Chemicals Together in an Effort to be Greener Essay

Alhamdulillah, first of all, I would like to thank Allah as I could finish my chemistry assignment with the title of Chemistry in your daily life. I would like to express my deepest appreciation to all those that help me, contribute their suggestion and opinion in doing this assignment from the beginning until finish because, without their help, I might have little problem in this research. Even though a few problems occurred when doing the assignment but luckily it can be settled down. With a lot of effort, finally, this task can be sent to our lecturer before the submission date as well. Furthermore, a special thanks to my lecturer chemistry, Dr. Musfiroh bt Jani that deliver this assignment and explain clearly how to do this assignment with the concept of chemistry and how to applied it in daily life to make sure we can score chemistry and understand the true meaning of chemistry. We can do this without her as she guides and fix our mistakes from starting of this assignment and want to improve the new one so this assignment can be completely finished and get a better result. Next, big thanks go to other Chemistry lecturers that teach me and guide me as long as I was a student and will make sure I can understand properly what is chemistry, why we need to learn chemistry and the important thing is we learn this to understand the knowledge to apply in real life, not because the exam. They also teach me how to produce a good assignment and report. Moreover, many thanks to my parents that support me from for with their contribution especially by providing money to me as I need to find references and they also help me in give an idea to make sure I can finish my assignment. Last but not least, thanks to my friends that always support and stick with me when hard and happy in this life and for those who are directly and indirectly support and help me with the assignment. Have you ever wondered why ice melts a water evaporates? Why do leaves turn colors in the fall, and how does a battery generate electricity? Why does keeping foods cold slow their spoilage, and how do our bodies use food to maintain life? There are a lot of nature and phenomena life that happens around us that involved chemistry. Have you wondered what is chemistry? And what chemistry can do in our life? How chemistry can be important and relates to our life? All the question can be answered in Chemistry as chemistry provides really important understanding and how it can be applying in our daily life as a human. That is the reason why we need to study chemistry. By studying chemistry, we can learn to use powerful language and ideas to describe what happened because chemistry is universal science that covered all the process around us include matter and also the process of humans. Chemistry? What crossed in your mine about chemistry? Either about chemistry with friends, chemistry in doing the same things, chemistry in a relationship for couples or anything else. Yes, that’s all true but in science actually, chemistry is a study of matter, properties, and its behavior. Chemistry also provides an understanding background of matter which it can be divided by atoms, molecules, gas. Atoms are smallest particles of elements that exist surrounding us. It is made of three tiny particles that called subatomic particles which is protons, neutrons, and electrons. The center of the atom, called nucleus is made up of protons and neutrons. Every single thing in this world is made up of matter include our bodies. Chemistry is relating to everything in life and it is a large branch that needed by everyone. Not only doctor, but the dentist, pharmacist, nurse, geologist, and others need chemistry too. Chemistry can be divided into five main branches which are very wide in the application of life. The first is analytical chemistry which discusses uses qualitative and quantitative observation to identify and measure the physical and chemical properties of substances. In fact, all chemistry is analytical chemistry. Secondly is physical chemistry. As we know, physical chemistry is discussed physics combine with chemistry. It’s about how matter can interact with energy. The important things in this topics are thermodynamics and quantum mechanics. The third branch of chemistry is organic chemistry which studies in compounds that contains carbon element. Carbon has many unique properties that allow it to form complex chemical bonds and very large molecules. Inorganic chemistry studies a materials such gases and metals that do not contain carbon as part of their make up. Last but not least is biochemistry is study of chemical processes that occur between organisms. Try to imagine the world without chemistry.

Essay on Non-Statutory National Framework for Re Essay

It was in October 2004 that the Department for Education and Skills (DFES) and the Qualifications and Curriculum Authority (QCA), jointly published the Non-Statutory National Framework for R.E., which only applies to R.E. provision in England. The document was produced on the understanding that it would be used mainly by Standing Advisory Councils on Religious Education (SACREs) and agreed syllabus Conferences (ASCs) within each Local Education Authority (LEA). The document has the remit of providing national guidelines for the teaching of R.E. It was meant to be used by local agreed syllabus conferences for the development of agreed syllabuses for R.E., and by faith communities for the creation of R.E. programmes. Furthermore, the Framework was intended to help schools to make appropriate links between R.E. and other subjects, such as for instance on key concepts like diversity. In this sense the government appeared to be building on their previous efforts to set up a common Framewo rk of curricular aims owing to the fact that the 2000 National Curriculum also contained many aims for education; White (2004). It was hoped that the Framework document would help agreed syllabus conferences and schools to plan more effectively in the provision of R.E. and towards agreed national standards. In the foreword of the Non-Statutory National Framework by the then Secretary of State for Education and Skills; Charles Clarke, the intention of the Framework was made explicit. In the first paragraph of the national Framework Charles Clarke declared ‘This non-statutory national Framework has been produced to support those with responsibility for the provision and quality of religious education in maintained schools. It lies at the heart of our policies to raise standards in the learning and teaching of religious education. It sets attainment targets for learning. The Framework therefore gives local education authorities, Standing Advisory Councils on Religious Education, relevant authorities with responsibility for schools with a religious character, teachers, pupils, parents, employers and their wider communities a clear and shared understanding of the knowledge and skills that young people will gain at school. It allows schools to meet the individual learning needs of pupils and develop a distinctive character and ethos, rooted in their local communities. It also provides a Framework within which all partners in education can support young people on the road to further learning’. This statement reflects the commitment of the architects of the Framework to empowering organisations involved in providing R.E. The core agenda is to improve both the pupils learning experience of R.E. and the ability of R.E. teachers to become more adept in their profession. The Framework it is maintained will give clear guidance to pupils and various educational advisory bodies alike on the remit of R.E. in the education of a child. The latter part of the paragraph also implies that the Framework will have the flexibility to give schools the freedom to meet individualised pupil needs and facilitates discretion for schools that want to put together schemes of work that reflect the social characteristics of their locality. The opening declaration of the Non– Statutory National Framework for R.E. does widely define the boundaries and limitations of the publication. At face value one would expect that the national Framework will work as a rough guide for educational authorities rather than as a strict code of practice to be abided by under all circumstances. The agenda of the Framework is clear but how it will actually succeed in compelling educational providers to improve standards in R.E. is vague. Bearing these factors in mind the  expectation is that at Key Stage three the Framework will provide a blueprint for teaching R.E., but whether this blueprint will cover the full scope of R.E. is an issue that needs to be closely scrutinised in this investigation. A critical analysis of the Non- Statutory National Framework is given by (Watson and Thompson, 2004) in which they contend that the Framework puts the importance rather than the purpose of R.E. at the heart of their activity. Their criticism follows that the Framework has when mapping out the aims of R.E. the plan of revealing how R.E. ties in with the wider aims of the curriculum as a whole – as opposed to suggesting any aims for R.E. as a subject by itself. This is a problem as the aims of R.E. should be able to identify what is to be taught to pupils and why this teaching is essential in the curriculum rather than a slightly useful part of a child’s education. This identification of difficulties within the Framework does place doubt on the ability of this publication to be a resource in which R.E. professionals can use as a blueprint to teach R.E. in its entirety. Certainly if the Framework was to provide the full foundations for teaching R.E. at any level it would n eed to help the tutor of R.E in presenting their justification for the presence of the subject by itself in the curriculum. Without an argument that defends a separate place for R.E in a child’s education then educational commentators may ask the question why R.E. is not either combined with other subjects such as Sociology, Citizenship, PHSE or indeed dropped from the curriculum altogether. As R.E. is under pressure from individuals and institutions with a secularist agenda, it is imperative that the R.E. fraternity has a resource from central government that acts as a defence against individuals and organisations, who are unsympathetic for the need for pupils to have an education in World religions. Such critics may want to follow the example of the United States, where R.E. has been abolished from public sector education. From this perspective, therefore, the Non –Statutory National Framework does not provide an adequate blueprint for teaching R.E. An obvious weakness of the Framework is the fact that as its title describes it is a ‘non –statutory Framework’. Inevitably then the legal obligations  for the provision of R.E. is unchanged by this Framework. This factor is a serious drawback. If the Framework does not have the remit to impose a legally binding code of practice on the organisations involved in the development of R.E; namely SACREs, ASCs, the board of governors within faith schools, current policies on funding and R.E. inspections then it is inevitable that the Framework will not reach it’s aim to raise standards in R.E. The Framework potentially will be neglected by R.E. professionals who don’t agree with its terms and the Framework will be an absolute failure. In order to reach its ambitious goal the Framework should have been an obligatory blueprint not a voluntary one. This factor seems to indicate that the architects of the Framework lacked the determination to enforce changes in R.E. provision. Surely a determined approach to a set of aims would entail producing a legal document to be followed by R.E. professionals rather than assuming the cooperation of R.E. providers. Another problem that was associated with the introduction of the Framework was identified by Weston (2005) the Chair of the Professional Council for R.E, in the R.E. Today Magazine. Weston noted that the Framework will potentially fail to meet its aims because of the recruitment crisis in R.E. teaching. Indeed the Framework has no proposals on how to address the shortage of R.E. teachers and significantly the professional associations such as SACREs and ASCs will need guidance from R.E. teachers in the implementation of the Framework. On this issue Weston stated ‘Many of our SACREs and their Agreed Syllabus Conferences will need support and training if they are to make full use of the Framework when developing their new syllabuses. Once an Agreed Syllabus is introduced, training must be provided for teachers to ensure that the important dissemination from syllabus to scheme of work to teaching and learning will meet the needs of all pupils in our religiously diverse society.’ (Weston; 2005) In this statement Weston highlights the fear that the absence of suitably qualified R.E. teachers, will result in a failure to properly educate SACREs and ASCs on the how to effectively produce the new syllabuses, which will be  in line with or influenced by the new Framework. A related concern is once the SACRE and the ASCs have actually put together their new syllabuses there will not be enough teachers to be trained in the syllabuses resulting in the fault that schemes of work in schools and the outcomes of teaching and learning will not meet the varying educational needs in R.E. of all children in the education system. These likely problems prove that the Non- Statutory National Framework was designed without considering many basic issues. The Framework, therefore, with this evidence of a severe shortcoming in its planning of outcomes, will fail to provide adequate standards for R.E. professionals to follow when teaching at all Key Stages in the Curriculum. Further academic criticism of the Framework document was given by Felderhof (2004) in the Journal of Beliefs and Values in which the author complained that the Framework was too obsessed with the study of ‘other people’s religious traditions’. The Framework does indeed place a lot of emphasis on the religious traditions of different communities, which is not a negative feature to most R.E. professionals. However if the Framework is perceived to be biased against Christianity then there is potential for the Framework to be resented and possibly neglected by R.E. professionals who have an agenda to place Christianity at the heart of R.E. provision. In focussing on the impact that the Framework will have on developing a blueprint for teaching R.E. at KS3 specifically and arguing from the perspective of a Beginning Teacher it is clear that the Non- Statutory National Framework for R.E. at KS3 has many strengths. On analysing the statement within the Framework booklet on KS3 R.E. it does have the advantage of being very concise in expressing the expectations of R.E. at this level. The document has three subheadings. These are: Learning about religion, Learning from religion and Breadth of study. The three headings are each accompanied by between 5 to 18 points covering the things that pupils should be taught under each of the subheadings. This level of detail from personal experience does make the Framework at KS3 very comprehensive and easy to understand for the teacher of R.E. This factor is an actual strength of the Framework and it does illustrate how much thought and planning has been dedicated into the production of the Fram ework. From this  perspective the Framework at KS3 does provide adequate guidance for teaching the full content of R.E. at KS3. Furthermore to the Beginning Teacher a genuine strength of the Framework for teaching R.E. at KS3 is the fact that in the Framework handbook on pages 28-29 it does illustrate in the margin how some features of the learning objectives can be connected to another subject in the curriculum. The subjects noted for cross curriculum opportunities are ICT, Art and Design, Geography, History, Science, English and Citizenship. As mentioned earlier has been much debate on how R.E. is relevant to the wider curriculum and to the general education of a child. The Framework handbook does identify how R.E. is part of the wider network of subjects in the curriculum. In this way the Framework at KS3 is helpful to the teacher of R.E. in making links between R.E. and the rest of the curriculum. The fact that this was included in the Framework document does illustrate the fact that a lot of thought and planning has been put into these guidelines so that they would meet the needs of R.E. teachers. The impact of the Non–Statutory National Framework has also provided a blueprint for teaching R.E. through its influence in R.E. textbooks. An example of this influence can be found in the Think R.E. series of textbooks published by Harcourt Education in 2005. On page 4 of the Think R.E.: pupil book 1 the guidance of the Framework on the editing of the text book is clear. Indeed, the textbook states that the Framework has informed the planning for this series of text books; that the four attitudes, which are noted as essential for good learning in R.E. on page 13 of the Framework document (these are 1. self awareness 2. respect for all 3. open-mindedness 4. appreciation and wonder) are all supported by the methods of learning in the text book. In addition the text book points out that the new Framework places much emphasis on allowing pupils to explore secular ideas such as Humanism and Atheism. Furthermore on page 5 the text book maps out its commitment to the twelve principles of the KS3 Framework strategy from providing a focus on setting clear learning objectives to the use of ICT in R.E., with separate statements for each of the twelve principles, which details how the text book will meet these principles in providing lesson  plans for teachers. It is of much credit to the Framework that this code of practice has been recognised by mainstream providers of educational resources. To the teacher of R.E. the success of the Framework in being adopted by external organisations associated with the teaching of R.E. is one of its strengths, as this will mean that even an R.E. professional who has not read the Framework document, will still feel its influence due to the presence of the Framework doctrines in various R.E. publications used in the classroom. On this evidence it is feasible to say that the blueprint for teaching the full scope of R.E. at KS3 is adequate because it does encourage wider perspectives to be studied to the extent that Humanism and secularism are included in schemes of work. The Framework even assists the teacher of R.E. in planning lessons at KS3 in terms of considering the learning objectives, expectations, making concepts explicit, structured learning, promoting higher order questioning, thinking skills, assessment, target setting, differentiation, links with Citizenship education, inclusion and opportunities to use ICT resources. Therefore any teacher of R.E. at KS3 should be perceived as ill-informed if they had not considered referring to the Non- Statutory National Framework for guidance for the effective teaching of R.E. at KS3. In conclusion and after evaluating all of the evidence that has focused on the strengths and the drawbacks of the Non –Statutory Framework for R.E. at KS3, it does appear that the drawbacks of the Framework have been potential shortcomings and the strengths of the Framework are in practice actual strengths. It is logical to imply that many of the criticisms of the Framework have been theoretical rather than ones, which are based on instances of the actual usage of the Framework in promoting effective R.E. teaching. For example in a paper given by Marilyn Mason who is an Educational Officer for the British Humanist Association (BHA), to an Institute for Public Policy Research (IPPR) seminar on Religious Education and the New National Framework, on 20th January 2004 several doubts were cast on the workability of the new Framework. The document stated ‘My fear is that the National Framework could simply become the 152nd syllabus, yet another one to be adapted or plundered or, worse, ignored. And  I doubt that a National Framework, however good, could justify RE’s peculiar and anomalous place in the school curriculum: Why should it be compulsory right up to the end of school, though not in colleges? Is there enough interesting and relevant content to justify this? Is it really so much more important than literacy, numeracy, or critical thinking? It would be good to see a really dynamic and exciting RE competing on equal terms with the other humanities subjects for students after KS3, though that is beyond the scope of a mere Framework’. Mason M (2004) ‘Religious Education – could do better’? This quotation offers a critical analysis of the Framework, which is not based on how the Framework has worked when it has been implemented. It only discusses a potential drawback. It was assumed that the Framework would be changed or not adopted at all by R.E. professionals from experience and by observing the impact of the Framework on R.E. resources we can safely say that this has not been the case. The statement by the BHA does continue to attack R.E. as a subject in itself and even insinuates that it is given ‘much more importance than literacy, numeracy and critical thinking’. This unfounded outburst of contempt for R.E. in the school curriculum only reinforces the perception of the BHA as an institution, which is on an anti –R.E. crusade. The criticism of the Framework in the passage should therefore be taken with caution as the BHA does not seem interested in how the provision of R.E. in schools can be improved -but rather how the profile of R.E. as a subj ect can be lowered in the curriculum. On the other hand an example of how the Framework has expressed an actual strength is displayed in the 2007 locally agreed Syllabus for R.E in Havering. Not only does this document state in the introduction on Page 5 that the new syllabus was produced with attention being paid to the terms of the Non- Statutory Framework, but in the KS3 section on Pages 27-29 the bread of study at KS3 should entail learning knowledge understanding and skills during the study of a whole World view, which includes lesser known religions and secular ideas, which will take account of the schools religious/ non-religious profile. This framework ties in with the breadth of study declared on page 29 (3 c,d,) of the Non- Statutory National Framework document in which it is stated that during KS3 pupils should be taught the  knowledge, skills and understanding of R.E. by looking at a religious community with a significant presence in the locality and concentrating on the secular view of the World where poss ible. This correlation in the agenda of a locally agreed syllabus and the Framework is irrefutable evidence of the impact that this set of objectives for the improvement of R.E. had on R.E. professionals. The ability of the Framework to be adopted by SACRE’s and ASC’s –all in spite of the guidelines not being compulsory is a real strength of the Framework. Given these actual strengths of the Non-Statutory National Framework in suggesting the scope of study at KS3, it is feasible to say in spite of its critics who may have been dubious about the feasibility of Framework before its introduction that the Framework is an adequate resource for teaching R.E. Bibliography Agreed syllabus for Havering (2007) Pathways London Borough of Havering Agreed Syllabus for Religious Education. Draycott P (et al ed) (2005) Think R.E. London: Harcourt Education. Felderhof M.C. (2004) Journal of Beliefs and Values, Volume 25, Number 2, August 2004 , pp. 241-248(8) London: Routledge Mason, Marilyn, 2004. Religious Education –could do better? Available at: (accessed 6th December 2007). QCA, ed, 2004. The Non- Statutory Framework for R.E., London: QCA Available at: (accessed 5th December 2007). Watson B and Thompson P (2007) The effective teaching of Religious Education London: Longman Weston, Deborah, 2004. News from R.E. Today Magazine: PCfRE comment on the launch of the Non-Statutory Framework for RE. Available at: (accessed 7th December 2007). White J. (2004) Rethinking the school curriculum values, aims and purposes Great Britain: Routledge. ———————– PASS / FAIL

Personal statement UCAs Example | Topics and Well Written Essays - 750 words

UCAs - Personal Statement Example Consequently, the experience has heightened my aspiration to study IT, which I believe will give me an opportunity to serve, as well as enable me to put into practice the skills I have been able to gain through time. My desire to study IT emanates from the successful installation of a software program connecting all the departments in my fathers business. With this successful installation, there was a significant change in the operations of the business, as well as a remarkable business growth. The installation reduced the volume of paperwork that the members of staff were using by approximately 50-60%, which improved the operational efficiency. Apart from ensuring that the business operations were efficient, the installation ensured business growth of up to 30%. This success created a drive in me to study this course so that I could gain additional knowledge in the IT field. In preparation for my university studies, I am currently taking a foundation year course in Cambridge, where I will be studying IT and programming. Part of this course is pure mathematics. I believe that this course will be beneficial as a foundation for pursuing the computer science course. During my years I school, I was an exceptional performer in academics, scoring 120 points out of 125 in the Uniform National Examinations. This has given me the opportunity to study in any university in the country, Kazakhstan, free of charge. However, I chose to study in the UK because its best chance to get good experience, quality education and it also prestige. I will also be able to make friends and maybe share experience as I advance in my career. Apart from participating in the school projects, during the weekends and vacation periods, I usually assist in my father’s company. By voluntarily giving assistance to the staff members, I utilize some of the skills that I get from the school projects, which include logical thinking, problem solving and informatics, as well as knowledge from the studies. Service provision is an essential skill that someone might be required to develop, as a way of making sure that he or she perform his or her duties efficiently and effectively. Apart from developing these skills, it is necessary to have the required qualifications that will enable me to perform according to the organizational and professional requirements. My experience as a programmer in my father’s organization developed in me a desire to be a better person in serving people. More importantly, the experience developed in me the desire to try to succeed so that I would provide services to the government, which will be beneficial in improving the governmental efficiency. I believe that these basic experiences were vital to prove my dedication and determination in accomplishing some of the things that I desire to achieve in my career. I am enthusiastic about the coming year and I look forward to participating in an activity that will be fulfilling and will lead me int o the right path to develop my career further. I can only achieve such a fete through obtaining appropriate training, which will enable me to harness the knowledge for developing and implementing the systems. Getting the opportunity to study and hone my skills will be a huge step in the attainment of my desire to improve on organizational efficiencies. Bibliography Bouwman, H. (2005). Information and communication technology in organizations: adoption, implementation,

ENG 101 Final paper for college Essay Example | Topics and Well Written Essays - 1250 words

ENG 101 Final paper for college - Essay Example However, it accomplishes this in certain situations. The immigration and citizenship legislation involves relatives’ reunification prerequisites, for instance, which permit U.S nationals to petition for relatives from other nations to join them. The immigration and citizenship legislation involves relatives’ reunification prerequisites, for instance, which permit U.S nationals to petition for relatives from other nations to join them. Moreover, there is a provision for illegal aliens to remain in the U.S if their removal would cause extreme suffering to their siblings. Many immigrants travel to the U.S to fund their kid’s education in their home nations. This has devastating consequences on the children. Mother’s division from their kids is the worst of the devastating consequences. The main quandary is that most immigrants are not able to return to their nations to visit their kids and relatives. Many children tolerate long divisions from parents during m igration procedures. These kids confront issues such as anguish, loss and lack of connection. Their parents endure an analogous experience guilt and apprehension (King, p.3). Immigration to the U.S is an extremely contentious topic. When individuals leave their nations, there are implications on their relatives. Most immigrants relocate to other nations to obtain an excellent life for their relatives, especially for their kids. This discourse is an exploration of the significance of mothers immigrating to the U.S while leaving their families. It delves into justifying why this is crucial to many individuals from impoverished nations. Moreover, it illustrates why these individuals should be permitted to immigrate. There are numerous explications regarding people’s immigration into the U.S. The main explication regards searching for employment. Mainly, this immigration concerns impoverished nations and families. Mothers, for instance, relocate so that their kids can obtain a perfect

Popular Culture in the 1960s and 1970s overwhelmingly made the Beatles Research Paper

Popular Culture in the 1960s and 1970s overwhelmingly made the Beatles more Popular than Jesus - Research Paper Example It was therefore not such an impossibility to believe that the Beatles were indeed more popular than Jesus. This paper will evaluate the impact of the Beatles to popular culture, and how they have gained great notoriety, popularity, and influence during and beyond said time frame. Initially, an overview of the Beatles shall be presented, including how and why they were able to gain much popularity. A discussion on the impact of the statement of John Lennon on being more popular than Jesus would also be presented. Supporting proof of their popularity shall also be discussed in relation to the popular culture in the 1960s and 1970s. Concluding remarks shall end this discussion, highlighting the impact of the Beatles to popular culture and how their statement reverberates to the current times. The leading authorities on this topic are Hecl and Womack. Hecl discussed that the impact of the Beatles on popular culture was so significant that it was easy to believe that they were more popular than Jesus. Womack also discusses that the youth during the 1960s and 1970s were so enamored and so in awe of the Beatles that they patronized their records more than they did Jesus and Christianity. I also believe that at that point in time, during the peak of the Beatles popularity that they were indeed more popular than Jesus. So, basing it on those considerations, I would be inclined to believe that they were indeed more popular than Jesus. ... I also believe that at that point in time, during the peak of the Beatles popularity that they were indeed more popular than Jesus. So, basing it on those considerations, I would be inclined to believe that they were indeed more popular than Jesus. Overview The Beatles were a rock band from England, established in 1960 in Liverpool and they are considered one of the most popular and most successful acts in history2. The members of the group include John Lennon (rhythm guitar and vocals), Paul McCartney (bass guitar and vocals), George Harrison (lead guitar and vocals), and Ringo Starr (drums and vocals)3. Lennon and McCartney wrote most of the songs with occasional contributions from George Harrison. They gained much popularity in UK and in the US as their songs also gained greater social significance. Although Lennon, McCartney, Starr, and Harrison were its popular members, the group started out as a five group line-up with Stuart Sutcliffe playing the bass and Pete best playing the drums4. Sutcliffe soon left the band and Best was replaced by Starr. Their successful career was molded by producer George Martin and manager Brian Epstein. Their first hit in the UK was Love Me Do and in the years which followed, more hits were produced. They became a music phenomenon, and their popularity soon gained the moniker Beatlemania5. They led the so-called British invasion as they hits gained much attention in the US. They toured the world and their popularity reached even greater heights. After producing massive hits, the band broke up in 19706. However, each of them was still able to establish strong solo careers, especially for John Lennon and Paul McCartney. Although the group was only together for 10 years, their strong, successful, and highly influential career is

Marketing Essay Example | Topics and Well Written Essays - 2000 words - 21

Marketing - Essay Example In this paper, we will define this product category as clearly as possible and we will then examine it thoroughly. As mentioned in the introduction section, the product category chosen is apparel. Apparel is clothing in general. This could range from t-shirts to dresses to cardigans to skirts to denim wear. Some people may even include under garments in this category but for our purpose, we will only consider outer garments or attire. We will later consider companies who make these, other products and product categories that compete with these also. Outer garments or clothing may range from casual, inexpensive t-shirts to sophisticated, costly and maybe even branded suits. Companies who sell (and/or make) casual clothing include Abercrombie and Fitch, Gap, Guess, Old Navy etc. Companies or designers who sell expensive branded clothing are Armani, Prada, Chanel, etc. There are several others that sell both types of clothing or only one of them that are not mentioned above. The point that I am trying to make is that clothes as a product category is not singular. It has many different branches, as mentioned above. We will mainly consider casual apparel retail products. Another way of further categorizing the clothes category is in terms of gender and also age. For example, some companies provide apparel for women only such as Ann Taylor. Others provide clothing for only men or most retailers sell both men and women apparel. Another sub-category of the apparel product category is clothing in terms of age, for example, Toddlers, Children, Teenagers. There are retailers that provide one of them or all of them. Some retailers may specialize in providing only apparel for new born babies, toddlers and pregnant women (maternity apparel) such as Mother Care. There are many different retailers in the apparel retail industry in the US. According to a report by Nielsen Net Ratings,

Final Essay Example | Topics and Well Written Essays - 500 words - 3

Final - Essay Example se has helped me to garner information on syntax, diction, style and grammatical concerns which are very important to portray my thoughts into scripts. I was aware of the theoretical nitty-gritty of all these but lacked the proper synchronization of all these rules in order to organize my planning and create something in letters. I have found my writings are grammatically and stylistically correct because I can communicate with my readers in an effective way. I can respond to different writing assignments in ways that do not only streamline my time but also produces better finished writings. I do not have to struggle with the topics as the sentences flow spontaneously in my mind and I simply need to place them in papers. The course has helped me to address my thoughts in such a way that invokes a spirit in me always when I sit with pen and papers. This serves as a great support to harmonize the feelings that were somehow lost in the maze of numerous manuscripts I often studied. Durin g my reading of any book, if any sentence captures my interest I always underline that part and try to recollect and reproduce the same in some of my writings in a similar situation. The course has taught me how to recreate those ideas in my thesis. Above all I have learnt to write with confidence and I know myself as a writer. I would also like to bring certain things to your notice that there are some difficulties which haunt me always whenever I write. First of all, I lack a sense of coherence and cannot string the right words together to produce the insightful content. I am sometimes unable to find those thought provoking phrases which might otherwise result into a marvelous piece of writing. Another potential drawback of my writing is that I cannot illustrate my ideas with simple examples or in trying to do so, I get lost in the labyrinth of winding sentences in which the main thought loses its track. My writings are not always devoid of jargons and this creates some

Business and Sustainable Development Essay Example | Topics and Well Written Essays - 1500 words

Business and Sustainable Development - Essay Example Thus, both government and business are faced with huge challenges of issues related to climate change and global warming across the globe. Changing climate and global warming Climate change broadly refers to drastic change in weather conditions that adversely impact the living conditions across the globe. The recent changes observed in the global climate have become a huge concern for the environmentalists. The last few years have seen long and hot summers in Australia and Europe. The rising of sea levels at alarming rate due to melting of Antarctica and arctic oceans and climate related disasters are few of the repercussions of using natural resources with little or no sense of responsibility. Pielke et al (2003) assert that climate change that causes extreme weather conditions and natural calamities is much greater in regions having poor infrastructure, huge populations etc. In the recent times, the huge damage to the coral reefs and their gradual decline has been a great concern t o the scientists. Wilkinson (2002) claims that about 30% of coral reefs are already seriously damaged and close to 60% may be lost by 2030. This is highly distressing because coral reefs are major facilitator of ecosystem services to the human societies. They contribute through industries like fisheries, coastal protection, building materials, new biochemical compounds, and tourism (Hoegh-Guldberg, et al, 2007). Thus, threat to their existence would not only have adverse impact on environment leading to climate change but would also have long term repercussions on the survival of human societies. Drivers of climate change Dyson (2005) says that economic development is correlated to the fossil energy – coal, oil and natural gas. The industrial revolution has been a catalyst to the exploitation of natural resources like coal, wood and other types of natural resources. The technological advancements and globalization has further accelerated the misuse of the same. The conservati on and preservation of natural resources become vital part of survival because they are important part of population dynamics as its sustenance depends on the available resources. Indeed, human threats to the environment incorporate significant factors that are intrinsic part of development process. Social scientists have contested that various drivers of climate change contribute towards sustenance of life forces and determine the characteristics of natural and managed system comprising of cryosphere, hydrology and water resources, marine and freshwater biological systems, terrestrial biological systems, agriculture and forestry etc. (Parmesan and Yohe, 2003; Thomas et al., 2004). Managed system broadly refers to systems that are dominated by considerable human input like agriculture, fisheries, health etc. Another important fact is that an unprecedented increase in population growth in the last quarter has introduced new challenges in its wake. While it has put great burden on the land resources, availability of the other natural resources like clean drinking water and fresh air have also been adversely impacted. Carbon emissions, green house effects etc. are also key factors that have direct impact on climate change leading to global warming and erratic weather schedule. Management

Report on the Religious Life of Planet Earth Essay

Report on the Religious Life of Planet Earth - Essay Example This article will explain what religion looks like. It will provide examples of three beliefs related to religion in line with the function of religion to the survival of human kind. Religion can be defined as a collection of belief systems, cultural systems and worldwide views which relate humanity to the spiritual world (Pope, 1996). In most cases, religions have various symbols, which have their meanings. Certain individuals claim that religion is the act of believing in a supreme being. Most scholars in the discipline of science believe that religion was formulated in order to manipulate humankind. However, other individuals claim that religion is a way of life. As an alien trying to determine the aspect of religion in the world, it is prevalent that the earth is a religious planet. Contrarily, different individuals have different opinions regarding religious status. One of the most prevalent examples that point out the existence of religion on earth is the gathering of individua ls in fellowship (Pope, 1996). Individuals usually gather in certain places in order to fellowship and give thanks to their creator. Therefore, it is necessary to be committed to a certain religion in order to appreciate and understand the teachings. In addition, the philosophy of religion also reveals the existence of religion. It is prevalent that religion would be non-existent if there was no philosophy of religion. Recently, most of the individuals who claim to be religious usually spend most of their time reflecting about the existence of a supreme being. Moreover, they are significantly inspired when they take part in worship acts (Pope, 1996). The planet earth also meets the specifications of a religious planet. This is because approximately 84% of the population comprise of followers of one of the 23 radical religions that are known to the human species (Pope, 1996). Religion enables individuals to understand certain concepts hence; sustaining morality. According to empirica l research, religion plays an essential function in planet earth. For instance, religion helps human beings to define who they are. Additionally, religion holds the society together through the provision of human desires such as integrity, discipline, love and empathy. Some of the individuals believe that religion has a medicinal value that is portrayed through healing especially after prayers. Furthermore, religion also ensures that human beings are able to live according to the guidelines of human life (Pope, 1996). While observing the aspect of religion on earth, I found out that religion was extremely crucial among the believers. As stated above, religion is defined as a response to the dimensions of life which are regarded sacred. Religion can also be defined, by the way an individual prefers to worship and perform their spiritual practices. Research asserts that there are three main religions that are recognized all over the world. They include Christianity, Islam, and Hinduis m (Pope, 1996). In conclusion, the Christians believe in the existence of God who is the sole creator of everything in the universe. In addition, they usually quote the scriptures enshrined in the Holy Bible which resembles an instruction sheet. On the other hand, Muslims believe in a supreme being named Allah.