Sociology, Crisis and Conflict Essay Example | Topics and Well Written Essays - 1750 words

Sociology, Crisis and Conflict - Essay Example The subject matter of this essay states about Sociology, Crises and Conflict, while under this a question arise which state; "Medicine alone cannot rid humanity of the scourge of AIDS." How authentic is this assertion Can AID be curable only through medicine or there are other approaches that need to bring forward to achieve for achieving that purpose In the end of the essay, it would get to understand about these. Meanwhile, at this point, let flash back once again to talk about already raising debate on health and social issues. No doubt, health is a social issue that needs to have great concentrations from government and private organizations in all communities across the globe. As social means the ensuring of well being of the people, thus, health issue most to be included on that aspect. In Barents Euro -Artatic Region for example, health matter is going hand in hand with other social issues. "The new Program on Health and Related Social Issueswill develop the necessary co-operation between social and health institutions in order to enhance the health situation in the Barents Euro-Arctic region. Vulnerable groups in the population should be the main target of the Program, also taking into account the special problems of sparsely populated areas. Three areas of priority have been chosen." (Working Group on Health and Related Social Issues). However, the issue ... Meanwhile, it is observed that it very true that medicine alone cannot cure the suffering, trouble and tension cause by AID. The disease AID is a very serious event resulting in great destruction and change, which is also politicized world wide, especially in the 21 century. How can medicine alone can cure a disease which is widely promoted by International medical authorities, government and non-government organization, including media, given information that frighten and contradict It must not be possible that the medicine alone can do this work. BACKGROUND OF AID DISEASE. It is noted in an article titled (Evidence That HIV Causes AID) that "acquired immunodeficiency syndrome (AIDS) was first recognized in 1981 and has since become a major worldwide pandemic. AIDS is caused by the human immunodeficiency virus (HIV). By leading to the destruction and/or functional impairment of cells of the immune system, notably CD4+ T cells, HIV progressively destroys the body's ability to fight infections and certain cancers. An HIV-infected person is diagnosed with AIDS when his or her immune system is seriously compromised and manifestations of HIV infection are severe. The U.S. Centers for Disease Control and Prevention (CDC) currently defines AIDS in an adult or adolescent age 13 years or older as the presence of one of 26 conditions indicative of severe immunosuppressant associated with HIV infection, such as Pneumocystis carinii pneumonia (PCP), a condition extraordinarily rare in people without HIV infection".The United state for example has begin to witnessing the escalation of the incidence of HIV Disease from 1981, up to the year 2006, which is approximately 25 years back. The situation not only adversely

Academic Writing Essay Example for Free

Academic Writing Essay My interest in International Relations and my decision to continue my education in this field is the outcome of my profound interest in Asian studies. Majoring in History of India, during my final year I became especially interested in the sphere of International Relations and Foreign Policy of India, writing my thesis on Indian Foreign Policy during Nehrus Government and Indian-Chinese relations. Two trips to India 1997 and 1998 allowed me to become better acquainted with this country, refine my knowledge of Hindi and collect unique data for my research. This unforgettable experience convinced me that I had made the right choice of study, leading me to apply for a PhD Degree so as to extend my research in this field. I have so far completed two years of the PhD program at St. Petersburg State University. My dissertation aims at disclosing those problems which still hinder the process of normalization between the two Asian countries, India and China, reflecting on how Indian scholars perceive these issues. See more: Satirical elements in the adventure of Huckleberry Finn essay Thus my research covers both Regional Studies and field of International Relations as a global world system where these two countries play an important role. My presentation of a paper on Indo-Chinese Relations in 1980s at the international conference East Asia St. Petersburg Europe: inter-civilization contacts and perspectives on economic cooperation held in St. Petersburg a year ago gave me the opportunity to meet many outstanding researchers, including my referee, Marcia Ristaino, who encouraged me to continue my studies focusing specifically on International Relations and Regional Studies. For that reason I applied and was accepted to the MA Program in International Relations and European Studies at Central European University in Budapest with a scholarship from Soros foundation. The courses I am taking here will provide me with a sound background in theoretical issues in International Relations. The reason of why I am applying for another Masters Degree is that the CEU program, despite its theoretical strength, has very few courses directly related to my major interest, Regional Studies and conflict resolution and peacekeeping. For this reason I would like to deepen my practical understanding of International Relations and relate it to a more focused concentration on conflict analysis and resolution through the program of the Carleton University. I am aware of the high reputation of your school and the excellent Masters program that you offer at the Norman Paterson School of International Affairs. I believe it will certainly help me with my research and career objectives either through work in diplomatic service or at an international organization where I will be able to apply my knowledge and skills obtained through studies at your University. Courses such as Conflict Analysis, International Mediation and Conflict Resolution and International Organizations in International Affairs will be very helpful for my analyzing of the problems in the South Asian subcontinent and beyond it and will allow me to deeper understand the reasons for numerous interstate and intrastate conflicts that persist in the region. Moreover these courses will be of particular relevance to my career plans which are to find employment with UN or a similar institution in the field of conflict resolution and peacekeeping. The possibility to combine theoretical studies with practical skills in conflict analysis and resolution at the Carleton University will enable me to become a good specialist who will be able to contribute to the common cause of peace in the world. I am eager to become a professional orientalist, as I believe this field of study will always be important in the changing world where Asian countries such as India and China play significant roles in the international arena. MA at the Carleton University would be a precious experience both in terms of my academic and professional career. I hope you will give me the opportunity to realize my ambition. (A CEU Student reproduced here with kind permission) Sample #2 Having majored in literary studies (world literature) as an undergraduate, I would now like to concentrate on English and American literature. I am especially interested in nineteenth-century literature, womens literature, Anglo-Saxon poetry, and folklore and folk literature. My personal literary projects have involved some combination of these subjects. For the oral section of my comprehensive exams, I specialized in nineteenth century novels by and about women. The relation ship between high and folk literature became the subject for my honors essay, which examined Toni Morrisons use of classical, biblical, African, and Afro-American folk tradition in her novel. I plan to work further on this essay, treating Morrisons other novels and perhaps preparing a paper suitable for publication. In my studies toward a doctoral degree, I hope to examine more closely the relationship between high and folk literature. My junior year and private studies of Anglo-Saxon language and literature have caused me to consider the question of where the divisions between folklore, folk literature, and high literature lie. Should I attend your school, I would like to resume my studies of Anglo-Saxon poetry, with special attention to its folk elements. Writing poetry also figures prominently in my academic and professional goals. I have just begun submitting to the smaller journals with some success and am gradually building a working manuscript for a collection. The dominant theme of this collection relies on poems that draw from classical, biblical, and folk traditions, as well as everyday experience, in order to celebrate the process of giving and taking life, whether literal or figurative. My poetry draws from and influences my academic studies. Much of what I read and study finds a place in my creative work as subject. At the same time, I study the art of literature by taking part in the creative process, experimenting with the tools used by other authors in the past. In terms of a career, I see myself teaching literature, writing criticism, and going into editing or publishing poetry. Doctoral studies would be valuable to me in several ways. First, your teaching assistantship program would provide me with the practical teaching experience I am eager to acquire. Further, earning a Ph. D. in English and American literature would advance my other two career goals by adding to my skills, both critical and creative, in working with language. Ultimately, however, I see the Ph. D. as an end in itself, as well as a professional stepping-stone; I enjoy studying literature for its own sake and would like to continue my studies on the level demanded by the Ph. D. program. The following is a shortened sample SOP (with technical details removed. ) Expert comments at the end of the paragraphs point out important features. After one years work experience as a research technician at [redacted], one of the USs leading research institutes, I want to return to academic study and undertake graduate studies in Cell Biology and Molecular Genetics at the University of [redacted]. Stating what you are doing now and what you are applying for is a simple, direct way of starting an SOP. After graduating with a first class degree from [redacted], University of [redacted], I felt I should gain some practical experience working in a research environment to gain first-hand knowledge of what the life of a research scientist entails. I have loved every minute of my work: especially the opportunity to participate in cutting-edge projects and discuss ideas with senior biologists. I soon realized that, although I enjoy handling the complex equipment and processing the results, I am not going to be satisfied with carrying out routine procedures under the direction of others. I want to be part of the team that directs the course of the project. My senior colleagues have encouraged my ambition and feel that I have the potential for graduate studies. Notice how the student tries to analyze the reasons for her choices. My love of biology started in high school. We had a young and enthusiastic teacher, Mrs [redacted], who took us on field trips and visits. She made sure we did as much practical work as was feasible, and demonstrated experiments that we hadnt the equipment or time to do ourselves. She also encouraged us to read. I remember the impact reading Maynard Smiths The Theory of Evolution had on me: I wanted to be able to explain such important ideas as clearly as he did. Quite naturally my first thoughts about a future career tended towards teaching – I wanted to be another Mrs [redacted]. It is good to explain how you became interested in your subject. However, dont go too far back! Notice that a specific example helps create interest. At undergraduate level, my interests became more focused. Although physiology and ecology came easy to me, it was biochemistry and cell biology that really captured my interest. We were fortunate to have good laboratories and excellent professors. I found that cell biology was an interdisciplinary undertaking: today you need a foundation in chemistry, physics and even IT to be at the forefront in this subject. This interdisciplinary aspect of the subject suits my abilities well. I have always performed well in all science subjects and find it challenging to apply the knowledge to practical problems. For this reason I chose to undertake a project in my final year on the behavior of protein molecules in high energy fields at [redacted]. The scientists at [redacted] were impressed with my practical skills and were happy to give me a recommendation that led to my present job. Details of courses and projects help to show focus. (This student went on to describe another important college project. She also gave a full description of her current scientific work. ) Many people have asked me why I did not proceed directly to graduate studies after graduating. The answer is that I wanted to make sure that I had chosen the right subject and the right place before embarking on a course of study that would involve many years of my life. The one-year gap has also given me time to work with the local Natural History Society: we take families on Sunday trips to the nearby National Park to help create awareness about environmental issues. I have also been a member and organizer of the [redacted] Film Society: we watch and discuss films from all over the world. I am looking forward to furthering my interest in film in the [redacted] Film club, at your university, and I also hope to use my passion for teaching in the [redacted] Social Outreach program. Explain the reasons for any unusual features of your career (taking a year out, poor performance, etc.). Include social and extracurricular activities to show balance in your life or because they are relevant to the course. In selecting the University of [redacted] I have been influenced by the way your research program addresses biological questions at the levels of molecule, gene and cell. I am particularly looking forward to such courses as Developmental Biology and Bioinformatics. I am also excited to interact with Professors [redacted] and [redacted] whose work is closest to what I want to pursue for the original research component of the MS degree. I have been corresponding with [redacted], a current student, from whom I have learned about the collaborative environment at [redacted] where I will interact with talented students, teachers and industry professionals. I believe that I will be able to contribute to and learn from the academically challenging environment at the University of [redacted]. Statement of Purpose(SOP) Name: ***** Major: Master of Science in Computer Science(MS in Computer Science) â€Å"Time and tide wait for no man†, this we all know. Having done an inspiring four-year course in Computer Science Engineering. I would like to put to use this knowledge to do my PhD in Computer Science. This would give me the leading edge in technology and the practical low-down and the information I require. For the past few decades man is advancing in to the unknown realms of science and technology. This advancement is to make life easy and to increase human comfort at home and at work and I would like to be an integral part of such betterment. For this, research would be of prime importance with hands on experience in real time Applications accompanied by in-depth knowledge of the subject. Technology,today,means power in the widest sense of tem and merely the power of mind. And it is this power potential that has given it the status it now enjoys. Right from my childhood I had a strong inclination to be a Compute Science Engineer. My interest in the subject has grown with each passing year and it has reached where even PhD will not quench my thirst for knowledge. I have come to terms with the fact that there is an enormous proportion of subject to be assimilated. I want to take up a research oriented course for my career. A natural aptitude for mathematics, a sense of logic, analytical ability, capacity for diligent work and high academic credentials secured me a place in Shri Vishnu Engineering College for Women. The four years curriculum exposed me to the entire gamut of computer courses thus laying a strong foundation for both my Hardware and Software fundamentals. My main areas of interest were Computer Graphics and Multimedia. I enjoyed the course in Networks and Operating Systems. My interest in Graphics and Database led me to prepare eye-catching illustrations to explain the electronic models. I have developed many Software programs in C, Unix , Java. My final year project was Enterprise Resources Planning Procurement Process System, under CMC Limited, A TATA Enterprise. The project was completed in a period of 3 months using Java, J2EE as front End and Oracle as the back End. The field of application of technology is what interests me the most. I want to acquire the learning that will enable me to contribute to the development pf a new software, which can improve efficiency and accuracy of work in varied sphere. Digital Processing is already transforming the world of Communications. My ambition is to work at the forefront of the technology with the ability to find innovative solutions to the changing needs. You might ask as to why a degree from United States of America only. Since 1994 computers have been out performing automobiles in terms of units sold annually in the U. S. A. All in all computers contributed nearly 10% of United States of America GDP. The United Sates of America is way ahead of any other nation in computer technology, manufacture and sales and would thus provide me the best infrastructure and know-how currently available. Besides, it is a country where Science and Technology is a way to achieve social progress and where improving human life’s very important. All these factors coupled together make the United States of America an ideal place to pursue my further studies. The distinguished faculty and excellent facilities at your university make its graduation program ideally suited to my professional goals. Your University provides me a dynamic atmosphere, which will shape me to be a thinker and a learner. The flexibility of the curriculum will give me the broad-based education I need to widen the scope of my knowledge and skills. The diversity of the student’s body will open my mind to new influences, new ideas and new ways of doing things. The world is literally becoming a global village where opportunities for work are transcending physical space. With the Cyberspace connections, Indian knowledge workers are increasingly contributing to the global work force. The international education will give me the training and the caliber to meet the global clients. I look forward to being an active contributing member of the student community at your University. Continuous progress is the key to life. And for progress, knowledge and proper guidance are essentials. I am sure, the quality knowledge and impeccable guidance will mould me to be in the learning mode all my life opening the way for constant growth as a person and a professional STATEMENT OF PURPOSE Respected Graduate Admission Committee: My name is **** . I pursued my undergraduate studies in Computer Science and Engineering at MVSR Engineering College, Osmania University, India. I am planning to pursue my higher education and I really hope to get enrolled into the Masters program, for the term starting Spring 08, at University of North Carolina at Charlotte. In the following paragraphs I have summarized my educational background, motivation for graduate study and my areas of interest. Starting off with my academic’s, I completed my schooling in ****, Warangal, India. My school helped me develop better in the field of science, right from the initial stages, with different techno fests, science expos and I have secured 74% marks in 10’Th standard though I secured 86% in mathematics. Then I said to myself that I am a far better performing student than these marks suggest. Hence to prove my capability to myself I worked hard with sincerity and devotion and obtained valuable marks of 83% in my Board of Intermediate at Sri Chaitanya Junior College, Hyderabad, India. At very young age as a student in high school, computer for me was only a means of entrainment as I found it exciting to play games and generating various mathematical series and patterns thorough BASIC programming. I was dumbfounded to know that games are nothing but programs. Curious to know how to program I developed a serious interest in Computers. This keen interest in mathematics along with a strong liking for computers, and particularly programming, prompted me to choose engineering with Computer Science as my major. This decision gave me ample opportunity to consolidate my creative energies and harness my technical aptitude. Early in my undergraduate study I was introduced to basic programming languages of C, C++ and Java. I understood the key features of each language and realized that one was an improvement of the other. Java being the most powerful and robust language of all fascinated me the most. My first computer science project was â€Å"Core Banking†, which performs the operations of creating an account, assigning an account number and handling transactions involving deposits and withdrawals. This program was initially written in C++ following the concepts of object-oriented programming. Later I modified the same program with some improvements like adding a GUI interface using Java. During the second year of my undergraduate studies, I had an opportunity to visit an IT company of my father’s friend. It was here that I actually saw hundreds of computers connected to each other and performing several different operations. I had many questions on my mind – â€Å"How are computers connected and if connected, how can they be managed? † Curious to know the answers and following the advice of my uncle, I read some books on Windows Networking. I was fascinated by the concepts of Domain, Active Directory, Group Policy and DNS. In the third year of my engineering studies, I was introduced to the subject of Computer Networks. Already having a sound knowledge in practical computer networking, I was at ease with this subject. During this course, I learnt the software side of networking i. e.  how to actually implement and develop different servers. The sessions in the labs were devoted in developing programs like implementation of connection-oriented and connectionless Echo Servers, concurrent multithreaded File Transfer Server and Chat Server. Currently in my fourth year, area of Distributed Systems and especially Peer-to-Peer Systems are of great interest to me. I undertook a project in Galaxie Software Solutions as an intern to design and develop a E-Care system, is an Help Desk System which can overcome some of the disadvantages of the existing software. My work in Galaxie Software Solutions gave me solid practical knowledge of many technologies and concepts such as Java, Oracle, XML, Object-Oriented Design and Programming.. I have also presented a paper entitled â€Å"Cryptography† at Parikaran 2K7 – a National level technical fest. My predominant research interests have evolved into three categories that I believe are interconnected. The three areas of interest are Computer networks, Distributed systems and Information Security. I would be very eager to work in any of these areas or interrelated areas like Networking or Distributed Systems along with Information Security. I worked as a teaching assistant for juniors in C, C++ and Oracle programming. The teaching experience has helped me to communicate articulately and interact effectively with diversity of peers. During the last two years, besides the college academics I spent most of my time attending a number of extra-curricular workshops, seminars and conferences in different fields of computer science. I look forward to a career in research where I cannot only use my academic background to achieve my research goals but also make original contributions to my field of interest. I believe that graduate studies would provide me with the opportunities to attend advanced courses and would be the stepping-stone to my career in research. University of North Carolina at Charlotte suits my research interests because of its advanced academic curriculum and world-class research groups. I believe that it is the best environment for me to achieve my goals while gaining experience and exposure to a diverse student body and faculty. I believe that no other school provides students with the combination of culture, education and research environment, required for an overall personality development, as offered by your institution. Summarizing all written above, I believe that my serious intention for study, my projects, my certifications and strong academic background in various areas of Computer Science will be beneficial for my graduate studies and research. Attending your prestigious institution would give me an opportunity to receive high-level education under the guidance of prominent professors and excellent teachers. I would regard my admission to University of North Carolina at Charlotte not only as a great honor but also as a great responsibility and challenge to prove myself. Thank you for your time and consideration. High Regards, {NAME}. While reasoning my intentions to pursue MS in Computer Science at Oklahoma State University I would like to throw some light on my career till now, I always fancied myself with Computers right from my childhood and thought of becoming a Software Engineer got implanted in my mind at an early age. A career in Engineering seemed the most challenging and logical extension of my abilities. I was given training in the basics of the operation and the applications of the computers during my school days. From that day onwards until the 10th standard I was constantly being taught different concepts of computer in different levels. The various concepts that I am thorough with, in school, are Word, QBasic and C Fundamentals. Science has been my favorable subject right from my school days and has always been one among the toppers of my class. I have even represented my school in many competitions. I have been the member of the quiz team of our school that has won many competitions. After my higher secondary I was determined to secure for myself a position in the Information Technology field, which deals with the areas of Computers, Communications and Networks. To accomplish this I had to qualify in the EAMCET Entrance Exam for Andhra Pradesh, India. I secured a good rank in the examination and secured a seat in Computer Science Engineering in V. R. Siddhartha Engineering College, Affiliated to Nagarjuna University. At VRSEC I had the good fortune of having a well-compiled syllabus, which placed equal emphasis on theoretical fundamentals as well as practical applications. Subjects such as Computer organization, Digital Logic Design, Microprocessor Applications laid a solid foundation in the theoretical aspects of the subjects. Practical application aspects were introduced to me through subjects such as Object Oriented Programming concepts, Data Structures, Relational Database Management Systems, Internet technologies. The areas, which are of special interest to me centered on Computer communications, Software Engineering, E-Commerce applications. I am interested in learning more about encryption and artificial intelligence. My interest in Networks began when I read about the various application fields it could be used, in the Information Technology magazine. I am a regular reader of magazines such as IEEE-spectrum, potentials, chip, computer networks, and computer today, which enabled me to be in touch with the latest developments in information technology. At VRSEC I had the opportunity to interact with some of the best professors in our region. I had the opportunity to do alive project in BPL Mobile Ltd. Coimbattore and project title is Mobile High Usage Roaming Alert and the project is being implemented by the company people right now and the project is done in VB and Oracle. The next step in my career towards achieving my career goal is to pursue my Masters Program in Computer Science. I have done considerable research in this area to pursue my Higher education in a reputed University and with a good course curriculum. I found about the education in USA and its recognition. I have therefore applied to the OSU in USA. Also with some advice from my college senior who are in various colleges in USA I have opted for this College. The course MS in Computer Science. The course has been designed to give me insight into the world of academic and industrial computing research. By focusing on several currently active areas it affords me the opportunity to gain an in-depth understanding of the topics of the course and in doing so, to develop the skills necessary to carry out innovative work with in the discipline of computing. I strongly believe that a software engineer should be instinctive, innovative, quick to adapt and adopt new technologies, which is only possible with solid foundation and profundity in his subjects. This entails and insightful and thorough understanding of the intricacies of the subject. That’s the reason why I am inclined towards MS in Computer Science. I am sure that with my interaction with the faculty and peers at your college will provide an ambience conducive for my transition from an undergraduate to a graduate. It is my strong belief that graduation from this institution will take me close to achieving my ultimate goal of becoming an efficient software engineer. While my sights are firmly set on graduation, it is my strong desire to pursue research program following my graduation. Computing Science plays an ever-increasing role in today’s society. Technological innovation has been one of the driving forces behind India’s rapid growth. It is therefore essential that every opportunity be afforded to talented Indian graduates to extend their education and skills in order to play an active role in managing the opportunities presented in the future. India is fast gaining a reputation for its computer industry and at the moment it is regarded as the centre for Software and as a result many of the top notch Multinational Corporations are establishing their contact centers in India. As a result an International Degree is focused to meet employment  opportunities with in the computing industry in India. Possible career opportunities for me in India include research and development roles in the development of new technologies such as software engineering, technical applications developers and consultants, network managers and other leading roles in computing industry. A fascination for Science Technology and keen interest in the ever-growing world of technology motivated me to take up engineering. I choose to major in Electrical Electronic Engineering with an intense urge to delve into the challenging field. During my under graduation program I learned the various fundamentals of Electrical Electronics Engineering which together with practical course work reinforce interest. Right from my school, I had a penchant towards Mathematics, Science and research in general. This basic interest led me to take up Mathematics, Physics and Chemistry as my major subjects in high school. As a part of my Physics project, I had constructed logic gates and simple latches using basic circuit elements. I was so astounded by the Power of Electrical Electronics. This interest made me to take Electrical Electronic Engineering. I would like to present my past performance as my credentials for my success in my future endeavors. My innate strength has been my quantitative and analytical abilities which instilled me a special interest for mathematical and physics. I had opted the same in my 10+2 with good marks. I was placed in the top 15% of one lakh who took engineering entrance examination. This performance helped me in getting admission into Sri Saradhi Institute of Engineering, Nuzvid, India. During the course of my undergraduate study I was exposed to various courses with applications like Electromagnetic field, Control systems, Power electronic, Electrical measurements, Linear Integrated Circuits, Electronics, Pulse and digital circuits, Computer methods in power system control, Digital Signal Processing, Power systems(1to 3), Electro mechanics(1 to 3) Micro processors Micro Controllers, High voltage engineering, Modeling of power system components, Utilization of electrical energy enhanced my subject. I secured good results in my engineering. I was well versed in programming languages like C, C++ Java. During my final year I decided to do project in Machine cutting using micro controller. From my kinder garden my medium of instruction is English. I had written GRE and got 1060 score, which adds to my English language proficiency. Excellence in any sphere of life can be achieved trough determination, hard work, preference and dedication. Yet lack of in depth knowledge of the subject leaves the conceptual skills incomplete. It in this concept that I would like to pursue a course that control system in your esteemed university. I am very much interested to do MS Computer Science in your esteemed college. I realize the need for me to study at the center stage of activity in these fields at your college in USA. My earnest desire to continue my future studies at your graduate school stems from that it is one of the top colleges in Ireland having fine record of academic excellence and is backed up by expert faculty and research facilities. The other reason why I want to study at your esteemed college is that it provides the kind of expose needed to broaden my thinking and indo any insular prejudices that might be still prevalent in me. Your college is a confluence of people from every nationality, religion and race. Overall development of the personality can be done and it helps me to broaden my concept from the narrower confines of nationalism to internationalism. I am clear as to my carrier aspiration. Educational I believe is a life long process. I there fore wish to pursue a doctoral degree after my MS and therefore combine research and teaching as carrier. I am fully aware that yours curriculum requires that I summon all my resources and I aver that I have the necessary commitment, intelligence and stamina to look forward to do it all. I am convinced that my study at your department would be meaningful and rewarding experience. I look forward to have a long and profitable association with your esteemed college. I especially thank you for giving me the opportunity given me to express about myself. Name : ******** Program Sought: MASTERS IN ENVIRONMENTAL ENGINEERING Semester Sought: Fall 2012. STATEMENT OF PURPOSE There is a very famous adage, â€Å"If you think education is expensive, and then try ignorance†. I could not agree more. I believe research is necessary to acquire data and formulate theories, but it is just as important to know how to apply those theories and use that data in the real world. To be competent and competitive I will require a master’s degree. A master’s degree will give me the up-to-date tools and knowledge that is the need of the hour. It is after a good deal of self-evaluation that I have decided to pursue graduate studies.

Latex Products In The Work Pla :: essays research papers

Over the last decade, many employees have developed allergies related to the use of latex. “The employees affected have mainly been found in healthcare, food services and in beauty services.'; As employees in these areas, as well as other areas have learned of the potential risk from the contraction of disease leading to death, caused by the exposure to bodily fluids, they have realized that the use of products to stop the exposure is absolutely essential. This has substantially increased and spread the use of latex products, mainly gloves. “The use of so many is very costly, so many employees turned to third world countries who produce a cheaper, untreated latex, which although it cannot be blamed alone for the development of latex allergies, does contribute to the problem.';   Ã‚  Ã‚  Ã‚  Ã‚  The repeated use of latex in the work place can lead to allergies that affect the worker’s ability to function both at work and at home. “The allergies developed can result in degree from a minor irritation to an anaphylactic shock. Out of the many types of allergic reactions only two types, Type I and Type IV have been observed as being related to latex. Type IV reactions have proved to be a response to additives used by the manufacturer. They are uncomfortable, but not life threatening. This is the opposite of Type I reactions. Type I reactions are caused by an antibody called IgE which recognizes the cause of the allergy from previous exposure.';   Ã‚  Ã‚  Ã‚  Ã‚  “The Type I allergens in latex products exist naturally. They remain in the latex during processing. Three proteins found to be involved with the latex allergies are Kd-14, Kd-20 and Kd-27. The proteins can be airborne through powder residue on the gloves, so they can be transmitted through the air. The proteins are also water-soluble. The reactions from Type I include eye, nose, and respiratory symptoms. If left untreated the reaction may be life threatening.';   Ã‚  Ã‚  Ã‚  Ã‚  “The death count associated with Type I reactions up until 1995 is 16 due to latex.'; These deaths prove that the latex allergies that are being developed are a serious risk to employee health, and the matter needs to be dealt with seriously. Both employers and government need to take charge of the issue to ensure the safety of the employees.   Ã‚  Ã‚  Ã‚  Ã‚  The employer needs to provide policies and procedures to reduce the exposure to latex. Until recently latex gloves were the automatic protection worn by all employees dealing with people, or products for people, and in many places this is still the case.

The Colliding Dynamics of Class Structure Essay -- Social Studies

The rigidity of class structure is the culprit for the vast number of inequities in society. Power is concentrated in the hands of a small sector; leaving a few individuals to have more authority and influence, in comparison to others. The construction of class structure identifies the way groups are divided into social positions. Differences stemming from social position are further exemplified by the accessibility to valuable resources–such as wealth, education, occupation, and status. Those with distinguished command in society have access to these increasingly wide ranges of resources, which may be present in limited forms to the less powerful. Used as a device of supremacy, power is a style of control when the basis is acquiring these societal possessions. Even though class structure is considered to be fluid in nature, for some it is a complex web of entanglements hard to deal with it. Groups who suffer from social and material deprivations are not doing so by choice, b ut hugely in part to economical and occupational factors. These prominent distinctions have led several to fall victim to the systems of hierarchy. Built within these schemes are the inequalities that arise due to one’s position; and captured inside are the outcomes that influence levels of individual, educational, and occupational independence. People who do observe the inequities between classes may feel the impact of social stratification in various ways. Similarly the dynamics of class structure are very significant elements found throughout the works of Virginia Woolf, George Orwell, and Karl Marx. They are all in agreement that society host the series of conflicts underlying that of class structure. Class structure as a whole denotes differing realit... ...ist Feminism." Critical Sociology (Brill Academic Publishers) 25.2/3 (1999): 196-217. Academic Search Complete. Web. 19 Mar. 2012. Marx, Karl, and Frederick Engels. Marx/Engels Selected Works, Vol. One. Moscow. Progress Publishers, 1969, N. pag. http://www.marxists.org/archive/marx/works/1848/communist- manifesto/index.htm. Web. 23 Apr. 2012. Orwell, George. "Shooting an Elephant". The Seagull Reader Essays. 2nd Edition. Ed. Joseph Kelly. New York. W. W. Norton & Company, Inc, 2008. 243-250. Print. Peet, Richard. "Inequality and Poverty: A Marxist-Geographic Theory." Annals of the Association of American Geographers 65.4 (1975): 564-571. Academic Search Complete. Web. 19 Mar. 2012. Woolf, Virginia. A Room of One's Own. New York. Quality Paperback Book Club, 1992. Print. Woolf, Virginia. Three Guineas. New York. Quality Paperback Book Club, 1992. Print.

Mgt602 Case Study Sample

Starbuck’ Strategy and Internal Initiatives to Return to Profitable Growth Shangze Li MGT 602 National University April 13, 2012 Starbuck’s Strategic Analysis Mission From the stuff of the textbook, there are some content about Starbucks’ mission statement. Howard Schultze who is the chairman and CEO of Starbucks would like their mission statement to convey a strong sense of organizational purpose and to articulate Starbucks’ fundamental beliefs and guiding principles. They renewed their mission statement in October, 2008.It is â€Å"To inspire and nurture the human spirit- one person, one cup, and one neighborhood at a time here are the principles of how we live that every day† (Thompson, 2012). The strategic mission of Starbucks is to establish Starbucks as the most recognized and respected brand name in coffee and for the company to be admired for its corporate responsibility. Starbucks has six corporate values as its own internal guideline. Firs tly, provide a great work environment and treat each other with respect and dignity.Secondly, embrace diversity as essential component in their business approaches. Thirdly, apply the highest standards of excellence to the purchasing process. Fourthly, roast and deliver fresh coffee. Fifthly, develop enthusiastically satisfied customers all of the time. Sixthly, contribute positively to communities and environment, and recognize that profitability is essential to their future success. As such, Starbucks uses these principles as a guideline for all employees to achieve the company’s goals (Starbucks, 2012). Store Expansion StrategyThompson mentioned Starbucks’ expansion strategy in this case. From 1993, Starbucks began their geographic expansion strategy to target areas. They believed â€Å"Starbucks everywhere† strategy cut down on delivery and management costs. The data showing that their operating margin was 14. 3% in fiscal 2007, but declining store sales and depressed economic conditions had driven the margin down to 6. 0% in fiscal 2008 and 7. 5% in fiscal 2009. In 1995, Starbucks began entering into licensing agreements for store locations in areas where it did not have ability to locate its own outlets.Till September 2009, Starbucks had company-operated and licensed stores in 50 countries and expected to open 200 new stored internationally in fiscal 2010 (Thompson, 2012). Revenue growth is decreasing because Starbucks lacks experienced management. Schultz has never led a growth effort of such magnitude and is just learning what the job of DEO is all about. Additionally, the US economic slowdown makes Starbucks experience a steeper fall and the customers are more price sensitive the past year. Customers lose their jobs, they don’t have money to drink coffee in Starbucks.According to this situation, Starbucks should reduce their US expansion efforts. Continued aggressive expansion in the United States by adding as many new stor e locations as in the past will inevitably act to cannibalize existing locations same store sales. The specialty coffee industry in the United State has entered the mature stage. One of the qualities inherent to the mature stage of the industry lifecycle is overcapacity. Any significant expansion efforts in an environment where overcapacity is present will be met with failure.By reducing their expansion efforts in the United States, Starbucks can redirect the capital saved into their international expansion efforts. The international market provides an ideal target for expansion and the penetration rate of specialty coffee in many nations is low and these countries have the potential market share capacity (Larson, 2008). Business Strategy From the mid-1990, Starbucks started their products strategy. The strategic objectives were to capitalize on Starbucks’ growing brand awareness and brand-name strength and create a broader foundation for sustained long-term growth in revenue s and profits (Thompson, 2012).Starbucks should start new independent business unit for new products, with decentralization for products-group structure. They should reduce cross functional tasks to reduce confusion between employees and increase efficiency. Starbucks gets the outsiders of their board to gain potential new ideas in new business. Exploring new business is a blue ocean strategy and gets a first mover advantage (Paydirect, 2012). Marketing Starbucks had spent relatively little money on advertising, preferring instead to build the brand cup by cup with customers and depend on word of mouth and the appeal of its storefronts.Adverting expenditures were $126. 3million in fiscal 2009, versus $129. 0 million in fiscal in 2008. Starbucks stepped up advertising efforts in 2008 to combat the strategic initiatives of McDonald’s and several other fast-food chains to begin offering premium coffees and coffee drinks at prices below those charged by Starbucks (Thompson, 2012) . Store Ambience Starbucks should create a store atmosphere that fits the local settings and by training baristas to increase the personal connection between themselves and their customers.Starbucks encourage s feedback from their customers to induce a family like feeling and instructs all baristas to greet every customer. To further increase this emotional connection with their customers, Starbucks can implement digital picture frames in all store locations and uploads local customer photos and perhaps even customer supplied family photos, customers have the option of uploading some of their family photos into the digital picture frames Starbucks gives them the chance to personalize their local coffee shop and joins a community (Larson, 2008).Research and development Starbucks can continue in their research and development strategy by being the technological leader in the coffee retail business (Thompson, 2012). Starbucks should continually improve the coffee’s variety. Maga zine consumer reports rated McDonald’s drip coffee as tasting better than that of Starbucks in 2009. To ensure the quality of their coffee, Starbucks should continually analyze their brewing systems and practices and considers renovations.The brewing process should at all times be judged based upon its ability to bring out the complexities and distinctive flavors of the world’s different exotic specialty coffees. Starbucks introduces their Tazo tea brand into the Japanese market. After a successful trial run in Japan, Tazo is brought into the US markets. Starbucks should diversify in related business to secure its own business, as customers have brand preference such as Macdonald, Donuts and so on (Paydirect, 2012). FinanceIn March 2010, Starbucks announced it first-ever cash dividend of $0. 10 per share to be paid quarterly starting with the second quarter of fiscal 2010. Net revenues increased 8. 6 percent in the second quarter of fiscal 2010 compared with the same q uarter in fiscal 2009 (Thompson, 2012). Starbucks should use the best of their economies of scale to reduce costs. Starbucks should start new independent business unit for analyze the cost and return of new coffee’s product which is a cost driver.Accountants and auditors should follow the corporate governance to control some unnecessary expense and use performance test to identify the financial competitive advantage (Paydirect, 2012). Starbucks should evaluate their performance substantively and symbolically to avoid any accumulative financial losses to take quick corrective actions. The best evaluation method for Starbucks will be measuring ROI for any new investment they made and for the old investments as well. Starbucks should measures net profit for each store to separate between profitable and non-profitable stores.Hence, Starbucks will have a clear financial positioning (Paydirect, 2012). Reference Larson, R. C. (2008). Starbucks a strategic analysis. Retrieved on Sep 22,2012 from http:// coe. brown. edu/documents/starbucksastrategicanalysis_ R. Larson_honors_2009. pdf Paydirect. (2012). About Us. starbucks. Retrieved from Sep 20, 2012 from http://www. starbucks. com/about-us Thompson, A. A. , Peteraf, M. A. , Gamble, J. E. , Strickland III, A. J. (2012). Crafting and Executing Strategy: concepts and cases: global edition. New York, NY: McGraw-Hill/Irwin.

20 Exploratory Essay Topics What to Write in an Essay about Earthquake Prediction

20 Exploratory Essay Topics What to Write in an Essay about Earthquake Prediction Here are 20 topics on earthquake prediction for an exploratory essay: Connection of Stress Tensors with Earthquake How Can Variations in Geochemical and Electromagnetic Signals Be Used to Detect Earthquakes Linear Elasticity Theory How Is Strain Accumulation on Plate Boundaries Calculated? How Difficult Is it to Predict Earthquakes? Does Quantitative Theory Improve Predictability of Earthquakes What Is Earthquake Clustering Probabilistic vs Deterministic Analysis Earthquake Mitigation Measures Effectiveness of Van Predictions Important of Space, Time and Magnitude in an Earthquake Event Is It Possible to Create Real-life Seismicity Model? What Problems Does Spatial Inhomogeneity of Epicenter of the Earthquake Cause During Earthquake Determination Process Earthquake Cataloguing and Seismic Moment Tensor Inversions Reliability of Deterministic Approach towards Earthquake Prediction Prediction of Earthquakes through Low-frequency Seismograms or Static Deformation of an Event How Can Null-hypothesis Help in Filtering Earthquake Evaluation? Can Earthquake Simulation on Computers Help in Prediction? Effects of Focal Mechanism on Earthquake Prediction What Causes Seismicity Variations Interesting topics, aren’t they? We bet you’re now excited about what topic to go with. Just pick the one you feel will impress your professor. In addition to giving you informative facts and interesting topics to write on, we will also help you with the actual writing process on one topic from the list above. Sample Exploratory Essay: How Difficult Is It to Predict Earthquakes? Too often have people asked this question and we believe the confusion in this matter is solely due to a lack of knowledge. The scientific community hasn’t exactly been sitting idle for the past half century, though despite of all the modern day computing power, it is difficult to predict earthquakes with a hundred percent certainty. Some people have claimed that they’ve built successful systems such as the VAN method which is said to detect low frequency electric signals seven hours before an earthquake, with a tolerance rate of 30 minutes. However, there is still debate amongst seismic researchers that there is simply too much randomness that poses a hindrance to successfully creating a perfect model. The earth is extremely heterogeneous, quantitative theory about earthquakes is absent and fault zones are inaccessible. Scientists have been stubbornly trying to disprove this by trying to find out other reasons for the difficulties we face in getting reliable predictions. Fluid properties and standard laws of displacement are known to us if we are to study the turbulent motion of fluids, but in order to have reliable readings of air movement inside a closed room, it has to be calculated for at least five minutes. Similarly the earth’s atmosphere circulation can be successfully and precisely calculated for a few days if the inertial force is strong, hence the weather updates we see on television. So now that we know that even long term weather detection is impossible, lets look at what makes earthquakes different. The problem with predicting earthquakes is that the inertial effects are only strong when the subsequent seismic-wave propagation and earthquake rupture is active. Unfortunately, the timescale of the two aforementioned aspects is merely within seconds. This brings us to the second point to be discussed; how is it that weather is more easily predicted than earthquakes? The process of predicting earthquakes is asymmetric in nature. If you are to look at things from time perspective, the number of foreshock is noticeably low or in some cases none at all. While the seismicity is asymmetric in regards to time, turbulent flow of fluids isn’t, therefore the predictability of earthquakes is unreliable and hit-and-miss, even if the lead times are very small. The first event of earthquake is called the â€Å"Main Shock† and in 50% earthquake events, the main shock is the largest. The start of an earthquake sequence is abrupt which is followed by a series of aftershocks. These are called rupture events, and are supposed to be the stopping phase of an earthquake. The most extreme atmospheric turbulence event is a tornado with a lead time of half an hour, while the most extreme earthquake can occur without any warning whatsoever. We can detect tornados half an hour in advance, but we can’t detect which direction the tornado is headed, particularly if it’s a tropical hurricane, as a small change can alter its trajectory in a major way. Concluding it all, weather prediction can be authentic for at least 4 to 5 days while earthquakes of the most destructive nature can happen without any notice whatsoever. This is mainly why scientists are unable to make a breakthrough in terms of accurately predicting earthquakes. Reference: Silver, N. (2015). The Signal And The Noise Why So Many Predictions Fail But Some Dont. New York, NY: Penguin Books. Tazieff, H. (1992). Earthquake prediction. New York: McGraw-Hill. Bolt, B. A. (1993). Earthquakes and Geological Discovery. New York: Scientific American Library. Mulargia, F., Geller, R. J. (2003). Earthquake Science and Seismic Risk Reduction. Dordrecht: Kluwer Academic. Hough, S. E. (2007). Richters Scale: Measure of an Earthquake, Measure of a Man. Princeton, NJ: Princeton University Press. Earthquake Storms: The Fascinating History and Volatile Future of the San Andreas Fault. (2014). S.l.: Pegasus Books. Advances in Earthquake Prediction. (2008). Berlin: Springer-Verlag Berlin and Heidelberg GmbH KG.

Free Essays on Mind Body Problem

The Mind Body Problem Humans are free to do what they want, without this freedom there could be no morality. In such a case, no basis for what could be deemed as good or bad behavior in the eyes of a God because without freewill we would just be pre-programmed unable to change or alter what has already been laid out in front of us. There are only two things certain in each one of our lives, we live, and then we die, everything in between is up to the individual. Hard determinism only clouds the mind if we are enslaved to thinking we are free, then those who believe that they have no control over life are going through life making decisions based on what they perceive as pre-determined. To say we have a path set for us is to make us no more than a robot, and because robots cannot discuss topics intelligently and cannot act intelligently in situations proves that theory wrong. We all have identity each human individual is unique even twins are different. Our minds are just as unique as our fingerprints, and to suggest that life is just a puzzling network of intertwining minds that cause interactions and event between certain individuals throughout life is preposterous. The mind is just as separate from the body as an engine is separate from the body of a car. But unlike a car our minds must be conditioned through life experiences. If minds were pre-programmed there would be no need for school and no need for learning how to read and write. Our brain is our own personal computer that is empty at birth and is continuously being filled with life lessons. For example we all know a stove is hot because most of us have had our hands burned on one, not because our mind miraculously told us before we touched it as a toddler. In relation to the body and our minds, reality is made up of mental and physical things, or dualism. Life without one or the other would be meaningless. We would not be able to make sense of what we experience withou... Free Essays on Mind Body Problem Free Essays on Mind Body Problem The Mind Body Problem Humans are free to do what they want, without this freedom there could be no morality. In such a case, no basis for what could be deemed as good or bad behavior in the eyes of a God because without freewill we would just be pre-programmed unable to change or alter what has already been laid out in front of us. There are only two things certain in each one of our lives, we live, and then we die, everything in between is up to the individual. Hard determinism only clouds the mind if we are enslaved to thinking we are free, then those who believe that they have no control over life are going through life making decisions based on what they perceive as pre-determined. To say we have a path set for us is to make us no more than a robot, and because robots cannot discuss topics intelligently and cannot act intelligently in situations proves that theory wrong. We all have identity each human individual is unique even twins are different. Our minds are just as unique as our fingerprints, and to suggest that life is just a puzzling network of intertwining minds that cause interactions and event between certain individuals throughout life is preposterous. The mind is just as separate from the body as an engine is separate from the body of a car. But unlike a car our minds must be conditioned through life experiences. If minds were pre-programmed there would be no need for school and no need for learning how to read and write. Our brain is our own personal computer that is empty at birth and is continuously being filled with life lessons. For example we all know a stove is hot because most of us have had our hands burned on one, not because our mind miraculously told us before we touched it as a toddler. In relation to the body and our minds, reality is made up of mental and physical things, or dualism. Life without one or the other would be meaningless. We would not be able to make sense of what we experience withou...

jones essays

jones essays From the readings in this class there was one sentence that I thought could be compared to a work of art. The past is never there waiting to be discovered, to be recognized for exactly what it is.. I believe this has a correlation with the Cave painting in Lascaux, France. The Cavemen made these paintings hidden deeply in caves far away from where anyone else could see them. These hidden paintings that were found in the 1940s will always be a mystery. What were their thoughts and reasoning behind the paintings? Back in September 1940, sixty years ago, four teenagers traveling the hills of Perigord, in search of a passageway of local folklore, stumbled across an entrance to a cave. The entrance had been sealed for around 15,000 years. Simon Coencas, Georges Agnel, Marcel Ravidat, Jacques Marsal, found the hidden cave art of the past. The boys did not have equipment to search the caves so they decided to return the next day. Returning with equipment they explored the cave. Prehistoric paintings of deer, bison, and other animals covered the walls. The news of Lascaux traveled fast and the cave was accessible to the public. People came from all over the world to see the cave. The heavy traffic of visitors and change of atmosphere caused the colors and details of the art to fade and almost disappear. The once perfectly preserved, highly detailed prehistoric mural paintings could have been ruined by the large numbers of people going through the cave. In 1963, the cave was closed from public viewing. Only scientists could go into the cavesof Lascaux. Nowadays the cave has been returned to its initial state before discovery. It is now watched from a remote location by the Laboratoire de Recherche des Monuments Historiques. They record the slightest difference in hygrometry, temperature, and carbon dioxide gas. The cave paintings of Lascaux were discoved in the mid 1900s in France. These ...

The Paradoxes of Nietzsche's Introduction of valuesinto Modern Culture Essay

The Paradoxes of Nietzsche's Introduction of valuesinto Modern Culture - Essay Example The actual definition of â€Å"values†, its appreciation and proper evaluation has always remained an issue of great debate as well as dilemma throughout the entire domain of philosophical development. The progress of human civilization, cultural influences, and adoption of different attitudes towards interpretation of such influences have provided several dimensions in the context of defining values, or from the ethical perspective what can be said to be moral values. The issue of debate or dilemma evolves from the very basic argument that is there any universal definition of values or moral values or morality? During various phases of human civilization and contextual philosophical dimensions values have been interpreted in different manners. What is regarded as values, or morality for people belonging to a particular socio-cultural context in a specific time period, may not have the same acceptance among people living in another socio-cultural context and a different phase of time. However, the terms, â€Å"values† or â€Å"morality† or â€Å"moral values† receive a universal connotation empowered with the common appreciation that while living in a social context, individuals are required to abide by certain codes of conduct or norms that, besides ensuring his/her enjoyment of social rights as a human being to the best extent possible, also aims inciting such motivation among the inhabitants so that same scope of enjoying human existence can be provided to fellow counterparts. Truth behind this observation receives a strong foundation if Gert’s (1998) opinion on moral values or morality is taken into consideration: â€Å"Morality is an informal public system applying to all rational persons, governing behavior that affects others, and has the lessening of evil or harm as its goal† (Cited in Alavudeen, Rahman, and Jayakumaran,

Summery and your opinion Essay Example | Topics and Well Written Essays - 750 words

Summery and your opinion - Essay Example Economists have proposed changes in the business sector. The proposed changes are mainly targeting large businesses with the aim of transforming them into entrepreneurship. Transformation of an organization from a knowledge-based organization to an information-based organization is not achievable with only data processing. The attempt by the British to establish an information based organization in the modern India proves the idea (Drucker 45). The impacts of computer technology in business are the first evidence of the inevitable transformation of knowledge-based organizations to information-based organization. Coca-Cola Company is an example of a company that is still in the transformation process. Recently the company has automated its production plants using information system. The best way to measure the benefits of computers in business is through an analysis of technology as a capital. This implies that we need to determine expected rate of return, payout period and the investment’s expected productive life, discount present value of returns, cost of deferment risk, cost of risks resulting from failure and the opportunity cost (Drucker 46). The rate of data processing has been linked with the transformation of knowledge-based organization to information-based organization. The British experience in India however proves that advanced data processing is not adequate to create an information-based organization (Drucker 48). An organization’s capacity to process data determines its structure and this is the second effect of the transformation. Data gives information the required relevance however the process of transforming data into information depends on knowledge. The most appropriate definition of knowledge is based on specialization and therefore it is not easy to separate information from knowledge. Similar to the knowledge-based organization, an information-based organization requires specialists. In addition, there are more specialists

Empolyment low Essay Example | Topics and Well Written Essays - 3000 words

Empolyment low - Essay Example While she was on sick leave, it was alleged by the defendant that she continued to give her consultation to private patients. She was summarily dismissed for her gross misconduct for having received sick leave pay and also attended private patients. Aggrieved by this, she appealed to EAT claiming that the no due consideration was given by the NHS to any mitigating elements like any past untarnished records, employee’s long service or outcome of any dismissal. In this case, the tribunal was of the opinion that once gross misconduct had been demonstrated, dismissal must always within the ambit of adequate responses. However, the plaintiff appealed to EAT against tribunal findings on the ground that the employment tribunal should not have gone to a straight conclusion that dismissal is the punishment for the gross misconduct as it failed to give weight to any mitigating elements like past clear track record, length of employment and outcomes of any dismissal from the NHS. EAT con curred with her view that summary dismissal for a gross misconduct will be held void if no consideration has been given to other mitigating elements like employees past track record, length of service and the outcome of any dismissal. (Morris 2013). ... It should be demonstrated that the incident was examined, and satisfactory evidence was available for the misconduct and for the employee to be informed and to have a chance to challenge any accusation in a typical disciplinary process. In such cases, the conduct alleged had already been set out in the training book or employment contract; it would be advantageous for the employee to prove it to be a gross misconduct. Further, an appeal process should be established, and the employee should be given an opportunity to avail such an appeal process. (Fenwick & Kerrigan 2011:221) The meaning of the Reasonable The gravity and the nature of the offending demeanour will be seen at here. The tribunal will inquire whether the demeanour was so bad as to annihilate the association between the employee and the employer or did it just create irritation. If the demeanour of the employee was not significant like not attending the office at the right time, habitual absenteeism, the tribunal may view it as irrational for the employer to jump for the immediate dismissal without contemplating other actions or sanctions. (Fenwick & Kerrigan 2011:221) In BHS v Burchell, it was held that employer has to corroborate a rational faith in the guilt of the employee well before dismissing him, particularly in case of the alleged theft. However, John can suspend Smith and Freeman while they are under investigation. Both Smith and Freeman have to be questioned individually from each other. (Holland 2013:385) In Monie v Coral Racing Limited, there was disappearance of cash from the safe custody of the employer. The defendant could not decide which of the two employees who was responsible for the

Hume and the Utility of Practical Governance Essay

Hume and the Utility of Practical Governance - Essay Example Central to this concept is the implicit consent of the governed, whose accession to this arrangement is assumed to be voluntary. Hume disputed this notion, however, citing, as example, that there is nothing voluntary about an individual who is too poor to leave or seek subsistence anywhere but the nation of his birth. â€Å"We may as well assert, that a man, by remaining in a vessel, freely consents to the dominion of the master; though he was carried on board while asleep, and must leap into the ocean and perish, the moment he leaves her† (Graham 2011, p. 186). Hume’s essay â€Å"Of the Original Contract† argued that ideas about government by consent and the authority of the state must have context and a basis in historical fact to be practical. Hume decried the notion of original contract as put forth by the Whigs, whom he felt offered little concrete evidence and left too much to discretion and interpretation. In his view, it amounted to an invitation to revol t at the drop of the political hat. In other words, such theorizing might encourage citizens to rise up â€Å"whenever (the people) find themselves aggrieved by that authority, with which they have, for certain purposes, voluntarily entrusted (the sovereign)† (Forbes 1975, 93). ... n irresistibly powerful inclination to ascribe â€Å"liberal† or â€Å"conservative† leanings and associations to individuals who operate on the remotest periphery of the political sphere. Thus, it should come as no surprise that writers and historians have for centuries sought to paint Hume with a Tory or Whig brush (depending on their ideological preferences, of course). In light of the evidence, and Hume’s writings, this is a mistaken perspective. The most revealing information concerning Hume’s position on the original contract, and other political theories, came from Hume himself. â€Å"Hume provided an important clue to the proper interpretation of his political writings by referring himself as a ‘philosopher.’ As he pointed out, a philosopher looks at political problems differently than a spokesman for a political party† (Miller 1961). Miller notes – properly – that those who have studied Hume’s beliefs shoul d have concentrated on the â€Å"general principles which underly† the seemingly ambiguous statements Hume makes concerning government (Ibid). Miller makes a compelling argument, concluding that Hume cannot be considered partisan since he wrote as a political philosopher. In this light, Hume’s position concerning the original contract is one of pragmatism and expediency. His opinions are crafted so that they address the practical needs of government as he saw them in his day. 3 In his 1742 essay â€Å"Of Civil Liberty,† Hume is critical of both Tories and Whigs in regard to their treatment of the original contract. He is opposed to extremes, to the Tories’ â€Å"tracing up government to the Deity, (endeavoring) to render it†¦sacred and inviolate†¦, † and the Whigs’ regard of government as absolutely deriving from the consent of the people

Americas History of Immigration Essay Example | Topics and Well Written Essays - 1000 words

Americas History of Immigration - Essay Example To begin with, the most notable point in the American Immigration history lies in the creation of its colonial era. The American experience was perceived as a colony where there would be freedom as well as a feeling of mutual bonding. (Parrillo, 2002) This was first demonstrated by the Puritans who built the first English colony at Jamestown, Virginia, in the year 1607. These efforts were replicated by various communities throughout the two century old immigration experience of the United States. Therefore, the turning point was the creation of a model which was to be followed by the variety of people arriving at the American shores, so as create an essentially American way of life. (Gjerde, 1998. Pp 288 to 290 ) Another turning point came in the form of the framing of the US Constitution in the nineteenth century. This helped the diverse American population gain an insight into what was typically American. The Constitution laid special emphasis on freedom, which led to the definition of various unique groups and their ways of living. The Constitution provided the necessary impetus that forced the people to unite on the common grounds of secularism and freedom. Also, with a new focus on new age terms like welfare state and public policy, there was a mass paradigm shift towards understanding the plight of the various communities and creating a platform upon which they may voice their issues and thus gain new insights into public life. (Parrillo, 2002) The election of Andrew Jackson in 1828, as the first "outsider" to be elected as the President, paved the way for the creation of an America that could expand its frontiers through the sheer power of diversity presented by the people thronging it. (Palmer, 2005) This trend was further fuelled through the modifications rendered to public policy to cater to the needs of minorities who were fast taking to America as their homeland. There was a new brand of administrative policy activism during this period, which triggered federal immigration policies to be restructured along dynamic innovative lines. Further, nationhood and social order were described during this period in terms of the ethnicities and their diverse needs. The coming of the Irish to the American shores during the 1800s ushered an age of renewed political agenda aimed at the so called "outsiders". The Irish settled around New England, poised for a greater role in the political affairs of the nation. This brought about a new breed of causal politicians who showed America what culture and refinement feel like. Having followed directly after the abolishment of slavery and the migration of the Southern Blacks towards the Northern industrial states, the migration of the Irish served to better understand and define freedom in terms of the ethnic diversity thronging the American shores. (Parrillo, 2002) Further, the progressive movement was closely followed by the First World War, where the traveling American was brought face to face with social issues on the home front. There was an acknowledgement of the fact that the social dictates of the land had grown to disproportionate dimensions in the face of multi cultural interactions. This led to the need for government action during the 1900s in a bid to demonstrate the ideal American family. While many Asian communities were averse to these trends, the second generation immigrants were more forgiving.

Hume and the Utility of Practical Governance Essay

Hume and the Utility of Practical Governance - Essay Example Central to this concept is the implicit consent of the governed, whose accession to this arrangement is assumed to be voluntary. Hume disputed this notion, however, citing, as example, that there is nothing voluntary about an individual who is too poor to leave or seek subsistence anywhere but the nation of his birth. â€Å"We may as well assert, that a man, by remaining in a vessel, freely consents to the dominion of the master; though he was carried on board while asleep, and must leap into the ocean and perish, the moment he leaves her† (Graham 2011, p. 186). Hume’s essay â€Å"Of the Original Contract† argued that ideas about government by consent and the authority of the state must have context and a basis in historical fact to be practical. Hume decried the notion of original contract as put forth by the Whigs, whom he felt offered little concrete evidence and left too much to discretion and interpretation. In his view, it amounted to an invitation to revol t at the drop of the political hat. In other words, such theorizing might encourage citizens to rise up â€Å"whenever (the people) find themselves aggrieved by that authority, with which they have, for certain purposes, voluntarily entrusted (the sovereign)† (Forbes 1975, 93). ... n irresistibly powerful inclination to ascribe â€Å"liberal† or â€Å"conservative† leanings and associations to individuals who operate on the remotest periphery of the political sphere. Thus, it should come as no surprise that writers and historians have for centuries sought to paint Hume with a Tory or Whig brush (depending on their ideological preferences, of course). In light of the evidence, and Hume’s writings, this is a mistaken perspective. The most revealing information concerning Hume’s position on the original contract, and other political theories, came from Hume himself. â€Å"Hume provided an important clue to the proper interpretation of his political writings by referring himself as a ‘philosopher.’ As he pointed out, a philosopher looks at political problems differently than a spokesman for a political party† (Miller 1961). Miller notes – properly – that those who have studied Hume’s beliefs shoul d have concentrated on the â€Å"general principles which underly† the seemingly ambiguous statements Hume makes concerning government (Ibid). Miller makes a compelling argument, concluding that Hume cannot be considered partisan since he wrote as a political philosopher. In this light, Hume’s position concerning the original contract is one of pragmatism and expediency. His opinions are crafted so that they address the practical needs of government as he saw them in his day. 3 In his 1742 essay â€Å"Of Civil Liberty,† Hume is critical of both Tories and Whigs in regard to their treatment of the original contract. He is opposed to extremes, to the Tories’ â€Å"tracing up government to the Deity, (endeavoring) to render it†¦sacred and inviolate†¦, † and the Whigs’ regard of government as absolutely deriving from the consent of the people

Global Promotion Event of a Toothpaste Essay Example | Topics and Well Written Essays - 1000 words

Global Promotion Event of a Toothpaste - Essay Example nature of this product therefore calls for certain convincing power that must be attained during promotion in order to ensure that the consumers are feeling safe and satisfied with the product. There are specific issues that surround dental health that must be tackled as well to enhance consumer trust, such as tooth decay (plague), bleeding gums and tooth sensitivity. The promotion of the product would require relevant specific guests and since it is set on a global stage, the presence of health and business expertise from different countries is indispensible. There are other tools provided by modern technology that must be adopted to guarantee success in the promotion. The information about Mediplus is intended to reach all the corners of the world, its presence and effectiveness must be felt around the globe before effecting sales. At the beginning of the event, the product should be introduced. Promoting a toothpatse entails promoting its active ingredients (Saxena 2006). Mediplus is a toothpaste brand that is rapidly gaining positive reputation for its effectiveness and healthy attributes. It has not been in the market and is currently in the market that only covers a single nation. The current market has tested it and has approved of its worth. It is a product manufactured under high health standards to guarantee its consumers of healthy teeth and gums. A part from its medical attributes, it is also manufactured to give its consumers a very elegant smile. It contains micro granules that whiten the teeth. Everyone needs a lovely smile. And this is what Mediplus provides without a doubt. For this reason, a Mediplus consumer is easily acceptable and socially presentable in a large scope of life. However, regardless of all the successes that Mediplus has gained in the local scenario, the company intends to pass this beautiful experience to the rest of the world: continent to continent. The presence of Mediplus to be felt in North and South America, Europe,

Student Spending Essay Example for Free

Student Spending Essay Abstract We used a stratified random sample to examine the spending patterns of a traditional student population at one large residential university in a small Midwestern town. Juniors and seniors spent more than underclassmen on recreation, food, general merchandise, and miscellaneous items. Male students spent more on recreation (40 percent more) while females outspent males on books and school supplies. Off-campus residents spent about twice as much on recreation, as well as more on food and for general merchandise. Those paying all their college expenses spent more overall and on general merchandise, food, and utilities. Students paying none of their college expenses spent less overall and less on gasoline and total miscellaneous items. Students who worked spent more overall and more in the following areas: general merchandise, food, utilities, and telecommunications. We also examined budget shares. Overall, books and recreation spending tend to be fixed as total spending increases, thereby reducing budget shares for these items. Women devote larger shares of their budget on  general merchandise, while men favor recreation. Students who pay none of their college expenses spend relatively more on recreation and books. Working students devote larger shares of their budget on rent and telecommunications. Non-working students spend relatively more on recreation and books. These results should be interpreted with caution since they represent a case study and do not apply to all university settings. Introduction Spending by college students has been identified as an important component of total consumer spending in the United States. One marketing firm estimated that â€Å"traditional† college students, i. e. , full-time students enrolled in fouryear institutions, who represent about one-third of all students, spent $23 billion in 1995 on essential items such as rent, food, gas, car insurance, tuition, and books. Another $7 billion was spent on nonessentials (Ring 1997). Spending by college students may be very important to local communities because many residential colleges are large relative to the size of their host community. These colleges are often seen as important players in the local economy through current spending and employment and also as potential catalysts for local economic development (Onear, 2007). Many universities have conducted economic impact studies to measure the overall influence the institution has on the local economy (Bailey et al. , 2007; Beck, 1995; Eliot 1988; Felsenstein, 1996). What is sometimes underplayed is the role of students in determining the overall size and industry mix of the local economy. Local economic impact studies often use figures for student spending derived from secondary sources such as financial aid office estimates of the dollars needed by students for miscellaneous expenditures during the year. More precise information on the magnitude and pattern of student spending would improve the accuracy of studies of universities’ economic impact. In this paper we analyze the spending behavior of traditional college students, who account for a large portion of the revenues of many local businesses in small towns hosting residential colleges. Although total spending by a student is often less than that of a local resident, student spending is concentrated in just a few areas, such as entertainment and food and beverage purchases in stores. In addition, many national retailers view traditional college students as a lucrative market since lifetime buying habits are formed in part during a person’s college years. Spending behaviors established in college may continue through two transition phases: single to young married couple, and young married couple to families with small children at home (Wilkes 1995). Changing personal behaviors and societal trends have contributed to the common perception of college students relying heavily on credit, obtained mostly with credit cards. The average college undergraduate’s credit card debt in 2001 was $2,327 and by 2006 had increased to $2,700 (Young Money, 2007); nearly one-half of all students had four or more credit cards (Hayhoe 2005). These changing attitudes toward the use of credit suggest that today’s college students are likely to spend more than students in the past because spending by today’s students is less constrained by current income and assets. This paper offers data to assess the accuracy of some perceptions about traditional college student spending and its potential impact on local economic conditions. We provide a descriptive analysis of the size and pattern of spending by college students at a single large university in a Midwestern small-town setting. The analysis focuses on a random sample of undergraduate students (stratified by gender and class level) and their spending behavior in the local area while attending classes. Spending behavior across demographic categories (e. g., gender, class standing), housing choice (on-campus or off-campus,) and employment are examined. The results provide insights about the magnitude and pattern of student spending that would be helpful to college officials, community leaders, and local business owners in assessing the impacts of this spending on the local economy and local economic development. Survey Method and Data Many empirical studies of college students’ use of credit cards or attitudes toward money employ so-called â€Å"convenience samples†, e. g. , surveys distributed in classrooms, dormitories or cafeterias (Davies and Lea (1995); Xiao et al.(1995); Eastman et al. (1997); Warwick and Mansfield (2000); Roberts and Jones (2001); Kidwell and Turrisi (2003); and Hayhoe et al. (2005)). These convenience samples are non-random selections from the student population. Students choose classes for specific reasons and, thereby, self-select based on a set of personal and course characteristics. For example, survey answers from students in an introductory-level child development class are likely to be different from students in a senior-level finance course. These samples create problems for interpretation of results and bias inferences about the general student population. The nature and strength of these biases are typically unknown. Other studies survey a wide range of randomly selected students but obtain low response rates that suggest a potential unknown and unmeasured response bias (Medina et al. (1996); Markovich and DeVaney (1997); Hayhoe et al. (1999); Leach (1999); Hayhoe et al. (2000)). The sample data used for this paper was collected through a telephone survey. Staff members of the Center for Applied Research and Rural Studies (CARRS) at Central Michigan University (CMU) helped to write the survey questions. The Registrar’s office used all undergraduate students enrolled on the main campus of CMU in the Spring 2005 semester (a population of roughly 18,000) to provide a randomly selected list of students stratified by gender and class standing. We opted for a telephone survey since it assured us of a stratified random sample. Eliot (1988) concluded that responses by students to questions about their spending behavior are not influenced by whether the survey was conducted by telephone or mail. CARRS conducted the survey during one week in March 2005 using interviewers from two undergraduate social science research methods courses. The use of students to complete the interviews may improve the accuracy of the data as student respondents may be more relaxed and respond more openly to fellow students than older adults. Calls were placed to 2,250 telephone numbers, of which 880 calls were answered and 503 surveys were completed. The overall response rate was 22 percent (503/2250), but 57 percent (503/880) of the students who answered phone calls participated in the survey (see Appendix B for a full survey phone call report). The survey instrument was composed of four parts for four separate research projects. To reduce the length of the survey and avoid respondent fatigue, two parts of the survey were answered by all respondents while the other two parts, including our questions on spending behavior, were answered by onehalf of the respondents (i. e. , 251). Allowing for coding errors, etc. , our sample was reduced to 247 respondents. We believe this is a high-quality data set because of the stratified random sample selection process and the high participation rate. Most of the demographic proportions required of a stratified random sample are met in the student spending sample of 247 observations. Table 1 (below) displays the demographic characteristics of our sample and the proportions for the CMU student population. Gender and ethnicity characteristics of the sample closely correspond to the CMU population. The largest discrepancy occurs in residency, as the sample overrepresents on-campus students and under-represents off-campus students, as residency was not one of the target stratifications that were sought in the sampling process. Class proportions vary across the CMU population and the sample data. A clarification is in order. The Registrar’s office selected students according to the characteristics of gender, ethnicity, and class standing for the Spring 2005 semester, the semester that the survey was conducted. Figures for the CMU population in Table 1 are those reported for the Fall 2005 semester. The only published census of the student population is in the Fall semester; Fall student characteristics vary in a consistent pattern from the Spring semester. There are relatively fewer seniors in the Spring semester as Fall graduation depletes this  class and the proportion of freshman increases in the Spring semester since most freshmen haven’t earned enough credits to move into the sophomore class. The number of freshmen, therefore, remains approximately the same in the Spring semester, while the total student population declines. The survey questions asked for personal information and the student’s typical local spending behavior during the months they spend on campus. Surveyed students were asked about the amount they spent in various categories in Isabella County (where CMU is located) when the university is in session (late August through mid-May). All the surveyed students were asked the amount they spend during a typical week in retail stores, and how much of that was for groceries. The students were also asked about weekly gasoline and recreation expenditures as well as the amount they typically spend each semester for books and other school supplies. Respondents living off campus, but not at-home with parents, were asked about monthly expenditures for rent, communication services (telephone, local cell phone, cable television and internet access), and other utilities (e. g., natural gas and electric). Students were given the opportunity to identify up to two additional types of expenditures that they incurred on a regular basis and up to two out-of-the-ordinary expenses that had incurred during the previous semester. Only a small number of respondents reported any spending in response to these questions. [1] Table 1: Selected Demographic Characteristics of the Student Sample Variable Observations Percent of sample or mean value1 CMU population proportions or mean values2 Gender female 147 60% 57% male. 100 40% 43% Class freshman 57 23% 27% sophomore 45 18% 22% junior 52 21% 20% senior 93 38% 31% Age 247 22 years 21 years Ethnicity white 226 91% 91% Non-white 21 9% 9% Residence on-campus 121 49% 33% off-campus 110 45% 67% W ith parents 15 6% Local in summer 62 26% Have car 205 83% Employed 130 53% Work hours 130 22. 2/week College financing Pay none 42 17% Pay some 77 31% Pay half 30 12% Pay most 38 15% Pay all 59 24% 1: represents the sample characteristics of the Spring 2005 survey 2: represents CMU’s student census in Fall 2005. Table 2 (below) shows the general categories of spending that were reported and the corresponding average amount spent over a nine-month period for those students that reported any spending in these categories. The last category in this table is for spending identified by the respondent but not classified in the other categories. The most commonly reported miscellaneous spending was for automobile repair and services. Questions were asked about the amount and the timing of spending since some spending tends to occur on a weekly basis (e. g. , groceries and gasoline). Table 2: Mean Student Spending by Spending Category, 9-months Spending category Observations 9-month mean Percent of total spending Recreation 239 $1,406 23% Stores (includes food) 222 $1,283 19% Food 211 $842 12% Rent 109 $3,228 24% Telecommunications 103 $776 5% 87 $606 4% Books and supplies 239 $724 12% Gasoline 198 $592 8% Miscellaneous 120 $559 5% 8 $2,415 1% 62 $601 3% 1 $315 0% 19 $1,826 2% Hospitals 2 $208 0% Child care 1 $4,610 0% Other nonprofit 9 $353 0% Religious organiz. 13 $587 1% State local gov’t 9 $725 0% Other miscellaneous 31 $774 2% Total annual spending 247 $5,928 100% Utilities. Computer services Auto repair Recreation clubs Doctors and dentists Notes: Only respondents reporting positive expenditures were included in the calculation of mean values. Total annual spending does not double-count food expenditures. Weekly and monthly expenditures were converted to figures based on a 9month calendar since most students reside in the local area only during the traditional academic year, i. e. the Fall and Spring semesters. Spending by students residing in the local area on a year-round basis was calculated as if they were 9-month residents to provide consistency in the reported figures. [2] A CMU Student Profile Since we take a case study approach, it is appropriate for us to provide a brief description of the CMU student population to aid in the interpretation of the results of our study. CMU is a regional universityone of 15 publicly-assisted universities in the state. In 2005 it attracted students from every county in Michigan as well as 47 other states. Ninety-eight percent of the students are Michigan residents, nine percent are self-identified as African American, Native American, Asian or Hispanic, and 99 percent are U.S. citizens. The greatest proportion of students (29 percent) resided in the Detroit metropolitan area as high school students. The legal-age for drinking alcoholic beverages in Michigan is 21 years. The typical CMU undergraduate fits the description of a â€Å"traditional student† (See Table 1 above. ). Most are full-time students who live either in residence halls on campus (freshman are required to live on-campus) or nearby (i. e. within 5 miles) in off-campus rental housing. Only six percent were identified as living at home with their parents. Most (74 percent) leave town during the summer months to return to their home town or other areas to find work or internships. Their mean age is 22 years. The gender distribution (57 percent female, 43 percent male) reflects CMU’s academic traditions. CMU graduates more teaching majors annually than all but a handful of other universities in the nation and offers newer programs in health professions which attract a large number of female students. According to sample data, most students (83 percent) have use of a car, and about half are employed for an average of 22 hours per week. Thirty nine percent pay most or all, 43 percent pay some or about half, and 17 percent pay none of their college expenses. Patterns of Spending An overall description of the sample characteristics is provided in Table 2 (above). [3] Only students reporting positive expenditures were included in the calculation of mean values. Most students reported spending on recreation, stores, food, books and supplies, and gasoline. Students living on campus were not asked questions about living expenses since rent, utilities and telecommunications expenses are typically aggregated into a one-semester housing charge. Less than one-half of the respondents reported any spending on rent, utilities, telecommunications, or miscellaneous items. The spending categories with the greatest mean values and widespread reporting of are rent, recreation, and general spending in stores (including food items). About one-half of the students indicated that they had spent funds on a variety of miscellaneous items. The most frequently cited items were auto repairs, physician and dentist services, and contributions to religious and non-profit organizations. Some categories of miscellaneous spending (i.e. , child care, computers and computer services, and medical care) had large mean expenditures among those reporting any spending for these things. However, few students reported any spending in these categories. Table 2 (above) shows per student spending for all spending categories. The student sample spends a considerable amount on recreation (about 23 percent of total spending) and most of their spending at stores (about 66 percent) goes for food items. Spending on non-food items, i. e. , general merchandise, is a modest $441 in a none-month period. In fact, students in the survey spent more on text books ($724) and gasoline ($592) than non-food items in stores ($441). Less than half of students pay for rent, utilities and telecommunications equipment and services, but these expenditures are considerable compared with other items of spending. Recall that about half the students lived in on-campus housing and were not asked questions about expenditures on rent, utilities and telecommunications. However, the overall student profile hides substantial variation in the pattern of spending across groups of students. Class standing clearly affects spending patterns shown in Table 3 (below). Perhaps first-year students have lower incomes from summer work and different lifestyles than juniors and seniors. Freshmen are required to stay on-campus, and many sophomores choose to stay in dormitories – only 109 of the 247 respondents (44 percent) reported that they paid rent for off-campus housing and of only five of these were freshmen or sophomores. Freshmen and sophomores spend significantly less than juniors and seniors on a variety of items including recreation, food and non-food items from stores, and miscellaneous purchases. Seniors spend substantially more than underclassmen on recreation (69 percent and 95 percent more than freshmen and sophomores respectively), and they spend more than twice as much on miscellaneous items and general merchandise and food in stores. Some of these spending differences reflect Michigan’s legal drinking age of 21 and off-campus versus on-campus lifestyle choices. Table 3: Mean Student Expenditures by Class Standing, 9-month Figures Spending category Recreation Stores (includes food) Food Rent Telecommunications Utilities Books and supplies Gasoline. Total miscellaneous Total annual spending Freshmen n $1,079 $733 $512 $5,616 $1,350 $0 $686 $595 $462 $2,892 % 53 35% 47 21% 42 13% 1 3% 1 1% 1 0% 57 24% 34 12% 19 5% 57 101% Sophomores $942 $695 $468 $2,948 $495 $795 $700 $493 $217 $3,017 n % 42 30% 39 20% 34 12% 4 9% 4 1% 3 2% 44 23% 31 12% 23 4% 44 101% Juniors $1,358 $1,313 $908 $2,803 $608 $544 $750 $561 $487 $6,267 n % 52 21% 48 19% 49 13% 31 26% 31 6% 21 3% 53 12% 49 8% 29 4% 53 100% Seniors $1,833 $1,822 $1,114 $3,392 $862 $618 $682 $652 $1,014 $8,910 n % 92 20% 88 19% 86 12% 73 30% 67 7% 63 5% 93 8% 85 7% 36 4% 93 100%. Notes: Only respondents reporting positive expenditures were included in the calculation of mean values. n is the number of observations. Percent is each category’s percent of total spending. A t-test for difference in mean values was conducted for each figure in the table. Italicized cells denote that the cell’s mean value is different from the grouped mean value of the other three classes and statistically significant at the 5 percent level. Total annual spending does not doublecount food expenditures. Another approach is to compare budget shares, rather than gross spending across categories. We know from Table 3 (above) that seniors spend, on average, $6,000 more than freshmen. But do seniors apportion their spending across categories in a similar manner as freshman, or do they have different spending priorities? The columns labeled â€Å"percent† represent a category’s share of total spending. Budget shares of categories associated with off-campus living clearly increase as students move through class standings since most underclassmen live on-campus. Two categories of spending, recreation and books, exhibit decreasing shares across the freshman-to-senior years. This suggests that gross spending in these categories increases at a slower rate than total spending across years. This trend may disappear if housing fees for on-campus students were added to their total spending. Previous studies indicate that gender influences college students’ use of credit cards and their spending behavior (Chien and DeVaney (2001); Davies and Lea (1995); Furnham (1996); Hayhoe et al. (1999); Hayhoe et al. (2000); Leach et al. (1999); and Xiao et al. (1995)). We examine gender differences in Table 4 (below). Clearly, male students, on average, spend more than women on recreation. This differential is substantial both in terms of dollars (i. e. , $1,821 vs. $1,289) and in percentages (i. e. men spend 46 percent more). Women spend more on textbooks and school supplies ($738 vs. $647). [4] Other categories of spending exhibit no statistically significant differences in behavior across gender at a 95 percent confidence level. Table 4: Mean student expenditures by gender, 9-month Figures Spending category Recreation Stores (includes food) Food Rent Store: non-food Telecommunications Utilities Books and supplies Gasoline Total miscellaneous Total annual spending. Female $1,289 $1,350 $810 $3,341 $540 $662 $635 $738 $553 183 $5,599 n 147 146 144 58 146 48 58 147 117 60 147 % 23% 24% 14% 24% 10% 4% 4% 13% 8% 1% 101% Male $1,821 $1,234 $858 $3,100 $376 $536 $508 $647 $655 $293 $6,411 n % 100 28% 99 19% 97 13% 51 25% 99 12% 39 3% 47 4% 100 10% 82 8% 43 2% 100 100% t-statistic probability difference value in means 2. 59 0. 53 0. 36 0. 77 1. 29 1. 01 0. 92 2. 16 1. 40 1. 44 1. 39 0. 01 0. 60 0. 72 0. 44 0. 20 0. 31 0. 36 0. 03 0. 16 0. 08 0. 17. Notes: Only respondents reporting positive expenditures were included in the calculation of mean values.n is the number of observations. Percent is the category’s percent of total spending. Total annual spending does not double-count food expenditures. Stereotyping and studies of student attitudes towards money and credit card use suggest that women are more likely to shop for clothing or personal items and use credit cards to purchase them (Hayhoe et al. (1999); Hayhoe et al. (2000); Leach (1999)). Our data does not support that contention. A t-test of the difference in means for the category of non-food store spending yielded insignificant results: a t-statistic of 1. 29 with a p-value of 0. 20. Several factors may explain our conflicting conclusion. One, our stratified random sample could remove response bias inherent in the sampling procedures of the previous studies. Two, if binge shopping is practiced by a very small percentage of students, then it will have little impact on our mean spending figures. Three, since our survey data relies on student responses, binge spenders may under-report spending either to hide their problem behavior or because they do not know how much they are spending. Four, maybe there is some credence to the stereotype of fiscally-conservative Midwesterners. Five, following stereotypes, it may be that women spend more on clothing and men spend more on video games and equipment. Differences in budget shares across gender simply reflect differences in gross spending: women spend a greater dollar amount and share of their budgets in stores (24 versus 19 percent) while men spend a greater dollar amount and share on recreation (28 versus 23 percent). Lifestyle choices may also affect the level and pattern of spending by traditional college students. Table 5 (below) provides a comparison of mean values for on-campus residents, off-campus residents, and those students living at home with their parents. On average, students living off-campus, but not with parents, spend about twice as much as on-campus residents on recreation and stores and nearly three times as much in local stores on food items. Although there are few observations for the category, spending by students living at home with parents does differ from both dormitory and other off-campus residents. This group spends more on recreation, stores, food and miscellaneous items than dormitory residents, but these differences are not statistically significant. Students living at home in the local area spend more than the other two groups on gasoline. On-campus students may spend on gas to intermittently drive home on the weekends while at-home-students are likely to drive to and from campus each day; perhaps multiple times per day. Since this group tends to be underclassmen, the differential between the on-campus and with-parents groups may, in part, measure how much time on-campus students spend away from campus. [5] On-campus students spend a greater share of their budget on recreation (34 versus 19 percent), stores (29 versus 17 percent) and books (24 versus 7 percent) than off-campus students. The book share difference is driven by differences in total spending since gross spending on books in nearly identical. Although off-campus students spend twice as much on recreation and stores than on-campus students, their shares of total spending are lower. Table 5: Mean student Expenditures by Place of Residence, 9-month Figures Spending category Recreation Stores (includes food) Food Rent Telecommunications Utilities Books and supplies Gasoline Total miscellaneous Total annual spending oncampus $1,024 $869 $434 no observ. no observ. no observ. $733 $476 $158. $2,634 n % 121 34% 119 29% 116 14% 0 0% 0 0% 0 0% 120 24% 81 11% 45 2% 137 100% offcampus $2,004 $1,802 $1,263 $3,689 $871 $578 $718 $651 $290 $10,353 n % 110 19% 110 17% 109 12% 110 36% 107 8% 105 5% 107 7% 104 6% 55 1% 110 100% with parents $1,706 $1,103 $748 no observ. no observ. no observ. $700 $864 $175 $4,123 n % 16 41% 16 27% 16 18% 0 0% 0 0% 0 0% 12 13% 14 18% 3 1% 16 100% Notes: Only respondents reporting positive expenditures were included in the calculation of mean values. n is the number of observations. Percent is each category’s percent of total spending. A t-test for difference in mean values was conducted for each figure in the table. Italicized cells denote that the cell’s mean value is different from the grouped mean value of the other two groups and statistically significant at the 5 percent level. Total annual spending does not double-count food expenditures. Students have different budget constraints from one another. Although the survey did not specifically ask questions about the student’s or parents’ incomes or assets, it did ask whether the student worked and what proportion of college and other living expenses was paid by the students. Answers to these questions can measure a student’s ability to pay, particularly for those items which represent discretionary expenditures (e. g. recreation spending). Table 6 (below) examines mean values for student spending based on the students’ financial burden for college expenses. Again, recall that those students living on campus were not asked questions about their spending on rent, utilities and telecommunications. Variation in patterns for these three spending categories in this table could be the result of the surveying procedure. Relatively few of the differentials in spending are significant at the 5 percent level in Table 6; with many of these occurring for the â€Å"pay none† and â€Å"pay all† categories. Those students who â€Å"pay all† have higher overall expenditures than the other groups (when combined) in terms of stores, food, and utilities and overall spending. The â€Å"pay all† category is likely composed of students who are financially independent of their parents and are working substantial hours to support themselves. They are also more likely to be non-traditional students having parental responsibilities and different asset levels and lifestyles. All of these characteristics contribute to a higher overall level of spending. Those who â€Å"pay none† spend significantly less on gasoline, total miscellaneous, and overall spending. An examination of sample data suggests that students in the â€Å"pay all† and â€Å"pay none† categories are substantially different in terms of work behavior and age. Students in the â€Å"pay all† category were more likely to work (61 percent of the group) than the â€Å"pay none† students (36 percent), and when they did work, they tended to work a greater number of hours: 22. 4 versus 16. 9 hours. In terms of age, the â€Å"pay all† group was clearly older. The â€Å"pay all† group had some of the oldest students in the sample (i. e. , the oldest students in this group were 48, 40, 35 and 32), while the â€Å"pay none† group had fewer of the oldest students (i. e. , the oldest students in this group were 37, 24, 24 and 23). The mean age of the â€Å"pay all† group was 23. 5 years, while that for the â€Å"pay none† group was 21. 1 years. These characteristics suggest that more of the â€Å"pay all† group would be classified as â€Å"non-traditional† students. Budget shares for most categories of spending exhibit no consistent pattern in Table 6 (below). Two patterns do emerge, however: those students who â€Å"pay none† of their college expenses tend to spend a greater proportion of their budget on recreation (29 percent) and books (15 percent) than students in the other categories, even though they spend comparable gross dollar amounts. Total annual spending generally rises as the proportion paid by students rises, with the exception of the pay-half and pay-most categories being reversed. The general trend may arise because both proportion of college expenses paid and total annual spending rise with student work hours and earnings. Another possibility is that with a higher proportion of college expenses paid by the student, there is less oversight of spending by the parents, with consequent upward pressure on current spending. Table 6: Mean Student Expenditures by Proportion of College Paid by Student, 9-month Figures Spending category pay none n % pay some n % Recreation Stores (includes food) Food Rent Telecommunications Utilities Books and supplies Gasoline Total miscellaneous Total annual spending $1,308 $1,096 $844 $2,866 $569 $572 $642 $462 $261 $4,423 41 29% 37 22% 33 15% 12 19% 11 3% 7 2% 42 15% 33 8% 18 3% 42 100% $1,328 $1,270 $722. $3,210 $814 $556 $747 $541 $492 $5,268 76 25% 71 22% 68 12% 25 20% 23 5% 20 3% 74 8% 59 14% 35 4% 77 100% pay half n % $1,483 $1,212 $780 $3,293 $503 $456 $688 $675 $346 $6,504 28 21% 28 17% 27 11% 18 30% 17 4% 17 4% 30 11% 26 9% 17 3% 30 100% pay most n % $1,192 $1,052 $885 $3,397 $1,170 $342 $674 $660 $565 $5,461 36 21% 30 15% 29 12% 16 26% 15 8% 13 2% 37 12% 31 10% 20 5% 38 100% pay all n $1,699 $1,584 $1,001 $3,254 $781 $847 $754 $665 $933 $7,953 57 21% 56 19% 54 12% 38 26% 37 6% 30 5% 59 9% 50 7% 30 6% 59 100% Notes: Only respondents reporting positive expenditures were included in the calculation of mean values. n is the number of observations is in parentheses. Percent is each category’s percent of total spending. A t-test for difference in mean values was conducted for each figure in the table. Italicized cells denote that the cell’s mean value is different from the grouped mean value of the other four groups and statistically significant at the 5 percent level. Total annual spending does not double-count food expenditures. Table 7 (below) reports differences in spending between employed and unemployed students. Those who work spend more overall and in the specific categories of stores, telecommunications, and total miscellaneous spending. Using a 10 percent level of significance, one additional difference arises: working students spend more on gasoline. To the extent that these students are living off-campus and commute to work via automobile, these spending differences are plausible. % Table 7: Mean Student Expenditures by Employment, 9-month Figures Spending category Recreation Stores (includes food) Food Rent Telecommunications Utilities Books and supplies Gasoline Total miscellaneous Total annual spending employed n $1,465 $1,506 $911 $3,308 $881 $657 $715.