Design an org Term Paper Example | Topics and Well Written Essays - 500 words - 1

Structure an organization - Term Paper Example It will be a non-benefit association that tries to promote space sports due to the apparent advantages of the equivalent. In that association, it will have an energetic advertising group to select devotees and an account division to follow use and other budgetary ramifications. At last, there will be a specialized group to counsel on the real factors of playing b-ball in space. In space, there is little gravity (Asimov, 2006). All things considered, the guidelines that apply to b-ball on earth can't make a difference to Mars. For instance, since there is no gravity on Mars, one of the standards will be that that b-ball goes through the ring from beneath and not from above. There likewise should be a standard on the standard ball court appropriate in space (Labossiã ¨re et al., n.d). In all likelihood, it ought to be an encased structure with a roof to decelerate and stop the ball when it goes up. There could likewise be more focuses for an adversary who protects a colleague stuck on the roof since they bounced excessively high. All contentions emerging from space ball will be coordinated to this body. Definitely, human collaborations are known to be hatcheries of conflict. Any developing contrasts will be accommodated in a consultation managed by the Federation. The Federation will likewise be entrusted with the obligation of producing a schedule of exercises consistently. Different competitions will be composed, arranged and executed in the year. Exacting adherence to the yearly occasions will completely coordinate the game in the general public and make its essentialness. It is extremely deplorable that there is next to no that occurs in space as diversion. Diversion is important to restore the soul in the wake of a monotonous day. It could even be a disincentive for additional researchers to investigate the universe. The Federation will try to add excitement to space visits. The objective of the travel industry is ready to be a drawn out financial advancement for intrigued

Habits of Highly Effective People

Question: Compose an exposition on 7 Habits of Highly Effective People. Answer: The book 7 Habits of Highly Effective People give an elaborative outline about human instinct. The human changes their propensity in like manner with the developing circumstance in their own and expert life. I have seen a considerable lot of these circumstances in my own and expert life. This report is clarifying a few ideal models estimating the propensities for human in various circumstances. I am giving a concise portrayal of the seven propensities for human in a few circumstances in this report. Objectives and Objectives: The report I have introduced here causes the understudy to be increasingly successful in their expert and individual life also. The report is depicting the seven propensities for human for causing the understudy to see all the more plainly about the standards referenced in the book for giving direction about the propensities for exceptionally compelling individuals. Character is commonly a composite of our propensities. Our character is work by building up our m usings, activities. I can say it all the more intricately that, propensities are the structure square of our character. I have watched ordinarily that, the propensities feature our character unknowingly or intentionally. Character is characterized as the particular quality that makes us an individual one in the group. Character is identified with the external appearance of an individual, while, character features interior characteristics and conduct. Essential significance of the individuals is joined of certain highlights: trustworthiness of qualities, development, and plenitude attitude. Auxiliary significance is accomplished by constructive character and human relations procedures. Change in outlook assumes an extraordinary job for the character advancement of person. Change in outlook presents the difference in mentality of the individuals while ignoring their own need and giving significance to the points of view of others. I have additionally encountered a change in perspective in my life: my companion was confronting such a significant number of issues throughout his life, he was n relative left with him. Because of this explanation he was losing trust in making due in his life, at that point one the very first moment instructor of his school revealed to him that dont see the life while considering your issues, simply believe that these are new advances given by god to bring you higher in your life. This one observation co mpletely changed his vision about existence and now he is the best individual among my gathering of companions I had in my school. Propensities As per the Coveys meaning of propensity this is the convergence of information, aptitudes and want. These three components are required to keep up a propensity throughout everyday life. One propensity that I have to create inside the mid-June is: I need to be increasingly prompt in my life. It will give me more chances to build up my character. As per Covey, the adequacy is characterized as the social feeling of human which permits the individual to accomplish most extreme long haul development in his life. The adequacy authorizes the right mental maps for taking care of the issues of person. One case of my life can expound this hypothesis well overall. I have seen one understudy who wanted to get great stamps in his examinations. He was making a decent attempt yet not getting a particular outcomes. His center was less in finding the fundamental materials which he requirement for his investigation and he was offering exertion to remember all the subjects. As the nature of the materia l was bad, he was not having the option to get great grades in his school. Equalization Groups P/PC balance hypothesis expresses that, the adequacy in work or accomplishing something must be practiced by adjusting the creation capacity and creation of wanted outcomes. On the off chance that any of these components are missed the outcome would not be accomplished. In my college, the understudies are attempting to accomplish great scores in subjects, they have the correct devotion for it, yet they are dismissing the direction gave by their teachers. In this manner, however they have capacity, absence of sense for picking the correct direction is compelling them to be fizzled. Be proactive: Reactive versus Proactive As indicated by the hypothesis of Covey, one proactive individual doesn't accuse the circumstance and can without much of a stretch assume the liability, while, the responsive individual get impacted by the states of being at an incidental situation.Last year I got an opportunity to concentrate in abroad however I dismissed it as I was not feeling helpful for leaving my nation. That was my contemplative person conduct which was compelling me to do this; in the event that I accepting this as a test, at that point it would be valuable for me. Another case of proactive nature I have watched is that, more often than not my companions used to disregard the classes of one of our teacher in my school, simply because he stepped through a few exams to check our qualities in the subjects. They stayed away from that challenge, which could make them more grounded in the subject. Your hover of impact Improvement of necessity actionsAccording to the investigation of broods hypothesis I have discovered that I am a proactive person. The moves I have to make to be proactive are: Prediction: Proactive individuals doesn't upset by shocks as they probably am aware how to anticipate the occasions. Forestall: Proactive individuals dont burn through their time while considering at this very moment. To be proactive I should need to get ready for future. Take an interest: Participation in each occasion makes an individual proactive. I might want to be progressively prescient in my work recorded. It will assists with picking up information about the up and coming incidental circumstances and I can without much of a stretch be set up for that, which will likewise help up my presentation. Start in light of the End Start in light of the end implies that each individual should design their work with a fresh start each day. The ventures, errands ought to be begun with a reasonable vision consistently. This will give us the reasonable objectives and our objective, what we need to accomplish in our life. This viewpoint fortifies our proactive muscles. Consistently I need to confront such a significant number of difficulties in my working environment, yet at the same time I start with an end with each errand. At the beginning of the day I set my own objectives and focuses for the day that I need to accomplish and begin y work, which give me new quality without fail. Improvement activities: Start with inspiration: Begin in light of the end is only an inspiration contemplated his undertaking or assignment. So any sort of startup requires the inspirational perspective. Crucial: in light of the end requires an explained mission to be followed in the psyche. The errand or venture ought to have an appropr iate strategic picking up success.Staying associated with the crucial: individual should keep the association with the statement of purpose of his undertaking or assignment. It will assist the person with manipulating their points as per their advancement. As I would see it, I might want to begin my each work with the new persuasive viewpoint in my psyche, which will direct through any sort of challenges in may work field. Put First things First I will in general work more in the first quadrant. The subsequent quadrant isn't critical yet significant for me. The third quadrant is pressing yet not significant for me and the fourth quadrant isn't significant just as not significant for me. The rates I might want to accommodate the time the board of these quadrants are given in the table beneath: Improvement actions:Remainders: First thing ought to be placed in first, considers the updates for remembering the objectives of the venture and furthermore the point of the errand. Readiness and arranging: Recognizing the principal thing requires the arranging and arrangement. We can without much of a stretch indentify the thing which has the higher need by legitimate arranging. Organizing and controlling: The need of the assignment can be dissected through controlling the errands and occasions, which presents the needs of the undertakings, all things considered. I might want to concentrate on the investigation of the need of assignments or undertakings. Estimation of the significant and critical assignments is pivotal for making myself effective in my own and expert life. Concurring the to meaning of the passionate financial balance gave by Covey, it is characterized as the analogy, which appraises the measure of trust has been develop in a relationship. |I can clarify this perspec tive with a case of my life: I have confronted a basic circumstance in my own life, when my closest companion has left me for a long time. We had terrible battle with one another, which drove her away from me. In spite of the fact that during these three years she understood that the issue for which we had been battling from three years isn't so significant than the quality time and realities we have shared and the trust we work among one another. We both understood this issue and finished our battle. Think Win-Win Thinking Win-win is anything but a convenient solution methods, its a character based code for the individual. As indicated by me, we generally think our achievement regarding disappointment of others. We like to pass judgment on ourselves while thinking about the examination. We believe that on the off chance that some success, at that point we are losing. The Win-win circumstance sees the circumstance, where the achievement is accomplished by making both of the gatherings a victor. This circumstance tries to have the advantages from common relationship with one another. Improvement activities: Respectability: It clarifies the tenacity of contemplations as indicated by the individual worth, convictions and norms.Maturity: It permits the thoughts of one individual while thinking about the thoughts of others at once. Wealth attitude: This perspective clarifies that there are a lot of choices for everybody. The vast majority of the individuals consider each other either the one is intense or they are pleasant, though, Win-win considers these both. It thinks about the parity of thought and mental fortitude. Development is that phase when each individual accomplishes both the angle in turn: thought and mental fortitude. Look for first to comprehend Correspondence is the most significant key ability in expert and individual life. Yet, listening expertise is the best aptitude at any point acquainted with an understudy in as long as they can remember, for which they can without much of a stretch see any sort of circumstances. Legitimate l

I think I can, I think I can

I think I can, I think I can A couple days ago, I received an email from a blog reader who asked me, Isnt MIT supposed to be super hard? How do you find time to have fun? I think this is a very interesting question to pursue. So one thing you have not really seen too many pictures online thus far are pictures of my desk at off hours of the night or of the trail I traverse early evenings throughout the Infinite Corridor as I head to different office hours, but I promise you I, like the rest of the students at MIT, take my academics seriously. There are also a number of Ill say statements that exist out there about MIT students and how they pull all-nighters six out of seven nights a week. Heres what I say to that; yes, MIT is a challenging intellectual environment, but its not impossible and yes WE DO SLEEP. To paint a clearer picture, Ill provide you with a couple of examples. Take for example, 18.02, Multivariable Calculus, a typical freshman class. Heres the entry from the course catalog: Undergrad (Fall, Spring) Calculus II Prereq: 18.01 Units: 5-0-7 Dissecting that entry, lets look at the units. Units: 5 0 7 The units break down as hours in class, hours in lab, hours outside of class. Hours outside of class include homework hours, hours reading, and hours studying. Now heres my take on all this (feel free to ask around for other opinions as well current students reading this, please chime in) The 5 hours in class are pretty fixed. Typically, 3 hours in class, 2 hours in recitation. The 7 is a little bit more amorphous. Some problem sets are easier than others; some weeks you have tests, some weeks you dont. So about that adjective that was used to describe MIT. Is MIT hard? Yes, MIT is challenging. I can tell you when I came to MIT, I knew that this place was going to test my limits and I knew that I was going to learn more than I could imagine, but I didnt know to what extent and with what frequency. And you know what, it varies. Some weeks are fairly straightforward; Here are the problems, use the equations, get the answer. Some weeks the problem sets live up to their names a bit more. Theyre problems, and you are asked to solve them. Develop an approach, support your assumptions, and give some type of conceptual and numerical answer to this situation. Sometimes at first glance, a problem set can seem intimidating where you think to yourself you must have missed a few lectures because you have no idea where to start with Problem 1, Part A. This is really where the fun starts. Imagine yourself one evening in a lounge with some of your friends having a Problem Set Party. And someone approaches the whiteboard with the marker, and there you begin to dig into the problem. Sometimes you argue. Sometimes you all get stuck. Sometimes you take a short break to watch American Idol. Sometimes, one person completely gets the problem, and then there are times you might not get it at all, and then you work through it again, and try to understand the logic used in solving the problem. I promise you; its actually one of the most gratifying sensations when you are able to staple your problem set together and say Im done. So how can all this be fun? Response 1. You never do a problem set on an empty stomach. Dominos stays open late, and La Verdes is open 24 hours during the school week. 2. Comic relief although oftentimes unexpected always occurs. 3. You can say you did it. Professors often preface their problems with the statement that this problem is not easy. And then when you get that problem done, you can say to yourself in the style of Napoleon Dynamite, SWEET. And what would a blog entry be without photos? For the next two months, Ill be highlighting the top ten (+/- 3) places on campus to study. This week, Im highlighting the Reading Room in the Student Center (W20). Open 24 hours, 7 days a week. You can always find someone studying here in the reading roomor taking a nap. Keep in mind, this is just my take on things. I encourage you to seek out additional opinions. I think MIT is challenging, but I really wouldnt have it any other way. I like the fire hose.

Lorraine Hansberry - 1192 Words

Lorraine Hansberrys A Raisin in the Sun The characters in Lorraine Hansberrys play are very significant in understanding the play. The characters are examples of they way Lorraine lived day by day her live when she was a kid. The success of the play was brought out by the characters and her way of keeping our interest with each one of them. They characters are very critical in understanding the play. There were four main characters that made the play a sellout, Lena, Ruth, Beneatha and Walter Lee. Each one of these characters had a dream to try to accomplish. The Characters portray the plays meaning in the way the play evolved into a masterpiece. Lorraine Hansberry studied African history while working on A Raisin in the Sun.†¦show more content†¦She is up set and smacks Beneatha when Beneatha tells her that she does not believe in God. Mama tells her that if she lives in her house she must believe in God. Henry Hewes opinion was that ^the play contained dramaturgical implications which were brought out by Walter^ (Hewes 212). Theophilus Lewis notion was ^the drama had a great sense of spiritual conflict in the area of Walter Younger^s soul with an obbligato of social awareness^ (Lewis 216). According to James Baldwin he thought this play was ^excellent and never before in the entire history of the American theater had so much of the truth of Black peoples lives been on stage^ (Baldwin 55). Many critics thought that the characters had most to do with the play an how the play was perceived. Jordan Y. Miller thought ^A Raisin in the Sun is one of the greatly enhanced by well ordered revelation of the events which are so important in the lives of the characters^ (Miller). Also Lorraine Hansberry kept our interest by developing the characters through out the play. The characters are people who collaborated with other people and confronting there confusion and anger. Gerald Weales thought the play was old fashion and had almost no serious playwright. However he thought ^the plays strength lied in the characters and the problem of Walter Lee^ (Weales). If the play was to be written differently it would have had no real significant meaning. Amari Baraka another dramatist ^liked the play andShow MoreRelatedLorraine Hansberry s A Raisin1474 Words   |  6 PagesLorraine Hansberry created the play A Raisin in the Sun. A Raisin in the Sun recounts an anecdote about The Youngers w ho is a poor African American family living on the Southside of Chicago. A chance to escape from neediness comes as a $10,000 extra security watch that the female authority of the family (Lena/Mama) gets upon her significant other s passing. Lena s kids, Walter and Beneatha, each have plans with the cash. The most established child, Walter (a man of 35 with a spouse and a youthfulRead MoreAnalysis Of A Raisin In The Sun By Lorraine Hansberry1158 Words   |  5 Pageswritten by Lorraine Hansberry. To further understand the play please read the text below about the background of Hansberry’s life, living conditions in the era that the play took place, and reviews written about the play. Lorraine Hansberry was a playwright and a writer. She was born in Chicago May 19, 1930 in Chicago, and she grew up in the Woodlawn neighborhood in the South side of Chicago. Her parents were well known civil rights activists; Carl Hansberry (her father) and Nannie Hansberry (her mother)Read Moreâ€Å"A Raisin in the Sun†700 Words   |  3 PagesLorraine Hansberry used symbolism in her successful drama, â€Å"A Raisin in the Sun† to portray emotions felt in the lives of her characters and possible her own. Hansberry set her piece in Chicago’s South Side, probably the early 1950’s. During this period in history, many African-Americans, like the Youngers, struggled to overcome the well-known prejudices that were far too familiar. The main scene, in this touching realist drama, is the home of the Youngers, an overcrowded run-down apartment. Read MoreThe symbolism of the plant in A Raisin in the Sun1893 Words   |  8 PagesThe symbolism of the plant in A Raisin in the Sun One might ask how the scientific facts of the functional purpose of a plant would connect to a literary piece, especially the well-known play, A Raisin in the Sun, written by Lorraine Hansberry. The plant in the text symbolizes the foundation for the family, honest hope, and Mamas dreams. Symbolism is not a definition of an item, but represents something specific other than itself. Much like Mamas plant, it represents many meaningful ideas withRead MoreRacism and Stereotype in Karl Linders Speech1157 Words   |  5 Pages This thought is amplified when comparing him to Mrs. Anna Lee, the woman who inspired Lorraine Hansberry to invent Karl. Mrs. Anna Lee was a member of a community association similar to the one in Clybourne Park. The association members signed a contract signifying that no African American individuals or families would be allowed to live in their community. After hearing about Carl Hansberry’s (Lorraine Hansberry’s father) purchase of a plot in t he associations jurisdictions, she sued the familyRead MoreLorraine Hansberrys A Raisin In The Sun1850 Words   |  8 PagesIn Lorraine Hansberry’s â€Å"A Raisin in the Sun† (1959), she reveals the life of the Youngers family. In doing so, there surfaces a detrimental ideology that destroys the family financially and in their overall happiness. In Act II Scene I, Walter, the father figure of the family, says, â€Å"Why? You want to know why? Cause we all tied up in a race of people that don t know how to do nothing but moan, pray and have babies!† (Hansberry 532). By way of explanation, the family and much of the African-AmericanRead More`` I Have A Dream, And Do Those Dreams Come True?1460 Words   |  6 Pagesin charge of what people dream, and do those dreams come true? Lorraine Hansberry did a great job expressing struggles within an individual family to the society in her play, A Raisin in the Sun. The play â€Å"opened at the Barrymore Theatre in New York on March 11, 1959† (â€Å"Background† par. 1). This was before Martin Luther King Jr.’s â€Å"I Have a Dream Speech† that took place on August 28, 1963; therefore, one could assume that Hansberry was experiencing the fight to gain African Americans’ rights whenRead MoreA Raisin In The Sun Character Analysis1322 Words   |  6 Pages Lorraine Hansberry’s play, A Raisin in the Sun, depicts the lives of the Younger family, an African American family living in the Southside of Chicago during the 1950s. The play takes place in their cramped apartment offering the reader insight into the arguments, discussions, and conversations that take place between the characters. In one scene, Hansberry specifically offers the reader a conversation between Asagai, an influential companion, and Beneatha to show us how disparate the Younger siblingsRead More Walter Lee Younger in Lorraine Hansberrys A Raisin In The Sun1053 Words   |  5 PagesWalter Lee Younger in Lorraine Hansberrys A Raisin In The Sun No matter how hard they try, there are some people who cannot get ahead in life. Walter Lee Younger is a man who is frustrated with his current position in life, and every disappointment he has encountered thus far. Although he tries to be a loving man, sometimes he does not know how to show the idea of love, Sometimes...sometimes...I dont even know how to try (Hansberry 89). His position in life can be regarded as symbolic ofRead MoreSummary Of Lorraine Hansberry 1486 Words   |  6 PagesLorraine Hansberry, born May 19, 1930, made a very prominent contribution to society in her short lived life. She was born to a middle class family as the youngest of four children. Her father was a successful real estate broker who also founded one of the first Negro banks in Chicago (Adams 247). Lorraine’s mother was a schoolteacher named Nannie Perry who later became a ward committeewoman. In 1938, Lorraine’s father took a stand against the real estate covenants in Chicago due to the fact that

Ecosystems at Risk Essay - 691 Words

‘Compare the nature and rate of change that affect the functioning of TWO different ecosystems at risk.’ An ecosystem is the dynamic complex of plant, animal and micro-organism communities and their non-living environment as a functional unit. Ecosystems are systems through which incoming solar energy is captured and channelled through a hierarchy of life forms. Each ecosystem has its own characteristic plant and animal community. Nature of change refers to the natural or human induced change towards an ecosystem. Humans play a role in maintaining or disturbing the dynamic equilibrium of any ecosystem. They have the ability to minimise natural resources ecosystems in order to grow food, build habitats, and remove or extract specific†¦show more content†¦The Great Barrier Reef is a huge, complex ecosystem located off the east coast of northern Queensland and is considered as an ecosystem at risk. It stretches approximately 2300km from Papua New Guinea’s Fly River in the north (8⠁ °S) to Fraser Island in the south (24⠁ °S) and has become the largest World Heritage site in the world. It has 1500 of the worlds 13 000 fish species in it area, 200 bird species, 5oo species of seaweed, 600 species of echinoderm, 125 species of shark and ray and around 360 species of hard coral. The Great Barrier Reef is a highly active ecosystem. Tropical cyclones are a major source of damage to this reef system. These storms create great waves that damage corals. They bring large amounts of fresh water onto the reef though forceful rain. The fresh water alters salinity levels, placing stress on the corals and other animals. Human’s impacts have affected the Reef for thousands of years. Climate change, oil spills, tourism, overfishing, land clearing, sewage and waste disposal, coral harvesting and dredging and sand mining have all been major human impacts on the Great Barrier Reef. The impacts of climate change have affected the climate of northern Australia. The increase in sea surface temperature, the increase in average sea level, the change in rainfall patterns, changes to ocean currents and circulation, increased inShow MoreRelatedReview of Wolves and the Ecology of Fear: Can Predation Risk Structure Ecosystems?734 Words   |  3 Pagespredation and the way it affects biodiversity and otherwise alters ecosystems. While many other studies have stressed the lethal effects of predation by carnivores, the authors of this study have chosen to focus on how nonlethal outcomes of predation affect the structure and function of ecosystems. The authors give two main objectives to their study: first to provide a short synthesis of the potential ecosystem responses to predation risk in a three-level trophic cascade involving large carnivores, hoofedRead MoreFinancial And Social Environment Risk887 Words   |  4 Pagessocial environment risk should be considered when a portfolio is chosen. In this section, we present the nature and classification of risk in the impact investment portfolio. Nature of impact investment risk Risk profile is determined by impact thesis and financial targets. It is believed that the types of risk in impact investments are similar to risks in traditional investment in the same sector, region and instrument. Although the impact pursuit will not lead to additional risks compared to generalRead MoreNatural Resources and Energy Paper1201 Words   |  5 PagesPaper An ecosystem is a connection among living resources, residents, and habitats of an area. It includes animals, plants, microorganisms, trees, water and people. Everything that lives in that specific ecosystem is reliant on the other elements of that ecological society. Oceans are considered ecosystems due to the plant life supporting the animal life and also the animal life supporting the plant life. The earth’s marine waters cover two- thirds of its surface making marine ecosystem the largestRead MoreThe And Environmental Impact Plan1330 Words   |  6 Pagesevaluate the risk involved in this case. One of the major flaws in planning, was skipping over the environmental impact study, due to a false sense of security. The reasoning behind skipping over the impact study was to reduce costs and hurry the project along. There is the possibility that data could have been collected that may have assisted in preventing the disaster. Oil companies need to be held accountable for conducting and following through with procedures that are included in risk assessmentsRead MoreEvaluate the Importance of Ecosystem Management and Protection1135 Words   |  5 PagesEvaluate the importance of ecosystem management and protection An ecosystem is defined as a group of organisms and their biophysical environment interact and exchange matter and energy, collectively, they form an ecological system. By identifying the characteristic patters of interaction it is possible to distinguish different types of ecosystem. Many forms and features have been accountable for the destruction of different ecosystems. This has been achieved within the atmosphere-varies in temperatureRead MoreEssay on Balancing Ecosystems972 Words   |  4 PagesBalancing Ecosystems Holly Regan SCI/275 August 10, 2014 Stacy Murphy Balancing Ecosystems Glimmerville City Council, It has been brought to my attention that the city of Glimmerville is now faced with the same invasive grass carp population issues as the city of Sparksville. The problem with the grass carp is once they have been introduced they kill off the native species of our local waters. The purpose for the introduction of the grass carp is to remove the overabundance of indigenousRead MoreRising Sea Levels : Increased Range And Abundance Of Pest?1145 Words   |  5 Pageshabitats, changing breeding seasons and migration patterns, advantages for pests and weeds Rising Seas Sea level rise, caused largely by the expansion of ocean water as it heats and the melting of glaciers and ice caps will be a threat to our ecosystems. Rising sea levels will increase the relative frequency and intensity of storm surges and wave run up, putting more stress on our coastlines. Sea level rise by the end of the century is estimated at around 0.5 m, but councils are being told to prepareRead MoreIncorporation of Natural Capital into Mainstream Policies1018 Words   |  4 Pagesall levels. It sheds light on the role and importance of valuing natural capital; reasons why it has not been properly integrated into everyday decision-making process; the risks associated with negligence; and the benefits of integration. A few examples were enlisted to help outline the opportunities that lie within the ecosystem, if only we can implement practices to utilize it sustainably. Individuals, corporations, and governments, must understand and account for their use of natural capital an dRead MoreGlobal Climate Change On Natural Disasters And Agricultural Production1308 Words   |  6 Pageswell-being is fundamentally dependent on ecosystems for the provisioning, cultural and regulating services that they provide (World Bank, 2007). Clean water is one of the critical resources provided to man by ecosystems. As such, the ecosystem concept has been elevated as a fundamental attribute for human development. Maintenance and access to ecosystem services has consistently been associated with better health and economic outcomes. Human health risks originate from traditional forms of pollutionRead MoreOverfishing Essay1099 Words   |  5 Pagesoverfishing the animals at the top of the ocean food chain such as Sharks will have no food to eat. Overfishing is a major problem for the ecosystem of the ocean. Overfishing affects the ocean ecosystem in many negative ways. Fishermen can target the fish at the top of the food chain or the bottom of the food chain, but either way it both can affect the ecosystem. Targeted fishing of top predators eventually disrupts marine communities, causing an increased abundance of smaller marine animals at

What can you learn about teenage fashion from source one Free Essays

string(118) " because it tells us a lot about the fashion for women; it neglects the male fashion \(teenage boy’s fashion\)\." A woman who grew up in the 1950s writes source 1. She is talking in the 1980s therefore it is a secondary source. It tells us about teenage fashion in the 1950s, and the lengths that the teenagers went to, to keep up with the new fashions. We will write a custom essay sample on What can you learn about teenage fashion from source one? or any similar topic only for you Order Now Being something that played a huge role in a teenager’s life. Although it is only one persons opinion about what happened in the 1950s. It tells us of the female fashion in the 1950s. The girls in the 1950s went to such lengths to buy a sewing machine. ‘When I first started work I bought a sewing machine’. Also the girls purchased new material every week to make new clothes ‘every week I’d buy material to make a dress for the weekend’. We can infer from this that the girls were desperate to stay up to date with the fashions of the time. The fashions were full skirts, and lots of petticoats. The amount of time that they spent on fashion was tremendous. If they made a dress every week, that is a lot of time to spend on fashion. The source stresses the importance of fashion in the minds of young women (teenage girls). It was so important to them that they had to make their own clothes. The idea that they made their clothes themselves lets us infer that the shops did not yet make the clothes that they wanted. It says that the ‘dress-makers were always busy’. But although this source tells us a lot about the fashions for women it neglects the male fashion. What the teenage boys were wearing is not explained in this source. Also the opinion of only one woman is expressed. From this source we cannot be sure that the woman speaking was the only person wearing those specific clothes. This source shows the opinion of one woman in the 1950s. But we have to speculate upon the fact that it may not be a routine followed by all the other teenage girls in England in the 1950s. IN WHAT WAYS DO SOURCES TWO AND THREE AGREE ABOUT LIFE IN THE 1950s The two sources are statistical; they do not say were they are taken from. Source 2 is about the average weekly wages during 1950 and 1960. Source 3 shows an increase in consumer spending in certain areas from 1948 to 1960. They both support each other in some way or another. Source 2 shows an average increase in the average amount of weekly wages from 1950 to 1960. Source 3 shows an increase in consumer spending. To be exact it shows an increase of about 6 times. Therefore as wages went up, they had more disposable income and there was more demand for goods that were previously unavailable to the general public. As wages went up so did the standard of living in the 1950s. We can infer from this that the standard of living increased in the 1950s. There are some limitations to the statistical sources, because as with most statistics they are not exact, they are averages, they are generalised and vague, it was unlikely they could have asked everyone (only a small percent of the British population) and they could have asked people in one particular area which might be different to another area. Both the sources show a major increase in money and spending. As before the war, the 1940s, the average person did not have much of a disposable income compared to the average person in the 1950s. In the 1950s more money was around so people could afford new things that they were previously unable to buy. Also consumer goods were getting cheaper because of mass production and the assembly line. Therefore in the 40s the children could not be teenagers because the teenagers need the money and the goods were expensive and in the 1940s there was not a lot of money around in Britain. In the 1950s there was more money around, so the general public could spend more money on luxuries. Rather than going without. SOURCES ONE, TWO AND THREE ARE ABOUTLIFE IN THE 1950S. HOW USEFUL ARE THEY ABOUT LIFE THEN? Source 1 tells us about the importance of fashion to female teenagers. Source 2 tells us about the average weekly wages in the country during 1950 to 1960. Source 3 tells us about the consumer spending on non-essential items. Although these sources have their strong points they also have their limitations. Source 1 tells us that fashion was very important to the female teenagers. Judging by the amount of time, effort and money that the woman in source 1 put in, fashion must have played a very big part in her life. She says that she spent her first wage on a ‘sewing machine’. She also brought new material every week, ‘every week I’d buy new material’ she said. Also we can infer from this that if she bought the material and the sewing machine, the shops did not yet sell or even make for that matter make the clothes that the teenage girls wanted. Source 2 tells us that from 1950 to 1960 the average weekly wages rose from à ¯Ã‚ ¿Ã‚ ½7.28 in 1950 to à ¯Ã‚ ¿Ã‚ ½14.10 in 1960. This tells us that the average person had more money to spend on non-essential items, more disposable income. We can infer from source 2 that people spent their money on recreational goods, and in source 3 this is confirmed. People spent more money on private transport in 1960 than in 1948. Radios, television sets, and electrical goods were spent more on during the same time period. These two sources, (sources 2 3), tell us only about the average person but not about the people who were not affected by the economic boom. They also do not give us a comparison with another time period. Source 1 is limited because it tells us a lot about the fashion for women; it neglects the male fashion (teenage boy’s fashion). You read "What can you learn about teenage fashion from source one?" in category "Papers" It is only the opinion of one woman expressed and from the source we cannot be sure that the woman speaking was the person wearing these specific clothes. The sources are not very useful about general life in the 50s, as they say nothing about the extremes of poverty or wealth. The information is not very specific, it’s too broad. Also during the 50s judging from the sources no politics occurred. But obviously there is some sort of political news happening in Britain during the 50s. None of the three sources even speculate upon the fact of politics. In conclusion the three sources are not very good in telling us about life in the 1950s, as they do not talk about most things, such as politics. The sources are too narrow on what they say. They only talk about one thing that happened. By using the sources we learn that teenage girls made their own clothes, the averages wages in the country went up, and that spending on non-essential goods also went up. Surely there must have been more to the 1950s than this? Life is about loads of things e.g. crime, religion, unemployment, not just about money and fashion. There obviously was but the sources do not tell us this. DOES SOURCE FOUR SUPPORT THE EVIDENCE OF SOURCES 1 2 3? EXPLAIN YOUR ANSWER. Source four is from the book, ENGLAND, HALF ENGLISH, written in 1961 by Colin Mcinnes. This source is therefore a secondary source. Sources 1 and 4 are slightly different as in source 1 it says, â€Å"dress-makers were always busy†. This shows that the dressmakers did not have time for teenagers and thought that they were a waste of time and that they were not important. But in source 4 it says that they were ‘studied with respect’. We can infer from this that the adults paid attention to the teenagers. The sources are probably contradicting themselves because of the time span, source one was about the 1950s and source four is about 1961. Source 4 says teenagers have lots of spare money, but source1 says she couldn’t afford to buy new clothes and had to make her own. Source 2 supports source 4. This is because source two says that in 1960 the average weekly wages went up to à ¯Ã‚ ¿Ã‚ ½14.10. In source 4 it says teenagers ‘are left with more spending money than most of their elders’. This is because the teenagers do not have the same amount of responsibilities, or as the source puts it, ‘obligations’ that the adults have. Adults have families to worry about, adults have to put food on the table, and adults have to pay the bills. Where as teenagers do not have these ‘obligations’ to worry about. The source clearly says that they only have to pay ‘a pound or two’ to their parents, and this is considerably less than their elders have to pay out of their wages. Source 3 is about what consumers spend their money on. It says that in 1960 à ¯Ã‚ ¿Ã‚ ½600 million was spent on motorcars and cycles, à ¯Ã‚ ¿Ã‚ ½463 million on radios, television sets, and electrical goods and à ¯Ã‚ ¿Ã‚ ½352 million up from à ¯Ã‚ ¿Ã‚ ½169 million in 1948 on recreation. Source four supports this by saying that the entertainment industry studies the teenagers ‘with respect’. This shows that the entertainment industry values the teenagers because they are their number one target audience. Teenagers spend more money on entertainment and if the entertainment industry studies them ‘with respect’; it shows that the entertainment industry knows that teenagers are powerful and wealthy. In conclusion source four is a very strong source as the three sources support it some way or another. Although source one differs from source four slightly they have the same couple of points. But the sources 2 3 back up what is said in source four. HOW VALUABLE ARE SOURCES 5 6 AS EVIDENCE ABOUT THE IMPACT OF YOUTH CULTURE? Source 5 is very valuable in shoeing the impact of youth culture. Although it talks only about clothes and fashion. Source 6 talks about ‘teddy children’, and it is quite valuable. But it is rather brief. Source 5 is from a ‘history of post war Britain’, Peter Lane writes it in 1971 and therefore it is a secondary source. This source mostly talks about fashion mostly. This source also talks about the new slang that was first employed by teenagers and the shops in which they purchased their clothes. ‘Fab’ and ‘gear’ were the particular words used. ‘In the 1940s, Dior†¦had catered for the very rich and the less well to do had imitated these fashions’. We can infer from this that the less rich, the general public, did not have any designers specifically aimed towards them. But when the teenage revolution occurred in the 1950s the designers created clothes that were ‘simple’ and also, most importantly ‘relatively cheap’. We can infer from this that the designers had seen the new culture of young people referred to as a ‘classless society’. They were called a ‘classless society’ because where the adults were separated by lots of disposable income and not much disposable income. The youths had now received roughly the same amount of money as each other. So if you saw one youth in the street you could not distinguish between one or the other. Whether they had come from a richer or poorer family. The youths in the 1950s went to London’s Carnaby Street for clothes. Carnaby Street became their ‘Mecca’. We can infer from the use of the word ‘Mecca’ that the youths would go to Carnaby street in the thousands, fairly regularly. They would pilgrimage to Carnaby Street. Before the 1950s the designers, as I have said before, would design for the very rich and the poorer would imitate these styles. Then after 1950 the designers would design for the young girls and the styles would be copied by the older. But the older women would complain that they couldn’t find the ‘clothes they needed’. Source 6 is taken from the broadsheet newspaper, THE TIMES, on the 12th May 1956. It is therefore a primary source. This source is quite valuable to find out the impact of youth culture. Where source 5 spoke of clothes and slang it did not talk of the money that the youth had. Source 6 says that the youths, or ‘teddy children’, were ‘highly solvent’. We can infer from this that the youths had plenty of ready cash for their disposable. In conclusion as good as these sources may be they have their limitations. Sources 5 6 both neglect the music business. This is bad because music plays a vital part in a teenager’s life. They both talk mostly about fashion mostly. Judging from these two sources one might say that fashion was the only thing in a teenagers life. This is not true as music and other factors play a vital role in a teenagers’ life. Source 5 is useful in telling us about the money and teenage culture. But what they both do not tell us about the effect on society that teenagers had. HOW CAN SOURCES 4 5 6 7 BE USED TO HELP EXPLAIN WHY ADULTS SOMETIMES FOUND TEENAGERS DIFFICULT TO UNDERSTAND? Source 4 is from a book ENGLAND, HALF ENGLISH by Colin Mcinnes, it is written in 1961. Source 5 is taken also from a book A HISTORY OF POST WAR BRITAIN by Peter Lane written in 1971, it is a secondary source. Source 6 is from an article in the times newspaper, on the date 12 may 1956. Source 7 is taken from another newspaper, a local newspaper, the Daily Dispatch, from the date 15 October 1954. The children in the 1950s were more privileged than their parents. In that the parents grew up during both the wars and in the 30s and the 40s where the children had no prospects, no job, and no money. During the war there was rationing and hardship. There was and still is a generation gap between the parents and their children. In the 50s the children, (teenagers), now had the money, the prospects, and the jobs. This was because of the economic boom. Whereas before in the 30s and the 40s the youths had no futures, now the youths had futures, money, and prospects. They had money to spend to spend on themselves. The parents had very different upbringings to that of their children. Also there were huge changes in the country that they were brought up in. Source 4 is taken from a book ‘England, Half English’ by Colin Mcinnes. It is a secondary source. This source says ‘today, youth has money’. This implies that before the fifties, the children did not have money, or as much money as they have got in the 50s. The youth in the 50s had more money than their elders had. The teenagers have a new culture, which their parents do not understand because, they have never experienced it. Source 5 is taken from a book ‘A History of post war Britain’, written by Peter Lane in 1971, this source is therefore a secondary source. It says that the fashions would start at the oldest and richest people and spread downwards to the rest of the general public. But in the 50s the fashion started at the teens and went upwards to the older generations of women. The older women complained that they found it ‘impossible to find the clothes that they needed’. We can infer from this that the middle-aged women did not understand the new fashions that were beginning to appear on Carnaby Street. Source 6 is taken from an article in THE TIMES it is in the edition that was published on 12 May 1956. This article is a primary source. This article expresses views that the children are now ‘highly solvent’. From this we can infer that the children have plenty of ready cash. This source shows that the children have a ‘strong sense of corporate identity’. This suggests that the businesses had respect for teenagers as most of their money came from them. ‘Simple†¦culture’, this was when the article was talking about teenagers. It says ‘simple’, that is ‘simple’ to an adult. We can infer from this quote that adults found the youth culture ‘simple’ and probably stupid as well. These adults might have had some fear about the youths because what people do not understand they fear. The adults did not understand the youths; they thought it was ‘simple’. Source seven is taken from a local newspaper, ‘the Daily Dispatch’; the article is taken out of the edition printed on 15 October 1954. This shows very clearly that adults found teenagers difficult to understand because there is a sense of bewilderment about it. ‘A crowd of idol worshippers’ was the words that the reporter used to describe the concert. These words would not be used nowadays to describe a pop concert. We can infer from this that the reporter writing the article and many like him/her had ever experienced something like this before in their lives. They were brought up during the times of hardship, the war, and depression. At their times there was no such thing as ‘POP’ music it was only in the 1950s where all this came in. it says the voice was one thing they ‘love and fear’, this shows the amount of love that they had for this person, Laine the reporter says, ‘the adulation of this man bewilders me’. This shows again that this is a scene completely alien to him/her. We again can infer from this that the reporter and many others like him/her had never seen this type of concert before. In the adults times they went into a concert hall and listened to the music nice and quietly. Whereas in the 50s the audience went crazy at every word that the artist would sing or even for that matter say. If the artist told them to be quiet they would, the source says that the audience were silent at once Laine had told them to be. ‘Laine impressed upon his fans that they should remain silent during such a song’. This would again be something alien to the reporter. In their time they would listen to their parents like that, and these youths were obeying a complete stranger as a parent figure. Basically the adults were bewildered by what was going on. In conclusion adults found teenagers hard to understand because they were brought up completely differently. In the parents time there was no prospects, no jobs, and no money. But in the 50s there were prospects and jobs and most importantly money. There was a generation gap between the parents and their children. TEENAGE CULTURE EMERGED FOR THE FIRST TIME IN THE 1950s. HOW USEFUL ARE THESE SOURCES IN HELPING YOU TO UNDERSTAND WHY THIS HAPPENED? Youth culture emerged for the first time in the 1950s. It was then when people used the term ‘teenager’. Before this time no one knew what the term meant. Before in the 30s and 40s when the teenagers’ parents were growing up there was no prospects, jobs or money. They were times of hardship, and rationing. They were times of hard work. The youth during the 40s did not do the kinds of things that teenagers do now or what teenagers did in 1950s. In the 30s/40s when a youth came to the age of 13 or 14 years old they stopped their education and started to find jobs, if they were boys with their fathers or if they were girls with their mothers at home. It was not a very happy time compared to nowadays. Whereas in the 1950s and now youths are a new age group, mutated from just youths or young adults to teenagers. The teenage culture in the 50s was about music, fashion, teddy boys, dancing, and money. The music industry had an effect on the emergence of teenagers because there was more variety of music for people to listen to. Different types of people (e.g. age groups-teenagers) were listening to different types of music. Teenagers could have a type of music that they could call their own. To increase the impact of music to help emerge teenagers was Radio. There were more radio stations, cheaper records (because of mass production) and more people had radios. Radio programmes were also aiming at teenage segments. Like music and Radio, TV had a similar affect. The technology had improved and there were a wide variety of programmes and channels that meant they could aim at different market segments, like youth (teenagers). This could help develop teenagers by giving them something they could feel was for themselves and others who were in the same boat. People were working fewer hours and had more free time along with more pay so that people could afford to buy luxury goods/entertainment (e.g. cinema), so that the teenager could have somewhere to go and be with others in their position and socialise. Source one is not the most helpful source that we are given as it is only one persons opinion of the 1950s. It talks about the fashion for a particular girl in the 1950s. We cannot be sure that the girl is the only person wearing this particular style. This source totally neglects talking about male fashion in the 50s. This source does not tell us anything about why teenage culture emerged in the 1950s. Source 2 is better at telling us why teenage culture emerged. It is a set of statistics telling us about the average weekly wages from 1950 to 1960. It helps us to understand why teenage culture emerged because it says wages increased in the 1950s. We can infer from this that as the wages increased so did the amount of disposable income that the teenagers had. Also this is reinforced by the main part of teenage culture being money. If there were more money in the country, there would obviously be more in the pockets of the young people that worked. Source 3 is also a statistical source. It is also good because it tells us again of the money situation in England in the 50s. This source tells us about consumer spending; it shows that in 1960 more money was spent on recreation, electrical goods and private transport. It says ‘1960 recreation à ¯Ã‚ ¿Ã‚ ½352 million’ in contrast to ‘1948 recreation à ¯Ã‚ ¿Ã‚ ½169 million’. We can see from this that as consumer-spending rose so did the wages, which is true. We can also infer from this that teenagers were spending more on recreation facilities as they had more disposable income to spend on it. Source 4 is much more useful. It is taken from a book, England, half English, written by Colin Mcinnes in 1961. It talks directly about the youth. It says that the youth has money and that they have become a ‘power’. We can infer from this that the youth were beginning to be recognised as a group of people rather than just young people, or mini versions of their parents. We can also infer that teenagers had their own point of view things and didn’t listen to their parents all the time. It supports source 3 because it says that the ‘youths are studied with respect’ by the ‘entertainment industry’. We can infer from this that they are spending more on the entertainment and the industry tries to bring in things that the youths will want. It supports source 2 by saying that youths have money. Source 5 is again useful because it talks about fashion and the language that teenagers use. It is taken from a book called ‘A History of post war Britain’, written in 1971. Fashion is a very important thing to a teenager in the 1950s and source 5 talks mostly about fashion mostly. New words like ‘fab’ and ‘gear’ were used for the first time in the 1950s. Before the 50s there probably was no teenage slang, or much slang for that matter. Nowadays there is ‘bad’ ‘wicked’ etc. this source shows the amount of love that teenagers had for fashion. Source 6 is an ok source but not the best because it shows teenagers had a culture but not why it emerged. This source is taken from THE TIMES on 12 May 1956. ‘Highly solvent’, again this is another source saying that the youths had more money than ever before. ‘Tremendously vigorous culture’, we can infer from this that the teenage culture was very vibrant and a new and fresh thing that the adults had trouble understanding. They had a ‘strong sense of corporate identity’; this shows that teenagers had businesses trying hard to make new products aimed specifically at teenagers. Source 7 is about music and how it affects teenagers in the 50s. It is not very useful in telling us about why teenage culture emerged. Although it does talk a lot about music, it says a ‘crowd of idol worshippers’, we can infer from this that the audience was loving everything that the artist, Laine, did, his words, his movements etc. this source shows the amount of bewilderment that adults had for a scene like this. It says ‘the adulation of this man bewilders me’. The reporter is shocked and astounded by what he/she sees. This source tells us not about why teenage culture emerged. Source 8 tells us about the type of music that the teenagers listened to. But again not why teenage culture emerged. This source is taken from a book by CAR Hills, ‘growing up in great Britain in the 1950s’, written in 1983. It is therefore a secondary source. This source tells us that there were a lot of pop singers. ‘Legions of young pop singers’, we can infer from this that lots of people had decided to make some money out of these youths, who now have money to spend, upon non-essential goods. They had probably realised that music was important to the youths. In conclusion the reason that teenage culture emerged was because of the economic boom that happened in this country in 1950s. Because the youths had some money to spare they decided to spend it on recreational items and products that they wanted to purchase. If they had been under the obligations of their parents, who had to look after more than just themselves the teenage culture would probably not have emerged. How to cite What can you learn about teenage fashion from source one?, Papers

Assesment Reporting free essay sample

Reporting and Resource Development Kate McGrath Student ID 11479964 Emt446 Assessment, Reporting and Resource Development 08 Fall 08 Fall Indicative Time Allocation The HSC course is 120 hours (indicative time). The following table shows the appropriate amount of time you should spend on each unit of work. HSC modules| Approx. number of weeks| Hours | The Australian Food Industry| 8 weeks| 25| Food Manufacture| 12 weeks| 40| Food Product Development| 12 weeks| 40| Due week 10 Weight 20%| Food manufacture ‘ Developing the undeveloped’Students are to research an Australian Food product and analyse the chosen product from ‘Farm to fork’. This includes the process of transforming the raw materials into a new product. The level of manufacturing and of the organisation will influence the amount of information gathered and the processes used. The assignment should include: manufacturing diagram, HACCP, QA, QU, principles of preservation along with external impact. Due week 10 Weight 25%| Product Design ‘The never ending design’Students are design, develop, create and produce a food item which caters for high school students. We will write a custom essay sample on Assesment Reporting or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This item must be relevant to their recommended daily intake and the requirement that it helights, the food item must also have appeal to this target market. The food item must be designed for consumption for breakfast, recess or lunch, and is to be consumed at school. The limitationas that this places must be explored and addressed along with a list of product criteria. The food item can be a breakfast food item, a snack consumed during recess or a lunch product. The product must be relevant to the recommended daily intake for teenagers ager 13-17, the food item must also have appeal to this target market. The product must be justified as to how it meets these requirements. A series of tests and surveys must be conducted in establishing the target market and the products ability for success, this will be written in experimental format as found on page 261 of foodtech in action text.