An Empirical Study On Privacy Concerns Of Young Adults On...

AN EMPIRICAL STUDY ON PRIVACY CONCERNS OF YOUNG ADULTS ON SOCIAL MEDIA PLATFORMS Himani Sevekar, Neha Aranha ABSTRACT The research mainly examines the privacy concerns of the young adolescents with respect to their accounts on Social Media Platforms. The focus of the research intends to understand the privacy protection behaviors on social networks. The targeted population for this research paper was young adolescents. The result revealed that the young adults are concerned about their privacy settings be it Males or Females. In addition, the Females have a more proactive approach towards the Privacy settings on Social Networking Sites especially Facebook. The research used a large- scale survey of young adults through Questionnaire. The research examines the relationship between privacy concern/aspect and Facebook as well as Privacy concerns and Gender. The research was conducted in locality of Mumbai. The Data was analyzed with the aid of Statistical tools in a way to establish a study on the privacy concerns of Today’s young adults. INTRODUCTION- Social Networking is a way of expanding the number of one’s business by making social contacts or connections through individuals. It is an online service, platform, or site which focuses on building the social relations with friends and strangers as well with whom we have similar shared interests, activities, and real life connections. Today’s generation is engaged more for building relations with the people through theShow MoreRelatedSocial Media and Privacy: Relationships and Online Surveillance1929 Words   |  8 PagesThe negative consequences of online surveillance are consistent media headliners cautioning users to be wise with their sensitive information. This research address both positive and negative outlooks of online surveillance. According to Lee Humphreys’ article â€Å"Who’s Watching Whom? 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The Role Of Primary Function Of Human Resource Management

Focus of the Reflective Paper Primary function human resource management can be divide into primary and secondary function primary function are directly involved with obtaining, maintaining and developing employee. Primary function included human resource planning, equal employment opportunity, staffing, recruitment, and selection. Compensation and benefit, employee, labor relation health, safety and security and human resource development. Secondary function included organization, job design, performance appraisal system, and research and information system. The objective of specific human resource development activities vary greatly or improving the knowledge skills, and attitudes of individuals, career development potent efforts†¦show more content†¦Women, people of color, non-christen, and non U.S citizens have historically not been given the same employment opportunities as those in the majority. Thus, affirmative action is a practice designed to ensure that member of these groups have opportunities for employment and advancement equal to those in the majority First and foremost, it is important to remember that affirmative action was designed to right the wrong of the past. Therefore affirmative action must be remedied. This means that affirmative act must address underrepresentation or an imbalance in the work Place .more overly affirmative is temporary it is only one Cesar as long as unbalance continue to exist. The primary function of human resource management is to increase the effectiveness and contribution of employees in the attainment of organizational goals and objectives. Consider all the areas of HRM that have been discussed in class: Racial desegregation is a long-standing problem in American society as well as many parts of the world. In the United States, affirmative action policies have been playing an important role in achieving this goal. Individuals in minority groups often receive preferential treatment in employment and school admission decisions (Prescott, R. K., Rothwell, W. J. (2012). Equal employment opportunity commission (EEOC) which regular monitor employment statistics of women and

An Inspector Calls

An Inspector Calls Younger vs Older generation Essay Although the most drastic difference is shown after the Inspector has left the family, we can still see a hint of contrast before he arrives. In the first few lines of the Act one, we get a clue that Sheila is not that happy with her fiancà © Gerald. She says to Gerald ‘(half-serious, half-playful) Yes- except for all last summer, when you never came near me.’ This shows that Sheila perhaps has higher expectations of Gerald, and is already quite suspicious about his behaviour. She’s clearly not that willing for him to just not talk to her for long periods of time. It is proved that the older generation think differently however when Mrs Birling tells Sheila that she ought to get used to Gerald behaving in this way. She says ‘when you’re married you’ll realise that men with important work to do sometimes have to spend nearly all their time and energy on their business.’ Unlike Sheila, Mrs Birling of the older generation clearly thinks it’s acceptable for men to be away from their wives or partners for the majority of the time. It shows a lot of signs of male superiority, and the fact that men of the family can pretty much do what they want. Sheila doesn’t seem so inclined to think this way so this shows quite a big difference of opinion between the two generations. Priestly demonstrates this through how the two speak about the subject of marriage and how quickly Mrs Birling dismissed her daughter’s complaints. When the Inspector does arrive however, we see a big difference in reaction when he shares the occurrence of Eva Smith’s death. Mr Birling barely reacts at all, and seems as though he wants to brush the news aside. He says ‘(rather impatiently) Yes, yes, horrid business. But I don’t understand why you should come here.’ He shows no shock or concern at the news of a girl dying, but just wants to know how it affects him, showing how self-involved him and much of the older generation are. He only wants to know why the Inspector is concerning him with the death, instead of showing any emotion about the fact a young person has just died, proving his selfishness and self-centredness. He has no sympathy when the Inspector goes on to say how the girl committed suicide and was in great agony, showing his lack of regard and interest in anyone who doesn’t directly affect him. Mr Birling’s son Eric reacts a lot more as you’d expect to the news of Eva Smith’s death. He says ‘(involuntarily) My God!’ Even though the Inspector wasn’t addressing him, Eric expresses a sign of shock and horror at the news of a young girl drinking disinfectant. He’s upset by what the Inspector says, and the news of something like that happening clearly distresses him, much unlike Mr Birling. These two reactions show another big difference between the two generations. The older generation are unfortunately a lot more obsessed with their image and reputation. Another big contrast is how the family members react to the Inspector’s questions and accusations. In the case of Sheila, she only has to look at the photo of Eva to recognise her, and ‘with a little cry,’ she gives a ‘half-stifled sob’ and then runs out of the room. She is honest about knowing who Eva is straight away, and catches on to the fact that The Inspector knows about the truth about the family extremely quickly. She confesses not only what she did to Eva Smith, but also how guilty she is and how much remorse she feels about Eva’s death. She acknowledges and accepts her faults straight away, much unlike her mother. .u6b7c792008571e3d2e14bc8eed9a04f1 , .u6b7c792008571e3d2e14bc8eed9a04f1 .postImageUrl , .u6b7c792008571e3d2e14bc8eed9a04f1 .centered-text-area { min-height: 80px; position: relative; } .u6b7c792008571e3d2e14bc8eed9a04f1 , .u6b7c792008571e3d2e14bc8eed9a04f1:hover , .u6b7c792008571e3d2e14bc8eed9a04f1:visited , .u6b7c792008571e3d2e14bc8eed9a04f1:active { border:0!important; } .u6b7c792008571e3d2e14bc8eed9a04f1 .clearfix:after { content: ""; display: table; clear: both; } .u6b7c792008571e3d2e14bc8eed9a04f1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6b7c792008571e3d2e14bc8eed9a04f1:active , .u6b7c792008571e3d2e14bc8eed9a04f1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6b7c792008571e3d2e14bc8eed9a04f1 .centered-text-area { width: 100%; position: relative ; } .u6b7c792008571e3d2e14bc8eed9a04f1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6b7c792008571e3d2e14bc8eed9a04f1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6b7c792008571e3d2e14bc8eed9a04f1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6b7c792008571e3d2e14bc8eed9a04f1:hover .ctaButton { background-color: #34495E!important; } .u6b7c792008571e3d2e14bc8eed9a04f1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6b7c792008571e3d2e14bc8eed9a04f1 .u6b7c792008571e3d2e14bc8eed9a04f1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6b7c792008571e3d2e14bc8eed9a04f1:after { content: ""; display: block; clear: both; } READ: Since the lovers die at the end of the play, does this mean that hatred has the final victory? EssayWhen Mrs Birling is first shown the photograph of Eva she denies knowing her at all. The Inspector asks Mrs Birling if she recognises Eva, and Mrs Birling responds with ‘No. Why should I?’ Mrs Birling will only talk about her contact with Eva when the Inspector pushes her to, and at first is far too proud to even admit she’s seen her, and even when she eventually admits she refused the desperate Eva Smith charity, she maintains haughtily she’s done nothing wrong. Unlike Sheila Mrs Birling will not admit any flaws or failings on her part. She is prepared to lie to the Inspector to shield her image, and feels herself so superior to people like Eva Smith they are not even worth telling the truth about. When hearing how badly she’s affected another human being, Mrs Birling accepts no blame and feels no guilt like her daughter Sheila, and much like her husband and many of the older generation is only concerned with making sure none of the responsibility lies with her. The way Gerald reacts to the Inspector is somewhere between the two. He half-heartedly tries to act as though he doesn’t know Eva, but knows really he’s given himself away, as when The Inspector mentions Eva changing her name to Daisy Renton, Gerald reacts: ‘(startled) What?!’ Despite the foolish attempt to try and cover his tracks Gerald does confess and seems to feel some regret towards Eva. Unlike the rest of the family he didn’t treat Eva, or ‘Daisy’, unkindly, though is still quite reluctant to admit his interaction with her, though nothing compared to Mrs Birling. Gerald is not quite part of Mr and Mrs Birling’s generation, though is still older than Sheila and Eric. Priestly perhaps uses him to depict someone in the middle of the two, whose attitude is not quite as supercilious and conceiting as Mr and Mrs Birling, but still shares a lot more of their faults than the younger generation. The biggest divide however is shown once the Inspector has left the family. They have all been shown how badly their actions have affected other people, and how desperate the need for change is, but it is only Eric and Sheila who seem willing to do so. Whilst Mr and Mrs Birling discuss and cling on to the possibility that the Inspector wasn’t in fact from the police force, Sheila declares ‘it doesn’t make any real difference’ with Eric agreeing with her. The two of them realise both their own and their parents’ faults, and understand it is not important where the Inspector came from; there must be a change in their behaviour. The older generation however give little thought to what they’ve done to Eva Smith, and are practically elated when Gerald brings back the news there isn’t ‘any Inspector Goole or anybody like him on the force here.’ They have no inclination to even consider changing their behaviour for the better and are only concerned that no one finds out about the ‘scandal.’ When discovering that no girl has in fact died at the Infirmary Birling says ‘(triumphantly) There you are! Proof positive! The whole story’s just a lot of moonshine. Nothing but an elaborate sell! (He produces a huge sigh of relief.)’ All the warnings and hints The Inspector has given the family have clearly gone straight over Mr Birling’s head. He is not relieved that nothing has happened to Eva Smith, but just pleased that he and his family can now be accused of nothing. After all the Inspector has revealed to them, Mr Birling still has trouble believing such a ‘hard-headed businessman’ as himself could be anything close to a criminal, or need any changing, and so can still be convinced the story’s a lot of ‘moonshine’ even though his family could have quite easily driven a girl to suicide between them. .u39f88fe8d9c49eb10e035127794fcc64 , .u39f88fe8d9c49eb10e035127794fcc64 .postImageUrl , .u39f88fe8d9c49eb10e035127794fcc64 .centered-text-area { min-height: 80px; position: relative; } .u39f88fe8d9c49eb10e035127794fcc64 , .u39f88fe8d9c49eb10e035127794fcc64:hover , .u39f88fe8d9c49eb10e035127794fcc64:visited , .u39f88fe8d9c49eb10e035127794fcc64:active { border:0!important; } .u39f88fe8d9c49eb10e035127794fcc64 .clearfix:after { content: ""; display: table; clear: both; } .u39f88fe8d9c49eb10e035127794fcc64 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u39f88fe8d9c49eb10e035127794fcc64:active , .u39f88fe8d9c49eb10e035127794fcc64:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u39f88fe8d9c49eb10e035127794fcc64 .centered-text-area { width: 100%; position: relative ; } .u39f88fe8d9c49eb10e035127794fcc64 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u39f88fe8d9c49eb10e035127794fcc64 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u39f88fe8d9c49eb10e035127794fcc64 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u39f88fe8d9c49eb10e035127794fcc64:hover .ctaButton { background-color: #34495E!important; } .u39f88fe8d9c49eb10e035127794fcc64 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u39f88fe8d9c49eb10e035127794fcc64 .u39f88fe8d9c49eb10e035127794fcc64-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u39f88fe8d9c49eb10e035127794fcc64:after { content: ""; display: block; clear: both; } READ: William Shakespeare's 'Romeo and Juliet' to the play as a whole EssayThis is where Priestly shows the largest divide. Mr and Mrs Birling are unable to accept any responsibility and are only concerned with themselves and their reputation. Their children however can quite clearly see how the family are at fault, and this difference in attitude is shown throughout the book, with Mr and Mrs Birling displaying constant signs of ignorance and selfishness, and Eric and Sheila understanding a lot more, showing a lot more empathy and a sense of feeling and consideration to other people, whatever their class or gender. They are far less judgemental than their parents, and Priestly u ses their speech and behaviour to show how different their attitudes are compared to their parents, and what a big generation gap there is.

Symbolism In Young Goodman Brown Essays (1205 words) -

Symbolism In Young Goodman Brown Symbolism in Young Goodman Brown Jared Krupski English 102 Research 1 7-18-00 Jared Krupski The short story Young Goodman Brown, by Nathaniel Hawthorne, is the story of a man, Goodman Brown, who comes to find out that the people he surrounds himself with are not perfect. During a journey testing his faith, a traveler, the devil, is able to use Brown's naivet? against him. After the devil has his way with Goodman Brown's mind, Brown is never again able to trust even his wife, who is aptly named Faith, let alone anyone else. Brown's view on humanity thereon is one of deceit. The story is heavy in symbolism; and the major symbols of this story are Goodman Brown himself, his wife Faith and her pink ribbons, the traveler he meets, and the journey he takes. Goodman Brown's name plays as a symbol in the story. His name Goodman means Gentleman during that time period, and he is symbolic to mankind(Korb 2; Robinson 3). In spite of his name, there is no proof that Goodman Brown was ever a good person at all(Mathews 2). Throughout his whole journey into the forest, he never makes the argument that he should stop because it is morally wrong. Hawthorne provides many suggestions that indicate Brown has been looking for a way of justifying his participation, rationalizing that everyone else has done likewise(Matheson 4). Brown most likely only resists during the ceremony because he realizes that his sins will be exposed. Krupski 2 Young Goodman Brown's wife's name is Faith, and she has pink ribbons in her hair that are used as symbols throughout the story. The name Faith is symbolic of Brown's lost hope(Mathews 2). When the pink ribbon falls from the sky, he cries My Faith is gone(Hawthorne 38). Brown talks about how much faith he has, but as James Mathews points out: The insubstantiality for Brown's religious faith manifests itself in the pink ribbons of his wife's cap; their texture is aerie and their color the pastel of infancy.(2) As Goodman Brown is about to leave for his journey, the exchange between Faith and himself foreshadows the outcome of the journey. As he travels through the forest he knows he should go back to his faith and Faith but his fascination with evil compels him to go on. Brown is bewildered as he comes upon Faith at the ceremony. Sheildon Liebman says, He calls on Faith to refuse Communion because he is as afraid of revealing his own evil as he is of seeing hers(7). Finding his wife at the meeting and still believing what is going on shows that he is capable of believing anything that is thrown his way. If he can believe that his wife can have this secret presence of evil inside her, there is no hope for anyone else to gain his Krupski 3 trust. Brown tells himself that the Devil will not take hold of his faith although he has to keep reassuring himself. The traveler is symbolic of the devil and Goodman Brown's dark side(Walsh 4). As Brown approaches the traveler he finds him very familiar. It is almost as if he is a relative or even his own father. He carries a twisted staff that looks like a snake and almost seems to move in his hand(Liebman 3). All of the branches the traveler touches wilt and die. It is suggested by the traveler that even Brown's father and grandfather are a part of the devil's party, and he makes Brown meet people he has seen and knows at the ceremony. Thomas Walsh says, Doubts about his ancestors spread until Goody Cloyse, Deacon Gookion, the Parson, and finally Faith herself fall victims to his diseased mind(4). When the traveler takes Brown on his journey, Brown sees his journey as an errand or work(Keil 7). He leaves his wife after she asks him not to go, and says thinking out loud, After this one night, I'll cling to her skirts and follow her to Heaven(Hawthorn 377). Taking the dark dreary road into the forest symbolizes his act of plunging into the road leading to despair(Walsh 3). The move into darkness gives the feeling of upcoming danger. Krupski 4 The journey begins at dusk continuing on into

First Love, by John Clare and La Belle Dame Sans Merci, by John Keats Essay Example

First Love, by John Clare and La Belle Dame Sans Merci, by John Keats Paper The two poems, First Love, by John Clare and La Belle Dame Sans Merci, by John Keats have a similar theme, unrequited love. Compare and contrast the poets effective use of language and form to convey their ideas effectively. In the poems First Love, by John Clare and La Belle Dame Sans Merci, by John Keats both poets deal with unrequited love. In Clares poem, it is the love of the knight for the woman, which is not returned. This is very similar to Keats poem where it is a knight again whose love for a woman is not returned. Both poems portray romantic poetry to us. In the pre-twentieth centuries romance was imaginative love like that shown in Clares poem. This type of romance is similarly shown in Keats poem. In Keats poem, we also see modern romance, which is romantic love. We will write a custom essay sample on First Love, by John Clare and La Belle Dame Sans Merci, by John Keats specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on First Love, by John Clare and La Belle Dame Sans Merci, by John Keats specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on First Love, by John Clare and La Belle Dame Sans Merci, by John Keats specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Clares poem is set in contemporary times; he is recounting the experience of falling in love for the first time: I neer was struck before that hour With love so sudden and so sweet. This makes it clear to us that the knight in the poem is falling in love for the first time. Keats poem on the other hand is set in the times of King Arthur, which was the thirteenth century. The time, which the poem is set, is well suited to the context of a bewitched knight. In Clares poem no blame is given to the girl whom he falls in love with maybe because she did not deliberately set out to captivate the knight like the enchantress in Keats poem appears to do: She lookd at me as she did love, And made sweet moan. This is very similar to the woman in Robert Brownings poem Porphyrias lover who seduces the man by baring her shoulder and murmurs how she loves him. In both poems, both of the knights in the poem seem to fall under the spell of the woman. This is shown on the very first line of Clares poem: I neer was struck before that hour The use of the word struck gives us an image of someone unexpectedly being hit by a spell. The word struck also gives us an image of someone being struck by one of cupids arrows, which put someone under a spell making them fall in love. This makes the use of the word struck very effective. This can be seen as similar to the Knight in Keats poem that also appears to be under a spell: For sidelong would she bend, and sing A faerys song. The mention of faerys suggests something supernatural, as fairies are small creatures, which possess magical power, which could be used to put someone under a spell like in the poem. These spells seem to make the knights loose their vision, feel trapped, and look pale. These effects are very similar to the imagery, which is used throughout both poems. In Keats poem, he uses the image of how pale the man is throughout the poem to show the effects of the spells: O, what can ail thee, knight-at-arms, Alone and palely loitering? This can be linked to the description of the people in his dream: I saw pale kings and princes too, Pale warriors, death-pale were they all This can finally be linked to the use of the word palely at the end of the poem: And this is why I sojourn here Alone and palely loitering, This imagery used by Keats is similar to that which is used by Clare: My face turned pale as deadly pale, Although in some parts of the poem the imagery can be seen as similar, some of the imagery used is also different. It is different because in Keats poem the imagery is often literal: She took me to her elfin grot, While in Clares poem the imagery is often metaphorical: And stole my heart away complete. This can be linked to the form of the poem. Clare sets his poem in every day life and feels as though his heart has been stolen. This puts a literal interpretation on a romantic clichà ¯Ã‚ ¿Ã‚ ½. Clare then extends this metaphor both literally and metaphorically. Keats poem is different to Clares poem because it is written in the form of a ballad, which tells an Arthurian tale in which a knight falls into the clutches of a cold-hearted enchantress: La Belle Dame sans Merci Hath thee in thrall!' The story of this poem is told as a tale within a tale in which the poet meets the knight who recounts an experience. The use of the two voices in this poem is useful because it draws us in. First with the poet arousing our curiosity on the first line: O, what can ail thee, knight at arms, Then the knight satisfies the curiosity aroused by the poet: I met a lady in the meads, The way which the poet uses repetition of the word palely emphasises death and sickness. The idea of death is also emphasised by the setting of the poem, where the sedge is withered and birds do not sing. This does not only signify death but also prepares us for something sinister: The sedge has witherd from the lake, And no birds sing. These images of death are used throughout the poem. In both poems, the experience has affected the men and will for the rest of their lives. In Clares poem he can never fall in love again: My heart has left its dwelling place And can return no more. While the knight is forever trapped to pine away and die on the hillside unless the spell on him is broken: And this is why I sojourn here Alone and palely loitering, Clares poem is written in the form of an autobiographical account of an experience. Keats poem on the other hand is a ballad, which tells a salutary tale. Although they are written in different forms they both show the same thing, how powerful and destructive love can be. Both of the poems show victims of love. Clare is clearly a victim of love and Keats is victim of La Belle Dame who uses love to achieve power over him: And sure in language strange she said I love thee true. Clares poem is set out in three eight line stanzas which rhymes on alternating lines The first two stanzas show the immediate effect of his falling in love, and the final stanza then draws the experience together as life changing. In contrast to Clare Keats uses the traditional form of a ballad where each stanza contains four lines and rhymes on every other line. This makes Keats poem very lyrical and the poem forms a warning against love. The use of sans merci is very significant because it is clear to us that La Belle Dame is either a sorceress or enchantress. By using sans merci, we see that she does not have mercy for the men which she puts under her spell as she quickly loses interest after they are in her clutches. She is always looking out for new conquests, relishing her power over the men. No one can resist her charms not even the most powerful of people such as kings, princes, and brave warriors. In both poems, both of the poets John Clare and John Keats give us their similar views on love causing illness and death. We see this as realistic as in both poems the poets use literal and metaphorical imagery to persuade us that love causes illness and death. In Keats poem, the knight becomes pale as if he is ill which enforces Keats view of love as an illness. In Clares poem, he has lost the ability to love as if he is ill.

Make Your Own Homemade Hand Sanitizer

Make Your Own Homemade Hand Sanitizer Some commercial hand sanitizer contains ingredients as scary as the germs they protect you from, so why not make your own hand sanitizer from ingredients you select? This is an excellent project for kids as well as adults since the project can be expanded to include a discussion about hygiene and disinfection. Youll save money, protect yourself from germs, and can customize the scent of the hand sanitizer so it doesnt smell medicinal. Homemade Hand Sanitizer Ingredients 2/3 cup 99% rubbing alcohol (isopropyl alcohol) or ethanol1/3 cup aloe vera gel8-10 drops essential oil, optional (such as lavender, vanilla, peppermint, grapefruit)bowl and spoonfunnelrecycled liquid soap or hand sanitizer bottle Make Hand Sanitizer Nothing could be easier! Simply mix the ingredients together and then use the funnel to pour them into the bottle. Screw the pump back onto the bottle and youre ready to go. How It Works The active ingredient in this hand sanitizer recipe is the alcohol, which needs to comprise at least 60% of the product in order to be an effective disinfectant. Essential Oils in Hand Sanitizer In addition to adding fragrance to your hand sanitizer, the essential oil you choose may also help protect you against germs. For example, thyme and clove oil have antimicrobial properties. If you are using antimicrobial oils, only use a drop or two, since these oils tend to be very powerful and might irritate your skin. Other oils, such as lavender or chamomile, may help soothe your skin.

Effectiveness of the Interest Rate Adjustment Coursework

Effectiveness of the Interest Rate Adjustment - Coursework Example nt levels in the economy, when there is an increase in the interest rates then the lower will be the rate of investment while a reduction in the interest rates then there will be an increase in investment. When investment increases it will result to demand push inflation which originates from the real sector, when investment increases then the aggregate demand will increase and this will result into inflation. However when the investment levels increase then we expect the level of employment and income in the economy to increase, this will be beneficial to the economy where the rate of employment will increase and the output level of the economy will also increase in terms of GDP. According to Keynes theory on the demand for money he highlighted that individuals will demand money for speculative purposes, precautionary purposes and liquidity preferences. Speculative demand for money occurs where the individuals will prefer to hold money as an asset when other assets do look attractive, The level of speculative demand for money will depend on the interest rates and the income levels, when interest rates are high then the speculative demand for money is lower and when the interest rates are lower then the individuals will hold more speculative money demand, for this reason therefore individuals will hold more money and will not invest when the interest rates are high but when the interest rates are low the individuals will hold less speculative money and they will invest in other assets. Consumption behaviour and interest rates: According to Keynes consumption constitutes the largest proportion of expenditure in an economy, however in his theory he defined consumption as a function of income, consumption therefore was equal to the autonomous consumption level... This paper offers a comprehensive review of the relationships between interest rates, investment behaviour and level of consumption with the help of the postulates of Keynesian theory. It is shown, that when interest rates are adjusted they will affect the level of borrowed funds. Interest rates will therefore affect the consumption behaviour and at the same case affect the investment behaviour in the economy. Interest rates can also determine the amount of money supply in an economy, and because the higher the money supply then the higher the inflationary pressure interest rates are used as a way to fight inflation in an economy Investment can be defined as accumulation over time by firms of real capital goods and these goods yield the future flow and acquisition of other goods, investment levels in an economy will be determined by the interest rates which are the opportunity costs of borrowed funds. Consumption constitutes the largest proportion of expenditure in an economy, however in his theory he defined consumption as a function of income, consumption therefore was equal to the autonomous consumption level plus the marginal propensity to consume which is multiplied by the income minus tax. Consumption is affected by changes in the level of interest rates, when interest rates are high then the demand for borrowed fund will decline and therefore the less the ability by consumers to spend, when interest rates are low then the demand for borrowed funds increase and for this reason the higher the ability by consumers to spend.

Midterm Examination Essay Example | Topics and Well Written Essays - 1500 words

Midterm Examination - Essay Example The paper will incorporate historical evidence to support this stance. Open door imperialism can be basically defined as the act of powerful nations controlling the lesser powerful nation in the world so as to primarily safeguard the powerful nations’ interests. America being the world’s superpower has applied the open door imperialism to most parts of the world where it can reach. Its military is crucial to the United States spreading open door imperialism. The Monroe doctrine was the first step towards American open door imperialism. The doctrine implied that the United States would consider any acts by European states to interfere or colonize lands in north and South America as aggression towards the USA. Also, the act stated that America in return would not interfere with the internal running or colonies of European nations. The Monroe doctrine subsequently became a defining element of the USA foreign policy. Later, the doctrine would be relied upon and invoked by various USA presidents such as Ronald Reagan, John F Kennedy, and Theod ore Roosevelt. Contained in the doctrine are two significant themes of manifest destiny and exceptionalism. These two themes refer to the power and right of America to interfere, correct or, exert its power and influence across the globe. This doctrine was therefore used by the United States in several instances to justify USA intervention abroad throught most of the 19th century. For instance, the USA was involved in the Hawaii annexation and the Spanish American war (McCormick, 1963). The Monroe doctrine consequently came to basically define the United States’ control sphere that very few countries dared or dare to challenge. Its definition expanded greatly as the United States gained more power. America enacted the big brother policy in the early 1880s with a major aim of rallying Latin American countries behind it.

HRM Essay Example | Topics and Well Written Essays - 500 words - 1

HRM - Essay Example Therefore, HR team needs to focus attention when a job needs to be redesigned. Training and development are the key issues in HR activities. HR team of R. R. Donnelley used training and development method to enhance the productivity. This HR activity also motivates and inspires the employees of Donnelley to work more and generate more production. Quality control and quality checking are also important for a production firm like Donnelley. Six-Sigma and other quality control process has been largely used in their training method. HR team also introduces new technologies in making printing plates and films. It changes the job description of the employees of Donnelley. Training and development from HR team train their employees to adopt new technology. As a result, productivity has increased by 20 percent in last three years. This increment in production also stops to build a new production unit. Therefore, this HR activity is cost effective for Donnelley and increases the efficiency an d effectiveness of the employees. (Mathis and Jackson, 160-164; R.R Donnelley, Delivering Value across the Supply Chain, p.1) Technology involves almost every part of our lives. However, to the extent that our individual lives have been transformed, the business world has developed almost beyond appreciation in the past few decades. Caterpillar is the renowned infrastructure company in the world. Caterpillar is the biggest constructer of construction and mining equipment. In Caterpillar, adoption of new technology is very common. In Caterpillar, we resolve the difficult environmental problem by new technology. Caterpillar has a good record as a technology direction. Caterpillar always used new and advanced technologies to meet their customer’s needs. As an infrastructure company Caterpillar has to use different technologies regarding environmental problems. They adopt many

The Growth Of Islamic Fundamentalism In Afghanistan Politics Essay

The Growth Of Islamic Fundamentalism In Afghanistan Politics Essay If there has been an overriding feature of their history [the Afghans], it is that it has been a history of conflictof invasions, battles and sieges, of vendettas, assassinations and massacres, of tribal feuding, dynastic strife and civil war. (2001, 12) Martin Ewan, Afghanistan, A Short History of Its People and Politics Since the end of the Cold War, the Afghanistan has witnessed a considerable rise in internal violence. During the 1960s a struggle had developed between Communists and Islamists in Afghanistan.  [1]  After the withdrawal of Soviet troops and subsequent takeover by the Taliban, Afghanistan has been constantly turning into a radically Islamist nation. FOUNDATION OF ISLAMIC FUNDAMENTALISM IN THE AFGHANISTAN The USSRs attempts to consolidate a Communist regime in Afghanistan, first through aid and indirect involvement and later through direct military involvement, were major components in the development of the civil war in Afghanistan which eventually led to the victory of the Mujahidin and the rise of the fundamentalist Islamic regime.  [2]   In 1979, after the invasion had jolted the Muslim world. They realized that they were in no position to conduct a conventional campaign against Soviet Union. Thus a number of Muslim volunteers commenced moving to Pakistan to assist in the jihad. One of the first volunteers to move in to Pakistan was Osama Bin Laden. He said, One day in Afghanistan is like thousand days in a mosque. At first he personally covered the cost of travel of all volunteers to Afghanistan. In early 1980, he set up Masadat Al Ansar, then the main base for Arab mujahedeen in Afghanistan  [3]  . This was the first time a formalized training camp was set up in this country. During this period Sheikh Abd Allah Yussuf Azza, who was the key in establishing the International Legion of Islam- hard core of international terrorism, came in contact with Bin Laden. Together they established the Bait ul Ansar, which received and trained the first Islamist volunteers for Afghanistan. The Afghan Mujahidin waged their struggle against the USSR not only as a national liberation war but as a jihad in which radical Islamic elements from throughout the Muslim world took part and which had the blessing of most Arab and Muslim states  [4]  . However, most of the Mujahidin movements centred around traditional religious leadership based on ethnic and regional considerations, although some of the movements were heterogeneous and included supporters and included supporters and activities from various ethnic groups. The protest movement formed around local political and religious leaders and gradually developed into two main factions.  [5]   The first faction wanted to transform Afghanistan into an Islamic state in the spirit of Islamic law (Shariah). They adopted principals from the ideology of the Muslim Brotherhood and advocated jihad against the Communist regime. This stream became known as the fundamentalist stream.  [6]   The second faction wanted to found a regime in the unique tribal tradition of Afghanistan. They also advocated struggle against the Communist regime. A considerable portion of the leaders of this faction came from the ranks of the supporters of King Zahir and inspired to reinstate the monarchy. This stream, which became known as the traditional or moderate stream, felt that the life of the individual should be guided by Islam but community and state problems should be solved in the tribal Afghan way.  [7]   All the major mujahidin parties advocate an Islamic republic as an end goal and are essentially religious. Islam has been the primary ideology and unifying factor among all these parties in the course of the struggle against the Soviet occupation; secular parties have attracted no significant following, especially the left, which was discredited by the communist takeover. Within the spectrum of Islam, however, these parties differ significantly in their makeup and approach. Traditional analysis has divided the seven Sunni parties into four Islamist and three traditional parties  [8]  . (a) Islamist. (i) Hizb- e -Islami (the Islamic Party), led by Gulbuddin Hikmetyar, primarily Pashtun in membership and radical in character. An Islamic fundamentalist-oriented movement advocating the foundation of a central Islamic republic. The organization is a variance and in conflict with the majority of the other Islamic movement. (ii) Hizb- e -Islami (the Islamic Party), led by Younis Khalis, primarily Pashtun in membership (on a tribal basis) and kept the original name even splitting from Gulbuddin Hikmetyars party. A fundamentalist-oriented movement that advocates the foundation of a theocratic republic. (iii) Ittihad-e- Islami (the Islamic Alliance of Afghan Mujahidin), led by Abdul Rasul Sayyaf, mainly Pashtun and radical in character as well as Saudi-oriented. An organization with a conservative ideology that advocates the establishment of an Islamic republic. The organization developed into a body that attempted to unify various Afghan elements located in Pakistan. (iv) Jamaat-e-Islami (the Islamic Movement of Afghanisdtan), led by Burhanuddin Rabbani, with membership mainly drawn from northern Afghanistan (Tajiki extraction) and more moderate in character. An Islamic fundamentalist-oriented movement advocating the foundation of a theocratic republic. (b) Traditionalist. (i) Harakat-e-Inquila Islami (The Islamic Revolutionary Movement), led by Mohammad Nabi Muhammadi, primarily Pashtun in membership and drawing more on traditional clergy. A conservative organization that aligns itself with returning to the prerevolutionary establishment (a relatively moderate organization). (ii) Jabha-ye-Nejat-e-Milli (The National Liberation Front), led by Sibghatullah Mujaddedi, mainly Pashtun in membership and Sufi oriented. A monarchist organization that supports reestablishment of the Pashtun establishment in the pre-revolutionary format. This is a relatively small organization among the Pashtun population. (iii) Mahaz-e-Islami (the Islamic National Front of Afghanistan), led by Pir Sayed Ahmad Gailani, mainly Pashtun and Sufi oriented as well as pro-royalist. A monarchist organization that aligns itself with reinstatement of the monarchy (in the pre-revolutionary format) In addition, there are a variety of Shiite parties as many as ten at present, but with only a few having substantial political clout. Eight of these Shiite parties are religious and oriented toward Iran but are not necessarily firm in their support of the political line of the Ayatollah Khomeini. Two Shiite parties are not affiliated with Iran. Main Shiite organizations are  [9]  :- (a) Shura, led by Sayed Ali Beheshti. The organization advocates establishment of a Hazara autonomy. IT reached its height of power in 1979-1980 but later lost Iranian support to more radical Shiite organizations. (b) Nasser (Victory), led by Mir Hussein Tsadiki. An organization that advocates Hazara separatism. The organization was supported in the early 1980s by the Iranians as a counterbalance to the Shura but gradually became overly independent and lost Irans support. (c) Harkat-e-Islami (Movement of Islami Revolution), led by Mohammed Alsayyaf Muhseini. The organization advocates establishment of an Islamic state. It was supported by Hazara population and the Dari-speaking Shiite populations. (d) The Revolutionary Guards, led by Muhsein Razzai. A Khomeini-Hazara organization that advocates unification with Iran. Since 1984 the organization has massive Iranian support. (e) Hizbullah is a Hazara organization with a Khomeini orientation that advocates unification with Iran. The organization receives substantial support from Iran and maintains cooperative ties with Hizbullah in other countries. AFGHAN FUNDAMENTALISM : ITS ROOT OF LEGITIMACY The Afghan fundamentalist, or Islamist, movement enjoys a powerful base of legitimacy in Afghan politics owing to three key factors as under :- (a) The historic role of Afghanistan as defender of the faith in the Indian subcontinent. (b) The Islamists opposition to communism in Afghanistan in the early 1970s which forced many Afghan leaders to work from Pakistan against communist influence (the 1978 communist coup in Afghanistan overwhelmingly vindicated the Islamists initial fear of communist influence and intentions). (c) The paramount role of Islamist and religious parties in the struggle against Soviet occupation. AFGHANISTAN ROLE OF DEFENDER OF THE FAITH Afghanistan has had a unique and long-established tradition as defender of Islam in the subcontinent  [10]  . In the 19th century, for example, India (including present-day Pakistan and Bangladesh) was under the rule of the British Raj, the Turkish Ottoman Empire controlled vast portion of the Arab world, and Iran was helpless in the face of Russian and British domination but Afghanistan was one of a handful of truly independent Muslim countries in the world. Afghanistan alone had maintained its own independence from foreign control since 1747, and it thus enjoyed respect and recognition throughout the Muslim world. Afghanistans Durrani Empire in the 19th century was actually the second largest Muslim empire in the world at that time, ceding first place only to the Ottomans  [11]  . In the 19th century, Kabul helped foment Islamic political uprisings in India and was itself seen as one of the few places of refuge for those Muslims in British India who felt it was religiously untenable to live in a godless(British-run) state. Kabul also struck several severe blows against British power in the region, most notably by repelling what turned out to be a disastrous invasion of Afghanistan by the British army in 1842.  [12]   THE FOUNDATIONS OF ISLAMIST STRENGTH The strength of the Islamist movement in Afghanistan today rests largely on its military capabilities and on the strength of its political organization. The movement is not, in other words, a popular one, although it does command widespread respect for its role in the liberation of the country from Soviet occupation. It derives particular legitimacy from having provided the ideological spearhead for that struggle, radical Islam, which transcends mere nationalism. The Islamists movement, however, had actively opposed communist coup and takeover began. The movement thus occupies a central place in Afghan politics today. That all Afghan mujahidin parties today have a religious basis was underscored during the anti-Soviet jihad, or holy war a conflict that helped define the Islamic orientation of contemporary Afghan politics. Hence, there is a strong likelihood that the political, removal or fall of Najibullahs Peoples Democratic Party of Afghanistan (PDPA) will be followed by the establishment of some type of Islamic republic -one that is committed in some measure to the implementation of Islamic law (the Shari a). Possible Islamic models from which Afghanistan might draw include the Islamic governments of Iran, Pakistan, and Saudi Arabia. The actual character of the new Afghan government, however, could vary considerably, depending in who dominates it and on the nature of specific policies and methods of implementation. Of the seven Sunni mujahidin parties in Afghanistan today, four are fundamentalist-ideological-Islamist in character, and two of these four are radical in their beliefs and operating style. Together, these four parties have the more integral role in the Soviet conflict than have the more traditional parties. Indeed, a key contributor to the Islamists strength has been the large measure of support that the radical Islamist parties have derived from Pakistan by virtue of their military performance and zeal. Such support was bolstered by former Pakistans President Mohammed Zia-ul-Haqq, who found the politics of the Afghan Islamist parties in consonance with his own Islamisation campaign in Pakistan. The Afghan Islamists, for their part, enjoyed the backing of Pakistani religious parties, who in turn were strong pillars of support for Zia. Zia also understood that the ideological orientation of the Islamist parties would largely inhibit them from encouraging Pashtun ethnic separatism in Pakistan an Afghan policy of nearly 30 years standing that had engendered considerable tension between the two countries. Islamists disapprove of narrow ethnic orientation as a basis for the state and instead support broader political groupings based on a common Islamic outlook. The close cooperation between Pakistan and the Afghan mujahidin against Soviet occupation of Afghanistan had one important and immediate consequence: the long standing hostility between Pakistan and Afghanistan has abated considerably. Benazir Bhuttos brief term as Prime Minister following Zias death, despite her more secular policies, did not significantly weaken Pakistans ties with the Afghan mujahidin. Fundamentalist parties in Pakistan will continue to support Afghan fundamentalist groups, regardless of the policies of Islamabad in the future. WILL THE FUNDAMENTALISTS COME TO POWER? Ironically, the removal of Soviet troops from Afghanistan has weakened one of the principal sources of Islamist strength in Afghanistan- for while all mujahidin parties may agree on the desirability of an Islamic government, consensus on power sharing is an entirely different matter. There are in fact deep rifts among the parties, mot only between traditionalists and Islamists but also among Islamists themselves. These divisions, which reflect ideological, regional, and ethnic differences as well as conflicts between personalities, are not likely to be readily resolved in the wake of the Soviet withdrawal. The strength of the Islamist parties rests on other factors as well like as under:- (a) Pakistan and Saudi preferences with respect to the distribution of aid among the mujahidin have served to strengthen the Islamists by providing them with greater opportunity to distribute their financial and military largess and hence to attract a broader following including support among the military commanders. (b) The mujahidins use of Pakistan as a political base of operations a factor that has skewed the true there -way power relationships inside Afghanistan among the parties, their local mujahidin commanders, and the populace at large has worked to the Islamists advantage. WEAKNESSES OF THE ISLAMIST PARTIES While the Islamists are still the single strongest element in Afghanistans political equation today, some of their strength derives from the location of their political base in the Pakistani border city of Peshawar, where Pakistans own political influence over the mujahidin can be maximized. As the struggle moves out of the anti Soviet, anticommunist phase and into a phase of civil war, the influence of the special political climate of Peshawar will diminish, and with it, the influence of Pakistan itself over the struggle. Other factors that may contribute to the possible weakening of Islamist influence are as follows :- (a) The Islamists lack a charismatic national figure like, for example, Irans Ayatollah Khomeini who will serve as a natural leader. (b) If financial support to specific mujahidin parties is severed in pursuit of a political solution in Kabul, it is unclear how much strength the Islamist parties would retain. While the Islamists ideological and organizational strengths remain significant in Peshawar, an internal power struggle inside Afghanistan would present a new set of variables that would affect the ultimate success of one party over another. (c) The Islamist parties are by no means united within themselves. (d) Because tribalism and regional loyalties in Afghanistan were largely subordinated in the decade long effort of all national elements to expel the Soviet Union, a permanently enhanced sense of national unity may now exist. On the other hand, the expulsion of the Soviet enemy may refocus Afghan politics on older and more parochial issues. Tribalism and regionalism are already reasserting themselves, essentially working against the radical Islamist parties. (e) Mujahidin commanders inside the country maintain only tenuous ties with the Peshawar parties. Hence they may not fully share the political views of these parties and may be increasingly inclined to act independently or to pursue their own agendas if alternative sources of aid weaken the party hold. (f) The highly disproportionate representation of ethnic Pashtuns among the refugee population in Pakistan skews our understanding of the political preferences of the broader population as a whole inside Afghanistan especially when Pakistan refugee camps are used as a basis for public opinion findings, press coverage, straw polls, and identification of political attitudes. Current Islamist strength in the Peshawar environment might well weaken once politics shift inside the country. The Islamists are therefore likely to come to power only by military means. The moderate parties in particular are concerned that the most radical Islamist faction, Hizb-e-Islami (the Islamic Party ), led by Gulbuddin Hikmetyar, may attempt to use Leninist tactics to eliminate other mujahidin leaders by assassination in order to secure power a fear that is based more on the personality of Gulbuddin than on the character of his Islamic ideology per se. While such an attempt cannot be ruled out, it is highly unlikely that a minority radical Islamist party attempting to do just that. Any radical Islamic leadership that sought to rule successfully would have to come to terms with the other political and ideological elements within the country. WHAT WOULD A RADICAL ISLAMIST LEADERSHIP MEANS? Any Islamist regime in Afghanistan, were it to come to power, would differ sharply from Irans Islamist regime in many important respects. First, such a regime would be firmly Sunni rather than Shiite in character, suggesting a greater ability to work with elements of secular state power as well as a less apocalyptic, oppression and martyr- oriented outlook. Afghan Islamists, furthermore, lack the depth of hostility toward the United States that has characterized Iranian politics. The Afghan Islamists in fact have almost no formal grievances against any past US role in Afghanistan; to the contrary, however much they may dislike US culture, the Islamists are well aware that the United States played a pivotal role in the anti- Soviet struggle. Afghan political culture as a whole also tends to be far less xenophobic than that of Iran- simply because Afghanistan has never been dominated and manipulated by foreign powers as consistently as was Iran throughout the 19th and early 20th centur ies. Nonetheless, Afghan Islamists share with other Islamist world movements the same concerns over the threat to the Islamic way of life posed by Western and especially American culture. Essentially , the Islamists perceive the United States as representing secularism, permissiveness, hedonism, individualism- all of which they see as deeply corrosive to the establishment of the virtuous Islamic society. Any Islamic Afghan regime will thus oppose such influences inside Afghanistan and will limit Afghan contact with American cultural influences. In addition, any Islamist regime in Kabul will gravitate strongly toward nonalignment and exclusion of Western as well as Soviet influence in the region. Such a regime would therefore oppose a US military presence in the Persian Gulf states, in Pakistan, or anywhere else in the Muslim world. Similarly, it would be likely to support the cause of Islamic minorities in regions such as India and the CAR. As an example, major ethnic elements in Afghanistan, such as Tajiks, Uzbeks, and Turkmen, are heavily represented in the CAR- a phenomenon that the Soviets have attempted to exploit in efforts to draw Afghanistan closer to the USSR. Yet such tactics have not assisted Soviet policy and in fact have likely backfired; ties between ethnic elements of both sides of the Soviet border are more likely to draw these populations closer together, resulting in an effort to diminish Moscows influence and to broaden the options of the Muslim populations of the CAR. Finally, an Islamist Afghan regime will be strongly conscious of Western imperialism and will be a strong advocate of the have-nots in North vs South issues. Despite these positions, however, an Islamist Afghanistan will have limited opportunity or reason to directly attack US interests, since such interests in Afghanistan will be highly limited in their scope. Afghan Islamists would unquestionably support the cause of fundamentalist parties in Pakistan, which could bring them into conflict with US policies there. Unlike pre- 1978 Afghan governments, however, Afghan Islamists are unlikely to support ethnic separatism in Pakistan. An Islamist Afghanistan will share some philosophical interests with Iran, but it would not be likely to cooperate closely with Iran on anything other than broad international Islamic issues. Sunni fundamentalists will in fact resent Irans support of the Afghan Shia, who will represents Irans chief instrument of influence in Afghanistan, and there is likely to be some degree of rivalry between a Sunni and a Shiite Islamic republic. Irans bid for influence in Afghanistan has nonetheless risen dramatically since the end of the Iran- Iraq War, and it perceives itself as a major player in future Afghan politics. Part of Irans goal here is to thwart Saudi interests. EMERGENCE OF TALIBAN Ever since the fall of Najibullah government and withdrawal of Soviet forces, the attempts by Pakistan to form a consensus regime in Kabul had failed. Pakistan also failed to install Hekmatayar govt and Rabbani had his own ambitions showing no inclination to accept Pakistani directions. By early 1994,the Inter Service Intelligence Agency (ISI) realised that the Rabbani regime was slowly consolidating itself in Kabul. This development was against Pakistans overall interests in Afghanistan and forced her to look for an alternative. Maj Gen (Retd) Naseerullah Babar, the Interior Minister in the second Benazir Bhutto Government conceived the idea of creating a students militia along with some veterans from the Afghan Mujahedeen who had fought the Soviet Army and who had taken shelter in Pakistan.  [13]   The infrastructure for launching Taliban was set up by May 1994.  [14]  The word Taliban literally means students of religious schools . The Taliban militia largely comprises students of religious schools (Madrassas) in Baluchistan and NWFP. Initially these Madrassas were set up by Jamait-i-Uiema-lslam (JUI) led by Maulana Fazlur Rehman for the Afghan refugees. Subsequently the Pak ISI took over these institutions and extended training, moral and material support to Taliban. The movement was very well planned to exploit religious sentiments of Islamic countries and Islamic organisations. This also paved way for easy recruitment and funds from international Islamic community. Taliban in Afghanistan is unique in the sense that it is not the product of a national movement like its predecessor, the Mujahidin, which waged a war against the Soviet Union and its Afghan puppets. The Taliban is a force created by the Pakistan with the twin purposes of containing Iran and diluting, and eventually weakening, Russian influence in its former Muslim-majority republic. The implicit aim is to preserve Pakistans influence over Afghanistan as the Taliban is dependent on Pakistan for logistics and military training and on the UAE for funds. Pakistan aimed following major advantages by Pakistan by supporting Taliban are:- (a) Militarily subdue and defeat the Tajik and Uzbek ethnic militias, bring Afghanistan under Taliban rule and thereby secure the Kabul-Salang-Kunduz highway, the major artery leading to Central Asian Republics. (b) Seek diplomatic international recognition for Taliban and orchestrate its future actions in consonance with her own interests. (c) Gain strategic depth vis-a-vis India. (d) Maintain Taliban as an anti India instrument for reigniting the Kashmir insurgency.  [15]  

Iago the villain Essay -- essays research papers

Iago the villain William Shakespeare, in his play, â€Å"Othello the Moor of Venice†, brings to life one of his most complex villains, Iago. Iago plays the ancient of Othello, who is the general of the Venetian forces. As an ancient, Iago is to be a loyal servant to Othello. However, Iago has grown bitter and contempt and uses his supposed loyalty as a wedge to cause Othello’s demise. It has been said of Iago that he is the devil incarnate or that he personifies the devil (pg. 244) this accusation comes to life as you read the play and discover for yourself that in each scene in which Iago speaks one can point out his deception. It is not clear whether Iago has a master plan or if he is just winged it moment by moment with his ultimate gain in mind. However, what is clear, and what we will point out in the following, is that Iago has the ability to use word play to say the right thing at the right time. He is quick witted and that is what makes him a successful villain. Iago’s is filled with rage and envy because he was passed over for a position he felt he deserved. Without conscience, Iago vows to take back what he feels is rightfully his by whatever means necessary. As we can see right from the beginning of Act 1, Iago begins to weave his web by revealing his true intentions to Roderigo as he justifies his hatred toward Othello. â€Å"O, sir, content you; I follow him to serve my turn upon him.† (Pg. 246, lines 41-42). Iago snares Roderigo, a man who is in love with Desdemona, by being the barer of bad news that she has just married Othello the Moor. It appears to Roderigo that Iago has his best interest at heart and that he wants to help him to win Desdemona over from Othello. Once Iago gains the trust of Roderigo he convinces him that they must do what is right and tell of Othello’s marriage to Desdemona the senator, her father. Iago accompanies Roderigo to the door of the Senator, Brabantio, and convinces Roderigo to call up to him to tell of this news. Once the senator is waked, Iago flees to tell Othello that trouble is on its way. This was the first clue that he was up to no good. Toward the end of Act 1, we find Iago and Roderigo speaking again. This time Roderigo is at his rope’s end and is contemplating suicide because of his lost love for Desdemona. Iago tries to reassure Roderigo that it is a matter of time that Desdemona will come to her sens... ...sio â€Å"Ay, if you dare yourself a profit and a right† (pg. 280, line 232). In the final Act, Act 5, we find Iago’s wife about to uncover his treachery, but before she can, Iago kills her to keep her quiet. In doing so he still hangs onto the hope that his plan is not all lost. Instead he flees to stall for time, however this is an admittance of guilt. â€Å"He’s gone, but his wife’s killed† (pg. 286, line 238). When Iago’s treachery is finally unmasked the justification he offers almost cheats the audience at first glance, as he stands there almost speechless â€Å"Demand me nothing. What you know, you know† (pg. 287, lines 303-304).   Ã‚  Ã‚  Ã‚  Ã‚  In his final words Iago offers no justification and conveys no expression of guilt for the treachery he bestowed upon Othello and the others. His willingness to lie, steal and kill is evidence that he is willing to go to any lengths to achieve his goal. One may ask what motivated Iago to commit these acts; it may seem that his motivation was his anger toward Othello for passing him over for the position of lieutenancy. However, to the contrary, true villains need no motivation, to be malicious and evil is their motivation.

Impact of the Black Death

IMPACT OF THE BLACK DEATH The topic of this paper is the Impact of the Black Death. We will discover what the Black Death is, where it came from, and Influence that is had on society. The Black Death was a fast spreading plague that was reported aboard Genoese vessels in early October 1347. Because these vessels were sent back out to sea where everyone who encountered these vessels was contaminated by a fast spreading plague. Was there any way to have prevented this epidemic? Martin, S. , (2001), Black Death, Pocket essentials, Harpenden, Great Britain, This book tells what the black death is, when it started, and how it spread. I can obtain quite a bit of information from this book to help me with my research for my paper. Dates, names of vessels, cities, how they destroyed the plague, are among a few of the things that I can learn from this reference. Borsch, S. , (2005), Black Death Egypt and England: A Comparative Study, University of Texas Press. This Citation shows how the plague entered into these societies, and traveled from one society to another. How they handled the death. Wray, K. , (2009), Medieval Mediterranean, Volume 83: Communities in Crisis: Bologna, During the Black Death, Bill Academic Publishers, And Boston, MA, USA. This citation deals with the stress and actions the people took to stay alive. Riva, M. , Papio, M. , Roz, G. , (2010), The Decameron Web: Plague, www. brown. edu/departments/Itlian_studies/dweb/the_project. This web site has much useful information about the Black Death and the impact that it had on societies in this period. How many people were taken by the Black Death, and numerous of other information that I can use to help me in my paper. Dennis, DT. , Gage, KL. , Poland, JD. , and Tikhomirvo, E. , (1999), Plague Manual, World Health Organization, www. cdc. gov. Reference Page Martin, S. , (2001), Black Death, Pocket essentials, Harpenden, GBR Borsch, S. ,(2005), Black Death Egypt and England: A Comparative Study, University of Texas Press. Wray, K. , (2009), Medieval Mediterranean, Volume 83 Communities and Crisis: Bologna, During the Black Death, Brill Academic Publishers, Boston, MA, USA. Riva, M. , Papio, M. , Roz, G. , (2010), The Decameron Web: Plague, www. brown. edu/departments/italian_studies/dweb/the_project. Dennis, DT. , Gage, KL. , Poland, JD. , and Tikhomirvo, E. , (1999), Plague Manual, World Health Organization, www. cdc. gov.

Managing the Best Blog In Your Niche With Kyle Bulygo [PODCAST]

Managing the Best Blog In Your Niche With Kyle Bulygo [PODCAST] Successful content marketing depends on publishing great content consistently. Do you know how to know what’s working and what’s not? More importantly, can you learn as you go so you can improve your future blog posts? Today, we’re talking to Zach Bulygo, the blog manager at Kissmetrics. We’ll talk about Zach’s process and planning, how to work with guest writers, how to publish lots of content with a small team, and how to turn your marketing blog into a leading authority. Sit back, relax, and get read to glean a ton of great information from Zach. Some information about Kissmetrics and what Zach does there, as well as what topics are covered on the Kissmetrics blog. Why the team as Kissmetrics embraces guest posts and how those fit into the site’s strategy. The goals of the Kissmetrics blog and how the team uses data analysis and testing to achieve them. How Zach uses data to know that the blog posts and CTAs are working and how the information helps the team tweak future blogs for more success. The standards that the Kissmetrics team holds its guest writers to. How Zach manages the blog as the only permanent person on the team. The typical workflow for a blog post on Kissmetrics. Zach’s advice for a marketing team that is hoping to add blog content to their marketing mix. Links: Kissmetrics Blog Post: What’s the Difference Between Google Analytics and Kissmetrics? If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Zach: â€Å"If the [writing] is good, I’ll tell them it’s great. If it’s not so great I don’t get into this mess of trying to fix a blog post that can’t really be fixed.† â€Å"You should already have an idea of who your ideal customer prospect is.† â€Å"Google Analytics is not the most exciting platform add a little bit of humor where possible. Just mix that humor with useful information with images and keep the writing flowing well.†

The Horse Problem Math Challenge

The Horse Problem Math Challenge The highly prized skills that employers look for today are problem-solving, reasoning and decision making, and logical approaches to challenges. Fortunately, mathematics challenges are the perfect way to hone your skills in these areas, especially when you challenge yourself to a new Problem of the Week each week like this classic listed below, The Horse Problem. Though they may seem simple at first, problems of the week from such sites as MathCounts and Math Forum  challenge mathematicians to deductively reason the best approach to solving these word problems correctly, but oftentimes, phrasing is meant to trip up the challenge-taker, but careful reasoning and a good process for solving the equation will help ensure you answer questions like these correctly. Teachers should guide students toward a solution to problems like The Horse Problem by encouraging them to devise methods for solving the puzzle, which might include drawing graphs or charts or using a variety of formulas to determine missing number values. The Horse Problem: A Sequential Math Challenge The following math challenge is a classic example of one of these problems of the week. In this case, the question poses a sequential math challenge in which the mathematician is expected to calculate the final net result of a series of transactions. The situation: A man buys a horse for 50 dollars. Decides he wants to sell his horse later and gets 60 dollars. He then decides to buy it back again and paid 70 dollars. However, he could no longer keep it and he sold it for 80 dollars.The questions: Did he make money, lose money, or break-even? Why?The answer:  The man ultimately saw a net profit of 20 dollars; whether you use a number line or a debit and credit approach, the answer should always amount to the same. Guiding Students to the Solution When presenting problems like this one to students or individuals, let them devise a plan for solving it, because some students will need to act out the problem while others will need to draw charts or graphs; additionally, thinking skills are needed for a lifetime, and by letting students devise their own plans and strategies in problem-solving, teachers are allowing them to improve these critical skills. Good problems like The Horse Problem are tasks that allow students to devise their own methods to solve them. They should not be presented with the strategy to solve them nor should they be told that there is a specific strategy to solve the problem, however, students should be required to explain their reasoning and logic once they believe they have solved the problem. Teachers should want their students to stretch their thinking and move toward understanding as math should be problematic as its nature suggests. After all, the single most important principle for improving the teaching of math is to allow math to be pragmatic for students.

Designing the questions of the survey and interview Dissertation

Designing the questions of the survey and interview - Dissertation Example There are several advantages of Likert scale (Kothari, 2008). First of all it is easy to construct. Secondly it makes the respondent answer each of the questions in the instrument. This means that more data can be collected. Survey questionnaire: How did you get to know about our cafe? 1. From advertising 2. Word of mouth 3. From a travel agency or catalog 4. From magazine How was the service at the table reservation? 1. Excellent. 2. Good 3. Satisfactory 4. Poor Purpose of your visit to our cafe. 1. Business 2. Meetings& events 3. Relaxation /wellness 4. Health & fitness How was the check in procedure ? 1. Excellent 2. Good 3. Satisfactory 4. Poor How was the reception? 1. Excellent 2. Good 3. Satisfactory 4. Poor How was the food quality? 1. Excellent 2. Good 3. Satisfactory 4. Poor How was the service of the coffee shop? 1. Excellent 2. Good 3. Satisfactory 4. Poor How do you rank the menu of the coffee shop? 1. Excellent 2. Good 3. Satisfactory 4. Poor Would you recommend our Caf e to friends or family? Yes No How was the standard of cafe services? 1. Excellent 2. Good 3. Satisfactory 4. Poor Do you prefer any other cafe better than us? ------------------------------------------------------------------------- ------------------------------------------------------------------------- Please comment on our services which may help us to improve in future. --------------------

Law Enforcement Response to School Violence Essay

Law Enforcement Response to School Violence - Essay Example This includes elementary school, colleges and even universities. This means that the child is prone to violence in school regardless of which level of education he is at. Some people view this phenomenon as a manifestation of the failing standards of the public health. It is a form of antisocial behaviors that could have originated earlier in the life of the child. It continues to young adulthood. School violence takes place when the youth, or the child, takes these anti social behaviors to the school. It comes in many forms. The child may bully his school mates. He might use physical violence and even weapons on his victims. The child in school can be the perpetrator or the victim of this act. He may also be a mere victim. Whichever way you look at it, the child is the most affected by school violence. School violence has many effects. It can result to death or even persisting effects like trauma. That is the reason why society has always tended to respond to this phenomenon. One such kind of response is the application of law enforcing techniques. This is mainly by the authorities concerned, may it be the school or police authorities. There are various ways to determine whether violence is school based or not. It has to meet certain thresholds for it to be labeled school violence. It has to occur on the school property (Guthner, 2002). Alternatively, it could have occurred on the way to the learning institution. When it takes place on the way to or from a school sponsored occasion, it can also be called school violence (Malinowski, 2003). In looking at the law enforcement response to school violence, we will look at how they respond to both the victim and the perpetrator. The school administration is the first line of response to school based violence (Kimberly, 2004). This involves the teachers and the school security apparatus. Remember that school violence can be perpetrated by the students or from an outsider to the school. Then the other fall back is the law administrators. There are various ways to respond to this form of violence. There is the strategy that is used when the violence has already taken place. This is called the intervention strategy. 0It includes evacuation of the victim. The victim of violence is taken to a medical facility. This is if he had acquired injuries (Russell, 2005). The school should be having a medical facility on the property. This is a dispensary or a school based health provider. This goes a long way to save the life of the victim. Arrangements could be made to take the victim to a professional doctor using ambulance or any other form of school transport. Counseling is very important if there is evidence that the victim could have experienced psychological problems. The perpetrator is then taken by the school administration for interrogation. It is the responsibility of the administration to find out why the perpetrator resorted to violence. If he is a student, counseling or expulsion from the school are some of the strategies employed by the school administration. He is apprehen ded by the school administration if he is from outside the school. Another response is to prevent the occurrence of the violence (Tonkin, 2006). This includes the process of identifying sources of threats and neutralizing them. The law enforcers should be

A Psychological History of the German Film Essay - 2

A Psychological History of the German Film - Essay Example However, in the news coverage, the objective of the film’s original authors seemed distorted. In Wiene’s version, the story is screened with Caligari more of a conformist rather than Janowitz’s and Mayer’s intention of portraying the film as a revolutionary one. Wiene’s version of the film Caligari utilizes pictorial presentation to demonstrate the fantasies of a madman. The use of pictures bonds well with the audience, who develop a clear understanding of the background and gestures used. The film is basically a blatant expression of psychological issues. Caligari depicts how the film industry has developed from ancient periods. It uses motion pictorial presentation to convey the themes covered to its audience. Caligari portrays life amidst and after the war, exhibiting the error of Hitler. The film covers the reality that the Germans had gone through during the war and the illumination of the scenes was such that it appeared soul-oriented. Caligari presents the evolution of cinema in the 19th century as new techniques emerged.

Impact of E-Commerce in Modernisation Essay Example for Free

Impact of E-Commerce in Modernisation Essay The term Electronic Commerce or E-Commerce consists of all business activities carried on with the use of electronic media that depend on the Internet, such as e-mail, instant messaging, shopping carts, Web services, UDDI (Universal Description, Discovery and Integration), FTP (File Transfer Protocol), and EDI (Electronic Data Interchange), and all forms of messaging between enterprises. E- Commerce can be between two businesses transmitting funds, goods, services and data or between a business and a customer. In simple words, E-Commerce involves buying and selling of goods and services over the World Wide Web or Internet. Customers can purchase anything right from a mobile set or a book sitting in his room by click of a mouse. Because of E-Commerce, the world stands at the edge of a new revolution. With the easing of the telecommunication sector world wide, the use of E-Commerce will increase rapidly. E- Commerce brings new opportunities for enterprises to access markets of all over world. Every service and information about the product is available just on a mouse click. The modern technology offers an opportunity to enterprises to upgrade themselves and enter the global market at the right time and at a low cost. This would work like a boon for the entrepreneurs in rural area of BTAD. E-Commerce may involve selling directly from Businesses-to-Consumers (B2C E-Commerce). For example, a number of craft producers and tourism enterprises have already found some success dealing directly with customers. E-Commerce can also be conducted directly between Businesses (B2B E-Commerce). This is by far the most common type of E-Commerce at present. There is also Business-to-Government activity (B2G E-Commerce) that refers to the growth in supply of goods and services for online government procurement – potentially a large growth area in developing countries. An Entrepreneur is a business leader who has a pivotal role in fostering economic growth. An entrepreneur can be regarded as a person who has the initiative skill and motivation to set up a business or enterprise of his own and who always looks for high achievements. He is the catalyst for social change and works for the common good. They look for opportunities, identify them and seize them mainly for economic gains. An action oriented entrepreneur is a highly calculative individual who is always willing to undertake risks in order to achieve their goals. Entrepreneurs generate employment both directly and indirectly. Directly, self employment as an entrepreneur and indirectly by starting many industrial units they offer jobs to others. Thus entrepreneurship is the best way to fight the evil of unemployment in the BTAD area. For North-East region such as BTAD area one of the most important benefits of E-Commerce is its potential to help a developing rural areas to transform into the knowledge model region. The positive effects of E-Commerce can be adopted by the traditional entrepreneurs in BTAD area to modernise their local or native enterprises. E-Commerce can stimulate the traditional entrepreneurs of BTAD area by opening new possibilities to them and thus help to grow the economy of BTAD area. E-Commerce is as a new way of helping business enterprises of the rural areas of BTAD to compete in the market and thus contributing to economic success as well. E-Commerce involves the selling and buying of goods and services over World Wide Web i.e. Internet or others Electronic media by businesses, individuals, governments or other organisations. Customers can buy anything right from a mobile set or can book an Air ticket sitting in his room just by click of a mouse. The traditional enterprises of BTAD area can be modernise with the help of E-Commerce, which will add the flexibility and speed offered by electronic communications. This can facilitate improvement in competitiveness and efficiency through the redesign of traditional business methods. E-commerce has turned out to be the most efficient way of promoting one’s products online and also ensuring a truly global appeal for the same. Some economists’ say that the newly emerged economy can be very appropriately called as the transparent economy because the Internet makes has made it more open and exposed. In BTAD, E-Commerce is not practice by the traditional enterprises. As E-Commerce offers new opportunities, entrepreneurs of BTAD area should try to gather maximum advantage of Electronic marketing. Thus, it is high time that the traditional entrepreneurs in BTAD area should act fast and decisively in order to use the growing Internet trading to achieve advantage. The reason for concentrating on this topic is that, there is no research on E-Commerce in rural area of BTAD is conducted. 1. LITERATURE REVIEW: The purpose of this research is to investigate and analyze the impact of E-commerce in traditional enterprises of BTAD area. A review of principal and current literature on e-business and perspective of entrepreneurship was undertaken to collate the existing theories about the two and to explore the conceptual relationships between them. One of the best book for E-Commerce published in 2004, was entitled â€Å"The Complete E-Commerce Book† by Reynolds, Janice. Through his book he wanted to acquaint the readers with the various technical aspect of E-Commerce. Another book was published in 2008, was entitled â€Å"managing e-commerce† edited by Botha, J, Bothma, C, and Geldenhuys, P. They explained the impact of E-Commerce and innovation on business models. Kumar, S. Anil through his book â€Å"Small business and Entrepreneurship† in 2008 wanted to highlighted various aspects of Entrepreneurs. Likewise various articles have also been published in various journals dealing with various aspects of the E-Commerce as well as the Entrepreneurship. Further some research has also been done about the various aspects of traditional enterprises of North East including Assam. But no one has attempted so far a detailed study including almost every aspect of modernisation of traditional enterprises in BTAD area. This will be certainly a unique one. 2. OBJECTIVE OF THE STUDY: The propose study has been undertaken keeping in mind the following objectives: a) To highlight the traditional entrepreneurship in BTAD area. b) To study the impact of modernisation of Entrepreneurship in BTAD area. c) The analyses the impact of E-commerce on the entrepreneurs in BTAD area. d) To highlight the scope of new entrepreneurs in the Internet marketing in BTAD area. e) To help entrepreneur to start a new business and expand the existing one with the help of E-commerce. f) To study E-commerce and its socio-economic impact on Entrepreneurship development. 3. HYPOTHESES: The following hypotheses have been formulated to the test the objectives taken above: a) Educated unemployed in BTAD area can start their entrepreneurship with the help of E-commerce. b) Due to the influence of internet marketing the change in economic and entrepreneurship in BTAD area in terms of their traditional business system. c) Government policies on traditional entrepreneurship development are not satisfactory. d) The Business-to-Business transactions play an important role in E-commerce market of BTAD area. e) The future of E-commerce for entrepreneurs in BTAD is quite promising. 4. RESEARCH METHODOLOGY: This research paper aims to give a better understanding of the complementary nature of entrepreneurship through an empirical study of Utilities of E-Commerce in various industries in the BTAD area. In order were conducted to examine the perceptions of entrepreneurs in E-Commerce regarding entrepreneurship and the factors affecting the development and integration of entrepreneurship in the BTAD area. The main purpose of the literature review was to collate the existing theories and basic knowledge about the entrepreneurship and E-Commerce to explore the conceptual relationships between them. A review of the current literature on E-Commerce as well as entrepreneurship was conducted. In addition web research was conducted to support the literature review. The sources provided by the web research were the most convenient and the fastest due to its accessibility. The analysis of some case studies has been done to support the literature review. Case studies were undertaken to explore organizational behaviour and practice, entrepreneurship and E-Commerce in various enterprises in BTAD area. In addition to the case studies, interviews were conducted in several enterprises of BTAD area to explore the conceptual relationship between entrepreneurship and E-Commerce, and the factors affecting the development and integration of entrepreneurship. These interviews focused on how these industries in BTAD area utilizes E-Commerce, how they benefited and what lessons can be learned from the experiences. 5. CHAPTERISATIONS: The study proposes the following Chapters: a. Chapter 1. Introduction. b. Chapter 2.Review of Literature. c. Chapter 3.The Entrepreneurs in BTAD area and their problems. d. Chapter 4.Practice of E-commerce by the Entrepreneurs in BTAD area. e. Chapter 5.Analysis of the practices of E-commerce on Entrepreneurship development in BTAD area. f. Chapter 6.Findings, Suggestions and Conclusion. g. Chapter 7.Bibliography. 6. BIBLIOGRAPHY: Books: 1. Dr. Singh, A.K., 2009 : Entrepreneurship Development and Management, University Science Press, Daryaganj, New Delhi-2, 2009. 2. Botha, J. , Botham C., Geldenhuys P., 2008 : Managing E-commerce, 2nd Edition, Juta Co. Ltd., Mercury Crescent, Wetton, Cape Town, 2008. 3. Kumar S. Anil, 2008 : Small Business and Entrepreneurship, I.K. International Publishing House Pvt. Ltd., New Delhi-16, 2008. 4. Reynolds, Janice,2004 : The Complete E-commerce Book, published by CMP Books, San Francisco, USA, 2004. 5. Tiwari, Sanjay, Tiwary, Anshuja, 2007: Entrepreneurship Development in India, Sarup Sons, New Delhi-2, 2007. 6. Uddin, Sami , 1989 : Entrepreneurship Development in India, First Edition, Mittal Publications, Delhi-110035, 1989. 7. Wallance, P D,2001 : Encyclopaedia of e-commerce(Vol. II), Sarup Sons, New Delhi-2, 2001. Journals: 1. Bajaj, K.K., Country Report on E-Commerce (India, Ministry of Communications and Information Technology, Department of Information Technology, Office of the Controller of Certifying Authorities). 2. CII, 2001. E-commerce in India: How to make it happen?, Report of the CII National Committee on E-Commerce 2000-2001 (Confederation of Indian Industry). 3. Das, Sanchita, 2001. Cables in the deep, 2-15 April 2001. 4. Department of Telecommunication, India, 2001. DOT Annual Report 2000-2001. 5. E-commerce (India), October 2001. Redefining business parameters, October 2001.

The Importance of Style :: Writing Writer Style Styles Essays

The Importance of Style If there’s one thing that this class has taught me, it’s that one of the single most important aspect to consider in writing, is that of the style. Style can be defined many ways, whether it be an analysis of oneÂ’s writing proficiency and technical accuracy, or the writerÂ’s voice, and how they bring across their message to the readers. Without style, all writing becomes at least one of two things: a boring, dragging piece whose clipped pace turns the reader totally off, or it becomes so poorly written that the question of the author’s intelligence comes into play while reading the piece. While I could easily say simply that style is the most important aspect of writing, that would be far too much of an oversimplification. There are many individual pieces that make style what it is. In fact, whole books have been written solely on that subject, such as "Style Toward Clarity and Grace" by Joseph M. Williams, or "The Elements of Style" by William Strunk, Jr. and E. B. White. These texts try to pin down exactly what are the key points that make a successful style, as opposed to one not as well crafted, just as the purpose of this essay is. The first thing I think of when I try to define good styles of writing is a knack for grammar and vocabulary. These are the most important aspects of writing when it comes to getting oneÂ’s message across. Without proper grammar, confusion and misinterpretation reign supreme. Strunk and White feature an entire chapter exclusively to the practice of using the correct grammar (Strunk and White chapter 4). Williams, meanwhile feels that the rules are not necessary to dwell on ever, and breaks rules down into three ways: rules that "No native speaker of English has to think about", rules that educated writers only think about "when they see or hear them violated" and finally, rules that are apparently there for grammarians to find faults in writing, and that educated writers generally accept that these rules can be ignored (Williams 176). If nothing else, this dichotomy in policies from several sources is totally indicative of the very nature of writing itself. Writing has existed for thousands of years, and it seems like at least once a generation, the general acceptance of rules, and even which rules are applicable change dramatically.

Absenteeism 3

Chapter I THE PROBLEM AND REVIEW OF RELATED LITERATURE Background of the Study A child or student’s interest is the most basic element that makes a group learning system work in an organize way. From the head to the base members of this organization, the condition of one may affect the others. This kind of educational system is comparable to a series light connection where in the state of one greatly affects the others. Population and the percentage within that population which causes negative feedbacks can be the primary reason of a poor product. The group or classroom type of organized way of learning has given that impact to the community being the commonly used system. Its effectiveness has been proven and has never been out of fashion. The relationship between the student’s physical presence on class discussions and their learning performance are greatly relative. Class participation is just one way of measuring a child’s learning ability. In a class, the teacher-student relationship is one of the most fundamental units in student’s learning. Learning in a system of group collaboration is one of the best ways in gaining knowledge. It is a teamwork which the framework relies on an individual learning from the others and others learning from that individual. When a student misses a day of school he/she must have lost the chance to hear others, interpret and analyzing the lessons or joins the interaction within the class. This lost is being rooted to two different courses and varying factors under these courses. The inquiry might be a family situation or an individual problem. Then, under these courses are the factors that contribute to a child’s regular truancy. These may be finance concerns, disability, psychotic imbalance, poor school climate, family health, transportation problems, drug and alcohol use, and differing community attitude towards education (Savers, D. etal,2005). Absenteeism in one angle view point is one of the most common causes of degrading performances of the students. Especially to those who are included in the advance intelligence curriculum, absenteeism causes a great lose and may result to giving up an aimed position. It can also cause social repletion especially when a class is composed of a great number of students. This habit can cause a dilemma to the school administration when big figures are involve and may decrease the school’s performance. On the other hand, contamination of sickness and disease can be avoidable because of the absences of a person (Marbuger, D. , 2001) A student’s attendance may be the grounds of the results of his or her learning performance. School administration and faculty may also affect the absenteeism rate of their student, and so as the population of those who practice absenteeism affect the administration and the school itself. There are so many fruits that the root of absenteeism can produce depending to the situation of the respondent. Hence, this research will be conducted. Review of Related Literature There are a lot of factors which affect the student performances in academic areas. One of these is absenteeism. Absenteeism is defined to the students as a deliberate or habitual absence from going to school. Everybody misses a day of school activities and school lessons now and then. But it is a problem if the students will absent to many days in going to school, this will cause serious problems (http://www. enterpreneur. com/encyclopedia/term/82042. html). Absenteeism in students affects their school performances especially when they are in a group or teamwork for their assignments and projects. Since grouping will help develops the students’ cooperative and ability to share and gain knowledge from their group mates, likewise, the group mates will also miss the opportunity of gaining knowledge from the absent student (Koppenhaver, 2003). According to Schmidt in 1983, absenteeism affects the students’ ability to get high scores in examinations which can cause the decreasing of grades or the student may fail and will cause him/her to repeat the same year level. Students who have spent time attending lectures or classes have a significant, positive effect on students’ performance. Students that participated exhibited higher grades and scores in examinations that the student. Marburger states that the difficulty inferring the effect of absenteeism on erformance because, once a student is absent in a class, he or she may miss the opportunity of learning other techniques. He found out that missing in class progresses the likelihood of missing examination material covered that day compared to the students who were present in the class (2001). It indicates that persistent absentees at an inner-city school in South Wales had significantly lower self concept self-esteem, more deprived socioeconomic backgrounds, l ower intelligence level, and more educational problems to control groups. Suggest that remedial measures for absenteeism should focus on raising self-concepts and changing attitudes toward school (Reid k, 1982). Absenteeism is the most significant factor to affect the functioning of assembly lines in the development of School Administration. Those high levels of absenteeism have negative repression colleagues’ effect to the production of quality levels of well trained students because of work specialization. The analysis of hundred absentees reveals hundred of instances of negative effect of building well discipline students for the future. In contrast to the empirical evidence it confirms that absenteeism produce higher level of problems, that value specialization among student has been significant reduced in the students’ achievements (Mateo R, 1998). Students’ contracts influence teacher attendance from the classroom. The teachers’ attendance has a positive and negative effect on interested students achieve. How students absences influences their teachers’-students’ relationship. Teacher and student absenteeism affect the student test score performance base on extensive data collection effect, conducted by authors. It presents an economic analysis using data from over 700 school district in New York State 1986-1987. It includes that provisions plays a big rule like (the number of unused leave day by teacher will accumulate and â€Å"cash in† at retirement may simultaneously bathetic in teachers and student (Pitkoff, 19903). Teachers who maid and received low performance making tend to miss a larger number of days than those who did not. Teachers with marks do not feel a connection to the workplace and believe they are ineffective in the classroom. This gives an impetus for school administration to develop teachers’ growth plan early in the academic years for low performing teachers than the later in year (Pitkoff, 1993). To prevent and correct serious attendance problems, schools need to change the way they structured improves the quality of the courses and intensity interpersonal relationship between teachers and students (Epstein and Sheldon, 2002). School refusal behavior is a term synonymously used with absenteeism. Classifications of this are the following manifestation: social phobia, school phobia, anxiety and/or depression and truancy (Daleidan et. l, 1999). Of all these manifestations, truancy is one that presents a diversity of issues of interest to school personnel while the others need medical or counseling interventions (Williams, 1998) The organizational structures and culture of a school setting contributes to how students experience the system. School characteristics and culture can influence student abs enteeism (Epstein and Sheldon, 2002). Perhaps organizational school structures endorse reward particular peer groups while ignoring the others. If so, peer identity becomes relevant in schools as the values, attitudes and beliefs held within the peer groups predispose those in the group to endorse or reject the mission of schools. Haris(1996) claims that peer groups are more powerful than parents in changing the values of an individual. The teenagers class themselves out into peer groups varying in their attitudes towards intellectual achievement and can even find anti-intellectual groups in middle class neighborhoods and if this is the case, the choice of peer group could have an effect upon the academic outcome of a student thus, causing absenteeism (Hartnett, 2008). The curriculum of schools and strength of approval against the habitual absenteeism are also cited as contributing causes to the problem. It was cited by some students as a reason for non-attendance the lack of challenging and interesting course work and curriculum (Kilpatric, et. al, 1999). Students also cited that negative self-image and low self-esteem are reasons for absenteeism. The negative self-images are sometimes resulting of labeling and tracking within the school system (Lotz and Lee, 1999). According to Lotz and Lee that mostly of the adolescents today receive less supervision than in the past (1999). The contributing factors to chronic absenteeism involve parental and school-based responsibility. In many cases, parents actually condone the absence by ignoring excuses when no valid reason from school (Kilpatrick, et. al, 1996). A study presents by Unger,Morton and Laing (1997) presents the argument that students who participate in cooperative experiences, even the cause for this occurrence is not conclusive. Students who already exhibit absenteeism might be interesting to the programs that primarily caused the students to leave school thus more day of non-attendance. Students might disassociate themselves more from the school setting since they are experiencing the world of work. They may have access to their own transportation and find easier to be absent. This view regarding length of the school day, implementations of Blocks Scheduling with few and longer periods when compared to a seven period day with shorter periods appear to reduce absenteeism. Thus school systems implement the six or seven period day of a higher rate experiencing absenteeism (Khazzaka, 1997/1998). Birman and Natriello (1978) categorized in possible explanations for absenteeism into three categories. The most common were the students’ lack of adequate socialization and ignorance of appropriate behavior. The second group of explanations, the school-level group, was primarily concerned with peer pressure and school organizational patterns and their adverse effects. The authors labeled the third group societal-level explanations. These included changing social mores and community values. According to Louie F. Rodriguez and Gilberto Q. Conchas, â€Å"this case study explores how a community-based truancy prevention program mediates against absenteeism, truancy, and dropping out and positively transforms the lives of Black and Latina/Latino middle school youth. Findings suggest that community-school partnerships are critical in the quest to combat truancy and the alarming dropout rate among urban youth. This study also shows how committed individuals can work to engage and empower low-income urban youth who are disengaged from school. Extensive interviews and observations with Latina/Latino and Black youth demonstrate how the intervention program mediates against social and academic failure. Using grounded theory, this article explores four student-identified dimensions that impact his/her (re)engagement with school: (a) the importance of space that promotes peer relations, (b) incentive structures within programs, (c) the need for social networks, and (d) youth advocacy as a mechanism for institutional accountability. Implications for combating truancy, reducing dropout, and promoting student engagement are discussed. Reprinted by permission of the publisher†(2009). â€Å"A case study involving an ethnographic assessment of adult English as a second language program at a community center in southern Minnesota is outlined. Findings revealed that additional curricular structure and more effective communication between teachers and students regarding content and outcomes were keys to reducing absenteeism and those more attentive, respectful estimations of students' abilities would ensure effective communication and help students develop a sense of ownership in their learning† according to the study of Susan L. Schalge and Kay Soga (2008). According to the study of Dube, Shanta R and Orpinas, Pamela, they investigated the negative and positive behavioral reinforcement profiles of behavior related to excessive absenteeism. â€Å"Negative reinforcement involves avoidance, and positive reinforcement involves gaining parental attention or getting tangible benefits from not attending. Data on school refusal behavior were obtained from 99 upper-elementary and middle school students referred for attendance problems. Three profiles were identified: 17. 2 percent of participants attributed absenteeism to both positive and negative reinforcement; 60. percent attributed absenteeism only to positive reinforcement; and 22. 2 percent had no profile. Findings revealed that the three groups differed considerably in mean scores for behavioral difficulties: participants from the multiple profile groups had the highest level of behavioral problems, while participants from the no-profile group had the lowest. †(2009). The British J ournal of Educational Psychology states â€Å"lack of adjustment or school failure is a concern to educators, educational and school psychologists as well as parents, but few studies have focused on school adjustment during late adolescence. Moreover, studies have yet to explore associations between parenting and school adjustment among upper secondary school students. Aim the primary objective of this study is to explore the relative and unique influence of parental support, behavioral control and psychological control (overprotection and autonomy granting) in school adjustment among upper secondary school students. The sample consisted of 564 students (15-18 years of age) in vocational and general educational courses from one upper secondary school in western Norway. The results showed that perceived parental practices accounted for moderate, but statistically significant amounts of variance in different aspects of school adjustment. The findings indicate that perceived parental socialization practices are only moderately associated with school adjustment among upper secondary school students. This probably reflects the fact that the influence of specific parenting practices declines as children and young adolescents mature into late adolescent students†(2009). The study of M. Scott Norton about the ABSENTEEISM AND STUDENT ACHIEVEMENT in the year of 2009 â€Å"the rate of teacher absenteeism has been found to be highest in elementary schools, schools with lower student achievement, schools composed of economically disadvantaged and minority students, and schools that do not require teachers to speak to their immediate supervisor about pending absence, urban school districts †¦ and districts with enrollments in excess of 257,000. (Pitkoff, p. 39). In schools where students are poorest and failing the most academically, teachers tend to be absent more often. In one study, the percentage of students reading below grade level was found to be the greatest predictor of school employee absenteeism, followed by the percentage of students eligible to receive free lunch (Pitkoff, 1993). Studies relating the direct effects of teacher absenteeism on student achievement are limited and tend to differ in their findings. For example, in a study that focused on fourth-grade reading results, it was determined that teacher absenteeism adversely affected student achievement (Summers & Raivetz, 1982). O'Brien and others (1982) also found negative impacts of teacher absenteeism on student learning. Yet, Ziomek and Schoenberger (1983) were unable to establish such an association. Studies by Madden and others (1991) and by Ehrenberg and others (1991) also did not support the contention that student academic performance was associated with teacher absence. In view of Pitkoff's (1993) finding that school employees rated as unsatisfatory tend to be absent significantly more days than those rated satisfactory, a reasonable conclusion might be that the absence of a â€Å"poor† teacher does not impact negatively on student learning†. Theoretical and Conceptual Framework The student body is the greatest contributor to the success or the ground falling of the school. An individual who have habitually made absences in class may have lost the chance of learning. He or she might have less chances of getting an aimed position. The school who plays an important role to a child’s motivation has known the impact of absenteeism to a student and to the school performance it’s self. The chronic spread of absenteeism may have roots that affect the attendance of an individual. â€Å"A constant doing may lead to a constant result, just like Domino† (Asia Child Data Trend, 2008). Coping up is never easy, especially when there is a lot of work to be done. Some teacher’s are also considerate that slows down the run of class discussion. Absenteeism alone when a large part of the school population is involved may not only cause a problem to the school but also to the local administration (Williams, L. , 2001). The performances being recorded at the diagnostic tests or midterm exams for example will determine the schools performance. And when absences are done, it can pull down even the highest scores. That is why the results of absenteeism are to be identified as so the solutions can be formulated to materialize the aims of the school and the individuals. Figure 1. The Schematic Diagram of the Study Statement of the Problem The study aims to identify the most common effect of absenteeism to a student and the whole body as how the student and teachers specify each. Specifically, the study seeks to answer the following questions: 1. What is the profile of the teacher and student respondent in terms of: a. Gender b. Age c. Civil status 2. What are the common causes of absences done by the students in terms of: a. Self-Inquiry b. Family Problem 3. What are the effects of absenteeism as grouped according to: a. Students Learning Performance b. School Performance 4. Is there a significant Difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school performance? Hypothesis Ho: There is no significant difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school performance. Ha: There is a significant difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school Significance of the Study In many ways, whether in a tiny scale or in a wide range scale the findings of this research will benefit the following individuals in their own respective fields: The Student. Once an individual will know the impact of his doings, he or she will find ways and means to lessen the damage done. It will let this individual know the scope of his abilities and the right way of directing things especially when he would realize the effect of his habitual absences to the school body. To those students who do not have the knowledge on this aspect, they will be given chance to think, and may join the population which influences the declining of absences ratio. The Teachers. The teachers who serve as the parent when a child is in school will be able to formulate ideas on how to reduce the number of students who skip classes or who habitually commit to absences. They will be the keys of motivation and inspiration of their students. The School Administrator. Knowing the effects of absenteeism to a student, the school administration is the one primarily affected. Their concerns can then be discussed with the student body and so as the student body sharing their troubles to the administration. Through a conference the administration might be able to arrive to solutions which can be applicable o different situations. The DepEd Authorities. The Department of Education main goal is to be able to produce productive citizens of the community. Absenteeism is one of the factors that disturb the stableness of this goal. When the results are evident, the DepEd authorities together with the different school administration may arrive to a step by step planning to kill the rodents of absenteeism. The Parent. The parents are the direct and the baseline in communication in relation to their child’s regular truancy. Knowing the impact of absenteeism to their child’s learning performance, a parent will be at the concerns of convincing their child to attend school and protect them from the primary causes of their absences. Scope and Limitations of the Study The study focuses mainly to the effects of absenteeism to a student’s learning performance and the schools performance as signified by the teachers and students. The respondents are students from Agusan National High school, Third Year Science High Curriculum and the respective teacher’s who still belongs to this scope. This will determine the impacts of absenteeism into an individual and the body where he or she belongs and to arrive to simple solutions on this eye visible dame. The personal information needed for the study is Gender, Age, and cause of absences such as self-inquiry and family problem. The effects of absenteeism o student’s learning and school performances are enumerated in determining the answers of the respondents. Definition of Terms: Absenteeism. The regular truancy of a child; The habit of having absences. Family problem. The problems of the family that greatly affects a student’s attendance to school. This includes financial support (the family can’t afford education or education is not a primary necessity), differing community attitudes towards education (The people that surrounds home and within it education is not given importance), transportation (The family might lived in a very rural community where in transportation cannot easily reach Individual learning performance. The variation on the learning of a student being monitored in different ways e. g. class interaction, test results) Science High School Students. The students belonging to a special curriculum on higher education. Taught advance learning in science and mathematics Self Inquiry. The problems of an individual or a student that affects his attendance to school. Specifically social phobia (don’t have friends), health (always sick), school culture shock (have a hard time coping up, might be that the school is too advance or too slow. , influences from outside the school gates (sees people who cuts classes, Internet and Computer games. ), Chapter 2 METHODOLOGY Research Design The use of survey approach, in particular the utilization of descriptive method was observed in this research study. The use of the certain approach was to that it corresponds to the main objective of this research that is to determine the effect of absenteeism to school and ind ividual learning performances among third year Science High students of Agusan National High School as a basis for a conference dialogue. A survey questionnaire will be istributed that has four sets of questions to be answered by the students and teachers. The quantitative research techniques using Likert scale was used to rate the individual and school performance due to absenteeism. And also frequency test for the cause of it whether it is self inquiry or a family problem. Research Locale There are several High schools in Butuan City where the primary respondents of this research came from, Agusan National High School in fact is the largest high school and also has the biggest population found in this community, therefore it was chosen for the reality that it can determine the impact of absenteeism. The school grounds of this said school is found in A. D. Curato St. corner Noli Me Tangere St. Butuan City, Philippines. And as shown in the map below of Butuan is Area 52(Piepenbrock G. ,2009). The respondents of this study came from Agusan National High School, specifically those who belong to the special curriculum of the Science High School. Briefly this curriculum was established in 1994 by the administrators of the Department of Education Butuan Chapter. The students of the said curriculum are chosen especially to undergo advance learning and the teachers are also given same importance since it was built. The third year students and their teachers in different subject areas will be the respondents of this study Agusan National High School (ANHS) is one of the leading public high school in Butuan City, Philippines. It caters the educational needs of most of the population in the community. The school has produced competent graduates and many of them hold key positions in the community. [pic] Figure 2. The map of Butuan City showing area 52 as Agusan National High school The school is strategically located at the heart of the city. It accommodates almost ten thousand students. It has the biggest population in the whole region Caraga. It is manned by 270 strong and competent teachers from different fields of specialization under the supervision of the Secondary School Principal IV. The students are trained in order for them to face the future. A graduate of this school is expected to be upright in all the aspects in life. Most of all, students are trained in order to live independent life ahead and become a globally competent Filipino. Research Instrument The instruments used in the study are the following: 1. Questionnaire Form. This instrument was structured by the researchers to set up the socio-demographic profile of the student and teacher respondents. The said instrument will be used to determine the gender and age of the respondents. The evidences on the effects of absenteeism to school and individual performances and also its causes whether it would be a self inquiry or family problem were also listed in different sets. 2. Survey Questionnaire for Students and Teachers. This instrument will be used to determine the performances of the student who has frequent absences to his classes and his contribution to school performance. Data Gathering Procedure There will be 14 teachers and 89 students who will serve as the respondents of the study. They will be answering the questions on the survey questionnaire organized and distributed by the researchers. They will be the one to determine the performances of the students who engaged to habitual absences, and its cause. They will be also asked on how this absenteeism affects the school performance. When the task is duly accomplished and the questionnaires were retrieved, processed, tabulated. It will be submitted to the analysis of data. Sampling Techniques The research study made use of the purposive sampling technique. There were 36 students and 14 teachers asked to rate the students learning and school performance. Table 1. Student Population and Respondents of the Study |Sections |Population |Sample | |(Third Year Science High) | | | | |Male |Female |Total |Male |Female |Total | |III-Avogadro |9 |29 |38 |4 |5 |9 | |III-Curie |8 |26 |34 |4 |5 |9 | |III-Dalton |10 |31 |41 |4 |5 |9 | |III-Lavosier |12 |24 |36 |4 |5 |9 | |Total |39 |110 |149 |16 |20 |36 | Table 2. Teacher Population and Respondents of the Study Section |Population |Sample | |(Third Year Science High) | | | | |Male |Female |Total |Male |Female |Total | |III-Avogadro |5 |10 |15 |2 |7 |9 | |III-Curie | | | | | |III-Dalton |1 |2 |3 |0 |1 |1 | |III-Lavosier |4 |2 |6 |3 |1 |4 | |Total |10 |14 |24 |5 |9 |14 | Note: Some teachers handle the same subject in some sections and were not accounted twice. Data Analysis The researchers will hand the survey questionnaires in a manner of strict and proper distribution. The gathered data would undergo careful evaluation and analysis. For the Socio demographic profile, the researchers will make use of corresponding numerical value to present the data as follows: I. Socio Demographic Profile A. Gender Numer ical Value |Gender | |1 |Male | |2 |Female | B. Age (Student Respondent) |Numerical Value |AGE | |1 |13-16 YRS. OLD | |2 |17-20 YRS. OLD | |3 |21-24 YRS. OLD | C. Age (Teacher Respondent) Numerical Value |AGE | |1 |20-29 YRS. OLD | |2 |30-39 YRS. OLD | |3 |40-49 YRS. OLD | |4 |50-59 YRS. OLD | |5 |60-69 YRS. OLD | Civil Status for Teacher Numerical Value |Civil Status | |1 |Single | |2 |Married | |3 |Separated | |4 |Widow | The Likert scale with 5 point rating is used to describe the performance of the students as based in their regular truancy within the given 15 fields and points of learning. The said scale will also be used to determine the effect of absenteeism on the school as how its performance is being described by the respondents. II. Likert Scale |Descriptive Rating |Weight |Scale Interval | |Excellent |5 |4. 50-5. 0 | |Very Good |4 |3. 50-4. 49 | |Good |3 |2. 50-3. 46 | |Fair |2 |1. 50-2. 49 | |Poor |1 |1. 00-1. 49 | Statistical Treatment The following statistics will be used for the data analysis: 1. Mean – The mean is used to determine the general description of the effect of absenteeism to the performances of a student’s learning and school. The mean will ascertain the fields greatly affected by absenteeism as perceived by the student and the teachers. 2. Chi-square (Test of Independence)- The Chi-square test of independence was used as a treatment to this study to verify, if any, a significant difference between the perception of the teachers and students on the effect of absenteeism in terms of students learning and school performance. 3. Frequency – The frequency is used to determine the more frequent occurring rate in the different indicators. This will then identify the performing levels of the different indicators on the effect of absenteeism on student learning and school performance. 4. Standard Deviation – The standard deviation is the statistical measure that sheds light on historical volatility of the study which can give a c0omprehensive verbal description to the indicators or factors of the research study. Chapter III ANALYSIS AND RESULTS In this chapter the researchers showed the results and discussions on the results of the study. Specifically it presents the organization on the problem stated in the first chapter. Problem 1. What is the profile of the teacher and student respondent in terms of: Gender, Age, Civil status? Table 3. Respondents According to Gender GENDER |STUDENT |TEACHER | | |FREQUENCY |PERCENTAGE |FREQUENCY |PERCENTAGE | |MALE |16 |44% |5 |36% | |FEMALE |20 |56% |9 |64% | |TOTAL |36 |100% |14 |100% | As shown in Table 3 majority of the student respondents are female which is composed of 2 0 individuals or the 56% of the100%. The table also shows the greater number of females of the teacher respondents which totaled 9 or 64% of the 100%. In further discussions the population of both students and teachers are composed of more female respondents with a fraction corresponding to males number of respondents. Table 4. Student Respondents According to Age |AGE |FREQUENCY |PERCENTAGE | |13-16 YRS. OLD |36 |100% | |17-20 YRS. OLD |0 |0% | |21-24 YRS. OLD |0 |0% | |TOTAL |36 |100% | Table 4 shows that all of the student respondents which is 36 in number belonged to the age bracket of 13-16 years old. This is then interpreted that 100% of the students belong to the Third year of High school that corresponds to the scope of the study. Table 5. Teacher Respondents According to Age |AGE |FREQUENCY |PERCENTAGE | |20-29 YRS. OLD |1 |7% | |30-39 YRS. OLD |5 |36% | |40-49 YRS. OLD |2 |14% | |50-59 YRS. OLD |5 |36% | |60-69 YRS. OLD |1 |7% | |TOTAL |14 |100% | In Table 5 the data shows that most of the teachers belonged to the 30-39 years old bracket and 50-59 years old age bracket. In the following classification, each have 5 respondents or each had 36% of the total population as the research was being conducted. Table 6. Teacher Respondents According to Civil Status CIVIL STATUS |FREQUENCY |PERCENTAGE | |SINGLE |3 |21% | |MARRIED |11 |79% | |SEPARATED |0 |0% | |WIDOW |0 |0% | |TOTAL |14 |100% | As being shown in the table above, most of the teacher respondents were married at a population of 11 out of 14 or 79% of the total 100%. The rest of the respondents were classified single which is 3 in number or 21% of the total. Problem 2. What are the common causes of absences done by the students in terms of: Self-Inquiry or Family Problem? Table 7. Primary Cause of a Student’s Truancy as Perceived by the Students and Teachers |CAUSE |STUDENT |TEACHER | | |FREQUENCY |PRRCENTAGE |FREQUENCY |PERCENTAGE | |SELF INQUIRY |21 |58% |6 |43% | |FAMILY PROBLEM |15 |42% |8 |57% | |TOTAL |36 |100% |14 |100% | Self- inquiry is the main reason for a student to make an absence as what is being taken notice by other students that is being certified by Table 7. The resulting calculation shows that 21 students agreed to the fact to the said hindrance or the 58% out of the 100%. The teacher respondents look at the situation in a different angle, and most have agreed that family problem have caused the truancy of their students. Out of 14 respondents, 8 sees that the lack of family support had pushed absenteeism to what it is now. Statistically these 8 respondents compose the 57% of the total 100% population of teacher respondents. According to Williams, the student’s decision on a school based problem will not be taken responsibility by the school or the family. His regular absences will take a part on what he learns and because of some conditions, like social phobia or unsustainable community practice he will have the reason to quit school. Another claim from Haris was to be given attention for as far as his research had shared; he claimed that peer groups are more powerful influences in changing an individual than thy very own parents. And influences like this especially the not so good ones must have been provoking such individual in skipping school. But his research also discussed that there are times that the condition of oneself must be a priority. Sickness can be a factor to a self-inquired reason on absenteeism that must address an urgent action. Furthermore this citation agrees to the side of the student respondents that self-inquiry is a justified reason and adequate enough to be a basis of absences. Other authors, like Hartnett have seen another breakthrough to similar studies such as this. He have witnessed some occasions where in the family itself cannot provide a good education for its younger members. The lack of enthusiasm in some communities towards education has also influenced the attitude of a certain group of people towards educational link, thus absenteeism was observed. This is true to what the teacher respondents have observed in their school. Problem 3. What are the effects of absenteeism as grouped according to: Students Learning and School Performance? Table 8. Effect of Absenteeism to Students Learning Performance as Perceived by Student and Teacher Respondents |Indicators |Student |Teacher | | |Mean |VD | | |Mean | | |Student |Teacher | | |X2c | | | |Student |Teacher | | |Student |2132 |1314 |3446 | |Teachers |1514 |696 |2210 | |TOTAL |3646 |2010 |5656 | 1. ) df = (r-1)(c-1) = (2-1)(2-1) = (1)(1) = 1 Level of Significance = 5% X2t = 3. 84 Expected value: Cell 1:EV = [(VT)(HT)]/ GT = [(3646)(3446)]/ 5656 = (12564116)/ 5656 = 2221. 38 Cell 2:EV = [(VT)(HT)]/ GT = [(2010)(3446)]/5656 = (6926460) = 1224. 62 Cell 3:EV = [(VT)(HT)]/ GT = [(3646)(2210)]/5656 = (8057660)/5656 = 1424. 62 Cell 4:EV = [(VT)(HT)]/ GT = [(2010)(2210)]/5656 = (4442100)/5656 = 785. 38 |Cell |O |E |(|O-E|-0. 5)2 |(|O-E|-0. 5)2 /E | |1 |2132 |2221. 38 |7899. 65 |1. 40 | |2 |1314 |1224. 62 |7899. 65 |1. 0 | |3 |1514 |1424. 62 |7899. 65 |1. 40 | |4 |696 |785. 38 |7899. 65 |1. 40 | | |N= 5656 |N= 5656 | |5. 6 | CONCLUSION: | X2C | | X2t | | 5. 6 | | 3. 84 | 5. 6 ; 3. 84 Reject Ho, Accept Ha There is a significant difference between the perception of the students and teachers on the effect of absenteeism in terms of students learning and school CURRICULUM VITAE I. Personal BACKGROUND Name: April Jobeth G. Barrot Age: 15 yrs. old City Address: 241 P-1 Obrero, Butuan City Provincial Address: Agusan Del Norte Date of Birth: April 9, 1994 Height: 150 cm Weight: 37 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Contact#: 2257130/09102442074 Fathers Name: Job R. Barrot Age 49 yrs. old Occupation: Seaman Mothers Name: Elizabeth G. Barrot Age: 46 yrs. old Occupation: Pharmacist Brothers Name: Jeb G. BarrotAge: 17 yrs. old Steven Ellie G. BarrotAge: 1 yr. old Frankie Job G. Barrot Age: 1 yr. old Sisters Name: Jobelle Beth G. BarrotAge: 8 yrs. old II. Educational Background Preschool – Child Learning Development School – S. Y. : 1999-2001 Primary Level – Butuan Central Elementary School – S. Y. : 2001-2007 Secondary Level – Agusan National High School – S. Y. : 2007-Present III. Honors, Scholarship and Awards Preschool Kinder I Honors: Best in Math, Best in Filipino, and Best in English Award: Most Neat Kinder II Honors: Best in Math, Best in Science, Best in English, Best in Filipino Award: Most Neat Primary Level Grade 1 Honors: 8th Honors Award: Most Patients Grade 2 Honors: 6th Honors Award: Most Neat Grade 3 Honors: 9th Honors Award: Most Neat Grade 4 Honors: 14th Honors Award: Most Clean Grade 5 Honors: 8th Honors Awards: Dancer of the Year and Most Cooperative Grade 6 Honors: 6th Honors Awards: Most Industrious, 1st in Katutubong Sayaw, Cheer dance Competition (Champion), Outstanding Pupil Government Officers, Outstanding Choir Member and Outstanding Dance Troupe Members Secondary Level 1st Year Level Honor: 9th Honors 2nd Year Level Honor: 5th Honors IV. Seminar, Conference Attended Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Senior/Cadet Scouts Conference, August 15, 2009, at GSP Headquarters, Capitol Site, Butuan City Chief Girl Scout Medal Scheme Orientation and Workshop at GSP Headquarters, Capitol Site, Butuan City, July 25, 2009 Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 2009 CURRICULUM VITAE I. Personal BACKGROUND Name: Raniana Cabonce Valencia Age: 15 yrs. old Provincial Address: Agusan Del Norte Date of Birth: July 3, 1994 Height: 145 cm Weight: 35 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Fathers Name: Robert G. Valencia Occupation:Poultry Raiser Mothers Name: Rosario C. Valencia Occupation: High School Teacher II. EducationAL bACKGROUND Primary Level – Butuan Central Elementary School – S. Y. : 2001-2007 Secondary Level – Agusan National High School – S. Y. : 2007-Present III. Honors, Scholarship and Awards Preschool 2nd Honors Outstanding Pupil Best in Writing Best in Math 2nd Place Spelling Bee Primary Level Grade 1 Honors: 9th Honors Grade 2 Honors: 6th Honors Grade 3 Honors: 4th Honors Grade 4 Honors: 6th Honors Grade 5 Honors: 3rd Honors Award: 1st Place Filipino Quiz Bee Grade 6 Honors: 2nd Honorable Mention Awards: 3rd Place in Napkin Folding -5th Place Investigatory Project -6th Place Editorial Cartooning – Outstanding Choir Member Secondary Level 1st Year Level Honor: 1st Honors Award: APEC 2008 Academy Award First Place – 3rd Place Essay Writing 2nd Year Level Honor: 10th Honors IV. Seminar, Conference Attended Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School School Press Conference, Butuan Central Elem. School, Butuan City, S. Y. 2007-2008 Symposiums, Agusan National High School, Butuan City, S. Y. 2008-2009 Red Cross Youth Seminar, Agusan National High School, February 13, 2009 School Disaster Management: First Aid Training, Ausan National High School, September 11-12, 2009 CURRICULUM VITAE I. Personal BACKGROUND Name: Gea Anne I. Makinano Age: 15 yrs. old City Address: P-6 Brgy. 16, Ong Yu, Butuan City Provincial Address: Agusan Del Norte Date of Birth: October 12, 1994 Height: 151 cm Weight: 39 kg Civil Status: Single Religion: Roman Catholic Citizenship: Filipino Fathers Name: Felixberto L. Makinano Occupation: deceased Mothers Name: Elvira I. Makinano Occupation: OFW II. EducationAL BACKGROUND Preschool –Balay Silonganan Learning Center – S. Y. : 1999-2001 Primary Level – Butuan Central Elementary School – S. Y. : 2001-2007 Secondary Level – Agusan National High School – S. Y. : 2007-Present III. Honors, Scholarship and Awards Preschool Kinder II Honors: Salutatorian Awards: Best in Writing, Most Neat and Clean Primary Level Grade 1 Honors: 1st Honors Award: Best in Writing, Most Punctual, Most Neat and Clean, Best in Science Grade 2 Honors: 4th Honors Award: Most Polite Grade 3 Honors: 4th Honors Award: Most Neat and Clean, Most Polite Grade 4 Honors: 2nd Honors Award: Most Polite, 1st Place Science Quiz Bee District Level, 3rd Place Science Quiz Bee Division Level Grade 5 Honors: 2nd Honors Awards: Participant- Water District Quiz Bee District Level Grade 6 Honors: Salutatorian Awards: Outstanding Award, 1st Place MTAP Division Level (Team), 3rd Place MTAP Division Level Secondary Level 1st Year Level Honor: 6th Honors Award: Model Student 2nd Year Level Honor: 14th Honors IV. Seminar, Conference Attended Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 009 Symposiums, Agusan National High School, Butuan City, S. Y. 2008-2009 CURRICULUM VITAE I. Personal BACKGROUND Name:Charissa L. Abingosa Age: 15 yrs. old City Address: Employees Village, Libertad Provincial Address: Agusan Del Norte Date of Birth: April 4, 1994 Height: 164 cm Weight: 52. 5 kg Civil Status: Sing le Religion: Roman Catholic Citizenship: Filipino Fathers Name: Manuel Q. Abingosa Age 47 yrs. old Occupation: Motor Cycle Driver Mothers Name: Nerlita L. Abingosa Age: 46 yrs. old Occupation: Government Employee Brothers Name: Emmanuel L. Abingosa Age: 14 yrs. old II. EducationAL BACKGROUND Preschool –Sacred Heart– S. Y. : 1999-2001 Primary Level – Butuan Central Elementary School – S. Y. : 2001-2007 Secondary Level – Agusan National High School – S. Y. : 2007-Present III. Honors, Scholarship and Awards Primary Level Grade 1 Honors: 6th Honors Grade 2 Honors: 1st Honors Grade 3 Honors: 14th Honors Grade 4 Honors: 8th Honors Grade 5 Honors: 8th Honors Grade 6 Honors: 3rd Honors Secondary Level 1st Year Level Honor: 5th Honors 2nd Year Level Honor: 21st Honors Awards: 1st place in Division and District 2nd Year Level Suduko 2nd Place in 1st Regional Math Festival IV. Seminar, Conference Attended Philippine Society of Youth Science Club, September 6-7, 2008, Agusan National High School Senior/Cadet Scouts Conference, August 15, 2009, at GSP Headquarters, Capitol Site, Butuan City Chief Girl Scout Medal Scheme Orientation and Workshop at GSP Headquarters, Capitol Site, Butuan City, July 25, 2009 Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 2009 CURRICULUM VITAE I. Personal BACKGROUND Name: Gonzaga, Mhizelie Jave F. Age: 15 yrs. old Address: P-10 Ong Yiu Dist. Butuan City Birth date:February 21, 1994 Gender: Female Status: Single Parents Information: Mothers Name: Ma. Jovelin V. Forrosuelo Occupation: Public School Teacher Fathers Name: Jose Bayani L. Gonzaga Occupation: Owner Type Jeepney Driver No. of Siblings: 1 Position in Family: Eldest II. EducationAL BACKGROUND Schools Attended: Preschool: Angelicum Montessori School; S. Y. 1998-2000 Elementary:Butuan City SPED Center FL; S. Y. 2001-2006 High School: Agusan national High School; S. Y 2007- present III. Honor Scholarships and Awards Preschool: Graduated as a Salutatorian Awards: Proficiency in Science Best in Oral Expression (Filipino) Best in Writing Best in Reading Best in Spelling Most Neat and Clean Best in Music and Rhythm Elementary: Graduated as a Salutatorian Awards: S. Y. 2006-2007 1st Place Regional Quiz Bee, SPED Schools Category 3rd Place, Regional Science Quiz Bee, Over All 1st Placer Division Science Quiz Bee nd Placer Division Science Fair â€Å"Comparing Metal Elements Found in Leaves of Different Mango Varieties† 3rd Honors, Division MTAP Math Challenge, Individual Category 3rd Runner up, Division MTAP Math Challenge, Team Competition Qualifier, Philippine Science High School Scholarship Exam, Davao Campus Contributor, â€Å"Ang Manaol† O fficial School Paper of BCSC (Filipino) Active Girl Scout Red Cross Member Class Auditor Best in Science Most Diligent Academic Excellence Awardee, Green Bank CARAGA Chapter Academic Excellence Awardee, M. Lurielle, Butauan City Branch S. Y. 2005-2006 3rd Honors, Division MTAP Math Challenge, Individual Category 1st Placer, Division MTAP Math Challenge, Team category S. Y. 2004-2005 2nd Placer, Regional Science Quiz Bee, Over All S. Y. 2003-2004 1st Placer, Division MTAP Math Challenge, Team category S. Y. 2002-2003 1st Placer, Division MTAP Math Challenge, Team Category High School: Awards: S. Y. 2007-2008 1st Placer, Division Science Quiz Bee st Placer, Division MTAP Math Challenge, Team Category S. Y. 2008-2009 3rd Placer, Schools Science Fair, â€Å"Copper and Tin Alloy As Substitute to Silicon in Photovoltaic Cell† 3rd Placer, Regional Science Fair, â€Å"Copper and Tin Alloy as substitute to Silicon in Photovoltaic Cell† IV. Seminar, Conference Attended Philippin e Society of Youth Science Club, September 6-7, 2008, Agusan National High School Brown Raise Seminar, Saint Joseph Institute and Technology, February 6, 2009 CURRICULUM VITAE I. Personal BACKGROUND Name: Ben Jay Felizarta Age: 15 years old Address: New Asia R. Calo, Butuan City B-day: July 9, 1994 Mother’s Name: Rosanna Felizarta Occupation: House Keeper Father’s Name: Bilarmino Ocay Occupation: Tailor II. EducationAL BACKGROUND Pre-School: Honor Received-1st Honor Primary Level: Obrero Elementary School Honor Received- Gr. 1 – 1st Honor Gr. 2 – 1st Honor Gr. 3 – 2nd Honor Gr. 4 – 1st Honor Gr. 5 – 2nd Honor Gr. 6 – 1st Honorable Mention Secondary Level: Agusan National High School Honor Received- None so far ———————– The effect of absenteeism to student’s learning and class/school performance. Conduct a Conference Dialogue Socio-Demographic profile of the respondent: †¢ Gender †¢ Age †¢ Civil status Common cause of absence †¢ Self inquiry †¢ Family problem †¢ AGUSAN RIVER AGUSAN RIVER