The Reconstruction Period (1865-1877) - Free Essay Example

Sample details Pages: 1 Words: 329 Downloads: 2 Date added: 2017/09/17 Category Advertising Essay Type Argumentative essay Tags: Civil War Essay Crime Essay Political Rights Essay Did you like this example? The Reconstruction period (1865-1877) was the era of rebuilding, the south, after the Civil War. In the South reconstruction meant rebuilding the economy, establishing new state and local governments and establishing a new social structure between whites and blacks. Abolishing slavery, what should be demanded of the Southern states, restoring political rights to the South, and what should be the responsibility of the newly freed slaves were the concerns doing the Reconstruction period. They also wanted to know how the economy should be rebuilt based on free labor. Reconstruction addressed how the eleven seceding states would regain self-government and be reseated in Congress. The laws and constitutional amendments that laid the foundation for the most radical phase of Reconstruction were adopted from 1866 to 1871. The 13th, 14th, and 15th Amendments did many things. The 13th Amendment established the Freedmans Bureau which was an agency of the Federal government set up in 1865 to help former slaves and other persons suffering from the effects of the Civil War. The 13th Amendment said: Neither slavery nor forced labor shall exist within the United States or its possessions except as a punishment for one convicted of a crime. Congress may make laws to enforce this article. The 14th Amendment said in section four: The Federal Government shall pay all its debts, including debts contracted in putting down rebellion. But neither federal nor state governments may pay debts contracted by aiding a rebellion against the United States, nor pay anyone for the loss of slaves. The 15th Amendment said: Neither federal nor state governments can deny any citizen the right to vote because of his race or color, or because he was once in bondage. Congress can pass laws for carrying out this article. The Norths commitment to Reconstruction soon waned. Many Republicans came to believe that the South should solve its own problems without further interference from Wash ington. Reports of Reconstruction corruption led many Northerners to conclude that black suffrage had been a mistake. Don’t waste time! Our writers will create an original "The Reconstruction Period (1865-1877)" essay for you Create order

Symbolism on the Giver - 1232 Words

In the novel The Giver by Lois Lowry, there are many different symbols and come to together to help form the theme. Symbolism and themes are difficult to infer in a text, but understanding these literary elements makes the book more interesting and entertaining for the reader. Symbolism is defined using a concrete word, object, color, picture, name and so forth to strand for a name, abstract idea, image, or event. For example a heart could stand for love and an American flag as freedom or patriotism. Theme could be defined as a meaning moral or main message the writer is trying to tell you or the reader about the story. Theme is usually the life lesson or provide to human nature. Lois Lowerys The Giver contains symbolism and a†¦show more content†¦Right†¦). Jonas then gets to experience this himself, as the sled is his first memory. Of course, we see the same sled again at the end of the novel, as Jonas races downhill toward the village thats either a hallucination or t he Elsewhere of his dreams. The Giver explicitly spells out the simile for you, theres not much more to say in the vein of riding downhill = receiving memories. But we can think about what it means when Jonas actually does ride down the hill at the end of the novel. Until now, this action has been a sort of dream, someone elses memory, someone elses exhilaration, someone elses difficulty and pain. But now all of these things are very much Jonass own. The novel even states explicitly that now Jonas is using his own recollections, rather than drawing on the fleeting memories passed on to him by The Giver. In short, his dreams have become reality, and the sled clues us into that. Of course, its also possible that the final sled ride is just Jonass memory, and that its not happening at all, which would really shoot that theory down. There is definitely an association in The Giver between those who can receive memories and those who have light eyes. There isnt really any explanation for why this is, and it would pretty useless for us to sit around and speculate about why this is, logically or scientifically. Its better to think about it as an artistic device that Lowry used to help us makeShow MoreRelatedThe Giver Symbolism Essay874 Words   |  4 Pageschange the way we act and how other people act, negatively or positively. In the book, The Giver, written by Lois Lowery, a perfect world is created where there are no emotions nor color. Could you give up emotions for a perfect society? The Giver makes readers ask the question what the perfect society is, providing symbolism, like a sled, color and an important character, Gabriel. The first memory the Giver transfers to Jonas, the main character, is one memory of going down a hill of snow on a sledRead MoreWith Happiness Comes Pain in Lois Lowrys The Giver Essay545 Words   |  3 Pagesresulted in the cover of The Giver, which is a photo of a blind painter. This connects to the book because no one can see in color besides the giver and the receiver, which is Jonas. Lois Lowry uses the literary elements foreshadowing, symbolism, and imagery to express the theme that one cannot have happiness without pain, in the book The Giver. To begin the author uses the literary element, foreshadowing, to show that pain comes with happiness. The foreshadowing in The Giver allows you to predict whatRead MoreThe Giver: The Importance of Individuality Essay840 Words   |  4 PagesThe novel, The Giver, by Lois Lowry, is an everlasting story that shows the importance of individuality. This novel is about a young boy named Jonas who was elected as the Receiver of Memories, a person who is given the memories from the world that existed before their current society, Sameness. In this society there is no individualism. People can not choose who to marry, or what they want to do for a living. Over time Jonas becomes more and more wise, and realizes that the supposedly perfect communityRead MoreA Story of a Boy in a Dystopian Society in The Giver By Lois Lowry747 Words   |  3 Pages Lois Lowry, the author of the book The Giver, often portrays her young protagonists from her experience as a child. Lowry was born on March 20, 1 937 (Dellinger). During her early life, she was very interested in reading and was very solitary (Dellinger). This is where she got her idea to become an author. Lowry went on to pursue her dream of writing at Brown University (Dellinger). After graduating, she went back to college at the University of Southern Maine to further study writing (Dellinger)Read MoreThe Giver Analysis896 Words   |  4 PagesThe main theme shown in The Giver is the idea that good cannot exist without evil, and evil cannot exist without good, thus making reaching a perfect society impossible. It does not matter how amazing an experience is, unless you have something bad to compare it with you can never taste the true meaning of that moment. The members of Jonas’s community cannot appreciate the joys in their lives because they have never felt sadness. Correspondingly, they also do not feel grief because they have neverRead MoreSummary Of The Giver Essay781 Words   |  4 PagesLord, Elyse. Overview of The Giver. Novels for Students. Detroit: Gale, 1998. Literature Resource Center. Web. 27 Mar. 2016. Elyse Lord is one of the many critics who describe â€Å"The Giver† as terrifying but offering â€Å"hope and a constructive view† of the Utopian world in the book. She explains that other critics praise the book with many awards such as the Newberry Medal. Lord goes on to reason that the story is favored by different readers for its complexity, symbolism, metaphors, ambiguous endingRead MoreLove in One Perfect Rose by Dorothy Parker and Cinderella’s Diary by Ron Koertge1264 Words   |  6 Pagesfor another. The rose has often been associated with a sign of romance. The thought of romance is not as appreciated in today’s time period in comparison to, say, fifty years ago. With this in mind, we can examine how the love has changed in symbolism over the years using poetry and literature. â€Å"One Perfect Rose† by Dorothy Parker and â⠂¬Å"Cinderella’s Diary† by Ron Koertge both speak about the beauty and gratitude of being in love, Parker speaks more to the materialistic view of love that has beenRead MoreThe Giver : What Makes A Person?1384 Words   |  6 PagesThe book The Giver had many significant meanings and symbols that make a person evaluate how precious life really is. One would like to erase a particularly unpleasant memory, but if one could accomplish that then life would have no meaning. If a person only had pleasant memories and did not know what an unpleasant situation feels like, it would be living with no significance. Like in the book, The Giver, people live in an isolated community with no choices, no pain or true happiness. The protagonistRead MoreAnalysis Of `` Brave New World `` By Aldous Huxley And The Giver1493 Words   |  6 PagesWorld† by Aldous Huxley and the film â€Å"The Giver† directed Phillip Noyce, the roots of politics stem from the art of total and li mitless control. The novel Brave New World presents a futuristic society that has tried to create a perfect community where everybody is happy, they use science to mass produce people and condition them to do and want only things prescribed to them, taking away freedoms such as the freedom to think for one self. While, â€Å"The Giver† sets a story in a society which at firstRead MoreAnalysis of The Giver Book by Lois Lowry1507 Words   |  7 PagesThe Giver starts off as the ordinary story of an eleven-year-old boy named Jonas. When we meet the protagonist, he is apprehensive about the Ceremony of Twelve, at which he will be assigned his job. Although he has no clue as to what job he might be assigned, he is astonished when he is selected to be the Receiver of Memory. He learns that it is a job of the highest honor, one that requires him to bear physical pain of a magnitude beyond anyone’s experience. As the story progresses, we realise

Centripetal Force Lab Activity Free Essays

Centripetal Force Lab Activity Analysis: 1. A) Average Percent Difference: 50g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 0. 49+ 0. We will write a custom essay sample on Centripetal Force Lab Activity or any similar topic only for you Order Now 61/2 = 1. 1/2 = 0. 55 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 0. 61- 0. 49 = 0. 12 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 0. 12/ 0. 55 x 100 = 21. 81% 100g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 0. 98+ 1. 84/2 = 2. 82/2 = 1. 41 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 1. 84- 0. 98 = 0. 86 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 0. 86/ 1. 41 x 100 = 60. 99% 150g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 1. 47+ 2. 19/2 = 3. 66/2 = 1. 83 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 2. 19- 1. 47 = 0. 72 Step 3: Calculate % difference % difference= difference of the variables / average of the variables x 100 = 0. 72/ 1. 83 x 100 = 39. 34% 200g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 1. 96+ 2. 66/2 = 4. 62/2 = 2. 31 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 2. 66- 1. 96 = 0. 70 Step 3: Calculate % difference difference= difference of the variables / average of the variables x 100 = 0. 70/2. 31 x 100 = 30. 30% 250g: (values expressed in newtons) Step 1: Calculate the average value of the two variables Average Value= Value 1+ Value 2 /2 = 2. 45+ 3. 57/2 = 6. 02/2 = 3. 01 Step 2: Calculate the difference between the two variables Difference= Value 2- Value 1 = Fc- Fg = 3. 57- 2. 45 = 1. 12 Step 3: Calculate % difference % differen ce= difference of the variables / average of the variables x 100 = 1. 12/ 3. 01 x 100 = 37. 20% Average % difference: = Sum of all 5 averages/5 21. 81+ 60. 99+ 39. 34+ 30. 30+ 37. 20/ 5 = 189. 64/ 5 = 37. 92% B) Slope Calculations (Graph is displayed on a separate sheet) 50g: Slope= Rise/Run = 0. 61/0. 49 = 1. 25 100g: Slope= Rise/Run = 1. 84/0. 98 = 1. 877 150g: Slope= Rise/Run = 2. 19/1. 47 = 1. 489 200g: Slope= Rise/Run = 2. 66/1. 96 = 1. 357 250g: Slope= Rise/Run = 3. 57/2. 45 = 1. 457 After calculating the slope of each section of the graph (each section corresponds to a certain mass used in the lab activity) it is evident that it varies from it’s expected value by a great amount. The expected value of the slope was 1 as the rise and the run were supposed to be equal. However in our case the rise and the run varied greatly and therefore because they were different numbers the slope did not turn out to be 1 (the only way to get a slope of 1 is if both the numerator and denominator are equal, as a number divided by itself is always 1 and a number divided by a different number can never equal 1). 2. Yes the data collected did verify the equation Fc=42Rmf2. This is because the only varying value in this case â€Å"f†, had a direct relationship with the value of Fc. The only other values that had to be determined in this lab was the radius and the mass of the rubber stopper but they were constant variables (constant at 0. 87m and 12. 4g respectively) meaning that they had no varying effect on the value of Fc. For there to be a relationship between Fc and 42Rmf2 when the value of any of the variables changes the value of Fc has to change as well Because the value of â€Å"f† had a direct relationship with the value of Fc, when the value of â€Å"f† changed the value of Fc changed as well. In this particular case when the value of â€Å"f† grew so did the value of Fc. For example, during the 50g test the frequency was 1. 2Hz and the Fc was 0. 61N, and during the 100g test the frequency was 2. 08Hz and the Fc was 1. 84N. This shows that as the frequency increases so does the Fc acting on the system. This therefore shows the relationship between Fc and 42Rmf2. 3. A) When the string was pulled down and the stopper was still spinning, the stopper started spinning at a faster rate (took less time to complete 1 cycle around the trip) B) This happens simply because the radius is being shortened. Because the stopper on the end of the string is moving around the horizontal circle at a constant speed it is therefore being acted upon by a constant net-force. In this case the net-force acting upon it (the stopper) is Fc, therefore because it is Fc acting upon it, the force can be calculated by the formula 42Rmf2 as that is equal to Fc. In this case because the string with the stopper on the end was being pulled down this means that the radius of the entire circle was decreasing (less string= smaller distance= smaller radius). In that formula if the radius is smaller that means that the centripetal force will be larger. In this case that larger the centripetal force acting on the rubber stopper, the faster the rubber stopper rotates around the horizontal circle. C) The laws of conservation of energy state that the total energy in the system stays the same but simply takes on different forms (kinetic and potential being examples). Therefore this case is not contrary to the laws of conservation of energy simply because when the radius is decreasing the rubber stopper speeds up. In the laws of conservation of energy when an object is speeding up the object is gaining kinetic energy. However in this case while the stopper is speeding up the hanging mass (along with some of the string) is falling to the ground. From a conservation of energy perspective when an object loses height it loses potential energy. Therefore in this case the object at the top gains kinetic energy while the mass loses potential energy. Because of this energy transfer no energy is lost in the system as hen the object is losing potential energy the other object in the same system is gaining kinetic energy, therefore the energy stays the same. D) In figure skating the skaters do the exact same thing as what was done in this lab experiment. In order to spin faster they bend low (get low to the ground) and tuck their arms and legs in. This causes them to spin much faster than they were originally spinning and follows the same principles that the rubber stopper experiment followed. When they get low they lose potential energy but getting low causes them to tuck in (tuck in their legs and arms) and ultimately have a smaller radius. This smaller radius causes them to have a much greater centripetal force and ultimately causes them to spin faster and causes them to gain kinetic energy. This follows the laws of conservation of energy as when they lose potential energy they gain kinetic energy (theoretically no energy lost- only transferred) Sources of Error: In this particular lab activity there were not very many potential sources of error simply because it was not as complicated an activity as many others. Therefore all errors that were made were simply human measurement errors. The main source of error in this lab activity was measuring the period/frequency. This was a challenge simply because the person measuring had to do many different things in a very small amount of time. That one person was responsible for firstly choosing a spot along the path of the horizontal circle to begin the measurement from, then that same person had to start the watch during the very small time frame in which the rubber stopper passed by that specific point on the circle. From there the person had to count the stopper pass by 5 times and stop the watch when it passed by the 5th time. This made it very difficult to get a completely accurate measurement for the period and the frequency, as it was very difficult to get an exact measurement of that time period. These slight miscalculations of the frequency caused the calculation of the centripetal force to be slightly wrong as well because the calculation of centripetal force depended on the frequency. This is evident because our â€Å"Fg† and â€Å"Fc† calculations are way off, as they were supposed to be nearly the same number as Fg= Fc. – X-axis= Fc – Y-axis= Fg – point 1= 50g – point 2= 100g – point 3= 150g – point 4= 200g – point 5= 250g Data: Mass of stopper: 12. 4g Radius of Rotation: 87cm Mass of suspended masses| Time for 5 cycles| Period (T)| Frequency (f)| FgFg=mhg| FcFc=42Rmf2| 50g| 4. 2s| 0. 84| 1. 2Hz| 0. 49N| 0. 61N| 100g| 2. 44s| 0. 48| 2. 08Hz| 0. 98N| 1. 84N| 150g| 2. 23s| 0. 44| 2. 27Hz| 1. 47N| 2. 19N| 200g| 1. 99s| 0. 4| 2. 5Hz| 1. 96 N| 2. 66N| 250g| 1. 65s| 0. 34| 2. 9Hz| 2. 45N| 3. 57N| How to cite Centripetal Force Lab Activity, Essay examples

A Study On Food And Culture Of New Zealand †MyAssignmenthelp.com

Question: Discuss about the Study On Food And Culture Of New Zealand. Answer: Food and culture of New Zealand Culture of New Zealand is largely influenced by the western countries and its reflection is seen on its food culture. According to Food Culture and Tradition, (2018), dairy products, especially, milk is very famous in New Zealand. From fruits to seafood and deserts, diversity is seen among New Zealand food habits. Roasted lamb is also an absolute delicacy of most New Zealanders. Sugar is largely consumed in this region. New Zealanders are passionate about desserts and candies and especially about kiwi. Cheese with wine deserves mention while describing food of New Zealand. New Zealand follows mainly British cuisine, whereas Indian food is quite different. Indian cuisine is generally vegetarian. However, in some regions, non-vegetarian foods are observed. Variety of spices is used in most places in India. Generally, Indian food is considered as spicy, which is completely different from New Zealand cuisine. New Zealand food culture can be distinguished from Indian food culture in terms of diversity. Different states of India offer different variety of food (Timothy, 2015). For instance, South Indian cuisine is completely different from North Indian cuisine. In contrast, New Zealand cuisine is moreover same throughout the country. People often have a negative perception towards the food culture of a foreign culture or country. However, one needs to explore the food culture of that country. For instance, mostly Indians perceive that the food culture of New Zealand is not good as Indian Cuisine. Since Indians love curry, they often fail to appreciate New Zealand delicacies like Kiwi burgers, Pavlova and Hokey pokey. However, after exploring the New Zealand cuisine, most Indians like it. References Food Culture and Tradition. (2018).New Zealand Foods. [online] Available at: https://www.food-links.com/new-zealand-foods/ [Accessed 22 Mar. 2018]. Timothy, D. J. (Ed.). (2015).Heritage cuisines: Traditions, identities and tourism. Routledge.

Aspect of My Health that I Would Like to Change an Example of the Topic Health Essays by

Aspect of My Health that I Would Like to Change: Smoking All of us are only entitled to live our lives only once. It is just ironic why many individuals have habits that shorten their lives, that is regardless if they are living depressed or happy lives. Out of the long list of life-shortening habits, smoking is the most resounding and notorious in the list. Even the smokers themselves view the habit of smoking as harmful. Smoking even belongs in the list of the top causes of death practically everywhere in the world. But despite of its reputation as a top unhealthy habit, most smokers find it difficult to withdraw from their addiction. Smoking's grip is not just because of the addictive chemicals in cigarettes like nicotine. Addiction to smoking is a double-edged dilemma. The act itself is addictive for smokers, like holding a cigarette and puffing out smoke. Need essay sample on "Aspect of My Health that I Would Like to Change: Smoking" topic? We will write a custom essay sample specifically for you Proceed As a smoker trying to shake off the bad habit, I have come across three articles that would be of much help. All of the articles are focusing on the subject of smoking and its impacts. The selection that is complied and summarized in this paper does not have any biases. Most articles about smoking are advocates against the act of smoking in general. That is why there is an article here that is an article here that is laying out the benefits of smoking. The purpose of the inclusion of a pro-smoking article is for us to have a better understanding of smokers. That is in-line with the thinking that an unbiased approach to the topic at hand would lead us to a more favorable result. Summary of the Articles First Article: Cigarette Smoking and Cardiovascular Diseases The article aims to show that smoking not only affects one's respiratory system but other systems and parts of the body as well such as the heart. The American Heart Association then explains how smoking contributes to the build-up of fats in the arteries which is a common and leading cause of heart attacks and stroke. Smoking is also included in the six major factors that serve as an agent to increase the risk of getting a coronary heart disease, together with high blood pressure, diabetes, obesity, high blood cholesterol, and physical inactivity. In addition, inhaling cigarettes smoke also has bad effect in and damage to the brain and nerves in the body. It also helps in the formation of aortic aneurysm and peripheral arterial disease. Those women taking oral contraceptives and at the same time smoke are also included in the list of people who will be affected. Lastly, the article clears the issue regarding secondhand or passive smoking. According to the text, thousands of prematur e deaths due to cardiovascular diseases were caused by primary smokers. Although these people do not smoke, they suffer through other people.(American Hear Association) Second Article: Smoking and the Environment The second article focuses on the relationship between smoking and the environment. In the said article, the effects of smoking in the environment were enumerated and explained. Growing and producing tobacco and cigarettes require large amounts of certain fertilizers, pesticides, herbicides, and other substances that are proven to be carcinogenic and dangerous to one's health. These chemicals are not only harmful to human health, but also to the well-being of the environment. These chemicals running off from the plantations can also contaminate water supplies. Growing tobaccos is also one of the leading causes for deforestation that can contribute to flash flood and soil erosion. In addition, the paper being used for cigarette and tobacco wrapping and packaging is too large which can cause forest problems. Finally, the article reiterates the problem of cigarette littering. Littering cigarette butts is a serious environmental problem which is clearly seen among countries nowadays. It directly affects the environment it takes five years for cigarettes butts to break down. (UNIONSAFE) Third Article: The Benefits of Smoking While the first two articles talk about the bad effects of smoking in one's health and environment, the third article does the opposite. The article aims to provide the readers the good side of being a smoker. The article enumerates these benefits focusing mainly on the psychological aspect, rather the physical. According to the text, smoking helps a person to cope with stress, combat depression and loneliness, fight boredom, enjoy and relax, gain focus, and lose weight. Other useful information was also mentioned in the article. For example, the nicotine found in the cigarettes is an anti- depression and anti- anxiety agent. In simpler terms, nicotine is the active agent that is responsible of keeping smokers awake and active as it gives that extra boost. The nicotine in the smoke also contributes for one's brain to feel better through a certain chemical reaction. In addition, the puffing of a cigarette serves as a breathing exercise. The article states that one cigarette a day can also burn three hundred calories. It appears that a potential benefits from smoking are what leads some individuals to smoke. (the quit smoking center) Similarities and Differences Three articles all tackle about the effects of smoking. The first one relates how smoking affects the cardiovascular and cerebrovascular system, the second tells how growing, producing, and smoking tobaccos and cigarettes puts the environment in danger, and the last article imparts how smoking gives benefits and positive side effects to a person. In addition, all three articles state facts and figures that were based on studies regarding smoking. The first article focus mainly on health studies while the second and the third one emphasizes environmental and psychological studies respectively. The three articles also share the same target readers or audience. They all want to appeal to the smoking population. The first article was written to inform people who smoke about the effects of their practice to their health. The second article also appeals to the smoking population, both users and producers of cigarettes and tobacco, that smoking is indeed highly dangerous to the environment. The last article, on one hand, informs them the benefits of it. It is noted that all three articles were written and came from groups or organizations concerned with the issues in smoking, making it appear that nowadays, more and more people are beginning to take part and show their stand regarding the matter. On the other hand, the three articles can also be viewed different from one another. In terms of purpose, the first and the second articles share he common objectivethat is to provide the bad effects of smoking into one's body and to the environment. As compared to them, the last article carries an opposite objective. It tries to enumerate the positive side of smoking and gives the readers, especially those people who smoke a feeling that cigarettes and tobacco is not really and purely dangerous to their health. It is rather helpful especially when one is having trouble psychologically. Conclusion All the three articles have laid out to us the effects of smoking, both negative and positive ones. Perhaps the next step that we have to take is to analyze the significance of those effects. Although there are benefits that an individual can reap from smoking, does that mean that the irrefutable negative effects would be balanced out? At this point, we move back to the more broad discussion of an individual's life. Shortening one's life is never a good price to pay for the handful of benefits that an individual can reap from smoking. In a sense, smoking becomes a self-inflicted slow suicide. We must all remember that all of us would never run out of reasons for living. There are countless reasons for living like family, career, art, science, a dog, the list just goes on. Individuals who are addicted to smoking are seeking benefits are just seeking alibis for doing something that is undeniably negative. But we should not view smokers in a negative manner. Negative stereotypes of smokers would range from being weak, the least, and at worst as bad people. As a person who is trying to quit smoking, I truly emphasize with all smokers. As a proposed solution to the dilemma, we should help smokers seek, not alibis, but cure. And just like the problem at hand, the solution would also need to be double-edged. The smokers should also be willing to accept the help that they would receive. And to somehow help with the global problem of smoking addiction, I would start to change that negative aspect of my health. I would try to quit smoking with the mentality that to change the world , I would first need to try change myself. Works Cited American Heart Association. Cigarette Smoking and Cardiovascular Diseases. Union Safe. Smoking and the Environment.

GDP Measure essays

GDP Measure essays The GDP is not a sufficient gauge of how the nation's economy is doing. The GDP is a sum of the monetary value of what has been produced in the nation in the past year. The formula for calculating the GDP ignores a large percentage of the activities that transpire in the nation's economy. The formula ignores several things as work done in the home and activities in the underground economy. In general, the GDP includes several items that in reality do not indicate the nation's economic level while excluding a large proportion of the activities of the nation. The GDP does not include several things that greatly affect the nation's economic standings. The formula does not consider these things simply because they cannot be measured with any accuracy. The work done in the home affects the welfare of the economy because it takes time to care for a house, time that an individual could be working. So in essence, an individual pays himself or herself to for housework. Also, the underground economy encompasses a considerable amount of the transactions in the economy. This underground economy consists of illicit transactions and the legal ones that cannot be traced. GDP does not include the ecological damage rendered every day by humanity. The pollution caused by everyday life such as trash and the pollution caused by factories and such all dampers the economic standings of a nation. While several immeasurable items are left out of the calculation of GDP, a few things are included that do not necessarily need top be. When a disaster strikes a co mmunity, the costs of rebuilding are counted in the GDP. They should be counted because it causes work for some but it also is hurting others. In summation, GDP is not a competent ranking of the nation's economic standings. In the determine of GDP, there are too many items left out of the formula and one too many to give a accurate description of the economy's well-being. ...

Challenges faced by non profit organisations in developing performance Essay

Challenges faced by non profit organisations in developing performance measurement systems - Essay Example profits, and the metrics that measure the efficiency, such as revenue, productivity, rejection, manpower costs, and marketing costs are known and measuring these parameters is possible (Emerson, 2009). Non-profit organisations (NPOs) are organisations that have a social impact mission; they take up charity work, and some are cooperatives, created for the mutual benefit of a community. Such organisations may earn profits from their activities, but these profits are redistributed among people they serve (Drucker, 2005). In the case of NPOs, implementing PMS is different since the objectives are not to make profits but to increase social benefits or help community members, served by the NPO. Implementing PMS in NPOs therefore becomes a challenge since the standard metrics of revenue, cost, market share, productivity, etc., have different values (Poister, 2003). This paper critically reviews the literature on effective PMS, examines the differences in PMS requirements of for profit and NPOs and discusses the implications to ensure that PMS are made effective for NPOs. An important aspect of NPOs is that they need to be efficient, since they operate with a limited budget, and many of them hire people, who must be paid wages. Performance management systems are different for profit oriented and NPOs, and the systems depend on products, and markets addressed, objectives of the organisation, and nature of operations. However, certain common elements are observed in both types of organisations. Differences are seen in the manner in which metrics are identified and evaluated (Bradach, et al, 2008). This section critically examines the literature on PMS and tools used to implement the practice. While the objectives of for profit and NPOs are different, both must be effective, utilise resources efficiently and meet their goals. A very important aspect of PMS is that it is a comparative tool, and this means that performance is measured with reference to a benchmark; else, the

Business strategy IKEA group Case Study Example | Topics and Well Written Essays - 2000 words

Business strategy IKEA group - Case Study Example Using secondary research this report will present the emergent and direct strategies of this company and will also explain the reasons for IKEA to follow them. The report will then explain the importance of written strategic plan and cite the approach companies must take to deal with emergent events. This report also presents the future strategies for IKEA by using Ansoff's matrix. The history of IKEA in the Appendices section shows its steady growth over the years. This report now gives examples of emergent strategies and direct strategies of IKEA and the reasons for following them. (i) The company generally works through a network of worldwide suppliers and doesn't manufacture its own products. But, the company has few factories that set benchmarks for their suppliers on production economy, and quality (Nattrass and Altomare, 1999). The company focuses on achieving efficiency at low cost without compromising on the quality (Rosenhauer, 2008). By setting an example in front of the suppliers, the company can get better products from them and deliver more customer satisfaction. (ii) IKEA is also the joint owner or financer in a number of countries to secure supplies and help suppliers develop (Nattrass and Altomare, 1999). This may increase IKEA's competitiveness as companies can increase their competitive positioning by undertaking key activities in the value chain. The company also makes efforts to form close relationship with the suppliers and helps them develop, and innovate through training programs (Rosenhauer, 2008). This ensures better cooperation with the suppliers who strive to give quality products at a very low price. Relevant and timely training can provide the valuable guidance that can help suppliers produce the right product for the customers. (iii) The global furniture giant is characterized by lesser hierarchical structure and absence of bureaucracy. This helps the company to have centralized control over key functional activities. The Chairman of the company believes that strategic decisions of an organization should be reached in a simple manner (Rosenhauer, 2008). IKEA also delegates important strategy decisions to their store managers (Nesbitt, 2004). Apparently, this freedom to take decisions will make the managers feel more responsible towards their jobs and they will become more loyal to the organization. Emerging Strategies (i) The company has begun to focus on inviting the customers to be involved in the design and production of the products. IKEA is focussed on redefining roles of their stakeholders in the furniture business so that it can effectively beat the competition (Rosenhauer, 2008). The company has also begun to target young people who have a liking for stylish designs available at affordable price (Winfield et al, 2004). By involving the stakeholders in the design the company can provide customers with products that they really want and this will give them a competitive edge. The company will no longer waste its energies in unproductive work and focus on making only those designs that click. (ii) IKEA was driven to change its strategy and pay more attention to taking care of the environment. The company was criticized for the huge packaging waste, using excess of PVC plastic and cutting trees to make its catalogues. This global home furnishings

Business - Executive presence Essay Example | Topics and Well Written Essays - 2500 words

Business - Executive presence - Essay Example This charismatic personality of the individual makes him attractive to people, thus the people follow him. Ultimately, people trust the leadership of the executive and they are assured of the sense of self. There are five classes of executive presence, which contain the sixteen executive traits. These classes include business intelligence, risk taking, interpersonal relationship, performance improvement, and self-development characteristics. The business intelligence characteristics include strategic vs. tactical, whole company perspective, and financial framework. Risk taking characteristics entail capitalizing on change and ambiguity, leaping ahead in one’s career, and going beyond the comfort zone. Interpersonal relationship characteristics include clear communication, managing vs. leading, and sharing the limelight. Performance improvement characteristics are composed of prioritizing an individual’s projects, developing solid thinking skills, and developing discernm ent. Lastly, self-development characteristics include knowing thyself, seeking feedback, gaining confidence, and training. These executive traits are important for the creating the executive presence in any organization. For instance, effective communication in a clear and precise manner is crucial for the development of executive presence. Executive Presence Executive presence is possessed by an individual who has a confident and a powerful persona. The charismatic personality of the individual attracts people and makes them follow the individual. Then, people trust in the executive’s leadership and they are assured of the sense of self. The individual is a strong force within the organization. The individual does not hesitate; he or she takes immediate action. He is confident and decisive with the choices and he is not wavered by anything. Even if the individual is wrong, his or her outward demeanor is not affected. He just tries again because taking risks is his part of th e natural approach (Garfinkle, 2011). The individual is assertive and constantly moves forward with what he wants. He believes in something and directs all his force and energy towards it. He is not forceful but very firm with his opinions and ideas. The respective with which the individual treats others prevents them from seeing his or her aggressiveness and assertiveness. The individual creates consensus with the others so that they feel included in the concepts that he or she encourages. When he or she leverages his expertise and the areas in which he is experienced, executive presence follows. As individual develops executive traits, he or she builds executive presences into an important component of the current state (Garfinkle, 2011).There are five categories of executive presence which encompass the sixteen executive traits. These categories include business intelligence, risk taking, interpersonal relationship, performance improvement, and self-development characteristics. B usiness Intelligence Characteristics Strategic vs. Tactical Having tactical skills (that is, the capability to manage day-to-day tasks and actions) is crucial to the success of the career. However,

Theory of Conceptual Change

Theory of Conceptual Change Introduction What is conceptual change? Conceptual change is a process that changes or replaces an existing conception with a new conception. It could be an idea, a belief or a way of thinking [1]. The shift or restructuring of knowledge and beliefs are what distinguishes conceptual change learning from other types of learning. In conceptual change learning, an existing conception might be fundamentally changed, replaced or assimilate by the new knowledge. The change forms a conceptual framework that is useful to solve future problems and explain the knowledge [2]. The theory of conceptual change was developed by a group of science education researchers and philosophers in Cornell University in the early 80s [2]. The theory was based on both Piagets notion of disequilibration and accommodation and Thomas Kuhns description of scientific revolution [1]. Conceptual Change from the epistemological perspective The term epistemological belief is defined as philosophical nature of knowledge and the process of knowing [3]. The influence of epistemological beliefs in classroom instruction in different domain and the way student perceive or manage their knowledge, is an interesting point of research [4], [5], [6]. Epistemological beliefs research proves that the naivety of students beliefs regarding the nature of learning and knowledge are strongly resulted from their less-sophisticated learning strategies, their lower level of cognitive functioning and flexibility of their cognition process [7]. The best known conceptual change model in science education is based on students epistemologies which is derived and refined by Posner, Strike, Hewson and Gertzog in 1982 [2] and applied to classroom instruction. Posner et.al. [2] suggests that classical conceptual change is similar to the Kuhns [1] notion of a paradigm shift and Piagets notion of assimilation, accommodation and disequilibrium. Classical conceptual change shows that dissatisfaction or cognitive conflict of the students occur when their belief and conception in the existing conception framework fail to meet the new conception. Therefore, the students must find intelligent, plausible and fruitful concepts to explain new concepts that may replace or assimilate with the old conceptions. The duration of productive conception in the students is too difficult to detect. The learning models use of constructs such as conceptual ecology, assimilation and accommodation suggests a constructivist notion based on Piagets research. Wandersee, Mintzes and Novak reported in 1994 [8] that these methods are more effective than traditional methods. However, it is rather difficult to compare the effectiveness of conceptual change approaches and other approaches. Different approaches to the teaching and learning process have different aims; hence evaluation should be set to meet specific goals. The aim in conceptual change depends on the way the approaches are used in classroom practice and whether the potential to achieve goals. According to Posner et al. and Hewson [2], it is the student who determines conceptual status and conceptual changes that associates with the constructivist learning theory and the highly personal nature of conceptions, viewed as mental models. The ability to select intelligible, plausible and fruitful representations or conceptions for a specific context is a measure of expertise [9]. However, researchers need to be aware that apparent conceptual changes may in fact be context-driven choices. The use of conceptual profiles proposed by Mortimer [10] in learning settings help to differentiate conceptual changes from contextual choices. Finally, the relation between epistemological beliefs and conceptual change learning needs to be highlighted for further research. Conceptual Change from the ontological perspective Students knowledge is represented by some researchers as an ontology, that is, as a representation of what is apparent for them based on what they know. A model called phenomenological primitives (p-prim) by DiSessa [11] interprets how students think about particular situations. Some believe that p-prim are additional aspects important to conceptual change. It is necessary to find effective representations of such information to be successful in inducing conceptual change. Some researches focus on conceptual change processes in terms of mental models. The pre-existing knowledge of children about how the world works involves the spontaneous changes and instruction-based changes at the mental model level [12]. Similarly, [13] argues that even very young children develop their own theories and speculate about phenomena. They believe based on the instruction, observations and experience from their daily life due to their ontological and epistemological commitments with the lack of scientific theories. A childs perception is constrained by their naive framework of presuppositions [14]. Chi [15] argues that conceptual change requires an ontological shift. The conceptual change process is hard because the lack of appropriate strategy to assign concept to a different ontological category. Mindful students can assign the concept into the correct category by revising their ontological commitments, categories, and presuppositions. Posner et al.,[2] primarily use epistemology to elaborate on conceptual changes and also research on the way that students view reality. Other researchers use specific ontological terms to explain changes to the way students conceptualize science entities [16], [17], [14]. Carey [18] reasons that sound knowledge restructuring during childhood shows that some of the childrens concepts cannot be compared with adults. Vosniadou [14] called for similarly radical changes in restructuring and also explains that revisions to central framework theories involve ontological and epistemological changes. There are many other concepts in which the scientists process views are incomparable with students material conceptions. The desired changes to ontology are not often achieved in school science. Despite this pessimistic view, change of school students material is possible. However, scientific concepts are highly complicated and the view of optimizing school science is different with scientific v iew. Consistent with ontological position is the research of Chiu, Chou and Liu [19] who adopted Chis [15] ontological categories of scientific concepts to investigate how students perceive the concept of chemical equilibrium. Because science concepts are not presented by teachers or in textbooks with any ontological differentiation, the desired changes to student ontology are not usually achieved in school science. Chiu et al. [19] argues that Posners [2] theory does not accurately represent the nature of scientific concepts which makes learning the concept difficult. Duit Sinatra [9], [20] utilization of Chis [15] theory has constraint based features which includes randomness, simultaneous action, and uniform activities. These features prevent students from deeply understanding the nature of this concept. Students in the cognitive apprentice group were more able to develop the microscopic concepts compared to the non-cognitive apprentice group. They were able to comprehend that the added compounds are eliminated by the reaction that they themselves caused as well as the macroscopic phenomenon of equilibrium evidenced in the reaction. The research also showed that matter concepts were relatively easily understood in a scientific context but students had more difficulty understanding dynamic and random activities of particles in an equilibrium state. Conceptual change from the affective perspective There are limited attention involving interest and motivation in conceptual change of the affective domain. This needs to be developed in science teaching because they play an important role in supporting conceptual change on the level of scientific knowledge. The classical conceptual change approach involves the affective by implicitly pointing to student dissatisfaction with prior knowledge. To support these issues, Pintrich et al. [21] articulated that a hot conceptual change is as evident as cold cognition. He emphasized that students self-efficacy and control beliefs, the classroom social context along with his goals, intentions, purposes, expectations and needs are as important cognitive strategies in concept learning. Students theories, beliefs and models are influenced by personal, motivational, social, historical factors and situational beliefs. Their background knowledge is often the constraint of knowledge restructuring. Individual goals, purposes and intentions promote co nceptual change in students. Educators who disregard the social and motivational factors in learning and teaching activities will cause limitation in the students change in knowledge [ 20]. Emotions and motivation are crucial to the possibility of change [23]. Although such models can reengineer human conceptual change in some instances, they fail to recognize emotional attachment to an idea. Conceptual change from the intentional perspective Intentional learning [22], [23] as a purposeful goal-directed type of learning process is internally initiated instead of environmentally initiated. Therefore it is totally controlled in the conscience of the student. The intentional student knows and believes in internal initiation and goal oriented actions in the process of absorbing knowledge. Intentional learning interrelates to educational psychology with the constructs of higher level of learning and reasoning, self-regulation, engagement, and critical thinking. The students must be purposeful to monitor and regulate their learning in a metacognitive manner. The lack of intentional learning in conceptual change may result in students assimilating new knowledge into existing ones without conceptual change. Gale Sinatra [24] argues that students conception have evolved from being a passive receiver of information to an active constructor of knowledge. From then on, students progress from being an active constructor to an intentional student as well. Intentional learning is an achievement and not an automatic consequence of human intelligence that develops spontaneously with age. It is not even promoted in schools. Bereiter and Scardamalia [25] argue that students meet the short-term goals of school tasks with their own strategies instead of taking the effort to intentionally learn. Although the learning process can be intentional, students do not take initiative to learn. Thus, intentional learning is considered as a non-automatic characteristic but something that develops with age. Students metaconceptual awareness can be improved by allowing them to visualize and express their ideas and beliefs verbally in group discussions. Collaborative learning, class discussions, observations, experiments and design of model, symbolic representation are significant for the growth of metaconceptual awareness and intentional learning. As a conclusion, intentional, motivated students are in control of their learning process [25]. Conceptual change from the social cultural perspective The overall culture and social conceptions also influences the conceptual change process. Solomon [26] states that socio cultural factors are significant in the learning process in achieving certain tasks. Solomon goes on to debate that if a students idea no longer exists, it will gradually be excluded from common interaction that might affect conceptual change process in students. The main outcome is to reform the social culture and to achieve understanding. As a whole, social culture is a huge influence in fostering conceptual change in students. Hatano and Inagaki [27], who studied socio cultural environments that induced instructional change in schools, found out that social interaction and classroom group activities results in considerable progress in knowledge restructuring. However, more research is needed to investigate different methods in which conceptual change can be effectively applied by combining cognitive and socio cultural factors [27]. Conceptual change from the multidimensional perspective The learning and teaching development is in need of pluralistic frameworks [28] to appropriately include the many perspectives from different views of learning. In science and scientific education, conceptual change in the multidimensional perspective appear to be promising to improve understanding of science teaching and learning [9]. In a nutshell, conceptual changes must consider epistemological, ontological and affective perspective ought to sufficiently manipulate the complex teaching and learning processes [29]. Future researches will merge ideas of conceptual change and theories on the significance of affective factors. In contrast, Venville and Treagust [30] used four different perspectives which employs Posner, et al.s [2] conceptual change model, Vosniadous [14] framework theory and mental model perspective, Chi et al.s [16] ontological categories and Pintrich et al.s [31] motivation perspective, to research on various learning situations in which analogies were used. Venville and Treagust [30] state that each of them contributed to different theoretical perspectives and has different roles played in the classroom situations. The importance of conceptual change in science education In the conceptual change model, students use their existing knowledge, which is their conceptual ecology, to determine whether the different conditions are met. The new conception must be intelligible (the meaning is understood), plausible (the concept is true), and fruitful (the concept is useful). If the new conception fulfils all three conditions, conceptual change occurs and learning proceeds without difficulty [32]. It is safe to assume that students do not come into science instruction class without any prior knowledge of the subject. [9]. As a matter of fact, students already have rich and robust misconceptions, or naive conceptions that contrasted with the scientific world. Their misconception and the accompanying commonsense form the basis of the conceptual framework which the students rely on to interpret and make sense of new instructions. The student conceptions, despite being a stubborn source to influence by instruction, are also the foundation of scientific conceptions. In traditional teaching method, procedural competence is emphasized [33] more than conceptual understanding. Teaching methods are geared towards delivering facts that are passively absorbed by students in class. Students do not challenge their existing beliefs without the stimuli of new conception, but instead accept the knowledge as it is. Therefore, conceptual change in education, which encourages problem solving and open discussion is conducive in constructing an accurate and lasting conceptual framework in students which will be useful for future knowledge acquisition. Challenges in Conceptual Change Research Despite decades of research and discussion in the field of science and education, answers to questions such as what exactly misconceptions are, what constitutes conceptual change and why is it so difficult remained unclear. These questions are the challenges that most conceptual change researchers face in their work. In order to promote deeper understanding, all naive knowledge needs to be repaired. However, naive knowledge is very resistant to change. According to Chi [34], because conceptual change is defined as the process of removing misconception, the definition is an infinite loop unless what constitute a misconception is established. While some naive conceptions or misconceptions are very difficult to change, other preconceptions are easier to change. Some of the reasons why misconceptions are hard to repair is due to the fact that they involve difficult to understand principles and concepts. Aside from that [34], because misconceptions are embedded in naive theories, and naive theories are difficult to separate with correct theories, the conceptual shift across both category is a difficult process. Lacks of awareness among students in their learning process often result in the inability to realize that their understanding is flawed. Students may not be aware of their own misconception and is unaware of their incorrect understanding. Similarly, in the context of miscategorization of concept, students may not aware if systematic interpretations can be generated using their miscategorized concept. Role of Computer in conceptual change research In the advent of computer architecture, computers evolved into a versatile tool capable of performing many tasks otherwise impossible for human being. Computers are not only useful as a tool in presentation and production, but recent studies aimed at using computers as learning enhancement tool successfully developed computer as a cognitive tool to facilitate the teaching and learning process. Consequently, this give rise to studies and development of using modern computer technologies to foster conceptual development and conceptual change assistance tools in classrooms [35]. We would like to focus on two major roles of computer as cognitive tools in enhancing conceptual change education and discuss in detail in the later: Computer simulations Agent technology Intelligent System as Assessment Method These cognitive tools were designed to provide effective and intelligible tools to provoke reasoning and comprehension skills. Together with the aid of educators, these cognitive tools act as a catalyst to promote and enhance learning experience and students conceptual change. Theories and models of conceptual change According to Piaget [36], the students knowledge changing process is identified by assimilations and accommodations and incorporates with equilibrium to foster conceptual change. Assimilation is the recognition process of fitting an event into an existing conception [37]. Accommodation, on the other hand, enables new conception to replace the previous conception by changing fundamental belief about how the world works. For accommodation to occur, we believe that a student must be involved in a state of cognitive equilibrium by becoming motivated. When the students expectations are not met, equilibrium occurs. If the words, ideas and experiences presented can be assimilated by the student, then there is no equilibrium and subsequently no conceptual change. Conceptual change does not depend on contradiction, but on equilibrium. In Kuhns [1] opinion, scientific revolution is consistent and follows a pattern. The basic way of perceiving, thinking, valuing and doing things is considered as a â€Å"state of crisis† due to its failure to solve or explain significant problems [1] within the scientific community. This situation, which is termed as a dominant scientific paradigm, gave conception to an alternative paradigm with the potential to solve the initial problem. The two conditions, between solving and not solving the scientific problem, increased a third probability situation in between, which is what known as â€Å"paradigm shift†, giving the world a whole new framework of thinking. Starting with a group of science education researchers and philosophers in Cornell University in the early 80s [2] , contemporary research and development of conceptual change theory was based on both Piagets notion of disequilibration and accommodation and Thomas Kuhns description of scientific revolution [1]. In an attempt to clarify the concept of conceptual change, many researchers have proposed different opinions of the theory. Bereiter and Scardamalia [25] postulated the ideas of the intentional learner and Pintrich, Marx Boyle [31] emphasized that conceptual change is more than conceptual. The emphasis for change is within the learners control and the notion of intentional conceptual change is in certain aspect similar to that of mindfulness [38]. It is assumed that learners are in full awareness and the state of change in mind is voluntarily, with the aid of motivation, cognition and learning. Hewsons [39] approach towards conceptual change is in favour of the constructivists idea [40]. The constructivism philosophy is founded on the basis that we construct our own understanding of the surroundings by using our existing knowledge. Since the construction process is influenced by social experiences, individually constructed knowledge is usually not idiosyncratic nor personal and Hewson [39] believed that individually constructed knowledge is rational [41]. However, the existing knowledge and socially accepted beliefs act as a hindrance to the interpretation of new experiences and influences the perception of new knowledge in any situation. Therefore, depending on individual knowledge foundation and beliefs, and the influences of social interaction, two individuals exposed to the same events may perceive and interpret them in very different ways. According to Vosniadou [42], the process of conceptual change in learning is a constructivist approach with the assumption that knowledge is gained in domain specific and theory-like structures. Knowledge acquisition is characterized by theory changes [42] and is continuous and progressive. According to Chi and Roscoe [43], conceptual change is the process of repairing misconceptions. According to Hatano and Inagaki [44], naive conception is formed in order to make sense and predict unfamiliar entities of the surrounding. Usually, very young children formulate their own explanations and predictions of the world around them. The formed naive conception is continually repaired and replaced by new, plausible ideas. Chi and Roscoe [43] also viewed these misconceptions as incorrect categorization of concepts, and therefore conceptual change is the reassignment of concept to correctly categorize the concepts. According to diSessa [44] conceptual change is the reorganization of the various kinds of knowledge into a complication system in the learners mind. According to this view, conceptual change is the process of cognitive reorganization of fragmented naive knowledge. In contrast, Ivarsson, Schoultz and Saljo, [45] regards that naive conception does not serve any purpose in conceptual change, since conceptual change is the appropriation of intellectual tools. In this context, conceptual change is the result of change in the usage of these intellectual tools, and occurs at the societal level. Conceptual Change Models The earliest model of conceptual change, termed as the classical conceptual change model is postulated by Posner et al. [2]. The classical conceptual change model was modeled from the epistemological perspective, and according to this model, there are four conditions before conceptual change could occur. The conditions are: dissatisfaction with existing conception, intelligibility, plausibility and fruitfulness of the new concept. The four conditions will be explored in detail in the next few paragraphs. In order for conceptual change to occur, there must be dissatisfaction with existing conceptions. Scientists and students will only make major changes in their concepts if they believe that less radical changes does not work. Thus, before an accommodation occur, that particular individual must have in mind unsolved puzzles or anomalies, and is dissatisfied with the ability of his current concept capacity to solve these problems. The new concept must be intelligible. This means, the new experience encountered by the student must be sufficient in order for a new concept to be structured from it. It is worth noting that researchers often emphasize on the importance of analogies and metaphors in aiding initial meaning and intelligibility to the new concepts [46], [47]. The new concept must also sound plausible in order to be acceptable. The new concept must at least seem to be able to solve problems generated by the prior concept; otherwise the new concept will not seem like a plausible choice. In fact, plausibility is resulted by the consistency of the concepts with other new knowledge. For example, a new idea in astronomy may less likely be accepted if it is inconsistent with the current knowledge of the subject matter. Prior to the 20th century, physical scientist were reluctant to accept the geologists claim for the age of the world, since theory regarding the sum to provide energy for the period of time was not founded yet. Lastly, the possibility of a new concept to provide further fruitful research program is also important. A new concept should have the potential to provide extensive and new areas for inquiry. Researchers and students alike, estimates the fruitfulness of an alternative conception by evaluating whether the concept opens to something interesting, worthwhile to explore. However, classical conceptual change was criticized for its overly rational approach. Vosniadous [48] framework theory approach attempts to meet the criticisms against the conceptual change theory. In framework theory approach, misconceptions are not considered as unitary nor faulty conception. The knowledge system consists of various different elements in a complex organization. [48] Taking into consideration the evolutionary factors as well as learners interaction with their physical and social environment and their availability of cultural tools, the formation of the learners initial theory is distinctive from the misconceptions produced after systematic instructions. The constructivist approach of framework theory approach assumes that new conception is built on existing knowledge structures [48]. The constructivist perspective provides a comprehensive framework for meaningful and detailed prediction of the process of knowledge acquisition. Lets look at conceptual change from the point of view of the educators. It is the responsibility of the educators to teach students in the way that students conception difference could be facilitated. In fact, latest education related studies tried to include the students conceptions in the process of learning, in which a concept called â€Å"conceptual change teaching† is formed [32]. In this concept, several stages of conceptual teaching are identified. These stages includes; firstly, the diagnostic or elicitation stage, where the educators uses diagnostic techniques to find out the students existing conceptual ideas and the reasoning behind the idea; secondly, the status change stage, in which educators uses designated methods to aid students lower the level of the existing incorrect knowledge and increase the level of the correct ideas; and lastly, the evidence of the outcome, whether the outcome of the learning process is partly based on the consideration of the prior exi sting knowledge. During the different stages aforementioned, there are different contributing factors, or variable that affects the teaching of conceptual change. These variables include metacognition, classroom climate, role of teacher and the role of learner. Metacognition refers awareness of thought processes, and is related to cognitive functions such as perception and attention [49]. Educators should encourage students to look at the ideas in a third persons perspective, stepping back to evaluate both the new and old ideas, and express their opinions. Classroom climate refers to the atmosphere where the learning process is conducted, and the relationship between the educators and the students. There must be a mutual respect of ideas in order to foster a positive climate for learning. As a teacher, or educator, the role of teacher is to ensure that the students are provided ample opportunities for self expression without being judged. An educators role is to deliver knowledge and the educator themselves must be aware that the knowledge that transpires in the lessons ought to be shared and discussed, rather than dispelling ideas that are different from their own. As a student, or learner, the role of learner is to be responsible of their own learning, to take interest in ideas different from their own and to synthesis new ideas from different sources, rather than expecting to memorize knowledge delivered by the educator. These variables to facilitate teaching have been successfully implemented in different levels of education and subjects [50], [51]. Lets look at the alternative conception. In the alternative conception survey, there are many misconceptions that affect conceptual change, but the variables are inferential and hard to distinguish, especially for perceptions that are reported by subjects themselves [52]. Three of the most general evidences stemmed from experience and perceptions, a wide variety of cultural values and ideas, and language factors. According to Hawkins and Pea [53], young childrens scientific knowledge structure is constructed on a â€Å"domain by domain† basis† before they receive formal education. Therefore, children are active constructors of their own knowledge framework. By interacting with the physical world and cultural environment, young children actively ask questions and give reasons about things in their point of view to gain â€Å"more predictive control† over their surroundings. The child learns about expectation of his own actions by the action of others, as well as the reaction of the physical world, and construct non-scientific framework of their encounters, which form the basis of their interpretation of natural and social events. Growing up children in all societies discover a many phenomena that facilitates learning, but not all discoveries are automatically interpreted, explicated and causally related in their mind. Prior to formal education or instruction, the childrens understanding is sufficient in interpreting and guiding them in their daily life [54] but this pre-conception of idea may drastically hinder formal scientific learning in classroom. The origin of conception is also heavily influence by the culture where the students grow up in. The social scene is highly critical in influencing the perception of a particular task in the learning environment [55]. Radical viewpoint differences from the accepted notions within the social scene will not survive for long as they will generally be excluded from social intercourse. Many young children do not have the ability to withstand the pressure, and the desire to be accepted will cause many ideas to be abandoned. Therefore, the strong influences of the overall culture on students perception and understanding cannot be ignored by the educators. Quoting the example of Lopez [56], the Itzaj (a people native to the Americas) and the North American college students are observed in the folkbiological taxonomies. It is observed that the Itzaj subjects have a unique way of categorizing bats. While the American group categorized bats with insectivores and rodents (scientifically correct to a certain degree), the Itzaj left them ungrouped and in a general category, or they classified the bats as birds. While formal interview revealed that the Itzaj agree that the bats is more like shrews and small rodents, they refuse to classify bat as mammals because they â€Å"knew† bats are birds. The influences of their culture caused the Itzaj subjects to ignore the relationship of bats to mammals. On the other hand, scientific understanding influences in the culture of the American college students, however, enable the North American college students to have misconceptions such as the Itzaj. The language, being the medium on interaction, is an influential variable in conception. Word meanings and usage may differ from individuals, and the correct term used by educators might be different from what the students perceive in their naive knowledge. Especially in scientific learning, concepts and definitions ma

A Remarkable Woman Of The Early West :: Free Essay Writer

Margaret Ann Martin was born in Greenfield, Nelson County, Virginia on January 20th, 1834. Her parents were Hudson Martin and Nancy Thorpe. Hudson Marton was born in Virginia in 1765. At the close of the Revolutionary War, Giddeon Martin, his after moved to Kentucky. Giddeon Martin had fought for seven years in the Revolution under General George Washington. Hudsont Martin and Nancy Thorpe were married March 22nd, 1824. The following children were born to this union John, their only son, and daughters Jane, Mahalley, Margaret Ann, Nancy and Jennie. They were raised in Virginia. Margaret Ann's mother died in 1859 and her father in 1861. Margaret Ann was married to Andrew Jackson on December 16th, 1858. They loved in Broxton County, West Virginia. Andrew Jackson, joined with the Confederate Army and was made Captain of Company B-19th Virginia Cavalry. Mrs. Jackson was ordered north in the fall of 1863. All of her possessions and property were confiscated and she was allowed to take only her two saddle bags of clothing, approximately sixty pounds of baggage. She was carried on horseback, under a flag of truce through the Confederate lines to her house in Virginia. During his four years of service in the army, Captain Jackson came home to visit his wife three times. On one visit, he only had time for dinner with her and had been gone about fifteen minutes when the house was surrounded by soldiers. Once he came for a visit overnight and at another time for nine days. At the close of war, Captain and Mrs. Jackson moved to South Carolina two years in the fall of 1865hey started West by ox teams, stopping in Bandera Couny, Texas, where they remained until 1873. Mr. Jackson was running a sawmill there. They left Texas, May 1873 with three wagons and ox teams, driving five yoke of oxen to one wagon and four yoke each to the other two wagons. They avaraved from twenty to twenty five miles per day. At night, when camped, two oxen were necked together and belled. They spent that winter in Trinadad, Colorado, where they could have good range for there cattle, remaining there until May 1874 when they started north on the third leg of their journey, going out by Larma City, Pueblo, Denver and down to the great Salt Lake, hence to Corrine into Idaho, down the Snake River to Munds Ferry, then out over the Powder Range into backer City, Oregon. From here they traveled into Grand Round Valley, crossed the Blued mountains into Walla-Walla and continued up the Columbia

Afghan-war prisoners Essay

Some insurgents’ failed attempt on an US military convoy was provocation enough for them to gun down 16 civilians, leaving another 25 severely wounded. The groups – dead and alive, contained woman and children. It is an event of March 4, 2007, took place in Iraq, on the Jalalabad highway in eastern Nangarhar province. The day next US army again responded the terrorist attack by 2000-pound aerial bombing in the civilian area, killing five women and three children. This happened at the Kapisa outpost. These are regular features in Iraq; between January 2006 till date, more than thousands of civilians were killed by US attack. Back home, US authorities are no less active under the ‘anti-terrorism’ movement. Ahmed Alenany, an Egyptian physician, was picked up from the road of New York City and was detained for five months, charged with overstaying, in spite of his valid ground of filing for its extension well before the expiry. His fault was that the police found two pictures of WTO in his car and he held a roadmap when arrested. That was one bubble on the sea. The United States securely took away 650 Afghan-war prisoners to their military base at Guantanamo Bay, Cuba, where they are reportedly passing their days in small single-person cells. India: On July 2005, four Kashmiri youths went to attend a wedding in Vilgam, Kupwara, and while out in the open at night for smoking away from the disapproving adults, three of them were gunned down by the Indian army all on a sudden. Later army admitted its mistake and wanted to compensate, though there was enough effort to suppress this news. India is also experiencing zero tolerance in counter-terrorism, especially after the militant attack on its parliament on December, 2001. They have even created a special law, â€Å"POTA† , which is capable of detaining anyone under the slightest suspicion on any ground of terrorism, that would later arrest 131 Muslims for the Godhra carnage of Hindus in 2002, who later retaliated with the killings of 2000 Muslims throughout the Gujrat state, were mostly able to slip past this law. China: Charged for â€Å"crimes of terror† and â€Å"incitement to separatism†, the popular religious leader Tenzin Delek Rinpoche was arrested in Sichuan on a night in December 2002 and sentenced to death. He was linked to the series of bombings. Same fate met his co-defendant Lobsang Dhondup, even quicker as he was executed. Now the open secret was that the authorities were up against his activities all the time, as he was a known supporter of the Dalai Lama. Egypt: This country has a track record of arresting hundreds of people either for their proximity to the Muslims, or for possessing â€Å"suspicious† literature. In a known case, 94 such victims, allegedly belonging to an â€Å"Islamic Group† though none heard about its name), were arrested in May, 2001. It was before the September 11 attack and after the attack, they were charged additionally for plotting to kill the government officials! The hapless victims belong to almost all rank and file – Doctors, engineers, professors, to name a few. They were dragged into the military courts whose norms, understandably conform to the trial standards set internationally. Accordingly, 51 were convicted! Georgia: Armed by the US support Georgian authorities have targeted the Chechens at Pankisi Gorge, a place which Russia also labelled as a â€Å"haven for the terrorists†. Here the governmental approach to the human rights violations is indicative of non-caring, as it is echoed by the words of its President Eduard Shevarnadze, who, right after extraditing five Chechens to Russia (October 5, 2002) without holding any court, said, â€Å"International human rights commitments might become pale in comparison with the importance of the anti-terrorist campaign†

Free Union An Analysis

Free Union An Analysis The poem â€Å"Free Union† is written by the surrealist poet Andre Breton. It is great in many ways: as a free verse, for its complex nature, and is great for the unconventional ideas with which the female anatomy is depicted in the poem. Therefore, the title is to be seen as having different ideas and meanings.Advertising We will write a custom research paper sample on â€Å"Free Union†: An Analysis specifically for you for only $16.05 $11/page Learn More â€Å"Free Union† can be seen as the free union of the two sexes in general, between the poet and his wife, or between the poet and the ultimate woman living in his imagination. It can also indicate the free union of various heterogeneous images lying compressed in the poem, the images which otherwise would have remained unrelated in the outside world. It must also be taken as the free union of the strange and paradoxical words in the poem set with their utmost freedom. This paper is a n analysis of the poem to see its surrealistic qualities, to highlight the beautiful way in which the poet depicts the female body, and also to examine how various images used in the poem help the poet in bringing out the central idea contained in it. Surrealism began as a movement in arts and literature. It attempted to express the workings of the unconscious mind in art by strange imagery and unfamiliar juxtaposition of content. Though the movement was influenced by Dadaism, its originator is Andrà © Breton, the author of â€Å"Free Union†. It had important precursors in Baudelaire, Rimbaud and Lautrà ©amont. It also embraced Marxism for its revolutionary ideas. It believed in looking at the world with keener eyes and wanted to go beyond the conventions. Surrealism was more positive and was indeed an instrument of knowledge. Andre Breton’s poems must be read with these artistic and literary changes in mind. For him true reality lay in the subconscious, and he devel oped concepts and techniques to explore and express those depths. Therefore, in â€Å"Free Union† when he looks at the female body, his subconscious eye is active and it also has a Freudian approach to reality. The opening line can be taken as an illustration of it: â€Å"My love whose hair is woodfire her thoughts heat lightning her waist an hourglass† (Breton). Like Donne, he juxtaposes various images, but to get a proper meaning of the quoted line the reader has to go through the entire poem. The readers may get perplexed as they move through the diverse images in the poem, and for a coherent idea they have to be yoked together. They may get confused as the poet describes the same part of the body with several different, if not opposing, images. For example, Breton describes the tongue of his beloved as â€Å"smooth as amber and as glass/ my love her tongue a sacred host stabbed through/ her tongue a doll whose eyes close and open/ her tongue a fantastic stone† (Breton).Advertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More This must be because her tongue has not just created one memory or one experience in the poet, but several. They bubble up from the unconscious mind in such a surprising way that a single image from the outside world is not enough to highlight what that female tongue had been to the poet in his life. Its passive nature, its erotic power, and its wounding power are juxtaposed in one line with various images. Similarly the poet moves on to the other parts of the body of his beloved with mixed memories and feelings. The readers have to delve deep into their unconscious, as the poet does, to knit a coherent meaning of the poem. As Keith points out, â€Å"The poem moves to an apparent climax in the evocation of the sex in terms of successively a gladiolus, a placer (deposit where precious metals such as gold or pl atinum may be found), a duck-billed platypus, seaweed, old sweets, and a mirror† (Keith). It is with the skilful manipulation of words that the poet is able to do this. A close observation of the poem, â€Å"Free Union†, reveals the way images are arranged and also the way they associate with each other or one another. The lines describing the lower part of the body, â€Å"my love whose legs are fireworks moving like clockwork and despair/ my love her calves of elder tree marrow/ my love whose feet are initial letters/ are keyrings and sparrows drinking† are an example of this. The tone is not only persuasive, but authoritative too. The reader’s attention moves from the leg to the images which stand for the leg. The poet is engaged in exploring something through these images and in these observations intuition has more importance than reasoning. The conventional way of using images with established relationship is replaced with new and strange ways. The re al gives way to the surreal in Breton’s poems. Everyone is familiar with a lady’s back and its beauty, with its erotic curve, but when Breton says that his lady’s â€Å"back is a bird’s vertical flight/ whose back is quicksilver/ whose back is light† (Breton), the reader is compelled to view the back of the fair sex again in a new light. He is sure to remember its â€Å"vertical flight† and its lightness, but it demands a thorough search into the past associations with one’s beloved. Mathews observes that â€Å"The more we read his verse, the more we perceive that it is the fugitive, fragile quality of the imaginative revelation that gives his poetry its special mood† (Mathews). One object in the poem either overlaps upon the other or is transformed into a new one.Advertising We will write a custom research paper sample on â€Å"Free Union†: An Analysis specifically for you for only $16.05 $11/page Lear n More For Breton objects become subjects. In other words, what one has conceived as an object is turned into a subject in the poem when it is used as an image to represent an intimate experience. What looks as mere appearance is penetrated into by the poet and he makes it a familiar one. The ordered classification is upset and the surrealist poetry creates a new order in the minds of the reader. Initially the poet describes how the eyelash, the eyebrow, and the temples of his beloved are, but it is in the last lines he reveals how her eyes really are: â€Å"my love of savannah eyes/ my love her eyes of water to drink in prison/ my love her eyes of wood always to be chopped/ eyes of water level earth and air and fire† (Breton). The images juxtaposed in these lines push the readers from the faà §ade of outer reality into the realm of surrealism. It is not the description of mere body but that of the soul too. The duality of body and soul, and the concept of time and p lace are altogether upset in the poem. Though Breton uses art as an artifact, he moves beyond in order to express his philosophical ideas and to show what surrealist techniques in poetry can achieve. In the words of Martin Seymour-Smith and Andrew C. Kimmens: â€Å"His influence has been so wide as to be almost incalculable: on psychoanalysis and feminism through Jacques Lacan; on politics via Herbert Marcuse, as well as anarchist thinkers; on criticism through Roland Barthes andAdvertising Looking for research paper on literature languages? Let's see if we can help you! Get your first paper with 15% OFF Learn More countless others; on British and American poetry via David Gascoyne, Robert Duncan, and, again, countless others† (Martin). The poem, â€Å"Free Union†, is great as a free verse, as a surrealist poem, and above all for its content. It teaches the power of the metaphor and ignites the readers’ imagination. Breton kept on pursuing the quest for freedom; he followed its course without thinking of the consequences. The greatness of Breton as a poet and the enduring literary significance of him can be traced in this fact. Reference Aspley, Keith. Free Union: Overview. Reference Guide to World Literature.Ed. Lesley Henderson. 2nd ed. New York: St. James Press, 1995. Literature Resource Center. Web. Breton, Andre. â€Å"Free Union†. Web. Matthews, J. H. Andre Breton. European Writers: The Twentieth Century. Ed. George Stade.Vol. 11. New York: Charles Scribners Sons, 1990. Literature Resource Center. Web. World Authors 1900-1950, Edited by: Martin Seymour-Smith an d Andrew C. Kimmens, The H. W. Wilson Company, 1996.

Why Batteries Discharge More Quickly in Cold Weather

Why Batteries Discharge More Quickly in Cold Weather If you live in a place that gets a cold winter, you know to keep jumper cables in your car because theres a good chance you or someone you know will have a dead battery. If you use your phone or camera in really cold weather, its battery life drops, too. Why do batteries discharge more quickly in cold weather? Key Takeaways: Why Batteries Lose Charge When It's Cold How long batteries hold their charge and how quickly they discharge when used depends on battery design and temperature.Cool batteries hold a charge longer than warm batteries. Cold batteries discharge faster than hot batteries.Most batteries can be damaged by excessive temperature and may ignite or explode if its too hot.Refrigerating charged batteries may help them hold their charge, but its best to use the batteries near room temperature to ensure they last as long as possible. The Effect of Temperature on Batteries The electric current generated by a battery is produced when a connection is made between its positive and negative terminals. When the terminals are connected, a chemical reaction is initiated that generates electrons to supply the current of the battery. Lowering the ambient temperature causes chemical reactions to proceed more slowly, so a battery used at a low temperature produces less current than at a higher temperature. As cold batteries run down they quickly reach the point where they cannot deliver enough current to keep up with the demand. If the battery is warmed up again it will operate normally. One solution to this problem is to make certain batteries are warm just prior to use. Preheating batteries is not unusual for certain situations. Automotive batteries are protected somewhat if a vehicle is in a garage, although trickle chargers (aka battery maintainers) may be needed if the temperature is very low. If the battery is already warm and insulated, it may make sense to use the batterys own power to operate a heating coil. Keep smaller batteries in a pocket. It is reasonable to have batteries warm for use, but the discharge curve for most batteries is more dependent on battery design and chemistry than on temperature. This means that if the current drawn by the equipment is low in relation to the power rating of the cell, then the effect of temperature may be negligible. On the other hand, when a battery is not in use, it will slowly lose its charge as a result of leakage between the terminals. This chemical reaction is also temperature dependent, so unused batteries will lose their charge more slowly at cooler temperatures than at warmer temperatures. For example, certain rechargeable batteries may go flat in approximately two weeks at normal room temperature, but may last more than twice as long if refrigerated. Bottom Line on the Effect of Temperature on Batteries Cold batteries hold their charge longer than room temperature batteries; hot batteries dont hold charge as well as room temperature or cold batteries. Its good practice to store unused batteries in a cool location.Cold batteries discharge faster than warmer batteries, so if youre using a cold battery, keep a warm one in reserve. If batteries are small, keeping them in a jacket pocket is usually good enough.Some types of batteries are adversely affected by high temperatures. A runaway effect can occur, potentially leading to a fire or explosion. This is commonly seen in lithium batteries, such as you might find in a laptop or cell phone.

Type 2 diabetes Essay Example | Topics and Well Written Essays - 2000 words

Type 2 diabetes - Essay Example If this process does not occur, then the blood sugar rises beyond the desired amount, which is 160 mg/dl on the upper limit (Macleod, 2007). Until recently, type II diabetes was considered to be a disease for the adults but current trends have shown that even children are at the risk of acquiring it thanks to poor lifestyles, which have culminated into numerous cases of childhood obesity. This paper will discuss type II diabetes, its causes and effects as well as its prevalence rate among other related issues. Type II Diabetes Type II diabetes is considered to be the most prevalent among the various types of diabetes that we have such as type 1 and gestational diabetes. This is due to the fact out of the approximated figure of 220 million people suffering from diabetes worldwide, 90% are said to be suffering from this type II diabetes (Zimmet, 2009). It is sad to note that a lot of people continue to lose their lives as a result of diabetes, which, according to health experts, is a d isease that is mostly reliant on our lifestyle and therefore is preventable. It is estimated that in the year 2004, 3.4 million patients lost their lives and to make matters worse, statistics indicate that the rate of deaths will have doubled in the period between 2005 and 2030. Currently, it is estimated that 285 million i.e. ... For example, India is believed to have the highest number of diabetic cases with approximately 51 million patients, followed by China with more than 43 million patients (Takrouri, 2007). This can be attributed to poverty, which makes it difficult for people to access medical services in terms of regular checkups so as to perform early diagnoses. Most people in these regions will find it necessary to visit a doctor when the condition has already become chronic and therefore more difficult to treat. This is made worse by the fact that type II diabetes is not easily detectable as it is considered as not having obvious symptoms in its early stages, which makes it almost impossible for someone to suspect that he or she is suffering from the disease. In fact, research indicates that a person can live with the disease for as long as 10 years or more without knowing (Chase, 2002). There are various symptoms which when observed, a person should take the step of consulting a doctor so as to co nfirm whether he or she is ill or not. These are for example frequent urination also known as polyuria, fatigue, increased hunger and thirst as well as unintended weight loss. Polyuria in this context results from high concentration of glucose in the blood, which triggers the flow of water from the cells through osmosis and into the bloodstream, in an effort to create a point of equilibrium (Elaine, 2007). Consequently, the water in the bloodstream increases and as a result, the kidney is forced to react by ejecting it out as urine and the cycle continues. By so doing, it means that a lot of water is discharged from the body unnecessarily and therefore, the patient becomes increasingly

International Business (Embraer Corporation) Essay

International Business (Embraer Corporation) - Essay Example The internationalization strategies that the companies resort to, often involve numerous factors. In the light of this fact, it should be stated that most governments are interested in attracting the financial resources of the Multinational Corporations. Therefore, while some companies develop their product, extend markets, increase the amount of workers, the others win governmental tenders, invest, and look for partners. Another aspect of the trade globalization strategy is closely linked with the opportunity to create employments all over the world. While the governments get an opportunity to reduce unemployment rates, the MNCs enjoy lower labour costs. The aim of the research is to analyze the globalization and expansion strategy of the EMBRAER (EMBRAER - Empresa Brasileira de Aeronautica S.A.). Since it is one of the largest aeronautical and aerospace conglomerates, it should be highlighted that the Brazilian globalization experience may be regarded as a universal path to success for other corporations with headquarters located in the developing countries. Company Overview. The company was founded in 1969 as a government owned corporation. It was engaged in developing and building aircrafts, including commercial and military machines. The globalization process of the EMBRAER Corporation started in 1994 when the company was privatized. The manufacturing capacities are concentrated in Brazil, and by 2010 the company had occupied the third place among the largest commercial aircraft suppliers (jointly with the Canadian Bombardier), while the first two places righteously belong to Boeing and Airbus. The total number of employees exceeds 17 000, and the expected net income in 2012 approaches to $ 350 million. Business units of the corporation are located in Brazil, USA, China, France, Portugal, and Singapore. In general, the internationalization of the aircraft business became the key driver of the expansion processes in EMBRAER. (King, 2006) In accordance with the official data, given on the website (Embraer Profile, 2012), the growth in 2000s was mainly stipulated by the increased demand for the ERJ aircrafts family. Considering the fact that the world demanded high flight safety after September 11, 2001, the company succeeded to adapt to the changed requirements of the aircraft building industry. The expansion strategy of the EMBRAER Corporation is mainly associated with the opportunity to invest into the aircraft and air transportation industries. Therefore, as it is stated in Kronemer (2006), American Airlines operates up to 200 ERJ jets. Regardless of the fact that AMR owns these aircrafts through the American Eagle Company, the EMBRAER had an opportunity to provision up to R$583.2 million. In the light of this fact, it should be stated that the described decision could influence the secondary market for medium sized jets, and the company performed essential restructuring the financial management oriented at international markets. Jo hnson and Turner (2003) emphasize that such a restructuring was needed for covering potential expenses, and getting financial guarantees linked with the ERJ 145 jets supplies. The next step was linked with the investments into the customer support network. Executive aviation is regarded as the sphere with the highest priority. On the other hand, the commercial aviation investments were