, Saratoga and Enterprise returned to the fray and engaged the Japanese at the Battle of the Eastern Solomons. In the fighting, Allied aircraft sank the light carrier Ryujo and damaged the seaplane tender Chitose, while Enterprise was hit by three bombs. Protected by cloud cover, Saratoga escaped the battle unscathed. This luck did not hold and a week after the battle the carrier was struck by a torpedo fired by I-26 which caused a variety of electrical issues. After making temporary repairs at Tonga, Saratoga sailed to Pearl Harbor to be dry docked. It did not return to the Southwest Pacific until arriving at Noumà ©a in early December. Through 1943, Saratoga operated around the Solomons supporting Allied operations against Bougainville and Buka. During this time, it operated with for periods with HMS Victorious and the light carrier USS Princeton (CVL-23). On November 5, Saratogas aircraft conducted strikes against the Japanese base at Rabaul, New Britain. Inflicting heavy damage, they returned six days later to attack again. Sailing with Princeton, Saratoga took part in the Gilbert Islands offensive in November. Striking Nauru, they escorted troop ships to Tarawa and provided air cover over the island. In need of an overhaul, Saratoga was withdrawn on November 30 and directed to proceed to San Francisco. Arriving in early December, the carrier spent a month in the yard which saw additional anti-aircraft guns added. To the Indian Ocean Arriving at Pearl Harbor on January 7, 1944, Saratoga joined with Princeton and USS Langley (CVL-27) for attacks in the Marshall Islands. After attacking Wotje and Taroa at the end of the month, the carriers began raids against Eniwetok in February. Remaining in the area, they supported the Marines during the Battle of Eniwetok later the month. On March 4, Saratoga departed the Pacific with orders to join the British Eastern Fleet in the Indian Ocean. Sailing around Australia, the carrier reached Ceylon on March 31. Joining with the carrier HMS Illustrious and four battleships, Saratoga took part in successful raids against Sebang and Surabaya in April and May. Ordered back to Bremerton for an overhaul, Saratoga entered port on June 10. With work complete, Saratoga returned to Pearl Harbor in September and began operations with USS Ranger (CV-4) to train night fighting squadrons for the US Navy. The carrier remained in the area conducting training exercises until January 1945 when it was ordered to join USS Enterprise in support of the invasion of Iwo Jima. After training exercises in the Marianas, the two carriers joined in mounting diversionary attacks against the Japanese home islands. Refueling on February 18, Saratoga was detached with three destroyers the next day and directed to launch night patrols over Iwo Jima and nuisance attacks against Chi-chi Jima. Around 5:00 PM on February 21, a Japanese air attack struck the carrier. Hit by six bombs, Saratogas forward flight deck was badly damaged. By 8:15 PM the fires were under control and the carrier was sent to Bremerton for repairs. Final Missions These took until May 22 to complete and it was not until June that Saratoga arrived at Pearl Harbor to commence training its air group. It remained in Hawaiian waters until the wars end in September. One of only three prewar carriers (along with Enterprise and Ranger) to survive the conflict, Saratoga was ordered to take part in Operation Magic Carpet. This saw the carrier carry 29,204 American serviceman home from the Pacific. Already obsolete due to the arrival of numerous Essex-class carriers during the war, Saratoga was deemed surplus to requirements after the peace. As a result, Saratoga was assigned to Operation Crossroads in 1946. This operation called for the testing of atomic bombs at Bikini Atoll in the Marshall Islands. On July 1, the carrier survived Test Able which saw a bomb air burst over the assembled ships. Having sustained only minor damage, the carrier was sunk following the underwater detonation of Test Baker on July 25. In recent years, the wreck of Saratoga has become a popular scuba diving destination.

Offshoring Essay Example | Topics and Well Written Essays - 1250 words

Offshoring - Essay Example The work of Robert Reich focuses on different reasons of growing poor and rich discriminations in the US. This paper identifies various reasons and discuses their further reasons and consequences. It then tries to evaluate some policies which are needed to prevent the unexpected situation of income inequality. And the last paper, Roger LeRoy Miller, Daniel K. Benjamin and Douglass Cecil Northfocuses on the various facts and figures of prevalence of poverty in the US and suggests several policies which are needed to be implemented by the government to restrict the situation. The problem of low income and income inequality mainly arises from offshoring and calls for appropriate policies from the side of the government Blinder: The main purpose of his work is to relate the concept of offshoring with the US labor market and to understand its problems and possible solutions and effects. The key question of this paper is how to prepare the future labor force of US in the face of rapid offs horing of US companies. Over the last few years the demand for labour has shifted from technologically low skilled, less educated people to high skilled and well educated people. This led to income inequalities in the US.Hence, policies were needed to be applied. In the 1990s, the United State Congress has used the policy of raising the minimum wage and has increased the Earned Income Tax Credit (Blinder, 2009, p. 9). With the combination of the tight labour market, these policies have raised disposable income of the average workers and have improved their living conditions. But the basic assumption behind this success was that there was not any labour migration during this time of policy evaluation. The major future challenge for the US is â€Å"offshoring†. In the US, service sector offshoring has not been that much significantly higher; only 1% of the total services jobs have been offshored so far (Blinder, 2009, p. 10). There can be three basic reasons for more increment in the offshoring of services jobs. First, there are more absolute numbers of services jobs compared to that of manufacturing jobs. Second, technological advancements are more related with the growth of services jobs. Hence, recent developments in technologies have caused this difference in the growth paths. And finally, the labor market of India and China are more consistent with the technologies related to services jobs.The author has distinguished between two types of facts that are responsible for offshoring – personal and impersonal reasons. This is the most important information that the author has pointed out and this is the key idea of the whole paper. In this context the author suggested few points that are needed to be considered while preparing the future labor force of the US- putting more emphasis on education of children, focusing on one link (like technology) at a time and differentiating between novel differences with the traditional differences in jobs.One of the possible implications of these policies is that there would be huge income differences, not in terms of educational level, but also in terms of the skills that workers have. But in the future education will not become constrained. For public jobs, increases in the salary scales can work well in this regard. Again, some o the jobs are lacking proper training