As You Show Sow U Ripe

This saying has extraordinary importance in consistently life. It implies as the activity seems to be, so is the outcome. A decent activity has a decent outcome, and a malicious activity has an awful outcome. An outcome is the regular product of man's activity. Satisfaction or wretchedness in life relies on the deeds of man and neither any mishap, nor a setback is liable for our difficulties. Grapes can't be assembled from prickly hedges. In the event that you sow wheat, what collect you can anticipate. It is consequently the man who is answerable for his disappointment. In the brilliant time of youth, in the event that you sow the seeds of inaction, unfortunate propensities, you will harvest nothing, yet wretchedness, difficulty and embarrassment: yet on the off chance that you sow the seeds of industry, tolerance, solid will, life will be splendid and productive. The activities of man shape his life to come. So everyone must be careful that he manufactures his future life in the correct manner. So let our field of life be toss with the seeds of goodness and great deeds, so we may procure a rich gather of satisfaction here and here after. As you sow so will you reap’ is a saying which implies that activities or deeds of an individual reimburse him/her in kind. Source of the precept is followed to the Bible, Galations VI (King James Version): Whatsoever a man soweth, that will he additionally harvest. To comprehend the saying better, one needs to know the implications of terms utilized in the precept and pertinence of such words with the activities and results. Seeds are the grains of a yield collected at the development of the harvest. These seeds are planted in the field to increase them through generation. In the event that seeds are solid, these will create sound plants and they will deliver a decent yield. In opposition to this, on the off chance that one sows frail and unhealthy seeds, there are chances that plants rising up out of these seeds will be powerless and ailing also. Our activities and deeds are similar seeds. On the off chance that one sows seeds of grasses, one will gather the yield of grass and not an oat crop like wheat or rice. He needs to plant seeds of wheat or rice to reap the grain or oat crop. Law of the Karma specifies if an individual is spreading satisfaction through cause and kind it implies he is planting the seeds of bliss that will create the products of joy. This essentially implies beneficial things happen to the individuals who accomplish great work and terrible things happen to individuals who enjoy doing awful things consistently in their lives. You can peruse here an exceptionally fascinating story of a rich and poor person who were bound to paradise and damnation according to their deeds after their passing. I read a decent article wherein writer can't help contradicting the well known saying. Creator visited a mature age home and found a few elderly individuals enduring truly and inwardly. These individuals kept themselves occupied for winning and thinking about their youngsters, they got disregarded by the kids and even tormented to such a degree, that they need to take cover in mature age home. This is genuine this is the tale of double-crossing by their own youngsters yet they are themselves answerable for their destiny. In the majority of the cases, these individuals were occupied. This is an adage from the book of scriptures. Man is answerable for the impact of his activities. In the event that the activity depends on goodness, it will produce just goodness over the long haul. On the off chance that the activity has been detestable, the result likewise will in general be malicious. The Holy Gita and Koran additionally underscore the equivalent. Goodness is the offspring of good deeds and adversity and catastrophes are the offspring of malice. On the off chance that we do great, regardless of whether it doesn’t yield legitimate outcomes promptly we can absolutely expect goodness out of it later on. This needs us to check our activities at whatever point they will in general be underhanded or destructive to other people. Additionally, great deeds supply us with a reasonable inner voice in this manner making our lives smooth and sprightly. In short goodness will consistently bear goodness in our life. As you sow, so will you reap† As the platitude goes, â€Å"As you sow, so will you reap,† we will be remunerated or rebuffed by the fortunate or unfortunate deeds that we do. We as a whole realize that we can't escape from the law of nature. Planting and procuring, are an integral part of the law of nature. In the event that we sow great seeds in our lives , we will get great outcomes. Be that as it may, the opposite will occur on the off chance that we choose to misinterpret. To study or work truly, and perseveringly is one approach to plant great seeds. So as to get great outcomes, we have to buckle down. We should not be lethargic and must not have the soul of tarrying, in light of the fact that when you delay, you won't finish the work that you should complete on schedule. We additionally should be and have the soul of trustworthiness and perseverance. At the point when you do every one of these things effectively, you will prevail in your work. You will get great outcomes which will satisfy you and the individuals around you. You will likewise carry on with a decent life later on. Planting and harvesting are for the understudies, yet additionally for working individuals. There are a considerable lot of them who have succeeded and there are numerous individuals who have fizzled. Those individuals who have prevailing in their work, exceeded expectations in their examinations when they were more youthful. Those individuals who neglected to succeed basically planted terrible seeds when they were more youthful. For instance, these days adolescents ingest medications, and when they ingest medications, several cells will pass on and they will feel frail. This will prompt a chain of negative occasions. On the off chance that they are powerless, they can't focus on their examinations. Right away, they will before long arrive at a working age at the same time, the reality check is that they will secure that no position anticipates them aside from modest employments.

Two-Factor Theory of Emotion Essay Example for Free

Two-Factor Theory of Emotion Essay One day my sister was running for her group she was late for and had a test in. She chanced upon one of her associates. Her heart began siphoning quick, her body trembling and she was stammering while at the same time conversing with him.She thought she felt that way since she preferred him as nobody has ever constructed her adrenaline hurry to that degree. This conduct is identified with the two-factor hypothesis of feeling, which is the possibility that an individual first encounters physiological excitement and afterward looks for a suitable clarification for it, this two-advance self-recognition process brings about a passionate encounter. Once in a while, the most sensible clarification isn't the correct one, and individuals wind up causing mixed up decisions about what made them to feel the manner in which they did and this is called misattribution of excitement. Schachter’s hypothesis expresses that in light of the fact that our physical states are hard to mark on their own,we use data in the circumstance to assist us with causing an attribution concerning why we to feel stirred. My sister imagined that she really liked the person as a clarification for the physiological excitement she encountered. As indicated by the hypothesis, her translation to the passionate experience she experienced wasn't right; she was really rushing to a class she’s late for and scared of missing the test. She was at that point anxious because of these reasons and thusly she encountered this physiological excitement. In any case, when she felt that way, she erroneously related it to the person she met, which is viewed as a misattribution of excitement circumstance. Perhaps on the off chance that she met him in a typical circumstance, she can judge plainly whether her decision was correct or not.

From Pullout to Inclusion in a Service-Learning Project :: Teaching Education Research

From Pullout to Inclusion in a Service-Learning Project Presentation Administration learning is no puzzle to the individuals who have been working with English Language Learners in the United States, who are regularly underestimated foreigners and outcasts, and who for phonetic and social reasons are misjudged. TESOL (Teaching English to Speakers of Other Languages) experts are often their mouthpiece, if not their backers. As promoters of these â€Å"other† societies and dialects (who for the most part bolster bilingual instruction), we are viewed as a sort of outsider sustaining the migration and â€Å"illegal outsider problem.† As anyone might expect, given the expansion of foreigners and evacuees in the U.S. in such a limited capacity to focus time, numerous instructors and managers have depended on their best impulses instead of the best hypotheses or strategies to work with English language students. For a certain something, the populaces continue evolving. Inside not exactly 10 years, numerous projects have served understudies from various foundations with totally various requirements going from low proficiency Hmong to high education Russians. Educators are regularly approached to be specialists without having adequate preparing in language showing strategy or in second language and proficiency improvement. In spite of their model strategies in different manners (e.g., errand and undertaking based learning, basic reasoning, helpful learning), they do what they believe is ideal, frequently depending all alone past encounters learning an unknown dialect in the U.S. Also, TESOL experts (not a stone monume nt, we comprehend) are familiar with huge semantic and social assortment alongside a considerable lot of vagueness. Questions have large amounts of our reality. At the point when administration learning converges with TESOL, what is called for is another sort of aptitude. In this paper, we set out to scrutinize the slippery idea of mastery in organization with administration learning. Mastery inside any control is an aggressive objective and significantly under the best conditions, aesthetic sciences personnel once in a while consider themselves planning specialists. In the TESOL world we have since a long time ago realized that our skill isn't secured our own capacity to â€Å"technify† our understudies (or our instructors), or to fill youthful (and old) personalities with hypothesis. Following Edward Zwotkowski (1999) we comprehend that ability incorporates more that hypothetical understanding and specialized expertise; it likewise incorporates the top to bottom information that originates from having lived with an issue or situation over an all-encompassing timeframe. We have not needed to look exceptionally elusive those living with sorts of issues.

Sit Back, Relax, and Enjoy the Ride An Inquiry of Hyper-Capitalism in The Cave - Literature Essay Samples

Communist ex-Prime Minister of Cuba, Fidel Castro, resolutely declared, â€Å"I find capitalism repugnant. It is filthy, it is gross, it is alienating†¦because it causes war, hypocrisy, and competition† (brainyquote.com). Nonetheless, the vast majority of today’s sovereign nations have bought into the neoliberal capitalist philosophy, overlooking the societal harms of this modern globalization of capitalism. Castro’s staunch critique of free market economics echoes the ideas of Jose Saramago in his novel, The Cave, a scathing indictment of mindless industrial advancement. Saramago suggests that the Center’s unchecked commerce homogenizes its society, and he illustrates this theme through both the attempted control over nature and removal of Cipriano’s sense of individuality. The Center standardizes the entire landscape by controlling the Center and the outside fields of the Green and Industrial Belts, representative of the exploitative nature o f capitalistic expansion by the Center. The Center is the archetypal representation of corporate capitalism, and a crucial part of its society’s economic system is to move away from village-made products to corporatized farms and synthetic goods. Specifically, Saramago exposes the society’s consumerist trend when the assistant head of department illuminates the reason why pottery sales have dropped: â€Å"It was the launch of some imitation crockery made out of plastic, it’s so good that it looks like the real thing, with the added advantage that it’s much lighter and cheaper† (Saramago 12). Essentially, the Center’s modern consumers prefer the â€Å"imitation† industrial plastic crockery to the natural ceramic kitchenware, merely one of the many consumerist trends that the Center converts as an all-powerful market force to increase its industrialization. In fact, the Center is ever expanding in its appetite for more land, as Cipriano notes that the Industrial Belt â€Å"m ore and more resembles a continually expanding tubular construction, a network of pipes designed by an eccentric and built by a maniac† (Saramago 218). Hence, Saramago demonstrates how the expansion of the Center’s control over its neighboring land for â€Å"construction† and other industrialization purposes is simply â€Å"maniac[al]† in nature. Moreover, Saramago offers further description of the Industrial Belt, and denotes its exceedingly mechanized nature with its â€Å"chimneys belching out pillars of toxic fumes into the atmosphere, long-armed cranes, chemical laboratories, oil refineries, fetid, bitter, sickly odors, the strident noise of drilling, the buzz of mechanical saws, the brutal thud of steam hammers and very occasionally, a zone of silence, where no one knows exactly what is being produced† (Saramago 3). As opposed to the natural, hand-made goods that the village produces, the commercialized Center requires such a vast tract of lan d designated for the mechanized, mass production of goods. This region is so desensitized from humans and nature that â€Å"toxic fumes† and â€Å"sickly odors† are freely released without restraint. While the entire process of producing goods became standardized, the entire landscape became merely a tool for the Center to exploit. However, the Center’s attempt to control and exploit the land extends to the agricultural sector as well, as the Agricultural Belt near the Center is a region of land crammed with plastic greenhouses. Cipriano describes the homogenized nature of the Green Belt: â€Å"For a lot of people these greenhouses are machines, machines for making vegetables, nothing could be easier, it’s like a recipe, mix all the ingredients together, set the thermostat and the hygrometer, press a button, and shortly afterwards up pops a lettuce† (Saramago 218). The extent to which the hyper-capitalist Center has standardized its society is near lunatic, as Saramago comically illustrates that even the production of a lettuce is by a â€Å"machine for making vegetables†. In this society, agriculture has lost its natural process and has been supplanted by a standardized, uniform procedure with definite â€Å"recipes†. Not only does the Center manipulate the landscape with the Industrial and Agricultural Belts, the Center even expands its commercialization underground. The advertising sign posted for the newly discovered cave in the Center reads: â€Å"COMING SOON, PUBLIC OPENING OF PLATO’S CAVE, AN EXCLUSIVE ATTRACTION, UNIQUE IN THE WORLD, BUY YOUR TICKET NOW† (Saramago 307). The discovery of the cave is a windfall for the people running the Center, as it allows them to monetize the newfound cave as an â€Å"exclusive attraction† to its residents. The ruthlessly self-interested Center uses nature as a means to its commercial ends; moreover, it tries to control nature by faking indoor representations of various natural phenomena. As Cipriano wanders the inside of the Center he discovers â€Å"a summer sky with fluffy clouds, a lake, a real palm tree, the skeleton of a tyrannosaurus, another one apparently alive, Himalayas complete with Everest, an amazon river complete with Indians, a stone raft, a Corcovado Christ, a Trojan horse, †¦a comet, a galaxy, a large dwarf, a small giant, a list of prodigies so long that not even eighty years of leisure time would be enough to take them all in, even if you had been born in the Center and had never left it for the outside world† (Saramago 269-70). In this manner, the Center wholly attempts to control nature by simulating environmental spectacles such as â€Å"Everest† and other celestial forms of nature such as a â€Å"comet†, â€Å"galaxy†, and even â€Å"a large dwarf† planet in its indoor arena, allowing residents to be content without even glimpsing the â€Å"outside world.† By keeping its inhabitants unaware of the natural forms of all of these simulations, the Center is able to pull all the strings in presenting â€Å"nature† in whatever form it chooses to all its inhabitants. This enables for yet another homogenization of nature, as the Center kills all unique properties that different people experience with varying encounters with nature, while simultaneously exploits the real landscape for its standardized industrial and agricultural purposes. In essence, the Center’s money-driven hunger for expansion drives its commercial control over varying aspects of nature, ultimately destroying all forms of uniqueness in the process. The increasingly consumerist Center additionally purges Cipriano of his source of individuality – his tangible creations at the pottery – in an attempt to assimilate him and his family into the homogenized Center. Cipriano derives his identity based on the pots that he produces at the pottery in the village; when he learns the news that the Center is recalling all his pottery, he exasperates, â€Å"It would have been far better if I hadnt woken up at all, at least while I was asleep, I was a potter with work to do†¦its exactly the same as when youre awake, then, you work and work and work, and one day, you emerge from that dream or that nightmare only to be told that what you did was worthless†¦Ã¢â‚¬  (Saramago 29). Saramago accentuates how vital Cipriano’s handicr aft is to his unique identity, as he prefers to live in a dream in which he is allowed to be a â€Å"potter with work to do† rather than a reality in which he is deprived of his work. Specifically, as a result of the Center eliminating the need for potters, Cipriano feels â€Å"worthless† as a person, devoid of the opportunity to express his individuality and creativity with his work. Moreover, Cipriano attaches a sentimental value to the pottery that the Center forces to be closed down, as he thinks, â€Å"for other less materialistic reasons, such as knowing beforehand that it would sadden him to destroy what his grandfather had built and what his father had later perfected† (Saramago 157). His entire family has worked in that very pottery for three generations, and thus the value that Cipriano ascribes to his craft is doubly increased. Furthermore, while the Center is merely driven by monetary self-regard, Saramago reveals that Cipriano has â€Å"less materi alistic reasons† to attach his identity to the goods he produces at the pottery. When the Center orders Cipriano to send merely half of the total order of 600 figurines, and Marà §al is promoted to resident guard, Cipriano refuses to leave his pottery for the corporatized Center and defiantly tells Marta, â€Å"Even if you and Marà §al have to move to the Center first, I’ll stay here until I’ve finished the order, then I’ll come and join you as I promised†¦And how do you think I would feel if I abandoned the work halfway through, you don’t seem to understand that, at my age, I don’t have that many things to hold on to† (Saramago 174). Saramago is making the point that Cipriano recognizes how much his â€Å"work† means to his identity and that at his age what he produces is what gives him life – it is one of few â€Å"things to hold on to† at his age. Until his work is fully accomplished, Cipriano refuses to venture to the Center where everyone has the same daily, monotonous routine. In fact, th e Center stifles creativity so much so that after Cipriano moves to the Center, the guard directly states, â€Å"people have to learn not to be curious, to walk on by, not to stick their nose in where it isn’t wanted, it’s just a question of time and training† (Saramago 272). Patently, everyone working and living in the Center has been trained to â€Å"not be curious,† but what is most intriguing about the guard’s reprimanding is the idea that with â€Å"time and training†, all inhabitants of the Center fall into the norm. By standardizing the policy to never question the system in place, the Center prevents any inhabitants from questioning the uniform nature of the Center. Contrastingly, Cipriano feels degraded by his disposability to the Center and wanders aimlessly about the Center; Saramago aptly portrays Cipriano’s condition: From now on everything would be little more than appearance, illusion, absence of meaning, questions with no answers† (Saramago 207). By entering into the Center where everything is commercialized, Cipriano has lost â€Å"meaning† for existence, and all the false representations of nature as well as the endless shopping options all seem merely â€Å"illusions† that people consume to pursue their materialistic goals. However, sick of the lack of individuality and creativity that the Center embraces, Cipriano refuses to merely live out his life blending in with the crowd of other inhabitants of the Center, and exclaims to Marta: â€Å"You must decide what to do with your own lives, but I’m leaving† (Saramago 294). Ciprianos return to the village is a rejection of the standardization of ca pitalism and an affirmation of controlling â€Å"what to do† with his own life. Representative of his individuality, Cipriano’s departure from the capitalistic and mechanized Center indicates his desire to freely pursue what gives his life distinctive meaning, something impossible under the homogenized nature of the Center controlled society. Saramago indicates that the capitalist Center standardizes its society by mechanizing and commercializing the landscape while separating from its inhabitants their unique identities. Saramagos insight has far reaching implications on the real world politics and economics. For example, many multinational corporations destroy the livelihoods of small farmers in foreign countries in order to fill the wallets of a select few wealthy individuals in developed countries. Moreover, as society rampantly industrializes, more people move away from jobs they love to work in homogenized, mechanical labor, leading to the rich getting even richer. Although many admonish Fidel Castro for his extremist viewpoints, there is a kernel of truth in the wisdom of Saramago and Castro that unrestrained corporate greed can take away the things we, as individuals, value most, in a voracious scramble for both land and profits.

Left Behind Effects - 1578 Words

Changes on School Forever: Impact of No Child Left Behind The No Child Left Behind Act of 2001 was â€Å"a United States Act of Congress that reauthorized the Elementary and Secondary Education Act. This act was created to close the achievement gap with accountability, flexibility, and choice, so that no child is left behind.† NCLB â€Å"is a federal law that mandates a number of programs aimed at improving U.S. education in elementary, middle, and high schools by increasing accountability standards† (White). This act was an act that mostly provided for disadvantaged students. The NCLB Act joins the standards and procedures proposed by President Bush. These incorporate expanded responsibility for states,†¦show more content†¦Schools were also able to receive grants that would go toward more money in the classrooms at schools. Students were also able to transfer schools if their parents believe their school is dangerous. Anytime a student is seen to be extremely falling under grade level requirements, they were allowed to transfer schools. For example, if a student wasn’t meeting the â€Å"adequate yearly progress† for two consecutive school years, they would have the opportunity to change schools. Also, free transportation would be given to the student wherever the school is in their district. Schools aren’t allowed to deny transfer students due to â€Å"lack of room†. Students were also allowed to be offered tutoring, remediate classes, after school classes, and summer school programs once schools start failing to meet annual goals. This act made schools not be able to continue what they were doing if it wasn’t working. Each year, schools had requirements they had to go through. Each year of failing to meet annual goals, schools had to try new ideas such as new curriculum as well as school restructuring. The NCLB act has also affected teachers in bad ways. Many teachers have stated that they aren’t able to teach like they want to because everyone is worried about standardized testing. Steve Eklund, a retired California teacher said, â€Å"Four words drove me into retirement, No Child Left Behind. I could no longer attend to the needs and wants of my students. All I was supposed to do was to get themShow MoreRelatedThe Harmful Effects of No Child Left Behind1420 Words   |  6 PagesThe Harmful Effects of NCLB The No Child Left Behind act is the Bush administrations sweeping educational reform, aimed at improving the performance of the nations public schools by introducing accountability. Supporters of the act claim that it will increase the performance of all school children by raising the standards and allowing parents greater freedom in choosing the school they want their child to attend. The act also puts in place a system of punishment for schools if their studentRead MoreNo Child Left Behind Act as an Effect on Students with Disabilities759 Words   |  3 PagesSince the passage of the No Child Left Behind Act (NCLB) in 2001, there has been debate and discussion about how the law will impact students with disabilities. There has been confusion and misinformation about NCLB requirements for children with disabilities. Myths have developed. The National Association of Protection Advocacy (NAPAS) has attempted to dispel these â€Å"myths† and misperceptions and to establish the â€Å"realities† (Smith, 2004). Inclusion consists of placing disabled or â€Å"learning-impaired†Read MoreConsequences And Effects Of The No Child Left Behind Act1235 Words   |  5 Pages2002, the No Child Left Behind act, was made into a law by President Bush. The Act required states to develop assessments in basic skills, and to turn these assessments over to the government to receive funding for their school. This law implemented standardized test that all students needed to take. Many teachers felt that their teaching ability was being based off these test scores. Teachers should not be evaluated on their students performance on exams. The No Child Left Behind act emerged as aRead More No Child Left Behind Act Essay examples695 Words   |  3 PagesNo Child Left Behind Act The No Child Left Behind Act of 2001, President George W. Bushs education reform bill, was signed into law on Jan. 8, 2002. The No Child Left Behind Act says that states will develop and apply challenging academic standards in reading and math. It will also set annual progress objectives to make sure that all groups of students reach proficiency within 12 years. And the act also says that children will be tested annually in grades 3 through 8, in reading and math toRead MoreHas the No Child Left Behind Act of 2001 Been Successful?959 Words   |  4 PagesIn every school in the United States has students that fall behind in classes or don’t get proper education for them to be taught effectively. The No Child Left Behind Act of 2001 was created to push students of all grade levels to keep up in their classes, homework and grades so they could become an idol citizen to society. Even though this act is supposed to keep students on the same page as others, research shows that i sn’t the case; that students Adequate Yearly Progress (AYP) test scores areRead MoreEssay On No Child Left Behind1333 Words   |  6 PagesHook: â€Å"I used to love teaching,† said Steve Eklund, a retired California teacher. â€Å"Four words drove me into retirement—No Child Left Behind. I could no longer tend to the needs and wants of my students. All I was supposed to do was to get them ready to take tests.† Intro (with thesis): The surviving NCLB mindset of standardized tests being an accurate measure of a students achievement is a problem because it affects our student’s education and increases performance pressure on teachers. WhatRead MoreStudent Demographics Of Richmond County Schools1273 Words   |  6 Pagesof choosing the â€Å"No Child Left Behind† Act The â€Å"No Child Left Behind† (NCLB) Act is an important topic in education to me, because I was a student when the act went into effect and I’m currently an Educator as the act comes to an end. I am able to look at the effectiveness of the act as a student and as the Educator. The NCLB act went into effect during my generation and now I teach under the act to the current generation of students; therefore, it has a personal effect on me in my career and previousRead MoreEssay about No Child Left Behind May Leave Some Behind965 Words   |  4 Pagesresult of the No Child Left Behind Act. Continuous talk about the No Child Left Behind Act can be heard in the hallways of schools nationwide, but why does it matter? The No Child Left Behind Act plays a major role in our students’ education. The students affected by this act is America’s future. Without school making a positive impact on these students, it will be less likely that they will be motivated to make a positive impact on America in the future. The No Child Left Behind Act may be consideredRead MoreThe Debate Over the No Child Left Behind Act Essay1014 Words   |  5 PagesThe current debates surrounding the No Child Left Behind Act of 2001 are both positive and negative. Many politicians and people that previously supported the Act are now standing against it. In the beginning m any supported the new Act because everyone was aware that a change needed to happen in the education system and the proposal of No Child Left Behind seemed like the answer we were looking for. As the No Child Left Behind requirements began to be felt in the school systems across AmericaRead MoreA Nation at Risk and No Child Left Behind: Deja Vu for Administrators950 Words   |  4 PagesBefore the No Child Left Behind act came into effect there was a report done in 1983 called A Nation At Risk. Within in this report is information and statistics about how academic underachievement had reached national and international scales. In response to this report the National Commission on Excellence in Education came up with 38 recommendations for the schools. The recommendations were divided into five categories: content, Standards and Expectations, Time, Teaching, Leadership and Fiscal

Catcher in the Rye Abstract Essay - 1364 Words

Caleigh Beverly Mrs. Lehman AP English, 1A 1 October 2012 Novel Abstract: Catcher in the Rye Novel Title and Author: Catcher in the Rye by J.D. Salinger Author’s Background: J.D. Salinger was born on January 1, 1919, in New York City, New York. Jerome David Salinger was born to Sol Salinger and his wife Miriam (J.D. Salinger). Though he was a bright young man, when he attended McBurney School, he ended up flunking out and was soon after sent to Valley Forge Military Academy in Wayne, Pennsylvania (J.D. Salinger). After graduating Valley Forge, a couple years later, Salinger finally found the right school, Columbia University, where he met Whit Burnett, who helped him take off in his writing career (J.D. Salinger). After returning to†¦show more content†¦Significance of Title: The significance of the title is easily found within the book. It is most obvious when Holden is having a conversation with his sister, Phoebe, and he tells her what he wants to do, which is to become a catcher in the rye. By this he means that in order to protect innocent children from falling over a cliff into the corruptness of the adult or à ¢â‚¬Å"phony† world, he must catch them and save them from this stained fate. This idea that he has is crazy, and until this conversation, he did not realize the ridiculousness of his â€Å"plan.† It is not until later in the book does he realize that this ambition that he has chased for so long is impossible to reach and that it’s inevitable to protect the youth from being introduced to impurity from society. Theme: One of the main themes that is found in the book is that by using introversion, one can protect oneself, yet can also hurt themselves in the process. Throughout the entire novel, Holden exemplifies this theme because even while trying to be social, Holden seems to shy away from becoming to close to any one person, including his family members. For example, at one point in the book, Phoebe hugged Holden, and he complained that she shows her affection too much. Even from the beginning of the book, it began with Holden’s alienation: while everyoneShow MoreRelatedSummary Of Weeping Shades Of Cozened Indigo By J. D. Salinger1449 Words   |  6 PagesSchizophrenia is a debilitating mental illness that is a culmination of many symptoms related to mental illnesses, there is no cure. Holden is seen as an outsider but not entirely a pariah, but he appears to be off in his behavior. In the novel â€Å"The Catcher in the Rye† by J. D. Salinger,Holden appears to have sympt oms of schizophrenia such as delusions, lack of pleasure or interest in life, and disorganized speech. Ideas can be creative, they can be revolutionary, and sometimes they can be delusionsRead MoreCatcher in the Rye4413 Words   |  18 PagesThe Catcher in the Rye â€Å"Is The Catcher in the Rye, as a work of literature still relevant for today’s youth?† Name: Sara Sigurdson Course: English A1 Supervisor: Mr. Peter Steadman Word count: 3851 Candidate number: 00136022 Table of Contents Content Page Number Abstract 3 Introduction 4 The Actual Catcher in the Rye 4 The Sexual Matter 5 The Caulfield Family 6 Narrator and Protagonist 8 Role Model 9 Mr. Antolini 10 Targeted Audience 10 Guidance 12 Read MoreThe Modernist Movement And Its Influence On Art1688 Words   |  7 Pagesmovement was the use of abstract art.  Abstract art is artwork that reshapes the natural world for expressive purposes.  Georgia O’Keeffe is one artist who uses abstract art in her works.  Abstract art is seen in her painting titled Abstraction White Rose.  This painting clearly shows the characteristic of abstract art.  This painting shows what looks like a close-up of a white rose.  This white rose is reshaped for expressive purposes.  Another painting by O’Keeffe that shows abstract is titled Blue II.  TheRead MoreRomantic Essay, The Streetcar Named Desire: The Catcher In The Juliet1899 Words   |  8 Pagesof my portfolio are the Catcher in the Rye essay, the American rebels powerpoint, the Streetcar Named Desire essay and the Catcher In The Rye fishbowl. I chose to include the Catcher in the Rye essay because it showcased my ability to explain in detail quotes from the book and expand on one idea. I also chose this essay because I got an 82% which I believe is a good grade for a hard essay topic such as the symbolism of the ducks. In addition, I chose the Catcher In The Rye fishbowl because it showedRead MoreCatcher in the Rye Songs2572 Words   |  11 Pagesfor the meaningful connection he once had with Jane Gallagher, but he is too frightened to make any real effort to contact her. He depends upon his alienation, but it destroys him. The Painfulness of Growing Up According to most analyses, The Catcher in the Rye is a bildungsroman, a novel about a young character’s growth into maturity. 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Key Risk Management of Piper Alpha Oil & Gas Platform Explosion

Question: Explain The Key Risk Management Features Of The Safety Case Regime In Reducing The Risk Of Major Accidents And Describe How Its Application May Have Prevented The Piper Alpha Oil Gas Platform Explosion In 1988? Answer: Introduction An oil production platform located in the North Sea, Piper Alpha is notoriously known for its deadliest explosion that had ever occurred in the oil and gas industry in the year of 1988. On July 6 of the year of 1988, owing to a miscommunication as well as the occurrence of a safety lapse involving one of the platforms two condensate pumps, resulted in the biggest man-made catastrophic incidents in the human history, that in turn had resulted in the death of 167 workers, with 165 crewmen gone mussing and 30 bodies never ever been recovered again (Broadribb 2015). Considering the adversity of the explosion, and the large number of fatalities involved in the accident, the question that arises here is that how could the safety regime in the US offshore oil industry have remained apparently impervious to the lessons of previous disasters. Further, the next question that arises in this connection is that are the safety standards on this rig so far below the prevailing norms in the industry that it resulted in such a massive explosion (Ellul 2014). It becomes clearly evident that the issue of risk prediction, and risk assessment and prevention remain absolutely intractable issues in the offshore industry. Hence, the report intends to critically evaluate the risk factors that should have been identified and assessed by Piper Alpha, and the identification of which could help in the elimination of the disaster as well. Failure of safety measures that caused explosion Prior to discussing thekey risk management features of the safety case regime, it is important to highlight what caused the explosion. The Piper Alpha Platformwas constructed in two sections. The platform consists of the gas processing system containing two high pressure condensate pumps. For safe side the platform was built 300m high and the design was modular. It comprises of four main operating areas which were separated by firewalls. The platform was equipped with the automatic fire fighting system. Both the electric and seawater pumps were present to supply water (Shallcross 2013). On one of the high-pressure condensate pumps, maintenance work was carried out simultaneously. It led to the leak in condensates. During this situation, one of this pumps pressure safety valves was removed for repair. The condensate pipe was temporarily sealed with the blind flange due to incomplete work. Unaware of the fact that the maintenance work is going on, one of the night crew turned on the alternate pump. Consequently, severe explosion has occurred, as the firewalls and the blind flange could not handle the pressure. Further , the team failed to close the gas from the other platform that is connected with the Piper. This intensified the explosion. In addition the automatic fire fighting system also did not work as before the accident the drivers worked underwater. The heat and smoke prevented the helicopter services (Broadribb 2015). It can be concluded from the literature review that the cause of the accident was human factor. The initial leak in the Piper Alpha was due to maintenance error. The key risk management features of the safety case regime Thekey risk management features of the safety care regimes that are helpful in reducing the risks are- Management and human resources- Any worker newly recruited are to be given training. The training should be based on the use of safe procedures and emergency response. It includes training of the platform mangers on responding to emergencies, and appropriately instructs the workmen on the board. A great emphasis should be laid on the practice of permit to work system. There must be regular audit and review of the system to ensure its efficacy. Employees should be aware of the short messaging system during the risk operation (Eloff and Bella 2018 ). Design and process- The company should use the system to understand the risk and hazards such as tools called the QRA and ALARP or any other checklists. The areas prone to the hazard should be segregated from the other areas such as control room and accommodations (Paterson 2011). There should be a regular update on the firewalls and control rooms. The blast walls and the muster areas should be regularly upgraded. The company must have both the active and the passive fire protection system and is to be used in emergency (Okoh and Haugen 2014). There must be a variety of the exit rooms and escape systems for evacuation during the hazards. In order to prevent the smoke ingress there is a need of system called temporary safe refugee. The employees should be able to access the different escape equipments. These secondary instruments may include ladders, rope, life boats and nets (Christou and Konstantinidou 2012) Safety and Health- All the employees must receive the annual safety training. This training shall include both the existing employees and the new employees to expose them on the emergency response during the event of fire or any other hazard. There is a need of regular auditing of the workplace. Inspection must be carried to ensure the health and safety factors in the workplaces. There is a need of the enforcing stringent laws to ensure occupational health and safety (Shallcross and Mathew 2015) Discussion of how application of these features might have prevented the explosion Permit to work or PTW system is the other safety case regime. This system was not used properly. If only this system worked successfully there would have been adequate communication. It would have prevented the fatalities and civil convictions. There was no remedial action taken by the company. When one of the pumps was shut down, the contractor simply signed off the PTW. As a result when the next shift worker arrived, accidently turned the other pump (Swuste et al. 2017). Even after the first explosion themanagement was reluctant to shut down the operation. The most important risk management feature of the oil and gas industry would have been to impart sufficient emergency response training to the employees, to create awareness amongst them about the potential danger involved. Since the likelihood of any major explosion is remarkably high in case of an oil and gas industry, the employees should have been trained well, to develop their understanding of the steps to be taken to prevent explosion (Christou and Konstantinidou 2012). In case of the Piper Alpha disaster, during the 1988, the gas compression module was undergone replacement, and accordingly had the employees been sufficiently trained, they would have realized the risks involved in continuing the oil production, and would have stopped the operation process. However, the untrained workers continued the oil production process that ultimately resulted in the unfavourable incident (Rahman et al. 2014). There was a lack of adequate training on the use of fire equipment in case of em ergency. In this business there is a high risk of fire hazard,, despite which the training aspect was neglected. If only the workers were trained they would not have set the fire water system on the manual. It was not the proper way of starting in such hazard (Paterson 2011). Talking about the design system, it greatly reduced the operational safety but has also rendered the communication system poor. All the cable based communication was jeopardised. Installing the Remotely Operated Shutoff Valves (ROSOVs) would prevent the back flow of oil because of pressure differences. It will help the oil to go down the main oil line to shore (Lymberopoulos et al. 2016). Another important feature of the safety case regime is that it helps in enlightening the management authority regarding the potential risks involved in an industry, and entrust them greater responsibilities to combat the issue if any crisis emerges in future (Shallcross 2013). As far as the Piper Alpha disaster is concerned, there is no point denying the fact that apart from procedural failure and design failure, management failure also had a large role to play. Although the Piper Alpha was undergoing major transformation and upgrade at this time, normal operations were not being halted, and had the production been shut down, through management intervention, the blind flange plate would never have gone unnoticed. The safety case regime would have worked if some of the activities before the event would not have been initiated or may be notified to crew members of both teams. The contactor should read the permit first and the shift manger too did not explain the permit. The night crew would have been saved if the management played its role well. Thus, there was a need of eliminating the redundancies in the communication system (Hull 2013). .Furthermore, it is equally important to note that the management exhibited its callousness by not upgrading to blast walls, and despite repeated safety reports going against the gas lines, they were never being reinforced. The core feature of the safety case regime is to raise awareness amongst the managers regarding the level of risks assessed, helping them to address the risks in a more holistic way (Hull 2013). Auditing and regular inspection is also the key feature of the safety case regime. There is lack of sufficient inspection during the operation. The leakages were not detected due to poor inspection of the assembly work (Paik and Czujko 2011). Regular auditing would have helped detect the leakage earlier. Regular auditing and inspection would have led to early establishment of gas detectors in place, which could have protected fire. Without auditing, it is difficult to identify the deficiency in the system designs such as lack of automatic fire protection on detection of gas leakage and absence of automatic trip functions. It was found that the system lacks the feedback process. It fails to understand the effects on the safety of operations. The quality and operational design inspector on regular infections would have observed the bad location of the radio room, and inadequate refugee system. Regular inspections would have highlighted the improper structure design which was the source of lead difficulty (Broadribb 2015). There were several recommendations made for changes to North Sea safety procedures. After this tragedy several improvements were observed such as North Sea safety shifting from the Department of Energy to the Health and Safety Executive. There was automatic shut down of valves installed. These valves were mandatory on rigs to reduce fuel and starve the fire (Ellul 2014). Conclusion The explosion occurred 23 years ago and more than 200 people lost their life. The cost of the explosion sums upto billions of dollars. It massively hit the companys property and spoil of reputation. The explosion due to massive fire was popular as most tragic oil and gas accident. It was clearly a preventable human resource management error. It cannot be called a Gods wrath or his unpredictable act. It is simply an accumulation of error and the decision made by the management team is undoubtedly questionable. Based on the literature review, analysis and the above discussion the explosion in the Piper Alpha is rooted in the companys culture, management, design and structure. The event may is also rooted in the procedures of Occidental Petroleum. Some of this procedure comprise of the large part of the oil and gas industries. Focusing solely on the production and the related situation was the heart of the problem. This kind of philosophy is inappropriate for the personnels experience. The initial leak in the Piper Alpha was clearly due to poor maintenance procedures, inexperience, and deficient learning mechanisms. It is recommended that the safety measures discussed above in regards to management and human resources, design and process, safety and health to be followed and implemented sincerely. Strictly adhering to the countrys Occupational and safely health guiltiness will prevent such tragedy in future. It is also recommended to follow the Offshore Installations (Safety Case) Regulations 1992 adopted after the tragedy. References Boe, H.J., Holgersen, K.H. and Holen, A., 2011. Mental health outcomes and predictors of chronic disorders after the North Sea oil rig disaster: 27-year longitudinal follow-up study.The Journal of nervous and mental disease,199(1), pp.49-54. Broadribb, M.P., 2015. What have we really learned? Twenty five years after Piper Alpha.Process Safety Progress,34(1), pp.16-23. Broadribb, M.P., 2015. What have we really learned? Twenty five years after Piper Alpha.Process Safety Progress,34(1), pp.16-23. Christou, M. and Konstantinidou, M., 2012. Safety of offshore oil and gas operations: Lessons from past accident analysis.Joint Research Centre of the European Commission, pp.1-60. Ellul, I.R., 2014, May. The Piper Alpha Disaster-A Forensic Pipeline Simulation Study. InPSIG Annual Meeting. Pipeline Simulation Interest Group. Eloff, J. and Bella, M.B., 2018. Near-Miss Analysis: An Overview. InSoftware Failure Investigation(pp. 25-37). Springer, Cham. Hull, A.M., 2013.A long-term follow-up study of the survivors of the Piper Alpha oil platform disaster(Doctoral dissertation, University of Aberdeen). Lymberopoulos, D. and Matthews, B.R., Safoco, Inc., 2016.Safety valve control system and method of use. U.S. Patent 9,441,453. Okoh, P. and Haugen, S., 2014. Application of inherent safety to maintenance-related major accident prevention on offshore installations.CHEMICAL ENGINEERING,36. Paik, J.K. and Czujko, J., 2011. Assessment of hydrocarbon explosion and fire risks in offshore installations: recent advances and future trends.The IES Journal Part A: Civil Structural Engineering,4(3), pp.167-179. Paterson, J., 2011. The significance of regulatory orientation in occupational health and safety offshore.BC Envtl. Aff. L. Rev.,38, p.369. Rahman, S.A., Syed, Z.I., Kurian, J.V. and Liew, M.S., 2014. Structural Response of Offshore Blast Walls under Accidental Explosion. InAdvanced Materials Research(Vol. 1043, pp. 278-282). Trans Tech Publications. Shallcross, D.C. and Mathew, J., 2015. Safety shares in the class room 2. InAsia Pacific Confederation of Chemical Engineering Congress 2015: APCChE 2015, incorporating CHEMECA 2015(p. 2105). Engineers Australia. Shallcross, D.C., 2013. Using concept maps to assess learning of safety case studiesThe Piper Alpha disaster.Education for Chemical Engineers,8(1), pp.e1-e11. Swuste, P., Groeneweg, J., Van Gulijk, C., Zwaard, W. and Lemkowitz, S., 2017. Safety management systems from Three Mile Island to Piper Alpha, a review in English and Dutch literature for the period 1979 to 1988.Safety Science.

Theories and Principles Unit 4 Dtlls Essay Example

Theories and Principles Unit 4 Dtlls Essay In psychology and education, learning is commonly defined as a process that brings together cognitive, behaviour and Humanists elements. This assignment shows the concept of the relevant theories and principles of learning and communication; select and critically analysed of how I plan to deliver these strategies in my own teaching; and reflect on the impact that these insights have had on my own practice and professional development. What is the definition of theory? To me theory is something which is explained to you, a system of ideas intended to explain something, one based on general overview. A definition of principles, to me is to be opinionated on how I feel towards chosen topic. Geoff Petty (2009) states that, `every teacher and every learner has a theory about learning. ’ To able to conclude my own theories and principles on planning and enabling learning I need to learn what is accepted to others. Research I understand there are many different theories relating to teaching and learning. Those that I have looked at are Behaviourist, Cognitive and Humanists elements. These are not new concepts. Although that some of these theorists are descended their work is still use into practices. Behaviourism is primarily associated with Pavlov (classical conditioning) in Russia; and with Thorndike, Watson and particularly Skinner in the United States (operant conditioning). In educational surroundings, behaviourism implies the dominance of the teacher, as in behaviour modification programmes. It can, however, be applied to an understanding of unintended learning. We will write a custom essay sample on Theories and Principles Unit 4 Dtlls specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Theories and Principles Unit 4 Dtlls specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Theories and Principles Unit 4 Dtlls specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Classical conditioning in its simplest form is a type of conditioning associates by an external stimulus; in Pavlov original experiment this was a bell, with the arrival of a second stimulus which was the food, this resulted in a response to the bell which would have been achieved previously by the food. Frederic Skinner’s work was influenced by Pavlov’s experiment and the ideas of John Watson, father of behaviourism. His interest in stimulus-response of how humans reacted to various situations became fascinating. Skinner developed teaching machines, so students could learn, uncovering answers for an immediate â€Å"reward†. Humanistic, humanism and humanist are terms in psychology relating to an approach which studies the whole person and the uniqueness of each individual by emphasizing the study of the person overall. This behaviour clarifies the ability of learners to respond to the lesson. John Holt, How Children Fail (1964) states that â€Å"the school system could destroy the minds and emotions of young children. His blistering attack accused schools of inducing fear in pupils, and humiliating, ridiculing and devaluing them† This is a very generalised point of view due, to the fact that Holt is tarnishing all schools with the same reputation. However, it is important not to completely dismiss his views, as the point he makes about fear of failure is something we must be aware of in our teaching. In another humanistic approach which also fits within the humanistic spectrum is that proposed by Malcolm Knowles (1913-1977) his studies focus on adult education which was formed in 1946. Formal programs were for those sponsored by educational institutions, such as universities, high and trade schools in America. He implemented that adult education was pointed to the friendly and informal surroundings. This enhanced adult learners to take more responsibility for their destiny as they mature through the learning process. Cognitive learning theory is about how to learn rather than what to learn i. e. how to write a report, how to recall specific facts, how to use learning to solve problems or be creative. Cognitivism is â€Å"the psychology of learning which emphasizes on how we think and gain knowledge. Theorists are intrigued and want to understand how problem solving changes throughout childhood, how cultural differences affect the way we view our own achievements, language development. Theories such as Jerome Bruner (1915) and Lev Vygostsky (1896) expressed the view that `expository teaching’ deprived learners of the chance to think for them, however Vygostsky approach `Zone of proximal development’ focused on the concept that what a learner could do today with they could do alone tomorrow. The behaviourist approach can encourage me to understand what motivates my learners and to challenge them on what goals they wish to achieve through their learning. These techniques can influence and can allow me to shape and enhance my learners into behaving in an acceptable way through Skinner’s theory of `Positive or Negative Reinforcement’. As a research a bi product of this will develop my learner way of analysing. This encourages a comfortable learning environment for all learners. Negative reinforces are ones that increase the chance that a behaviour will occur when it is removed. Punishments are events that decrease the frequency of behaviour that it follows (Skinner, 2003) Take the learner in the classroom that ontinually talk s to his neighbour; it reinforces his behaviour to continue, but if the teacher punishes him by having him stand up in front of the whole class and apologies, he will be more likely to refrain on talking again. Skinner believes that behaviour could be altered by using positive and negative types of reinforcement. Remember negative reinforcement is not punishment. If I have not covered everything on t he original lesson plan, learning can however be measured making assessment and planning for next session easier. By constantly revisiting certain topics and using Question and Answers learners have an understanding on what they are learning and why. This would not be the case for all, based on behaviour modification there are also disadvantages to this approach. Repetitive learning may encourage some learners to remember information but it doesn’t necessary mean they have understood the concept. Some learners will not be confident to admit this and just produced the required answers without knowing how they got to the answers. How do we include rewards and why the reason for them? As a teacher I tried to implement these when suitable for all learners. If this is not done then the whole process will become confusing and motivation will be lost. This theory can tend to lead myself towards the `pedagogical approach to learning’. As covering that the Humanistic approach is relied for individuals to explore their own interest and curiosities this will assure them to grow into fully functioning, self-trusting, and independent people. All individuals are unique and have an inborn drive to achieve their maximum potential. This I can relate too with the learners that I teach, once they have discovered their own personality this will generally relate to their chosen career options this will give learners to have free will in the learning experience and can effect on the change of their knowledge. I use the Humanistic approach to learning within my classroom as practical is a massive contribute to my teaching. Carl Rogers, in freedom to learn (1969) states that self-directed learning delivers the considerable educational advantages of independent learning. Advantages which I find to this are that by meeting learners needs, each learner will feel valued and respected. This will help build up a level of trust between the learner and teacher resulting to excellent communication. When planning and delivering lessons, I include various activities to allow this to happen. At the end of each lesson I find that group discussions give the learners freedom to induce new ideas and to listen to their peers opinions. This gives them the tools to feel empowered and have control over how they learn. This sounds like a perfect andragogical approach but could have some disadvantages. We know that Bruner’s cognitivists approach to learning is basis on emphasizing active restructuring of knowledge through own experience of life. With this theory the learner draws on his/her own past experience and acknowledges new facts, relationships and truths. Students interact with the world by exploring; asking questions and interpretation what is relevant to the subject. I. e. when tackling new ideas the learner relies on the teacher to give them the correct answer, assuming the teacher is in their comfort zone. To allow learners to achieve this transformation is by working in groups which encourages them to socially interact with one another which will then lead to process of learning, As a result this method students may be more likely to remember the concept and knowledge discovered on their own. Another strategy often used in my classroom involves embedding questions, which allows the learners to find out the answers to the problem before setting their task. This may again relate to their personal experience. Often organising school trips (exhibition, real life theatre) can allow the learners to interact with real life situations. I allow for discussion/debates around specific questions relating to that topic that I have structured to initiate points that are relevant to their learning. These theories have made me think differently to my own practise in the way I plan my lessons, which methods of delivery I use as well as how I assess what types of learning has taken place. I teach in a secondary school environment, where the learners go thought a transition from KS3, KS4 KS5. The course is practical, but there are some elements of theoretical methods which gives learners the chance to demonstrate skills in a performance environment. I agree that planning for lesson is a strong area for me and my learners. As a result, I will always construct the delivery of my own teaching including the three learning domains. I found that the Bruner strategy had the most impact on my teaching from both a practical and professional point of view. This has enabled me to encourage my learner’s involvement by utilising these methods. It has now become a natural part of my lessons, which involves incorporating QA as well as discussions to assess that learning has taken place in the Affective domain. My confidence has developed as a result, as well as my learner’s needs and communication is now at an all time high in the classroom. These areas are now a massive part as to how I deliver a lesson, as well as ensuring that communication flows both ways. After conducting research into the theories of learning, I have realised there are some improvements that need be made. One of these involves giving my learners more freedom and responsibility with the answers, rather than prompting them. I believe this simple change can breed confidence and progress for both me and the learners. Bibliography Skinner, B. F (Reprint 2003). The Technology of Teaching. Cambridge, MA: B. F. Skinner Foundation Petty, G (Reprint 2009). A Practice Guide Teaching Today. N. Thornes Forth Edition Holt, J C 1923- 1985 (revised edition) Classics in child development Knowles, M. and Swanson R. A, The Adult Learner: The definitive classic in adult education and human resources Harkin, J. , Turner, G. and Dawn, T. (2001). Teaching Young Adults. London, Routledge. Rogers. C and J. H Freiberg (Third Edition) Freedom to learn

Facts and History About the Country of Cambodia

Facts and History About the Country of Cambodia The 20th century was disastrous for Cambodia. The country was occupied by Japan in World War II and became collateral damage in the Vietnam War, with secret bombings and cross-border incursions. In 1975, the Khmer Rouge regime seized power; they would murder approximately 1/5 of their own citizens in a mad frenzy of violence. Yet not all of Cambodian history is dark and blood-drenched. Between the 9th and 13th centuries, Cambodia was home to the Khmer Empire, which left behind incredible monuments such as Angkor Wat. Hopefully, the 21st century will be much kinder to the people of Cambodia than the last one was. Capital: Phnom Pehn, population 1,300,000 Cities: Battambang, population 1,025,000, Sihanoukville, population 235,000, Siem Reap, population 140,000, Kampong Cham, population 64,000 Cambodias Government Cambodia has a constitutional monarchy, with King Norodom Sihamoni as the current head of state. The Prime Minister is the head of government.  The current Prime Minister of Cambodia is Hun Sen, who was elected in 1998.  Legislative power is shared between the executive branch and the bicameral parliament, made up of the 123-member National Assembly of Cambodia and the 58-member Senate. Cambodia has a semi-functional multi-party representative democracy. Unfortunately, corruption is rampant and the government is non-transparent. Population Cambodias population is about 15,458,000 (2014 estimate).  The vast majority, 90%, are ethnic Khmer. Approximately 5% are Vietnamese, 1% Chinese, and the remaining 4% includes small populations of Chams (a Malay people), Jarai, Khmer Loeu, and Europeans. Due to the massacres of the Khmer Rouge era, Cambodia has a very young population. The median age is 21.7 years, and only 3.6% of the population is over the age of 65. (In comparison, 12.6% of US citizens are over 65.) Cambodias birth rate is 3.37 per woman; the infant mortality rate is 56.6 per 1,000 live births.  The literacy rate is 73.6%. Languages The official language of Cambodia is Khmer, which is part of the Mon-Khmer language family. Unlike nearby languages such as Thai, Vietnamese and Lao, spoken Khmer is not tonal. Written Khmer has a unique script, called abugida. Other languages in common use in Cambodia include French, Vietnamese, and English. Religion Most Cambodians (95%) today are Theravada Buddhists. This austere version of Buddhism became prevalent in Cambodia in the thirteenth century, displacing the combination of Hinduism and Mahayana Buddhism that was practiced previously. Modern Cambodia also has Muslim citizens (3%) and Christians (2%). Some people practice traditions derived from animism as well, alongside their primary faith. Geography Cambodia has an area of 181,040 square kilometers or 69,900 square miles. It is bordered by Thailand to the west and north, Laos to the north, and Vietnam to the east and south. Cambodia also has a 443 kilometer (275 miles) coastline on the Gulf of Thailand. The highest point in Cambodia is Phnum Aoral, at 1,810 meters (5,938 feet). The lowest point is the Gulf of Thailand coast, at sea level. West-central Cambodia is dominated by Tonle Sap, a large lake. During the dry season, its area is about 2,700 square kilometers (1,042 square miles), but during the monsoon season, it swells to 16,000 sq. km (6,177 sq. miles). Climate Cambodia has a tropical climate, with a rainy monsoon season from May to November, and a dry season from December to April. Temperatures dont vary much from season to season; the range is 21-31 °C (70-88 °F) in the dry season, and 24-35 °C (75-95 °F) in the wet season. Precipitation varies from just a trace in the dry season to over 250 cm (10 inches) in October. Economy The Cambodian economy is small, but growing quickly. In the 21st century, the annual growth rate has been between 5 and 9%. The GDP in 2007 was $8.3 billion US or $571 per capita. 35% of Cambodians live below the poverty line. The Cambodian economy is based primarily on agriculture and tourism- 75% of the workforce are farmers. Other industries include textiles manufacturing, and extraction of natural resources (timber, rubber, manganese, phosphate, and gems). Both the Cambodian rial and the US dollar are used in Cambodia, with the rial mostly given as change. The exchange rate is $1 4,128 KHR (October 2008 rate). History of Cambodia Human settlement in Cambodia dates back at least 7,000 years, and probably much farther. Early Kingdoms Chinese sources from the first century A.D. describe a powerful kingdom called Funan in Cambodia, which was strongly influenced by India. Funan went into decline in the 6th century A.D., and was supplanted by a group of ethnically-Khmer kingdoms that the Chinese refer to as Chenla. The Khmer Empire In 790, Prince Jayavarman II founded a new empire, the first to unite Cambodia as a political entity. This was the Khmer Empire, which lasted until 1431. The crown jewel of the Khmer Empire was the city of Angkor, centered around the temple of Angkor Wat. Construction began in the 890s, and Angkor served as the seat of power for more than 500 years. At its height, Angkor covered more area than modern-day New York City. Fall of the Khmer Empire After 1220, the Khmer Empire began to decline. It was attacked repeatedly by the neighboring Tai (Thai) people, and the beautiful city of Angkor was abandoned by the end of the 16th century. Thai and Vietnamese Rule After the fall of the Khmer Empire, Cambodia came under the control of the neighboring Tai and Vietnamese kingdoms. These two powers competed for influence until 1863, when France took control of Cambodia. French Rule The French ruled Cambodia for a century but viewed it as a subsidiary of the more important colony of Vietnam. During World War II, the Japanese occupied Cambodia but left the Vichy French in charge. The Japanese promoted Khmer nationalism and pan-Asian ideas. After Japans defeat, the Free French sought renewed control over Indochina. The rise of nationalism during the war, however, forced France to offer increasing self-rule to the Cambodians until independence in 1953. Independent Cambodia Prince Sihanouk ruled newly-free Cambodia until 1970 when he was deposed during the Cambodian Civil War (1967-1975). This war pitted communist forces, called the Khmer Rouge, against the US-backed Cambodian government. In 1975 the Khmer Rouge won the civil war, and under Pol Pot set to work creating an agrarian communist utopia by exterminating political opponents, monks and priests, and educated people in general. Just four years of Khmer Rouge rule left 1 to 2 million Cambodians dead- about 1/5 of the population. Vietnam attacked Cambodia and captured Phnom Penh in 1979, withdrawing only in 1989. The Khmer Rouge fought on as guerrillas until 1999. Today, though, Cambodia is a peaceful and democratic nation.

IKEA Research Paper Example | Topics and Well Written Essays - 3750 words

IKEA - Research Paper Example is native land Smaland, south Sweden).IKEA is known for it’s up to date architectural designs that fit various kinds of furniture and appliances, and has got interior design work that is most of the time related with an eco-friendly ease (Baxter, Landry, 2010). Apart from this IKEA is famous for its keenness to cost control, constant product development and operational details, corporate features which permitted IKEA to review its prices downwards by an average of 2 or 3 percent over the ten years to 2010 during an era of global development. As of the beginning of 2014, IKEA proudly owns and operates 349 stores in over 43 countries. In financial year 2010, IKEA sold over US$23.1 billion worth of goods, a sum that signified a 7.7% increase over 2009.IKEA’s website contains over 12,000 products and is the closest depiction of the complete IKEA range. Apart from that there were over 470 million guests to IKEA’s websites from the year September 2007 to September 2008.IKEA spends just about 1% of the world’s supply of wood, making it one of the biggest users of wood as far as retail sector is concerned(Baxter, Landry, 2010). IKEA was formed in 1943, mainly as mail-order sales company. IKEA started selling furniture about five years afterwards. The very first store opened its doors to the public in 1958 at Smaland whereas the first stores outside of Sweden opened their doors in Denmark (1969) and Norway (1963).The stores later on extended to other European parts in the 1970s with the very first store outside of Scandinavia being opened in Switzerland in 1973 and Germany branch opened later in 1974. IKEA’s current products includes furniture, decorative and linen accessories are typified by some exceptional features, for instance, IKEA’s 2013 furniture fabrics are very illustrious with its unique designs;ethnic,romantic,pop and contemporary. Thus IKEA has produced interesting designs which are bound to keep people talking for months. In 2013, IKEA offered

From book Matilda by Roald Dahl. Chose 1 quote from chapters 1-8 and Essay

From book Matilda by Roald Dahl. Chose 1 quote from chapters 1-8 and write a personal reflection on it - Essay Example Disappointed with the provincialism of her parents, Matlida finds an emotional escape by reading books. Her parents, however, fail to recognize that Matilda’s intellect was far above her years. They expressly oppose the idea of any books in the house, emphasizing that she should follow her brothers example of investing all the time in television. Through this fictional portrayal of parenting in the contemporary world, Roald Dahl directs the attention of the audience to this grave and largely unnoticed issue. Family, the basic unit of a society is fundamental in nurturing children in order to prepare them for future roles. Unfortunately, today’s modern families are failing to fulfil this obligation. This quote highlights how parents nowadays are engrossed in their own lives, with little interest and attention towards children. It reflects the adverse effects of technological developments in majority of households. Today, child abuse and neglect has become a serious menace to society. This can be solely attributed to change in parental preferences. In today’s age, modern inventions such as televisions, computers, and cell phones have become an imperative component of everyday life. By and large, people fail to establish healthy and beneficial use limits for these inventions. Not surprisingly, time completely drained in such useless pursuits has resulted in dramatic decline in the relative importance of relations of all sorts. Family structures collapse as modern inventions replace parents. Matilda’s parents pay no attention to her needs and only castigate her further for developing habits different from theirs such as reading books. Mr Wormwood constantly denounces her for wasting her time in books as evident from this quote. Similarly, Mrs. Wormwood also explains to her daughter how brainy girls dedicated to studying

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Hamlet cigar Essay The well known brand for cigars Hamlet is produced by Japanese Company. It was initially launched in the year 1964 in United Kingdoms. Their tagline spread a little happiness is well described in their art work. Art Work for Hamlet Cigar Art work for Hamlet Miniature Cigar’s urinal advertisement is very interesting. It has the background of a men’s washroom. A tall man’s back is placed on the extreme left who is urinating, while in the 80% of the remaining art work three vertically challenged people are standing. Being short heighten they can’t reach up to pee in the urinal. One standing in the right has his knees bent and the one standing in left has his knees crossed. They both have flinching expressions on their faces and they holding their stomach. Where as the third vertically challenged person standing in the middle looks content and is smoking and offering Hamlet Cigar from the packet to the person standing left to him. Though his legs are a little bent too which mean he also wants to take a leak but his expression are very cool and calm. The moral of the advertisement is Hamlet Miniatures Cigar can satisfy you even in the dire of situations. Top right of the green tiled bathroom wall has cigar’s cover pasted. Their tagline ‘Spread a little happiness’ is placed right next to hamlet miniature cigar cover. The fonts are big and in white making it prominent on green background due to the color contrast. This advertisement received 19 complaints. It was considered offensive and vulgar. It was more of a mockery to short people. The company in its defense claimed that it was portray of problems these people face in their daily lives (BBC, 2002). Never the less, the art work conveys the message very clearly to its target audiences.

Unethical Pitbull Owners Essay -- Animals Dogs Pit Bull Terrier essays

Never Mind the Dog Beware of the Owner   Ã‚  Ã‚  Ã‚  Ã‚  The American Pit Bull Terrier is a good breed of dogs that has earned its popularity throughout the world. The Pit bull is well known to be a loyal, brave and a very good companion to its owner. However, caution should be taken to avoid these terriers from getting into the hands of unethical owners.   Ã‚  Ã‚  Ã‚  Ã‚  According to the United Kennel Club (UKC), the standard for the American Pit Bull Terrier is a dog that is square and powerful with a blocky head, prominent cheeks and jaw, taut, and muscular body. The dog’s ears maybe cropped or snipped. These dogs have a deep chest, and a short, glossy coat of any color. Size can range from 30-50 pounds for females and 35-60 pounds for males. The average pit bull today will cost you any where from one hundred and fifty dollars to one thousand dollars. Pit bulls have great physical and mental characteristics that make them excellent partners for responsible, active and caring owners (PBRC). Pitbull are very responsive to training, intelligent, strong, energetic, agile, and adaptable and are always eager to please (PBRC). For example, the Pit bull was America’s first war dog serving in WWI, saving many lives from soldier of nerve gases and other chemical and biological harm. Pit bulls were also used as watch or alert dogs. In a California based APBT (American Pitbull Terrier) rescue group-encompassed training for Pitbulls to assist persons with disabilities, and with people who needed ther...

“Back to China”: the Reverse Brain Drain in China

â€Å"Back to China†: the Reverse Brain Drain in China Every autumn, American students are busy with applying for undergraduate or graduate schools, so are an increasing number of Chinese students. Chinese get to realize the significance of being transnational. â€Å"Transnational† means involving in many countries. Now, human capital, especially those who have international experience, is significant to the development of a country in the internationalized world. However, plenty of overseas students from developing country tend to stay abroad for a better future, which is a great loss of developing countries.But, recently, more and more Chinese students go back to China after they complete their study, which is a good news to China. Looking through this new trend, there are three main factors that may drive overseas scholars to come back to China: the growth of economy in China, the support from the government to overseas scholars, and the bond between overseas scholar s and home land. Reverse brain drain is a term of migration. The definition of this term is the phenomenon that talented people who once studied or worked in developed country go to a less developed country which is developing in high pace.Recently, this has been common in developing countries, such as India, Brazil, and China (Llana, Ford, Marquand, Pflanz, & Ibukun, 2012). Conversely, in the past, People’s Republic of China (PRC) was not as open as it is now. PRC even ceased the communication in education with other countries once because of the Chinese Culture Revolution which lasted from 1966 to 1976 (Liu, & Li, 2010). Not until 1978 when China renewed the policy of international academic communication did China send students to go abroad (Yao, 2004).As China’s policy became looser, â€Å"outgoing tide† and â€Å"incoming tide† appeared (Zhang, 1997). â€Å"Outgoing tide† is a description of the phenomenon that plenty of students go abroad and the â€Å"incoming tide† means those students go back. Since 1978, according to China statistical yearbook 2011, more than 632,000 Chinese, or 33 percent of those who studied abroad, have returned home and both the rate of increase of overseas Chinese students and the rate of increase of returning Chinese scholars have grown sharply in recent years. For instance, in 1989, 3,329 went abroad to study.In 1990, the number of students who went abroad even decreased to 2,950 , only 1,593 scholars went back to China. In contrast, the total of students who studied abroad in 2010 increased to 284,700. In the same year, 134,800 students return after their study in foreign country, up 24. 7 percent from 2009 (National Bureau of Statistics of China, 2011, 20-10). Statistics show that the reverse brain drain to China has already begun. In the past, the reason why the majority of overseas scholars chose staying abroad instead of returning was that they found there were obstacles blocking t heir way back to China.Those scholars were concerned about the factors linked with money, especially the living condition and career. Compared with working in China, it would be easier for scholars to have convenient places to live and earn relatively high salary when working abroad (Li, 1998). As for career, in China, when some young scholars applied for research funds, they were not able to get funded, which means they could only be assisted by institutions and companies abroad or study further overseas. Ruizhang Guan is one of the scholars who went abroad because of lack of fund.He did not have a Ph. D. at that time. He said, â€Å"It was difficult to get any funds without a Ph. D. , and without funding it was very hard to produce any results† (Yan, 1998, p. 59). Furthermore, Zweig, the chair professor of Social Science of the Hong Kong University of Science and Technology who is known for his research on Chinese politics and political economy, pointed out in his paper â⠂¬Å"Competing for talent† (2006) that the economy of China was in poor condition, most of the institutes and research centers did not have enough money to update the facilities.Then scholars believed that they could not develop further in their fields with the deficient equipment in Chinese institutes. To have promising future, these scholars were willing to develop their careers in developed countries. It is undoubtedly true that there were many factors motivating the migration of scholar in that period. However, two decades have passed, and the living and working environment in China has changed dramatically, owing to the development in economy. The growing economy has given China opportunities to improve Chinese people’s living condition.And now when scholars consider the question whether to stay abroad or to go back to homeland, better living condition there can make life abroad less attractive. To illustrate the changes in living condition, Engel's coefficient is o ne of the index numbers. Engel's coefficient means the proportion of spending on food in total spending. A decreasing Engel's coefficient shows the average income has increased and life is getting better for a population. According to China statistical yearbook 2011 (National Bureau of Statistics of China, 2011), Engel's coefficient there dropped from 54. in urban areas and 58. 8 in rural areas to 35. 7 and 41. 1 relatively (10-1). Also, the housing condition has been improved, for the rates of population with access to tap water and gas have increased to nearly 100% respectively and the per capita living space has been enlarged (National Bureau of Statistics of China, 2011, 10-1). Although the living condition in China is still not comparable to that in developed countries, it is much better than what it was 20 years ago, and this is acceptable to returnees.When compared with the rapid growth of China’s economy, the financial crisis in other parts of the world has disappoint ed overseas students recently, in terms of employment and advancement opportunities. In developed countries, scholars’ work and life seemed the same as before, and hardly can the pattern of life and work be changed. Whereas, China usually presented a better appearance to overseas scholars every time they came back to China (Liu & Li, 2010). Usually, opportunities appear in changes. Therefore, scholars believe there are better and more opportunities in their career in China.For example, in the report on October 21st, 2012, Sophie Tao, an ex-fund manager in New York who went back to China to promote her career further, states, â€Å"China is one of the few bright spots in the world economy† (Ford, 2012). In China, many academic fields have not been explored enough yet, and some are even virgin lands. For this reason, those returnees, equipped with the experience and knowledge gained from abroad, can lay foundations in their own field in China. The possibility of success attracts scholar to do research in China (Engardio, & Engardio, 2009).In fact, the 2008-2009 financial crisis tested the economic stability worldwide and the harm caused by the global economic crisis still affects the economics of the rich nations (Llana et al. , 2012). Moreover, it increased the unemployment rate of immigrants in developed countries and it became difficult for overseas students to find a job there. According to Stephen Castle, a Research Chair at the Department of Sociology and Social Policy at the University of Sydney, the unemployment rate for immigrants increased by 3. 4% in the European Union in 2008. And that rate in the USA has increased by 4. % (2012, p1847). Chinese students found out that it was difficult for them to find a suitable job overseas. Then, they started to think about whether the developed countries were their only choice of destination, or whether their homeland would be a feasible choice. And China did not disappoint them. China entered World Trade Organization (WTO) in 2001. And in 2002-2009 international companies have invested 683. 5 billion in China (Wang, 2012). The main method of their investment is to start their branch offices in China. Furthermore, China had to compete with other countries in the world.As a consequence, the â€Å"golden time† for overseas students to go back to China began (Ye, 2000, p. 20). Returnees believe that they can have their own contribution to the development of China. Ma Jianghe, who gained his doctorate of Law in the United States, chose to develop his career in China after the agreement on China’s accession to WTO was signed. He believed: â€Å"After China joins the WTO, I will have a big advantage in China’s law service market. My good understanding of Chinese and American laws will convince businessmen from both countries to trust me. † ( Ye, 2000, p. 1) As Ma said, the abilities that returnees possess are what a country or a company needs to succeed i n international competition. Their multi-cultural background, their communication skills and their ability of adaptation in their own field make them outstanding among employees. Besides the economic factors, in the past, another reason that would stop overseas scholars from returning was the strict control of scholars made by the government. Because of the control, the most violent issue happened in 4 June 1989. Students died, for their political status went against the government.Scholars were afraid of being deprived of freedom, both physically and politically (Zweig, 2006). They thought once they went back to China, they could never go abroad again and hardly could they communicate with international scholars. Considering of the life in future, many scholars refused to return home. Indeed, policies at that time were not open enough. Chinese government noticed that China was confronted with a serious problem that plenty of overseas talents chose to stay abroad. Only 20% of Chines e overseas scholars thought they might go back home according to Zweig’s survey which was done in 1993 (Zweig, 2006).Facing this obstacle, the authorities decided to support overseas scholars to come back to home and began to create friendly environment to welcome scholars. To encourage returning, the government has provides financial support to scholars through plenty of programs in recent 20 years. To illustrate how those programs work, the â€Å"thousand talents program† that was launched in 2008 is an appropriate example. The aim of this plan is to lure overseas scholars to go back to China and help their homeland to â€Å"raise its global competitiveness† and become â€Å"an innovative society† (Ford, 2012, para. 0). The Chinese government launched it to bring top scientists and high-tech entrepreneurs back home in the next five to 10 years. In this plan, the government is going to grant 1 million Yuan (about $146,000) per person as salary and resear ch fund. Then the government offers them insurance, housing and pensions, too. Thanks to this plan, over 2000 experts in varied field have gone back to China to start a new career during the last three years(Zhang, 2012,para. 1).The financial supports make the returnees’ road back to China easier. Not only the central government but also the local government attempts to attract overseas scholars. â€Å"Enterprise incubators† have been set up to offer opportunity to returnees to start their own business since 1994 (Zweig, 2006, & Liu, & Li, 2010). An â€Å"Enterprise incubator† is a special zone that provides preferential policies and service for overseas entrepreneurs, which makes it an appropriate zone for overseas scholars to begin from.According to the statistics cited in â€Å"Zhongguo liu xue tong shi† (The history of Chinese student studying abroad, Liu, & Li, 2010), in 2003, there were over 110 such zones in China, more than 6000 companies were fou nded in those zones, and over 15,000 overseas entrepreneurs were attracted to those zones. The annual output value of 2003 was 32. 7 billion Yuan (about $5. 24 billion). The success in these enterprise incubators may lure more overseas scholars to go home. Cultural binding with homeland also lures overseas scholars to go back to China.In a foreign country, it is probable for someone to suffer from nostalgia, discrimination, and other problems. And they would miss home and return to their familiar culture to avoid those problems. Family is an essential part of one’s cultural background. As a consequence, it acts as a firm bond between overseas scholars and their homeland. First, Kellogg, a researcher working on international migration at UCLA, did a survey on the future plans of Chinese students in America in 2012. According to the survey, the top one reason why they want to return home is family (Kellogg, 2012).It is suffering to stay far away from relatives and friends for a long period of time. Furthermore, because of one-child policy, the only child is what parents can rely on except for the welfare and pension when parents get old. In Chinese traditional convention, children should take care of the elder family members (Smith, 1973). So parents and children would like to live together, at least live nearby each other (Settles, Sheng, Zang, & Zhao, 2008). This will lead to an increasing number of overseas students to come back to China.Moreover, China, a familiar environment, may comfort these scholars and give them confidence in their career, which is an attraction to scholars who stays abroad. Integration into the local society is a troublesome problem to Chinese students. In a survey done by a website named deyi which is a popular website among Chinese students in Germany (2007) about the students’ situation in the local society, only seven percent of students assert that they have no problem to join the main stream. Others encountered prob lems more or less (as cited in Liu & Li, 2010, p. 88-491) To evade this, some of them tend to limit their social contact to a small group of Chinese people and confine their career to lab when they graduate, which lead to the result that they have less communication with the main stream and it becomes more troublesome for them to integrate into the society (Miller, 1992 & Liu & Li, 2010). On the other hand, their situation in China is different from that abroad. An overseas scholar has both a native knowledge of his or her homeland and the ability to use Chinese fluently.That is the basis of overseas scholars’ confidence. When they strike root in their homeland, they gain confidence. Chaoyang Zhang, the CEO of sohu (Sohu is one of the most successful Internet companies in China. )and a returnee, shares his experience: â€Å" When I was an official at MIT, I met Zhangliang Chen (He is a famous experts of tropical botany in China and he studied in Washington University in St. Louis. ) once. From his expression and the look in his eyes, I could see the authority and firmness that he gained during the years when he was in China.His confidence and pride are what overseas students and successful overseas scholars do not have. That is result of striking root in homeland. The difference is so enormous to make me shocked, which strengthen my determination to go back to China. † ( Liu & Li, 2010, p. 587) The confidence based on living in homeland cannot usually be gained elsewhere. On the other hand, the cultural binding with homeland may be a disadvantage of Chinese scholars when they live abroad. Chinese scholars and those who have already mmigrated to foreign country may experience discrimination from others. The glass ceiling exists, which according to Joseph Tsien, a American neuroscientist from China, is â€Å"an unspoken truth† (Mervis, 2005, p. 607). A glass ceiling means that a certain barrier blocks the advancement to a relatively high pos ition faced by minority in a society. Because of culture gap and language barrier, most of the scholars from China find they can not totally understand the foreign culture (Liu, & Li, 2010).As a result, many of them can have fame and achievement in their own field as scientists but only a few of them can get a job of senior management in their field (Mervis, 2005). Alice Huang, a successful virologist who came from mainland China to America when she was 10 years old, encountered the barrier in her application to a high- level job in New York University in 1991. During her interview, she found out that what the committee was searching for is a WASP (White Anglo-Saxon Protestant) candidate and the committee set barriers to make Huang give up that position. In the end, she lost that position (Miller, 1992).Since evaluation, which may be subjective, is a key step in process of promotion, one, not belonging to the main stream, may be afraid of the unequal judgment done by the evaluating committee which consists of the majority. Scholars want to prove their value and be accepted by the society. But the existed barriers prevent scholars from getting higher positions and realize their plans. Under this condition, scholars would believe that they will be minority and nearly impossible to be integrated to mainstream, which may hurt scholars and drive them to go home (Liu, & Li, 2010).However, the racial discrimination to those overseas scholars will be eliminated in their homeland. They will be honored in China. Experiences of studying and working abroad are called â€Å"paint a little gold† (du jin) in Chinese (Zweig, Chen, & Rosen, 2004, p. 736), which means returnees are regarded precious in China. To conclude, the three keys to Chinese reverse brain drain are dramatic growth in the economics, proper policies that encourage overseas scholars to return and a cultural environment that can give returnees a sense of belonging.Through the success of China’s alluring scholars back, power plays a significant role. To encourage more overseas scholars to go back, the authorities should concentrate on developing the economy to gain more hard power. Moreover, an open political environment is necessary, for overseas scholars have experienced freedom in political status. Furthermore, for moving the trend of returning further, the government should not only concentrate on the quantity of the returnees but also the quality of the returnees. Reference: Alsop, R. (2007). TRACK: More Chinese Graduates Return Home.The Wall Street Journal. Retrieved November 14, 2012 from http://online. wsj. com/article/SB11737448221373 4773. html Castles, S. (2012). Cosmopolitanism and freedom? Lessons of the global economic crisis. Ethnic & Racial Studies, 35(11), 1843-1852. doi:10. 1080/01419870. 2012. 715662 Confucius, C. (2006). â€Å"Lun yu† ming yan =: Aphorisms From LUNYU. Di 1 ban. Jinan: Qi lu shu she. Engardio, P. ,& Engardio, P. (2009). China's Rev erse Brain Drain. BloomberBusinessweek. Retrieved November 14, 2012 from http://www. businessweek. com/magazine/content/ 09_48/b4157058821350. tm Ford, P. (2012). Reverse brain drain: China engineers incentives for â€Å"brain gain†. Christian Science Monitor, Retrieved from http://www. csmonitor. com/World/Global-Issues /2012/1021/Reverse-brain-drain-China-engineers-incentives-for-brain-gain International Rankings and Chinese Higher Education Reform. (2006). World Education News and Reviews. Retrieved November 14, 2012 from http://www. wes. org/ ewenr/06oct/ practical. htm. Jianshu, Z. (2000). Students Returned from Abroad in the 1990s. Chinese Education & Society, 33(5), 8. Kellogg, R. (2012).China's Brain Gain? : Attitudes and Future Plans of Overseas Chinese Students in the US. Journal Of Chinese Overseas, 8(1), 83-104. doi:10. 1163/179325412X634319 Liu, J. , & Li, X. (2010). Zhongguo liu xue tong shi: Zhongguo liuxue tongshi. Di 1 ban. Guangzhou: Guangdong jiao yu chu ba n she Llana, S. , Ford, P. , Marquand, R. , Pflanz, M. , & Ibukun, Y. (2012). Reverse brain drain: Economic shifts lure migrants home. Christian Science Monitor, N. PAG. National Bureau of Statistics of China. (2011). China statistical yearbook 2011. Beijing: China Statistics Press.Settles, B. , Sheng, X. , Zang, Y. & Zhao, J. (2008). The one child policy and its impacts on Chinese families. Research Committee on Family, 12-13. Smith, D. (1973). Confucius. London: Temple Smith. Wang, Z. (2012). Ten years of international companies since China entered WTO. International Financing. Retrieved November 14, 2012 from http://www. zcom. com/ article/51886/ Yan, J. (1998). My heart turns toward the homeland. Chinese Education & Society,31(2), 57. Ye, L. (2000). Overseas students coming back at a golden time. Beijing Review, 43(6/7), 20. Zhang, Y. (2012).Thousand Talent Program brings more pros. China Daily, Retrieved from http://www. chinadaily. com. cn/bizchina/2012-04/28/content_15168335. htm. Zweig, D. , Changgui, C. , & Rosen, S. (2004). Globalization and transnational human capital: Overseas and returnee scholars to china. The China Quarterly, 735-757. Zweig, D. (2006). Competing for talent: China's strategies to reverse the brain drain. International Labour Review,145(1), 65-0_6. Retrieved from http://search. proquest. com. ezproxy. library. wisc. edu/docview/224008850? accountid=465 ———————– 1 â€Å"Back to China†: the Reverse Brain Drain in China â€Å"Back to China†: the Reverse Brain Drain in China Every autumn, American students are busy with applying for undergraduate or graduate schools, so are an increasing number of Chinese students. Chinese get to realize the significance of being transnational. â€Å"Transnational† means involving in many countries. Now, human capital, especially those who have international experience, is significant to the development of a country in the internationalized world. However, plenty of overseas students from developing country tend to stay abroad for a better future, which is a great loss of developing countries.But, recently, more and more Chinese students go back to China after they complete their study, which is a good news to China. Looking through this new trend, there are three main factors that may drive overseas scholars to come back to China: the growth of economy in China, the support from the government to overseas scholars, and the bond between overseas scholar s and home land. Reverse brain drain is a term of migration. The definition of this term is the phenomenon that talented people who once studied or worked in developed country go to a less developed country which is developing in high pace.Recently, this has been common in developing countries, such as India, Brazil, and China (Llana, Ford, Marquand, Pflanz, & Ibukun, 2012). Conversely, in the past, People’s Republic of China (PRC) was not as open as it is now. PRC even ceased the communication in education with other countries once because of the Chinese Culture Revolution which lasted from 1966 to 1976 (Liu, & Li, 2010). Not until 1978 when China renewed the policy of international academic communication did China send students to go abroad (Yao, 2004).As China’s policy became looser, â€Å"outgoing tide† and â€Å"incoming tide† appeared (Zhang, 1997). â€Å"Outgoing tide† is a description of the phenomenon that plenty of students go abroad and the â€Å"incoming tide† means those students go back. Since 1978, according to China statistical yearbook 2011, more than 632,000 Chinese, or 33 percent of those who studied abroad, have returned home and both the rate of increase of overseas Chinese students and the rate of increase of returning Chinese scholars have grown sharply in recent years. For instance, in 1989, 3,329 went abroad to study.In 1990, the number of students who went abroad even decreased to 2,950 , only 1,593 scholars went back to China. In contrast, the total of students who studied abroad in 2010 increased to 284,700. In the same year, 134,800 students return after their study in foreign country, up 24. 7 percent from 2009 (National Bureau of Statistics of China, 2011, 20-10). Statistics show that the reverse brain drain to China has already begun. In the past, the reason why the majority of overseas scholars chose staying abroad instead of returning was that they found there were obstacles blocking t heir way back to China.Those scholars were concerned about the factors linked with money, especially the living condition and career. Compared with working in China, it would be easier for scholars to have convenient places to live and earn relatively high salary when working abroad (Li, 1998). As for career, in China, when some young scholars applied for research funds, they were not able to get funded, which means they could only be assisted by institutions and companies abroad or study further overseas. Ruizhang Guan is one of the scholars who went abroad because of lack of fund.He did not have a Ph. D. at that time. He said, â€Å"It was difficult to get any funds without a Ph. D. , and without funding it was very hard to produce any results† (Yan, 1998, p. 59). Furthermore, Zweig, the chair professor of Social Science of the Hong Kong University of Science and Technology who is known for his research on Chinese politics and political economy, pointed out in his paper â⠂¬Å"Competing for talent† (2006) that the economy of China was in poor condition, most of the institutes and research centers did not have enough money to update the facilities.Then scholars believed that they could not develop further in their fields with the deficient equipment in Chinese institutes. To have promising future, these scholars were willing to develop their careers in developed countries. It is undoubtedly true that there were many factors motivating the migration of scholar in that period. However, two decades have passed, and the living and working environment in China has changed dramatically, owing to the development in economy. The growing economy has given China opportunities to improve Chinese people’s living condition.And now when scholars consider the question whether to stay abroad or to go back to homeland, better living condition there can make life abroad less attractive. To illustrate the changes in living condition, Engel's coefficient is o ne of the index numbers. Engel's coefficient means the proportion of spending on food in total spending. A decreasing Engel's coefficient shows the average income has increased and life is getting better for a population. According to China statistical yearbook 2011 (National Bureau of Statistics of China, 2011), Engel's coefficient there dropped from 54. in urban areas and 58. 8 in rural areas to 35. 7 and 41. 1 relatively (10-1). Also, the housing condition has been improved, for the rates of population with access to tap water and gas have increased to nearly 100% respectively and the per capita living space has been enlarged (National Bureau of Statistics of China, 2011, 10-1). Although the living condition in China is still not comparable to that in developed countries, it is much better than what it was 20 years ago, and this is acceptable to returnees.When compared with the rapid growth of China’s economy, the financial crisis in other parts of the world has disappoint ed overseas students recently, in terms of employment and advancement opportunities. In developed countries, scholars’ work and life seemed the same as before, and hardly can the pattern of life and work be changed. Whereas, China usually presented a better appearance to overseas scholars every time they came back to China (Liu & Li, 2010). Usually, opportunities appear in changes. Therefore, scholars believe there are better and more opportunities in their career in China.For example, in the report on October 21st, 2012, Sophie Tao, an ex-fund manager in New York who went back to China to promote her career further, states, â€Å"China is one of the few bright spots in the world economy† (Ford, 2012). In China, many academic fields have not been explored enough yet, and some are even virgin lands. For this reason, those returnees, equipped with the experience and knowledge gained from abroad, can lay foundations in their own field in China. The possibility of success attracts scholar to do research in China (Engardio, & Engardio, 2009).In fact, the 2008-2009 financial crisis tested the economic stability worldwide and the harm caused by the global economic crisis still affects the economics of the rich nations (Llana et al. , 2012). Moreover, it increased the unemployment rate of immigrants in developed countries and it became difficult for overseas students to find a job there. According to Stephen Castle, a Research Chair at the Department of Sociology and Social Policy at the University of Sydney, the unemployment rate for immigrants increased by 3. 4% in the European Union in 2008. And that rate in the USA has increased by 4. % (2012, p1847). Chinese students found out that it was difficult for them to find a suitable job overseas. Then, they started to think about whether the developed countries were their only choice of destination, or whether their homeland would be a feasible choice. And China did not disappoint them. China entered World Trade Organization (WTO) in 2001. And in 2002-2009 international companies have invested 683. 5 billion in China (Wang, 2012). The main method of their investment is to start their branch offices in China. Furthermore, China had to compete with other countries in the world.As a consequence, the â€Å"golden time† for overseas students to go back to China began (Ye, 2000, p. 20). Returnees believe that they can have their own contribution to the development of China. Ma Jianghe, who gained his doctorate of Law in the United States, chose to develop his career in China after the agreement on China’s accession to WTO was signed. He believed: â€Å"After China joins the WTO, I will have a big advantage in China’s law service market. My good understanding of Chinese and American laws will convince businessmen from both countries to trust me. † ( Ye, 2000, p. 1) As Ma said, the abilities that returnees possess are what a country or a company needs to succeed i n international competition. Their multi-cultural background, their communication skills and their ability of adaptation in their own field make them outstanding among employees. Besides the economic factors, in the past, another reason that would stop overseas scholars from returning was the strict control of scholars made by the government. Because of the control, the most violent issue happened in 4 June 1989. Students died, for their political status went against the government.Scholars were afraid of being deprived of freedom, both physically and politically (Zweig, 2006). They thought once they went back to China, they could never go abroad again and hardly could they communicate with international scholars. Considering of the life in future, many scholars refused to return home. Indeed, policies at that time were not open enough. Chinese government noticed that China was confronted with a serious problem that plenty of overseas talents chose to stay abroad. Only 20% of Chines e overseas scholars thought they might go back home according to Zweig’s survey which was done in 1993 (Zweig, 2006).Facing this obstacle, the authorities decided to support overseas scholars to come back to home and began to create friendly environment to welcome scholars. To encourage returning, the government has provides financial support to scholars through plenty of programs in recent 20 years. To illustrate how those programs work, the â€Å"thousand talents program† that was launched in 2008 is an appropriate example. The aim of this plan is to lure overseas scholars to go back to China and help their homeland to â€Å"raise its global competitiveness† and become â€Å"an innovative society† (Ford, 2012, para. 0). The Chinese government launched it to bring top scientists and high-tech entrepreneurs back home in the next five to 10 years. In this plan, the government is going to grant 1 million Yuan (about $146,000) per person as salary and resear ch fund. Then the government offers them insurance, housing and pensions, too. Thanks to this plan, over 2000 experts in varied field have gone back to China to start a new career during the last three years(Zhang, 2012,para. 1).The financial supports make the returnees’ road back to China easier. Not only the central government but also the local government attempts to attract overseas scholars. â€Å"Enterprise incubators† have been set up to offer opportunity to returnees to start their own business since 1994 (Zweig, 2006, & Liu, & Li, 2010). An â€Å"Enterprise incubator† is a special zone that provides preferential policies and service for overseas entrepreneurs, which makes it an appropriate zone for overseas scholars to begin from.According to the statistics cited in â€Å"Zhongguo liu xue tong shi† (The history of Chinese student studying abroad, Liu, & Li, 2010), in 2003, there were over 110 such zones in China, more than 6000 companies were fou nded in those zones, and over 15,000 overseas entrepreneurs were attracted to those zones. The annual output value of 2003 was 32. 7 billion Yuan (about $5. 24 billion). The success in these enterprise incubators may lure more overseas scholars to go home. Cultural binding with homeland also lures overseas scholars to go back to China.In a foreign country, it is probable for someone to suffer from nostalgia, discrimination, and other problems. And they would miss home and return to their familiar culture to avoid those problems. Family is an essential part of one’s cultural background. As a consequence, it acts as a firm bond between overseas scholars and their homeland. First, Kellogg, a researcher working on international migration at UCLA, did a survey on the future plans of Chinese students in America in 2012. According to the survey, the top one reason why they want to return home is family (Kellogg, 2012).It is suffering to stay far away from relatives and friends for a long period of time. Furthermore, because of one-child policy, the only child is what parents can rely on except for the welfare and pension when parents get old. In Chinese traditional convention, children should take care of the elder family members (Smith, 1973). So parents and children would like to live together, at least live nearby each other (Settles, Sheng, Zang, & Zhao, 2008). This will lead to an increasing number of overseas students to come back to China.Moreover, China, a familiar environment, may comfort these scholars and give them confidence in their career, which is an attraction to scholars who stays abroad. Integration into the local society is a troublesome problem to Chinese students. In a survey done by a website named deyi which is a popular website among Chinese students in Germany (2007) about the students’ situation in the local society, only seven percent of students assert that they have no problem to join the main stream. Others encountered prob lems more or less (as cited in Liu & Li, 2010, p. 88-491) To evade this, some of them tend to limit their social contact to a small group of Chinese people and confine their career to lab when they graduate, which lead to the result that they have less communication with the main stream and it becomes more troublesome for them to integrate into the society (Miller, 1992 & Liu & Li, 2010). On the other hand, their situation in China is different from that abroad. An overseas scholar has both a native knowledge of his or her homeland and the ability to use Chinese fluently.That is the basis of overseas scholars’ confidence. When they strike root in their homeland, they gain confidence. Chaoyang Zhang, the CEO of sohu (Sohu is one of the most successful Internet companies in China. )and a returnee, shares his experience: â€Å" When I was an official at MIT, I met Zhangliang Chen (He is a famous experts of tropical botany in China and he studied in Washington University in St. Louis. ) once. From his expression and the look in his eyes, I could see the authority and firmness that he gained during the years when he was in China.His confidence and pride are what overseas students and successful overseas scholars do not have. That is result of striking root in homeland. The difference is so enormous to make me shocked, which strengthen my determination to go back to China. † ( Liu & Li, 2010, p. 587) The confidence based on living in homeland cannot usually be gained elsewhere. On the other hand, the cultural binding with homeland may be a disadvantage of Chinese scholars when they live abroad. Chinese scholars and those who have already mmigrated to foreign country may experience discrimination from others. The glass ceiling exists, which according to Joseph Tsien, a American neuroscientist from China, is â€Å"an unspoken truth† (Mervis, 2005, p. 607). A glass ceiling means that a certain barrier blocks the advancement to a relatively high pos ition faced by minority in a society. Because of culture gap and language barrier, most of the scholars from China find they can not totally understand the foreign culture (Liu, & Li, 2010).As a result, many of them can have fame and achievement in their own field as scientists but only a few of them can get a job of senior management in their field (Mervis, 2005). Alice Huang, a successful virologist who came from mainland China to America when she was 10 years old, encountered the barrier in her application to a high- level job in New York University in 1991. During her interview, she found out that what the committee was searching for is a WASP (White Anglo-Saxon Protestant) candidate and the committee set barriers to make Huang give up that position. In the end, she lost that position (Miller, 1992).Since evaluation, which may be subjective, is a key step in process of promotion, one, not belonging to the main stream, may be afraid of the unequal judgment done by the evaluating committee which consists of the majority. Scholars want to prove their value and be accepted by the society. But the existed barriers prevent scholars from getting higher positions and realize their plans. Under this condition, scholars would believe that they will be minority and nearly impossible to be integrated to mainstream, which may hurt scholars and drive them to go home (Liu, & Li, 2010).However, the racial discrimination to those overseas scholars will be eliminated in their homeland. They will be honored in China. Experiences of studying and working abroad are called â€Å"paint a little gold† (du jin) in Chinese (Zweig, Chen, & Rosen, 2004, p. 736), which means returnees are regarded precious in China. To conclude, the three keys to Chinese reverse brain drain are dramatic growth in the economics, proper policies that encourage overseas scholars to return and a cultural environment that can give returnees a sense of belonging.Through the success of China’s alluring scholars back, power plays a significant role. To encourage more overseas scholars to go back, the authorities should concentrate on developing the economy to gain more hard power. Moreover, an open political environment is necessary, for overseas scholars have experienced freedom in political status. Furthermore, for moving the trend of returning further, the government should not only concentrate on the quantity of the returnees but also the quality of the returnees. Reference: Alsop, R. (2007). TRACK: More Chinese Graduates Return Home.The Wall Street Journal. Retrieved November 14, 2012 from http://online. wsj. com/article/SB11737448221373 4773. html Castles, S. (2012). Cosmopolitanism and freedom? 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