What You Dont Know About Business School Essay Samples Could Be Costing to More Than You Think

What You Don't Know About Business School Essay Samples Could Be Costing to More Than You Think Describe a challenging situation you've faced previously. Regardless of what anyone else says. Clearly state precisely what the situation was. Even though a good solution for one-on-one time, it may also be a costly alternative. The difference between both questions is the audience. Additionally, there are pages on pages of information and figures in the appendix that will help you form your argument. Within this question, you ought to make your answer as specific as possible. So consider your story. The End of Business School Essay Samples This year I again advanced to the finals simply to fail at the previous test. Based on how long you have until test day, be certain to explore as a number of the official GRE test prep materials as you're able to. The test is intended to gauge the skills you have to excel in graduate school and beyond. Just take a GMAT practice test with us under the exact conditions as the actual thing. Second, the school features quality education looking at the simple fact that its admission procedure is extremely competitive. It is possible to also become many discounts on our site which will help you to save some more money for future orders or anything you want to spend them on. Whether you should locate a plan to fulfill your school or visa requirement, or simply to supply you with the coverage you require, start looking so that you may discover a plan and get same-day coverage! Before you turn into a global student it's important to locate a medical insurance plan you can depend on. The Hidden Facts on Business School Essay Samples The target is for them to learn about various kinds of communication and be in a position to apply their understanding of marketing and precisely what mediums to utilize for their target market in a really practical way, Li stated. If you'd like assistance with your application, Jennifer can suggest numerous options that work at any budget. The One Thing to Do for Business School Essay Samples If your school doesn't offer a writing class, you can discover a workshop offered on campus or possibly a class it's possible to take online, if you're prepared to pay. Thus, students have the ability to create recommendations along with solutions for assorted challenges facing the company world. Therefore, the school considers all manners of students so as to accommodate everyone. One may think that all business schools are alike. You will have to locate a practicum, sort of like an extremely project-focused internship, and this is a fantastic opportunity for you to earn industry connections and get references for your upcoming career. There is an abundance of fellowships and other programs, but you will need to apply early and often. Bursaries for example if you're able to write a decent examples. The alumni were not any less excited. Thus, students from diverse backgrounds are readily available to learn to deal with business clients all around the planet. That's only one option, even though there are lots of fellowships and scholarship programs. Or conversely you can obtain a terrible essay but still get in. You can't afford to remain confused about the sorts of essays. Among one of the best London business school essay examples PutlockerHulu At some time, you might be asked to compose a personal essay. Business school essays form an important portion of your semester scores. So yes you can obtain a killer essay but in the event the application is weak, it won't really make a difference. Samples, application ensure it is clear about. Content supplied by students applying to begin writing this page. Admission essay editing services. Business School Essay Samples Secrets That No One Else Knows About It's possible to discover online writing workshops that cover every part of writing, for each and every skill level. The sphere of physical therapy is growing, and with my skills in marketing, I aspire to grow the native Ridgeview services across the world. It's possible your practicum will require travel, and if that's the case, that is reasonable, but otherwise, take the chance to acquire the majority of the work done throughout that moment.

Is Outsourcing A Refugee Crisis - 1544 Words

It was instructed to compare and contrast two of the authors from BF190 discussed throughout this course to a media object provided by the professor. The authors I chose to focus on are Thomas Hobbes and Jean Jacques Rousseau. From the readings â€Å"Leviathan† by Thomas Hobbes (CITE) and â€Å"Discourse on the Origin of Inequality† by Jean Jacques Rousseau (CITE), both authors have similar but yet very different viewpoints on ideas they have made. The ideas I will be comparing and contrasting between these two philosophers are their different beliefs and understandings on the state of nature and the social contract. The media objective I have chosen to focus on is Outsourcing a Refugee Crisis: U.S. Paid Mexico Millions to Target Central Americans Fleeing Violence. Throughout this essay, I will exhibit my knowledge on these philosophers and their views on both theories. The Natural State of man is considered to be a major theme in philosophy. This is because of the ongo ing debate over how the state of nature exposes the reasons to why an individual man needs to be established between both Hobbes and Rousseau. On one hand, Hobbes believes a man’s natural state is miserable, and on the other hand, Rousseau believes a man is very content in his life. The article, Outsourcing a Refugee Crisis: U.S. Paid Mexico Millions to Target Central Americans Fleeing Violence, talks about how immigrating has become a key issue. The article focuses on the issue the immigrants from Mexico areShow MoreRelatedReed Supermarket Case32354 Words   |  130 Pagesinsect-borne diseases VF is one of the world’s leading producers of bed nets impregnated with insecticide. The purpose is to prevent malaria, caused by the bloodsucking bites of mosquitoes. Besides mosquito intensive areas, this product is used in refugee camps and disaster areas all over the world. Vestergard Frandsen, which is family-owned, does not disclose ï ¬ nancial data, but over the years it has sold 165 million mosquito nets, and the company makes a proï ¬ t. The concept for the LifeStraw beganRead MoreExploring Corporate Strategy - Case164366 Words   |  658 Pagesand efï ¬ cient. Some argued that the secret of successful RD lay in organisational competences such as t eam working, knowledge management and close relationships with external opinion leaders. Others emphasised ‘lean and ï ¬â€šexible’ operations and outsourcing of all but core competences. Some reorganised their RD to create smaller and more nimble units – like internal biotechs. Others sought external innovation. Biotechs were contributing an increasing share of the industry’s new products via licensingRead MoreDoing Business in the Asia/Pacific Rim Region31325 Words   |  126 Pagesthe majority of people (38%). English is the preferred business language, as well as the language of the courts and for inter-State Government communication. The wide usage of the English language has been a boon for India in attracting offshore outsourcing. Time Zone Greenwich Mean Time (GMT) +5-1/2 hours. India has not adopted daylight saving time. uses standard time countrywide throughout the year. Despite its size, India 4. 2 Doing Business in the Asia/Pacific Rim Region  © 2009 State CapitalRead MoreOrganisational Theory230255 Words   |  922 Pagesto criteriology’, Qualitative Inquiry 2(1):58–72. Tranfield, D. and Starkey, D. (1998) ‘The nature, social organization and promotion of management research: Towards a policy’, British Journal of Management 9:341–353. Thomas A. (1997) ‘The coming crisis of western management education’, Systems Practice 10(6):681–702. Usdiken, B. and Pasadeos, Y. (1995) ‘Organizational analysis in North America and Europe: A comparison of co-citation networks’, Organization Studies 16(3):503–526. Van Maanen, J. (1995)

Human Resource Management Communication Process

Question: Discuss about the Human Resource Management for Communication Process. Answer: Introduction Performance management is a continuous process in which there is a communication between the supervisor and an employee. This is done in order to achieve the strategic objectives of the organization. The communication process includes clarifying expectations of the organization, setting and identifying goals and objectives, providing feedback and reviewing results. The report contains discussion and review of performance management of ONGC. Oil and Natural gas Corporation is oil an Indian multinational oil and gas company. The company has its headquarters in Dehradun. Discussion and Analysis ONGC currently uses self-evaluation method in order to access staff performance. The self-evaluation method is very much effective when the method is teamed up with the review of the employees performance. In the staff performance method, the employees are asked to measure their own performance by using a form that requires answers such as multiple choice, essay type or combination of both. Acoording to Chaurasia et al., (2016),one of the main benefits of the method is that a manager can compare the self- evaluation with his own appraisal. It helps in knowing the areas where there is problem in understanding the performance of the employee. It helps in open conversation between the employee and the manager, which is helpful for ONGC(Singh Kumar, 2016). ONGC uses some techniques in order to deal with performance difficulties. Some of the methods used by ONGC are: 1. Improving motivation: some of the problems in ONGC occur due to low motivation. ONGC creates a motivating environment for its members in order to deal with performance difficulties in the organization (Gautam, 2014) 2. Performance goals: ONGC solves performance difficulties by setting goal for the organization. The employees are made to under what the organization expects from them and what the employees had to do in order to improve. ONGC provide some training sessions for the employees so that they can be able to co-operate with the organization and understands the goal and objectives of the organization (Singh, 2013). 3. Performance Feedback: for better results, ONGC followed performance feedback method. In this method, the organization provides quick feedback to its employees for their effort. The organization followed methods in which they acknowledge success of the organization by giving rewards and promotion to its employees (Khosla, 2013). 4. Creating a performance improvement plan: ONGC implemented an improvement plan in order to deal with the performance difficulty of the organization No, ONGC does not provide training process and career development program properly. Therefore, it is the need of the organization to provide proper training facilities to its employees. Career development program is also needed because ONGC is experiencing negative changes such as downsizing, restructuring etc. The organization needs improvement in productivity and as a result, ONGC prefer to promote their employees instead of hiring new employees. For this, the employees need proper training. The career development process is not only important for the employees but also for ONGC. There can be undesirable changes in the future for which both the employees and the organization need to get ready with the changing environment. To act according to the situation the employees always need to upgrade their skills and knowledge. Therefore it is very much necessary for ONGC to promote career development program, as the current approach of the organization is not much effective. ONGC suffers from poor performance management practice because of misconduct. It occurs because employees are indiscipline, willful refusal subject to progressive discipline, termination cause. These problems are very much vital. Therefore it should be prevented or improved by ONGC as soon as possible (Rabindra et al.,2014) The methods those are required for improvement includes: Proper communication between higher authority of the organization and employees Training must be provided to the employees so that they can maintain discipline inside ONGC. Notice period must be served by the organization before terminating employees from the organization. Motivation and setting of proper goal Conclusion It is concluded that ONGCs follows some unique technique in order to deal with performance difficulty of the organization. However some of its approach is not effective. Therefore, career development program method must be promoted by the organization in order to improve the skills and knowledge of the employers that will be helpful for future development of the organization. Remuneration Management Introduction Infosys is selected as the company for the report. It is a multinational company that provides business consulting, technology related information and outsourcing. It has its headquarters in Bengaluru. The remuneration provided of Infosys uses Time Rate Method for providing rewards and compensation to its employees. Discussion ad Analysis Employee remuneration refers to the rewards or compensation that is provided to the workers for work performance. Infosys uses Time Rate Method. Under time rate method, remuneration is dependent on the time spent by an employee an organization. Infosys pays a fixed amount of money to its employees on a yearly basis. This method led to minimum wastage of resources time rate method is helpful for Infosys as quality output is provided by the employers. It is also useful for the new employers because they can learn the work without having reduction in their salaries (Yan Dooley, 2014). Infosys provides rewards or compensation to those employees who are linked with the performance of the organization. The method is not effective always because it does not always motivate new employees. The employees who are working in organization for few days should also need rewards by Infosys in order to motivate them. According to Conyon, Peck, (1998),makes the employees to work with all their effort. For example if employees have some extra skills they Infosys must provide some compensation to them in order to motivate them. Infosys provides rewards on the basis of performance of the employees therefore the method is not much effective. It should be improved in order to motivate employees and help them in achieving the goal of Infosys (Doddavula Kaushik, 2016) There are many benefits, that Infosys got by using time rate method and reward process. The benefits are: Quality of production Fixed wages Improved equality among organization The quality of product that that is produced by Infosys is completely product management product. The development cost of the products of Infosys is is very low. The employees give their effort in producing product that is of high quality. In return, the organization provides compensation and rewards to its employees (Bracer et al., 2016) The organizations compensation and reward approach can be further improved by implementing some strategies.one of the most important strategy that the organization can uses is industry educational support. In a progressive workplace like of Infosys, the employees who are ready to become lifelong learner, became the top performers. Providing employees tools and resources for achieving certificates and degreeswould help Infosys in elevating the quality of product. The improvement I the quality of product would be a great achieve for Infosys in capturing the current software market as well as in achieving the goals and objectives of the organization (Mowery, et al., 2015) Conclusion It is concluded that Infosys uses Time Rate Method for is remuneration process which has some advantage. The reward or compensation of the organization can further be improved by using industry educational support to its employees. The industry educational support is important for the employees as it helps the employees in achieving certificate and degrees. The organization can also achieve success as the quality of product produced would get improved. Health and Safety Introduction In this report, Fletcher Building ltd is selected as the organization. The health safety measures of the organization have been discussed. Fletcher Building ltd is one of the largest listed organizations in New Zealand. Fletcher Building ltd is under the obligation to manage the risk in compliance with the regulations of the article where a health and safety of a worker who performs their activities related to work in isolated or remote area. Discussion and Analysis Health and safety: The health and safety at workplace was enacted to keep the workforce aware of the responsibilities regarding the safety at work place. The law is enacted to be a part of the reformation in order to reduce the number of the work place related issues. The health and safety measures in New Zealand are concerned with identifying and managing the risk and to consult and coordinate with the responsibilities regarding the management and safety of the act. The purpose of this act is to protect the workers and other people by eliminating or reducing the risk. It also aims to promote and improve the health and safety by ensuring safety at workplace. Managing health and safety risk associated in Fletcher building ltd: Fletcher Building ltd is under the obligation to manage the risk in compliance with the regulations of the article where a health and safety of a worker who performs their activities related to work in isolated or remote area. In order to minimize such risk Fletcher building ltd tries to minimize related to both health and safety of a workers who are associated with the remote and or isolated work which Fletcher and builder must provide through the help of systematic work which includes with the help of effective communication process with the worker. It is the duty of the Fletcher to manage workplace related health monitoring regulations which must give the information about the person who is likely execute the work which involves the health and hazard related activities. On the other hand, it must also inform the worker regarding such hazard before a worker starts commencing its work, which consists of work related to hazard. The information, which the organization needs to carry out to its workers, are as follows: Fletcher building ltd has the duty to carry out all the duties related to health and safety to its workers Fletcher building ltd should also enumerate the health hazard monitoring process in relation to the requirements of the health hazard. Fletcher builder should also understand the nature of the health monitoring and how it will be executed Fletcher and builder ltd is under the obligation to monitor and obtain the health monitoring report from the practitioner of health and safety and understand the content of the report. Responsibilities to ensure that appropriate monitoring of health is provided: Fletcher builder must ensure that health and monitoring of workers must consists of A type of recommendations which the practitioner of organization must provide regarding the monitoring of the health and safety measures of the worker. The organization must also issue or refer the sort of safe working environment which is beneficial for the workers. It is the duty of the Fletcher and builder to monitor and prepare a report for the workers and the management of the organization to ensure that such report is also presented to the workers Suggestions to improve the health and safety measures in Fletcher builder ltd: Fletcher builder must have the policies and procedures which should be updated and well documented regarding the health and hazard measures. It must on regular basis ensure that officers must communicate precisely regarding the effective workplace safety to every individual in workplace. Fletcher and builder must ensure that they are noting down the hazards, which they have come across in the workplace, and then they must take up the steps that those hazards are either eliminated or reduced by implementing effective controlling measures. Ensuring to document and report any such incidents which is related to work place accidents and incidents by investigating them and putting things in place and implying preventive measures wherever possible. Conclusion It is concluded that Fletcher building ltd manage workplace related health monitoring regulations. Fletcher building ltd tries to minimize related to both health and safety of a workers who are associated with the remote and or isolated work, which Fletcher and builder must provide through the help of systematic work, which includes with the help of effective communication process with the worker. References Bracer, C., Scherr, S., Molnar, A., Sekher, M., Ochieng, B. O., Sriskanthan, G. (2016).Organization and governance for fostering pro-poor compensation for environmental services. Nairobi, Kenya: World Agroforestry Centre. https://vtechworks.lib.vt.edu/handle/10919/68392 Chaurasia, B., Garg, D., Agarwal, A. (2016). Framework to improve performance through implementing Lean Six Sigma strategies to oil exporting countries during recession or depression.International Journal of Productivity and Performance Management,65(3), 422-432. https://www.emeraldinsight.com/doi/abs/10.1108/IJPPM-01-2015-0011 Djus, T., Antuchevi ien, J. (2013). Assessment of health and safety solutions at a construction site.Journal of Civil Engineering and Management,19(5), 728-737. https://www.tandfonline.com/doi/pdf/10.3846/13923730.2013.812578#.V29wdvl97IU Doddavula, S. K., Kaushik, M. (2016).U.S. Patent No. 9,329,916. Washington, DC: U.S. Patent and Trademark Office. https://www.google.com/patents/US9329916 Enright, P. T. (2014). Work Health Safety legislation; the fire engineers neglected duty?.Case Studies in Fire Safety,2, 1-8.. https://books.google.co.in/books?hl=enlr=id=qLjSBQAAQBAJoi=fndpg=PP1dq=Enright,+P.+T.+(2014).+ots=KAj0S7_sh_sig=cRuVi8Et11ZgfJYa42-UEsrWSo8#v=onepageqf=false Gautam, V. (2014). Towards integrated learning and development for improving bottom line--a practitioner's perspective.Abhigyan,31(1), 1-15. https://go.galegroup.com/ps/anonymous?id=GALE%7CA368282430sid=googleScholarv=2.1it=rlinkaccess=fulltextissn=09702385p=AONEsw=wauthCount=1isAnonymousEntry=true Khosla, R. (2013). A Case Study of Mentoring At ONGC.Review of HRM,2, 290. https://search.proquest.com/openview/1c48b282b6679a74f72c94dc63289834/1?pq-origsite=gscholar Lippel, K. (2015). Health and safety in the workplace in New Zealand.IusLabor, (2), 9 https://s3.amazonaws.com/academia.edu.documents/42875547/Falling_through_the_legal_cracks_the_pit20160220-586-kf9dzp.pdf?AWSAccessKeyId=AKIAJ56TQJRTWSMTNPEAExpires=1466925570Signature=Qu2rBJOtjoOdqq8O4DnW2lo6r6k%3Dresponse-content-disposition=inline%3B%20filename%3DFalling_through_the_legal_cracks_the_pit.pdf McCaughey, D., DelliFraine, J. L., McGhan, G., Bruning, N. S. (2013). The negative effects of workplace injury and illness on workplace safety climate perceptions and health care worker outcomes.Safety science,51(1), 138-147. https://www.sciencedirect.com/science/article/pii/S0925753512001488 Mowery, D., Nelson, R., Sampat, B., Ziedonis, A. (2015).Ivory tower and industrial innovation: University-industry technology transfer before and after the Bayh-DoleAct.StanfordUniversityPress.https://books.google.co.in/books?hl=enlr=id=c17FBgAAQBAJoi=fndpg=PR7dq=Mowery,+D.,+Nelson,+R.,+Sampat,+B.,+%26+Ziedonis,+A.+(2015).+Ivory+tower+and+industrial+innovation:+University-industry+technology+transfer+before+and+after+the+Bayh-Dole+Act.+Stanford+University+Press.ots=WQ0o8aRUgOsig=iNQC6VJmVVjdpaBbgsNQVWAX-lg#v=onepageqf=false Rabindra, M. A., Pradhan, B., Nagendra, H. R. (2014). Effect of short-term yoga based stress management program on mood states of managers.International Journal of Education and Management Studies,4(2), 150. https://search.proquest.com/openview/e8e3cf0eec8b32c4f0385fef5113ed70/1?pq-origsite=gscholar Shea, T., De Cieri, H., Donohue, R., Cooper, B., Sheehan, C. (2016). Leading indicators of occupational health and safety: an employee and workplace level validation study.Safety science,85, 293-304. https://www.sciencedirect.com/science/article/pii/S0925753516000291 Singh, F. B., Kumar, B. (2016). Human Resource Accounting Practices in ONGC-An Appraisal.International Journal of Multifaceted and Multilingual Studies,3(4). https://www.tandfonline.com/doi/abs/10.1080/15548627.2015.1100356 Singh, P. (2013). Compensation Management in Indian Central Public Sector Enterprises: Towards Performance Related Pay.International Journal of Management Prudence,5(1), 49. https://search.proquest.com/openview/edab639800956a557fdc9dddcdd79757/1?pq-origsite=gscholar Su, Z. (2013). Occupational health and safety legislation and implementation in China.International journal of occupational and environmental health. https://www.tandfonline.com/doi/abs/10.1179/oeh.2003.9.4.302 Yan, T., Dooley, K. (2014). Buyersupplier collaboration quality in new product development projects.Journal of Supply Chain Management,50(2), 59-83. https://onlinelibrary.wiley.com/doi/10.1111/jscm.12032/abstract;jsessionid=CCFD6C4CF4D085BD9B9045FEF528445D.f04t02?userIsAuthenticated=falsedeniedAccessCustomisedMessage=

Petroleum and Middle Indus Basin Essay Example

Petroleum and Middle Indus Basin Essay Kohat-Potwar Oil and Gas Exploration and Production The first oil well drilled in present-day Pakistan was at Kundal on the Potwar Plateau in 1866. The first commercial oil discovery was made in the Greater Indus Basin in 1914 when the Attock Oil Company completed a 214 ft well on a thrust-faulted anticline near Khaur on the Potwar Plateau (Khan and others, 1986). Early success in the Kohat-Potwar geologic province served to focus much of the early exploration activity in that area. The Sui field in the Sulaiman-Kirthar Foreland geologic province was the first discovery outside of the Kohat-Potwar geologic province and is the largest gas discovery in Pakistan, with more than 5 trillion cubic feet (TCF) of gas reserves. Discovered in 1952, the Sui field is a dome-shaped reef structure with an anticlinal surface expression. The largest reserves were found in the 625 m thick Eocene Sui Formation Sui Main Limestone Member. The Sui Upper Limestone Member and upper Eocene Habib Rahi Limestone were also productive. In 1999, Upper Cretaceous Pab Sandstone Formation gas production began at Sui field. Although exploratory wells had been previously drilled in the Middle and Lower Indus Basins, the discovery of the Sui field accelerated exploration efforts in the 1950s. More discoveries followed in that area with the Zin gas field in 1954, the Uch gas field in 1955, and the Mari gas field in 1957. Exploration activity increased again in the 1980s, when identification of a tilted fault block in the Lower Indus Basin led to the discovery of a series of oil fields. Although there have been significant oil discoveries in the Lower Indus Basin, it remains a gas-prone province. We will write a custom essay sample on Petroleum and Middle Indus Basin specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Petroleum and Middle Indus Basin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Petroleum and Middle Indus Basin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Gas discoveries that are attributed to the Sembar-Goru/Ghazij TPS have been made in Eocene, Paleocene, and Lower Cretaceous rocks on the Mari-Kandhot High in the Rajasthan Province of India. The Cambrian oil discoveries in Rajasthan, however, are beyond the extent of Sembar deposition and are either sourced by updip hydrocarbon migration from the Sembar or more likely by proximal older Mesozoic and early Paleozoic rocks. Sembar-Goru/Ghazij Composite Total Petroleum System The Sembar-Goru/Ghazij Composite Total Petroleum System (TPS) as defined for this assessment, is a north-south elongated area extending from the Potwar-Kohat geologic province in the north to the 2,000 m bathymetric contour in the Arabian Sea . The west boundary coincides with the axial belt and western edge of the Indian plate and the eastern boundary extends into India on the Indian Shield . Geochemical analyses of potential source rocks and produced oil and gas have demonstrated that the Lower Cretaceous Sembar Formation is the most likely source of oil and gas for most of the producing fields in the Indus Basin. Source Rocks While the Sembar has been identified as the primary source rock for much of the Greater Indus Basin, there are other known and potential source rocks. Rock units containing known or potential source rocks include the Salt Range Formation Eocambrian shales, Permian Dandot and Tredian Formations, Triassic Wulgai Formation, Jurassic Datta Formation, Paleocene Patala Formation, Eocene Ghazij Formation, and lower Miocene shales. Of all the possible source rocks in the Indus Basin, however, the Sembar is the most likely source for the largest portion of the produced oil and gas in the Indus foreland. In the Kohat-Potwar geologic province the Paleocene Patala Shale is the primary source rock for most, if not all of the province. In the offshore areas of the Indus geologic province, Miocene rocks are postulated to be good hydrocarbon sources, with the Sembar contributing in the shelf area. The Lower Cretaceous Sembar Formation consists mainly of shale with subordinate amounts of siltstone and sandstone. The Sembar was deposited over most of the Greater Indus Basin in marine environments and ranges in thickness from 0 to more than 260 m (Iqbal and Shah, 1980). Rock-eval pyrolysis analyses of 10 samples from the Jandran-1 well in the Sulaiman Range of the foldbelt, indicate an   most likely prove to be gas prone. verage total organic carbon content (TOC) of 1. 10 percent. The TOC values from the Sembar in two Badin area wells in the foreland portion of the Lower Indus Basin have TOC’s ranging from 0. 5 to 3. 5 percent and averaging about 1. 4 percent. A cross-plot of pyrolysis data on a modified van-Kreveln diagram study indicates that the organic matter in the Sembar is mainly type-III kerogen, capabl e of generating gas; however, additional proprietary data indicate the presence of type-II kerogen as well as type-III kerogen. With respect to the oil window (0. 6 1. 3 percent vitrinite reflectance), the Sembar ranges from thermally immature to over mature . The Sembar is more thermally mature in the western, more deeply buried part of the shelf and becomes shallower and less mature toward the eastern edge of the Indus Basin   Conclusive geochemical data supporting a Sembar source for most of the produced oil and gas in the Indus Basin are lacking; however, limited available geochemical and thermal data favor a Sembar source. To date, the only oil-productive regions in the Greater Indus Basin are the Potwar Plateau in the north and the Badin area in the Lower Indus Basin. Cross-plots of the carbon isotope ratios and the isoprenoid ratios of produced oils in these two regions are distinctly different , indicating two different source rocks. Gas content varies throughout the basin with CO2 ranging from lt; 1 percent to gt;70 percent, nitrogen lt; 1 percent to gt; 80 percent, and H2S lt; 0. percent to gt; 13 percent (IHS Energy Group, 2001). Reservoirs Productive reservoirs in the Sembar-Goru/Ghazij Composite TPS include the Cambrian Jodhpur Formation; Jurassic Chiltan, Samana Suk, and Shinawari Formations; Cretaceous Sembar, Goru, Lumshiwal, Moghal Kot, Parh, and Pab Formations; Paleocene Dungan Formation and Ranikot Group; and the Eocene Sui, Kirthar, Sakesar, Bandah, Khuiala, Nammal, and Ghazij Formations . The principal reservoirs are deltaic and shallow-marine sandstones in the lower part of the Goru in the Lower Indus Basin and the Lumshiwal Formation in the Middle Indus Basin and limestones in the Eocene Ghazij and equivalent stratigraphic units . Potential reservoirs are as thick as 400 m. Sandstone porosities are as high as 30 percent, but more commonly range from about 12 to 16 percent; and limestone porosities range from 9 to 16 percent. The permeability of these reservoirs ranges from 1 to gt; 2,000 milidarcies (md). Reservoir quality generally diminishes in a westward direction but reservoir thickness increases. Because of the progressive eastward erosion and truncation of Cretaceous rocks, the Cretaceous reservoirs all have erosional updip limits, whereas Tertiary reservoirs extend farther east overlying progressively older rocks. Traps All production in the Indus Basin is from structural traps. No stratigraphic accumulations have been identified, although the giant Sui gas field is a dome-shaped reef structure (possibly an algal mound) expressed on the surface as an anticline. The variety of structural traps includes anticlines, thrust-faulted anticlines, and tilted fault blocks. The anticlines and thrusted anticlines occur in the foreland portions of the Greater Indus Basin as a consequence of compression related to collision of the Indian and Eurasian plates. The tilted fault traps in the Lower Indus Basin are a product of extension related to rifting and the formation of horst and graben structures. The temporal relationships among trap formation and hydrocarbon generation, expulsion, migration, and entrapment are variable throughout the Greater Indus Basin. In the foreland portion, formation of structural traps pre-date hydrocarbon generation, especially in the Lower Indus Basin. In the Middle and Upper Indus Basins, traps may also have formed prior to hydrocarbon generation, although the temporal relationships between trap formation and hydrocarbon generation are not as distinct as in the Lower Indus Basin. The structural deformation in the foldbelt region is generally contemporaneous with hydrocarbon generation, suggesting that some of the hydrocarbons generated from the Sembar probably leaked to the surface prior to trap formation. Burial history reconstructions based on data from the Sakhi-Sarwar no. 1 well , located in the foreland part of the Middle Indus Basin, and the Shahdapur no. 1 well, located in the foreland part of Lower Indus Basin, indicate that hydrocarbon generation began 40 and 65 Ma, respectively . The main differences in the hydrocarbon generation times between these wells are due to large differences in the thermal gradients; the present-day thermal gradient in the Sakhi-Sarwar well is 2. 6 °C/km as opposed to 3. 3 °C/km in the Shahdapur well. We interpret the critical moments for these wells at about 15 and 50 Ma, respectively. Based on these reconstructions, trap formation may have postdated the start of hydrocarbon generation in the foreland portion of the Indus Basin. Seals The known seals in the system are composed of shales that are interbedded with and overlying the reservoirs. In producing fields, thin shale beds of variable thickness are effective seals. Additional seals that may be effective include impermeable seals above truncation traps, faults, and updip facies changes. Overburden Rock The rocks overlying the Sembar are composed of sandstone, siltstone, shale, limestone, and conglomerate. The maximum thickness of these overlying rocks is estimated to be as much as 8,500 m in the Sulaiman foredeep area . In the foredeep areas immediately adjacent to the front of the foldbelt parts of the Indus Basin, the overburden thickness ranges from 2,500 m to 6,000 m. East of the foredeep, overburden rocks thin as Cretaceous and Paleocene rocks are progressively truncated. Petroleum and Middle Indus Basin Essay Example Petroleum and Middle Indus Basin Essay Kohat-Potwar Oil and Gas Exploration and Production The first oil well drilled in present-day Pakistan was at Kundal on the Potwar Plateau in 1866. The first commercial oil discovery was made in the Greater Indus Basin in 1914 when the Attock Oil Company completed a 214 ft well on a thrust-faulted anticline near Khaur on the Potwar Plateau (Khan and others, 1986). Early success in the Kohat-Potwar geologic province served to focus much of the early exploration activity in that area. The Sui field in the Sulaiman-Kirthar Foreland geologic province was the first discovery outside of the Kohat-Potwar geologic province and is the largest gas discovery in Pakistan, with more than 5 trillion cubic feet (TCF) of gas reserves. Discovered in 1952, the Sui field is a dome-shaped reef structure with an anticlinal surface expression. The largest reserves were found in the 625 m thick Eocene Sui Formation Sui Main Limestone Member. The Sui Upper Limestone Member and upper Eocene Habib Rahi Limestone were also productive. In 1999, Upper Cretaceous Pab Sandstone Formation gas production began at Sui field. Although exploratory wells had been previously drilled in the Middle and Lower Indus Basins, the discovery of the Sui field accelerated exploration efforts in the 1950s. More discoveries followed in that area with the Zin gas field in 1954, the Uch gas field in 1955, and the Mari gas field in 1957. Exploration activity increased again in the 1980s, when identification of a tilted fault block in the Lower Indus Basin led to the discovery of a series of oil fields. Although there have been significant oil discoveries in the Lower Indus Basin, it remains a gas-prone province. We will write a custom essay sample on Petroleum and Middle Indus Basin specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Petroleum and Middle Indus Basin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Petroleum and Middle Indus Basin specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Gas discoveries that are attributed to the Sembar-Goru/Ghazij TPS have been made in Eocene, Paleocene, and Lower Cretaceous rocks on the Mari-Kandhot High in the Rajasthan Province of India. The Cambrian oil discoveries in Rajasthan, however, are beyond the extent of Sembar deposition and are either sourced by updip hydrocarbon migration from the Sembar or more likely by proximal older Mesozoic and early Paleozoic rocks. Sembar-Goru/Ghazij Composite Total Petroleum System The Sembar-Goru/Ghazij Composite Total Petroleum System (TPS) as defined for this assessment, is a north-south elongated area extending from the Potwar-Kohat geologic province in the north to the 2,000 m bathymetric contour in the Arabian Sea . The west boundary coincides with the axial belt and western edge of the Indian plate and the eastern boundary extends into India on the Indian Shield . Geochemical analyses of potential source rocks and produced oil and gas have demonstrated that the Lower Cretaceous Sembar Formation is the most likely source of oil and gas for most of the producing fields in the Indus Basin. Source Rocks While the Sembar has been identified as the primary source rock for much of the Greater Indus Basin, there are other known and potential source rocks. Rock units containing known or potential source rocks include the Salt Range Formation Eocambrian shales, Permian Dandot and Tredian Formations, Triassic Wulgai Formation, Jurassic Datta Formation, Paleocene Patala Formation, Eocene Ghazij Formation, and lower Miocene shales. Of all the possible source rocks in the Indus Basin, however, the Sembar is the most likely source for the largest portion of the produced oil and gas in the Indus foreland. In the Kohat-Potwar geologic province the Paleocene Patala Shale is the primary source rock for most, if not all of the province. In the offshore areas of the Indus geologic province, Miocene rocks are postulated to be good hydrocarbon sources, with the Sembar contributing in the shelf area. The Lower Cretaceous Sembar Formation consists mainly of shale with subordinate amounts of siltstone and sandstone. The Sembar was deposited over most of the Greater Indus Basin in marine environments and ranges in thickness from 0 to more than 260 m (Iqbal and Shah, 1980). Rock-eval pyrolysis analyses of 10 samples from the Jandran-1 well in the Sulaiman Range of the foldbelt, indicate an   most likely prove to be gas prone. verage total organic carbon content (TOC) of 1. 10 percent. The TOC values from the Sembar in two Badin area wells in the foreland portion of the Lower Indus Basin have TOC’s ranging from 0. 5 to 3. 5 percent and averaging about 1. 4 percent. A cross-plot of pyrolysis data on a modified van-Kreveln diagram study indicates that the organic matter in the Sembar is mainly type-III kerogen, capabl e of generating gas; however, additional proprietary data indicate the presence of type-II kerogen as well as type-III kerogen. With respect to the oil window (0. 6 1. 3 percent vitrinite reflectance), the Sembar ranges from thermally immature to over mature . The Sembar is more thermally mature in the western, more deeply buried part of the shelf and becomes shallower and less mature toward the eastern edge of the Indus Basin   Conclusive geochemical data supporting a Sembar source for most of the produced oil and gas in the Indus Basin are lacking; however, limited available geochemical and thermal data favor a Sembar source. To date, the only oil-productive regions in the Greater Indus Basin are the Potwar Plateau in the north and the Badin area in the Lower Indus Basin. Cross-plots of the carbon isotope ratios and the isoprenoid ratios of produced oils in these two regions are distinctly different , indicating two different source rocks. Gas content varies throughout the basin with CO2 ranging from lt; 1 percent to gt;70 percent, nitrogen lt; 1 percent to gt; 80 percent, and H2S lt; 0. percent to gt; 13 percent (IHS Energy Group, 2001). Reservoirs Productive reservoirs in the Sembar-Goru/Ghazij Composite TPS include the Cambrian Jodhpur Formation; Jurassic Chiltan, Samana Suk, and Shinawari Formations; Cretaceous Sembar, Goru, Lumshiwal, Moghal Kot, Parh, and Pab Formations; Paleocene Dungan Formation and Ranikot Group; and the Eocene Sui, Kirthar, Sakesar, Bandah, Khuiala, Nammal, and Ghazij Formations . The principal reservoirs are deltaic and shallow-marine sandstones in the lower part of the Goru in the Lower Indus Basin and the Lumshiwal Formation in the Middle Indus Basin and limestones in the Eocene Ghazij and equivalent stratigraphic units . Potential reservoirs are as thick as 400 m. Sandstone porosities are as high as 30 percent, but more commonly range from about 12 to 16 percent; and limestone porosities range from 9 to 16 percent. The permeability of these reservoirs ranges from 1 to gt; 2,000 milidarcies (md). Reservoir quality generally diminishes in a westward direction but reservoir thickness increases. Because of the progressive eastward erosion and truncation of Cretaceous rocks, the Cretaceous reservoirs all have erosional updip limits, whereas Tertiary reservoirs extend farther east overlying progressively older rocks. Traps All production in the Indus Basin is from structural traps. No stratigraphic accumulations have been identified, although the giant Sui gas field is a dome-shaped reef structure (possibly an algal mound) expressed on the surface as an anticline. The variety of structural traps includes anticlines, thrust-faulted anticlines, and tilted fault blocks. The anticlines and thrusted anticlines occur in the foreland portions of the Greater Indus Basin as a consequence of compression related to collision of the Indian and Eurasian plates. The tilted fault traps in the Lower Indus Basin are a product of extension related to rifting and the formation of horst and graben structures. The temporal relationships among trap formation and hydrocarbon generation, expulsion, migration, and entrapment are variable throughout the Greater Indus Basin. In the foreland portion, formation of structural traps pre-date hydrocarbon generation, especially in the Lower Indus Basin. In the Middle and Upper Indus Basins, traps may also have formed prior to hydrocarbon generation, although the temporal relationships between trap formation and hydrocarbon generation are not as distinct as in the Lower Indus Basin. The structural deformation in the foldbelt region is generally contemporaneous with hydrocarbon generation, suggesting that some of the hydrocarbons generated from the Sembar probably leaked to the surface prior to trap formation. Burial history reconstructions based on data from the Sakhi-Sarwar no. 1 well , located in the foreland part of the Middle Indus Basin, and the Shahdapur no. 1 well, located in the foreland part of Lower Indus Basin, indicate that hydrocarbon generation began 40 and 65 Ma, respectively . The main differences in the hydrocarbon generation times between these wells are due to large differences in the thermal gradients; the present-day thermal gradient in the Sakhi-Sarwar well is 2. 6 °C/km as opposed to 3. 3 °C/km in the Shahdapur well. We interpret the critical moments for these wells at about 15 and 50 Ma, respectively. Based on these reconstructions, trap formation may have postdated the start of hydrocarbon generation in the foreland portion of the Indus Basin. Seals The known seals in the system are composed of shales that are interbedded with and overlying the reservoirs. In producing fields, thin shale beds of variable thickness are effective seals. Additional seals that may be effective include impermeable seals above truncation traps, faults, and updip facies changes. Overburden Rock The rocks overlying the Sembar are composed of sandstone, siltstone, shale, limestone, and conglomerate. The maximum thickness of these overlying rocks is estimated to be as much as 8,500 m in the Sulaiman foredeep area . In the foredeep areas immediately adjacent to the front of the foldbelt parts of the Indus Basin, the overburden thickness ranges from 2,500 m to 6,000 m. East of the foredeep, overburden rocks thin as Cretaceous and Paleocene rocks are progressively truncated.

How to Help Your Homeschooled Kid Find Friends

How to Help Your Homeschooled Kid Find Friends It can be difficult for homeschooled kids to forge new friendships Its not because the unsocialized homeschooler stereotypes  are true. Instead its often because homeschooled kids dont have the opportunity to be around the same group of kids on a regular basis like their public- and private-schooled peers do. Although homeschoolers arent isoloated from other kids, some dont have enough consistent contact with the same group of friends to allow time for friendships to grow. As homeschool parents, we may need to be more intentional in helping our children make new friends. How can you help  your homeschooler find friends? Maintain Current Friendships If you have a child who is transitioning from public school to homeschool, make an effort to maintain his current friendships (unless they are a contributing factor in your decision to homeschool). It can put a strain on friendships when the kids dont see  each other every day. Give your child opportunities to continue to nurture those relationships. The younger your child is,  the more effort the investment in these friendships may require on your part. Make sure you have the parents’ contact information, so that you can  arrange regular play dates. Invite the friend over for sleepovers or a movie night. Consider hosting holiday parties or game nights on weekends or after school hours so your new homeschooler can spend time with his old public school friends and new homeschool friends at the same time. Get Involved in the Homeschool Community It is important to maintain friendships for kids moving from public school to homeschool, but it’s also important to help them begin to make friends with other homeschooled kids. Having friends who homeschool means your child has someone who understands her day-to-day life and a buddy for homeschool group outings and play dates! Go to homeschool group events. Get to know the other parents so that it’s easier for your kids to stay in contact. This contact can be especially important for less-outgoing kids. They may find it difficult to connect in a large group setting and  need some one-on-one time to get to know potential friends. Try a homeschool co-op. Take part in activities that reflect your child’s interests to make it easier for him to get to know kids who share his interests. Consider activities such as a book club, LEGO club, or art class. Participate in Activities on a Regular Basis Although some  kids have a new â€Å"best friend† every time they leave the playground, true friendships take time to foster. Find activities that occur on a regular basis so that your child get to see the same group of kids regularly. Consider activities such as: Recreational league sports teamsClasses such as gymnastics, karate, art, or photographyCommunity theaterScouting Don’t overlook activities for adults (if it’s acceptable for children to attend) or activities in which your childs siblings are involved. For example a ladies Bible study or weekly moms meeting gives kids a chance to socialize. While the moms chat, kids can play, bond, and forge friendships. Its not uncommon for older or younger siblings to wait with their parent while one child attends a homeschool class or activity. The waiting siblings often forge friendships with the other kids waiting on their brother or sister. If its appropriate to do so, bring along some activities that encourage quiet group play, such as playing cards, Lego blocks, or board games. Make Use of Technology Live, online games and forums can be a great way for older homeschooled kids to make friends who share their interests or keep in touch with existing friends. Teens can chat with friends and meet new people while playing online video games. Many  homeschooled kids use apps such as Skype or FaceTime to chat face-to-face with friends each day. Certainly there are dangers associated with social media and online technology. Its crucial that parents monitory their childrens online activity. Parents should also teach their kids  basic safety protocol, such as never giving out their address or engaging in private messaging with people they dont know in person. Used carefully and with parental supervision, the Internet can be a fantastic tool for allowing homeschooled kids to connect with their friends more often than they might be able to do in person. One of the best things about homeschool friendships is that they tend to ​break age barriers. They are based on mutual interests and complementary personalities. Help your homeschooled child find  friends. Be intentional about providing opportunities for him to meet others through shared interests and experiences.

Printable Beginning Level Tense Review Quiz

Printable Beginning Level Tense Review Quiz This quiz is for in-class use and does not have the answers provided. What ____________ you ____________ (do)? Im studying.do you doare you doingdid you do____________ you always ____________ (get up) at 7 oclock?Do you always get upAre you always getting upDo always you get up____________ John ____________ (have, got) a motorbike?Does John have gotHas John gotHave John gotAt the moment he ____________ (have) lunch.is havinghavinghasJohn doesnt like playing football, but he ____________ (love) playing tennis.is lovinglovelovesLast winter he ____________ (go) by train from Rome to Paris.goedhas gonewentMary ____________ (not, be) at work at the moment. Shes at home.isnt beingisntdoesnt beNext Tuesday my brother ____________ (go) to Rome.wentgoesis goingThey ____________ (take) their children to Spain last year.did taketooktakedWhat time ____________ he ____________ (arrive) home last Tuesday?did he arrivesdid he arrivedoes he arriveHe ____________ (work) on the computer at the moment.is workingworksdoes workWhat ____________ they ____________ (do)? They re sleeping.is they doingare they doingdo they do When ____________ you ____________ (go) to Rome last year?you wentdid you godid you went____________ you ____________ (have, got) any brothers or sisters?Has you gotDo you have gotHave you gotJohn doesnt like going to the beach, but he ____________ (love) going to the park.lovesdoesnt loveis lovingNext Saturday John ____________ (come) to visit his friends.comesis comingwill comePeter ____________ (be) on holiday now. He isnt at home.will beisis going to beShe ____________ (teach) her husband cooking last winter.did teachteachedtaught____________ he always ____________ (have) dinner at 7 oclock?Is he always havingDoes he always hasDoes he always haveLast winter she ____________ (drive) to Germany.drovedriveddid drive____________ you ____________ (have, got) a good job?Do you gotHave you gotHas you gotWhere ____________ she ____________ (study) English last year?did she studydid she studiedhas she studiedMary likes visiting friends, but she ____________ (like) talking on the telephone .doesnt likelikesisnt liking She ____________ (watch) a video at the moment.watchedwatchesis watchingHe ____________ (take) his friend to the theater last week.tookedhas takentookMary ____________ (not, be) on holiday now. Shes at home.isntwont beisnt beingWhat ____________ you ____________ (do)? Im playing the piano.is you doingdo you doare you doingNext Thursday my sister ____________ (visit) the new museum.will visitvisitsis going to visit____________ you always ____________ (finish) work at 5 oclock?Do you always finishAre you always finishingDid you always finishedThey ____________ (ride) the train to Sweden last summer.did riderodehave riddenWhat ____________ you ____________ (do) this evening? Im doing my homework.will you dodo you doare you doing____________ she often ____________ (telephone) in the evening?Does she often telephoneIs she often telephoningWill she often telephones____________ they ____________ (have, got) a car?Have they gotDo they have gotHas they gotAt the moment they ____________ (read ) a book.are going to readreadsare reading I ____________ (teach) my students about the USA yesterday.taughtedtaughthave taughtJennifer doesnt like working in the office, but she ____________ (love) working at home.lovesdoesnt loveisnt lovingNext Wednesday my brother ____________ (have) dinner at that new restaurant.is going to havewill havehasShe ____________ (fly) to the USA last winter.fliedhas flownflewThomas ____________ (not, be) at the office tomorrow. Hes on holiday.isnt going to bewont beenisntWhat ____________ she ____________ (do) yesterday afternoon?did she dodoes she dois she doing____________ Thomas ____________ (have, got) a television?Have Thomas gotHas Thomas gotDoes Thomas has gotWhere ____________ they ____________ (go) on holiday last summer?did they wenthave they gonedid they goAlice loves walking in the countryside, and she ____________ (like) going to the gym.doesnt likelikelikesAt the moment she ____________ (listen) to some music.listensis listeninghas listened____________ he always ____________ (play ) tennis on Saturdays?Do he always playDoes he always playsDoes he always play Mary isnt at work at the moment. She ____________ (be) at home.iswill behas beenWhat ____________ he ____________ (do)? Hes washing up.does he dois he doinghas she doneThey ____________ (fly) to Mexico last summer.has flownflewdid flyShe ____________ (ask) her husband to help her yesterday evening.askeddid askhas askedNext Saturday my friend ____________ (come) to have lunch with us.is comingcomeswill comes Find more printable quizzes for your class, or use the wide variety of English lesson plans available on the site to copy exercises for in-class use. Also, try the Beginner Level Grammar Quiz for another challenge or move on to the Intermediate Level Quiz.

Micro-Economics Essay Example | Topics and Well Written Essays - 250 words

Micro-Economics - Essay Example He also traces the  confusion  to the non-availability of  attractive  homes at  many  parts of the country, a  case  that is making the  available  buyers  lack  the houses they could want for  purchase. This view  was  however challenged,  by chief Economist Paul Dales, arguing that, since 30 years  back, there has been an excess supply of one million homes, available to be traded. He  further  cites the poor economic situation, as the cause for the decreased level of home purchases in the past. The author cites another problem, which could be hampering the supply-demand stability of the home market, as the acutely decreasing  home  prices. From the different accounts, the debate ends with no clear definition of the problem facing the homes’ market in the U.S (Timiraos  1). However, the author integrates the different versions of the explanations, into the  causes for the confusion facing the US homes’  market. These include  the availability of many homes at the  wrong  places, where customers are not willing to buy, which is  the result of the housing boom; the overpricing of the many homes available for sale – an effect of the d eclining inventory; and the short sale cases, which make up the bigger part of the market. The economic concepts illustrated through the information include the concept of demand, where the shifts in  the demand  curve  are depicted  through the changing preferences of buyers, where the  case  is that, despite the availability of about a million homes for sale, the buyers cannot find the homes they want to  purchase. In the area of  buyer  expectations, the buyers are not willing to  buy  the homes, which  are located  at the far-flung locales. The concept of demand  is clearly depicted  through the case of the  inflated  home prices, of the homes that are available for sale, as a result of the declining inventory. This case is  thus, leading to decreasing demand, in response to the increased prices. The

Follow prompt 3 Essay Example | Topics and Well Written Essays - 750 words

Follow prompt 3 - Essay Example In the liberation era, there was marked participation of women in the collective labor, contributing to the surplus production that helped the socialist state industrialize. Nonetheless, this period was also characterized by constrained continuation of patriarchal structure that stipulated the type and value of women labor (Hairong 580). At the juncture, women liberation was realized through the participation of women in labor as opposed to the arduous housework they undertook during the earlier days, but gendered division of labor remained intact. Nonetheless, Women’s voices were vociferous in the debates on new modernization policies, as women liberation was related to the defense of the nation (Rofel 43). The women in the later cohort were however more concerned about their personal welfare. Women in the middle cohort are those who matured during the Cultural Revolution era. This group characteristically resisted authority and managerial authority in the industrial workplace. For instance, the cohort resisted younger supervisor Xiao Ma, whereby ignoring her authority was a significant political project (Rofel 222). By refusing the authority of a woman, the cohort essentially expressed its opposition to authoritarianism throughout the society. Workers rights were valued over the labor itself. Middle aged working women defied authority through activism and had extreme attitudes during labor protests. They were opposed to their management’s focus on efficiency by refusing to produce. Their refusal to remain in positions at the shop floor indicates defiance of state power; they exposed the symbolic violence in a natural economic order that is the mainstay of power in the post-socialist modernity (Rofel 19). Therefore, this cohort was against any form of authoritarian ism in factory and in the country in general. There is a similarity in the way the women

By close reference to the Lumber Room Essay Example for Free

By close reference to the Lumber Room Essay By Close Reference to The Lumber Room and The Destructors examine the behaviour of Nicholas and Trevor and stay how far you feel that actions are understandable and justified The two boys, Trevor and Nicholas have a very different behaviour but they have the same reason to perform their actions on their enemies. This reason is revenge. Although, the action they take to gain revenge are very different. Trevor carries out his revenge on society by destroying Mr Thomass or Old Miserys house whereas Nicholas takes his vengeance on his sio-distant aunt by spoiling her image as an adult. Trevor plans to destroy the house when Mr Thomas will be away all tomorrow and Bank Holiday, and after he becomes the leader of the Wormsley Common Gang. This gives him more confidence and power to plan the tactics, and more respect from the gang. Trevor does this by going to see the interior design and structure of the house. As Trevor said to Blackie; He showed it to me, proves this. He is determined to demolish the house with the help and support of the gang. As Blackie said to the gang; Its proposed that to-morrow and Monday we destroy Old Miserys house, shows this. He orders them to perform different jobs using different tools such as nails, chisels, saws, and hammers to carry out the operation. As Trevor orders Blackie; When youve finished in here crack the plaster in the passage up with you sledge-hammer, illustrates an idea of this. To completely tear down the house they attach a piece of rope from the house to a lorry and wait for the lorry driver to start the vehicle. However, Nicholas prepares to ruin his sio-called aunts image as an adult. When Nicholas is not given a special meal he puts the frog in his milk to prove to the adults that they can be wrong at certain times and that they dont listen to him. This causes his aunt to make him stay at home after annoying them. Nicholas goes into the lumber room to trick her into thinking that he has entered the gooseberry garden when he is not suppose to. As the aunt remarked to herself; Only because I have told him he is not to, proves this. She tries to catch him into doing something wrong by entering the garden but slips into the rain-water tank. Nicholas then hears her calling him and reaches the front of the garden. He informs her that he is not allowed to enter the garden and accuses her of being the Evil One as she lied to him. As Nicholas shouts to his aunt; Now I know that you are the Evil One and not aunt, illustrates this. Nicholas finally punishes his aunt by not rescuing her out of the tank. His behaviour is excessive and unnatural as a young child. Trevors action is understandable because the house was constructed and designed by Christopher Wren and not by his father, it contained panellings and stairs, its survived in the Blitz, and its state was still looking beautiful. Trevor also did this as his family had dropped down their position in society. This was that his father had lost his high position job as an architect and had to apply for a low position job as a clerk. As Trevor said to the gang; Wren built that house, father says, proves this. All of these factors make Trevor jealous as he does not have these things now, and so this causes him to destroy the house to take his revenge on society. Although, Nicholass action is understandable because he tries to prove to the adults that they can be wrong at certain occasions and that they dont listen to him when he mentions something important. As Nicholas repeated to them; You said there couldnt possibly be a frog in my bread-and-milk; there was a frog in my bread-and-milk, proves this. This causes him to stay at home as a punishment from his aunt. All of these aspects cause Nicholas to take his revenge on his soi-distant aunt by spoiling her image as an adult. Trevors action is not justified because he is taking his revenge on the wrong sector of society. This is futile as it does not affect the people who made Trevors family descend down in society but Mr Thomas, an innocent and old person who lived in the beautiful house all alone, and did not cause any of this to them. I also feel that Trevor does not have the right to destroy the house because it is not his property but Mr Thomass. Nevertheless, Nicholass action is justified because he was debarred to go to Jagborough sands with the other children by his soi-distant aunt, and so had to stay at home as a form of punishment from her. Therefore, my opinion on this is beneficial because Nicholas feels that his aunt should not have punished him in trying to prove the characteristics of the adults. I also approve of his action because I feel that adults should admit their mistakes, listen to what children say, and not disregard their views.

Cold War Essay -- essays research papers

After World War II, Stalin did not remove his troops from Eastern Europe as he pledged he would in the Yalta Agreement. Instead, he setup â€Å"puppet governments† which did exactly as Mother Russia stated. To protect it’s interests for national security, the American Dream, and the belief that all people should have the right to a democratic life, complete with liberty, equality, and a representative government. Also playing a large part in Cold War tensions was the US interest in protecting its profitable foreign markets. The spread of communism challenged every one of these US aim’s, and therefore the US became convinced it had to stop this spread. The deliberate opposition to the spread of communism to capital countries is known as containment, which the US adopted in the late 1940’s. The US believed it must do everything in its power to uphold containment and save it’s peoples way of life. Another theory that soon surfaced that was related to t he containment theory was the domino theory, which stated that as one small country fell to communism, surrounding small countries would also fall to communism rapidly.   Ã‚  Ã‚  Ã‚  Ã‚  In the spirit of containment, strongly supported by President Harry Truman, was the main driving force behind the Korean War. Along with containment as a force was American Pride. After World War II and after Japanese occupation, Soviet troops moved in to North Korea, and the US moved in to South Korea. Each setup and supported its own go...

Free Post Secondary Education in Canada Essay

â€Å"Our young people see a mountain of debt due to the cost of books, room and board, and tuition. Thirty percent of our young people choose not to finish high school. † This is what Raj Sherman, an Alberta Liberals leader stated recently in an article of the Calgary Sun while tackling the issue of â€Å"Free Post-Secondary Education†. Everybody wants to be educated for free after high school, and many countries offer it, so why not Canada? It is possible to have free post-secondary education in Canada; it would fit like a glove in our system. I will explain how and why it should be done, and what limitations will be set in order to make the system work. My reasons are; one, Canada will get more out of what they put in, two, Canada has an aging population and a newer younger workforce is required, and three, Canada needs to be a nation that makes education top priority for the future growth of our country. Firstly, free post-secondary education should be offered because as a country Canada will get more out of what it puts in. You may ask; how will free post-secondary education be possible in a country where so many perks are given to the citizens, but fear not as I have the answer to that. There is a â€Å"Fair Tax† system that the leaders in Alberta are trying to impose on the province where by 2025 there would be free post-secondary education. â€Å"It will start off by slashing tuition by $250 for each student, and start to invest a portion of resource revenues in trust funds for post-secondary education through a â€Å"Fair Tax†Ã¢â‚¬  (Maimann 1). The â€Å"Fair Tax† system is basically a trust fund for post-secondary education, where the Albertans with incomes greater than $100,000 per year, and big companies pay more in provincial taxes which will be put into a fund that’s put towards making post-secondary education free. This â€Å"Fair Tax† system is similar to that of Norway’s which has had a huge success with offering free education. Norway began it in 1996, and has grown it to $550 million dollars in the time span of 16 years. If this â€Å"Fair Tax† system is implemented into all of Canada and not just Alberta we can see more results than Norway in a much shorter time. Canada has a lot of different industries from forestry, to mining, to oil production, even fishing, and all these resources could help Canada in its mission to offer free education to the students in Canada. Furthermore by giving free post-secondary education Canada will not limit hundreds of thousands of students from reaching their complete potential. Many students might have the intelligence to go far, but not have the flexibility financially to assist them there, in which not only is the student affected, but Canada is missing out as well on some of the best candidates for future jobs. Canada can get the best of the best for those jobs by offering free post-secondary education, but not for everyone. This is where limits come in, and Canada gives the free education only to those who meet the specific requirements grades wise for each program. That way money isn’t wasted on people who won’t commit to the programs, or won’t be able to complete those programs. Canada will become for economically stable as the workforce will have very highly skilled and educated workers, and no talent is missed out on so as a country we’ll be basically hitting two birds with one stone. This is one reason why Canada should offer free post-secondary education. Secondly, free post-secondary education should be offered because Canada has an aging population and a newer younger workforce is required. Canada’s most recent baby boom was during the years 1940-1965. The babies from then are now all slowly going into retirement as the youngest are in their late 40’s. All of these employees will soon go into retirement and a whole new workforce consisting of younger individuals is needed, and having a free post-secondary education system will allow Canada to have that new workforce made of the best possible candidates for each duty. This free educational system for those students that can show required marks from high school for the course they want will give Canada a limitless amount of fresh talent for its own use. If this â€Å"free post-secondary education† system cannot be instilled in the coming years, it’d still be of great use for the students in high school right now; as they would most likely have a family to support by the year 2025 which Calgary projects to be the year post-secondary education is completely free in Alberta. That way they won’t have to worry about bringing kids into the world and not being able to support them later on because their education will be free all their kids have to do is work hard and earn their grades. Recently the mayor of Saint John’s stated in an article by CBC News; â€Å"When I taught high school three years ago, most people were saying they weren’t going to have children because they couldn’t afford to educate them. † This shows that a lot of students nowadays are planning on not having children as they won’t be able to afford to educate them, therefore letting them down as parents. So to stop the future suffering of in debt children they decide to just not have kids at all. Stats Can statistics reveal that the population of Saint John’s fell by 0. 2% between 2001 to 2006. In this same article the following is stated, â€Å"The mayor of Saint John is urging the provincial government to offer free tuition as a way to spur on a baby boom after the latest demographic portrait of the southern city shows it is not growing very quickly (â€Å"CBC News† 1) If this were to be true Canada could have another baby boom similar to the one in the mid 1900’s, and it’ll be because of free post-secondary education, these new babies are the future of our country, and supplying them with the best possible education we will be bettering our future work force. Canada should stop acting like blind bats and take the free post-secondary education into consideration because the demographics of Canada could be impacted in a very positive way if free education was offered. This is yet another reason why Canada should offer free post-secondary education. Lastly, free post-secondary education should be offered because Canada has to be a nation that gives education the uppermost priority to improve the future development of our country. By giving education the superiority over anything else in the country we will have a positive chain effect on our country. By giving it the top priority we will be enhancing our workforce and adding the best workers possible for each job, not only that, but with a really blooming, and bright workforce our economy will be able to grow and compete with larger countries with a lot more capital than us. This will improve our country and give it an even higher position on the map, by moving up from being just a â€Å"Middle-Power Country†. This free post-secondary education doesn’t only have a positive chain effect on our economy, but it also has a good effect on bettering the citizens of Canada because by having more highly educated people, they’re more likely to vote, and can make more informed decisions in life making them better citizens for our country. The citizens of Canada will also be better off in life with this free post-secondary education and will not have to depend on the government as a high percentage of people already do. Also giving people a free post-secondary education will result in a lot more social progress, and all progress depends on knowledge, which they will be obtaining through the free post-secondary education programs. Making education top priority is a good reason why Canada should offer free post-secondary education. Now you may argue about the fact that even if you do pay this new amount of tax, what difference would it make if the students don’t take it seriously since it’s free education. Well to counter that, there will be limitations set on the free education given. If you meet the grade requirements for the certain course you want to take then you will be able to enroll into it and only if you’re a top candidate will you be given an opportunity at that course with free post-secondary education. If not, then another program that suites your educational needs will be given to you for free, through this the best of the best will be chosen and given opportunities in each type of job, whether it be a spot in Med or Law school, University, or College, if you meet the specified requirements you will be accepted and given the free education. Not only that but the tax payers themselves will most likely have a family of their own, in which it consists of someone related to you having to go get a post-secondary education, and instead of paying for the tuition, dorms, and books you just have an increase in taxes. Now who wouldn’t want a free education? A lot of issues can be tackled with a free post-secondary education in tact in our system, which is why Canada should offer free post-secondary education. In conclusion, many arguments could be made against the â€Å"Free† post-secondary education policy if passed by Canada, but all of those arguments would be overshadowed by the â€Å"For† arguments for this specific topic. A free post-secondary education will have a much better effect on Canada in all aspects not just economically but for the citizens themselves. Tackling many issues and bringing Canada back on top of the â€Å"Best Places To Live† list where we once were, but are now overtaken by many countries, which include Norway, Sweden, and Denmark in the top 5, all countries that offer â€Å"Free† post-secondary education. The world is like a stage, each country must shine and out do the other country to be recognized the best country on Earth. By thinking all the facts over, it would in fact be more effective for Canada to offer free post-secondary education in order to arvest more complete workers into our workforce, and bettering our country economically. Opportunity knocks on Canada’s door; to turn it into an even better country than it already is, now it’s up to us to take complete advantage of something like this. To conclude, Canada would be a much better country in all aspects if free education was implemented into our system, it would take a wise fool not to add such a perk. For all facts and proof stated Canada should offer free post-secondary education.

It Takes Two to Tango- But Who Took the First Step Essay

It was a very controversial arrest that rang not just within the locality of Massachusetts but has echoed as an international dispute. What we are talking about in here is the contentious arrest of Harvard Professor Henry Louis Gates by Sgt James Crowley together with other Cambridge police officers. The incident that relives the heat of the racism discussions happened 16th of July 2009 in Ware Streets, Cambridge, Massachusetts when a 911 call prompted the Cambridge Police Department about two males who seemed to be prowlers trying to break into one of the residences in the said place. The police officers responded to this alarming call from Lucia Whalen which led to the arrest of Professor Gates. (Trujillo) It is not surprising to hear two different tales from two different authors. What happened between police officers responding and the professor’s arrest is a story of a split version. In one hand Sgt Crowley and the rest of the team who responded to this very particular incident reasoned out that the detainment was due to â€Å"disorderly conduct† of Mr. Gates. For the party this would be sufficient enough to justify the arrest of the professor despite the fact that he was able to identify himself as the owner of the place he was reported to be breaking in. On the other hand Professor Henry Louis Gates strongly believed that a noticeable issue of racism was behind his arrest. This confrontation disturbed the public for several gray areas can be found in the story. People of course are divided by their own opinions regarding this matter. Who is right and who is wrong? Who acted accordingly and who delineated from what is proper? This issue reminds me of a cliche that is indeed of great value-it takes two to tango. Never was there an instance where a fire is ignited by a single force alone. What happened in Massachusetts in Professor Gate’s home shouldn’t have taken place if both of them analyzed the situation in the most critical manner. However even tough it’s true that it takes two to tango; we always have to remember that someone has to take the first step always. According to the news police officers reported that Professor Gates shouted at them and inculpated them with being racially biased officers. (Fox News) Moreover, police reports said that Gates displayed rough behavior with them with his strong belief that everything is all about his color and even warned the officers that they do not know who they are messing with. (Thompson) With these alleged display of behavior we definitely can say that Professor Gate really was moving and acting with his emotions in his head. It is always a weakness for someone to cling with his or her emotional outrages if he or she wanted to be critical in thinking for he or she demarcates him/herself from reason. Professor Gates is the Alphonse Fletcher University Professor who is also cradling the responsibility of being the Director of the W. E. B. Du Bois Institute for African and African American Research at Harvard University. This highly-acclaimed cultural critic also is the editor-in-chief of the online magazine centering on the interests of African American people. Studies) Having these entire in mind we can say that professor Gates really must be sensitive about the issue of race and racial discrimination. Thus having a seemingly first hand experience of it would definitely ignite a hot temper. Maybe things would have gotten a different way if Professor Gates was able to recognize his own biases and assumptions in reference to the point of view of the cops. This is a prerequisite for self awareness that is nee ded for one to be critically mindful. Also weighing of the scope and gravity of evidences would have helped Professor Gates in handling the situation in a lighter way. The main concern that has led Sgt James Crowley and team to the doorsteps of Professor Gates was the alleged burglary and although it wasn’t a smooth flowing type of talking the fact that the professor was able to identify himself as the resident of the place should have ended everything. However, it did not. Being accused of stealing something that belonged to you wouldn’t make you feel okay. Instinct would definitely trigger a negative emotion that might lead to series of acts that aren’t mindful at all. Sgt Crowley could have saved a better encounter with the professor if he was able to control his seemingly egotistical judgment and if he has been open to several other ways of understanding the entire situation. Moreover, if Sgt Crowley was also able to recognize emotional whims before he acted upon the situation, things should have gone differently. It is the two sides of the coin that this article is looking at. If you ask me who between the two let their ego move them, well it’s both of them. And for who made the first step, maybe it doesn’t matter for they both let a disturbing dance reach the international stage that even President Obama have had something to say. In response to a question thrown on him regarding Professor Gate’s arrest, President Obama mentioned three interesting comments. â€Å"But I think it’s not fair to say, No. 1, any of us would be pretty angry. No. 2, the Cambridge police acted stupidly in arresting somebody when there was already proof that they were in their own home. And No. what I think we know separate and apart from this incident is that there is a long history in this country of African-Americans and Latinos being stopped by law enforcement disproportionately, and that’s just a fact. † (Fox News) This comment also generated a controversy around the international arena. Cops not just in Massachusetts reacted negatively on what Obama said in the conference. Good thing the president knew what to do. The â€Å"beer summit,† which was a talk initiated by the President himself to end the dispute and issue for once has cooled both parties and solved the problems. Fox News) Both parties were held together after the conversation at the White House and Professor Gates who previously is planning a lawsuit against Sgt Crowley is no longer talking about this after being able to know Sgt Crowley better with the help of the invitation for a conversation by the president. Moreover in an email to Boston Globe, Gates stated that he was ready to move on pass that arresting experience. With a cooler head Gates even identified his experience to be adding up to the history of race relations in the entire America. (Fox News) Sgt James Crowley continued being silent about the issue even after the talk over beers in the White House. After the incident, all ends well. Everyone is back doing their own profession. It is really important to keep in mind that actions moved by emotional outrage wouldn’t serve anything nice at all. It is indeed being in the height of an emotion that we would least do decision making and talking. Self restraint will be the best guide if we know how to master it. People are certainly different creatures for two reasons; emotion and reason. Both are powerful thus it can make us or break us if we wouldn’t know how to control them. A person who can control his or her emotion and who knows how to use reason is unlikely to be involved in problematic situation such as this incident. I believe that both Professor Gates and Sgt Crowley know how to handle the situation. I think they both know what to do and what not to do in that very scenario it is just that the emotional height and egotistical concerns reigned more rather than reason. And there started the problem which actually could have been prevented if both take even just a few seconds to think before they have acted. This might be easier said than done but it is ideal. It is not perfection that we want; it is just all about maximizing the capability of man over his or her emotions. In every situation we always wanted to do the right thing, we always wanted to be critical so as to lessen any mistakes in the decisions we make or words we say or things we do. Being critical though is not an easy task; it takes a lot of maturity and open-mindedness, rationality and judgment. In addition to this, it needs practice-continuous practice for it to be a habit. Professor Gates and Sgt Crowley both have a contribution to why that incident occurred in the first place thus having an equal share of a kind of publicity whether positive or negative that would leave a mark in their lives as they leave marks in human’s history.

Evaluation Essay Sample on Techy Issues of Demand in Economics

Evaluation Essay Sample on Techy Issues of Demand in Economics The theory of economics is based on the result of human actions in the market system. The main features of economics principles are deeply rooted in its formality and that is constrained by the number of assumptions or economic thinking which forces the business world to see and interpret the economy of any organization in a certain way. The relationship between the product price and its demand is what is called the demand curve. As the price gets on the higher side, the demand of a particular product will be decreased. In other word, demand refers to how much quantity of a particular product is needed by the people and that demanded quantity of the product will specify the price of that specific product people willing to buy. The quantity demanded will represent how much the market can offer, so the price fluctuates with the demand of the particular product. The most difficult implication in implementing the law of demand is to understand the maximization of equilibrium between demand and supply. The equilibrium can be defined as a situation where no one is willing to change his behavior. And if the price is set too high then there will be minimum buyers but excess supply. And because most of the movie theatre over head expenses are dependent on how many people show up. So much increased price will cause adverse effects because the most important factor of elasticity of demand is how much the demanded quantity will be affected by the price change. For example, 2 % increase in the theatre tickets will result in a 1 percent decrease in the quantity demanded.

75 Idioms and Expressions That Include Break

75 Idioms and Expressions That Include Break 75 Idioms and Expressions That Include â€Å"Break† 75 Idioms and Expressions That Include â€Å"Break† By Mark Nichol Break and its various forms are found in a number of idioms and expressions. Here is an extensive but likely incomplete list of such usages. 1. All hell break(s) loose: chaos ensues 2. Break bad: defy authority 3. Break bread: to dine together, thus symbolizing peace and cooperation 4. Break a code: figure out a system for disguising communication 5. Break a law: do something illegal 6. Break a leg: an expression from the performing arts equivalent to â€Å"Good luck† 7. Break a/the record: exceed the previous best performance 8. Break a habit: stop doing something one does regularly 9. Break a story: be the first journalist to report on an incident or issue 10. Break away: separate from a group 11. Break (one’s) back: expend a great deal of effort for a result 12. Break (one’s) balls: overwhelm or overwork someone 13. Break camp: pack equipment at a campsite in preparation for departure 14. Break down: physically or emotionally collapse, or reduce something to its constituent parts 15. Break even: end up with the same amount of money one had before investing or gambling 16. Break faith: cease to support, or to abide by a promise 17. Break (one’s) fall: prevent a fall of one’s body that might have caused injury 18. Break for: pause for 19. Break formation: cease to operate in an established formation or pattern 20. Break free: release oneself from a literal or figurative restraint 21. Break (one’s) heart: suffer emotional distress 22. Break ground: begin construction 23. Break in (or into): enter by force 24. Break (one) in: introduce someone to something, or initiate someone into something 25. Break it up: an admonition to stop what one is doing, especially arguing or fighting 26. Break loose: separate from 27. Break into a gallop: suddenly increase one’s pace to a gallop while riding a horse 28. Break new ground: begin something new or do something different 29. Break (one) of (something): cause someone to stop doing something habitual 30. Break of dawn: beginning of the day 31. Break off: stop or cease 32. Break open: forcibly open 33. Break out: forcibly remove something from something else, literally or figuratively escape, burst forth suddenly, separate (as into groups), or develop pimples 34. Break out in a cold sweat: become suddenly nervous or frightened so that one literally or figurative perspires 35. Break out in a rash: suddenly develop a skin condition 36. Break out in tears: suddenly begin crying 37. Break ranks: cease to adhere to a certain opinion or cause 38. Break silence: cease to refrain from speaking about something 39. Break (one’s) stride: suddenly stop walking 40. Break the back of: reduce the power or end the domination of 41. Break the bank: use all of one’s funds 42. Break the fourth wall: address an audience directly rather than act as if there is no audience (said of an actor) 43. Break the ice: do something to alleviate awkwardness or nervousness 44. Break the mold: do something differently than it has been done before, or, in the case of a comment that â€Å"They broke the mold when . . . ,† a sentiment that someone or something has no equal 45. Break the news: share (often unpleasant) information 46. Break the silence: speak up about a topic previously avoided 47. Break the spell: end a period in which one experienced delight 48. Break through: overcome 49. Break (something) to (someone): provide (usually unpleasant) news or information 50. Break up: to separate into pieces 51. Break up with: to end a romantic relationship with 52. Break wind: create flatulence 53. Break with: end a relationship with 54. Break with tradition: deviate from custom or standard practice 55. Break (one’s) word: renege on a promise 56. Breaking point: the limit of physical or emotional endurance 57. Broke: out of money 58. Broken arrow: military jargon or code referring to an accident involving nuclear weaponry or to a request for air support for a threatened position 59. Broken dreams: unfulfilled aspirations 60. (Sound like a) broken record: sound repetitive, like a vinyl record that skips and therefore repeatedly plays a sound 61. Broken reed: unreliable person (on the analogy of the broken reed of a reed instrument) 62. Even break: even chance 63. (Make a) clean break: escape without complications, or start over again 64. Give me a break: said to express skepticism or exasperation 65. Go for broke: risk everything 66. If it ain’t broke, don’t fix it: don’t try to improve something that works well 67. Lucky break: fortunate occurrence 68. Make a break for it: attempt to escape or get away 69. Make or break: said of a critical action that will result in significant success or failure 70. Sticks and stones may break my bones but names will never hurt me: a child’s response to name-calling expressing that he or she is not injured by the name-calling 71. Take a break: pause while working 72. That’s the breaks/them’s the breaks: an expression of mild sympathy for bad luck 73. The straw that breaks the camel’s back: the final unfortunate or unpleasant incident that results in abandoning or rejecting a situation 74. Tough break: bad luck 75. You cannot make an omelet without breaking eggs: a saying referring to the fact that sacrifices must be made to obtain desirable results Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:How to Format a UK Business LetterThe Possessive Apostrophe5 Ways to Reduce Use of Prepositions

Quality of arguements vs persuader attractiveness Lab Report

Quality of arguements vs persuader attractiveness - Lab Report Example These cues are as follows: Reciprocation, "You owe me"; "Love me, love my ideas"; Authority, "Just because I say so"; and Scarcity, "Quick, before they're all gone" (Griffin 198). These cues are often the excuse people use when supporting or validating their actions. There are various factors involved which determine the route to be employed. These include the extent to which the concerned individual is involved in the issue. When the point is of "putting your money where your mouth is", one is more cautious. Argument quality manipulation is another factor. Whether arguments are presented as non biased facts or in a rhetoric manner each elicits a different cognitive response. The perceived ability of the concerned individual can also pose a barrier to processing the argument through central route. Several arguments are pre-tested in pilot experiments; those that elicit consistently favorable cognitive responses are labeled strong arguments and those that evoke consistently unfavorable cognitive responses become weak arguments. ... These cues are often the excuse people use when supporting or validating their actions. There are various factors involved which determine the route to be employed. These include the extent to which the concerned individual is involved in the issue. When the point is of "putting your money where your mouth is", one is more cautious. Argument quality manipulation is another factor. Whether arguments are presented as non biased facts or in a rhetoric manner each elicits a different cognitive response. The perceived ability of the concerned individual can also pose a barrier to processing the argument through central route. Several arguments are pre-tested in pilot experiments; those that elicit consistently favorable cognitive responses are labeled strong arguments and those that evoke consistently unfavorable cognitive responses become weak arguments. People tend to derive their self-esteem from the same traits that lead to social acceptance (e.g., competence, likability, attractiveness). Halo effects refer to instances in which information about one attribute influences judgments about other unrelated attributes. To the extent that even the violence depicted in media is most apt to be learned when an attractive perpetrator with whom the viewer can identify engages in justified and rewarded violence that fails to depict the harm suffered by the victim of the violence. People who enjoy thinking (i.e., those high in need for cognition; Cacioppo & Petty, 1982) on the other hand tend to form attitudes on the basis of the quality of the arguments in a message rather than on peripheral cues (see Cacioppo, Petty, & Morris, 1983). Individual differences also exist in the ability of people to think about a persuasive

Museum and media studies at wildwalk Essay Example | Topics and Well Written Essays - 2250 words

Museum and media studies at wildwalk - Essay Example The strings that hold us all together are many - and more than that, they are common threads that date back to centuries and generations long gone. I would like to assert that there is a great deal of importance attached to the study and preserving of our history and roots.While the subjects are vast, the elements of such studies form a large platform for determining the socio cultural and geographical implications of recorded history and work in the same context. In this regard, museums are more than just buildings that house pieces for children to enjoy on a field trip. This thought was accentuated during a recent visit I paid to the Wildwalk based in the centre of Bristol. As far as the conception of museums and their aims go, they work to reproduce ideologies in order to lend credibility and authenticity to the existing order of things. Also, museums have been seen as instruments of social reform, which shows a variety of pattern. The first is that the objects in museums can exceed their designated roles as documents or specimens by revolving around the strategic placement to make them give out a certain message in terms of sounds and images. This conforms to the notion of the Wildwalk adopting a certain standard of media culture. The primary role here is to correlate people and material things, so that the museum becomes an important site for the development of new forms of experience, memory and knowledge. In this case, it has adopted an approach that is an amalgamation of the naturalism and simulation theories. In case of naturalism, it has been found that the heritage industry gained a boost when Thatcher's time saw the commemoration of Britain's past when its industrial sector faced a decline in the 1970s. In order to keep the tourist inflow steady, there was a new interpretation of the past heritage and glory in terms of commoditization of a museum and its objects which have helped remove conflict within communities that have lost out on this heritage. (Bird et al, 1993) So far media culture was represented only in fields like film, music and television. But during the latter half of the twentieth century, this concept began to make its foray into various aspects that adhered to the public sphere. Museums now place special emphasis on the conept of media culture owing to the fact that it provides a strong conetxt for the study and presentation of facts pertaining to various material and socil behaviour. In this way, media in museum studies provides an impetus to link cultures and origins. This a point of interest for scholars and visitors alike owing to the fact that the use of media for learning and experiencing something new has been proven as an effective tool. (Piror, 2006) This demonstrates the fact that museums can be theorized as a form of media. To take the case of both historical and contemporary examples, one would have to admit that these examples are clear in international instances as well. Take for example, the play of curiosity and the related use of media to satisfy the same through the avant-garde exhibition design of Lissitzy and Bayer. Also, the use of media has seen the age of experimental museums that have been ushered in by the likes of Paul Otlet and Otto Neurath. Further, science centres hold their own in terms of immersive and virtual museums with major developments such as Guggenheim Bilbao, Tate Modern in London and the National Museum of the American Indian in Washington D.C. (Piror, 2006) Based in nuances of iconography, the media aspect of Wildwalk is replete in the fact that it is a rainforest crammed with all kinds of live animals, plants and multimedia exhibits, which are waiting to be experienced. We use the word experience because here, one is in close contact with the nuances of the the awe inspiring diversity of the natural world in its spelndor. With an impetus to place facts and information in one's knowledge base through the use of creativity in media