Creating shared value (article summary) Essay Example | Topics and Well Written Essays - 250 words

Creating shared value (article summary) - Essay Example Importantly, the shared values are the benefits in relation to the cost of operations. There are three distinct ways that an organization can create shared value. The first approach is through the conceptualization of products and markets. Secondly, a company can create shared value by redefining an organization’s productivity in the value chain. Finally, an organization can create shared value by creating groups of similar things in the company that were supportive of the industry in which the organization operates in since a company cannot exist in isolation. One essential way of enhancing global economic growth is through the opportunity offered by creating societal values through economic values. In this regard, the approach provides business organizations with the opportunity to understand their customers, productivity, and external factors that influence the success of an organization. In effect, creation of shared values becomes more effective and the most sustainable effort of enhancing the organization’s participation in the social arena than the efforts that companies are currently practicing. In effect, the principle of shared value becomes an effective approach of ensuring innovation and growth in

Influence of face-to-face communication on customer satisfaction Dissertation

Influence of face-to-face communication on customer satisfaction - Dissertation Example The main challenge of this study is the target audience (from the Middle East). There is a constant cultural conflict between Western and Eastern worlds and the sphere of business is not an exception. A high-cultural context of the Middle East countries should be the foremost triggers for the development of service marketing campaigns by the Western partners. There is a strong influence of historical and cultural traditions on business in the Middle East (Smith, Peterson & Thomas, 2008). Patience, loyalty and the conservative nature of the businessmen or customers from the Middle East implies that the Western businessmen should be of high cultural proficiency. For example, face-to-face communication supposes the communication of two individuals from different cultural contexts (a western manager and an eastern service customer). Such issues, as the principle of seniority, respect to the elder people, and low risk-taking behavior of the Easterners should be taken into account while pr oviding them with certain services. This challenge is not facilitated in case telephone or electronic communication means is used. Electronic communication would take less time to deal with the customers, but it does not discard the importance of cultural markers in the process of getting services. Moreover, there is a need to make some changes in the style of communication, when face-to-face communication is an opportunity for single activities (e.g. talking), telephone communication doubles up activities (talking and searching in the Internet). Electronic communication as well as telephone communication consumes less time and is more focused on factual tasks completion (Elving, 2005). The gap in the literature In spite of the fact that cross-cultural communication and means of communication between the companies and customers have been widely discussed, there is a lack of studies focused on an integrative discussion of these issues. Solomon et al. (1985, p.99) propose, that  "the dyadic interaction between a firm and a customer is an important determinant of the customer’s satisfaction†. Further on, the researchers were focused on the growing role of the modern technologies and the Internet (Aron, 2006; Kasper, Helsdingen & Vries, 1999; Little & Little, 2009). The communication between customers and service providers is more effective when they use modern technologies, but at the same time it is also very important to develop face-to-face communication. The advantages of Internet communications is outlined in the following manner: â€Å"Consumers have bargaining power, and they are beginning to  exercise it. They begin to  exercise the right to  know what the price should be† (Steinbock, 2000). On the other hand, Internet communications was considered as inefficient two decades ago. Currently, an important role of virtual communities cannot be denied. Therefore, modern companies should integrate dyadic approach to communication with the customers and business partners, such as personal and virtual communication. Communication in the service marketing Moreover, the specific nature of services  marketing  implies more tricky strategies than in strategies used in product marketing. Thus, for successful operation of the Western service marketing

The Period Of Chattel Slavery In The Caribbean History Essay

The Period Of Chattel Slavery In The Caribbean History Essay The Caribbean during the 18th century was categorized mainly as an agriculture based region with numerous plantations. These plantation main outputs were sugar, a commodity highly demanded in Europe earning high profits for plantation owners. However, to create such vast quantities of sugar required human labour, resulting in the development of the chattel slavery system. This slavery system comprised mainly of Africans whose characteristics were suitable for the tropical climates. Enslavement was a dictatorship system where the enslavers had absolute power, like a puppet master pulling all the strings, hence, rendering the enslaved powerless, however, the enslaved reacted waging a protracted war cutting the strings of the enslavers in a fight for their freedom. Chattel slavery refers to A system of slavery whereby an individual and their offsprings are recognized by the law as being the property of another person for life1. Enslaved could be bought, sold and branded just as a piece of furniture, and these inhuman conditions enraged the enslaved resulting in resistance. This is further supported by Hilary Beckles et al who stipulated This record of resistance illustrates that there was hardly a generation of enslaved males or females in the Caribbean who did not take their anti-slavery actions. Entrapment, is against human nature, and thus, enslaved resisted from the start in a long or protracted war. Many slave revolts and plots in these territories between 1638 and 1838 could be conceived of as 200 years war one protracted struggle launched by Africans and their Afro-West Indian progeny against slave owners stated Hilary Beckles. The Enslaved worked under harsh conditions from sun up to sun down, with little rest and exposure to diseases, under strict control from supervisor who demanded productivity. The world of the enslaved therefore, was a constant battle between oppression of master control and the desire for freedom. Slave society refers to the whole community based on slavery, including masters and freedmen as well as slaves stipulated Brian L. Moore. The Societal structure was a hierarchy, white masters at the top socially and politically, the coloured in the middle and the enslaved forming the foundation at the bottom. Around 1832 there were approximately 50,000 whites and 100 000 freedmen in the British Caribbean but only 32 000 slave owners suggested B.W Higman. Freedmen owned slaves; however, it was not in any high concentration when compared to the whites. Although, representing the minority whites control the politics and the majority of wealth maintaining absolute power. The whites were highly educated when compared to the freedmen who had basic education, leaving majority of the slaves uneducated. This is supported by B.W Higman, who noted this strong contrast reflected differences in the education of free males and females, but its also indicated differences in wealth. Whites were the maters operating the plantations, while freedmen were either freed coloured or freed blacks who earned their freedom and tried to invent their own identity. These combined features and characteristics of each class created an arrangement of diverse practices and behavior that illustrated the properties of a slave society. For any society to function adequately there must be system of control and the slave society was no exemption. Christopher Humber et al stated System of slave control embodied physical, social, psychological, economic and legal factors. The enslaved were economical exploited by enslavers, as they were forced to labour in plantation through physical violence denying them personal freedom. The whip was a stimulus to labour and a constant form of punishment and for fear of the hundreds of lashes kept in line and did basically as they were told 2. Slaves lived on the plantation in small dirt huts, and enslavers positioned their mansions at the top overseeing their enslaved community and society practices, emphasizing enslaved social inferiority. Food and clothes were controlled by the enslavers, as they decided what and when enslaved should eat and also how they should dress. Slaves were not allowed to be educated; ignorance was a powerful means of control3. Denying basic social functio n such as education signified enslaved inferiority. The Enslaved religions practices, such as their drumming, music and dance were not allowed and even punishable by death. The enslavers religions were forced upon them as a form of control, and Christopher Humber et al noted Enslaved were only allowed to sit at the back of the Anglican/ Catholic churches. The enslaved were seen as inferior to the whites and the whites argued that Africans were barbaric and uncivilized. Enslavers tried to oppress and crush the spirits of the enslaved through psychological ideas of race and colour. Economic structure of society in terms of property, earnings (Money) and time were control buy the enslavers. Slaves could not legally posses property or legally make contracts, could not be paid for nay work that they did, could not own animals and could not own land4. These economic and legal restrictions crippled the enslaved freedom of movements. The different control systems implemented enforced ensla vement and entrapment, however, the enslaved resistance continued to punctuate the society. The period of slavery was characterized primarily by one protracted war launched by those enslaved against their enslavers, suggested Hilary Beckles. From the commencement of slavery, the enslaved pursed their freedom through different forms of resistance and these resistance activities were illustrated in the Caribbean. Enslaved resistance comprised of day-to-day resistance, plots and revolts and rebellion including marronage. Sheperd V. noted The several stages in the development of Caribbean anti-slavery activities in the period up to 1834: 1500-1750, 1750-1807, and 1807 up toe end of slavery. During the period 1500-1750, the society was dominantly enslaved Africans and plantation construction was now developing. The main form of resistance used during this period was marronage, which Barbara Lalla stipulated as The process of flight by slaves from servitude to establish their own hegemonies or wild territories. Maroons, also known as, Runaways were able to establish small communi ties creating independence from the plantation social, economically, and legally. However, for successful maroon developments the island had to be mountainous, Sheperd V. noted Forested and mountainous interiors of colonies like Jamaica, Dominica and Guyana facilitated the maintenance of runaway slaves. In an island like Barbados, marronage had limited success due to the lowland. Maroons developed structure, in terms of farming for food and in situations earned money by selling produce, persons were able to practice their own religion freely without feeling inferior, Possibilities of ownership of items and most importantly they had freedom of choice. Maroons were able to formulate strategies of successful revolts and attacks on plantations, under the assertive leadership such as Price, lead to arrangements between the Europeans. According to Hilary Beckles What is clear is that maroon activities which were endemic over the entire period greatly undermined the colonizing efforts of t he Europeans and the economic life of the plantations. The sugar rush peaked during 1750-1807 creating a mature plantation society, increasing some aspects of Creole diversity and Sheperd V. stated during this period resistance assumed different forms such as day-to-day acts and negotiation for rights and also marronage increasing. Christopher Humber noted day-to-day resistance as the subtle methods used by the slaves to express rejection of slavery and further supported by Hilary Beckles, who noted day-to-day resistance were generally designed not to overthrow the slave system, but undermine its efficiency. A vital part of day-to-day resistance was enslaved women and the particular strategies they employed. Field womens adaption of the strategy of labour withdraw, interpreted as laziness by drivers and overseers, was considered a universal problem suggested Hilary Beckles. Low level or productivity was not tolerated, and the malingering attitude adapted by women was a great discouragement to the sugar industry. This was particularly eff ective at harvesting time when a few hours behind schedule could make a world of difference in the level of profits realized stated Christopher W. Humber. Women also resisted through children, because the birth of enslaved children meant that the child was automatically born a slave. Enslavers wanted to use birth control as a means of maintaining an enslaved labour force, however, enslaved women committed infanticide as Hilary Beckles noted acts of infanticide are frequently cited on plantations. Acts such as harming farm animals, making them unable to turn the mill were also done by enslaved women. The variations of resistance during this period focused on ending slavery by making the plantation system unprofitable as Hilary Beckles noted These acts of resistance were considered effective strategies and undermined greatly the efficiency of the plantation. The period 1807-1834 marked the ending of slavery, with first the abolition of the slave trade in 1807 and the continuous resistance from the remaining enslaved on the plantations. Hilary Beckles further noted 1807-1834 was marked by growing protest among the enslaved, particularly among creoles, linked also to the impact of growing anti-slavery discussions in the metro pole. Creoles also called country-borns undeniable had a hand in the overcoming of slavery and bringing emancipation. Creoles resisted politically, seeking to earn rights for the enslaved through lobbying in the parliament and instigating the continuing unjust behaviors towards the enslaved. It was not Africans who organized, an attorney wrote, but creoles, which were never known before to have been concerned in anything of this sort5. In Britain the profitability of the plantation system was in decline and so was the slave system on a whole. The funds from New world slavery had significantly contributed toe he primit ive accumulation of capital that enable the industrial revolution in Britain6. With Britain moving towards more profitable investments, slavery resistance in the parliaments increased leading to the passing of acts, such as, the emancipation act of 1833. Armed revolts and rebellions were the most violent, and dramatic forms of resistance that the enslaved used against their enslavers. Armed revolts were usually, bloody and many enslaved died, as Hilary Beckles noted The enslaved were conscious of the military might of their enslavers and knew it would be suicidal to always engage them in armed conflicts. The large scale slave rebellion under the leadership of Toussaint L. Ouverture end slavery in Saint Domingue, marking Haiti as the first free black republic in the Caribbean. After news of slave efforts leading to freedom in Haiti spread throughout the Caribbean, the enslaved consciousness was no longer an issue and widespread rebellion transpired all over the Caribbean. Some such r evolts as noted by Hilary Beckles are 1816 revolt in Barbados, 1823 in Damara (Guyana) and 1831/32 Christmas rebellion in Jamaica. The enslavers methods of control were failing and emancipation was no inevitable. Eric William noted in 1833 stating The alternative were clear emancipation form above or emancipation from below'. The rewards and benefits of the different forms of resistance were realized on the 1st of august 1834 marking the end of slavery. Since the existence of slavery for thousands of years, one aspect has persisted, that is, the resistance of the enslaved towards their enslavers and thus the period of chattel slavery in the Caribbean is no different. From the arrival in the Caribbean the enslaved develop anti-slavery attitudes, despite being at the bottom of the societal structure. To counteract this anti-slavery attitude control procedures were develop and implemented, however, resistance acts such as marronage, and day-to-day resistance eventually escalating to large scale revolts threaten and ultimately ended chattel slavery. From the commencement to the termination of chattel slavery, the enslaved have plagued their enslavers in a fight for freedom and such an endemic resistance could only be seen and best described as a protracted war for freedom. Notes National Glossary of the U.K National Archives Based on Caribbean History access through link : http://www.nationalarchives.gov.uk/caribbeanhistory/popups/glossary.htm See The Spanish instituted the Siete Partidas, the French had the Code Noir access through link : http://www.novapdf.com See Slavery, Freedom and Gender: The Dynamics of Caribbean Society page 137 See The Spanish instituted the Siete Partidas, the French had the Code Noir access through link : http://www.novapdf.com See Africa in America: slave acculturation and resistance in the American South and the British Caribbean, 1736-1831 Page 221 See Capitalism and Slavery by Eric Williams Page 68 Works Cited Beckles, H. Natural Rebels: A Social History of Enslaved Black Women in Barbados. London: Zed, 1989. Print. Bryan, Patrick. Campbell Carl. Higman B. W. Moore Brian L. Slavery, Freedom and Gender: The Dynamics of Caribbean Society. United States: U OF OKLAHOMA PR, 2002. Print. Higman B.W. Slavery Populations of the British Caribbean, 1807-1834. Kingston Jamaica: The Press, University of the West Indies, 1995. Print. Humber Christopher. Caribbean History Section B: Resistance Revolt. Teach Dip (Mico): 2006. Print. Lalla Barbara. Defining Jamaican Fiction: marronage and the discourse of survival. University of Alabama Press, 1996. Print. Sheperd V. Beckles, H. Caribbean anti-slavery: the self liberation ethos of enslaved blacks. In Caribbean Slavery in the Atlantic World: Student Reader. London Kingston: Ian Publishers Ltd., 2000. Print. Williams Eric. Capitalism and Slavery. The University of North Carolina Press, 1944. Print.

The spread and localization of Buddhism and Islam into Southeast Asia E

The spread of religion first began through contact with neighbouring countries which gradually expand throughout the years. Buddhism and Islam are one of the most widespread religions across Southeast Asian countries like Burma, Cambodia, Indonesia, Laos, Malaysia, Thailand and Vietnam. Trade merchants and imperial support of the religion played as major factors which facilitated and localised the spread of Buddhism and Islam within various countries. However, there were limitations present which hindered the development of each religion in Southeast Asia as introduction of newer religions and changes within imperial power which would have affected their progression to become fully localised pre-1800s. After the death of Buddha around the 5th century, divisions within the religion began to grow due to differences in the interpretation of Buddha’s teaching thus resulted in Theravada and Mahayana Buddhism (Bowker 2007, 140-141). Till this day, Theravada Buddhism persists predominant in Southeast Asia. Theravada Buddhism focuses their beliefs on the personal liberation whilst Mahayana Buddhism regards itself on the teaching of compassion for every living being (Berzin 2010). The spread of Buddhism, mainly Theravada, first began around early 3rd century BCE when Buddhist emissaries were sent to Indonesia and Burma by Indian emperor Asoka (Gosling 2002, 84-85). During and after his reign, his constant advocacy had sustained the faith’s position throughout Southeast Asia, influencing his children to introduce Buddhism into Sri Lanka during the first and second century CE (Gosling 2002, 82) which spread across to Cambodia, Thailand, Laos and Vietnam (Swearer 1997, 90). This was further developed due to the mass influx of Indian merc... ...ry CE when Muslim merchants, accompanied by missionary Sufis, from India and Arabia arrived through the Indian Ocean trade route for business (Johnston 2002, 291). However, it wasn’t until the 13th century when Islam began to spread across Southeast Asia from Sumatra through to Java until reaching Borneo and Philippines in the 16th century (Houben 2003, 153). Trade was not the only purpose indicated from Muslim merchants as Sufis brought about the localization of Islamic organisations for Islamic teachings which would appeal to locals and their rulers for valuable networks (Johnston 2002, 291). This presence of Islam was recorded by Moroccan traveller Marco Polo in the late 13th century which indicated the advancement of Islam localisation where citizens of Perlak, Sumatra and the Pasai king, Sultan Al-Malikus Saleh were already converted as Muslims (Mutalib 2008).

Journal Entry 11 and 9 Oncourse

Journal Entry #11 In this activity, you will create a personal affirmation. If you repeat your affirmation often, it will help you make choices that will strengthen the personal qualities needed to achieve your goals and dreams. 1. Write a one-sentence statement of one of your most motivations, goals, or dreams in your role as a student. My biggest goal to achieve in my career is to know that I made a difference in someone's life and helped them to feel their best. I would like to work with children at Children’s Hospital. 2. Write a list of personal qualities that would help you achieve this educational goal or dream.Compassionate, dedicated, good-listener, encouraging, understanding, caring, easy to talk to and willing to help in any way I can. 3. Circle three qualities on your list that seem the most essential for you to achieve your goal or dream as a student from step 1. It is being compassionate, good-listener and caring. 4. Write three versions of your personal affirmat ion Format A: I am a compassionate, good-listening, caring woman. Format B: I am a compassionate, good-listening, caring woman, following my life calling. Format C: I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. . Choose the one sentence from Step 4 that you like best and write that sentence five or more times. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. I am a compassionate, good-listening, caring woman, and I enjoy feeling needed. 6. Write three paragraphs- one for each of the three qualities in your affirmation.The first quality from my affirmation is compassion. I demonstrated that quality was when my friends grandmother passed away. I was there for her at school, nearly ever y day after school, and as much as I possibly could. I was there to help her get her mind off things, and I was there for her when she was grieving and needed a shoulder to cry on. This is just one of the many times that I have been compassionate. I have a big heart and when others hurt, I hurt and I want to do anything I can to make them feel better.The second quality from my affirmation is good-listening. A specific experience in my life when I demonstrated this was when my best friend told me her husband cheated on her while she was going through the surgery. It took her quite a while to get over the pain. I didn’t mind talking to her about it every day, and I’m glad that she felt like she could come to me to let her pain out. I listened and gave her my opinion. I'm always there to listen to people's problems. If they are going through something and I feel like I can help them, then I'm all for it. The third quality from my affirmation is caring.A specific experien ce in my life when I demonstrated this quality was when my friend got really sick and needed surgery. After the surgery she was in pain and needed care. I was happy to stay with her and help her to feel better and recover faster. Journal Entry #9 1. Below the title, complete the part of your life plan for your role as a student My Dream: My dream is to be successful in a career that I love and look forward to going to everyday. My Life Role: Currently I am a wife, a mother and a college student but in the future I want to be the helper, and the go-to person in my career.And I want people to feel like they can come to me for anything they need. My Long-Term Goals in This Role: Help patients or anyone that needs physical therapy help. I want to help them and encourage them to do the best they can in recovery process. I want to make good money and be able to support my family. I want to know that I made a difference in someone's life. My long term goals as a college student are to exce l and graduate as soon as possible so that I can dive into my career and start helping people around 2015.Achieve an Associate Degree by 2015 My Short-Term Goals in This Role: To pass all my classes, and ace as many of them as I can by end of May 2014. Finish all the essays, tests and quizzes I have to write as soon as I can by the end of each week. Enjoy this first semester of college before it’s over. 2. Write about what you have learned or relearned by designing your life plan. By doing the life plan, I realized that I am going to have to work very hard to achieve my dream, meaning I need to take school very seriously so that I can start my career as soon as possible.My long term goals are going to take a lot of dedication and sacrificing to achieve them, but I know I can do it. It's not just about getting through this semester, it’s about excelling in every semester to come and doing the best I can in all of my classes. In terms of a career, I am extremely excited for when that day comes. I want to be needed and I want to help people. I learned that the hopes for my careers can become realities if I follow through with this life plan.

Is Facebook boosting or hindering communication

Is Facebook boosting or hindering communication? Facebook is the most famous commonly used social media. It has become the preferred method for keeping in touch with people. Almost every young person has at least one Facebook account. However useful it might be in social life and education, Facebook brought about a set of new barriers and threats in these areas. There is an irony in the sense that social media, like Facebook, has the ability to make us less social.Doubtless it may be stimulating to feel so connected with others, and et there is no way to deny that underneath this feeling, there is a sense of emptiness. Robin Sharma agrees with that fact in his book The Greatness Guide by saying that the more we are electronically connected, the more we are emotionally disconnected. In other words, while people spend many hours of their days on Facebook chatting, posting status and wishing happy birthdays and engagements to one another, they forget about the importance of conversation in the traditional way.They completely forget about the effectiveness of sitting to dinner with the family or hanging out with friends. In a word, Facebook is gradually robbing people of what distinguishes them as human beings. Not only does Facebook make us less social, but also sometimes conveys a completely different reality about its users. Anyone can hide behind Facebook posts, giving any image they want about themselves and creating an illusion about their personality. They can be whoever they want, depending on the fact that their audiences have no hoice but to be confused, having no verbal communication.So, our only real method of communication is through voice-to-voice or face-to-face communication. It is only through this way that when one hears a tone of voice or looks into someone's eyes, they are able to know when â€Å"l am okay† does not mean they are okay at all. Thus, without any means of communication but phrases, abbreviations, snippets and emoticons on Fa cebook, one can never be sure whether these things are accurate representations of the truth.As for education, students, no doubt, owe Facebook a lot for facilitating their education process, but still it is a main contributor to the failure of many of them. Although Facebook plays a role in breaking the ice between colleagues in schools or universities, it wastes much of their time in chatting about trivial matters. It is true Facebook helps students keep updated with the latest news about their studies, even if they are absent from schools or universities.But student rumourmongers ruin verything by spreading so much false news that any news by any student is subject to suspicion, which turns the advantage into a disadvantage. This way Facebook is more of a waste of time for students. Facebook. Now compare this time to the time you spend in real life with your family, friends and your colleagues at school, university or work. Try to make the decision of making the best use of Faceb ook and try to avoid as many of its disadvantages as possible. Out of my own experience, the time and relations you are going to revive are worth giving a try.

Complete Plan When Should I Start Studying for the SAT

Complete Plan When Should I Start Studying for the SAT SAT / ACT Prep Online Guides and Tips Before you start thinking about which colleges to apply to or what you want to study in college, you need to take the right steps to get there. For many students, this means taking the SAT. You may be wondering when to start studying for the SAT. If you start too late, you won't get the highest score you're capable of. But if you start too early, you might struggle because you haven’t learned all the necessary content yet, plus you could forget things by the time the test rolls around. So what’s the perfect time to start studying? We will briefly explain the content you need to know for the SAT, and then give you a recommended plan based on your college goals. When Should You Take the SAT? Before you decide when to start studying for the SAT, first you need to figure out when you'll take the SAT. Given the content on the SAT and the college application timeline,you should aim to take your first SAT in the fall of junior year.This gives you time to retake the SAT in spring if you want a higher score. Then if you score well, senior year will be freed up for your college applications. Also,aiming for junior fall means your SAT studying won’t compete with AP or IB exams. You'll have to decide between a more intense study schedule (like ten hours a week for two months) or a more gradual one (four hours a week for five months). Either method can work and help you make huge score increases, so choosing a plan will just depend on your schedule and study style. When Should You Start Studying for the SAT? Working backwards from junior fall, it’s good tostart studying at some point during sophomore yearfor a longer, less intense plan or the summer after sophomore year for a more intense plan. Taking the PSAT (Practice SAT) orPSAT 10as a sophomore is a great way to get introduced to the test in a completely no-pressure situation –you aren’t qualified for the National Merit competitionuntil junior year, so you can just get an introduction to the test and get a sense of where you stand with your current skills. If your school doesn’t offer the PSAT or it's too late to sign up, you can also takea free SAT practice test online. Just remember to time yourself carefully to simulate actual test conditions! By taking a practice SAT or a PSAT, you'll have a baseline score which you'll use to determine how many hours you need to study for the SAT further on in this article. Where Do You Want to Go to College? The length and intensity of your study plan will strongly depend on your college goals. If you’re looking to go a decent in-state school, there is less pressure riding on your score than if you are set on the likes of Harvard, Stanford, or MIT. Use the three plans below to help you come up with your SAT target score. Ivy League/Highly Selective School SAT Study Plan If you’re aiming for highly selective colleges like the Ivy Leagues, Stanford, and MIT,getting a high SAT score is extremely important.Definitely plan to take the PSAT as a sophomore to see how you are shaping up to do on the SAT. You should consider taking a full SAT practice test as well, since the PSAT doesn’t include all of the content tested on the real SAT. You'll need an excellent SAT score to get into MIT! Once you have a starting score, decide whether you want to study during sophomore year at a more gradual pace or use the summer before junior year for a more intensive study schedule. Keep in mindyour target SAT score should be1500 or higher if you are aiming for top schools.This puts you in the higher end of admitted student score ranges for these schools, and thus improves your odds of admission. Next, take the SAT for the first time during junior fall. If you fall short of a 1500 (or whatever you set your target score at), plan to retake the SAT in junior spring and continue to study. (Learn more aboutwhy getting above 1500 is so important for top schools.) Selective School SAT Study Plan We are defining selective schools as schools that take less than half of admitted applicants (in other words, their admissions rate is below 50%). These schools are tough to get into, but not as competitive as the Ivy Leagues, Stanford, and MIT. For selective schools, we also recommend either taking the PSAT as a sophomore to gauge your base score or taking a practice SAT. Next,look up the SAT score ranges for your target colleges.You can find any college’s SAT score ranges by searching for â€Å"[Name of College/University] SAT scores PrepScholar†. Set your target SAT score based on the most selective school you are applying to.This way, if you make your score goal, you can comfortably apply to every school on your list. For example, if the most competitive school you’re applying to is New York University, you shouldset your SAT target score at 1350– the average score of admitted students. Take the SAT junior fall. If you are short of your goal, you can retake it in junior spring. Less Selective School SAT Study Plan Less selective schools are schools that admit more than half of their applicants. This is often the case with large public universities or lesser-known small colleges. Your SAT score here is important, but it likely won’t need to be sky high. Take the PSAT as a sophomore to gauge your starting point. If you seriously struggle – get any score below a 1000 – start doing some prep sophomore year so you can get at least an above-average SAT score. Otherwise, you can wait until after sophomore year is over and prep during the summer.Look up the SAT score ranges at your target schoolsand set your target score based on those ranges. For example, if you’re hoping to get into the University of Kentucky,you should set your target SAT score at 30for the new SAT, which is their average SAT score for admission. Take the SAT junior fall.If your score is way lower than your state school’s ranges, you can retake the test in junior spring. Otherwise, focus on keeping your grades up and devoting time to your extracurriculars. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! How Much Do You Need to Study for the SAT? How many hours you need to study for the SAT depends onhow large a point improvement you want to make.You'll determine this by figuring out the difference between the baseline score you got from your practice test and your target score for the schools you want to get accepted to. You can use the following hours per point improvement recommendations as a starting point. 0-50 SAT Composite Point Improvement: 10 hours50-100 Point Improvement: 20 hours100-200 Point Improvement: 40 hours200-300 Point Improvement: 80 hours300-500 Point Improvement: 150 hours+ (For more on scoring, see our post on how the SAT is scored.) As an example,if you get a 1200 on your practice test, and your target score is 1500, then you have 300 points to improve, meaning you should put in about 80 hours.You could space this out (say, three hours per week for six months) or study intensely over the summer (16 hours per week for five weeks). This guideline is just a starting point and exactly how much time you'll need to spend studying heavily depends on how much you've prepped before, your starting skill level, and your ability to learn new concepts quickly. If you're looking for a small improvement, like 50 points,you can do this by optimizing your testing strategy and possibly even just byretaking the test.But for serious improvements, 200 points and above, you likely still need to learn a lot of fundamental content. Little tricks and strategies won't be enough to raise your score - you will need to learn actual material and attack your test-taking weaknesses. Think about it this way: the SAT tests academic skills that you've been learning your entire life, like how numbers work and how to read.As a high school junior, you've completed over 20,000 hours of schooling and homework.An improvement of 200 or more points requires a serious retooling of your knowledge and skills. If you can't devote at least 80 hours to prepping, you will find it very difficult to make huge score improvements. What’s Tested on the SAT? In this section we go over the major topics you'll be tested on in each of three main sections of the SAT. You can use this information to figure out what material you already know and what you still need to learn for the SAT. Reading All questions on the SAT Reading section are based on passages with set topics. There will be one US or world literature passage, two history/social science passages, and two science passages. You will need to be able to read and understand the passages and then answer multiple-choice questions about them. The literature passage can use especially complex language, so you have to be able to break down complex language in a short amount of time five passages (and 52 questions) in 65 minutes, to be precise. The questions require you to define vocabulary based on context, use evidence, understand logical arguments, and even understand some basic scientific concepts. There are even a few questions about data analysis basically, you'll have to break down a graph or table. Finally, there are two-part "evidence support" questions: the first question asks you something about the passage, and the second question asks you where exactly in the passage you find your evidence. Check out this example to see what an evidence support question looks like: Via College Board's Test Specifications for the Redesigned SAT. Doing well on SAT Reading will require you to read difficult passages from different subjects quickly and break down their meaning. Essentially, the more advanced of a reader you are, and the more English, science, and social science classes you have taken, the better prepared you will be for this section. Having two years of high school English completed by the time you take the test junior fall will give you a sufficient base to study with. High school English classes both broaden your vocabulary and teach you to approach increasingly difficult texts. In addition, social science or science classes you take will further prepare you to tackle the social science and science passages. Any advanced reading you can do outside of class – either in terms of books or magazines like The New Yorker or Wired – will also be helpful. Read a detailed breakdown of the Reading section here. Math SAT Math tests the following math concepts: Numbers and Operations Algebra and Functions Geometry and Measurement Data Analysis, Statistics, and Probability Trigonometry (You can read a full breakdown of how these concepts are tested here.) This means that once you have taken Geometry and Algebra II, you will have learned all the content you need for the SAT Math section. You don’t need to worry about pre-calculus or calculus concepts on the SAT. However, SAT Math will require you to work through story problems and real-life scenarios, with some science and social science concepts thrown in as well. This is why extra studying for the SAT Math section is very important. Definitely don’t attempt the SAT or a serious study regimen before you’ve completed geometry. But most students should be ready to tackle the SAT with the math they have learned before junior year. (If you want to read more about what it would be like to take the SAT without geometry, see our post on the subject.) Writing and Language The writing section of the SAT tests your ability to understand and apply grammar rules and English language conventions to both sentences and paragraphs. For this section, you will be asked to improve sentences (in terms of grammar and structure), identify errors in sentences (grammar and usage) and to improve paragraphs (organization and revision), all in the context of long passages. You can read a complete breakdown of this section here. The more familiar you are with English grammar rules, the easier this section will be for you. Additionally, the more experience you have writing and revising, the easier it will be for you to tackle these questions quickly. Again, two years of high school English should be sufficient preparation for most students, but reading and writing outside of class will help you get ahead. Also, you should definitely take the time to study the grammar rules that will be tested on SAT Writing. The Bottom Line: When to Start Studying for the SAT We recommend you take the PSAT (or an SAT practice test) sophomore year to get your base SAT score. Then, figure out your target SAT score based on the most competitive school you’re applying to. Finally, begin to study either during sophomore year or the following summer, and take the SAT junior fall. The intensity of your studying will vary by how selective the schools you want to get into are, your starting score, and how much you need to improve. But if you start during sophomore year by taking the PSAT or an SAT practice test, you will be on track to get your best possible score during junior year. This will free up your senior year for college applications. What’s Next? Are you aiming for a perfect or close-to-perfect score? Get tips from our resident full-scorer about how to get there. Learn what a good/bad/excellent SAT score is, and read about good scores for the Ivy League. Curious about how the PSAT qualifies you for the National Merit Competition? Learn how to qualify here. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today:

Ironclad Ships Essays - Casemate Ironclad, Ironclad Warship

Ironclad Ships Essays - Casemate Ironclad, Ironclad Warship Ironclad Ships The Battle of Hampton Roads changed the course of naval history. This battle marked the first time that two ironclad warships engaged in ship to ship combat. However the USS Monitor and Popov and the Novgorod. These circular monitors were impossible to control and just drifted around (Greene 351-356). The civil wars in South America also saw widespread use of ironclad warships, especially in Chile and Brazil. The revolutionaries of Peru purchased unfinished Confederate ironclads from England and used them in their war for independence against Spain (Greene 263-274). The use of ironclad warships predated the United States Civil War. In 1592 the Korean Admiral Yi-sun designed an W d @ K n w ) wwwwwwwwwww & . % + ; B , S ^ wwwwwwwwwww ^ b j m u ) c k 4 * I wwwwwwwwwww I Q W _ e m 7 ? h p wwwwwwwwwww ! * : B f p wwwwwwwwwww ? G ! $ * D Q : G T! ]! ' &' J' W' s' ' h* w* + , , , - wwwwwwwww c D) - - qqjjj'''' ! ^ I %] ^ _ ' a b - c Times New Roman p = / 8 = / 8 d uSu, u, T - 5 2 . .2 82 82 82 82 =/ 8 d 82 - t 3 82 J2 T The Battle of Hampton Roads changed the course of naval history. This battle marked the first time that two ironclad warships engaged in ship to ship combat. However the USS Monitor and the CSS Virginia were not the first ironclad warships that were produced. The use of ironclad warships predated the United States Civil War. In 1592 the Korean Admiral Yi-sun designed and produced an ironclad warship to counter the large Japanese fleet that was attacking Korea. This ship was designed to repel the Japanese arrows and bullets that were fired at the ship. This ship played key roles in many major victories for the Korean Navy. Steam power was used in warships for the first time in 1850 by the French. The Napoleon was the first warship built with steam power used as its main power. The British followed suit later that year with the HMS Agamemnon. Ship builders believed that steam power would provide enough energy to power ironclad warships. When the Crimean War began in 1853 the Allied navies (Britain and France) saw the need for ironclad warships. The French developed a steam powered ironclad battery. These batteries were little more than floating ships with cannons and iron armor. The armor was brittle and often shattered after two direct hit s. The conditions on these batteries were poor and they only saw limited action. The British developed similar batteries but they were only used in the Battle of Kinburn. The two navies began developing true ironclads after the Crimean war. The French produced the Gloire in 1858 and the British followed with the HMS Warrior. The Russians joined in with the Prevenetz in 1859. These were the first true ironclads (Greene 15-35). The beginning of the Civil War in the United States began concerted efforts by both sides to develop ironclad warships. The Confederate States of America first saw the need for ironclad ships at the onset of hostilities in 1861. Stephen Mallory, the Secretary of the Confederate Navy, saw the need for a southern ironclad and ordered one to be built. The Union Navy had abandoned Gosport Navy Yard in Virginia on April 20, 1861, the day after Virginias order of secession. The major steam frigate USS Merrimack was scuttled and left behind. The Confederates immediately raised the sunken ship and renamed it CSS Virgina, this began its conversion to an ironclad (Gibbons 22). On July 23 of that same year the Tredegar Ironworks in Richmond, Virginia began producing the 723 tons of iron plates for Virginia (Carter 17). The armor of the Virginia was four inches thick and eight inches wide. An iron ram was placed on the bow of the ship, this was installed to be used in ramming enemy ships. The

A repudiatory breach of contract

A repudiatory breach of contract Disclaimer: This work has been submitted by a student. This is not an example of the work produced by our Law Essay Writing Service . You can view samples of our professional work here . A repudiatory breach of contract Usually if the employee resigns, the contract terminates and the employee will have no claim against the employer for wrongful dismissal. However, employee’s resignation may result in wrongful dismissal claim if the resignation is a result of the employer’s repudiatory breach of the contract. Under section 95(1)(c) of the Employment Rights Act 1996 the employee is entitled to resign, without giving notice, and can make a claim of wrongful dismissal for the losses he suffered as a result of the early termination of the contract. In order for a claim to succeed, the employee must show that the employer breached either an express or implied contractual term. Furthermore, the employee needs to show that his resignation is a response to the breach, and that such breach was adequately serious to justify the resignation. The employee will also need to show that he had not confirmed the contract following the breach by returning to work. When d etermining the seriousness of the breach, the courts and tribunals will consider the express and implied contractual terms that were breached. The implied duty of trust and confidence is considered an important duty owed to employees by their employers. This duty states that the employer owes duty of support in the event that an employee is subjected by other employees to any form of abuse. It requires an employer to investigate the complaint and to take appropriate action. This was considered in Bracebridge Engineering Ltd v Darby [1990] IRLR 3 where it was held that by failing to provide adequate support and follow appropriate grievance procedure, the employer had breached the implied duty of trust and confidence. In Western Excavating (ECC) Ltd v Sharp [1978] QB 761, the Court of Appeal attempted to define unreasonable conduct and found that the employer must act sensibly in the treatment of his employees. If the employer behaves or conducts his affairs so unreasonably that the e mployee cannot be expected to work in such environment any longer, the employee is justified in leaving. This definition of unreasonable conduct was criticised by Lord Denning, who stated that a certain degree of a particular behaviour may be considered to be in line with the employer’s business. The interpretation is nowadays very wide, however the principle set out in Western Excavating case remains a valid principle in establishing unreasonable conduct. To breach the term of trust and confidence, employer must have been acting in a way that is likely to destroy or seriously damage trust and confidence which must exist between the employer and employee. In Morrow v Safeway Stores plc [2002] IRLR 9, the employee was publicly reprimanded and generally had a bad working relationship with the manager of the store. The Employment Tribunal held that although the public reprimand was a breach of the implied term of trust and confidence, it was not serious enough to entitle the emp loyee to resign and claim unfair dismissal. The Employment Appeal Tribunal overturned this decision and emphasised that the breach of implied term of trust and confidence, if committed, is a fundamental breach stemming from the contract itself, and as such will entitle the employee to resign.

PTSD Essay Example | Topics and Well Written Essays - 750 words

PTSD - Essay Example Biological Basis of PTSD Some researchers suggest that there is a biological basis for PTSD but others are not sure whether there is a connection or not. According to Moisse (2011) a new study has shown that there is some type of biological connection. According to the new study, researchers had previously found that there is a connection between a hormone-like molecule called PACAP and the brain's ability to respond to stress. The researchers checked the PACAP levels and found that they were higher in people with PTSD. The challenge for this research was that this connection related only to women. These researchers also looked at how PACAP impacted fear in women. They found that a genetic encoding called PAC1 was more present in women who had PTSD and high levels of PACAP, also had this gene which is a gene that responds to estrogen. The researchers believe that this is a first step I helping find a way to predict who will get PTSD (Moisse, 2011). According to Howard and Crandall (2 007) the systems that are most used in PTSD are the autonomic system and the sympathetic systems. The autonomic system regulates the basic body systems without us thinking about it. The sympathetic system controls the handles our reaction to the "fight or flight" condition while the parasympathetic system works on physical symptoms like slowing the heart down, stimulating digestion and constricting the pupils of the eyes. The hippocampus of the brain remains in a state of "high alert" so that it can bring the body into a familiar state of what happened in similar threats from the past. In so doing, it will also overproduce the hormone, cortisol along with other "neuro-excitatory transmitters" and hippocampal cells will "degenerate and eventually die" (Trappler, 2010, p. 1). The brain and the other symptoms react very quickly as the individual is having a PTSD experience. The Video Reaction to Stress In the video, The Soldier's Heart many soldiers spoke about how they reacted to stre ss. It was clear that not only were their physical reactions to stress but also psychological ones. Many soldiers spoke about the physical symptoms of seeing things or hearing things that were not in their present life. They also spoke about becoming angry, depressed and attempting to ignore what they were feeling. Once soldier talked about crying uncontrollably and spending times just staring into space. The psychological aspects of PTSD were more devastating for the soldiers in the video because they were not allowed to talk about them. They stated that the military expects them to be able to handle what happened to them without assistance from counseling. The challenge is that many soldiers saw people die in front of them or had to kill people they did not know. These soldiers who were in Iraq stated that they found themselves drinking more frequently and drinking more alcohol than was normal for them, not wanting to be around people and talking more about Iraq to anyone who woul d listen. These psychological issues often created more challenges for them as they went through their lives. One soldier committed suicide by hanging himself with a garden hose because of his feelings about killing an innocent Iraqi woman. The challenge for the military is that up until recently, they were not doing anything to treat

Surface analysis Essay Example | Topics and Well Written Essays - 2000 words

Surface analysis - Essay Example For example, corrosion in metal is prevented through the use of specific chemicals; various optical effects on lenses may be done through special coatings; and automobile emissions are significantly reduced through the unique chemical composition on the surface of an auto-exhaust catalyst. To achieve the desired function, the surface a material should be analyzed to determine its physical characteristics, chemical composition, chemical and atomic structure, electronic state, and molecular bonding (Vickerman, 2009). Methods Several probes may be applied on a solid surface to measure its response, namely: electrons, ions, neutrons, photons, and heat or field. Each probe has a specific response. The combination of probes and corresponding responses provides 36 basic classes of experimental techniques which may be utilized for surface analysis. Table 1 Most Commonly Used Surface Analysis Methods Incident Excitation Probe photon electron ion neutron electric/magnetic field Radiation Detec ted photon FTIR, Raman, XAFS, EXAFS, SFG, IR EDAX NRA GDOES electron XPS/ESCA, UPS, (AE) XAFS AES, SAM, SEM, TEM, LEED, RHEED, SPE, STM, EELS STM, AFM ion SIMS, LEIS, RBS, ISS neutron INS As shown in Table 1, the following shows the most commonly used surface analysis methods: FTIR – Fourier Transform Infrared Spectroscopy; Raman Vibrational Spectroscopy; XAFS – X-ray Absorption Fine Structure analysis; EXAFS – Extended X-ray Absorption Fine Structure analysis; SFG – Sum Frequency Generation; IR – Infrared Spectroscopy; EDAX – Energy Dispersive Analysis of X-rays; NRA – Nuclear Reaction Analysis; GDOES – Glow Discharge Optical Emission Spectroscopy; XPS/ESCA – X-ray Photoelectron Spectroscopy / Electron Spectroscopy for Chemical Analysis; UPS – Ultraviolet Photoelectron Spectroscopy; (AE) XAFS – Auger Emission X-ray Absorption Fine Structure analysis; AES – Auger Electron Spectroscopy; SAM –Sc anning Auger Spectroscopy; SEM – Scanning Electron Microscopy; TEM – Transmission Electron Microscopy; LEED – Low Energy Electron Diffraction; RHEED – Reflection High Energy Electron Diffraction; SPE – Spin Polarized Electron spectroscopy; STM – Scanning Tunnelling Microscopy; EELS – Electron Energy Loss Spectroscopy; AFM – Atomic Force Microscopy; SIMS – Secondary Ion Mass Spectrometry; LEIS – Low Energy Ion Scattering spectroscopy; RBS – Rutherford Backscattering Spectroscopy; ISS – Ion Scattering Spectroscopy; and INS – Inelastic Neutron Scattering; Analysis Auger electron spectroscopy or AES is considered as a key chemical surface analysis tool for conducting material samples. The AES technique is based on the excitation of auger electrons which allow not only the imaging of atoms but for chemical identification as well. Information available through AES ranges between the first 2 to 10 at omic layers of the sample surface (Matheiu, 2009). Meanwhile, low energy electron diffraction or LEED works by bombarding a surface with beam of low energy electrons which enable the identification of the surface structure by electron diffraction (Vickerman, 2009). A beam of low energy electrons between 10 to 200 eV is used to determine crystallographic structure. A device called a Retarding Field Analyzer is utilized to detect diffracted electrons. Diffracted electrons appear as spots on a phosphorescent screen which move according to energy variations of electrons. The intensity of the spots also provides information regarding surface reconstructions (Walker, 2011). An auger

The challenges of increasing diversity in schools today Essay

The challenges of increasing diversity in schools today - Essay Example In Canada, for instance, schools continue to face significant challenges in accepting diversity. Usual is the recognition of the holidays or foods or costumes of different cultures, however, those are only superficial as compared to understanding difficult issues around accommodating so many diverse beliefs and customs. On top of this, schools struggle to accommodate students whose first language is not English or French, or other similar needs because they lack the specialized capacity to provide for them (Levin, 2008). In the US, upon entering elementary school, large numbers of limited-English-proficient and bilingual students are placed in programs that assume relatively low levels of achievement and focus on remedial education (Independent Commission on Chapter 1, 1992; Stanford Working Group, 1993; U.S. Department of Education, 1993). Such inequities in different children’s expectations for school success may be a grave affront to equal opportunities that Americans highly value and take pride in. Thus, it threatens the future well-being of the society relying on the harmonious coexistence of multiple cultures. Government, as well as non-government organizations such as the National Association for the Education of Young Children and the National Association for Family Day Care are exerting efforts in promoting multi-cultural education through the publication of curricula and handbooks focusing on an anti-bias setting. Likewise, the National Association of State Boards of Education Task Force on Early Childhood Education encourages the use of children’s home language and culture to foster the development of basic skills. Such efforts seek to ensure that children’s first school experiences are positive in that they feel accepted for who they are regardless of their cultural background. The controversies surrounding the growing diversity in

Students, Taxpayers Forced to Pay for Abortions on College Campuses Essay

Students, Taxpayers Forced to Pay for Abortions on College Campuses - Essay Example The report elicited much outrage from pro-life activists and taxpayers across the nation who wished for this hole in the federal legislation (put in place to stop taxpayer funding of abortions) plugged. Before one can comment on the validity of either the pro-life or pro-abortion viewpoint in this situation, it is important to understand the legislation in question namely, the Hyde Amendment. Passed by the Congress in 1976, the Hyde Act is a legislation that removes abortion from the healthcare services provided to low income groups by the federal government through Medicaid (ACLU, 2004). The only exception to this law was made in cases of rape, incest or when the woman’s life was endangered by a physical disorder, illness or injury. Though the act has to be renewed every year, it is quite clear in its stand that federal funds are not to be used to fund abortions. The Act was adopted by most states as were subsequent similar legislations that permitted insurance companies to r efuse cover to patients for abortions or counsel and referrals related to abortions. In addition to poor women, the act also affected Native Americans, federal employees and dependents, Peace Corps volunteers, federal prisoners, military personnel and their dependents and disabled women relying on Medicare. The study on healthcare in universities by Students for Life of America (SFLA) examined the systems in 200 universities across the states with regard to university sponsored or subsidized healthcare plans. With data retrieved from the Integrated Post Secondary Education Data System (IEPDS), SFLA discovered that a number of universities (such as in North Carolina) required students to have healthcare plans and automatically enrolled them in plans that covered elective abortions (SFLA 2011). To be precise, 33.5% of the schools surveyed made it mandatory for students to have healthcare coverage, 97% of these offered school sponsored healthcare plans, 44.3% of this segment offered pl ans that included cover for elective abortions, and 44% of these schools automatically enrolled their students in these programs. Also, 33% of the 200 schools automatically enrolled the students in school sponsored plans to their accounts and 57% of these plans covered elective abortions (SFLA 2011). While one might argue that the university was being responsible and considerate in ensuring that medical problems and especially unwanted pregnancies did not interfere with the education of their students, there were many who found it hard to digest. There were two main reasons for this, one being that the healthcare plan was believed to encourage carelessness among youngsters, counteracting decades of sexual awareness campaigns and the second being that this provision was in direct contradiction of the Hyde Amendment and other similar legislations. Grants such as the Pell Grant offered to students use federal funds provided to universities to bridge the gap between the economic capacit y of the student and the actual fees of the course. Since some of these universities include their health plans in the students’ fees by default, it indicates that the federal funds are indirectly used to pay for health insurance that covers elective abortion

Gillette - Developing and Introducing New Products Case Study

Gillette - Developing and Introducing New Products - Case Study Example With regard to developing and introducing new products, Gillette learned from the Wilkinson Sword and Bic experiences to keep ahead of the market by being proactive and searching for opportunities and demands that would satisfy the changing needs of the consumers. Gillette was slow in introducing coated stainless steel blades, despite knowing the technology, because by producing them, much of their manufacturing equipment would be obsolete. Further, they were hoping that the surge in consumer purchase for coated stainless steel blades would only be temporary and the market niche would be small. Therefore, firms making long-term investments in manufacturing and supply chain resources could face imminent threats of obsolescence due to technological breakthroughs and changing consumer demands and preferences.It is not enough for Gillette to simply design a razor that gives the â€Å"best shave possible† because new products emerge in the market due to technological developments a nd consumers have diverse needs that have to be addressed. There would always be threats of new entrants or product substitutes that could give the same advantage and added features. Therefore, manufacturing helps maintain Gillette’s market share by ensuring that ample research has been instituted that would make it difficult for competitors to copy the product and thereby give them the competitive advantage. By involving operations and supply chain personnel early in the development stage, various inputs and innovative ideas are taken into consideration in the design and planned development of new products. This would ensure that all necessary elements in product development have been considered and integrated with the process, prior to launching.

The challenges of increasing diversity in schools today Essay

The challenges of increasing diversity in schools today - Essay Example In Canada, for instance, schools continue to face significant challenges in accepting diversity. Usual is the recognition of the holidays or foods or costumes of different cultures, however, those are only superficial as compared to understanding difficult issues around accommodating so many diverse beliefs and customs. On top of this, schools struggle to accommodate students whose first language is not English or French, or other similar needs because they lack the specialized capacity to provide for them (Levin, 2008). In the US, upon entering elementary school, large numbers of limited-English-proficient and bilingual students are placed in programs that assume relatively low levels of achievement and focus on remedial education (Independent Commission on Chapter 1, 1992; Stanford Working Group, 1993; U.S. Department of Education, 1993). Such inequities in different children’s expectations for school success may be a grave affront to equal opportunities that Americans highly value and take pride in. Thus, it threatens the future well-being of the society relying on the harmonious coexistence of multiple cultures. Government, as well as non-government organizations such as the National Association for the Education of Young Children and the National Association for Family Day Care are exerting efforts in promoting multi-cultural education through the publication of curricula and handbooks focusing on an anti-bias setting. Likewise, the National Association of State Boards of Education Task Force on Early Childhood Education encourages the use of children’s home language and culture to foster the development of basic skills. Such efforts seek to ensure that children’s first school experiences are positive in that they feel accepted for who they are regardless of their cultural background. The controversies surrounding the growing diversity in

Gillette - Developing and Introducing New Products Case Study

Gillette - Developing and Introducing New Products - Case Study Example With regard to developing and introducing new products, Gillette learned from the Wilkinson Sword and Bic experiences to keep ahead of the market by being proactive and searching for opportunities and demands that would satisfy the changing needs of the consumers. Gillette was slow in introducing coated stainless steel blades, despite knowing the technology, because by producing them, much of their manufacturing equipment would be obsolete. Further, they were hoping that the surge in consumer purchase for coated stainless steel blades would only be temporary and the market niche would be small. Therefore, firms making long-term investments in manufacturing and supply chain resources could face imminent threats of obsolescence due to technological breakthroughs and changing consumer demands and preferences.It is not enough for Gillette to simply design a razor that gives the â€Å"best shave possible† because new products emerge in the market due to technological developments a nd consumers have diverse needs that have to be addressed. There would always be threats of new entrants or product substitutes that could give the same advantage and added features. Therefore, manufacturing helps maintain Gillette’s market share by ensuring that ample research has been instituted that would make it difficult for competitors to copy the product and thereby give them the competitive advantage. By involving operations and supply chain personnel early in the development stage, various inputs and innovative ideas are taken into consideration in the design and planned development of new products. This would ensure that all necessary elements in product development have been considered and integrated with the process, prior to launching.

Society and Education Essay Example for Free

Society and Education Essay Young peoples decision making is influenced by a number of social factors. Identify three major influences and discuss their impact. Today young people are regarded as the troubled community within the society we Live in, however it is the young people who are to set out our future in years to come. Their decisions is life will determine how this world is run, and society as a whole Should not judge but encourage them to succeed in whatever they should decide to Pursue a career in. It is therefore essential that certain social factors will influence Their decisions. I have identified three of the major factors, which I believe have the highest amount of Influence on youth and what they decide to do in the future, the three factors I have Chosen are; Family, Society and Education. These three summarise the life of a child And can have a major effect on what they choose to do in life, whether higher Education is an option or a life of unemployment and seeking other opportunities Arise. Family Family is defined as a universal social group, which live within the same household. Today families are identified as the main source for the growth of a young child, Without a family the child would merely be able to grow into a well brought up child In society. The family constructs of a mother and a father, perhaps a sibling also. However in some communities the case of a family is split in two, the father is mainly The main culprit for the split and the mother becomes the main influence over the Child. However if the young person is a male, the problem arises that they have no Father to look up to, or a father figure in fact, therefore it is essential that families Work together for their childrens sake. If the male child has no father it can influence The decisions they make in the future due to the guidance issues they have faced in the Past, this can be the same case vice-versa with the mother and daughter situation. The family holds within itself the future of society. the family is the vital environment where every child brought into the world is welcomed (Pope John Paul 2nd (1993)) The quote above taken from Pope John Paul 2nd is a vital quote of which societies can. Base their family life upon, however each society is different, in some areas of Liverpool it can be said that family life is not the most rewarding and most families end in Divorce or a major split, affecting the child. The child is therefore affected by the way the parent or main family member in the household treats them, this can affect the Way the child reacts to certain decisions in life. If the adult treats the child with Disrespect and violence then the childs future will likely involve the same decisions, Instead of a life in higher education and achievement.

Imports of French Wine in China

Imports of French Wine in China Report on French wine from France to China France shared about one third of the import wine market in China. And China is now the fifth biggest export destination for French wine. In Figure 1, we briefly describe the main process of French wine from France to China. Figure 1. Main Process of French Wine Supply chain The supplier in the supply chain is the French vineyard. The manufacturer, winery, purchase the grapes from the vineyard and ship the wine to bottling estate. The French wine import company, as the distributor, import different brands of French wine and then distribute all the French wine to retailers in China such as Carrefour and Walmart. At last, Chinese customers can buy French wine from these retailers. Regarding to the organizational network in this case, wineries or agencies of the import companies play the role of shipper. And the import companies play the role of consignee. At port of arrival, the financial flows are from import companies which is the distributor to the forwarder and bank; from forwarder to customs, inspection authorities, on carriers and shipping line agent; from shipping line agents to port authorities, port services, customs and terminal operators. At port of departure, the financial flows are from shipping line agents to port authorities, customs, port s ervices and terminal operator; from forwarders to insurance companies, pre-carriers and shipping line agents; from wineries or agents of import companies, which are the shippers in this case, to the forwarder. And connect the organizational network in ports of departure together with the network in ports of arrival, the financial flow also exists from banks in ports of arrival to banks in ports of departure and from banks in ports of departure to the wineries or agents of import companies. When it comes to the logistics network, the goods flows generally follow the main process of the supply chain. Wines are bottled by bottling estates and stuffed in empty containers and then transported to the export terminals. Containers with wines then collected and loaded on sea vessels and arrive import terminals. At last, after discharged from sea vessels, wines can be collected by import companies and distributed to retailers. If we put the supply chain processes into a cycle view, the procur ement cycle is between wineries/bottling estates and vineyards/bottles suppliers. The manufacturing cycle is between wineries/bottling estates and French wine import companies. The replenishment cycle is between French wine import companies and retailers such as Carrefour and Wal-mart. And the customer order cycle is between retailers and customers such as restaurants and individuals. On the other hand, if restaurants or other customers place orders directly to the import companies, the import companies bypass the retailer such as Carrefour and Wal-mart, then the customer order cycle will be between customers and import companies, and the replenishment and manufacturing cycle will be between import companies and wineries. If we put the supply chain in a push/pull view, retailers execute the process in the customer order cycle after the customer order arrives. All processes that are part of the customer order cycle are pull processes. And other processes from suppliers to retailers a re push processes because they respond to speculated rather than actual demand. If we also take direct order from customers to import companies into consideration, the push/pull boundary will be between import companies and customers, and import companies will be the actual retailers in this situation. There are several transport activities involve in French wine. First, vineyards ship fresh grapes to the wineries. Second, wineries will use the producing process to brew wine. Third, wines will be transported to bottling estates to subpackage them to wine bottles or just handled by bulk in barrels. Meanwhile, empty bottles and corks are transported to bottling estates for bottling French wines. No matter what kind of packages, bottles or bulk, wine will be loaded to containers. The containers which load wine bottles or barrels will be shipped by sea transport or air transports. Figure 2. Sea transport route from France (Paris) to China (Shanghai) The sea transport route from France (Port Rouen) to China (Shanghai) is mainly through the Suez Canal and showed in Figure 2. After wine arrive at the port, they will be stored in warehouse of distributors. When Distributors received orders from retailors, they will ship the wine to retailors’ warehouse and customers are able to purchase French wines from retailors, just like Wal-mart or the shop of vintner. On the other hand, some big customers, for instance, hotels will give orders directly to the distributors to get French wine and they store wines in their cellar. The main packages used to transport wines are barreled or bottled, they will all be loaded into containers for further sea transport or air way which we mentioned above. However, bottled wines are more popular than bulk ones to individual custumers and restaurants. Due to glass bottles are fragile cargo, transport requirements are undoubtedly more higher than normal goods. Reefer containers are requested for several types of wines to maintain the transport temperature at about 10 degree centigrade, which cause transport costs for wines are higher. For French wines, storage and handling procedure happen in all process of supply chain. The storage of fresh grape in vineyards and wineries. The wines stored during manufacturing procedure and warehouses of distributors and retailors. The main handling process of French wines to China is container ship voyage and showed in figure. After arriving at China port, wines will be discharged from containers and sent to distributors’ wareho use. Finally wines will be delivered to final destination that is retailors’ shops according to retailors’ order. This is the main logistics network design of French wine to China. To assess important supply chain characteristics of French wine to China, we have to understand French wines’ characteristics and their customers. The transport requirements of French wines are high due to the frangibility of glass bottles and a constant temperature is requested in the whole supply chain of French wine. On the other hand, French wines are variable and classified to different levels, from Vin de Table to A.O.C so that target customers are totally different. As a result of that, the uncertainty of French wines to China are higher than normal beverage supply chain, such as fruit juice or bears. From the book of Sunil Chopra and Peter Meindl, supply chain responsiveness including the definitions: â€Å"Respond to wide ranges of quantities demanded; Meet short lead times; Handle a large variety of products; Build highly innovative products; Meet a high service level and Handle supply uncertainty†. Based on Chinese custom reportà ¯Ã‚ ¼Ã…’Chinese imports of wines increased from 2.86 hundred million in 2010 to reach 3.95 hundred million in 2012. French wines share about one of third import wine market of China. The quantities and variety of French wines increasingly raised and their characteristics of high value-added than normal beverage require a higher service level. From the question 3, we estimate the transport and warehousing costs of the final product price which we notice the transport cost of French wine to China are higher than normal beverage like Coca-Cola is about 6% of final price. So supply chain efficiency of French wine supply chain is not great due to costs of manufacturing and delivering to customer is not average compared to other beverage supply chain. â€Å"The Great Wall† wine is a famous wine brand in China which manufacture in Hebei Province and all its supplier is from China. It is very clear that the transport cost, labor cost and material cost are obviously lower than French wines that manufactured in France and bottled in France. And the target market of â€Å"The Great Wall† is focus on the low-end market so that the price of â€Å"The Great Wall† is also lower than some brands of French wines. A normal bottle of â€Å"The Great Wall† retail price in 750 ml is about 3 to 5 euro and a French one is about 10 to 15 euro. According to a Chinese wine information website, the profit of French wines in China is about 30%~50% and Chinese wines are only about 11% which is much lower than French wine. From the aspect of supply chain characteristics, Chinese wines are not like French wines, the brand of Chinese wines are much less and manufactured by only several big companies. Due to focal warehouse and m anufacture with headquarter in China, Chinese wines supply chain can use minimize inventory and pursue the lowest cost of transport. â€Å"The Great Wall† can predict the market more accurate than French wine company and the uncertainty of domestic supply chain is lower. The conclusion is that â€Å"The Great Wall† wine compared to French wine supply chain is less responsive. However, its supply chain efficiency is greater than French brands imported from France. After evaluating the supply chain of French wine from France to China and comparing it with local brands, we conclude that the supply chain has some disadvantages as follows. Firstly, due to the sea transportation part, the transportation costs are much higher for French wine than those for local brands. Secondly, a French wine costomer places greater emphasis not on quantity of the product but the product variety and response time than on cost. So that wineries need to base their competitive strategies on costomer priorities. However, also due to the sea transportation part, wineries may fail to response immediately to costomers’ orders of French wines of different year. For example, once a costomer want one bottle of French wine produced in 2004, and he can’t find it in Carrefour and Wal-mart, he will turn to local brands’ products. To solve this problem, our idea is to build a new vineyard and chateau in China. Through this new strategy design of supply chain, wineries are able to transport French wines by road or railway instead of sea transportation, which can dramatically reduce the transportation costs for wineries. Furthermore, wineries don’t need to cooperate with import companies anymore and take over the role of distributor, which can increase the supply chain ownership. Last but not least, this new supply chain strategy also fit the competitive strategy better since wineries can response immediately to costomers’ priority of product variety. On the other hand, it takes time for wineries to build local vineyard and chateau in China, so they have to keep the old supply chain strategy before the local vineyard and chateau are built. Besides, the investment in China also influence the profit of wineries in the short run. But we believe that the new strategy is much better and it worth the investment in a long run. References Searates database (2015), †Sea Route from Paris to Shanghai†, Searates,  http://www.searates.com/services/routes-explorer/?filter-st=1from=alat=48.856614alng=2.3522219000000177to=blat=31.230416blng=121.473701container= derived in 2015.1.10 Chopra S, Meindl P. Supply chain management. Strategy, planning operation [M]. Gabler, 2007. Weining Du, French Wine Importation and distribution in Shanghai [D]. East China University of Science and Technology, 2010. Xudong Pan, A study on China Coca-Cola Supply Chain Model [D]. Xiamen University, 2002. Anonymous (2012), â€Å"Statistics report about 2012 Import wines†, wine.cn,  http://www.wine.cn/html/201302/17560.html derived in 2015.1.11 Great Wall Wine Staff (2015), â€Å" Brand Introduction of Great Wall Wine†, Great Wall Wine,  http://www.greatwallwine.com.cn/pinpaijieshao.html derived in 2015.1.10

Overpopulation :: Human Population

During the first 2 million or so years of its history the human population was a minor element in the world ecosystem, with at most 10 million members. In the New Stone Age, less than 10,000 years ago, the number of humans began to increase more rapidly. The rough equilibrium maintained before Neolithic times gave way when the human population developed agriculture and animal husbandry and no longer had to spread out in search of game. With the abandonment of a hunting-gathering way of life and the rise of permanent settlements and eventually cities, the human population underwent dramatic growth. By the beginning of the Christian era it had reached 250 million, and by 1650, half a billion. Growth of population during 20th century was very rapid. In 1994 the total world population was estimated at about 5. 6 billion people. It increased nearly by 4 billions of people during past 100 years. The most significant world trend is that death rates are currently falling in poor and rich countries alike, while birthrates remain high in most poor countries and low in most rich ones. Exceptions are the generally higher death rates of Africa and the high birthrates of the rich oil-producing countries. The most populous countries, in descending order, are China, India, the United States, Indonesia, Brazil, and Russia. The U.S. population totaled about 260. 8 million in 1994. In the 1990s about 4. 1 million children were born annually in the United States, and more than 2. 1 million persons died yearly. The greater number of births is due in part to a fertility rate that has increased by nearly 20 percent since the mid-1980s. International immigration, both legal and illegal, is another major element in U.S. population growth. Legal immigration has recently amounted to about 1 million per year; illegal immigration is thought to be several hundred thousand. In China, the world's most populous country, the 1994 population was estimated at nearly 1. 2 billion, more than double the 1953 census population of 584 million in mainland China. China's annual increase has been estimated at 1. 1 percent annually. India's population of more than 911. 6 million people (1994 est.) is increasing faster than that of China, and if present trends continue, it will soon catch up with or surpass China. Since the disintegration of the USSR, Indonesia and Brazil are now the fourth and fifth most populous countries, with 1994 estimated populations of 199.

Othello - Compared To Twelfth Night :: essays research papers

"She loved me for the dangers I had pass'd, and I loved her that she did pity them" (Othello, I.iii 166-167). William Shakespeare’s tragedy "Othello," is pervaded by a dominant theme, one of love. Othello, the Moor of Venice falls madly in love with a woman named Desdemona. They marry and are very happy together. Othello and Desdemona face many trials during the course of their nine-month marriage. The most notable one occurs when Barbanzio, Desdemona’s father accuses Othello of getting his daughter with witchcraft. During a court hearing, Desdemona confesses her love for Othello and Barbanzio is forced to let her go. "I am hitherto your daughter: but here's my husband, and so much duty as my mother show'd to you, preferring you before her father, so much I challenge that I may profess due to the Moor my lord" (Othello, I.iii 184-188) As the course of events shift, Othello and Desdemona end up in Cyprus together. Iago, ensign to Othello, in his lust for power, tricks Othello into believing that Desdemona has had an affair. Othello is overcome by jealousy, the "green eyed monster." "O, beware, my lord, of jealousy; it is the green-eyed monster which doth mock the meat it feeds on†¦" (Othello, III.iii 169-171) In his rage, Othello charges Iago with the killing of Cassio, his lieutenant who supposedly slept with his wife. Othello then plans to kill Desdemona. Even during the course of the killing, Othello maintains his love for Desdemona (although this might seem a contradiction.) He refuses to defile her body in any way. "Yet I'll not shed her blood; nor scar that whiter skin of hers than snow, and smooth as monumental alabaster." (Othello, V.ii 3-5)He then proceeds to choke or smother her to death. The theme of love in Othello changed from puppy love, the lighter side of love, to jealousy, the darkest side of love. In stark contrast to the dark and tragic "Othello," is one of Shakespeare’s lightest and funniest comedies, "Twelfth Night." The theme of love is presented in a highly comical manner. Shakespeare, however, once again proves himself a master by interweaving serious elements into humorous situations. "Twelfth Night" consists of many love triangles, however many of the characters who are tangled up in the web of love are blind to see that their emotions and feelings toward other characters are untrue. They are being deceived by themselves and/or the others around them.

High School District Essay

Declining high school dropout rates continue to reflect on the American educational system. Dropout rate for high school students refer to the number of individuals within the high school age range, between 16 to 24 years of age, who have not enrolled in school, obtained a high school diploma, or achieved equivalency documentation when compared to the general population for this age range. National statistical data indicates that the dropout rate decreased by 6 percent from 15 percent in 1972 to 9 percent in 2006. A similar decrease by 2 percent from 11 percent in 2000 to 9 percent in 2006 also occurred. (National Center for Education Statistics, 2008) There are differing interpretations of the implications of these statistics particularly on developments in the educational system. Some consider this a positive reflection on the educational system while others recognize this as the persistence of the problems. Regardless of the perspective, the relative dropout rate points to improvements in the number of people not enrolling or completing high school as well as an area for further improvement. Dropping out from high school has adverse consequences to individuals and the broader community. On the part of individuals, majority of those who have dropped out of high school were unable to find jobs or engage in odd jobs (Stanard, 2003). Even if employed, there are limited opportunities for career advancement. Income would also likely remain low. (Campbell, 2004) This affects long-term financial security. On the part of communities, the dropout rate means more people likely to become dependent on the social welfare program of the government. This also translates into greater risk of involvement in alcoholism and drug use likely to co-occur with criminal activity. (Martin, Tobin & Sugai, 2002) Even with a decreased dropout rate, it is important to continue addressing this issue by getting at the root of the problem. While the dropout rate has declined, there is no change in the dropout rates when considering all races. The racial gap over the dropout rate remained the same. (Heckman & LaFontaine, 2007; National Center for Education Statistics, 2008) In comparing the dropout rate among Caucasians and Hispanics, the difference or gap in drop out rate is 20 percent in 1980 and 19 percent in 2000. Two reasons account for the nil change in the racial gap over the dropout rate between Caucasians and Hispanics. One is the census bias with Hispanic immigrants who have not graduated from high school included in the statistical data (Christle, Jolivette & Nelson, 2007). This gives rise to the issue of the evaluation of statistical measures and variables in determining dropout rates. The rise in Hispanic immigrants kept a high dropout rate for Hispanics even if the national dropout rate has declined. Another is school related factors that cause the racial disparity in dropout rate at the states and district levels (Orfield et al. , 2004). This means that there are race related school factors at the local level that contribute to the persistence of a huge gap between the dropout rates of Caucasians and Hispanics. One factor is the extent of inclusion or seclusion of minority students in various high schools of different districts (Heckman & LaFontaine, 2007). Another factor is the lower socio-economic status or higher poverty rates of minority high school students in various school districts leading to higher dropout rates (Orfield et al. , 2004). There are differences in the causes of dropout rates at the state or district level because of variances in the existing determining factors and the impact of these factors on racial disparity in dropout rates. State or district level studies are important in identifying and understanding the root cause of the racial gap in dropout rates. In the state of California, there is a concentration of dropout rates in certain schools. There are 2,462 high schools in the state but 100 of these high schools contribute 40 percent of students dropping out from high school. Of this number, 25 high schools account for 21 percent of the dropout rate. The mean rate of high school drop outs in the state is 3. 5 percent and most of the high schools in California report a dropout rate that is lower or equal to the average. Of the total number of schools in California, 76 schools have a more than 50 percent dropout rate. However, there are 662 high schools in the state without any dropouts. This zero dropout rate in these high schools is due largely to the non-traditional schools. In the different high schools, the dropout rate relative to race varies. (â€Å"One hundred,† 2008) Even at the state level, there are disparities in the dropout rate per school when considered relative to the varying racial composition of the school and other closely related school factors. As such, understanding the disparities in dropout rates relative to race requires study at the specific district level. The largest high school district in California is Kern County High School District. The district covers 22 educational institutions serving at least 37,000 students and employing 3,500 educational workers. The school district ranks as the 17th in terms of the highest number of dropouts, with 1st as highest. A large number of the population in this school district is Hispanic comprising 68 percent, followed by Caucasian making up 44 percent. More than one-quarter of the population are living beyond the poverty line. (Orfield et al. , 2004) The racial composition of this school district provides an insightful locale in studying why there is disparity in the dropout rate between Caucasians and Hispanics. This district comprise a good venue in testing the applicability of different perspectives on the reasons for the racial gap for high school dropouts and the identification of other reasons for the differences in the dropout rates specifically between Caucasians and Hispanics. References Campbell, L. (2003–2004). As strong as the weakest link: Urban high school dropout. High School Journal, 87(2), 16–25. Christle, C. A. , Jolivette, K. , & Nelson, M. C. (2007). School characteristics related to high school dropout rates. Remedial and Special Education, 28(6), 325-339. Heckman, J. J. , LaFontaine, P. A. (2007). The American high school graduation rate: Trends and levels. IZA Discussion Paper No. 3216. Bonn, Germany: The Institute for the Study of Labor (IZA). Martin, E. , Tobin, T. J. , & Sugai, G. M. (2002). Current information on dropout prevention: Ideas from practitioners and the literature. Preventing School Failure, 47(1), 10–18. National Center for Education Statistics. (2008). The condition of education 2008. Department of Education. Retrieved April 12, 2009, from http://nces. ed. gov/FastFacts/display. asp? id=16. One hundred California high schools account for more than 40 percent of the state’s dropouts. (2008, February 21). Reuters. Retrieved April 12, 2009, from http://www. reuters. com/article/pressRelease/idUS82976+21-Feb-2008+BW20080221. Orfield, G. , Losen, D. , Wald, J. , & Swanson, C. B. (2004). How minority youth are being left behind by the graduation rate crisis. Cambridge, MA: The Civil Rights Project at Harvard University. Stanard, R. P. (2003). High school graduation rates in the United States: Implications for the counseling profession. Journal of Counseling and Development, 81, 217–222.

Compare Essay Vietnam an Australia Essay

In recent years, there are many Vietnamese students who want to study in other countries as Australia, Singapore, or USA. Because they think that the education system in these countries is better than the system in Vietnam. They will have plenty opportunities after graduating in international college or university. Nevertheless, others have the opinion that the quality of education in both countries is similar. Australian and Vietnamese education systems are very similar in school ages. We can easy to see that both of their education system have kindergarten level and twelve grades which for children from the ages of 3 to 18. After finishing general education, most of students in Australia move on their studying at TAFE or colleges or universities, and so do Vietnamese students. Moreover, both of them have public schools which boys and girls can join equally in class. In spite of the similarities, these two educations have several differences in system division, timetable and the way students can apply to university. The first difference between two education systems is the system division. In Vietnam, public kindergartens frequently admit children from the age of 18 months to 5 years old. They usually study in primary school at 6 years old for 5 years (grades 1 – 5), secondary school at 12 years old for 4 years (grades 6 – 9) and high school for 3 years (grades 10 -12). In contrast, there are preschool and preparatory (also called kindergarten), which started when you are five. Then, primary school goes from grade 1 to 6 and secondary school from grade 7 to 12. Furthermore, they still are difference in timetable. Australian students have to go to school Monday to Friday, from 8:45 am to 3 pm, with breaks for lunch and snacks. Also they have extra activities after school hours such as piano classes, dance classes, etc. Even though, students in Vietnam just have 5 minutes break between two lessons (45 minutes for a lesson), every day from Monday to Friday. The Vietnamese classes usually started at 6:45 am and finished at 11:45 am for morning session or 12:45 pm to 5:15 pm for afternoon session. Another striking difference between education system in Australia and the system in Vietnam is the way students can apply to university. All of grade 12 students in Vietnam who must to pass the High school Graduation Examination to graduate and take the University Examination to study in university. On the other hand, you need to show: Evidence of English knowledge, Evidence of  study as High school Certificate if you want to apply to any universities in Australia. All things considered, while the two education systems offer similar the ages to go to school, they differ widely in the system division, timetable and the way students can apply to university. Study in Australia is the best choice for students who not only want to be more active, more confident but also improve themselves-study and English skill, enlarge their knowledge and create a great working chance.