Populations at Risk - Free Essay Example

Sample details Pages: 6 Words: 1689 Downloads: 2 Date added: 2019/10/10 Did you like this example? Introduction Based on the internal medicine journal, the section on the Population at risk shows the length of issues similar to these groups.   Population at risk is mainly grouped into three sections namely, description of differences in the access of care, the amount of care and the results, the inducements and the reduction of the disparities.   Population at risk defines the poor, abuse subjects, people with social risk features such as isolation and persecution. Teens as population, depression and eating disorders The population at risk on the eating disorders is the athletes.   This is because they easily lose focus and sometimes find themselves comparing their physical bodies to those at the highest point of their sports career.   Involvement of comparing bodies does not only hurt but also act to enforce the completely toxic characteristic of the body disgrace. As a result, the Olympic athletes are engaged to the focused results about their outlook.   Just as athletes are not subjects of body’s disgrace, it is vital to acknowledge a perfect athletes body does not cause a perfect body health. As people look at the television to acknowledge the athletes, we support them and ourselves by having a less attention on their physical outlook and focus more on their hard work and successful accomplishments of the best athletes.   This makes the Olympic sections powerful but different (Jacobi, et.al, 2004). Don’t waste time! Our writers will create an original "Populations at Risk" essay for you Create order Population at risk of the disorder is the younger adults who face serious results of it.   Suicide rates in the elderly are currently declining but the rates are still higher in the younger adults who are more depressed.   The risk factors that lead to the growth of late life depression include complicated connections among the generic weaknesses, age connected changes and stressful matters.   Insomnia is one of the known risk factors of the disorder.   The suggested way to heal the depression in older adults despite the predisposing risks may be the limitation of the day-to-day activities.   Preventive engagements include education for persons with chronic disease, problem solving abilities and life review (Jacobi, et.al, 2004). The body preoccupation of the teens and the societal pressure are the major risk factors for the growth of the eating disorders and depression in teens.   Some other Hispanic groups are at risk of adopting eating disorders.   Forces to lessen peer, civil and other sources of weak body obsession can be vital to prevent these disorders (Jacobi, et.al, 2004). The research findings on the risk factors and the population show the importance of the possible risk factors for eating and depression disorders.   During the research, there was a large connection between the Hispanics and higher scores on the feature measuring thin body weakness and social forces in prediction the onset of these disorders.   An increase of negative life matters also predicted the cause of depression.   In most cases, only the thin body weakness and social forces predicted the cause of these two disorders.   Many teens that diagnosed with eating disorders have an account of depression.   Depression moves to these people with anorexia and eating disorders (Jacobi, et.al, 2004). Lifestyle and behavior decisions mainly affect health to the teens .These behavioral influences include the emotions of the teens, beliefs, attitudes.   The health of the teens determines the connection of the many influences that shows complicated processes. Biological effects such as the genetic features, biological forces are all features influencing the health conditions in the population. The roles and the effects of biological and the environmental changes affect the health of the children as they grow.   For instance, the connection to a caring teen mainly during i9nfancy and their influences grow steadily from childhood to adulthood. With the childhood, health affects acts in different ways due to the difference in cultural awareness that families get the children in.   While the biology and the environmental sections are important, it is also vital to understand that healthy growth is not the outcome of lone, discriminated effects.   Proper parenting is an important family effect, which makes children, fails to respond to the earlier nurturing of the mother (Melnyk, et.al, 2006). Health connected behaviors may increase the possibility of future health such as balanced diet and exercise.   These behaviors development describes the role of the family adults and social environment in shaping the developmental process of the children.   While manners such as smoking, drinking affects future health, it is not known how these behaviors develop in children.   These health behaviors are health proxies though they do not comprise health features.   Some health rules try to change teen behaviors that affect health.   Behavioral effects on the teen’s health influence and influenced by parents, children and other family members (Melnyk, et.al, 2006). According to the research, policies and rules made at the national levels in America affects the health of the children.   Advancements in the health of the teens were affected by policies more than health.   These instances are such as the improving the health of children as including vitamins in the food products, adding fluoride in drinking water and improving the quality of food and water.  Ã‚   However, these policies affect the health of the children, most implemented without considering their effects on children (Melnyk, et.al, 2006). Certain factors such as generic inheritance influences health, personal manners and access to quality health. The social influences affect health.   For instance, poverty influences health of individuals at different levels of organizations such as families or neighbors. These different organizational levels may connect with each other to produce health.   For instance, the impact of health growing up in a poor family may be possible if that family happens to live in a poor community rather than in a modern community.   This shows that poverty may affect health differently in different stages of individuals.   The effect of social and cultural variables on health comprises of dimensions of time and place.   The approaches in which social and cultural differences work on to affect health are the social and cultural environment. Socioeconomic differences in health are wide and extended in different societies for a wide range of health results.   The social classes, social h ealth is comprised of different factors such as the education gain and living conditions (Gulliford, 2002). An individual social connection of health is the strength, the quality of the social connections with others.   The awareness of the social relations of health gratifies the completely human need to create effective social status.   Two social differences feature the social connection including the social websites and social aid.   The social websites includes the structural recognitions of social relations such as size, density and others.   The connection between the social networks and social aid is different according to the culture.   The connections between these social networks and health may show the variables in personality. As a result, reviewing the interactions of genes and cultural activities in health, there are chances that make investments in new research (Gulliford, 2002). The integrated theory of behavioral change shows that the health behavior influenced by engaging knowledge and beliefs and increasing self-skills.   Involvement in self-management manners is the outcome that influences the improved health condition.   Personal engagements increase knowledge, beliefs, and social improvements.   Personal manners affect a person’s health.   Many people improve their health by managing their conditions and engaging in health promotion sectors.   Persons with chronic disorders improve their health by managing health conditions, which is a way that needs behavior change.   Healthy people also need to improve their health by involving health promotions in their daily life (Gulliford, 2002).   To fulfill these roles, nurses and other professionals in health care benefit from acknowledging the facts in health care and manner change. There are new rules that are needed to provide logical and features to attain these goals.   The explanat ion given in the article is on the involvement of the earlier successes that understands the health behavior by merging the skills and beliefs.   It is proposed that the changes in behavior are important in promoting health.   Review of behavior happens in ensuring that behavior change has happened in ensuring having quality health status. The implementation of awareness on diseases has helped understand how to help people engage in healthcare advances in to their lives.   Huge information about health promotion is given but the quality about the information is different. Therefore, health professionals need understand how health change made in promoting change (Gulliford, 2002). Coronary artery disease in teens is currently becoming the main sources of death worldwide.   Cancer rates among the Native Americans are same to those on the in born Americans. The changes in cancer rates within countries and among the settlers show that the main determinants of these diseases inherited but their environmental factors include ways of eating and lifestyle.  Ã‚   Prevention of the disease includes the lifestyle changes and the reduction of the occurrence of the chronic disease.   Avoiding of tobacco use by cessation for those who smoke in the most important way to prevent the disease.   Avoiding the use of smokeless tobacco will also lessen having oral cancer.  Ã‚   Maintenance of a good health weight will also prevent having the disorder.   Overweight persons are at the risk of having these disorders through having death from colon cancer, breast or kidney (Gulliford, 2002). Involvement of the approved policies in promoting health and body fitness is not widespread due to the hindrance from powerful and economic forces.   The solution to the disease depends on a country’s political flow.   The experiences from many countries show that connections of the public interest groups are able to overcome such powerful interests.   Plans should starts with sound skills and merge of mass media.   The food industry should also engage and provide elements that can be recognized in promoting health and create a successful involvement.   For instance, having margarine manufactures in investing and developing products free from fatty acids foods.   Safeguarding of children can important because the main global focus about their fitness and the acknowledgement is that they can also be responsible for their life term results of their diet and lifestyle choices.   A lot of the diet and the future interventions in low and high-income countries known an d have decreased the rate flow of the main chronic diseases (Gulliford, 2002).

The Time Period Of The Years Before And After The American...

The time period of the years before and after the American Revolution have been discussed and analyzed by historians and writers. Viewpoints of the founding fathers belief for this countries citizen indelible right of life, liberty and happiness provides a wide range of information for consideration. The major issues of slavery, and the expansion of Western lands would be debated before, and after the American Revolutionary War as well as into the next centuries. These viewpoints are covered by writers that contributes these issues in a breakdown of the different time periods of the American Revolutionary phase: the years prior to 1776, the time period after the War of Independence was fought and the states designed their own individual†¦show more content†¦Linda De Pauw’s contribution of â€Å"Land of the Unfree: Legal Limitations on Liberty in Revolutionary America†, written in a gender method discusses the slavery issue that was carefully overlooked during the time that the Declaration of Independence was composed by Thomas Jefferson. De Pauw discusses the irony of the colonists as they fought for their independence at the same time maintaining the enslavement of the majority of the colonies population. Her article dared to voice the unspoken notion that previous historians’ carefully avoided the issues of slavery. During this time there was enslavements of both blacks and whites, however, there was diffe rent legal restrictions for each classification of color. De Pauw, discusses the majority and minority statistics, reflecting the gender history of the population of the thirteen colonies during this time. Statistics shows the majority of the population were indeed the less fortunate enslaved blacks, indentured white males and all females. Ironically the minority numbers were the actual white males that pursued the liberty of this nation. De Pauw proceeds to analyze the psychological legal ramifications of the majority of the population. She discusses the legal status, traditions and practices that failed to provide the same liberties to all whether black

The concept of a polis Free Essays

The polis was what they called the small, independent Greek city-states during the Classical period. It was a unique institution in that governance was not ruled by a monarchy as was usual with traditional states of the time, but a group of men who were either elected or chosen from among the nobility and later on, from among all free citizens. Membership was determined by birth although citizenship by naturalization was oftentimes admitted. We will write a custom essay sample on The concept of a polis or any similar topic only for you Order Now Slaves, foreigners and women who live within the polis were not involved in government and not allowed to own land. In fact, slave labor was encouraged because they formed the backbone of the agricultural economy. The polis was usually bounded by walls and citadels and within was an agora or marketplace, the center of the city trade, and numerous temples. Most citizens live within but some members resided in the countryside. The modern-day equivalent of the polis would be any city in Western Europe or America. Like the classical polis, modern cities are political states, the citizens register with city hall or pays residential taxes, and there would be foreigners or residents coming from other places who would be subjected to the laws and regulations of the city. Its leaders are also elected or appointed. Unlike the polis, however, affiliation with a modern city is only political and not religious. Also, the hierarchies in modern cities are not ascribed by birth but by one’s economic status. Most importantly, women and residents coming from other cities already have political rights and could even join in the government. There are open borders now instead of walled fortification between cities. Slavery has been banished and the basis of the economy has become as complex as the social structure of the city. Finally, although the city government can make its own ordinances and budget, the city itself is not dependent in that it is governed and part of a larger unit, the national government. How to cite The concept of a polis, Papers

Costs and Learning Objective free essay sample

What is the weeks economic profit for the Do Drop In? A. -$320. B. -$40. C. $280. D. $320. E. $1,050. 8. Which of the following statements about the marginal product of labour is correct? A. It may either rise or fall as more labour is used. B. It always rises as more labour is used. C. It always falls as more labour is used. D. There is no relationship between marginal product and labour. 9. What causes marginal cost to increase? A. The advantages of the division of labour. B. The fact that ATC increases. C. Raising marginal product. D. The law of diminishing returns. 0. Which of the following statements regarding average fixed costs is correct? A. They are constant since fixed costs are fixed. B. They are equal to average variable cost less average total cost. C. When graphed, they are a horizontal line. D. When graphed, they are a straight line which comes out of the origin. E. They fall continuously as output increases. 11. Which of the following is a variable cost? A. The leasehold cost of a building. B. Insurance on the factorys physical plant. C. Raw materials. D. The cost of a marketing research report. 12. What is the sum of total variable costs and total fixed costs? A. It is equal to the sum of average product and marginal product. B. It is the sum of all marginal costs. C. It is total cost. D. It is AVC times the quantity of output. 13. Can a firm earn an economic loss and an accounting profit at the same time? Explain. 14. What is meant by the term economic capacity? A. An output level where the firm is physically unable to increase output. B. The output level where average variable cost is at a minimum. C. The output level where average total cost is at a minimum. D. Total fixed costs are at a minimum. 5. Which of the following statements is correct if a firms capacity output increases from 300 to 600 and its total costs rise from $40,000 to $78,000? A. The firm is experiencing constant returns to scale. B. The firm is experiencing decreasing returns to scale. C. The firm is experiencing increasing returns to scale. D. The firms long-run average cost must have decreased but its sh ort-run average cost could have either decreased or increased. 16. The existence of both economies of scale and diseconomies of scale would have what effect on the LRAC curve? A. It would make it upward-sloping. B. It would make it downward-sloping. C. It would give it an inverse U shape. D. It would give it a U shape. E. It would make it horizontal. 17. All of the following, except one, are examples of pecuniary economies of scale. Which is the exception? A. A lower interest rate paid on money borrowed. B. The ability to sell the by-products of production. C. The ability to use specialized inputs such as a robotics assembly line. D. The ability to obtain lower prices by buying in bulk. 18. What is the shape of the LRAC curve for a firm enjoying diseconomies of scale? 19. Which of the following refers to the perfectly competitive firm? A. It is a price-maker. B. It is a price-taker. C. It might be either a price-maker or a price-taker. D. It is neither a price-maker nor a price-taker. 20. What is the term for the extra revenue derived from the sale of one more unit? A. Average revenue. B. Marginal revenue. C. Net revenue. D. Total revenue. 21. What is average revenue? A. The price multiplied by the quantity sold. B. The total revenue divided by the price. C. The extra revenue derived from the sale of one more unit. D. It is equal to the price in perfectly competitive markets. 22. What is break-even output? A. The output at which the total revenue just covers a firms total fixed cost. B. The output at which the total revenue just covers a firms total variable cost. C. The output at which the total revenue just covers a firms fixed and variable costs including normal profits. D. The output at which the firm is making zero normal profits. 23. Which of the following is the correct sequence of events following a decrease in demand for a product in a perfectly competitive market? A. A decrease in the price and in the total profits of the representative firm which causes new firms to enter the industry. B. A decrease in the price and in the total profits of the representative firm which causes firms to leave the industry. C. A decrease in the price but an increase in the total profits of the representative firm which causes new firms to enter the industry. D. An increase in the price but a decrease in the total profits of the representative firm which causes firms to leave the industry. 24. How is average revenue defined? A. It is the extra revenue derived from the sale of one more unit. B. It is the total revenue divided by the number of units sold. C. It is marginal revenue divided by the number of units sold. D. It is the sum of the marginal revenue of all units sold. 25. Which of the following markets provide the best example of a perfect competition? A. Automobile manufacturing. B. Restaurants. C. Oil refining. D. Wheat farming. 26. Explain why a perfectly competitive firm faces a horizontal demand curve? 27. Explain why average revenue is equal to marginal revenue for a perfectly competitive firm? 28. The supply curve for a perfectly competitive firm is that portion of its marginal cost curve that lies above its average variable cost curve. Explain why? Micro Review Quiz Test 2 Key 1. (p. 143)Â  When is marginal utility equal to zero? To see why this is the case, think about each purchase individually, and pick the item that will give you the highest MU/P. Reasoning in this way, you would make the following decisions: First dollar spent on a taco Second through fourth dollars spent on one taco and one burrito Fifth dollar spent on a taco Sixth and seventh dollars spent on a burrito Eighth through tenth dollars spent on one taco and one burrito After this allocation, the MU/P for each item is the same (and equal to 4). Difficulty: Difficult Learning Objective: 05-02 Derive a consumers purchasing rule that ensures satisfaction is maximized. Sayre Chapter 05 #130 Source: Text Topic: Optimal Purchasing Rule Type: Computation Type: Pickup Below are some financial data for the Do Drop In convenience store. The owners have put $40,000 into the business and they worked a total of 80 hours during the week. Savings accounts are currently paying 5. 2% interest and the going wage rate is $8 per hour. Sayre Chapter 06 7. (p. 182)Â  Refer to the information above to answer this question. What is the weeks economic profit for the Do Drop In? A. -$320. B. -$40. C. $280. D. $320. E. $1,050. Difficulty: Easy Learning Objective: 06-01 Understand how and why economists measure costs differently from how accountants do and distinguish between the accountants and economists views of profits. Sayre Chapter 06 #10 Source: Text Topic: Explicit and Implicit Costs Type: Computation Type: Pickup 8. (p. 185)Â  Which of the following statements about the marginal product of labour is correct? A. It may either rise or fall as more labour is used. B. It always rises as more labour is used. C. It always falls as more labour is used. D. There is no relationship between marginal product and labour. Difficulty: Easy Learning Objective: 06-02 Understand the crucial relationship between productivity and costs. Sayre Chapter 06 #23 Source: Text Topic: Theory of Production Type: Comprehension Type: Pickup 9. (p. 194)Â  What causes marginal cost to increase? A. The advantages of the division of labour. B. The fact that ATC increases. C. Raising marginal product. D. The law of diminishing returns. Difficulty: Easy Learning Objective: 06-04 List and graph the seven specific cost definitions used by economists. Sayre Chapter 06 #75 Source: Text Topic: Total Costs and Average Total Costs Type: Comprehension Type: Pickup 10. (p. 193)Â  Which of the following statements regarding average fixed costs is correct? A. They are constant since fixed costs are fixed. B. They are equal to average variable cost less average total cost. C. When graphed, they are a horizontal line. D. When graphed, they are a straight line which comes out of the origin. E. They fall continuously as output increases. Difficulty: Easy Learning Objective: 06-04 List and graph the seven specific cost definitions used by economists. Sayre Chapter 06 #84 Source: Text Topic: Total Costs and Average Total Costs Type: Comprehension Type: Pickup 11. (p. 190)Â  Which of the following is a variable cost? A. The leasehold cost of a building. B. Insurance on the factorys physical plant. C. Raw materials. D. The cost of a marketing research report. Difficulty: Easy Learning Objective: 06-03 Understand the important difference between fixed costs and variable costs. Sayre Chapter 06 #86 Source: Text Topic: Marginal and Variable Costs Type: Computation Type: Pickup 12. (p. 202)Â  What is the sum of total variable costs and total fixed costs? A. It is equal to the sum of average product and marginal product. B. It is the sum of all marginal costs. C. It is total cost. D. It is AVC times the quantity of output. Difficulty: Easy Learning Objective: 06-04 List and graph the seven specific cost definitions used by economists. Sayre Chapter 06 #119 Source: Study Guide Topic: Total Costs and Average Total Costs Type: Definition Type: Pickup 13. (p. 182-183)Â  Can a firm earn an economic loss and an accounting profit at the same time? Explain. Accounting profit is equal to total revenue less explicit cost and economic profits is equal to total revenue less implicit cost and explicit cost. Suppose the firm is earning an accounting profit. If implicit cost is greater than accounting profit, there will be an economic loss. Difficulty: Easy Learning Objective: 06-05 Explain the meaning of increasing productivity and cutting costs. Sayre Chapter 06 #158 Source: Text Topic: Explicit and Implicit Costs Type: Comprehension Type: Pickup 14. (p. 210)Â  What is meant by the term economic capacity? A. An output level where the firm is physically unable to increase output. B. The output level where average variable cost is at a minimum. C. The output level where average total cost is at a minimum. D. Total fixed costs are at a minimum. Difficulty: Easy Learning Objective: 07-02 Understand why medium-sized firms are sometimes just as efficient as big firms. Sayre Chapter 07 #3 Source: Text Topic: Constant Returns to Scale Type: Definition Type: Pickup 15. (p. 213)Â  Which of the following statements is correct if a firms capacity output increases from 300 to 600 and its total costs rise from $40,000 to $78,000? A. The firm is experiencing constant returns to scale. B. The firm is experiencing decreasing returns to scale. C. The firm is experiencing increasing returns to scale. D. The firms long-run average cost must have decreased but its short-run average cost could have either decreased or increased. Difficulty: Easy Learning Objective: 07-03 Understand why big firms sometimes enjoy great cost advantages. Sayre Chapter 07 #17 Source: Text Topic: Economies of Scale Type: Definition Type: Pickup 16. (p. 218)Â  The existence of both economies of scale and diseconomies of scale would have what effect on the LRAC curve? A. It would make it upward-sloping. B. It would make it downward-sloping. C. It would give it an inverse U shape. D. It would give it a U shape. E. It would make it horizontal. Difficulty: Easy Learning Objective: 07-06 Explain what is meant by the right size of firm. Sayre Chapter 07 #46 Source: Text Topic: What is the Right Size of Firm? Type: Comprehension Type: Pickup 17. (p. 224)Â  All of the following, except one, are examples of pecuniary economies of scale. Which is the exception? A. A lower interest rate paid on money borrowed. B. The ability to sell the by-products of production. C. The ability to use specialized inputs such as a robotics assembly line. D. The ability to obtain lower prices by buying in bulk. Difficulty: Easy Learning Objective: 07-03 Understand why big firms sometimes enjoy great cost advantages. Sayre Chapter 07 #75 Source: Study Guide Topic: Economies of Scale Type: Comprehension Type: Pickup 18. (p. 215)Â  What is the shape of the LRAC curve for a firm enjoying diseconomies of scale? The long-run average cost curve is upward-sloping when the firm is experiencing diseconomies of scale; an increase in output will lead to an increase in the average cost. Difficulty: Easy Learning Objective: 07-04 Understand why firms can sometimes be too big. Sayre Chapter 07 #120 Source: Text Topic: Why Firms can be too Big Type: Comprehension Type: Pickup 19. (p. 232)Â  Which of the following refers to the perfectly competitive firm? A. It is a price-maker. B. It is a price-taker. C. It might be either a price-maker or a price-taker. D. It is neither a price-maker nor a price-taker. Difficulty: Easy Learning Objective: 08-02 Explain what is meant by perfect competition and the market system. Sayre Chapter 08 #6 Source: Text Topic: Perfect Competition and the Market System Type: Definition Type: Pickup 20. (p. 239)Â  What is the term for the extra revenue derived from the sale of one more unit? A. Average revenue. B. Marginal revenue. C. Net revenue. D. Total revenue. Difficulty: Easy Learning Objective: 08-03 Use two approaches to explain how a firm might maximize its profits. Sayre Chapter 08 #12 Source: Text Topic: The Competitive Industry and Firm Type: Definition Type: Pickup 21. (p. 238)Â  What is average revenue? A. The price multiplied by the quantity sold. B. The total revenue divided by the price. C. The extra revenue derived from the sale of one more unit. D. It is equal to the price in perfectly competitive markets. Difficulty: Easy Learning Objective: 08-03 Use two approaches to explain how a firm might maximize its profits. Sayre Chapter 08 #13 Source: Text Topic: The Competitive Industry and Firm Type: Definition Type: Pickup 22. (p. 239)Â  What is break-even output? A. The output at which the total revenue just covers a firms total fixed cost. B. The output at which the total revenue just covers a firms total variable cost. C. The output at which the total revenue just covers a firms fixed and variable costs including normal profits. D. The output at which the firm is making zero normal profits. Difficulty: Easy Learning Objective: 08-03 Use two approaches to explain how a firm might maximize its profits. Sayre Chapter 08 #26 Source: Text Topic: The Competitive Industry and Firm Type: Definition Type: Pickup 23. (p. 254)Â  Which of the following is the correct sequence of events following a decrease in demand for a product in a perfectly competitive market? A. A decrease in the price and in the total profits of the representative firm which causes new firms to enter the industry. B. A decrease in the price and in the total profits of the representative firm which causes firms to leave the industry. C. A decrease in the price but an increase in the total profits of the representative firm which causes new firms to enter the industry. D. An increase in the price but a decrease in the total profits of the representative firm which causes firms to leave the industry. Difficulty: Easy Learning Objective: 08-06 Explain the effect of a change in market demand or market supply on both the industry and the firm. Sayre Chapter 08 #100 Source: Text Topic: The Industry Demand and Supply Type: Comprehension Type: Pickup 24. (p. 260)Â  How is average revenue defined? A. It is the extra revenue derived from the sale of one more unit. B. It is the total revenue divided by the number of units sold. C. It is marginal revenue divided by the number of units sold.

Kosovo Conflict Essays (1633 words) - AlbaniaSerbia Relations

Kosovo Conflict The Balkans have been a very unstable region for hundreds of years. The reason for contention is because of ethnic origin and disputes of which race owns which land.. That is the reason for the dispute over Kosovo is because of the same thing. This is a very complicated situation, that I don't really know everything about. I just kind of know the basics. Back in the 1500 hundreds, the Serbs conquered the Kosovo area, slowly and gradually over the years the Ethnic Albanians started occupying the territory, until before the bombing began, Kosovo consisted of 90% Ethnic Albanians. Well, the Serbs didn't like this, especially Milosevic who is the ruler over Serbia. Since Kosovo has many historical ties to the Serbs, and the Serbs conquered that territory back in the 1500 hundreds, Milosevic wanted to reclaim their rightful territory. And his method to do this was through "ethnic cleansing" Kosovo. Stats: -Milosevic has been doing this subtlety for years, and as of last fall has increased his killing of "ethnic Albainians". To date, there are now 200,00 people dead as a result of Milosevic's ethnic cleansing. That is probably a very low figure. 100,000 Kosovar men are now missing, which might be the reason for the "mass graves" that have been pictured. Nearly one half a million people have been expelled from their homes, many forced out at gunpoint, while the Serbian troops destroyed their identity papers, making them unable to return to their homes. This flood of refugees have overwhelmed neighboring countries, who are economically weak, and are unable to take in all the refugees. 600,000 Kosovars are surviving off the land in mountains nearby. Controversy: -You might wonder what business the U.S. has in a country on the other side of the world, where it seems to be no political interest whatsoever. That is a big controversery of whether or not NATO should be involved. At first I was against NATO involvement for just those reasons, why should NATO get involved where there would be no benefit to us, because this was more of a humanitarian issue. But as I researched this and read more about it, I am in favor of NATO involvement. I believe that we should do everything possible to help stop Tyrants from killing innocent people. Which is what was and is occuring in Kosovo. -But I am against NATO in who, why and how NATO is handling this conflict. Who: -NATO is very hypocritical by saying they got involved in this situation purely because of humanitarian reasons. There have been many occasions where the U.S. looked the other way on bigger humanitarian disasters. In West Africa, there was a similar "ethnic cleansing" situation where the U.S. did not get involved. Why: -In the begging, where NATO was on the verge of bombing Kosovo, Clinton spoke in a public meeting about why we were getting involved. He said, trying to get public approval, that the reason the U.S. is getting involved is largely an economical reason. He said that this war would help the U.S. financially. By getting involved, we would become partners with Europe, thus increasing a trade relationship. That is what I am against. I am against the U.S./Clinton thinking more about how much money we can get, rather than saving innocent lives from being brutally murdered. -After the bombing had dragged on for longer than expected, which was only about a week in some people's opinion, the objectives were stated as follows: "To stop ethnic cleansing, stop flood of refugees into nieghboring countries, stop NATO from splitting, prevent Milosevic from strengthening his grip on the Balkan region." And, after over 2 months of involvement, NATO has not been able to meet those objectives. -Bob Bennet said that the current bombing has "been no help to the Albanians and Macedonians, who have seen hundreds of thousands of refugees flood across the borders into their ill-equipped countries. It has been of no help to NATO, an alliance that has seen its military stocks drawn down to dangerously low levels, with no effects on the atrocities going on in the killing fields." -One speculated reason to get involved was because of the military stategic point in the Balkans. After NATO wins, the U.S. would put troops in the area to secure it. That was one reason why Russia is against U.S. involvement. How: This is my biggest controversy to NATO's actions. NATO's strategy to stop Milosevic from killing innocent people, was to bomb him into submission. Military officials predicted this "war" Kosovo Conflict Essays (1633 words) - AlbaniaSerbia Relations Kosovo Conflict The Balkans have been a very unstable region for hundreds of years. The reason for contention is because of ethnic origin and disputes of which race owns which land.. That is the reason for the dispute over Kosovo is because of the same thing. This is a very complicated situation, that I don't really know everything about. I just kind of know the basics. Back in the 1500 hundreds, the Serbs conquered the Kosovo area, slowly and gradually over the years the Ethnic Albanians started occupying the territory, until before the bombing began, Kosovo consisted of 90% Ethnic Albanians. Well, the Serbs didn't like this, especially Milosevic who is the ruler over Serbia. Since Kosovo has many historical ties to the Serbs, and the Serbs conquered that territory back in the 1500 hundreds, Milosevic wanted to reclaim their rightful territory. And his method to do this was through "ethnic cleansing" Kosovo. Stats: -Milosevic has been doing this subtlety for years, and as of last fall has increased his killing of "ethnic Albainians". To date, there are now 200,00 people dead as a result of Milosevic's ethnic cleansing. That is probably a very low figure. 100,000 Kosovar men are now missing, which might be the reason for the "mass graves" that have been pictured. Nearly one half a million people have been expelled from their homes, many forced out at gunpoint, while the Serbian troops destroyed their identity papers, making them unable to return to their homes. This flood of refugees have overwhelmed neighboring countries, who are economically weak, and are unable to take in all the refugees. 600,000 Kosovars are surviving off the land in mountains nearby. Controversy: -You might wonder what business the U.S. has in a country on the other side of the world, where it seems to be no political interest whatsoever. That is a big controversery of whether or not NATO should be involved. At first I was against NATO involvement for just those reasons, why should NATO get involved where there would be no benefit to us, because this was more of a humanitarian issue. But as I researched this and read more about it, I am in favor of NATO involvement. I believe that we should do everything possible to help stop Tyrants from killing innocent people. Which is what was and is occuring in Kosovo. -But I am against NATO in who, why and how NATO is handling this conflict. Who: -NATO is very hypocritical by saying they got involved in this situation purely because of humanitarian reasons. There have been many occasions where the U.S. looked the other way on bigger humanitarian disasters. In West Africa, there was a similar "ethnic cleansing" situation where the U.S. did not get involved. Why: -In the begging, where NATO was on the verge of bombing Kosovo, Clinton spoke in a public meeting about why we were getting involved. He said, trying to get public approval, that the reason the U.S. is getting involved is largely an economical reason. He said that this war would help the U.S. financially. By getting involved, we would become partners with Europe, thus increasing a trade relationship. That is what I am against. I am against the U.S./Clinton thinking more about how much money we can get, rather than saving innocent lives from being brutally murdered. -After the bombing had dragged on for longer than expected, which was only about a week in some people's opinion, the objectives were stated as follows: "To stop ethnic cleansing, stop flood of refugees into nieghboring countries, stop NATO from splitting, prevent Milosevic from strengthening his grip on the Balkan region." And, after over 2 months of involvement, NATO has not been able to meet those objectives. -Bob Bennet said that the current bombing has "been no help to the Albanians and Macedonians, who have seen hundreds of thousands of refugees flood across the borders into their ill-equipped countries. It has been of no help to NATO, an alliance that has seen its military stocks drawn down to dangerously low levels, with no effects on the atrocities going on in the killing fields." -One speculated reason to get involved was because of the military stategic point in the Balkans. After NATO wins, the U.S. would put troops in the area to secure it. That was one reason why Russia is against U.S. involvement. How: This is my biggest controversy to NATO's actions. NATO's strategy to stop Milosevic from killing innocent people, was to bomb him into submission. Military officials predicted this "war"

Creating Your Freelance Niche

Creating Your Freelance Niche Creating Your Freelance Niche Creating Your Freelance Niche By Colin Finding one’s own niche in which to write articles can be a great position to attain, and one most writers will attempt at some point in their careers. For a freelance writer just setting out, niche writing can help make the break into the business much easier, and provide a steady source of writing gigs while earning some money. Let’s say you’ve made the conscious decision to dedicate your writing, or a large portion of it, to writing within a particular subject – you want to create a niche for yourself – you just don’t know in what subject, or how to go about it. How then, do you kick things off? What niche markets can a freelance writer begin writing in, learn about the trade, and still make a living from? There are two ways to approach this: 1 Obvious Existing Expert Knowledge You’re an expert in space exploration. You studied the cosmos and advanced physics at university and gained a Masters degree. Then you got the perfect job working for NASA, helping to support space missions and discovering the galaxy. In your spare time you built telescopes and watched the night skies for comets and asteroids of an evening. Now, in your twilight, you have decided to boost your pension with a little freelance writing. If this is you, then the chances are you already know where your niche market lies. If not, read on. 2 No Obvious Existing Expert Knowledge Should you have no existing expert knowledge in any particular subject, don’t be fooled into thinking that niche writing is not for you. There are many areas of life and business that require specialist freelance writers, in what might be termed as â€Å"boring subjects.† Here are a few niche markets, where a freelance writer can kick off his career, get some good clips, and make a few bucks at the same time. The Industry We’re In You’re a writer, so why not write about writing? Brainstorm a few ideas about the writing process and write articles based on what you come up with. If you’re just starting out use your situation as your inspiration, because there are plenty of other writers in the some boat that want to know they are not alone. You could write about the issues or problems you face while setting out on the freelancing road, how you overcame them, the methods you develop for churning out your work, aspects of web-related work, blogging work, or even the fact you are attempting to work in a niche market can be as good a place as any to start. It’s true when they say that a writer is only limited by the extent of their ideas, and your advice and point of view will be of interest to many. Sales and Marketing A quick scan of Internet job boards will reveal the amount of companies, website organizations, and individuals that are always on the hunt for a writer who can specialize in sales and marketing copy. Sales and marketing covers a broad range of material, so it’s perfect for breaking down into bite-sized chunks. It’s possible to find something you are good at that you can gain confidence from, in what is a potentially lucrative market. Are you good at blowing your own trumpet? Then start writing press releases. Maybe you have some web experience? Try your hand at writing web content. Or perhaps you have an addiction to buying products online, and you’ve become an expert at what makes a good sales pitch? Then have a bash at writing sales letters! There are courses available for all of these topics, ranging from the beginner to the serious, but if you start small and focus hard, you can gain a world of experience, which is the most valuable commodity of all. Direct Mail Direct mail is a specialist form of copywriting. It is all about producing high quality, effective marketing techniques through the medium of the written word. Put another way, wherever there is somebody with something to sell there is usually a direct mail opportunity. To be a good writer in this market can, in some cases, mean extremely well paid and long term work. But to receive that level of compensation, the direct mail copywriter must be as creative as he is proficient. He must be able to research the product and market he is writing about, and have a strong and close relationship with the company he is writing for. The World of Finance This can be a tricky niche to write in, but when broken down it can prove to be very lucrative, both financially, and in the amount of work that might be cultivated. This market tends to have a lot of niche writers because the finance industry is so large, and has its own set of terminology and rules. So understanding how the economy works, and how to make sense of the financial markets, will give you a head start. It’s perfect for writers who have come into freelancing at a later stage in their life, or for those who took a degree in economics, only to realize they preferred writing about it, instead of working in it. Technical Writing Technical writing is not for everyone. It requires the ability to grasp technical subjects and apply the principles of that technology in a way that will both appeal, and be understood by technical and non-technical readers. Understanding the subject will give you a good start, but if you can’t portray the processes and technical background in layman’s terms, then it might be best to stay clear. If, however, you have a talent for making sense out of complicated material, or if you have the ability to strip down a PC and rebuild it again by referring to a two-page leaflet in your spare time, for example, then it could be the perfect niche market for you. Professional Writing Professional writing is close to technical writing, in that the writer is required to have specialist knowledge in a dedicated field. But while it can be a good niche market to get a foothold in, even if you are proficient and willing to learn fast, it won’t get you publishing credits of note. However, academics and students are notorious at turning in poor quality reports, theses, and essays, and so are often willing to pay handsomely for someone who can especially when there are end of term deadlines involved. This form of writing might also find the freelance writer producing work for training manuals, self-help books, or e-books, which is another lucrative and booming market in itself. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Regarding Re:Use a Dash for Number Ranges15 Idioms for Periods of Time

Emergence and Development of Stem Cell Research Paper

Emergence and Development of Stem Cell - Research Paper Example Two main sources of stem cells include embryos during the early phase of embryonic development and adult stem cells. Interestingly, opposition to stem cell research is not uniform for embryonic and adult stem cells. Most of the regulations across the world are supportive of adult stem cell research but varies hugely for embryonic stem cell research. For instance, in the United States, stem cell research on studies proposing to use animal sources of adult stem cells, embryonic stem cells or embryonic germ cell lines do not have any restrictions and are federally funded, unlike human embryonic stem cell (hESC) research (Downing, 2003). 3.1. Emergence and development of stem cell research: In the US, many Christian groups protested President Bush’s initial decision regarding research on human embryonic stem cells, which resulted in forbidding further research on research. Though this consoled the priests and other religious figures in the US, this decision also received much oppo sition from other religious groups within the US and other parts of the world. Although religious groups expressed satisfaction over the President’s decision to withdraw support for research on hESCs, they also detested manipulation of existing stem cells for research purposes (Petersen, 2003). Research ethics concerned with ESCs are mostly about the method of deriving healthy human embryos and their moral status during early stages that carry different views in different religions (McLaren 2007). These differences have been the reasons for most of the ethical debate about ESC research. 3.2. Restrictions and limitations on stem cell research: After President Bush passed the bill on hESC research in 2001, funding restrictions were also imposed on this aspect as part of his campaign promise made to the citizens of the US that their money would not be used for stem cell research purposes (Stolberg, 2001). As a reaction to this, states like California, Connecticut, Illinois, Iowa , Maryland, Massachusetts, New Jersey and New York enacted independent funding systems (Frost & Sullivan, 2008). Regulations imposed on hESCs and adult stem cells are different in different countries. The policies on hESC research in the United States are more liberal, like that of Germany, Spain, France, and Canada; but the policies in the United Kingdom, China, Japan, and Israel are even more liberal than that of the United States (Herring, 2006). Evidence of the amount of research indicates that adult stem cell trials have been more successful in most of the countries that encourage and support stem cell research. Outcomes of these researchers on adult stem cells have been applied to treat many diseases, birth defects, cancers, severe heart-related issues etc (Herring, 2006). This evidence only indicates the extent of advancement in adult stem cell research and application in various countries across the world.

Cultures of Exhibition and Display Essay Example | Topics and Well Written Essays - 2500 words

Cultures of Exhibition and Display - Essay Example The discussion basically revolves around showcasing the overall experience of visiting the museum and capturing minute details and information adding value to the personal learning along with helping in forming a critical thinking leading to the assessment of a rich experience. It can be assumed that there are a number of exhibitions being conducted in the United Kingdom with some sort of significance offering great source of value. The reason behind choosing museum for the critical analysis and experience was based on the historical aspect associated with it. Museums offer details about the history of a nation along with enlightening a number of people through messages and wide arrays of information. The overall experience of entering the museum created a sense of excitement that further motivated to collect great source of information along with understanding them in a critical manner. The British Museum is dedicated to human history and culture and this acted as a motivation to st udy in detail about the museum and its works. Moreover, the museum has an old and significant history in the context of the UK art, history, and culture. This also impacted the decision of studying and critically analysing the works and history of the museum. Based on the discussion, it can be said that the discussion has been presented in a critical manner covering details of the experience in an illustrative manner. The next part of the discussion presents an overview of the British Museum in a brief manner. An Overview of the British Museum The British Museum is located in London showcasing the human history and culture in a significant manner. It has more than eight million works highlighting the rich human history from the existence till the present in a comprehensive manner. Moreover, it is among the largest museums highlighting the human history in a detailed manner and thus gaining immense popularity all across the world (Wilson, 2002). The museum was established in 1753 sho wing the collections of the scientist Sir Hans Sloane and was opened to the public in 1759. With time, the museum was expended in a great manner with the inclusion of many other works highlighting the history and significance of the global human culture and evolution. The museum does not include collections of natural history and all books and manuscripts have been made an independent part of the British library. However, the museum holds artifacts representing the cultures of different countries; ancient and modern (Caygill, 2006). Moreover, the museum has a library comprising of more than 150 million works offering rich source of information. It also has a website offering information over various works and objects and thus helping individuals and organisations to garner varied source of information from all across the world. The museum is sponsored by the Department for Culture, Media, and Sport. It has 25 trustees responsible for controlling and managing the works of the museum in an effective and efficient manner (Jenkins, 2006).The British Museum also houses Egyptian antiquities and is of immense importance especially from the range and quality point of view. The museum showcases the works and history of Egypt through different works and objects and holds great significance in the present era (Reeve, 2003). Overall, it can be said that the British Museum is an epitome of history and quality helping individua

Nus 170 assignment 1 zhong Example | Topics and Well Written Essays - 750 words

Nus 170 1 zhong - Assignment Example Jack does not consume any whole grains contrary to the requirements of the dietary table at > 5 OZ while he is over consuming on refined grains at 8 OZ. On vegetables, jack doesn’t consume any contrary to the dietary requirements of 3.5 cups while he consumes  ¼ cup dairy which is below the bar set by the dietary table of 3 cups. Fruit consumption is insignificant as he does not consume any in contrary to dietary requirements of 2  ½ cups. Generally, jack’s consumption does not conform to the dietary table requirements as most food groups are under consumed as compared to is required to be consumed. Jack under consumes 73.63% of all the foods groups. He is not keen in keeping the dietary requirements and this is hazardous to the body health. He efficiently utilizes 21.05% of the food groups while he over utilizes 5.32% of the food groups. It is alarming in the case that jack does not put into consideration health issues arising from food consumption as the report shows some instances where food group consumption is close to zero and indication of not taking serious his set targets. (5pts) Jack has been experiencing symptoms of GERD lately. He would like to try some dietary solutions. In addition to the above, using your textbook as a reference, write a brief dietary recommendation for Jack that may alleviate his GERD symptoms. Use your textbook for guidance, write at least 200 words and be specific. Gastro esophageal reflux disease is as a result of a defect in the relaxation of lower esophageal sphincter that allows contents of the stomach to jump back to the lining of the esophagus that is unprotected. This is brought about by the consumption of oily and spicy foods, onions, chocolate, caffeine and carbonated beverages. Jack should opt to taking tea instead of coffee to reduce the caffeine content in the body and at the same time avoid carbonated beverages

Rules And Behavior In Class And Halls English Language Essay

Rules And Behavior In Class And Halls English Language Essay Rationale: I chose this theme because it is an essential part of the school year. How you teach students to act in the beginning of the year will carry out throughout the rest of the school year. I have never had the opportunity to be in a classroom for the first couple weeks of school, so I would like to create a literature unit that focuses on this valuable unit that students need to learn. Summary: In this unit, I go through procedures that the students should know how to go through with ease. The classroom and school rules start off the unit, so that all students know what to do in the class in order to be respectful to the teacher and others. I then move into common procedures such as going to the bathroom, getting on a school bus, doing fire drills and intruder drills. I thought all of these procedures are very important to go over in the first few weeks of school. Often these drills are done during these weeks as a test to make sure the students will be safe in case of an emergency. Materials: Parish, Herman, Amelia Bedilias First Day of School, Greenwillow Books Carlstrom, Nancy, Its Your First Day of School, Annie Claire, Abrams Books for Young Readers Bloch, Serge, Butterflies in My Stomach and Other School Hazards, Sterling Thomas, Pat, Do I have to go to School, Barrons Educational Series Meiners, Cheri, Know and Follow the Rules, Free Spirit Publishing Shannon, David, David Goes to School, Blue Sky Press Kraus, Arthur, Leo the Late Bloomer, HarperCollins Modesitt, Jeanne, Sometimes I Feel Like a Mouse, Scholastic Inc. Jacobs, Paul, Fire Drill, Henry Holt and Co. Feldman, Heather, My School Bus: A Book About School Bus Safety, PowerKids Press I will also need the use of a bus for a day. Goals/Objectives/Assessments of the Unit: Goal: I want the students to be able to recite the rules of the school. Objective: Students will recite the rules of the school. Assessment: I will listen and observe students as the recite the school rules before the pledge everyday. Goal: I want the students to respect other classes when walking through the halls of the school. Objective: Students will quietly walk through the halls in a single file line with their hands at their sides and facing forward. Assessment: I will observe students as they walk in the hall. Goal: I want the students to follow the classroom rules. Objective: Students will create and follow the classroom rules. Students will then sign our contract when they fully understand the rules and consequences to the rules if they are not followed. Assessment: I will observe students on a daily basis to make sure the rules that they created are being followed not in the classroom, but school wide. Goal: I want the students to be able know the proper route to get out of the building in case of a fire drill. Objective: Students will recite and quickly escape the building according to the proper route designed by the school. Assessment: I will monitor and practice with the students to make sure they are using the right procedures. Goal: I want the students to know the proper behaviors to use on a bus. Objective: Students will perform the correct rules as said by the bus driver. Assessment: While the teacher is going over the rules I will go through and monitor to make sure students are listening and practicing the rules. Goal: I want the students to know what to do in case an intruder is in the building. Objective: Students will perform the procedures in case an intruder is in the room. Assessment: I will monitor students to make sure they are following the rules during this time. Essential Knowledge/Skills/Dispositions Outcomes: Upon completion of this unit, students will be able to recite the school rules, recite the classroom rules, and respects others while they are in the hall. This will allow for a well behaved class when the teacher is there or in case the teacher will not be able to be there for a day. Relationship to Standards: Students will meet the first and fourth standard of the NYS ELA standards. Standard 1.1 they will read, write, listen, and speak for information and understanding. They will meet this standard by writing the classroom rules and reciting these rules every morning. They will also recite the school rules every morning before the pledge. Standard 4.1 they will also read, write, listen, and speak for social interaction. Students will meet this standard by cooperating with their peers to create a set of rules for the classroom. They will have to listen to their peers for ideas. They will then write these rules with the help of the teacher. They will then all read the rules on a daily basis. Lesson Plans Lesson Plan 1 Date/Times: September 1st; 8:45-9:45 Grade Level: 1st grade Theme: First day of school rules; Standard 1.1,4.1 Title for the Days Lesson: First day of school Goals/Objectives: Goal: I want the students to follow the classroom rules. I want students to make connections between their first day of school and Amelia Bedilias first day of school. Objective: Students will create and follow the classroom rules. Students will then sign our contract when they fully understand the rules and consequences to the rules if they are not followed. Students will list how their day and Amelias day were similar and different. Materials: Amelia Bedelias First Day of School, clay Introduction to the Lesson: Today in class, we are going to be reading a book about Amelia Bedilias first day of school. Then we are going to create our own set of classroom rules. Language Arts Activities: I will read the book Amelia Bedilias First Day of School by Herman Parish. I will have the students reflect on items going on in the story as I read it. Amelia gets lost and confused in this story a lot. Did you get lost or confused this morning? I will write down the similarities and differences about Amelias and the classs experiences with the first day of school. After doing this we will follow up the book by using clay just like in the story to create images of the students favorite animals. We will then display these so that parents will be able to see these after school. Now we will move back to the reading rug and create a list of classroom rules. The students will be the creators of these rules, I will be there as a guide to help students write down the rules. After forming the rules, I will ask students to recite the rules together. Students will be asked to review the rules and will be asked to sign the document, only when they are ready to, to make sure they have full understanding of the rules. Review and Summary: Just like in real life we may get lost in the school, but there is always an adult willing to help you. You just need to ask them for help. We also created a list of rules. In our daily lives we have rules to follow. Can you tell me some of the rules that you have to follow at home? Assessment: I will turn the rules paper over. I will ask students to raise their hands and tell me the rules we had just created. Lesson Plan 2 Date: September 2nd Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1 Title for Todays Lesson: Review of Classroom Rules and Introduction of School Rules Goal: I want the students to be able to recite the rules of the school. Objective: Students will recite the rules of the school. Students will problem-solve to create rules for making students feel comfortable. Materials: Its your first day of school, Annie Claire and Sometimes I Feel Like a Mouse Introduction: Today we are going to learn the school rules. We will also read a story about a little girl who was nervous to come to school because she didnt know what to expect. We will learn how our school rules will help the girl to realize she will be okay in school. Language Art Activities: I will begin by bringing out a poster of the school rules. These may include rules about respecting others. Once I have read over the rules I will have the students read the rules along with me twice. I will then read the book Its your first day of school, Annie Claire by Margaret Wise Brown. As I read through this story, I will ask students to predict what she will worry about next. After reading the story we will go over the book and relate it to the school rules. So what happens if Anne Claire colors worse than you, what would you do? What if Anne Claire snores during nap time? Would you say anything? Do you see why it is good to have rules to follow? Why is it good to have these rules? We will then create another chart that represents what our class worries were about school. Think back to when you were going into pre-k or kindergarten. What were you worried about? After the first couple of days were you worried anymore? We will put the school rules in a spot where everyone can see them. The location will be decided by the students. Lets practice one more time. I will then end the class with Sometimes I Feel Like a Mouse. Review and Summary: How was what we learned today important for us in life at home? Could you use these school rules at home as well? How would you make sure that others feel welcome in the school? Assessment: I will observe the students while reciting the school rules to make sure they are participating in this daily reading. Lesson Plan 3 Date: September 3rd Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1 Title for Todays Lesson: Bathroom Procedures Goal: I want the students to follow the classroom rules. Objective: Students will act out using bathroom manners after using the bathroom. Materials: Leo the Late Bloomer Introduction: Today we are going to go over the proper bathroom procedures. Language Arts Activities: Using the bathroom is something everyone will have to do during school. If you have to go to the bathroom you do not need to raise your hand, you may just go to the bathroom in the classroom. There is an occupied and unoccupied sign on the door. Can anyone tell me what these words mean? So if the bathroom is occupied should we get up and leave a lesson to wait in line or just wait until the person ahead of us is done? What should you do directly after using the bathroom? Thats right! Wash your hands. How long do you wash your hands for? You should put soap on one hand and turn on the faucet with the other hand, and then you should count to ten in your head. Make sure to wash the fronts and backs of your hands. Then you need to dry your hands off. I will visually show students with picture cards at this time. Now we will all practice washing our hands in groups of five. The classroom aid will assist with washing the students hands, while I read the book Leo the Late Bloomer by Arthur Kraus. This story emphasizes how being different is not weird its just different. I think this will be a good eye opener for students and this will help to make sure our classroom is a respectful one. Review: Do you wash your hands at home after you go to the bathroom? You should do this at home as well to make sure that germs are not spread around the house. Assessment: I will have the classroom aide monitor the students during this lesson to make sure they are being thorough and washing their hands properly. Lesson Plan 4 Date: September 4th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: Rules in the Hallway Goal: I want the students to respect other classes when walking through the halls of the school. I want students to recite the meaning of common phrases. Objective: Students will quietly walk through the halls in a single file line with their hands at their sides and facing forward. Students will recite the common meanings of many common used phrases. Materials: Butterflies in my stomach and other school hazards Introduction: Today is our first day of specials. Today we will learn how to walk in the hallways so that we are respecting other classes while they are learning. Language Arts Activities: I will read Butterflies in my stomach and other school hazards by Serge Bloch. This is a short book that reviews the feelings of the first day of school. We will review page by page the sayings that were recited and I will make sure students understand each of these phrases. Do you know what this really means? If the students do not respond I will explain the sayings to the like put your best foot forward. After reviewing this, we will talk about the rules in the hallway. Can you give some ways to be respectful in the hallway? I will write these ideas on the board. Then we will practice these in the classroom. I will ask students to line up, now how did we say we should line up? Single file thats right. We will go through each rule before moving. I will then have students walk around the room the way that they had decided. Is there anything we forgot to put on here? If there is I will add this step to the board and we will practice again. Directly after reading, we will leave to go to a gym. Review: Do you think you will hear confusing sayings like this outside of the school? Why do you think that? Can you use any of the sayings we learned to talk to your parents at certain times? Give me an example. I will also review the hallway rules by having students list what they should do in the hallways. Assessment: I will monitor students on a daily basis to make sure that they are following our hallway rules. Lesson Plan 5 Date: September 5th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 4.1 Title for Todays Lesson: Review of Classroom Rules and Making Consequences to broken rules Goal: I want the students to follow the classroom rules and make consequences for actions if they rules are broken. Objective: Students will create and follow the classroom rules. Students will create a list of consequences for not following the classroom rules. Materials: Know and Follow Rules Cheri J. Meiners Introduction: Today we are going to review the school rules. Then we go over some consequences that can be made in case someone breaks a rule. Language Arts Activities: I will call on students to read the rules individually. I will do this until everyone has had a chance to read at least one rule. We will then think of some consequences to rules ranging from low to high. I will have some in mind so that this does not get out of control too much. Some consequences I have thought of are losing free time and getting warnings. If you get three warnings a letter will sent home to your parents. Are there any other consequences that you think should be added? I will then read the book Know and Follow Rules Cheri J. Meiners. This book lists four general rules. During and after reading the book I will ask students why we have rules, these are listed in the book so things are fair, we are safe, so we can learn, and get along. I will then ask students if the four rules provided in the book are in our general classroom rules. If one is missing we will add it to our list. Review: Why do we have rules? Can these same reasons be used at home as well? How were our rules similar to the rules in the story? Assessment: I will observe students behaviors in class to make sure they are following the classroom rules. Lesson Plan 6 Date: September 8th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom, School and Hallway Rules; Standard 1.1 Title for Todays Lesson: Review of All Rules Goal: I want the students to be able to recite the rules of the school. I want the students to respect other classes when walking through the halls of the school. I want the students to follow the classroom rules. Objective: Students will recite the rules of the school. Students will quietly walk through the halls in a single file line with their hands at their sides and facing forward. Students will create and follow the classroom rules. Materials: David Goes to School by David Shannon Introduction: Today we are going to read a story that reviews all the rules we have learned this week. Language Arts Activities: Read the story David Goes to School by David Shannon. As I go through the book students will raise their hands and tell me what rules are being broken by David. What consequences would David have in our classroom? What consequence did David face in his classroom? Do you think that consequence fit? Do you think David learned his lesson? Review: I will ask students to list the rules without looking at them. How can you use these rules at home? Assessment: I will monitor the students during the school year to make sure students are following along with the rules. Lesson Plan 7 Date: September 9th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: Fire Drill Procedures Goal: I want the students to be able know the proper route to get out of the building in case of a fire drill. Objective: Students will recite and quickly escape the building according to the proper route designed by the school. Materials: Fire Drill by Paul DuBois Jacobs, bell Introduction: Today we will be reviewing the procedure for fire drills in school. Language Arts Activities: I will read the text Fire Drill to the class. What are some important rules you learned? Students: Stop what you are doing, Out the Door, Stay in Line, Stay in pairs, Stay quiet. Why is it important to immediately stop what you are doing? Why is important to go out the door, stay in line, stay in pairs, stay quiet? Once you are outside how should you act? Students: Stay in pairs, Dont Talk, Dont run, Stay with your class. We are going to practice this drill. First we need to look at our escape route. This is posted right next to the door. Where do we go first according to this chart? Where do we end up? Close to the school or far away? Lets bring our book with us to make sure we are doing this right. I will bring a bell with me to act as a fire bell. I will flip through the pages as students perform the drill. After coming back to the class I will have the students do an activity on safe fire procedures. They will then plan their own escape route for their house. We will repeat this during the day to make sure the students understand what is going on and how to get out of the building safely. Review: Which door do we use to get out of? If that door is blocked what do we do? What could you do at home with your family to make sure you all end up in the same place safely? Assessment: I will monitor the students during the practice runs to make sure they are following the rules and procedures. Lesson Plan 8 Date: September 10th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: School Bus Rules Goal: I want the students to know the proper behaviors to use on a bus. Objective: Students will perform the correct rules as said by the bus driver. Materials: My School Bus: A Book About School Bus Safety by Heather Feldman, bus Introduction: Today we are going to learn about school bus safety when we go on field trips and ride them to school. Language Arts Activities: I will first read My School Bus: A Book about School Bus Safety. As I read the story, I will ask questions about the children in the book and what they are doing right. We will then go outside to get into the bus and practice rules. We will review the rules as we go along. For example, how to you get on the bus? How many people should be in a seat? We will then go back to the classroom and complete a worksheet where you have to circle hazards on the bus. Review: What are some of the rules used while we are on a bus? Assessment: I will assess students by observing them on the bus. Lesson Plan 9 Date: September 11th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1 Title for Todays Lesson: Rules in case of an intruder Goal: I want the students to know what to do in case an intruder is in the building. Objective: Students will perform the procedures in case an intruder is in the room. Materials: David Goes to School Introduction: Today we are going to learn what to do in case there is an intruder in the building. Language Arts Activities: First we will go over the word intruder. What do you think this means? I will make a semantic web up on the board in order to include all possible definitions. Next, I will tell the students what code name is announced when an intruder is in the building; his name will be Mr. Purple. I will then show students what to do when an intruder announcement is called. We will line up sitting on the floor in front of the cubbies. This way no one can see us. I will lock the door and shut the door and the lights off. It is very important to stay seated and quiet in the room. Okay lets practice, I will start to re-read David Goes to School and a classroom aid will say Dr. Purple is in the building. Students will then move to the designated area and I will lock and shut the door and turn off the lights. After performing the drill and we have waited five minutes I will call the drill off. Students will then be asked to move back to the reading rug. I will ask them what went well. What could we do next time to make sure this happened quicker and quieter? Review: What does the word intruder mean? Can an intruder come in to your house? What do we do when Dr. Purple is in the building is announced over the speaker system.? Assessment: I will monitor students to make sure they are following the rules during this time. Lesson Plan 10 Date: September 12th Time: 8:45-9:45 Grade Level: 1st Theme: Classroom and School Rules; Standard 1.1, 4.1 Title for Todays Lesson: Review of Rules and Procedures Goal: I want the students to be able to recite the rules as best as they can. Objective: Students will recite the bus, intruder and fire drill rules. Materials: Do I have to go to school? Introduction: Today we are going to review the bus, intruder and fire drill rules. Language Arts Activities: I will have drawn a bus, person and fire on the board and I will list the rules inside each of these forms. We have learned about some pretty important rules in the last couple of days. Who can tell me some bus rules? I will list these in the bus. Are we missing any? Now what are our intruder rules? Now what are our fire drill rules? I will then ask students if any of the rules in each of these categories is the same. I will circle similar rules in each form with a different colored marker. How does this help us to have similar rules in each set of rules? I will then read, Do I have to go to school? by Pat Thomas. This will review the reasons of coming to school and give the students a feeling of wanting to be at school. Review: I will cover up the board. Who remembers one rule that is similar in all three procedures? How can we use these same rules in our own life at home? Assessment: I will observe the students work on the board to make sure they encompassed all of the rules on the board.

Software Patent/Copyright Issues in Peru :: Technology Computers Essays

Software Patent/Copyright Issues in Peru Software Patent/Copyright issues are a global concern. Information Technology developments in the last ten years have brought innovation in both Software and Hardware. The rise of the Internet and its users around the world is stretching the frontiers. But these advances in Information Technology came with the easy way to copy software illegally. My research will be focused on the laws that protect the intellectual property in Peru and their effect globally. I will analyze the issue from an ethical perspective in how these laws are right or wrong and my personal opinion for a solution of the problem from different approaches. Peru and the Globalization I left my country five years ago. When I came here I got my first computer. I didn’t buy one in Peru because I was scared that someone could steal it from my house. My cousin’s PC was stolen twice (each time a new PC) from her house. By 1992, after terrorism, the delinquency increased considerable in Lima, capital of Peru. A third world country faces different kinds of problems, but the top one is economical. The resources are limited and one of the most important tools for a country as for a private company is its investment in Research and Development to grow. Software Patent/Copyright laws in Peru INDECOPI Peru has a government institute, the National Institute for the Defense of Competition and the Protection of Intellectual Property (INDECOPI). The following laws are exclusive for software: Jurisprudence / Features Features upon the use of computer programs (software) 1.It is allowed to use software brought from another country with the corresponding license, but cannot be commercialized without the authorization of the holder of the right of author. The allowed user has the right to install the program on the hard disk for its effective use. Every reproduction or utilization of software without having the corresponding license granted by the holder of the right of author or his representative is considered illicit and passive for sanction administrative and/or judicial. The computers that sell itself with the software incorporated have to be delivered with the manual, respective licenses of use and backups containing the program. The software cannot be utilized in a greater number of computers that the authorized in the respective license. In the case of networks it is required to count the licenses for all the machines that utilize the software. It is illicit to rent software without the authorization of the holder of the right of author.

“The Great Gatsby” chapter 8 Essay

In the beginning of the chapter, we are made aware of Nick’s discomfort and anxious attitude regarding Gatsby and what is to become of him, suggesting that he should get away for a week, but naturally, Gatsby refuses. He then goes onto describe the way that he and Daisy had first met and their relationship that had ensued, before Gatsby proposes he and Nick use the swimming pool for the first and last time that summer; Nick has work to attend, and so declines his offer to leave, but not before paying him the only compliment he gave to him. Towards the middle of the chapter, we are given an insight into George’s life just after Myrtle’s death, who realised he had nobody to go to and was desperate to know who had done such a thing to his wife, eventually coming to the conclusion that it must have been Jay Gatsby. We then meet the climax at the end of the chapter as Wilson not only murders Gatsby, while he waited for Daisy’s phone call, but also himself. Fitz gerald writes the chapter, as in the entire novel, through the persona of Nick, in a first-hand narrative. This aids in the telling of the entire story, in this chapter in particular, because Nick’s true devotion and loyalty to Gatsby as a friend, is evident in the respectful way and non-descript depiction of Gatsby’s death- â€Å"The chauffeur†¦ heard the shots†. In comparison to the description of Myrtle’s gruesome death in the previous chapter; â€Å"her left breast was swinging loose like a flap†; it can be argued that Nick’s self- conscious narrative may actually be quite biased, choosing to withhold information from the reader and, contradicting the way he claimed not to be judgemental in chapter 1, by deciding which characters deserve to be respected and free to die with their dignity intact, despite each of their individual mistakes. Despite Fitzgerald writing the chapter with aspects of tragedy, I do not believe the form of the chapter can be described as being so, but rather, as being tragic. For example, Gatsby’s hamartia is recognised completely in this chapter as his love and adoration of Daisy that hadn’t been returned, the way he takes the blame for Myrtle’s death without any sort of known gratitude, and his relentless trust and faith in her and the fact that he believes she is the key to his happiness and success in his life, eventually lead to his untimely demise while he still held onto the hope that she would return his feelings for her. This helps to tell the story because it is representative of society at the time, allowing  Fitzgerald to portray it as having provided a barrier between classes which could never be crossed, as Gatsby had attempted and was expecting of Daisy. An additional feature that makes the chapter tragic would be the catharsis experienced by the reader through Nick’s realisation of Gatsby’s mistakes; this is because the reader desperately hopes that Gatsby himself will somehow come to the same conclusions that seem so obvious to everybody else- â€Å"They’re a rotten crowd†¦ You’re worth the whole damn bunch put together† Throughout the chapter, Fitzgerald constantly makes connections between weather and the emotions within the novel, giving the impression that the setting of will somehow foreshadow and represent the outcomes later in the chapter. An example of this would be, â€Å"the night had made a sharp difference in the weather and there was an autumn flavour in the air†. This use of pathetic fallacy could be used to foreshadow the â€Å"sharp† pain that Gatsby, will later feel as he is shot; James Gatz represented by the â€Å"weather† in general as he had typically been a driving force in the events throughout the novel, having lots of influence over mood and behaviour. Autumn has many connotations, some of which could be the falling of leaves, which symbolises the decay of Daisy and Gatsby’s relationship, which has not yet become totally obvious to Gatsby at this point in the chapter. Meanwhile Gatsby stops his gardener from emptying the pool that he hadn’t yet used, In the same way that he is attached to the hope of making Daisy love him the way she used to, he insists on swimming in the pool as though it were still the summer that had just passed, seemingly overnight in contrast to the hottest day of the year in the last chapter, showing his incapability of forgetting the past, constantly trying to hold onto the memori es they shared and to relive their time together. Regardless of the fact that Gatsby’s past had been shared with us in chapter 6, in a relative time scale to the novel, Fitzgerald writes from Nick’s perspective, telling the reader that it is at this point in Gatsby’s life, that he had actually shared it with Nick. Nick describes the reasoning for this as being because â€Å"’Jay Gatsby’ had broken up like glass against Tom’s hard malice†. Irony is used in this to tell the story as, throughout the novel, Gatsby had been an enigma to all and now, suddenly he is seen as transparent and easy to see through. Also, the use of the word â€Å"glass† gives the impression that, as glass, though it may seem strong on the outside, is weak and easily shattered, the pieces of which can  never be put back together perfectly, Gatsby is finally portrayed as a human with real emotion, showing that he is easily broken, foreshadowing his murder at the end of the chapter. The author uses Doctor T.J Eckleburg’s eyes to represent the increasing meaninglessness of religion over time, particularly in the 1930s as, in the materialistic world between West Egg and East Egg nobody had turned to religion but instead, thrive off of materialism and wealth, and so Eckleburg portrays the eyes of God and his omniscient nature- â€Å"God sees everything†- which been left and forgotten by the wealthy, and fallen victim to the valley of ashes, yet still embodies a moral standard of which all are expected to follow, no matter their stature within society. As a result of this, the story is able to advance through the chapter as Wilson believes that by seeing the crime committed, God demands revenge and so, he leaves in search for the owner of the car who killed his wife.

Will Modern Technology, Such as the Internet Ever Replace Essay Example

Will Modern Technology, Such as the Internet Ever Replace Essay Example Will Modern Technology, Such as the Internet Ever Replace Essay Will Modern Technology, Such as the Internet Ever Replace Essay Nowadays, if you dont want to sit somewhere alone and mumble to yourself, you must have good knowledge to keep conversations going. In order to know more, you have to read and analyse more information. In todays world, there are 2 main sources of information: books and the internet, which is developing at a fast pace. This creates an arguable question: Will the internet become the main source of information and books become extinct in future? For ages, books were adored as huge amount of information. However, they are being replaced by their electronic copies which affect health problems as red-eyes and vision issues. Secondly, according to lectures of Howard Berg, who is the worlds fastest reader, and to Spreeder website, e-books reduce the reading speed of readers to 25%, which makes them to sit in front of the monitor more and cause more health problems.Another good side of the real book is that you do not depend on the battery of electricity. On the other hand, real books are made of woods, which cause reducing of forests in the world and make the ecology worse. Moreover, real books take more place in your bag and, also, its quality goes down because of the usage, but e-books are compact and dont change after several usages. Thirdly, electronic information in the Internet is more and faster approachable than the real sources.For instance, one can google any specific information in seconds, rather than searching books in libraries and then scanning for the required information . Furthermore, more information can be found in the Internet, which would probably never be found as a book, or in a book. To conclude with, I would like to say that (Is it OK to begin conclusion like this? I usually begin so) books are valuable sources of information, but I believe that some day the Internet will absorb all the knowledge in al books and become the crucial source of know-how.

Difference between Social and Traditional Business Models The WritePass Journal

Difference between Social and Traditional Business Models Introduction Difference between Social and Traditional Business Models IntroductionReference ListRelated Introduction Social business models are considered as a new innovation to the way organisations do business in the 21st century. These models to some extent contradict to the traditional business models, as the aim of latter is to primarily provide financial returns to shareholders. However, social business models have been conceptualised on the idea and rationale of contributing substantially to the community, and are built with the vision of achieving a social objective (Donaldson et al, 2011). A social objective in this term may refer to socially responsible objectives which are aimed at improving the lives of individuals living within a community. Yunus and Weber (2010) for example, state that this could include setting up infrastructures and facilities and ensuring that individuals have an appropriate standard of living. However, the social responsibility of the social business model, seems to go one step further, which is to structure its business according to its social objective aim, whic h is in contrast to traditional business models that structure their businesses according to their core value offering, and only after profits have been made, would they now contribute a portion to their CSR objective. This essay is going to assess the business models adopted by social businesses, and compare them against traditional business models to ascertain whether, and to what extent, they are different from one another (1). Grameen Veolia Water Ltd is a water company that builds and operates water production and treatment plans in several poor villages in Bangladesh. It is a joint venture between a multinational corporation and local healthcare company which required an upfront investment of eight hundred thousand dollars. Their main aim is to develop projects in five villages, where the company would produce and deliver drinking water, which would then be sold at the factory location for a profit (Yunus Centre, 2009). In essence, the company’s business model was to identify a social problem – drinking water, and invest in infrastructure that would enable the company to meet the demand in the region. The water is being paid for, which enables the company to cover its investments. According to Yunus and Weber (2010), the profits from this investment are re-invested back into the business and enable the company to expand its operations and further assist in solving the problem of water short age in several other regions. The business model adopted by Grameen Veolia Water Ltd in Bangladesh can be considered as a social business model because it has a non-dividend, non-loss policy as depicted by Yunus and Weber (2010), which initially conceptualised the social business model. However, by comparing it against a similar business, it would be easy to identify to which extent they are similar, or different from the traditional business models. Thames Water is the UK’s largest water and wastewater Services Company which supplies millions of houses across London and 2.6 billion litres of tap water daily. Its primary business model, as seen from its website, is to build the relevant infrastructure required to pump millions of litres into London homes daily, and send them a monthly or quarterly bill. Basically, when reviewing both businesses, it seems that their models fit the same pattern, which is to build relevant infrastructures required to deliver water to customers. Grameen Veolia accomplishes tha t by delivering at the factory gate to individuals, whilst Thames Water accomplishes it by pumping into millions of London homes. The main question here is to determine if both models are different or the same lies in the definition of a business model itself. Chesbrough and Rosenbloom (2000) stated that the term business models, whilst frequently used to illustrate different strategies and functions within an organisation is not always explicitly defined. Authors offer a definition by KMLab, a consulting firm, which defines business models as â€Å"a description of how [a] company intends to create value in the market place. Business models include the unique combination of products, services, images and distributions that a particular company carries forward. It also includes the underlying organisation of people and the operational infrastructure that they use to accomplish their work†. (2). Also, Magretta (2002) describes a business model as the method of doing business in which an organisation sustains itself and generates revenues by specifying its position in the value chain. From all these definitions states that a business model describes how an organisation utilises its resources in order to generate revenues. Several busi ness models exist, and they are usually distinct based on the industry within which they operate. Linder and Cantrell (2000) for example, in their Accenture publication state that business models differ based on their unifying concept, and include price models, convenience models, experience models, channel models, and trust models, all of which define how a company does business and generates revenue. Even though they do not specify exactly what a traditional or social business model entails, the term business model is unique amongst both terms and therefore it is safe to assume that every other business model, apart from the â€Å"social business model† – is a traditional business model. Furthermore, in trying to ease the commonly held confusion about what actually constitutes a business model, Linder and Cantrell (2000) outlined the components of a business model, which in essence entail the various factors that constitute any business model. These components seek to further explain the fact that a business model is limited to the process in which a business creates value for its shareholders and generates revenues. Referring back to the water businesses that have been outlined earlier, it is clear that both entities create value by making water accessible. Thames Water manages the problem by creating the relevant infrastructure, and pumping millions of water into households daily, while Grameen Veolia has accomplished that by selling it directly to individuals. This could only be achieved due to the level of infrastructure available that makes it possible for the company to achieve this feat. It is probably only in developed countries that a central system is in pl ace that makes it possible for water to be pumped into millions of households which might not be the case in developing countries. They may not have the relevant infrastructure, especially in remote towns in Bangladesh where Grameen Veolia has chosen to operate. However, this presents a viable business opportunity. If a company were established in these locations that offered a low cost approach to getting clean fresh water, then it would succeed. This follows on from a similar strategy adopted by Wal-Mart in the 1950’s when it chose to focus on remote towns where there was little infrastructure which has created difficult barriers to entry for competitors. Even though Sam Walton’s (Wal-Mart’s founder) goal was not inherently social, by targeting these markets and offering them value – everyday low prices on big brands, they managed to achieve astronomical success. According to Therefore, socially, Grameen Veolia may be accomplishing a social objective, a nd in the process, providing a poor society with affordable water, but they are investing private money into this feat, and consequently making profit out of this investment, which inherently, according to the definition of a business model, is a traditional business. The only difference between this model and that of Thames Water in the UK is the availability of infrastructure, which has made theirs more appropriate for their environment. Since this essay has now established that the basic business model of both the traditional business and the social business are the same, the next step is to identify their major differences and ascertain whether that constitutes to the deviation from the traditional business model. According to Yunus and Weber (2010), the key characteristics of a social business are for the business objective to overcome poverty; attain financial and economic sustainability, return back the initial investment capital of investors; retain profit in the business for expansion and improvement; environmental consciousness; and market wage alongside better than standard working conditions for the workforce. However, based on Linder and Cantrell’s (2000) discussion on the constituents of a business model, alongside other definitions used in this study, it seems that these characteristics do not constitute the definition of a business model, but more like the CSR policy of an organisation. According to Kotler and Lee (2005), â€Å"corporate social responsibility is a commitment to improve community well-being through discretionary business practices and contribution of corporate resources†. By the use of the term discretionary, Kotler and Lee disregard companies that are obligated to act socially because of the law, or because it is ethical or moral and therefore expected. It defines businesses that choose to do good for their community based on internal policies. Therefore, based on this definition, it seems that social business models, as defined by Yunus and Weber (2010), may inherent identify (3) traditional business models that have a CSR policy centred on targeting the community. Furthermore, their investor reimbursement model, which specifies a non-dividend, non-loss policy, in which the investor gets back only what they invested is essentially only a policy and in no way affects their business model of delivering value to customers and increasing revenue. Even though this model may deter investors that seek a return on their invested capital, it could also attract investors such as Google for example, who have a CSR initiative, and may view it as a method of diversifying their portfolio with a social investment. Therefore, based on these arguments, it seems that the major factors that distinguish a social business model, from that of a traditional business, are the CSR initiatives and the investor models, which are seemingly only company policies that have minimal effect on how companies create value and increase revenue. The minimal effect that these policies have on creating value, could however define how they distinguish themselves from competitors – if any, and appeal to customers, employees and investors (Petit and Yunus, 2010). For instance, if there were two companies operating within the same market, offering the same goods and adopting the same model – one of which was a social business and the other a more traditional business, the social business may gain more traction and popularity from more ethically conscious and socially responsible customers. This argument is based on CSR theories of Kotler and Lee (2005), which depict that an organisation’s CSR policies could assist it its competitive advantage, especially in the sort of customers and employees it could attract. This essay has reviewed the business models of two water companies, with the aim of identifying their underlying business structure, and determining whether and to what extent, the social business model of a Bangladeshi water company differs from the traditional business model of a UK water company. Our analyses show that business models of both companies are ideally traditional business models, but they have been adapted to fit the particular environment within which they operate. However, the core aspects of a business model, which are the value creation for customers and increasing profits, apply to both organisations. Therefore, based on the arguments set out in this paper and the discussion of both business models, it appears that the social business models are only a mere re-invention of the traditional business models, in that they seek to create customer value and generate profit. However, their core difference lies in their CSR and investor models, which is centred majorly o n improving a social factor. This model is ideal from a social perspective as it actively combines a traditional model, with a non-for- profit agenda. It can be therefore concluded that social business model would give any aspiring business an advantage over its competitors especially in generic industries, as some customers, employees and investors may be attracted to its social goals and objectives. Reference List Baker, M. J. (2011) Why ‘Social Business’? Social Business, Vol. 1 (1), pp. 1 – 15. Chesbrough, H. and Rosenbloom, R. S. (2000). The role of the business model in capturing value from innovation: Evidence from Xerox Corporations’ technology spinoff companies, Harvard Business Review Working Paper. Donaldson, C., Baker, R., and Cheater, F. (2011) Social business, health and well-being, Social Business, Vol. 1(1), pp. 17 35 Kotler, P., and Lee, N. (2005). Corporate social responsibility: doing the most good for your company and your cause, John Wiley and Sons, 307 pages Linder, J. and Cantrell, S. (2000) Changing Business Models: Surveying the Landscape. Accenture Institute for Change. May 24, 2000. Magretta, J. (2002). Why business models matter. Harvard Business Review. Petit, P. U., and Yunus, M. (2010) Creating a New Citilization through Social Entrepreneurship, Transaction Publishers, pp. 170. Thames Water (2010) Our business, thameswater.co.uk/cps/rde/xchg/corp/hs.xsl/825.htm [Accessed: 27/04/10] Yunus Centre (2009) Grameen Veolia Water Ltd – Background, muhammadyunus.org/Social-Business/grameen-veolia-water-ltd/, [Accessed: 27/04/10 Yunus, M., and Weber, K. (2010) Building Social Business: The New Kind of Capitalism That Serves Humanitys Most Pressing Needs, Public Affairs, 226 pages