Demand and Supply Analysis Essay Example | Topics and Well Written Essays - 1250 words

Demand and Supply Analysis - Essay Example b) The relationship between the quantity demanded and the price is of negative relationship while that between quantity supplied and price shows a positive relationship. Quantity demanded of a commodity according to the theoretical information is the quantity of a commodity that a buyer is willing and able to purchase at the prevailing market prices (McEachern, 2011). When prices go up few buyers will be willing to buy depending on the nature of the good. This shown by the negative gradient depicted by the demand function of -2, it means that for every 1 unit increase in price quantity demanded reduces by 2 units. Quantity supplied on the other hand is with reference to suppliers and producers. It is defined as the quantity of goods and services that a provider is willing and able to produce and supply at the prevailing market prices (McEachern, 2011). Suppliers are always willing to supply more when prices are high as opposed to when they go down. This is depicted by the positive gr adient of the supply curve of +1. This means that if prices are increased by 1 unit, quantity supplied also increases by 1 unit. c) The slope of the demand function is -2; this means that an increase in price by 1 unit solicits a reduction in quantity demanded by 2 units. d) The slope of the supply function is of +1. This means that an increase in price by 1 unit solicits an increase in quantity supplied by the same unit. 12. ... 1. Among the ten countries, price elasticity of demand for food is high in Tanzania and it decreases sequentially with Tanzania having the highest price elasticity all the way to the US having the lowest elasticity. This is explained by the general principle that with general increase in income demand for food normally goes down while that of luxury and junky foods goes up (Tucker, 2008). Developing countries still have a population that is still of the need of basic needs like food, this explains the reason as to why developing countries like Tanzania have high price elasticity of demand. Both the quantity demanded and supplied of the commodities in Tanzania is composed of food and food products. The agricultural products also add to the supply of food into the economy (Tucker, 2008). Consumers in developing countries with relation to food are related to then food prices and their income. Rise in income in such countries leads to an increased consumption. Changes in prices also thre aten the food consumption patterns in such countries. The only food consumption that is not threatened is that of basic staple foods. This implies that there is high purchase of foods and foodstuffs in Tanzania than the same is for the US. High purchases are realized in staple foods. On the contrary, consumption of high value foods like meat experiences high purchases in the US (McEachern, 2011). 2. Fig. 2: Tax effect on demand and Supply 3. 4. 5. 6. 7. 8. 9. 10. 11. Before taxation is imposed on the commodity, the equilibrium quantity is Qe while the equilibrium price is Pe. Tax has the tendency of normally increasing prices of commodities as well as

Body language Essay Example for Free

Body language Essay I wasnt too sure on what to wear when I performed my interaction. From previous research into communication I am aware that this can affect the quality of communication. For example dark and gloomy clothes sometimes can indicate you being in bad mood and could prevent clients approaching you. However if you were to wear bright and colourful clothes then it would give the impression that you are happy and friendly and easier to approach. I decided to go for clothes in the middle of bright and dark, however I am still unsure whether this had an effect on the communication shown. At the end of my interaction I gave a member of the group my questionnaire to fill in about the interaction (appendix 1). I wanted to make sure that I gained some feedback from interaction to see whether I was effective in achieving my purpose. I structured that questionnaire very simply, and clear so the child would have no problem in being able to fill it in. the child who I asked to complete my questionnaire filled it all in, and they ticked YES for every box. This would indicate to me that my interaction was a success on the basis of that it was fun, exciting, and there was nothing too bad that affected them in the interaction. This would show that I was successful in achieving my purpose, which to me is a great accomplishment. I got some feedback from this pupil on the questionnaire which was very interesting and useful, however I wanted to make sure that I had an assessment sheet filled in about me to look more specifically at my skills that I demonstrated, what was good about them, what was bad and also to see if I achieved my purpose. Therefore I gave Mrs Paterson, an observation sheet about me to fill in (appendix 2) you can see from the sheet that Mrs Paterson rated me highly on most of the skills. However there were a few points which she had to make. PERSONAL IMPROVEMENTS AND ACTION PLAN One of my main problems that occurred during this interaction was that I found it very hard to observe the type of communication, group layout which was going on as well as performing my own personal communication skills within the group. I think that if I was going to do the interaction again I would probably video record it therefore I could go back and see what I did wrong but also what type of communication skills and patterns occurred. This would be a very effective way in which I could evaluate myself critically in order to create a more efficient action plan. I expressed before about how I felt very nervous and intimidated by the interaction. I think that this could be improved by practice, and just making sure that I remain as calm as I possibly can. Being aware of my body language too is essential too. I also feel that to improve the quality of the interaction I would need to find out ways in which I could include other group members, which were lacking in joining in. I am not entirely sure on a method which I could choose to help me learn this other than teacher training, and obviously this is not possible. However what would be possible is to talk to some teachers, to find out information about how to make clients feel valued and belonged within the group more than what I know already. I gave the observation sheet to Mrs Paterson to write about my interaction. Mrs Paterson did rate me slightly lower on a couple of issues. These were really useful to me in aiding me to create a realistic action plan. For example she quoted: Tone of voice at times she found it difficult to calm her voice down, due to nervousness. Â  Appropriate responsiveness and calmness again Leanne found it hard at times to remain calm, however it did improve towards the end. I completely agree with the comments that Mrs Paterson made about my poor communication. I knew that I was finding it hard to calm down and make my voice and body language relaxed during the interaction. I did feel that I made an improvement towards the end whilst I got into the activity more. This is definitely something I need to work on and improve for further interactions such as this. I am going to make a conscious effort to improve on the poor things about my interaction, because it is vital that I can be effective whilst communicating. Im going to make sure that when Im in an interaction such as this I am going to try and calm myself down before I enter the group interaction. There were so many things that I have become aware or further whilst doing this interaction. And again I feel that it is essential for me to be trained, or get more experience in interacting within a group. For me to improve my interaction I would need to study my assessment sheet to look at where I went wrong, and how I could improve it to make sure that a next interaction is Im proved and that I have learnt from my poor communication. CONCLUSION This experience has been a very large learning experience for me. Before this I had learnt about all the different types of effective communication, however I never actually knew how incredibly difficult it is to put them into practice. There is so much for and health and care social worker to remember when interacting with their clients. I think that it takes a very talented person to be good at their job within this area. I enjoyed my interaction with the group so much, and I have already decided to go back in the future, to try my group interaction to perhaps try out my action plan. What made this experienced even more enjoyable is the fact that the children relished the activity as much as what I did. When I went to go after my interaction I was actually disappointed on how quickly the time had gone. The children who I was working with seemed to have formed a bond with me and were also upset to see me go too. I think that I was very successful in achieving my purpose of the interaction, and this was reflected through not only the effective communication skills I demonstrated but also that of the amount of enjoyment we all experienced. This has certainly given me a lot to contemplate on, I have learn a lot about myself, as well as how imperative effective communication is in this type of setting. Another thing, which I think has been a vital learning point, is the fact that health and social care workers give so much to their clients. Teachers need to make sure that they are demonstrating communication skills the whole time, but also to leave their own personal or emotional problems at home, because it can effective the relationships between them and the clients. This must be extremely hard to do. I would imagine that this job is very satisfying.

James Stewart :: Entertainment Film Papers

James Stewart "In a career of extraordinary range and depth, Jimmy Stewart has come to embody on screen the very image of the typical American.... His idealism, his determination, his vulnerability, and above all, his basic decency shine through every role he plays..."-- The American Film Institute. The Nature of Film and Acting When film was young, acting was overdone. Low quality cameras could only record large movements; posing and enunciation were overstated as a result of theater acting; the development of the character was limited to a script. Starting in the 1930's film acting became more natural. Actors could interpret scripts to find emotion and motivation in their characters. Good acting relies on a kinesthetic, an intrapersonal, and an interpersonal intelligence, all of which work together to form a creative expression. There exist limitless styles of acting; there is always something to learn. The physicality of the actor is the most important part of the creation of the character. Since all experiences are interpreted through a physical means (i.e. our senses), the kinesthetic actor can evoke a response from his audience by connecting his actions to their lives, memories, or emotions. By having distinct facial features or a certain body build, the actor's mere physical presence can convey some detail of his character. However, the most important part of the kinesthetic intelligence in acting is the knowledge of one's body, where it is, what it's doing, and what message it's conveying. This is more than just muscle movement. It includes physique, timing, rhythm, voice and mannerisms. When we watch movies, we notice emotion and characterization mainly in the eyes and mouth. However, a man can not just act from the neck up. What his body tells us is just as important as what his face tells. Try It! Make your body tense. Tighten every muscle you can. Now, smile. How do you feel? How would you appear to feel? For the actor, the hands are a good place to release energy, but conveying meaningful messages through the hands is hard to do. Also, overuse of gestures can be dizzying to a viewer. Voice is another excellent means of communicating the unstated. From sincerity to sarcasm, we can tell as much from the way something is said as from the words themselves. Underneath the physical lies the actor's presence. The intrapersonal unconsciously comes through in the form of a persona that the audience can further relate to.

Music and Memory in D. H. Lawrence’s Piano Essay -- Literature

D. H. Lawrence’s poetry is said to often be of â€Å"great biographical interest† (Encyclopedia Britannica), and his poem â€Å"Piano,† written in 1918, eight years after the death of his mother, illustrates his attachment to his mother through the device of an unwilling memory evoked when he hears a woman singing. Though Lawrence’s relationship with his mother is said to have been â€Å"an intensely—often labeled abnormally—close relationship† (Pearson and Watson), it is also said that it was she who encouraged him to obtain an education and to write. His mother was a teacher, and according to Norton, it is her â€Å"delicacy and refinement† that he â€Å"allied† himself with rather than his less educated, coarse coal miner father (2248). It is she whom he sided with in the conflict-ridden relationship he witnessed between his parents. According to Wart, â€Å"Piano† expresses Lawrence’s personal response when a â€Å"song stirs memories of childhood and his mother,† involuntary as these memories may be. However, though it may be true that we should never assume that the speaker of a poem is, indeed, the poet, according to Semansky, â€Å"Lawrence's work invites us to, as he has always woven autobiographical material into his writing.† Lawrence’s â€Å"Piano† may thus be considered to be the recounting of unwanted and involuntary emotional memory brought about as a response to music. â€Å"Piano† begins by describing a setting conducive to reflection and remembrance, â€Å"Softly, in the dusk, a woman is singing to me† (Line 1). Intimacy is implied in the setting: â€Å"the dusk,† the singing being â€Å"soft† and seemingly personally directed to one individual all lend themselves to an aura of intimacy. This encounter draws Lawrence back through the â€Å"vista of years† (Line 2). In fact,... ..., 1900 to Present. New York: Facts On File, Inc., 2009. Bloom's Literary Reference Online. Facts On File, Inc. http://www.fofweb.com/activelink2.asp?ItemID=WE54&SID=5&iPin= CBPNP235&SingleRecord=True (accessed April 4, 2012). Rexroth, Kenneth. "Introduction." D.H. Lawrence: Selected Poems. New Directions, 1947. 1-23. Rpt. in Literature Resource Center. Detroit: Gale, 2012. Literature Resource Center. Web. 2 Apr. 2012. Saunders, Clifford. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012. Semansky, Chris. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012. Wart, Alice Van. "Critical Essay on 'Piano'." Poetry for Students. Vol. 6. Detroit: Gale Group, 1999. Literature Resource Center. Web. 2 Apr. 2012.

The Vampire Diaries: The Fury Chapter Ten

December 12, Thursday morning Dear Diary, So after a week of work, what have we accomplished? Well, between us we've managed to follow our three suspects just about continuously for the last six or seven days. Results: reports on Robert's movements for the last week, which he spent acting like any normal businessman. Reports on Alaric, who hasn't been doing anything unusual for a history teacher. Reports on Mrs. Flowers, who apparently spends most of her time in the basement. But we haven't really learned anything. Stefan says that Alaric met with the principal a couple times, but he couldn't get close enough to hear what they were talking about. Meredith and Bonnie spread the news about other pets besides dogs being dangerous. They didn't need to work very hard at it; it seems as if everybody in town is on the verge of hysteria already. Since then there've been several other animal attacks reported, but it's hard to know which ones to take seriously. Some kids were teasing a squirrel and it bit them. The Massases' pet rabbit scratched their littlest boy. Old Mrs. Coomber saw copperhead snakes in her yard, when all the snakes should be hibernating. The only one I'm sure about is the attack on the vet who was keeping the dogs in quarantine. A bunch of them bit him and most of them escaped from the holding pens. After that they just disappeared. People are saying good riddance and hoping they'll starve in the woods, but I wonder. And it's been snowing all the time. Not storming but not stopping, either. I've never seen so much snow. Stefan's worried about the dance tomorrow night. Which brings us back to: what have we learned so far? What do we know? None of our suspects were anywhere near the Massases' or Mrs. Coomber's or the vet's when the attacks happened. We're no closer to finding the Other Power than we were when we started. Marie's little get-together is tonight. Meredith thinks we should go to it. I don't know what else there is to do. Damon stretched out his long legs and spoke lazily, looking around the barn. â€Å"No, I don't think it's dangerous, particularly. But I don't see what you expect to accomplish.† â€Å"Neither do I, exactly,† Elena admitted. â€Å"But I don't have any better ideas. Do you?† â€Å"What, you mean about other ways to spend the time? Yes, I do. Do you want me to tell you about them?† Elena waved him to silence and he subsided. â€Å"In the basement,† chorused several voices. â€Å"And we're all just sitting here. Does anybody have a better idea?† Meredith broke the silence. â€Å"If you're worried about its being dangerous for me and Bonnie, why don't you all come? I don't mean you have to show yourselves. You could come and hide in the attic. Then if anything happened, we could scream for help and you would hear us.† â€Å"I don't see why anybody's going to be screaming,† said Bonnie. â€Å"Nothing's going to happen there.† â€Å"Well, maybe not, but it doesn't hurt to be safe,† Meredith said. â€Å"What do you think?† Elena nodded slowly. â€Å"It makes sense.† She looked around for objections, but Stefan just shrugged, and Damon murmured something that made Bonnie laugh. â€Å"All right, then, it's decided. Let's go.† The inevitable snow greeted them as they stepped outside the barn. â€Å"Bonnie and I can go in my car,† Meredith said. â€Å"And you three-â€Å" â€Å"Oh, we'll find our own way,† Damon said with his wolfish smile. Meredith nodded, not impressed. Funny, Elena thought as the other girls walked away; Meredith never was impressed with Damon. His charm seemed to have no effect on her. She was about to mention that she was hungry when Stefan turned to Damon. â€Å"Are you willing to stay with Elena the entire time you're over there? Every minute?† he said. â€Å"Try and stop me,† Damon said cheerfully. He dropped the smile. â€Å"Why?† â€Å"Because if you are, the two of you can go over alone, and I'll meet you later. I've got something to do, but it won't take long.† Elena felt a wave of warmth. He was trying to trust his brother. She smiled at Stefan in approval as he drew her aside. â€Å"What is it?† â€Å"I got a note from Caroline today. She asked if I would meet her at the school before Alaric's party. She said she wanted to apologize. Elena opened her mouth to make a sharp remark, and then shut it again. From what she'd heard, Caroline was a sorry sight these days. And maybe it would make Stefan feel better to talk to her. â€Å"Well, you don't have anything to apologize for,† she told him. â€Å"Everything that happened to her was her own fault. You don't think she's dangerous at all?† â€Å"Be careful,† Elena said as he started off into the snow. The attic was as she remembered it, dark and dusty and full of mysterious oilcloth-covered shapes. Damon, who had come in more conventionally through the front door, had had to take the shutters off to let her in through the window. After that they sat side by side on the old mattress and listened to the voices that came up through the ducts. â€Å"I could think of more romantic settings,† Damon murmured, fastidiously pulling a cobweb off his sleeve. â€Å"Are you sure you wouldn't rather-â€Å" â€Å"Yes,† said Elena. â€Å"Now hush.† It was like a game, listening to the bits and pieces of conversations and trying to put them together, trying to match each voice to a face. â€Å"And then I said, I don't care how long you've had the parakeet; get rid of it or I'm going to the Snow Dance with Mike Feldman. And he said-â€Å" â€Å"-rumor going around that Mr. Tanner's grave was dug up last night-â€Å" â€Å"-you hear that everybody but Caroline has dropped out of the snow queen competition? Don't you think-â€Å" â€Å"-dead, but I'm telling you I saw her. And no, I wasn't dreaming; she was wearing a sort of silvery dress and her hair was all golden and blowing-â€Å" Elena raised her eyebrows at Damon, then looked meaningfully down at her sensible black attire. He grinned. â€Å"Romanticism,† he said. â€Å"Myself, I like you in black.† â€Å"Well, you would, wouldn't you?† she murmured. It was strange how much more comfortable she felt with Damon these days. She sat quietly, letting the conversations drift around her, almost losing track of time. Then she caught a familiar voice, cross, and closer than the rest. â€Å"Okay, okay, I'm going. Okay.† Elena and Damon exchanged a glance and rose to their feet as the handle on the attic door turned. Bonnie peered around the edge. â€Å"Meredith told me to come up here. I don't know why. She's hogging Alaric and it's a rotten party. Achoo!† She sat down on the mattress, and after a few minutes Elena sat back down beside her. She was beginning to wish that Stefan would get here. By the time the door opened again and Meredith came in, she was sure of it. â€Å"Meredith, what's going on?† â€Å"Nothing, or at least nothing to worry about. Where's Stefan?† Meredith's cheeks were unusually flushed, and there was an odd look about her eyes, as if she were holding something tightly under control. â€Å"Nothing, or at least nothing to worry about. Where's Stefan?† Meredith's cheeks were unusually flushed, and there was an odd look about her eyes, as if she were holding something tightly under control. â€Å"Never mind where he is. Who's coming up the stairs?† â€Å"What do you mean, ‘who's coming up the stairs?' † said Bonnie, rising. â€Å"Everybody just stay calm,† Meredith said, taking up a position in front of the window as if guarding it. She didn't look overly calm herself, Elena thought. â€Å"All right,† she called, and the door opened and Alaric Saltzman came in. Damon's motion was so smooth that even Elena's eyes couldn't follow it; in one movement he caught Elena's wrist and pulled her behind him, at the same time moving to face Alaric directly. He ended in a predator's crouch, every muscle drawn taut and ready for the attack. â€Å"Oh, don't,† cried Bonnie wildly. She flung herself at Alaric, who had already begun to recoil a step from Damon. Alaric nearly lost his balance and groped behind himself for the door. His other hand was groping at his belt. â€Å"Stop it! Stop it!† Meredith said. Elena saw the shape beneath Alaric's jacket and realized it was a gun. Again, she couldn't quite follow what happened next. Damon let go of her wrist and took hold of Alaric's. And then Alaric was sitting on the floor, wearing a dazed expression, and Damon was emptying the gun of cartridges, one by one. â€Å"I told you that was stupid and you wouldn't need it,† Meredith said. Elena realized she was holding the dark-haired girl by the arms. She must have done it to keep Meredith from interfering with Damon, but she didn't remember. â€Å"These wood-tipped things are nasty; they might hurt somebody,† Damon said, mildly chiding. He replaced one of the cartridges and snapped the clip back in, aiming thoughtfully at Alaric. â€Å"Stop it,† said Meredith intensely. She turned to Elena. â€Å"Make him stop, Elena; he's only doing more harm. Alaric won't hurt you; I promise. I've spent all week convincing him that you won't hurt him.† â€Å"And now I think my wrist is broken,† Alaric said, rather calmly. His sandy hair was falling into his eyes in front. â€Å"You've got no one but yourself to blame.† Meredith returned bitterly. Bonnie, who had been clutching solicitously at Alaric's shoulders, looked up at the familiarity of Meredith's tone, and then backed away a few paces and sat down. â€Å"I can't wait to hear the explanation for this,† she said. â€Å"Please trust me,† Meredith said to Elena. Elena looked into the dark eyes. She did trust Meredith; she'd said so. And the words stirred another memory, her own voice asking for Stefan's trust. She nodded. â€Å"Damon?† she said. He flipped the gun away casually and then smiled around at all of them, making it abundantly clear that he didn't need any such artificial weapons. â€Å"Damon?† she said. He flipped the gun away casually and then smiled around at all of them, making it abundantly clear that he didn't need any such artificial weapons. â€Å"Oh, I'm sure,† Bonnie said. Elena walked toward Alaric Saltzman. She wasn't afraid of him, but by the way he looked only at her, slowly, starting from the feet and then continuing up, he was afraid of her. She stopped when she was a yard from where he sat on the ground and knelt there, looking into his face. â€Å"Hello,† she said. He was still holding his wrist. â€Å"Hello,† he said, and gulped. Elena glanced back at Meredith and then looked at Alaric again. Yes, he was scared. And with his hair in his eyes that way, he looked young. Maybe four years older than Elena, maybe five. No more than that. â€Å"We're not going to hurt you,† she said. â€Å"That's what I've been telling him,† Meredith said quietly. â€Å"I explained that whatever he's seen before, whatever stories he's heard, you're different. I told him what you told me about Stefan, how he's been fighting his nature all those years. I told him about what you've been going through, Elena, and how you never asked for this.† But why did you tell him so much? Elena thought. She said to Alaric, â€Å"All right, you know about us. But all we know about you is that you're not a history teacher.† â€Å"He's a hunter,† Damon said softly, menacingly. â€Å"A vampire hunter.† â€Å"No,† said Alaric. â€Å"Or at least, not in the sense that you mean it.† He seemed to come to some decision. â€Å"All right. From what I know of you three-† He broke off, looking around the dark room as if suddenly realizing something. â€Å"Where's Stefan?† â€Å"He's coming. In fact, he should be here by now. He was going to stop by the school and bring Caroline,† Elena said. She was unprepared for Alaric's reaction. â€Å"Caroline Forbes?† he said sharply, sitting up. His voice sounded the way it had when she'd overheard him talking with Dr. Fein' berg and the principal, hard-edged and decisive. â€Å"Yes. She sent him a note today, said she wanted to apologize or something. She wanted to meet him at school before the party.† â€Å"He can't go. You've got to stop him.† Alaric scrambled to his feet and repeated urgently, â€Å"You've got to stop him.† â€Å"He's gone already. Why? Why shouldn't he?† Elena demanded. â€Å"Because I hypnotized Caroline two days ago. I'd tried it earlier with Tyler, with no luck. But Caroline's a good subject, and she remembered a little of what happened in the Quonset hut. And she identified Stefan Salvatore as the attacker.† â€Å"Don't you understand? You're not just dealing with high school students anymore,† Alaric said. â€Å"It's gone too far. Caroline's father knows about it, and Tyler's father. They're concerned for the safety of the town-â€Å" â€Å"Hush! Be quiet!† Elena was casting about with her mind, trying to pick up some hint of Stefan's presence. He's let himself get weak, she thought, with the part of her that was icy calm amid the whirling fear and panic. At last she sensed something, just a trace, but she thought it was Stefan. And it was in distress. â€Å"Something's wrong,† Damon confirmed, and she realized he must have been searching, too, with a mind much more powerful than hers. â€Å"Let's go.† â€Å"Wait, let's talk first. Don't just go jumping into this.† But Alaric might as well have been talking to the wind, trying to rein in its destructive power with words. Damon was already at the window, and the next moment Elena let herself drop out, landing neatly by Damon in the snow. Alaric's voice followed them from above. â€Å"We're coming, too. Wait for us there. Let me talk to them first. I can take care of it†¦Ã¢â‚¬  Elena scarcely heard him. Her mind was burning with one purpose, one thought. To hurt the people who wanted to hurt Stefan. It's gone too far, all right, she thought. And now I'm going to go as far as it takes. If they dare to touch him†¦ images flashed through her mind, too quickly to count, of what she would do to them. At another time, she might have been shocked at the rush of adrenaline, of excitement, that coursed up at the thoughts. She could sense Damon's mind beside her as they raced over the snow; it was like a blaze of red light and fury. The fierceness inside Elena welcomed it, glad to feel it so near. But then something else occurred to her. â€Å"I'm slowing you down,† she said. She was scarcely out of breath, even from running through unbroken snow, and they were making extraordinary time. But nothing on two legs, or even four, could match the speed of a bird's wings. â€Å"Go on,† she said. â€Å"Get there as fast as you can. I'll meet you.† She didn't stay to watch the blur and shudder of the air, or the swirling darkness that ended in the rush of beating wings. But she glanced up at the crow that soared up and she heard Damon's mental voice. Good hunting, it said, and the winged black shape arrowed toward the school. Good hunting, Elena thought after him, meaning it. She redoubled her speed, her mind fixed all the while on that glimmer of Stefan's presence. Stefan lay on his back, wishing his vision wasn't so blurred or that he had more than a tentative hold on consciousness. The blur was partly pain and partly snow, but there was also a trickle of blood from the three-inch wound in his scalp. If only he could collect his thoughts enough to call for help†¦ but the weakness that had allowed these men to overcome him so easily prevented that, too. He'd scarcely fed since the night he'd attacked Tyler. That was ironic, somehow. His own guilt was responsible for the mess he was in. I should never have tried to change my nature, he thought. Damon had it right after all. Everyone's the same-Alaric, Caroline, everyone. Everyone will betray you. I should have hunted them all and enjoyed it. He hoped Damon would take care of Elena. She'd be safe with him; Damon was strong and ruthless. Damon would teach her to survive. He was glad of that. But something inside him was crying. The crow's sharp eyes spotted the crossing shafts of headlight below and dropped. But Damon didn't need the confirmation of sight; he was homing in on the faint pulsation that was Stefan's life-force. Faint because Stefan was weak and because he'd all but given up. You never learn, do you, brother? Damon thought to him. I ought to just leave you where you are. But even as he skimmed the ground, he was changing, taking a shape that would do more damage than a crow. The black wolf leaped into the knot of men surrounding Stefan, aiming precisely for the one holding the sharpened cylinder of wood above Stefan's chest. The force of the blow knocked the man ten feet backward, and the stake went skittering across the grass. Damon restrained his impulse-all the stronger because it fit the instincts of the shape he was wearing-to lock his teeth in the man's throat. He twisted around and went back for the other men who were still standing. His second rush scattered them, but one of them reached the edge of the light and turned, lifting something to his shoulder. Rifle, thought Damon. And probably loaded with the same specially treated bullets as Alaric's handgun had been. There was no way to reach the man before he could get a shot off. The wolf growled and crouched for a leap anyway. The man's fleshy face creased in a smile. Quick as a striking snake, a white hand reached out of the darkness and knocked the rifle away. The man looked around frantically, bewildered, and the wolf let its jaws fall open in a grin. Elena had arrived.

High Self-Esteem Results to High Job Performance Essays

High Self-Esteem Results to High Job Performance Essays High Self-Esteem Results to High Job Performance Essay High Self-Esteem Results to High Job Performance Essay Importance of the Topic Self-esteem reflects an individual’s overall appraisal of his or her own worth, which has a large influence on an individual’s behavior. Accurate prediction on job performance is critical to people in managerial positions, such as managers. Based on the theory of behavioral plasticity and self-monitoring, it is indicated that subordinates’ organization-based self-esteem, which reflects an employee’s self-perceived value as an organization member, moderates two important subordinate outcomes, namely task performance and innovative behavior (Rank, Nelson, Allen Xu,2009). Therefore, the question whether self-esteem is an useful indicator of an individual’s job performance is worth further discussion and research. In order to examine the relationship, self-esteem and job performance will be discussed systematically in this article and a hypothesis is made as below: Two Variables Hypothesis Hypothesis: Self-esteem is positively related to job performance (High self-esteem results to high job performance) Definition of Variables Tharenou defined self-esteem as â€Å"the evaluation which an individual make and customarily maintains with regard to the self. It expresses an attitude of approval or disapproval, and indicates the extent to which the individual believes the self to be capable, significant, successful and worthy† (Tharenou, 1979). In general, self-esteem can be categorized as implicit self-esteem and explicit self-esteem (Grumm, Nestler Collani, 2009). Implicit self-esteem is positively related to the magnitude of the evaluative conditioning effect, while explicit self-esteem shows no significant relationship with the evaluative conditioning effect (Zhang Chan, 2009). Additionally, self-esteem can also be recognized as high self-esteem and low self-esteem (Mruk, 1999). People with high self-esteem react positively active to unexpected challenges while people with low self-esteem under-evaluate their abilities and under-perform in activities. Self-efficacy is easily mistaken for self-esteem, and there are some similarities and differences between these two concepts. According to Natalie Branden, self-esteem relates to a person’s sense of self-worth, which is defined as â€Å"the disposition to experience oneself as being ompetent to cope with the basic challenges of life† (Branden, 1994). In contrast, self-efficacy is known as people’s beliefs about their ability to achieve a goal or perform necessary behaviors under prospective situations (Whyte, Saks Hook, 1986-1998). The similarities between self-esteem and self-efficacy are that they are both self-originated, and act as the essential driving force for one to achieve his or her goals. In addition, they both help to motivate an individual to stay positive. However, both can be detrimental and counter-productive. The difference among the two concepts is that self-esteem is a feeling of self-worth, whereas self-efficacy is the belief in one’s capacity to handle tasks. In other words, they differ in the sense that self-esteem is more subjective, whereas self-efficacy is more objective. (Banndura, 1994) Job performance is the other variable in the hypothesis. Job performance is depicted by the quantity and quality expectation of employees, and which in turn form the basis for performance reviews (BusinessDictionary. com). It can be categorized as an individual’s obligatory behavior and contextual behavior. More specifically, obligatory behaviors are behaviors required by a job while contextual behaviors are voluntary behaviors beyond the requirement of the job (Borman Motowidlo, 1993). Job performance is occasionally mistaken for job outcomes. Performance is presented as a bundle of behavior (Campbell, 1990), while outcomes can be numerical, which measures effectualness of the performance or behavior. The similarities between performance and outcome are that both of them are subsequent to some antecedents and they are recognized as an end or beginning. Moreover, they both are used as benchmarks for bonus or incentives. Evidence on Hypothesis As mentioned earlier, the proposed hypothesis is that self-esteem is positively related to job performance. Certain amounts of empirical studies have been done to prove the validity on the proposed relationship. In study conducted by Elite Hutman, the goal is to test the hypothesis of positive correlation between self-esteem and job performance within the context of the principles of psychometric meta-analysis. The database used in the analysis consisted of published articles from electronic sources such as INFO, Business Index and Academic Index. The meta-analysis included 49 studies, with the dependent variable being job performance, which encompassed aspects of the subjective and objective attributes of job performance. The explanatory variables were measures of self-esteem, one of which was organizational based self-esteem, which was narrowly defined, and appeared to have a strong correlation with job performance. Specifically, this variable had a correlation coefficient of 0. 37 with job performance, indicating a relatively strong relationship. Another variable, namely task specific self-esteem, had a correlation coefficient of 0. 3 with job performance, which indicated a very strong relationship. The results support the hypothesis that self-esteem and job performance are positively correlated in most situations. However, the study cautioned that lab studies produced inflated correlations, and that the true mean lay in the actual field, in an uncontrolled setting. The paper further made suggestions that each organization should tailor the intervention plans to the specific job, which would maximize self-esteem and consequently enhance the level of job performance. With respect to organizational based self-esteem, the study suggested organizations to adopt Schwalbe’s (1985) suggestion to incorporate the concept of autonomy in the workplace to enhance self-esteem. This is supported by the before mentioned high correlation between organizational self-esteem and job performance (Hutman, 1999). On the other hand, the counter hypothesis should be â€Å"Self-esteem is negatively moderating or not related to job performance†. There are also few empirical studies have been done to prove the counter correlation between the two variables. In the study conducted by Baumeister and Heatherton, 35 undergraduate students were divided into two groups based on their self-esteem levels. Specifically, they were divided into high self-esteem group (HSE) and low self-esteem group (LSE). During the test, they were asked to play a video game by setting goals and trying to achieve those goals. Monetary incentive would be given as a reward based on their performance level. Half of the participants were put into an ego-threat condition and they then made unrealistic goals. Results indicated that HSE group won significantly less money than LSE group under the ego-threat condition. In addition, more than 87. 5% of the HSE people failed to attain their goal under ego-threat condition, whereas only 12. 5% from the LSE failed. This is due the poor self-management of HSE people under ego-threat condition (Baumeister Heatherton, 1993). Both of the studies focused on a direct relationship between self-esteem and performance. However, due to the different assumptions and methods used to examine the relationship, inconsistency of the research results occurred. Relevance of Variables There are two features of high self-esteem that benefits performance, one is enhanced initiative and the other is pleasant feelings (Baumeister, Campbell, Krueger Vohs, 2003). People who exhibit enhanced initiative though may not necessarily be good leaders, those who exhibit low self-esteem are shown to be less likely to become good leaders. In addition, it was found that people with high self-esteem were more likely to take initiatives, which further supports the leadership argument. It is found that high performing leadership helps to 1. etter align employees with the company’s goal, 2. build and strengthen the team, 3. allocate tasks effectively and efficiently, 4. develop potential employees and foster growth, and 5. motivate. These five elements all lead to better job performance. Therefore, high self-esteem enables people to take initiatives and improve leadership, which ultimately leads to overall improves job performance (www. exploreHR. org). People who are happy in work settings are generally having more positive experiences than negative ones in connection with the work place and their job. It is shown that people who are happy in work environment tend to have a clear direction, finds that direction motivating, focus on priorities, more likely to engage in their work, have more positive experiences than negative experiences at work, are optimistic looking into the future, and are able to achieve agreed upon results (â€Å"Putting Performance and Happiness Together in the Workplace†, Charles D. Kerns). Accordingly, people who are happy tend to increase their productivity, which ultimately leads to improved job performance. On the contrary, many researchers have supported the idea that self-esteem is negatively related or not related to job performance. First of all, â€Å"correlation does not imply causation† (Irish Times, 2005) Even if the correlation between the two variables is proven to be strong, it does not necessary imply the cause-effect relationship as the proposed hypothesis. Otherwise stated, the cause-effect relationship could be reversed as â€Å"high job performance leads to higher self-esteem†. Additionally, people with igher self-esteem seem to be more prejudiced (Irish Times, 2005). For example, a person who is more prejudiced may have negative opinions towards their boss easily, which may in turn result in unsatisfactory job performance. Cause of Inconsistency As discussed earlier, different empirical sources have showed different results, which are mainly due to two reasons. Firstly, both of Hutman’ and Baumeister’s studies focus on a direct relationship b etween self-esteem and performance. However, the manipulated condition and research method under each study is different. Hutman conducts the study based on the context of the principles of psychometric meta-analysis, and four moderators are defined so as to test the positive correlation. On the other hand, Baumeister conducts the study under the ego-threat condition, which reinforces and limits performance of the participants. Therefore, due to the different assumptions and methods they use to examine the relationship, inconsistency of the research results occurs. Secondly, as mentioned above, the conditions and methods are different among different researches. Consequently, research results may not be applied to a wider group than those who took part in those studies. In other words, there may not be consistent results under different methods or researchers. In order to resolve the inconsistency, future research should be conducted under different targeted group or different methods by different researchers. Validity of Evidence In terms of definition, according to Hutman, performance is defined as job performance, which is â€Å"the effectiveness and value of work behavior and its outcomes†(Hutman, 1999). However, performance is measured in terms of goal achievements, which are not directly related to the actual job performance. Consequently, the definition in Hutman’s study is more suitable for the proposed hypothesis. Baumeister’s experiment was conducted in 1993, which was 6 years prior to the first one and is 17 years past from the present time. Hutman’s study is more reliable since the information used is more recent, which may not be available 6 years ago. In Hutman’s study, 49 studies are tested while only 35 people participated in B’s experiment. Regarding the sample size, Baumeister’s experiment is not as reliable as Hutman’s, since large sample size can reduce unsystematic errors of the experiment and unnecessary volatility of information from test subjects. To sum up, although both studies are creditable, Hutman’s study is of higher degree of validity for the proposed hypothesis which is mentioned at the beginning of this paper. Practical Implications Although different researchers share different opinions about the relation between self-esteem and job performance, managers can still delicately make use of self-esteem in order to improve subordinates’ job performance. As shown by the result of Hutman’s study, self-esteem is positively related to job performance. As a result, managers should enhance subordinates’ self-esteem in order to improve performance. For instance, after a subordinate finishes an assignment, the manager should comment on his or her excellent performance by recognizing the high degree of difficulty of the assignment. If done properly, the subordinate will be motivated to excel next time. However, according to the ego-threat condition introduced by Baumeister, unrealistic goals will decrease the subordinate’s performance. Research Implications In order to better examine the reason why self-esteem is related to performance, a new study should be considered by researchers. A new variable, job satisfaction, may be considered in the study to explain the relationship between the two variables. Job satisfaction is proven to influence job performance positively. People with higher job satisfaction are more dedicated to the organization, which leads to better job performance (Zhang Zheng, 2009). However, it is unknown whether self-esteem and job satisfaction is related. Is self-esteem an effective indicator of an individual’s job satisfaction, which then in turn affects the individual’s job performance? Does job satisfaction act as a moderator between self-esteem and job performance? Researchers are able to further examine and determine the relation between self-esteem and job performance by taking job satisfaction into account. Proposed Study In order to examine the relationship between self-esteem and job satisfaction, a sample of 500 people (250 in HSE, 250 in LSE) should be chosen from the same industry but different regions. The reason given is that participants who are in the same industry will be later assigned with industrial tasks. The intention of this experiment is to evaluate how job satisfaction is affected by people with HSE (high self-esteem) and LSE (low self-esteem). According to their self-esteem level, participants will be equally divided into groups of 50s (50 in HSE, 50 in LSE). Meanwhile, five levels of tasks are designed to influence an individual’s level of job satisfaction. Each group is assigned to one of the five tasks, and the tasks are to be done individually. In order to determine each participant’s job satisfaction level, surveys will be conducted after each task is done. After analyzing the level of job satisfaction between HSE and LSE groups under each task level, correlation between self-esteem and job satisfaction are then formulated. Conclusion After the discussion shown above, the relationship between self-esteem and job performance remains ambiguous. Further studies should be conducted and examined regarding the relationship, so that managers will be able to predict subordinates’ performance according to an individual’s self-esteem level. Abstract This article focuses on the relationship between self-esteem, the evaluation which an individual make and customarily maintains with regard to the self, and job performance, quantity and quality expectations of employees. The hypothesis is that self-esteem is positively related to job performance, which is supported by the study conducted by E. On the other hand, the counter-hypothesis is that self-esteem is not related or negatively related to job performance. The counter-hypothesis is also supported by another study, in which poor performance of the HSE people is shown under an ego-threat condition. In future research, additional variables, such as job satisfaction, should be considered to further examine the relationship. In practical implications, managers are able to delicately make use of self-esteem in order to improve subordinates’ job performance. In conclusion, this article contains limitations. Some evidence was shown approximately 10 years ago, which challenged its validity. Moreover, due to the different assumptions and methods being used, inconsistency of the research results follows.

BiRacial essays

BiRacial essays I. Cover Page ......................................................... 1 II. Table of Contents ......................................................... 2 III. Report ......................................................... 3 IV. Glossary ......................................................... 12 V. ......................................................... 13 Its 3rd grade. Im late for school, and my mother had to walk me in to class so that my teacher would know the reason for my tardiness. My mom opens the door to my class room, and there is a hush of silence. Everyones eyes are fixed on my mother and me. She tells the teacher why I was late, gives me a kiss goodbye and leaves for work. As I sit down at my seat, all of my so-called friends start to call me names and tease me. The students tease me not because I was late, but because my mother is white. Situations like this are hard for a young child to deal with. These type of situations are what bi-racial children deal with every day. The term bi-racial means a childs heritage is made up of two cultures or ethnic groups. In this paper I will compare the advantages and disadvantages of having dual heritage. I will also tell about the most often misconstrued problems the public perceives about a bi-racial child, with black and white heritage. These children encounter issues such as: Grasping self concept or identity and acceptance of their personal appearance. Dual heritage is most often looked at as different, good or bad. Sometimes people having dual heritage are seen as outcasts of society. These are just small things that have to do with having dual heritage. One advantage of having both a black and white parent is that the child learns to look at both cultures equally. This is an asset since all people need to live in a multi-racial world. From this the child can form a bridge between the two cu...

Asking Professors to Sit on Your Dissertation Committee

Asking Professors to Sit on Your Dissertation Committee Graduate study can best be explained as a series of hurdles. First is getting in. Then comes coursework. Comprehensive exams typically are the culmination of coursework in which you demonstrate that you know your stuff and are ready to begin your dissertation. At this point, you are a doctoral candidate, unofficially known as ABD. If you thought coursework and comps were difficult you’re in for a surprise. Most students find the dissertation process to be the most challenging part of graduate school. It’s how you show that you are an independent scholar capable of generating new knowledge. Your mentor is critical to this process, but your dissertation committee also plays a role in your success. The Role of the Dissertation Committee The mentor is highly invested in the dissertation’s success. The committee serves as an outside consultant, offering a more broad perspective as well as support for the student and mentor. The dissertation committee can serve a checks and balances function that can boost objectivity and ensure that university guidelines are adhered to and that the product is of high quality. Members of the dissertation committee offer guidance in their areas of expertise and supplement the student and mentor’s competencies. For example, a committee member with expertise in specific research methods or statistics can serve as a sounding board and offer guidance that is beyond the mentor’s expertise. Choosing a Dissertation Committee Choosing a helpful dissertation committee isn’t easy. The best committee is composed of faculty who share an interest in the topic, offer diverse and useful areas of expertise, and are collegial. Each committee member should be carefully selected based on the project, what he or she can contribute, and how well he or she gets along with the student and mentor. It’s a delicate balance. You don’t want to argue over every detail yet you need objective advice and someone who will offer insightful, and tough, critiques of your work. Ideally, you should trust each committee member and feel that he or she has your (and your project’s) best interests in mind. Choose committee members whose work you respect, who you respect, and who you like. This is a tall order and finding a handful of faculty who meet these criteria and also have the time to participate on your dissertation committee is a daunting task. It’s likely that not all of your dissertation member s will fulfill all of your professional and personal needs but each committee member should serve at least one need. Give Some Warning Work with your mentor to select committee members. As you select potential members, ask your mentor if he or she thinks the professor is a good match to the project. Aside from seeking insight – and making your mentor feel valued – professors talk to each other. If you discuss each choice with your mentor beforehand he is she is likely to mention it to the other professor. Use your mentor’s reaction as an indicator of whether to move forward and approach the potential committee member.  You may find that the professor is already aware and may have already implicitly agreed. Make Your Intentions Known At the same time,  don’t assume that each professor knows that you’d like them as a committee member. When the time comes, visit each professor with that as your purpose. If you haven’t explained the purpose of the meeting by email then when you enter, sit and explain that the reason you’re asked to meet is to ask the professor to serve on your dissertation committee. Be Ready No professor will agree to participate in a project without knowing something about it. Be prepared to explain your project. What are your questions? How will you study them? Discuss your methods. How does this fit with prior work? How does it extend prior work? What will your study contribute to the literature? Pay attention to the professor’s demeanor. How much does he or she want to know? Sometimes a professor might want to know less – pay attention. Explain Their Role In addition to discussing your project, be prepared to explain why you are approaching the professor. What drew you to them? How do you think they will fit? For example, does the professor offer expertise in statistics? What guidance do you seek? Know what the professor does and how they fit in with the committee.  Likewise, be prepared to explain why you think they are the best choice.  Some faculty might even ask, â€Å"Why me? Why not Professor X?† Be prepared to justify your choice. What do you expect expertise-wise? Time-wise? How much or little time and effort will you require? Busy faculty will want to know whether your needs outstrip their time and energy. Dealing With Rejection If a professor declines your invitation to sit on your dissertation committee, don’t take it personally. Easier said than done but there are many reasons people decide to sit on committees. Try to take the professor’s perspective. Sometimes it’s that they’re too busy. Other times they may not be interested in the project or may have issues with other committee members. It’s not always about you. Participating on a dissertation committee is a lot of work. Sometimes it’s simply too much work given other responsibilities. If they are not able to meet your expectations be grateful that they’re honest. A successful dissertation is the result of a great deal of work on your part but also the support of a helpful committee that has your interests in mind. Be sure that the dissertation committee you build can meet these needs.

A Critical Review in the Contemporary Themes in Youth Work Practice, Essay - 3

A Critical Review in the Contemporary Themes in Youth Work Practice, Thematic Area Mental Health and Emotional Wellbeing - Essay Example e within the presentation, evaluate the facts presented, review values that have been drawn from the presentation, and then draw a conclusion of the entire review. This essay will record about a lecturer’s presentation that was prepared by Perry (2010). The presentation is part of the publications by the ChildTrauma Academy and the material is described as a presentation because of the slides used in presenting the information. The presentation offers an introduction to the Neurosequential Model of Therapeutics (NMT), and in this regard, it discusses five core principles of the model. The principles discussed include brain organisation and function. The second principle is neurodevelopment and memory. The third principle is relational neurobiology and attachment. The fourth principle is stress, distress, and trauma, while the last principle is neglect. One of the key messages within the presentation is that the brain is an integral part of the human body and it accord humans the ability to experience humanity. This assertion is supported by the fact that the brain organ allows the human body to perform basic tasks like walking and talking, and even experiencing feelings like sadness or happiness (Brendtro, et al. 2009). On the issues of neurodevelopment and memory, Perry (2010) stated that the human brain develops overtime from conception and the rate of development after the age of three and four years becomes steady onwards whilst other body parts experience continued growth. Dobson and Perry (2010) supported this assertion by stating that human beings especially young people enhance their social and personal development through programmes under youth work, which is voluntary and complements formal education or training that also contributes to the development of young people. Therefore, youth work is part of the programmes that contribute to the steady development of the human brain. Thirdly, Perry (2010) stated that the timing, quantity, and nature of

Self Analysis Personal Statement Example | Topics and Well Written Essays - 750 words

Self Analysis - Personal Statement Example I just wanted to experience the culture of the United States. I had been fascinated by American movies since I was a kid and something just clicked. And thanks to the strong Japanese Yen (not good for our exporters, but good for me); I had more than enough funds. So I spent the next year applying to colleges and planning for the next few years in the United States. The big day finally arrived; I took from the Tokyo Airport and landed in Los Angeles Airport. I was very excited. I had meticulously planned everything, my first visit to the United States was nothing like I expected. It was extremely exciting. My housing was already arranged. It was a house, off campus and I had three room mates, one from California, one from Singapore and one from India. It was a most interesting combination and it seemed we had a little U.N. going. My room mates were very helpful. Naresh from India was pursuing his Masters in Engineering; Li Kwon from Singapore was also doing his Phd in Biotechnology. And Chris Adams from San Diego was a fifth year senior pursuing his degree in liberal Arts. I had already arranged for a purchase and pick up of a car before I left from Tokyo. Chris dropped me of at the dealership. Though I had an international driver's license1, I decided against driving the car out of the dealership that day. I took some driving lessons for a week and got accustomed to driving on the opposite side. Having such a varied group of room mates also was a learning experience and various perspectives. I had taken a few cultural orientation classes in Tokyo before coming here, and there was some preparation given to us to expect a few people in the U.S. (a very small minority of people.) who could be xenophobic or racist. It did stick in my mind; however I could not find these xenophobic racist people at the classes I enrolled for and even at the cafeteria where I joined to work a few hours a week. After the first week I wondered if such people existed or if they were relics of a bygone area. I asked my room mates. Naresh said that most people he met held Indians in high regard. One time someone did yell at him out of a driving car when he was trying to cross the road calling him a "camel jockey" which was slightly misplaced racism as that is a derogatory term for Arabs. Lee Kwon said, he definitely did not encounter any. Chris who was a Caucasian said, generally African Americans encountered a lot of racism, but most of it was overt and not too blatant. It was of course illegal to discriminate on race at work or school. But Chris said an over proportionate percent of the African American Population would be arrested or sent to Prison.2 "There is a long and bitter history between blacks and whites in this country" he said. "Perhaps like between us and the Chinese or us and the Koreans". Both Nar esh and Chris almost exclaimed at the same time, how can you tell the difference between Chinese, Japanese and a Korean. I was taken slightly aback. I told them that the difference between Japanese and Chinese was like between Night and Day. Chinese tended to have smaller features, while the Japanese had a much redder tinge; the Chinese had more of a yellowish tinge. However one day as I was walking in the park, an older gentleman walked by me and just said "go back jap" I was shocked , this gentleman must have been in his eighties, he lived a couple of blocks down

Biomedical Ethics Essay Example | Topics and Well Written Essays - 1250 words - 1

Biomedical Ethics - Essay Example Where Mary Anne Warren maintains that legal rights should not be extended to fetuses as doing so would violate women’s rights such as the right to self-determination for one, I concur that it would prove difficult to protect individual persons who share one body. This was evident in the Supreme Court’s decision in the Case of Ms. G (Thomas & Waluchow, 2002). The ruling further supports Warren’s position on the issue. I will conclude the paper stating that a fetus is also a person and thus deserves our moral respect but any right it may have comes only second to a higher right, that of the woman who bears it. This may sound harsh but it will be best to remember, as history has shown us with slavery, apartheid & abortion, that what is legal isn’t always going to be moral. For the subject of this paper, I will be treating a fetus’ moral right separately from its legal right. In discussing why birth, not conception, is morally significant, Mary Ann Warren presented several opposing assumptions. Believers of the intrinsic-properties assumption find that birth does not change any intrinsic properties of a fetus. Both fetuses & newborn infants almost have the same intrinsic properties. According to one believer, only the capacity of sentience, or being responsive, and the degree of such is a valid basis for moral standing. Warren argues other species would have a higher moral standing than infants if proven that these species are highly sentient. She further says that if the sentient criterion is true then all sentient beings should be treated as moral equals. Therefore, killing other sentient beings such as a mouse or a fly should be considered as immoral as killing an infant. Another philosopher claims that unless a being is capable of wanting to exist, it can’t have a right to life. Since neither an infant nor a fetus is self-aware then killing them wouldn’t be inherently

What is the role of women in Things Fall Apart How does Achebe present Essay

What is the role of women in Things Fall Apart How does Achebe present them As subservient As dynamic members of the society - Essay Example managed to get the novel to depict women in a subservient condition as they, along with certain lbo castaway members, readily submit themselves to new religion. Women particularly give in to male orders without question. Such act implies anxiety towards the possible consequence or fate of disobedience instead of a gradual process in which a woman in this case may otherwise find confidence and time to think through better alternatives. Considering the dynamic part which women play in this type of society, diversity in role is spread throughout the novel. As priestesses, of the lbo village, women perform a traditional duty of spiritual leadership. With this role, women like Chika are largely feared (17), having the status believed to have attained the power of her god while the Agbala priestess would never hold back her firm command to Okonkwo. Being able to threaten the tribal chieftain indicates the woman’s portrayal of a figure who has constantly been revered by her subjects. Earth goddess Ani further shows the aspect of power in a significant role of woman as a supreme authority set to rule with judgment of conduct and morality of human deeds. Her power is even magnified through the attitude of the inhabitants who pay tribute by observing the Week of Peace before harvesting their crops believing that the goddess is able to prosper the farms with abundance and good growth (30). Moreover, the sense of connection to nature signifies the woman’s continuous communication of her responsibility such as the mother’s attachment to her child. This role strength is made emphatic when Okonkwo seeks refuge to his mother’s village in the time of great distress during exile (134). Here, the faith is established in the value that women can be much relied upon when desperate or unfortunate situations come. â€Å"The women [who] weeded the farm three times at definite periods in the life of the yam, neither early or late (33).† The line suggests that women may be found

More Help for Agent Orange's Victims Essay Example | Topics and Well Written Essays - 1000 words

More Help for Agent Orange's Victims - Essay Example And apparently, America did not learn from the tragedy they had brought about, as they used another, equally destructive weapon against civilians during the Vietnam War, where history yet again repeated itself in the form of the biological weapon known as Agent Orange. While not nearly as infamous as its earlier use of nuclear weapons against Japan, this act on America's part unsurprisingly drew condemnation from various sectors. And considering how the Vietnamese in particular continue to suffer as a result of Agent Orange, such condemnation is at least partly justified - which makes the lack of restitution on the part of America rather confusing and, indeed, maddening. Though weapons may come in all shapes and sizes, there is rarely doubt that these are meant to be used against armed targets. However, as demonstrated by the terrible, terrible damage wrought by Agent Orange on the Vietnamese people, this is not always the case. This paper thus aims to explore the plight of the Agent Orange victims, first by examining what happened on that fateful day. The idea is to spell out to the American government the consequences of what they did - and from there, convince them to make the necessary reparations to the Vietnamese people. ... Whether from deprivation of food due to the herbicide-induced destruction of food crops, or from poverty brought on by forced draft urbanization, the Vietnamese people as a whole suffered as a result of Agent Orange (Kolko 144). In fact, Agent Orange was known to have directly resulted in 400,000 deaths, while also causing 500,000 more children to be born with birth defects (York and Haley, â€Å"Last Ghost of the Vietnam War†). This is not unlike the aftereffects of the aforementioned bombings, which claimed millions more through the side-effects such as radiation, leukemia and others. Unfortunately, the US Military has always had a reputation for being good at what it does, and Agent Orange was no different. Taken in this light, the use of anthrax and other chemical weapons by terrorist groups such as al-Qaeda may be considered as karmic retribution - or, for extra irony, even directly inspired by - the Agent Orange used by the United States at the time. From what has transp ired since, it can thus be said that their chemical warfare operation was one that had gone horribly right. Indeed, no less than the Red Cross of Vietnam estimates that Agent Orange has had at least a million victims, all of whom continue to feel the effects of a weapon used against their parents and grandparents decades ago (King, â€Å"US in first effort to clean up Agent Orange in Vietnam†). Tragically, yet unsurprisingly, it was the children who suffered the worst of it, developing multiple health problems and abnormalities as a result (York and Haley, â€Å"Last Ghost of the Vietnam War†). The breast milk of expectant mothers became saturated with abnormally

What is the role of women in Things Fall Apart How does Achebe present Essay

What is the role of women in Things Fall Apart How does Achebe present them As subservient As dynamic members of the society - Essay Example managed to get the novel to depict women in a subservient condition as they, along with certain lbo castaway members, readily submit themselves to new religion. Women particularly give in to male orders without question. Such act implies anxiety towards the possible consequence or fate of disobedience instead of a gradual process in which a woman in this case may otherwise find confidence and time to think through better alternatives. Considering the dynamic part which women play in this type of society, diversity in role is spread throughout the novel. As priestesses, of the lbo village, women perform a traditional duty of spiritual leadership. With this role, women like Chika are largely feared (17), having the status believed to have attained the power of her god while the Agbala priestess would never hold back her firm command to Okonkwo. Being able to threaten the tribal chieftain indicates the woman’s portrayal of a figure who has constantly been revered by her subjects. Earth goddess Ani further shows the aspect of power in a significant role of woman as a supreme authority set to rule with judgment of conduct and morality of human deeds. Her power is even magnified through the attitude of the inhabitants who pay tribute by observing the Week of Peace before harvesting their crops believing that the goddess is able to prosper the farms with abundance and good growth (30). Moreover, the sense of connection to nature signifies the woman’s continuous communication of her responsibility such as the mother’s attachment to her child. This role strength is made emphatic when Okonkwo seeks refuge to his mother’s village in the time of great distress during exile (134). Here, the faith is established in the value that women can be much relied upon when desperate or unfortunate situations come. â€Å"The women [who] weeded the farm three times at definite periods in the life of the yam, neither early or late (33).† The line suggests that women may be found

Information and Data Handling Coursework Example | Topics and Well Written Essays - 1000 words

Information and Data Handling - Coursework Example My work however, which includes accessing the better place my family is going to live in London will be availed in relation to the budget and the affordability of time both for me and my siblings attending schools and my father who need to catch up the train in time while going to work (Ladley, pp.45). However, choice of different methods for collecting data in regards to which place my family will live, either in Ealing or Slough, will be influenced by the strategies, variable, accuracy point and skills behind the data collection that I will avail. This however, will include the use of questionnaires, interviews, direct observation and reports that will give me direct measurements towards the acquisition of the better area my family is going to live.  Questionnaires can be done online by the use of the school database system. I will engage and post questionnaires within my school account to reach my fellow students who leave either in Ealing or Slough to give verdict on how much r enting a three bedroom house cost, the cost of transport to school, effectives in regards to time and general the cost of life in this two areas (Wheelan, pp. 14-25). In addition, direct observation can be of more help since travelling to these areas will give me a clue on how much it cost in transportation and living standards. This however, triggers the use of direct measurements and interviews aspect.   Collect data on the renting cost of 20 three bed roomed houses in Slough and Ealing. You will need to use Estate Agents Websites.

Education and Fast Growing Society Essay Example for Free

Education and Fast Growing Society Essay The co-educational system has always been an issue of great controversy. Its supporters claim that separating boys from girls is completely unrealistic since schools are supposed to depict society and prepare children to become its active members. On the other hand, those not in favor of it claim argue that single-sex schools are more effective since they are adapted to each sex’s needs and features. There is little doubt that single-sex schools may be more targeted to each sex’s traits. For example, boys’ schools are stricter in order to achieve discipline while girls’ schools focus on teaching them major principals that will help them lead a successful life not only as professionals but also as family leaders later in life. In addition, boys and girls tend to distract each other during the lesson and therefore make it difficult to concentrate. I am of the opinion that co-education has more to offer to the modern society. First of all, single-sex schools are utterly out-of-date and belong to the past when boys and girls socializing was considered immoral. Nowadays, that both sexes are equal, the mentality of creating and maintaining separate educational facilities is unacceptable. Moreover, having girls and boys in the same environment promotes their competitiveness in a creative way which leads to a high quality learning process. In a final analysis, co-education has proved to be more suitable in answering the increasing demands of our fast growing society. Considering how hard women have fought over the years to gain their rights, wouldn’t it be unfair to have separate schools?

Understanding The Act Of Heroism Philosophy Essay

Understanding The Act Of Heroism Philosophy Essay Heroism consists of actions that must help others, even if it is a possibility and risk of the helpers injury or even death. Some people consider heroism to be very close to altruism, but it is different. Where altruism emphasizes self-denying acts that help others, heroism means a personal sacrifice. The kernel of heroism rotates around of the obligation of the person to a noble goal and readiness to accept a consequence of fighting for this goal. Heroism is old as humanity itself. The human bent fort commemorating heroes is a universal quality of human culture. Heroes are honored in ancient paintings, folklore and myth. Societies dispatched such stories in oral traditions and legends, and myths into epic poems and eddas. Modern societies uphold the tradition of honoring heroes not only in literally masterpieces but also in movies and journalism. Some of heroic ideas are becoming lost or changed by general culture. Being a hero is not just being an outstanding figure. We believe it has become needful to revise the historical senses of the word, and to force it to arrive in modern timeframes. Historically, heroism has been closely connected with military service, although social heroism also deserves close research. For instance, Achilles is the archetypal war hero, whose values were so strong, that Socrates willingness to die for it was also a heroic exploit. Heroism that consist a notable idea is usually not so dramatic like heroism that entails direct physical risk. These different ways of exhorting with the heroic ideal mean a deeper, more tangled definition of heroism. Actions considered as heroic are ordinarily made voluntarily in the sense that they are not compelled by external pressures or at least go out the bounds of the behavior ordinarily prompted by external pressures. By understanding of heroism as a universal characteristic of human nature, not as an unusual feature, heroism becomes something that stands in the line of possibilities for everyone , possibly inspiring us to answer that call.  The thought about the banality of heroism disrobes the myth of the heroic elect. It is a myth that strengthens two fundamental human tendencies: to attribute very rare personal feature to special people who do special feats to see them as superhuman, comparing to the rest of us and the trap of inertial some people call it as the bystander effect. Investigation has shown that this effect is often motivated by scattering of responsibility. In their article The Banality of Heroism, Zeno Franco and Philip Zimbardo tell that heroism is made up of four autonomous measurements at least (based on authors analysis of many acts that they consider heroic).  First, heroism involves some type of quest, which may range from the preservation of life to the preservation of an ideal (Franco, Zimbardo). Second, heroism should have some form of sacrifice (risk). This can be some form of physical danger or a strong social sacrifice. The physical risks in this case are clearly heroic in nature. For instance, Tom Cahill, a researcher from the University of California, called a press conference where defined the EPAs findings that in the after-grass of the September 11 events the air nearby Ground Zero was safe for breathing. With this action he risked his confidence as a scientist. Third, the heroic feat may be active or passive. Often we think of heroism as a courageous activity, something that is clearly perceptible. But some forms of heroism involve passive opposition or reluctance to be moved. And finally, heroism may be an unexpected, one time action, or something that continues over a longer time period. This may have a meaning that heroism may be a nearly immediate reaction to a situation. Or it may be a well considered series of actions endure over days, months, or a lifetime. Franco and Zimbardo give such an example: in 1940, a Japanese consul official in Lithuania, Chiune Sugihara, signed more than 2,000 visas for Jews hoping to escape the Nazi invasion, despite his governments direct orders not to do so. Every morning when Sugihara got up and made the same decision to help, every time he signed a visa, he acted heroically and increased the likelihood of dire consequences for himself and his family. At the end of the war he was unceremoniously fired from the Japanese civil service (Franco and Zimbardo). The scientists stress that even people who have led less than remarkable lives can be heroic in a sing le moment. For instance, during Hurricane Katrina, a man whose name is Jabar Gibson, who was previously arrested in the past, took a bus, freighted it with citizens of his poor New Orleans environs, and delivered them to safety Houston. This feat people of Louisiana considered as heroism, because is that concrete situation Jabar helped desperate people simply to survive. The really interesting investigation which called The heroism of women and men was done by Selwyn W. Becker (University of Chicago) and Alice H. Eagly (Northwestern University). They research heroism of both sexes in dangerous settings. Their study allows examining the ideas that heroism is performed by women as well as men. It is well-known that mostly men were portrayed as heroes in legends, poems and eddas. It is understandable, because of their strength, greater size and physical skills. It is also well-known that since pristine times men considered to be hunters. But we should not forget that women in their tur n always considered to be clever, somewhat cunning and undoubtedly, very skilful. The women may find the right decision more often because of their well-known sixth sense, so it is quite probably that they may take a risk with the same responsibility as men. Moreover, the women more often trust their feelings and inner senses, their intuition and sometimes it helps in those situations when it needs to sacrifice. Then, who says that women are more afraid of sacrificing? There are a lot of examples in the world literature when they made such really brave decisions showing in such a way their true feelings. Becker and Eagly write: Womens risk takingà ¢Ã¢â€š ¬Ã‚ ¦ is assumed to derive at least in part from their traditional family role as main nurturer (Becker and Eagly). The authors are sure that nonetheless, it is possible that womens psychological answers to stress prime their helpful acts. Besides, many of womens heroic actions are hidden. But we forgot about another important ques tion: What makes a hero? Franco and Zimbardo convinced that  actually, the first answer of many people who are called heroes is to disown their originality. They say: I just did what I had to do or I am not a hero! Anyone in the same position would have done what I did (Franco and Zimbardo). Sudden life and death situations are distinct examples of situations that excite people into heroic act. The investigators were convinced that these positions create a bright-line ethical inspection that drives some individuals to act in an attempt to stop the evil. Many people in common positions identify the ethical problems connected with the situation and are deeply upset, but decide to ignore it. Franco and Zimbardo believe that a significant factor that may cheer heroic act is the incentive of heroic kind of imagination. It is the capacity to imagine facing risky situations, to fight the hypothetical problems these situations cause, and to consider ones actions and the results. By this, the individual becomes more prepared to act if a moment that calls for heroism comes. Seeing oneself capable of heroism may be the first step towards a heroic consequence.  There are several steps we can take to nurture the heroic type of imagination. We can start by remaining aware; critically evaluating each situation we meet so that we do not gloss over an emergency demanding our action. We must withstand the impulse to improve inaction and to develop exculpations that recast evil acts.   Also we must try to exceed anticipating negative result connected with some forms of heroism, being socially ostracized as an example. We must trust that others will identify the value of our heroic feats.  We should try to develop a capacity of things that do not fit, or do not make sense in a current situation. This means that we must ask questions to get the proper information for us to take action.  Besides, it is important not to fear conflict, and to develop the personal courage ne cessary to stand firm for principles we value. Actually, we should not think of hard conflicts but rather as attempts to force the other people to support their own ideology and principles.  We should be engaged in the current position, to imagine alternative future scenarios. But outside of these fundamental points, our society needs to encourage heroic imagination in all of its citizens, especially in young ones. The ancient Greeks and Anglo Saxon tribes revered their poem heroes in Beowulf and Iliad. These stories are antiquated, but their descriptions of the hero still make sense.  In these tales, the protagonist often meets a mystical figure who attempts to tempt the hero away from his track. We must also avoid the temptation of evil in our life, and we must recognize that perhaps the temptation will be quite ordinary: for example, an unethical friend, neighbor or coworker. By passing a series of smaller examinations of our stamina, we can refine a personal habit of heroism.  Very often epic poems tell about the hero visiting the underworld. This metaphorical facing death depicts transcendence an acceptance of mortality. Arthur Margon in his work Urbanization in fiction. Changing models of heroism in popular American novels 1880-1920 writes that i n a wide line of popular literature works written between the end of Reconstruction and The First World War, prominent American novelists depicted the decline of usual heroism in an urbanized society. In an urban society, goodness and social responsibility could be guaranteed only through the institutions peculiarity of that society. Individualism did not lead to heroism in the materialistic cities. Urban writers dismissed the individualistic hero to either boundary of the junk heap. Some of the authors replaced him with an institutional structure which nurtured self-identification in the community. But American novelists increasingly reflected, through the demise of the hero, the understanding that in the urban age individualism was incompatible with public welfare (Margon) underlines Margon. Till this day, some types of heroism demand paying the final price. But we can also realize this as a heros desire to face any of the results of heroic action whether the sacrifices are social of physical.  The hero often follows a set of rules. It is obviously, that if we will stop imagining ourselves as real heroes, and to realize the real sense of heroism, our society will be more indignant. But if we can rejoin these ancient ideals, refresh them again; we can create a union with the hero in our souls. It is this urgent, internal connection between the modern world and the ancient world that can show to a simple person how to become an everyday hero. As about my opinion. It seems to me, that we often afraid to make such actions, because we live in a world where everyone cares about himself. But if each of us will make one good feat everyday, our life may change completely. Now to my mind comes a movie that is called Pay it forward where the teacher gave pupils the task to think how to change this world. The slogan was Think of an idea how to change this world and put it into action!. And one boy named Trevor found the way: each person should make three good actions and then those people whom he helped must do the same in their turn. Well, is not is a heroism I would like to ask? In such a special and very remarkable way this boy forced us to believe in goodness. Exactly such kind of actions may teach everyone to become a hero. We just have to learn how to be more patient, kinder, thankful, attentively, and more helpful but what is most important to help others not by words but by real actions. I think everyone must watch this film and think about his actions and thoughts. It would be great if we will find a possibility and place for good feats in our life. And it does not matter what it will be saving a cat from the transport movement or helping our friend with his tasks. All these details draw one colorful portrait of the modern hero! Work citied Becker W, Selwyn, Eagly H, Alice The Heroizm of Women and Men. Zero, Franco, Zimbardo, Philip The Banality of Heroism. Greater Good Megazine. 2006-2007. Margon, Artur Changing models of heroism in popular American novels 1880-1920.

The Chicago Fire Of 1871 Essay -- essays research papers

The Chicago Fire of 1871 The summer of 1871 had been an unusually dry one in Chicago. Between July and October, only 5 inches of rain fell. In addition to twenty-seven fires in the first week of October, on Saturday night, October 7, a blaze broke out in a planning mill on the West Side and destroyed almost every building in a four block area before it was brought under control Sunday morning. They lost a hose and other fire-fighting equipment, including one of seventeen steam fire engines and a hose cart. Nearly half of Chicago's 185 firemen fought this fire and many were on duty all day, so they were already exhausted when the Great Chicago Fire of 1871 struck. Some people think that the fire was started by Mrs. O'leary's cow kicking over a lantern. Others have different theories, but one thing is for sure,on the Sunday evening of October 8, 1871 a blaze started in Mrs. O' leary's barn. Daniel sullivan sat on the wooden sidewalk when he saw a flame in Mrs. O'leary's barn. He managed to save a half grown calf. By now everyone in the neighborhood woke up, including the sleeping O'learys. The "America" hose cart was the first to reach the scene. They were soon joined by the "Little Giant" engine company. A neighbor ran to a drug store to turn on an alarm but the alarm failed to work. The court house watchman had given wrong directions but later tried to correct his mistake, but the alarm operato... The Chicago Fire Of 1871 Essay -- essays research papers The Chicago Fire of 1871 The summer of 1871 had been an unusually dry one in Chicago. Between July and October, only 5 inches of rain fell. In addition to twenty-seven fires in the first week of October, on Saturday night, October 7, a blaze broke out in a planning mill on the West Side and destroyed almost every building in a four block area before it was brought under control Sunday morning. They lost a hose and other fire-fighting equipment, including one of seventeen steam fire engines and a hose cart. Nearly half of Chicago's 185 firemen fought this fire and many were on duty all day, so they were already exhausted when the Great Chicago Fire of 1871 struck. Some people think that the fire was started by Mrs. O'leary's cow kicking over a lantern. Others have different theories, but one thing is for sure,on the Sunday evening of October 8, 1871 a blaze started in Mrs. O' leary's barn. Daniel sullivan sat on the wooden sidewalk when he saw a flame in Mrs. O'leary's barn. He managed to save a half grown calf. By now everyone in the neighborhood woke up, including the sleeping O'learys. The "America" hose cart was the first to reach the scene. They were soon joined by the "Little Giant" engine company. A neighbor ran to a drug store to turn on an alarm but the alarm failed to work. The court house watchman had given wrong directions but later tried to correct his mistake, but the alarm operato...

Indus Valley Civilization.

Indus Valley Civilization. The earliest traces of civilization in the Indian subcontinent are to be found in places along, or close, to the Indus river. Excavations first conducted in 1921-22, in the ancient cities of Harappa and Mohenjodaro, both now in Pakistan, pointed to a highly complex civilization that first developed some 4,500-5,000 years ago, and subsequent archaeological and historical research has now furnished us with a more detailed picture of the Indus Valley Civilization and its inhabitants.The Indus Valley people were most likely Dravidians, who may have been pushed down into south India when the Aryans, with their more advanced military technology, commenced their migrations to India around 2,000 BCE. Though the Indus Valley script remains undeciphered down to the present day, the numerous seals discovered during the excavations, as well as statuary and pottery, not to mention the ruins of numerous Indus Valley cities, have enabled scholars to construct a reasonably plausible account of the Indus Valley Civilization.Some kind of centralized state, and certainly fairly extensive town planning, is suggested by the layout of the great cities of Harappa and Mohenjodaro. The same kind of burnt brick appears to have been used in the construction of buildings in cities that were as much as several hundred miles apart. The weights and measures show a very considerable regularity. The Indus Valley people domesticated animals, and harvested various crops, such as cotton, sesame, peas, barley, and cotton. They may also have been a sea-faring people, and it is rather interesting that Indus Valley seals have been dug up in such places as Sumer.In most respects, the Indus Valley Civilization appears to have been urban, defying both the predominant idea of India as an eternally and essentially agricultural civilization, as well as the notion that the change from ‘rural’ to ‘urban’ represents something of a logical progression. The I ndus Valley people had a merchant class that, evidence suggests, engaged in extensive trading. Neither Harappa nor Mohenjodaro show any evidence of fire altars, and consequently one can reasonably conjecture that the various rituals around the fire which are so critical in Hinduism were introduced later by the Aryans.The Indus Valley people do not appear to have been in possession of the horse: there is no osteological evidence of horse remains in the Indian sub-continent before 2,000 BCE, when the Aryans first came to India, and on Harappan seals and terracotta figures, horses do not appear. Other than the archaeological ruins of Harappa and Mohenjodaro, these seals provide the most detailed clues about the character of the Indus Valley people. Bulls and elephants do appear on these seals, but the horned bull, most scholars are agreed, should not be taken to be congruent with Nandi, or Shiva’s bull.The horned bull appears in numerous Central Asian figures as well; it is also important to note that Shiva is not one of the gods invoked in the Rig Veda. The revered cow of the Hindus also does not appear on the seals. The women portrayed on the seals are shown with elaborate coiffures, sporting heavy jewelry, suggesting that the Indus Valley people were an urbane people with cultivated tastes and a refined aesthetic sensibility. A few thousand seals have been discovered in Indus Valley cities, showing some 400 pictographs: too few in number for the language to have been ideographic, and too many for the language to have been phonetic.The Indus Valley civilization raises a great many, largely unresolved, questions. Why did this civilization, considering its sophistication, not spread beyond the Indus Valley? In general, the area where the Indus valley cities developed is arid, and one can surmise that urban development took place along a river that flew through a virtual desert. The Indus Valley people did not develop agriculture on any large scale, and con sequently did not have to clear away a heavy growth of forest. Nor did they have the technology for that, since they were confined to using bronze or stone implements.They did not practice canal irrigation and did not have the heavy plough. Most significantly, under what circumstances did the Indus Valley cities undergo a decline? The first attacks on outlying villages by Aryans appear to have taken place around 2,000 BCE near Baluchistan, and of the major cities, at least Harappa was quite likely over-run by the Aryans. In the Rig Veda there is mention of a Vedic war god, Indra, destroying some forts and citadels, which could have included Harappa and some other Indus Valley cities.The conventional historical narrative speaks of a cataclysmic blow that struck the Indus Valley Civilization around 1,600 BCE, but that would not explain why settlements at a distance of several hundred miles from each other were all eradicated. The most compelling historical narrative still suggests tha t the demise and eventual disappearance of the Indus Valley Civilization, which owed something to internal decline, nonetheless was facilitated by the arrival in India of the Aryans.

Import & Export Financing

IMPORT FINANCING Background Like other developing countries, Pakistan’s import bill exceeds exports. Therefore, it faces scarcity of foreign exchange to meet its import requirements. According to daily â€Å"DAWN† dated 18th November 2012, Pakistan’s foreign exchange reserves were USD 13. 84 Billion at the week ended as on 9th November 2012. Gap between the import and export bills is partially covered by regulations, controls and measures exercised by State Bank of Pakistan and partially by the international credit, aid, loan agencies like International Monetary Fund (IMF), World Bank, Asian Development Bank (ADB).State Bank of Pakistan keeps control at a time, over this imbalance by imposing cash margin restrictions on import of general items from time to time. This is done in order to restrict imports and to allow import of only necessary items to fulfill genuine requirements and to discourage import of non-commercial and luxury items. CASE STUDY: On 1st Februa ry 2012, restriction on import of CNG cylinders and kits was imposed by Government of Pakistan in view of government policy to discourage use of CNG as a fuel due to its short supply and ever rising demand.No importer is allowed to import CNG cylinders & kits up till now which is being restricted by SBP & custom authority. Foreign trade involves many risks because of different locations /countries of importer and exporter. Both the parties are doing their businesses in different countries where different laws & regulations apply and it is difficult to settle any dispute regarding goods quality and payment settlement between importer and exporter. For safeguarding interest of both importer and exporter, banks involve in these transactions for smooth settlement between the parties. IMPORTERSAny body who imports the required goods into the country is called an importer. The importer has to pay the exporter for the value of goods in foreign exchange. Importers are classified into three categories: i) Commercial sector importer i-e. a firm, institution, organization, person or group of persons registered as an importer is called commercial importer. ii) Industrial sector importer i-e. any industrial unit which is registered as importer comes under this category. iii) Public sector importers i-e. the organizations owned by the government which import capital / consumer commodities as per their requirement.Usually, these organizations are not registered as regular importer and their requests for opening letter of credit is routed through SBP. Letter of Credit (L/C) Letter of Credit is a written undertaking by a bank given to the seller/exporter (beneficiary) at the request and instructions of the buyer/importer (applicant) to pay at sight or at a determinable future date a stated sum of money against the required documents. The documents include commercial invoice, certificate of origin, transport document relating to the mode of transport used (Airway Bill, Bill of Lading, Railway Receipt, Truck Receipt, etc. and other documents required as per terms of letter of credit. Parties to Letter of Credit In documentary credit operations, maximum number of parties involved are as under: i) Applicant (Opener of L/C): The applicant of a credit is an importer or buyer who requests his bank to issue documentary credit in favor of the seller /exporter. ii) Issuing Bank (Opening Bank): The issuing bank is also called importer’s bank. At the request of the applicant, this bank issues the credit in accordance with the instructions of the applicant in favor of the exporter. The letter of credit is sent to the bank in the exporter/seller’s country. ii) Advising Bank: Advising bank is also known as transmitting or correspondent bank in the seller’s country. Issuing bank forwards the advice of the credit by mail or by any means of tele-transmission (i-e. cable, telex, SWIFT, etc. ) to a correspondent bank where the beneficiary business exist s. Normally, all L/Cs are sent via SWIFT i-e. Society for Worldwide International Financial Transactions. iv) Beneficiary (Seller or Exporter): The person or body receiving the letter of credit from the importer and/or in whose favor letter of credit is issued is called beneficiary. v) Confirming Bank:Confirming bank is the bank which at the specific request of the issuing bank adds its confirmation to a letter of credit. Adding confirmation constitutes a definite undertaking of the confirming bank, in addition to that of the issuing bank. vi) Negotiating Bank: Negotiating Bank is the bank which receives the documents against letter of credit as authorized bank. This bank has to give value for drafts and/or documents under L/C conditions. Negotiating Bank may or may not be the Advising Bank. This bank examines the documents against L/C, and if found in order, negotiates the documents and makes payment to the seller.The negotiating bank dispatches the documents to the Issuing Bank cl aiming reimbursement from the bank as mentioned in the L/C and as agreed between the two banks. The Negotiating Bank should ensure before lodgment of reimbursement claim that all terms of letter of credit have been complied with. vii) Reimbursing Bank: Reimbursing bank is the bank which, on behalf of the opening bank, honors the reimbursement claim lodged by the Negotiating Bank. MODES OF PAYMENT OF L/Cs There are four modes of payments of letters of credit as detailed under: (i) L/C available by Negotiation:If L/C provides for negotiation to pay without recourse to drawers and/or bonafide holders in terms of credit. Negotiation means the payment of value for draft(s) and/or documents by the bank authorized to negotiate complying with the terms of L/C. (ii) L/C available by Acceptance: In case the credit calls for a usance draft and is available by acceptance on the issuing bank, and the seller submits all the documents including usance bill of exchange to a nominated or another ban k complying all the terms and conditions of the credit, the seller receives acceptance of the payment at maturity date.However, under a separate arrangement, he may get his usance draft discounted by the bank in order to meet his cash flow requirements. In such case, seller has to bear discount charges. (iii) L/C available by Sight Payment: If the beneficiary of letter of credit is to obtain payment immediately on presentation of stipulated documents, it is the sight letter of credit. In this case the exporter draws a sight or demand draft payable at the counters of the advising bank or the bank specified in the letter of credit.The draft is paid on presentation provided that all the other terms of L/C have been complied with. (iv) L/C available by Deferred Payment: In this case, L/C opening bank has to effect payment after a period specified in the L/C, calculated as to the number of days after the date of presentation of documents or after the date of shipment. Such L/C does not r equire drafts to be drawn or presented alongwith other documents. RETIREMENT OF DOCUMENTS When the documents are received from foreign bank, L/C opening bank affixes â€Å"Dak Received† stamp and enters the same in â€Å"Dak Received Register†.The duplicate set of documents, received by the bank, is kept with original set of documents and duplicate should be separate from the original. The bank verifies that all the documents are received as specified in the forwarding schedule of the negotiating/exporter’s bank. While scrutinizing the documents, it is also ensured that all the documents have been received as per terms of L/C. The retirement of documents can be made by the following means: †¢ Through debit to the customer’s account †¢ Through Trust Receipt Facility (FTR) offered by the bank. †¢ Through Finance against Imported Merchandise (FIM)THROUGH DEBIT TO CUSTOMER’S ACCOUNT In case customer/importer has sufficient funds to settl e the bill, Cost Memo is prepared and amount in foreign currency is converted into Pak Rupees at Selling TT & OD rate of exchange. Any foreign correspondent charges and service charges are added to it. Customer issues cheque / authority letter to debit his account for bill amount plus mark-up and other charges. After receiving the amount, title documents are endorsed by two authorized signatories and the same are delivered to customer against proper acknowledgement.In case, importer has not sufficient funds to settle the bill, he can avail finance from bank to settle the claim. Credit facilities available to the importer are explained hereunder: A. FUND BASED FACILITIES 1. FINANCE AGAINST TRUST RECEIPT (FATR) If customer desires to retire the documents through Trust Receipt facility, a request letter to this effect is obtained from him. In this case, bank releases documents of the goods to importer so that he may clear the goods from custom authorities. Payment is settled by the ban k and reimbursement is made to foreign bank.The bank has lien on receivables in this case and importer repays the bank finance after sale of the goods. Trust Receipt should not be allowed against Usance L/C unless specific approval from the authority is held. Following documents are obtained before releasing the documents on Finance Against Trust Receipt: ? Letter of Request from the customer / importer ? Bill of Exchange duly accepted by the party ? Demand Promissory Note ? Trust Receipt ? Collateral (if any) as per limit approval ? Invoice ? Agreement of Mark-up The Trust Receipt facility can only be extended upto 45/60 days or as per terms of sanction. . FINANCE AGAINST IMPORTED MERCHANDISE (FIM) This is a sale transaction at a price mutually agreed upon between the bank and the importer. The sale price consists of value of goods or documents of title to goods and margin of profit. The sale price is payable by the buyer on deferred payment basis either in part or in lump sum. Thi s facility is granted for a period of 60 days or as per sanction advice. Following documents are obtained from the party: ? Letter of Request from the customer / importer ? Demand Promissory Note ? Letter of Indemnity for clearance of consignment ?Letter of Pledge ? Agreement of Mark-up This type of facility is against pledge of imported stocks and its process / transaction flow is similar to that of Self-Liquidating Inventory Finance. TRANSACTION FLOW: Goods imported through L/C, when reach the port in importer’s country, there is a process of releasing the goods from custom authorities. For this purpose Clearing Agents on the panel of bank. The clearing agent after clearing the goods, transports the same via Goods Transport Companies to the destination of the importer. At importer’s business premises / factory, etc.Bank Muccadam is available to take over the custody of the goods as soon as these are received at the site. These goods are kept under pledge arrangement and bank takes effective control & possession of the imported goods. B. NON-FUND BASED FACILITIES 3. USANCE LETTER OF CREDIT This type of letter of credit is issued with a condition that payment will be made after some specified period of time i-e. 180 days, 365 days, etc. The bank undertakes to pay the exporter for the value of goods at some later date in order to facilitate the importer to arrange funds for settlement of the transaction.Usance letter of credit is very useful facility in which importer not only avails the opportunity of time available to pay his liabilities but also he saves borrowing costs due to difference of LIBOR and KIBOR. At present KIBOR is upto 10% whereas LIBOR is ranging from 0. 5% to 1% for the last two to three years. In case of Usance L/C, the importer will have to pay the value of goods alongwith some additional profit/surcharge levied by the exporter (which is included in the Invoice Value) for allowing repayment period to importer.Exporter will calc ulate this additional profit on transaction on the basis of LIBOR (0. 70%) instead of KIBOR (10%). In case importer avails the credit lines to settle the import bill from his local bank, he will bear the borrowing/financing cost on the basis of KIBOR which is far above than LIBOR. 4. SHIPPING GUARANTEE The shipping guarantee is issued in favor of the local shipping agents for obtaining delivery order to clear goods from port / customer authorities in the absence of original shipping documents of L/Cs. This guarantee is issued on prescribed from provided by the shipping company.This guarantee is signed by the importer and counter-signed by the bank. Following documents are required from the customer at the time of issuance of shipping guarantee: ? Letter of Request from the customer / importer ? Copy of Invoice ? Copy of Bill of Lading / transport document ? Format of the shipping guarantee to be issued ? Counter guarantee in favor of the bank duly signed by the customer ? Letter of undertaking regarding exchange rate fluctuation ? Undertaking to accept the draft in case of usance L/C ? Undertaking to accept all discrepancies in the documentsLiability under the shipping guarantee shall be reversed only after the surrender of the original bill of lading against which guarantee has been issued and the receipt of original guarantee from the shipping company. On receipt of original bill of lading, this is forwarded to the shipping company alongwith request to return the original guarantee. This facility is very short term nature normally 30 days. B. EXPORT FINANCE In order to strengthen its position in the international markets, Pakistan has to strive for improving its balance of trade by increasing its exports.As such exports have been the top priority of the government’s agenda to improve the position of foreign exchange earning of the country. Banks have a very important role to play in trade activities of the country. Banks act as agents for both the imp orters and exporters and play important role in the development of country’s trade. While handling export transactions, Credit Manager and/or Export staff of the bank must always keep into consideration the following: ? Export Policy Order of the government for the financial year ?Guidelines/instructions of Export Promotion Bureau ? State Bank of Pakistan Foreign Exchange Circulars ? Bank’s Foreign Exchange Regulations and FEX circulars ADVISING OF EXPORT LETTERS OF CREDIT Letters of credit received from foreign banks are advised to the beneficiaries in Pakistan through L/Cs advising departments of the bank. All L/Cs received are carefully scrutinized for their authenticity adhering to the terms & conditions and complying with our Foreign Exchange Regulations and International laws & publications (UCP 500). FORM â€Å"E†No person can export any goods from Pakistan unless he is duly registered as an exporter with Export Promotion Bureau under the registration â⠂¬Å"Importer & Exporter Order 1952†. Blank â€Å"E† Forms are issued to exporters, against written request, free of any charges. In order to export, the exporter will provide details on â€Å"E† form in respect of goods, quantity, invoice value of goods, terms of sale, destination and name & address of the importer. This â€Å"E† form is the main document to calculate value of goods exported and is used to control the export of any item from Pakistan.CASE STUDY: During October 2012, Government of Pakistan allowed export of 200,000 tons of sugar from Pakistan with a condition that one sugar mill can export maximum upto 10,000 tons of sugar. This maximum quantity of sugar (10,000 tons) exported by any single sugar mill to be controlled by the â€Å"E† Form submitted by the exporting sugar mill. In case of any effort of sugar mill to exceed export from 10,000 tons, SBP can very easily trace this from the record of â€Å"E† form available in its record. In the following paragraphs, we will discuss the types of financing available to exporter. . FOREIGN DOCUMENTARY BILLS PURCHASED AGAINST L/Cs This type of financing is referred to as Foreign Bills Purchased (FBP). Only those documents are purchased which are negotiable and which conform to the terms of letters of credit. The documents are forwarded to the L/C opening bank and payment is received through bank’s foreign correspondents maintaining NOSTRO account in various currencies. Following documents are submitted by the exporter for negotiation: ? Original Letter of Credit (L/C) ? Documents of title to goods (Bill of lading, Airway bill, etc. ? Bill of Exchange (B/E) ? Commercial Invoice ? Certificate of Origin ? Packing List ? Insurance Policy ? Any other document as per terms of L/C FBP is practical example of â€Å"Factoring† in which bank purchases the receivable of the client/exporter after making payment and takes the responsibility of collection of the receivable at its own end. The exporter transfers all rights of ownership of the documents to the bank and authorization to claim reimbursement from the L/C opening bank. This transaction is to be handled with extreme care, vigilance and diligence.All the financial and commercial documents are scrutinized as per terms & conditions of L/C. Documents after careful scrutiny are forwarded to the L/C opening bank and claim of reimbursement is made as well. On realization of the bill, FBP is settled /adjusted. 2. FOREIGN DOCUMENTARY BILLS FOR COLLECTION Financing against foreign bills is made on export bills which are drawn under Letter of credit and are sent for payment under documentary collection. This is a sale transaction at a price mutually agreed upon between the buyer (bank) and seller (exporter).The documents are sold to the bank and sale proceeds will be credited in the account of seller (exporter). This type of export finance is termed as â€Å"Finance against Foreign Billsâ €  (FAFB). All other procedures of FAFB are similar to FBP except that under FAFB in the event of non-payment of the bill by L/C opening bank or importer, the exporter undertakes to repurchase the same documents at bank’s marked up price. FAFB is the practical example of â€Å"Lien on Receivables†. 3. FINANCE AGAINST PACKING CREDIT (FAPC)Packing Credit is a sort of pre-shipment or pre-export finance, extended to prime & valued customers (exporters) against valid letter of credit / firm contract order. The finance is provided to the exporter for the following: ? Purchase of goods ? Freight charges ? Clearing forwarding charges ? Export duty, etc. ? Packing requirements Finance against packing credit is granted for 180 days or upto the period the shipment of goods is affected whichever is earlier. Lien is marked on the Letter of Credit / Firm Contract in order to prevent negotiation of documents.