Habits and Traits of Rove Beetles, Family Staphylinidae

Tiny rove beetles are everywhere, yet most people rarely notice these beneficial insects. Rove beetles, which belong to the family Staphylinidae, inhabit a variety of interesting ecological niches, including ant nests, fungi, decaying plant matter, dung, and carrion. What Do Rove Beetles Look Like? Most rove beetles make their living after sunset when they emerge from hiding to pursue insect prey. You’ll find rove beetles by looking in moist environments crawling with maggots, mites, or other even springtails. Some rove beetles react to perceived threats by tipping their abdomens up, as scorpions do, but this gesture is all bark and no bite. Rove beetles can’t sting, but the larger ones can inflict a nasty bite if mishandled. Adult rove beetles rarely top 25 mm in length, and most measure considerably less (under 7 mm or so long). Their elytra are noticeably shortened, though they can fly quite well thanks to functional hindwings tucked carefully underneath. In most rove beetles, you can see several exposed abdominal segments because of this diminished wing structure. Rove beetles have mouthparts modified for chewing, often with long, sharp mandibles that close sideways across the front of the head. Because many species sport a pair of short projections at the end of the abdomen, people often mistake them for earwigs. Rove beetle larvae have elongated bodies and appear slightly flattened when viewed from the side. They’re usually off-white or beige, with a darker head. Like the adults, the larvae often have a pair of projections alongside the tip of the abdomen. How Are Rove Beetles Classified? Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - ColeopteraFamily - Staphylinidae What Do Rove Beetles Eat? The large family Staphylinidae includes many rove beetle genera with eating habits as diverse as the group. Most rove beetles are predatory as adults and larvae, feeding on other, smaller arthropods. Within the family, however, you’ll find rove beetles that specialize on a diet of fungal spores, others that eat pollen, and still others that feed on the regurgitated food from ants. The Rove Beetle Life Cycle As all beetles do, rove beetles undergo complete metamorphosis. The mated female deposits a cluster of eggs near a source of food for her offspring. Rove beetle larvae typically inhabit moist environments, such as in soil covered by decaying leaf litter. The larvae feed and molt until they are ready to pupate. Pupation occurs in moist leaf litter or the soil. When the adults emerge, they are very active, especially at night. How Do Rove Beetles Behave? Some rove beetles use chemicals in clever ways to their advantage. Those in the genus Stenus, for example, live around ponds and streams, where they can find their favorite prey, springtails. Should a Stenus rove beetle suffer the unfortunate mishap of slipping into the water, it will release a chemical from its hind end which magically lowers the surface tension behind it, effectively thrusting it forward. Paederus beetles defend themselves by emitting the toxic pederin chemical when threatened. More than one entomology student has borne the blisters and burns from handling Paederus rove beetles. And at least one male rove beetle, Aleochara curtula, applies an anti-aphrodisiac pheromone to his female partner, rendering her undesirable to any future suitors. Where Do Rove Beetles Live? Rove beetles inhabit moist environments throughout the world. Though the family Staphylinidae numbers well over 40,000 species worldwide, we still know relatively little about rove beetles. The classification of rove beetles and related groups is ever-changing, and some entomologists estimate that Staphylinids may eventually number well over 100,000. Sources: Borror and DeLong’s Introduction to the Study of Insects, 7th Edition, by Charles A. Triplehorn and Norman F. JohnsonInsects: Their Natural History and Diversity, by Stephen A. MarshallKaufman Field Guide to Insects of North America, by Eric R. Eaton and Kenn KaufmanRove Beetles, by Carol A. Sutherland, Extension and State Entomologist, New Mexico State University, accessed November 28, 2011

Procter Gamble Vs. Gillette Essay - 1672 Words

Proctor Gamble 1. What is Proctor Gamble’s corporate strategy? Do the company’s businesses seem to be related or unrelated? Are Gillette’s businesses closely related to PG’s businesses? How will a merger with Gillette provide a 1 + 1 = 3 effect for PG? Proctor and Gamble recently completed large restructuring, put new management in place, and cut capital spending needs. Since then they are now focused on increasing top and bottom line results after shifting business mix toward higher margin, less capital-intensive health and beauty care sectors and also gearing towards developing markets and lower-income consumers. Most of the company’s products are closely related in the sense that they are household products such as Always,†¦show more content†¦Ã¢â‚¬ ¢ Crest is a brand of toothpaste. †¢ Dawn is a brand of dishwashing detergent. †¢ Downy/Lenor is a brand of fabric softener. †¢ Duracell is a brand of batteries and flashlights. †¢ Folgers is a brand of coffee. †¢ Gain is a brand of laundry detergent and fabric softeners. †¢ Gillette is a safety razor manufacturer. †¢ Head Shoulders is a brand of shampoo. †¢ Iams is a brand of dog and cat foods. †¢ Olay is a brand of skin lotion. †¢ Oral-B is a brand of toothbrush. †¢ Pampers is a brand of disposable diapers. †¢ Pantene is a brand of hair care. †¢ Pringles is a brand of potato crisps in many flavors. †¢ Tide is a brand of laundry detergent. Gillett’s product line was closely related to PG in a sense that their businesses tend to cater to household personal products with the exception of a few. Because of their similarities, Proctor Gamble and Gillette are a good strategic fit. Between the two entities they have the ability to combine operations, technology, resources, distribution channels and research costs in efforts to drastically cut spending. With lower costs, and the merger complete, the collaboration of Proctor Gamble and Gillette should achieve a 1+1=3 effect. 2. What is your evaluation of Proctor Gamble’s business lineup? How attractive are the industries it competes in? What is the competitive strength of each of its business segments? Does Gillette seem to compete in attractive consumer segments?Show MoreRelatedProcter Gamble vs. Gillette1857 Words   |  8 PagesProctor Gamble 1. What is Proctor Gamble’s corporate strategy? Do the company’s businesses seem to be related or unrelated? Are Gillette’s businesses closely related to PG’s businesses? How will a merger with Gillette provide a 1 + 1 = 3 effect for PG? Proctor and Gamble recently completed large restructuring, put new management in place, and cut capital spending needs. Since then they are now focused on increasing top and bottom line results after shifting business mix toward higher marginRead MoreTechnology And Innovation Management : Proctor And Gamble Company1385 Words   |  6 Pageschanged their focus on new products and business. Other than staying on Fabric Care Home Care segment these days the Procter Gamble Company (PG) additionally focused on Beauty segment, grooming segment, Health Care segment, Snacks Pet Care segment, and Baby Care Family Home Care segments. For example Procter Gamble Company deals with brands such as Braun, Crest, Fusion, Gillette, Head Shoulders, Olay, Oral-B, Pantene, Pampers, and Tide. Proctor and Gamble’s competitors As per hoovers articleRead MoreProcter and Gamble Market Analysis Essay7261 Words   |  30 Pagesprocter and gamble market analysis Executive Summary 3 Swot Analysis 4 Cash Assessment 5 Profitability Assessment 8 eARNING PER SHARE 9 MARKET ANALYSIS 10 INDUSTRY ANALYSIS 10 Target marke 10 customer profile 11 major competitors and participants 12 market segmentation 12 PROJECTED MARKET GROWTH AND MARKET SHARE OBJECTIVES 13 PRODUCT AND SERVICE OFFERING 13 PRODUCT AND SERVICE UNIQUENESS 14 PRODUCT AND SERVICE DESCRIPTIONS 14 COMPETITIVE COMPARISON 15 research and developmentRead MoreThe Rise of Battery-Powered Toothbrushes Essay4501 Words   |  19 Pagespower dental accessories in U.S. food, drug and mass outlets grew by 21.8% (Neff, 2002). There are many competitors in this industry including Colgate-Palmolive and Procter Gamble. In May 2000, Colgate-Palmolive introduced the Colgate Actibrush with a retail price of $19.99 (Young, 2002). Procter Gamble was quick to follow suit and introduced the Crest SpinBrush in mid 2001 and priced it at $5.99 (Young, 2002). With 50% of the market share, the Crest SpinBrush dominatesRead MoreProcter Gamble : Business1681 Words   |  7 PagesCompany Selected : Procter Gamble Business Unit : Manufacturing Introduction: Procter Gamble , Also known as PG is an American multinational consumer goods company. The headquarters of PG is in Ohio, USA. It was founded by William Procter James Gamble, both of them are from United Kingdom. PG has 23 brands with annual revenue of $1 to $10 billion sales, 14 brands with sales of $500 million. Almost all brands hold number one or two positions in their category. All the brands have significantRead MorePG Swot Analysis10435 Words   |  42 Pagesbody washes; health and beauty aids, including cosmetics, fragrances and over the counter medications; and diapers and feminine hygiene products. Other items range from cat litter to automotive additives. The top worldwide producers include Procter and Gamble, Kimberly Clark, Unilever, Colgate-Palmolive, Church and Dwight, Clorox, and Ecolab. Industry Trends and How It Operates Given the low growth rates of population and household formations in the developed nations, it has become moreRead MoreDomestic Marketing vs International Marketing2276 Words   |  10 PagesDomestic marketing vs International marketing Domestic marketing and International marketing are same when it comes to the fundamental principle of marketing. Marketing is an integral part of any business that refers to plans and policies adopted by any individual or organization to reach out to its potential customers. A web definition defines marketing as a process of planning and executing the conception, pricing, promotion, and distribution of ideas, goods and services to create exchanges thatRead MoreThe Transformation of Procter Gamble Into a Sustainable Serial Innovator3690 Words   |  15 PagesThe Transformation of Procter Gamble into a Sustainable Serial Innovator A New CEO It is June 6, 2010. A few minutes before a business meeting in California A.G. Lafley, Procter Gamble ´s President – Global Beauty Care and North America receives a phone call from John Pepper, Chairman of PG. John Pepper gets right to the point: â€Å"Are you prepared to accept the CEO job at PG?† Durk Jager who has been PG ´s CEO resigned the day before after 30 years of service for PG. Without too many questionsRead MorePG Marketing Mix7333 Words   |  30 PagesHistory: The  Procter amp; Gamble Company, also known as  Pamp;G,  is an American  multinational  consumer goods  company headquartered in  downtown Cincinnati, Ohio, USA. Its products include pet foods,  cleaning agents  and  personal care products. In 2012, Pamp;G recorded $83.68 billion dollars in sales William Procter, a candle maker, and  James Gamble, a soap maker, emigrated from England and Ireland respectively. They settled in Cincinnati initially and met when they married sisters, Olivia and ElizabethRead MoreFinancial Ratio Analysis11306 Words   |  46 PagesFINANCIAL RATIO ANALYSIS PROCTER amp; GAMBLE | PFIZER INC JANIE PRINCE FINANCE 405 | FALL 2012 ------------------------------------------------- Company Backgrounds Procter amp; Gamble William Procter and James Gamble, immigrants from England and Ireland respectively, met when they married into the Norris family. Their father-in-law suggested they build their own company since both men had useful trades- Procter was a candle maker, Gamble a soap maker. The two officially

Capture Theory and Public Interest - Free Samples to Students

Question: Discuss about the Capture Theory and Public Interest. Answer: Introduction: Entry for a foreign investor in the Indian market has to be necessarily marked by a proper strategy. The strategy basically depends on the prevailing conditions like opportunities, type of business, investment sector and many more. The foreign investors can either setup their own entity or can establish a LLP (Limited Liability Partnership). The LLP is different from normal Indian entities and has to be considered under a different set of rules i.e. Limited Liability Partnership Act 2008 whereas the other national businesses are treated under the Companies Act 2013 (Basu Mishra, 2015). The Ministry of Commerce and Industry, Government of India guides the Department of Industrial Policy and Promotion which is liable to issue the Foreign Direct Investment (FDI) policy every year in respect to the foreign investments made in the country. The structure of the policy is made by the rules and regulation made by The Reserve Bank of India, Indias central bank. Only a handful of segments like insurance, real estate and non-banking financial corporation are the ones that are monitored and require apt permission while the other type of investments are free to be made in any conditions. FDI into LLPs is also permitted but only with respect to certain conditions. Also changes in the FDI may be expected by the Indian government as it has plans to attract greater foreign investments and capital (Iyengar, 2015). Income Tax is managed as per the Income Tax Act 1961, while the indirect tax which includes: Value added Tax Custom and Excise Duty can be altered as per the central and state laws. Corporate Tax which is currently 30% is about to get reduced to 25% as per the government. The government is also making plans and is set to introduce Goods and Sales Tax (GST) by 2016 which would remove the complexity of different taxes (Panchal, 2016). Exit strategy and dispute settlement in India It is well known that getting in the market is a very pressure related thing which should have alternatives and tight precautions which is referred to as the Exit strategy. An exit strategy is important because: If the partnership isnt on the same track. If a part of the authority gets into financial troubles. If the goals of the company with respect to the partner changes. Changes in market circumstances or environment. Cashing out on a project that is triumphant. Settlement of disputes in India Court system is prevalent in India to manage both central and state laws. This system is divided into three levels: The lower district courts. The high courts. The Supreme court- apex court of India. It takes time for cases to get solved in India due to the previously accumulated cases. So the commercial problems are managed in an alternate way which is named as Arbitration. A comparability test was run between the Ind AS and the IFRS which resulted in major deviation and many other differences in other areas. In respect to mandatory deviation, it was seen that IFRS offers multiple policy choices while Ind AS lays stress on one. These include: IFRS allows the income statement to be presented separately while Ind AS demands for a summoned one. IFRS categorizes profit and loss on the basis of function while Ind AS does it on nature. Categorization of interest and dividend as financing/investing cash flows. The above mentioned points can be a test for Indian companies if they reside under a global brand which follows other international rules. Another matter arises where a company has the right to follow the prescribed IFRS or to function as per another set of alternative rules. Singapore has a central location in the Asian Pacific which makes it the hub of many financial institutions which have chosen it as their headquarters or primary settled place. According to the recent records, Singapore is only behind London and New York in the Global Financial Index Centre. Singapore recently beat Japan to become the largest financial exchange hub in the whole of Asia (Li-ann, 2012). All the financial exchanges all over Singapore are maintained by the Monetary Authority of Singapore (MAS). The MAS is also the central bank of Singapore. The MAS takes over on: Merchant banks. Financial advisers. Business trusts. Payments and settlement systems. Securities and future fund management. Money brokers. Finance companies. Trust companies, and Money-charging and remittance businesses. As per MAS. (2018), six key operations of MAS to manage the above segments are: Financial surveillance. Exercising resolution powers over financial institutions. Regulation, this includes setting risk-based capital and prudential requirements. Authorization, this includes monitoring the institutions which provide financial services in Singapore. Monitoring any rule breach by financial institutions, including prudential and anti-money laundering and eliminating the financing of terrorism (AML/CFT), and Enforcement, which includes strict action against those institutions and individuals who breach prudential, AML/CFT and market conduct requirements (Shenoy et. al, 2009). There are other authorities as well which monitor and manage the conducts of business in Singapore like: The Accounting and Corporate Regulatory Authority (ACRA), which maintains the business entities. The Singapore Exchange (SGX), which is the lone stock exchange in Singapore. It also has a key role in dictatorial processes related to: Member supervision. Issuer regulation. Listings, and Market surveillance. Legislation and other non-statutory publications There are different legislative rules for managing the above sectors: The Financial Advisers Act. The Business Trust Act. The Finance Companies Act. The Banking Act. The Insurance Act. The Money-Changing and Remittance Business Act. The Monetary Authority of Singapore Act. The Securities and Futures Act, and The Trust Companies Act. All the instructions, procedures, codes, circulars, FAQs and notifications are introduced by the MAS with respect to powers issued as per the Monetary Authority of Singapore Act, as it is the lone financial services monitoring system for the abovementioned legislation (Andrew Boon Leong, 2012). IFRS Singapore has a dense structured IFRS in comparison to Malaysia and Indonesia. But some problems still prevail in IFRS with relation to the financial services. It was considered positive but still, the question was raised to whether it is useful and meaningful or not which have proved to be nonsense as the IFRS has been a success for accumulating capital exchanges on a high in Singapore. Analysis of Environment of India and Singapore using Capture theory The theory of regulatory capture theory might be useful because the impact of government regulation is intended for addressing the requirements of industry regulation. This means that legislators are captured by the industry, the regulation organization will be controlled by the industry finally, and the lawmen as a whole also become captured by the industry. Hence, the government regulations legislatures or government regulatory organizations facilitate in representing only the groups having special interests instead of the common public. In other words, the regulation of government intends to attain social benefits while the outcome of the special interest group is rent-seeking in nature. However, in some of the cases, government regulations can also bring various advantages for benefiting the common public but it is not the original government intention of implementation and regulation of the government (Mankiw William, 2011). In contrast to this, it is the accidental outcome of the regulation at the most. The first and foremost characteristic that sheds light on the fact that a regulatory environment may be captured is the economic rationale of such environment. The reason behind such perspective can be attributed to the fact that vested interests in an industry can have the highest financial holding in regulatory activity and are more likely to be encouraged to affect the regulatory body than the dispersed individual consumers, each of whom has very minimal incentives to try to influence the regulators (Mankiw Taylor, 2011). Furthermore, capture can also be implemented in situations wherein taxpayers or consumers have very little or poor understanding of underlying issues and the businesses enjoy a knowledgeable advantage. It is also notable that a regulatory agency must be safeguarded from outside influence as much as possible. In relation to this, it must be noted that large industries that possess a huge amount of power and resources can easily capture the regulatory bodies and u se such power to block rules at the state, provincial, or federal level that the voters may desire even though domestic interests can thwart national priorities. Hence, this is another characteristic which states that large companies having a relationship with federalism might shed light upon the fact that the regulatory environment is captured as a whole. For instance, industries associated with mining, banking, energy, construction of weapon systems, etc can easily outperform the regulatory environment and make it perform according to its wishes. In addition to this, when it can be seen that there are transfers of job betwixt the regulated and the regulator, it highlights the presence of a captured regulatory environment (World Bank, 2014). Similarly, when there is an evidence of payment from the regulated to the regulator, it signifies that the regulatory environment is captured. For example, when it comes to India, it can be observed that people who retire from Nuclear Power Corporation of India Ltd are again employed in higher positions in AERB (Atomic Energy Regulatory Board). Such AERB is the nuclear regulator in India whereas NPCIL is a PSU owned by the Indian government. Such change of jobs shed light on the interests of conflicts that prevail. Besides, it has also been witnessed that the advisory committee of AERB are accommodated with people retired from or serving in NPCIL, DAE (Department of Atomic Energy), etc. Furthermore, the funding for the AERB also comes from the DAE whose nuclear installations are needed to be regulated by the AERB. Hence, the characteristic of funding betwixt the regulator and regulator is also fulfilled in this scenario as the independence of AERB is compromised. These characteristics clearly shed light on the fact that AERB is captured (Potter, 2014). Nevertheless, this also portrays a question mark whether the AERB being the nuclear regulator of India is serving the interests of its people in an effective way. In Singapore, the entire financial segment is governed by the Monetary Authority of Singapore (MAS) and it is also one of the few banks that operates with the government by reporting directly to the P.M. This is the reason why the Singapore government decided to appoint a cabinet minister as the chairman of MAS. This sheds light on the fact that there is a norm of transfer of jobs between the regulated and the regulator. Besides, MAS being a single financial sector governing entity is prone to risks from becoming succumbed to group think or politicised as a whole. Such sectoral model is clearly prone to a regulatory capture because firstly, there is a single powerful entity who is governing the entire financial sector of Singapore and secondly, the authority has a relationship with federalism wherein it has to sit and operate with the government of Singapore. Therefore, if the government had d ecided to appoint its cabinet minister as the first chairman of MAS, there has to be some kind of relationship whether economic or not, betwixt the government and the bank. Nevertheless, it may be feasible that the bank must have had some materialistic capture motive that has resulted in the government taking such illogical step. In such regulatory capture, the captured regulators purpose is entirely based on self-interest (Regine, 2012). Therefore, it might have happened that the decision of appointment of a cabinet minister as the chairman of MAS has resulted from political donations, bribery, or regulators wishes to sustain the funding of the government (Christina, 2008). However, the successive governments have played a key role in the present scenario by making the arrangement work through fiscal responsibilities and avoidance from interfering in the day to day affairs of MAS. Conclusion Regulatory capture theory is a part of the economics of rules and regulations. It intends to describe the rationale and reality of the governments economic regulation. From the aforesaid analysis, capture theory clearly postulates that the present industry or activity players seek to impact and ultimately take over the functioning of a regulated bureau or agency so that its affairs are directed towards benefitting the participants of such industry instead of the general public. Taking into account the regulatory environment of India, it is observable that the country is prone to several problems like taxation, foreign investment policy, entry options, etc. Furthermore, for the adoption of IFRS methods, the existing accounting standards of India are insufficient considering the requirements of being a global brand in such competitive environment (Sharp, 2014). These character traits shed light that India as a regulatory environment is easily prone to be captured. Besides, the regulato rs of Indian economy who desire maximum number of votes in the elections are the ones who can become the regulated. This is the reason why the relationship betwixt AERB and NPCIL are been reflected. It clearly shows that there are transfer of jobs betwixt such regulated and the regulator. In addition, funding of the AERB also comes from the Department of Atomic Energy. Therefore, India as a regulatory environment is surely prone to capture theory because the Indian government prioritizes economic interests instead of the welfare of the Indian public. This is the reason why AERB has failed to discharge its duties towards the general public (Sharp, 2014). Moreover, the dispute settlement issues that prevail in the regulatory environment of India also gives confidence to the government so that they can compromise the requirements of the general public for the betterment of the regulatory industry. In contrast to this, when it comes to Singapore, although there is one financial regulator MAS that governs all banking and financial regulations across the country, yet it must be taken into account that the MAS itself sits with the Singapore government. Furthermore, Singapore has also failed to adopt the best methods for IFRS and instead, it faces issues in relation to financial services. Nevertheless, there is always a risk of MAS becoming succumbed to groupthink or becoming politicized as a whole. Besides, the Singapore government has a better opportunity when it comes to capturing theory as it does not have to make arrangements with different industries and instead, only one major industry can allow it to gain a competitive advantage in the market that is not intended for the well-being of the general public (Thomas et. al, 2010). Therefore, these points shed light on the fact that the captured regulators objective is primarily based on self-interest and without powerful policie s and procedures in the countrys regulatory environment; the captured theory cannot be avoided. Overall, such capturing remains ongoing in a way that the regulations remain unfavorable to the interests of the players in the regulated industry but they attain the position of turning the situation around in a way that works for the benefit of the entire industry instead of the public. References Andrew Boon Leong, P. (2012). The Law of Contract in Singapore. Singapore: Academy Publishing Basu, N., Mishra, D. (2015, January 13). India suffers from an unpredictable regulatory environment: John Castellani. Retrieved from https://www.business-standard.com/article/companies/india-should-develop-a-robust-enforceable-legal-framework-through-the-proposed-national-ipr-policy-john-castellani-115011100257_1.html Christina D, R. (2008). Business Cycles. Oxford University Press Diane, C. (2014). GDP: A Brief but Affectionate History. Princeton University Press Gary Kok Yew, C., Pey Woan, L. (2011). The Law of Torts in Singapore. Singapore: Academy Publishing, Graham, D. (2006). Economics and Economic Change. Prentice Hall. Iyengar, R. (2015, September 13). India Has Overtaken the U.S. and China to Top Spot in a Key World Foreign Investment Table. Retrieved from https://time.com/4055183/india-fdi-greenfield-top-rank-u-s-china/ Li-ann, T. (2012). A Treatise on Singapore Constitutional Law. Singapore:Academic Publishing Mankiw, N. G., William M. S. (2011). Macroeconomics. Canadian ed, New York: Worth Mankiw, N.G., Taylor, M.P. (2011). Economics. Andover: Cengage Learning MAS. (2018). Monetary Authority of Singapore. Retrieved from https://www.mas.gov.sg/regulations-and-financial-stability/regulatory-and-supervisory-framework.aspx Panchal, S. (2016, August 7). India's tax, regulatory environment challenging: Foreign investors in PwC survey. Retrieved from https://www.forbesindia.com/article/special/indias-tax-regulatory-environment-challenging-foreign-investors-in-pwc-survey/44085/1 Potter, M.R. (2014). Capture Theory and the Public Interest: Balancing Competing Values to Ensure Regulatory Effectiveness. International Journal of Public Administration, 37, 638-645. https://doi.org/10.1080/01900692.2014.903266 Regine, F. (2012). Protectionism and Free Trade: A Countrys Glory or Doom? International Journal of Trade, Economics and Finance, 5(3), 55-62 Sharp, D. (2014). Introduction to Regulatory Capture Theory. Retrieved from https://economics.org.au/2014/02/introduction-to-regulatory-capture-theory/ Shenoy, George T.L., Loo, Wee Ling. (2009). Principles of Singapore Business Law. Singapore: Cengage Learning Asia Thomas, C.G., Soule, A.B., Davis, T.B. (2010). Special Interest Capture of Regulatory Agencies, A Ten?Year Analysis of Voting Behavior on Regional Fishery Management Councils, 38(3), 447-464. https://doi.org/10.1111/j.1541-0072.2010.00369.x World Bank. (2014). World Development Indicators (WDI). World Bank

The rooftop garden project

Introduction Making use of the unused spaces, for instance, the rooftops, which are abundant in many colleges and universities, is a creative solution which can contribute to developing an eco-friendly environment among other beneficial aspects. Rooftop greening can help in solving some of the common environmental problems, hence this is an effective way to ensure reduction of negative consequences which may result in a climate change. This report aims at giving limelight to the rooftop garden project that is carried out in the university.Advertising We will write a custom report sample on The rooftop garden project specifically for you for only $16.05 $11/page Learn More Objectives The project’s major objective is to make use of the dead space on the rooftop, reduce carbon emission and encourage behaviour change among the students. It also aims at cultivating environmental awareness and promoting exchange of values between the sustainability indu stry and students. Finally, the project will support the government as well as the locals in ensuring arrangement of green spaces in the city. Research questions The research questions that will help in achieving the above objectives include the following ones: How does integrating the key elements of the promotion mix help in achieving the environmental sustainability objectives? How can the Internet be effective in managing relationships with the students? What is Geo-demographic segmentation, and what value does it have? How would you approach developing organizational or business profiles to achieve environmental sustainability objectives? Methodology This study will address the above questions by focusing on scholarly materials, such as books, journals and other online databases. How does integrating the key elements of the promotion mix help in achieving the environmental sustainability objectives? Shannon (1996, pp. 56-68) asserts that promotion mix is generally a combinati on of all the promotional methods that are used in the promotion of a certain product. The four major elements of promotion mix are public relations, advertising, sales promotion and personal selling. These elements, if implemented, can help a lot in ensuring that the objectives of the project are fully achieved. These elements will help in environmental sustainability as they will play a major role in informing, reminding as well as persuading the target audience, which in this case, are students, on the importance of coming up with a rooftop garden and ensuring that the free space is fully utilized, and the environment is eco-friendly. The green vegetation will ensure that there is reduction of carbon emissions. Advertisement and personal selling will ensure that the students are enlightened on how the university communities benefit from the rooftop garden, thus encouraging positive behavior and cultivation of environmental awareness as part of their lifestyle.Advertising Loo king for report on project management? Let's see if we can help you! Get your first paper with 15% OFF Learn More Also, through advertisements and public relations, there will be exchange of values between the students through education. The four promotional mix elements, if fully utilized, will help in supporting the government in their efforts to come up with a greener city and conserve water. Moreover, the promotional mix will attract attention, increase interest, desire and action among the students. Due to attention paid, the students will acquire knowledge and awareness on the importance of building green rooftops in the university, hence developing an interest that will result in liking and preference of the entire project. Desire will create conviction among the students that the project is vital and hence should be supported with a prompt action (Mangold 2009, pp. 357-365 ; Pride et al, 2006). At this point, it will be also important to note some of the factors tha t might affect promotion mix, for example, available funds, the push and pull strategies, among others (Gilbert, 1999). Being aware of such factors will help overcome any challenges that might lead to the project futile. Public relations, as an element of promotional mix, will help in environmental sustainability as it will help in educating the consumers, who are the students in this case, on the importance of rooftop garden in the university. Additionally, it will lead to student satisfaction with the project as due to this, beneficial views will be exchanged that will help promote the entire project. Another factor is personal selling which is quite crucial in this project. It will help in offering detailed information on the entire project. Also, it will facilitate in controlling the message, focusing only on the targeted audience and managing the costs that might be incurred in the whole process (Waterschoot and Bulte 1992, pp. 83-93). This in relation to environmental sustaina bility will help in ensuring that information is received by the right people, and they are given detailed and crucial information for the benefit of such a project. Importance of the Internet in managing relationships with the students In today’s marketing environment, the Internet is an effective tool for marketing communications. The Internet is applicable to students as part of the current marketing concept as it helps in supporting numerous functions and processes which deliver crucial information to the consumers (students) and other interested stakeholders. Moreover, the Internet is a powerful communication tool that acts as corporate glue in integrating the diverse functions of the organization (Walsh and Godfrey 2000, pp. 85-92). In this case, the Internet will aid in ensuring smooth communication with the students focusing on building a rooftop garden and why they should invest into such an idea.Advertising We will write a custom report sample on The rooftop ga rden project specifically for you for only $16.05 $11/page Learn More It is understood that for the project to flourish, there ought to be an effectual relationship with the consumers, as well as other school stakeholders. In that case, the interactive multimedia interface of the Internet offers an ideal environment to enhance such relationships, and the databases create a major foundation for storing of information concerning such kind of interaction as well as providing information to strengthen customer-manager connection, thus yielding positive effects. The use of the Internet helps enhance relationships, and in this case, it is understood that the online marketing will contribute to more effective targeting, reducing costs and enhancing the level, quality and nature of the relationship. Bauer et al (2002, pp. 155-163) and Sharma (2002, pp. 77-84) agree that communication is a very unique activity which helps in the creation of relationships, and the Int ernet facilitates in achieving this major need. Consumer profiling Consumer profiling is coming up with a database of consumer motivations, lifestyles, as well as shopping habits. It also facilitates in understanding the untapped potentials in the market, choosing better ideas and enhancing target marketing. At this point of the report, it is important to know that consumer profiling is quite important in ensuring that the above objectives are met. We should hence discuss Geo-demographic segmentation and how developing organizational profiles can achieve environmental sustainability objectives. Geo-demographic segmentation and its value In marketing, the term Geo-demographic segmentation refers to a multivariate classification technique which helps in discovering whether the individuals of a certain population fall into diverse groups. This is done through making effective quantitative comparisons of numerous characteristics (Coss 1995, pp. 171-198). Mitchell and McGoldrick (1994, p p. 54-72) state that Geo-demographic segmentation is important as it helps classify buyers according to their interests, preferences and needs. In this case, it allows to analyze the students’ feedback on the subject matter and know how best to convince them that the project is, indeed, worthwhile. Markets consist of consumers, and it is rational to assert that those customers differ in various aspects. For example, they might prefer different products, the place they want to buy the goods as well as have their own motivations to use this service or produce. In consumer markets, psychographic variables are quite popular. In psychographic setting, the consumers are usually structured according to social class or even their character. The marketers usually research on ways to approach such consumers basing on such elements. As far as social class is concerned, most people define the class on the basis of personal wealth, income, education, background, among others. Particular p roducts are immensely influenced by background and social class, hence it is clear that social class is a great factor to differentiate consumer and market behavior in various product categories.Advertising Looking for report on project management? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, people’s interest in diverse products is usually determined by their lifestyles, hence consumers express their lifestyles on the basis of the goods that they consume. For instance, in building rooftop gardens, it is important to focus on the lifestyle, the social class, interests as well as the motivations of the students. This will give an opportunity to know how to communicate the subject matter to them in a way that will interest them. How to approach developing business or organizational profiles to achieve environmental sustainability objectives Sustainable developments as well as effective management of all the environmental impacts have become the main goals for policy action at local and global levels. It is hence recognized that understanding of sustainability and integrating its methods as well as principles into daily practice are significant for the social, economic and environmental welfare. An organizational profile is quite vital as it will offer an insight into the major factors that shape an operating environment. Organizational profiles impact the way the business is run as well as the decisions made. Also, it helps one understand the business operations, process, managing performance and what it will take for the business to succeed. Moreover, it allows the entrepreneur to have a good look at their projects before running into risk. So as to achieve environmental sustainability objectives, it is crucial to come up with a business profile which, for instance, will explain briefly who we are, our objectives, why students should support us and the major importance of the whole project to the student community. This will help in informing people on the project concerned and how it can help in conserving the environment as well as positively impacting the students. In consumer profiling, the Internet can play a major role as when people develop relationships, they tend to become aware of other people’s lifestyle, motiv ators, background, and attitudes, among other social and psychological segments. This will empower to group the consumers according to such clusters, when advertising the project, and easily respond to their feedback. The role of marketing in climate change Marketing has continued to play a major role in climate change. There have been vast solutions to climate change that have been proposed in the newspapers. Some of the common market based solutions that have been stated are, for instance, carbon-trading schemes and heightened efficiency of businesses. Through marketing, people get to learn the results of the economic benefits that come along with green marketing opportunities, hence such solutions emphasize on the potential for the existing market structures, in order to solve the problem of climate change. Marketing is a key business strategy that has been used to adapt to climate extremes, natural seasonality and climate change. Through marketing, organizations are able to warn people and even predict the future trend in the market themselves. In combination with the marketing messages, people get to know about climate change and how they can come up with effective strategies to enhance sustainability. Due to marketing for climate change, threatened destinations have been rarely heightened by marketing among the tourism operators in those regions where climate change impacts have been observed. For example, climate change has become one of the main interpretive themes in a region, such as Kenal National Park in Alaska (Fhi and McGregor, 2009). Marketing has a key element, such as advertising that has integrated climate change in the business strategies, thus due to marketing and advertisements, we are able to learn about global warming. It is through marketing we are able to get crucial news, such as the alleged Himalayan glaciers going dry. If this is the case, the consumers will be able fully to prepare to the change since in such a case, Himalayan Glac iers are the main source of the seven vastest rivers in Asia, hence the effects on agriculture will be enormous. Today, the advertisers and marketers are selling a fear factor to the consumers, who are facing a period of climate change, though most of them have made an effort to give recommendations to solve the current climate change problem that is facing the nation (Carrol1 1991, pp. 15-20). Marketing has a major role in ensuring reliability, delivering of valuable information, being honest with the consumers and fully responsible to the customers. Little progress has been made in developing the best way to influence climate change based on the behavior of a particular population, mostly given the likelihood of the numerous negative consequences, which might arise, such as environmental, economic and health impacts. Research on individual climate change, mitigation attitudes and behaviors has focused on four broad categories, namely, transportation behavior, household energy use, buying of green products and recycling surface (Matbach et al 2008, pp. 488-497). Marketing helps in influencing individual level drivers of a certain population behavior and gives recommendations on green energy programs. It also plays a major role in influencing social network and community level drivers as far as population behavior that causes climate change is concerned. Also, the marketing campaigns help in reaching and influencing the audiences effectively hence these campaigns ought to be based on audiences’ lifestyle, interests, and values, among others. Segmentation using various psychosocial variables offers a promising approach in the area of climate change awareness. Though the major aim of marketing, as far as climate change is concerned, is to inform the consumers on the climate changes, Johnaton (2000, pp. 563-569) argues that marketing has not been very effective as it ought to be. Some of the major impacts of climate change are usually felt by developing na tions due to the fact that they are usually located in the tropics as well as the various demographic, socioeconomic and policy trends that limit their capacity to adapt to the changes. However, as noted, the impacts are usually difficult to predict due to the lack of knowledge on the causes of climate change and how the problem can be curbed. It is the role of marketing to educate people on issues related to climate change, so as to reduce or better curb the related risks. Marketing recognizes the major impacts of climate change as well as the building adaptation and mitigation into the business strategies which help the companies to maximize their benefits when the economy recovers. It is hence clear that marketing plays a major role in climate change and its responsibilities ought not to be underestimated as they have been. Conclusion The study deeply focuses on rooftop gardening and how the promotion mix elements can help in sustaining the projects’ main objectives. To gi ve more light to the project, the paper discusses the role of the Internet in managing relationships, consumer profiling and finally marketing as far as climate change is concerned. It is unambiguous that the Internet plays a major role in enhancing relationships and ensuring environmental sustainability just like the promotional mix elements. Reference List Bauer, H., Grether, M Leach, M 2002, building customer relations over the Internet, Industrial marketing management, vol. 31, no. 2, pp.155-163 Carrol, P 1991, The fallacy of customer retention, Journal of retail banking, vol.13, no.2, pp. 15-20 Coss, J 1994, ‘We know who you are and we know where you live: The instrumental rationality of geodemographic systems’., JSTOR Economic geography, vol.71, no.2, pp.171-198 Fhi, K McGregor, O 2009, Biometeorology for adaptation to climate  variability and change. Springer, New York. Gilbert, D 1999, Retail Marketing management. Pearson Ltd, New York. Johnaton, C 2000, Cli mate change and the adaptability of agriculture. A review, vol. 50, no.4, pp. 563-569 Mangold, M 2009, ‘Social media: the new hybrid element of the promotion mix’,  Business Horizons, vol.52, no.4, pp. 357-365 Matbach, et al 2008, ‘Communication and marketing as climate change interbvention assets: A public health perspective’., American journal of preventive medicine, vol. 35, no.5, pp. 488-497 Mitchell, V McGoldrick, P 1994, ‘The role of geodemographics in segmenting and targeting consumer markets: A Delphi study., European journal of marketing, vol.28, no.5, pp. 54-72 Pride, J., Elliot, G., Rundle, S Waller, D 2006, Marketing: Core concepts and applications, John Wiley and sons, New York: Shannon, R 1996, ‘The new promotion mix: a proposed paradigm, process and application’, Journal of marketing theory and practice, vol. 1 no.1, pp. 56-68 Sharma, A 2002, Trends in Internet based business-to-business marketing., Industrial  market ing management, vol.31, no.2, pp. 77-84 Walsh, J Godfrey, S 2000, ‘The internet: a new era in customer service’, European  management journal, vol. 18, no. 1, pp. 85-92 Waterschoot, W Bulte, C 1992, The 4p classification of the marketing mix revisited, Journal of marketing, vol. 56, no. 1, pp. 83-93 This report on The rooftop garden project was written and submitted by user Marlee Ratliff to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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Health and safety issues Essay Example | Topics and Well Written Essays - 750 words

Health and safety issues - Essay Example hrough: improvement of management systems so as to reduce injuries at work, showing the board how important health and safety issues are, monitoring of health and safety issues in the organization and providing of detailed reports about their states not excluding their stray performances. In essence, World Health (1983) argues that health and safety management that is effective is fundamental to the well-being of employees, plays a vital role in ensuring that the reputation of the organization is maintained while at the same time helping in creating teams that are highly achieving. An organizations’ health and safety quality assurance department provides various means in which the organization can monitor its continued progress and advices the organization on legislative matters and inflicts best practices into employees (Miller, 1986). To maintain quality, the team carries out internal training to keep their staff up to date with legislative and suitable organizational practices in health and safety matters and related areas. In addition, solid systems for monitoring organizational progress are to be installed which enhance the technological sector of the company as well as the knowledge of the staff for they have to be trained effectively on how to use the systems thus moving them one step ahead of their competitors. Insurance can be obtained by the employer to cover a number of costs which the employer may have to cover as a consequence of poor health and safety procedures. Examples of such insurance are Liability insurance, vehicle insurance and building insurance. There are however a number of areas for which insurance cover cannot be obtained. What are these areas? According to HMSO (1974), hundreds of industries that operate in different areas/fields exist that have been excluded from the mandatory coverage since they are registered neither under Sections 1 nor 2 of the Workplace and Insurance Act, 1997 (South Australian, 1986). The areas not covered

Research paper, chidren and junk food, what is the most influential Essay

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Principles Of Teaching And Learning In Teaching Math Essay Students learn mathematics through the experiences that teachers provide. Teachers must know and understand deeply the mathematics they are teaching and understand and be committed to their students as learners of mathematics and as human beings. There is no one right way to teach. Nevertheless, much is known about effective mathematics teaching. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques to support learning, and pursuing continuous self-improvement are actions good teachers take every day. The teacher is responsible for creating an intellectual environment in the classroom where serious engagement in mathematical thinking is the norm. Effective teaching requires deciding what aspects of a task to highlight, how to organize and orchestrate the work of students, what questions to ask students having varied levels of expertise, and how to support students without taking over the process of thinking for them. Effective teaching requires continuing efforts to learn and improve. Teachers need to increase their knowledge about mathematics and pedagogy, learn from their students and colleagues, and engage in professional development and self-reflection. Collaborating with otherspairing an experienced teacher with a new teacher or forming a community of teachersto observe, analyze, and discuss teaching and students thinking is a powerful, yet neglected, form of professional development. Teachers need ample opportunities to engage in this kind of continual learning. The working lives of teachers must be structured to allow and support different models of professional development that benefit them and their students. Mathematics Principles and practice What can learning in mathematics enable children and young people to achieve? Mathematics is important in our everyday life, allowing us to make sense of the world around us and to manage our lives. Using mathematics enables us to model real-life situations and make connections and informed predictions. It equips us with the skills we need to interpret and analyse information,  simplify and solve problems, assess risk and make informed decisions. Mathematics plays an important role in areas such as science or technologies, and is vital to research and development in fields such as engineering, computing science, medicine and finance. Learning mathematics gives children and young people access to the wider curriculum and the opportunity to pursue further studies and interests. Because mathematics is rich and stimulating, it engages and fascinates learners of all ages, interests and abilities. Learning mathematics develops logical reasoning, analysis, problem-solving skills, creativity and the ability to think in abstract ways. It uses a universal language of numbers and symbols which allows us to communicate ideas in a concise, unambiguous and rigorous way. To face the challenges of the 21st century, each young person needs to have confidence in using mathematical skills, and Scotland needs both specialist mathematicians and a highly numerate population. Building the Curriculum 1 Mathematics equips us with many of the skills required for life, learning and work. Understanding the part that mathematics plays in almost all aspects of life is crucial. This reinforces the need for mathematics to play an integral part in lifelong learning and be appreciated for the richness it brings. How is the mathematics framework structured? Within the mathematics framework, some statements of experiences and outcomes are also identified as statements of experiences and outcomes in numeracy. These form an important part of the mathematics education of all children and young people as they include many of the numerical and analytical skills required by each of us to function effectively and successfully in everyday life. All teachers with a responsibility for the development of mathematics will be familiar with the role of numeracy within mathematics and with the means by which numeracy is developed across the range of learning  experiences. The numeracy subset of the mathematics experiences and outcomes is also published separately; further information can be found in the numeracy principles and practice paper. The mathematics experiences and outcomes are structured within three main organisers, each of which contains a number of subdivisions: Number, money and measure Estimation and rounding Number and number processes Multiples, factors and primes Powers and roots Fractions, decimal fractions and percentages Money Time Measurement Mathematics – its impact on the world, past, present and future Patterns and relationships Expressions and equations. Shape, position and movement Properties of 2D shapes and 3D objects Angle, symmetry and transformation. Information handling Data and analysis Ideas of chance and uncertainty. The mathematics framework as a whole includes a strong emphasis on the important part mathematics has played, and will continue to play, in the advancement of society, and the relevance it has for daily life. A key feature of the mathematics framework is the development of algebraic thinking from an early stage. Research shows that the earlier algebraic thinking is introduced, the deeper the mathematical understanding will be  and the greater the confidence in using mathematics. Teachers will use the statements of experiences and outcomes in information handling to emphasise the interpretation of statistical information in the world around us and to emphasise the knowledge and skills required to take account of chance and uncertainty when making decisions. The level of achievement at the fourth level has been designed to approximate to that associated with SCQF level 4. What are the features of effective learning and teaching in mathematics? From the early stages onwards, children and young people should experience success in mathematics and develop the confidence to take risks, ask questions and explore alternative solutions without fear of being wrong. They will enjoy exploring and applying mathematical concepts to understand and solve problems, explaining their thinking and presenting their solutions to others in a variety of ways. At all stages, an emphasis on collaborative learning will encourage children to reason logically and creatively through discussion of mathematical ideas and concepts. Through their use of effective questioning and discussion, teachers will use misconceptions and wrong answers as opportunities to improve and deepen children’s understanding of mathematical concepts. The experiences and outcomes encourage learning and teaching approaches that challenge and stimulate children and young people and promote their enjoyment of mathematics. To achieve this, teachers will use a skilful mix of approaches, including:  planned active learning which provides opportunities to observe, explore, investigate, experiment, play, discuss and reflect modelling and scaffolding the development of mathematical thinking skills learning collaboratively and independently  opportunities for discussion, communication and explanation of thinking developing mental agility  using relevant contexts and experiences, familiar to young people making links across the curriculum to show how mathematical concepts are applied in a wide range of contexts, such as those provided by science and social studies using technology in appropriate and effective ways  building on the principles of Assessment is for Learning, ensuring that young people understand the purpose and relevanc e of what they are learning developing problem-solving capabilities and critical thinking skills. Mathematics is at its most powerful when the knowledge and understanding that have been developed are used to solve problems. Problem solving will be at the heart of all our learning and teaching. We should regularly encourage children and young people to explore different options: ‘what would happen if?’ is the fundamental question for teachers and learners to ask as mathematical thinking develops. How will we ensure progression within and through levels? As children and young people develop concepts within mathematics, these will need continual reinforcement and revisiting in order to maintain progression. Teachers can plan this development and progression through providing children and young people with more challenging contexts in which to use their skills. When the experience or outcome spans two levels within a line of development, this will be all the more important. One case in point would be the third level outcome on displaying information. The expectation is that young people will continue to use and refine the skills developed at second level to display charts, graphs and diagrams. The contexts should ensure progression and there are clear opportunities to use other curriculum areas when extending young people’s understanding. What are broad features of assessment in mathematics? (This section should be read alongside the advice for numeracy.) Assessment in mathematics will focus on children and young people’s abilities to work increasingly skilfully with numbers, data and mathematical concepts and processes and use them in a range of contexts. Teachers can gather evidence of progress as part of day-to-day learning about number, money and measurement, shape, position and movement and information handling. The use of specific assessment tasks will be important in assessing progress at key points of learning including transitions. From the early years through to the senior stages, children and young people will demonstrate progress in their skills in interpreting and analysing information, simplifying and solving problems, assessing risk and making informed choices. They will also show evidence of progress through their skills in collaborating and working independently as they observe, explore, experiment with and investigate mathematical problems. Approaches to assessment should identify the extent to which children and young people can apply their skills in their learning, in their daily lives and in preparing for the world of work. Progress will be seen as children and young people demonstrate their competence and confidence in applying mathematical concepts and skills. For example: Do they relish the challenge of number puzzles, patterns and relationships? Can they explain increasingly more abstract ideas of algebraic thinking? Can they successfully carry out mathematical processes and use their developing range of skills and attributes as set out in the experiences and outcomes? As they apply these to problems, can they draw on skills and concepts learned previously? As they tackle problems in unfamiliar contexts, can they confidently identify which skills and concepts are relevant to the problem? Can they then apply their skills accurately and then evaluate their solutions? Can they explain their thinking and demonstrate their understanding of 2D shapes and 3D objects? Can they evaluate data to make informed decisions? Are they developing the capacity to engage with and complete tasks and  assignments? Assessment should also link with other areas of the curriculum, within and outside the classroom, offering children and young people opportunities to develop and demonstrate their understanding of mathematics through social studies, technologies and science, and cultural and enterprise activities. How can I make connections within and beyond mathematics? Within mathematics there are rich opportunities for links among different concepts: a ready example is provided by investigations into area and perimeter which can involve estimation, patterns and relationships and a variety of numbers. When children and young people investigate number processes, there will be regular opportunities to develop mental strategies and mental agility. Teachers will make use of opportunities to develop algebraic thinking and introduce symbols, such as those opportunities afforded at early stages when reinforcing number bonds or later when investigating the sum of the angles in a triangle. There are many opportunities to develop mathematical concepts in all other areas of the curriculum. Patterns and symmetry are fundamental to art and music; time, money and measure regularly occur in modern languages, home economics, design technology and various aspects of health and wellbeing; graphs and charts are regularly used in science and social studies; scale and proportion can be developed within social studies; formulae are used in areas including health and wellbeing, technologies and sciences; while shape, position and movement can be developed in all areas of the curriculum. The Teaching Principle Effective mathematics teaching requires understanding what students know and need to learn and then challenging and supporting them to learn it well. Students learn mathematics through the experiences that teachers provide. Thus, students understanding of mathematics, their ability to  » use it to solve problems, and their confidence in, and disposition toward, mathematics are all shaped by the teaching they encounter in school. The improvement of  mathematics education for all students requires effective mathematics teaching in all classrooms. Teaching mathematics well is a complex endeavor, and there are no easy recipes for helping all students learn or for helping all teachers become effective. Nevertheless, much is known about effective mathematics teaching, and this knowledge should guide professional judgment and activity. To be effective, teachers must know and understand deeply the mathematics they are teaching and be able to draw on that knowledge with flexibility in the ir teaching tasks. They need to understand and be committed to their students as learners of mathematics and as human beings and be skillful in choosing from and using a variety of pedagogical and assessment strategies (National Commission on Teaching and Americas Future 1996). In addition, effective teaching requires reflection and continual efforts to seek improvement. Teachers must have frequent and ample opportunities and resources to enhance and refresh their knowledge. Effective teaching requires knowing and understanding mathematics, students as learners, and pedagogical strategies. Teachers need several different kinds of mathematical knowledge—knowledge about the whole domain; deep, flexible knowledge about curriculum goals and about the important ideas that are central to their grade level; knowledge about the challenges students are likely to encounter in learning these ideas; knowledge about how the ideas can be represented to teach them effectively; and knowledge about how students understanding can be assessed. This knowledge helps teachers make curricular judgments, respond to students questions, and look ahead to where concepts are leading and plan accordingly. Pedagogical knowledge, much of which is acquired and shaped through the practice of teaching, helps teachers understand how students learn mathematics, become facile with a range of different teaching techniques and instructional materials, and organize and manage the classroom. Teachers need to understand the big ideas of mathematics and be able to represent mathematics as a coherent and connected enterprise (Schifter 1999; Ma 1999). Their decisions and their actions in the classroom—all of which affect how well their students learn mathematics—should be based on this knowledge. This kind of knowledge is beyond what most teachers experience in standard preservice mathematics courses in the United States. For example, that fractions can be understood as parts of a whole, the quotient of two integers, or a number on a line is  important for mathematics teachers (Ball and Bass forthcoming). Such understanding might be characterized as profound understanding of fundamental mathematics (Ma 1999). Teachers also need to understand the different representations of an idea, the relative strengths and weaknesses of each, and how they are related to one another (Wilson, Shulman, and Richert 1987). They need to know the ideas with which students often have difficulty and ways to help bridge common misunderstandings.  » Effective mathematics teaching requires a serious commitment to the development of students understanding of mathematics. Because students learn by connecting new ideas to prior knowledge, teachers must understand what their students already know. Effective teachers know how to ask questions and plan lessons that reveal students prior knowledge; they can then design experiences and lessons that respond to, and build on, this knowledge. Teachers have different styles and strategies for helping students learn particular mathematical ideas, and there is no one right way to teach. However, effective teachers recognize that the decisions they make shape students mathematical dispositions and can create rich settings for learning. Selecting and using suitable curricular materials, using appropriate instructional tools and techniques, and engaging in reflective practice and continuous self-improvement are actions good teachers take every day. One of the complexities of mathematics teaching is that it must balance purposeful, planned classroom lessons with the ongoing decision making that inevitably occurs as teachers and students encounter unanticipated discoveries or difficulties that lead them into uncharted territory. Teaching mathematics well involves creating, enriching, maintaining, and adapting instruction to move toward mathematical goals, capture and sustain interest, and engage students in building mathematical understanding. Effective teaching requires a challenging and supportive classroom learning environment. Teachers make many choices each day about how the learning environment will be structured and what mathematics will be emphasized. These decisions determine, to a large extent, what students learn. Effective teaching conveys a belief that each student can and is expected to understand mathematics and that each will be supported in his or her efforts to accomplish this goal. Teachers establish and nurture an environment conducive to learning mathematics through the decisions they make, the conversations they orchestrate, and the  physical setting they create. Teachers actions are what encourage students to think, question, solve problems, and discuss their ideas, strategies, and solutions. The teacher is responsible for creating an intellectual environment where serious mathematical thinking is the norm. More than just a physical setting with desks, bulletin boards, and posters, the classroom en vironment communicates subtle messages about what is valued in learning and doing mathematics. Are students discussion and collaboration encouraged? Are students expected to justify their thinking? If students are to learn to make conjectures, experiment with various approaches to solving problems, construct mathematical arguments and respond to others arguments, then creating an environment that fosters these kinds of activities is essential. In effective teaching, worthwhile mathematical tasks are used to introduce important mathematical ideas and to engage and challenge students intellectually. Well-chosen tasks can pique students curiosity and draw them into mathematics. The tasks may be connected to the  » real-world experiences of students, or they may arise in contexts that are purely mathematical. Regardless of the context, worthwhile tasks should be intriguing, with a level of challenge that invites speculation and hard work. Such tasks often can be approached in more than one way, such as using an arithmetic counting approach, drawing a geometric diagram and enumerating possibilities, or using algebraic equations, which makes the tasks accessible to students with varied prior knowledge and experience. Worthwhile tasks alone are not sufficient for effective teaching. Teachers must also decide what aspects of a task to highlight, how to organize and orchestrate the work of the students, what questions to ask to challenge those with varied levels of expertise, and how to support students without taking over the process of thinking for them and thus eliminating the challenge. Opportunities to reflect on and refine instructional practice—during class and outside class, alone and with others—are crucial in the vision of school mathematics outlined in Principles and Standards. To improve their mathematics instruction, teachers must be able to analyze what they and their students are doing and consider how those actions are affecting students learning. Using a variety of strategies, teachers should monitor students capacity and inclination to analyze situations, frame and solve problems, and make sense of mathematical concepts and procedures. They  can use this information to assess their students progress and to appraise how well the mathematical tasks, student discourse, and classroom environment are interacting to foster students learning. They then use these appraisals to adapt their instruction. Reflection and analysis are often individual activities, but they can be greatly enhanced by teaming with an experienced and respected colleague, a new teacher, or a community of teachers. Collaborating with colleagues regularly to observe, analyze, and discuss teaching and students thinking or to do lesson study is a powerful, yet neglected, form of professional development in American schools (Stigler and Hiebert 1999). The work and time of teachers must be structured to allow and support professional development that will benefit them and their students.

Beowulf and Modern United States Essay -- Culture Compare Contrast Ess

Beowulf and Modern United States Many people who read the poem Beowulf would probably find it hard to find similarities between the poem and life in modern America. How could one compare an ancient Anglo-Saxon culture with the sophisticated world that we are living in today? But, if we look closely, we may be able to pinpoint some parallel between the two societies. This essay will discuss the topics of warrior life, the â€Å"bad guy,† and social similarities. One might wonder how a warrior culture might be similar to our own? But if we consider American culture, we are actually still very war-like. We have a strong military system built to protect our country and the people that make it up. We are also known for going to the aid of other countries that aren’t able to defend themselves. This is very similar to the mentality of the warriors in Beowulf. Beowulf comes to the aid of Hrothgar’s falling kingdom. Another similarity between the two cultures that some people may see in the most recent times is the idea of the bad guy or â€Å"monster.† Today Americans are trying to deal with ...

Py 270 Appendix D

University of Phoenix Material Appendix D Psychological and Psychophysiological Stress Disorders Respond to the following: 1. Stress can be the root cause of psychological disorders. Name four symptoms shared by acute and posttraumatic stress disorders. 1) There can be re-experiencing events such as dreams. 2) Avoiding special circumstances where an event can remind the person of the event. 3) Losing interest in things that were once pleasurable. 4) Trouble sleeping and increased anxiety. 2.What life events are most likely to trigger a stress disorder? Any events that are considered stressors like every day happenings can trigger stress disorders. Events such as death, rape, assault, abuse can be triggers for a stress disorder. 3. Traumatic events do not always result in a diagnosable psychological disorder. What factors determine how a person may be affected by one such event? A persons tolerance to stress depends on genetic and biological factors. The brain can actually be changed by traumatic events.Certain personality characteristics make a person more prone to a psychological disorders. 4. What are the four stages in meeting the psychological needs of disaster victims? a. Psychological debriefing and/or medical care immediately following trauma. b. Therapy to aid in ending stress reactions. c. Therapy to help gain perspective on traumatic event. d. Therapy and assistance to enable individual to return to normal levels of functioning after trauma. 5. What is the link between personality styles and heart disease?There is a link between personality styles and heart disease. There are two basic personality types, type A and type B. Type A personalities tend to be more aggressive, angry more often, very driven, and impatient. Studies show a correlation between coronary heart disease and type A personalities. 6. List and briefly describe four psychological treatments for physical disorders. 1) Insight therapy and support groups- particularly if the ailment is de pression or panic disorders.This form of treatment will help the patient to process information and talk to others about coping mechanisms. 2) Cognitive interventions-patients learn to rid themselves of negative thoughts about the pain they are experiencing to keep their mind off of it. 3) Hypnosis-puts patients in a relaxed sleeplike state. The hypnotist talk positively about what the patient is experiencing and almost reverses the way of thinking about the pain. 4) Meditation-helps patients to go into a relaxed state and release stress.

A Family Supper by Kazuo Ishiguro Essay

Theme: is the conflict between generations in changing Japan. Meaning †¨the ways of past generations are giving way to new values that have not been fully developed in the younger generations. One exanple of this being that suicide, carried out in the face of defeat have now lost of its meaning and honor in younger generations. His mom is the ghost The fugu fish and the story of Mr. Watanabe and his family are subtle hints about the end of the story, foreshadowing. Are you moving to California THEME Symbols: Fish, mom, ghost Fugu is a fish caught off the Pacific shores of Japan. The fish has held a special significance for me ever since my mother died after eating one. The poison resides in the sex glands of the fish, inside two fragile bags. These bags must be removed with caution when preparing the fish, for any clumsiness will result in the poison leaking into the veins. Regrettably, it is not easy to tell whether or not this operation has been carried out successfully. The proof is, as it were, in the eating. Fugu poisoning is hideously painful and almost always fatal. If the fish has been eaten during the evening, the victim is usually overtaken by pain during his sleep. He rolls about in agony for a few hours and is dead by morning. The fish became extremely popular in Japan after the war. Until stricter regulations were imposed, it was all the rage to perform the hazardous gutting operation in one’s own kitchen, then to invite neighbors and friends round for the feast. At the time of my mother’s death, I was living in California. My relationship with my parents had become somewhat strained around that period and consequently I did not learn of the circumstances of her death until I returned to Tokyo two years later. Apparently, my mother had always refused to eat fugu, but on this particular occasion she had made an exception, having been invited by an old school friend whom she was anxious not to offend. It was my father who supplied me with the details as we drove from the airport to his house in the Kamakura district. When we finally arrived, it was nearing the end of a sunny autumn day. â€Å"Did you eat on the plane?† my father asked. We were sitting on the tatami floor of his tearoom. â€Å"They gave me a light snack.† â€Å"You must be hungry. We’ll eat as soon as Kikuko arrives.† My father was a formidable-looking man with a large stony jaw and furious black eyebrows. I think now, in retrospect, that he much resembled Chou En-lai, although he would not have cherished such a comparison, being particularly proud of the pure samurai blood that ran in the family. His general presence was not one that encouraged relaxed conversation; neither were things helped much by his odd way of stating each remark as if it were the concluding one. In fact, as I sat opposite him that afternoon, a boyhood memory came back to me of the time he had struck me several times around the head for â€Å"chattering like an old woman.† Inevitably, our conversation since my arrival at the airport had been punctuated by long pauses. â€Å"I’m sorry to hear about the firm,† I said when neither of us had spoken for some time. He nodded gravely. v â€Å"I see.† â€Å"We were partners for seventeen years. A man of principle and honor. I respected him very much.† â€Å"Will you go into business again?† I asked. â€Å"I am. . .in retirement. I’m too old to involve myself in new ventures now. Business these days has become so different. Dealing with foreigners. Doing things their way. I don’t understand how we’ve come to this. Neither did Watanabe.† He sighed. â€Å"A fine man. A man of principle.† The tearoom looked out over the garden. From where I sat I could make out the ancient well that as a child I had believed to be haunted. It was just visible now through the thick foliage. The sun had sunk low and much of the garden had fallen into shadow. â€Å"I’m glad in any case that you’ve decided to come back,† my father said. â€Å"More than a short visit, I hope.† â€Å"I’m not sure what my plans will be.† â€Å"I, for one, am prepared to forget the past. Your mother, too, was always ready to welcome you back– upset as she was by your behavior.† â€Å"I appreciate your sympathy. As I say, I’m not sure what my plans are.† â€Å"I’ve come to believe now that there were no evil intentions in your mind,† my father continued. â€Å"You were swayed by certain†¦influences. Like so many others.† â€Å"Perhaps we should forget it, as you suggest.† â€Å"As you will. More tea?† Just then a girl’s voice came echoing through the house. â€Å"At last.† My father rose to his feet. â€Å"Kikuko has arrived.† Despite our difference in years, my sister and I had always been close. Seeing me again seemed to make her excessively excited, and for a while she did nothing but giggle nervously. But she calmed down somewhat when my father started to question her about Osaka and her university. She answered him with short, formal replies. She in turn asked me a few questions, but she seemed inhibited by the fear that the questions might lead to awkward topics. After a while, the conversation had become even sparser than prior to Kikuko’s arrival. Then my father stood up, saying: â€Å"I must attend to the supper. Please excuse me for being burdened by such matters. Kikuko will look after you.† My sister relaxed quite visibly once he had left the room. Within a few minutes, she was chatting freely about her friends in Osaka and about her classes at university. Then quite suddenly she decided we should walk in the garden and went striding out onto the veranda. We put on some straw sandals that had been left along the veranda rail and stepped out into the garden. The light in the garden had grown very dim. â€Å"I’ve been dying for a smoke for the last half hour,† she said, lighting a cigarette. â€Å"Then why didn’t you smoke?† She made a furtive gesture back toward the house, then grinned mischievously. â€Å"Oh, I see,† I said. â€Å"Guess what, I’ve got a boyfriend now.† â€Å"Oh, yes?† â€Å"Except I’m wondering what to do. I haven’t made up my mind yet.† â€Å"Quite understandable.† â€Å"You see, he’s making plans to go to America. He wants me to go with him as soon as I finish studying.† â€Å"I see. And you want to go to America?† â€Å"If we go, we’re going to hitchhike.† Kikuko waved a thumb in front of my face. â€Å"People say it’s dangerous, but I’ve done it in Osaka and it’s fine.† â€Å"I see. So what is it you’re unsure about?† We were following a narrow path that wond through the shrubs and finished by the old well. As we walked, Kikuko persisted in taking unnecessarily theatrical puffs on her cigarette. â€Å"Well, I’ve got a lot of friends in Osaka. I like it there. I’m not sure I want to leave them all behind just yet. And Suichi†¦I like him, but â€Å"I’m not sure I want to spend so much time with him. Do you understand?† â€Å"Oh, perfectly.† She grinned again, then skipped on ahead of me until she had reached the well. â€Å"Do you remember,† she said as I came walking up to her, â€Å"how you used to say this well was haunted?† â€Å"Yes, I remember.† We both peered over the side. â€Å"Mother always told me it was the old woman from the vegetable store you’d seen that night,† she said. â€Å"But I never believe her and never came out here alone.† â€Å"Mother used to tell me that too. She even told me once the old woman had confessed to being the ghost. Apparently, she’d been taking a shortcut through our garden. I imagine she had some trouble clambering over these walls.† Kikuko gave a giggle. She then turned her back to the well, casting her gaze about the garden. â€Å"Mother never really blamed you, you know,† she said, in a new voice. I remained silent. â€Å"She always used to say to me how it was their fault, her’s and Father’s, for not bringing you up correctly. She used to tell me how much more careful they’d been with me, and that’s why I was so good.† She looked up and the mischievous grin had returned to her face. â€Å"Poor Mother,† she said. â€Å"Yes. Poor Moth er.† â€Å"Are you going back to California?† â€Å"I don’t know. I’ll have to see.† â€Å"What happened to†¦to her? To Vicki?† â€Å"That’s all finished with,† I said. â€Å"There’s nothing much left for me now in California.† â€Å"Do you think I ought to go there?† â€Å"Why not? I don’t know. You’ll probably like it.† I glanced toward the house. â€Å"Perhaps we’d better go in soon. Father might need a hand with the supper.† But my sister was once more peering down into the well. â€Å"I can’t see any ghosts,† she said. Her voice echoed a little. â€Å"Is Father very upset about his firm collapsing?† â€Å"Don’t know. You never can tell with Father.† Then suddenly she straightened up and turned to me. â€Å"Did he tell you about old Watanabe? What he did?† â€Å"I heard he committed suicide.† â€Å"Well, that wasn’t all. He took his whole family with him. His wife and his two little girls.† â€Å"Oh, yes?† â€Å"Those beautiful little girls. He turned on the gas while they were all asleep. Then he cut his stomach with a meat knife.† â€Å"Yes, Father was just telling me how Watanabe was a man of principle.† â€Å"Sick.† My sister turned back to the well. â€Å"I can’t see any ghost,† she said. â€Å"You were lying to me all that time.† ]†But I never said it lived down the well.† â€Å"Where is it then?† We both looked around at the trees and shrubs. The daylight had almost gone. Eventually I pointed to a small clearing some ten yards away. â€Å"Just there I saw it. Just there.† We stared at the spot. â€Å"What did it look like?† â€Å"I couldn’t see very well. It was dark.† â€Å"But you must have seen something.† â€Å"It was an old woman. She was just standing there, watching me.† We kept staring at the spot as if mesmerized. â€Å"She was wearing a white kimono,† I said. â€Å"Some of her hair had come undone. It was blowing around a little.† Kikuko pushed her elbow against my arm. â€Å"Oh, be quiet. You’re trying to frighten me all over again.† She trod on the remains of her cigarette, then for a brief moment stood regarding it with a perplexed expression. She kicked some pine needles over it, then once more displayed her grin. â€Å"Let’s see if supper’s ready,† she said. We found my father in the kitchen. He gave us a quick glance, then carried on with what he was doing. â€Å"Father’s become quite a chef since he’s had to manage on his own,† Kikuko said with a laugh. He turned and looked at my sister coldly. â€Å"Hardly a skill I’m proud of,† he said. â€Å"Kikuko, come here and help.† For some moments my sister did not move then she stepped forward and took an apron hanging from a drawer. â€Å"Just these vegetables need cooking now,† he said to her. â€Å"The rest just needs watching.† Then he looked up and regarded me strangely for some seconds. â€Å"I expect you want to look around the house,† he said eventually. He put down the chopsticks he had been holding. â€Å"It’s a long time since you’ve seen it.† As we left the kitchen I glanced toward Kikuko, but her back was turned. â€Å"She’s a good girl,† my father said. I followed my father from room to room. I had forgotten how large the house was. A panel would slide open and another room would appear. But the rooms were all startlingly empty. In one of the rooms the lights did not come on, and we stared at the stark walls and tatami in the pale light that came from the windows. â€Å"This house is too large for a man to live in alone,† my father said. â€Å"I don’t have much use for most of these rooms now.† But eventually my father opened the door to a room packed full of books and papers. There were flowers in vases and pictures on the walls. Then I noticed something on a low table in the corner of the room. I came nearer and saw it was a plastic model of a battleship, the kind constructed by children. It had been placed on some newspaper; scattered around it were assorted pieces of gray plastic. My father gave a laugh. He came up to the table and picked up the model. â€Å"Since the firm folded,† he said, â€Å"I have a little more time on my hands.† He laughed again, rather strangely. For a moment his face looked almost gentle. â€Å"A little more time.† â€Å"That seems odd,† I said. â€Å"You were always so busy.† â€Å"Too busy, perhaps.† He looked at me with a smile. â€Å"Perhaps I should have been a more attentive father.† I laughed. He went on contemplating his battleship. Then he looked up. â€Å"I hadn’t meant to tell you this, but perhaps it’s best that I do. It’s my belief that your mother’s death was no accident. She had many worries. And some disappointments.† We both gazed at the plastic battleship. â€Å"Surely,† I said eventually, â€Å"my mother didn’t expect me to live here forever.† â€Å"Obviously you don’t see. You don’t see how it is for some parents. Not only must they lose their children, they must lose them to things they don’t understand.† He spun the battleship in his fingers. â€Å"These little gunboats here could have been better glued, don’t you think?† â€Å"Perhaps. I think it looks fine.† â€Å"During the war I spent some time on a ship rather like this: if your ship was struck by the enemy, all you could do was struggle in the water hoping for a lifeline. But in an airplane– well, there was always the final weapon.† He put the model back onto the table. â€Å"I don’t suppose you believe in war.† â€Å"Not particularly.† He cast an eye around the room. â€Å"Supper should be ready by now,† he said. â€Å"You must be hungry.† Supper was waiting in a dimly lit room next to the kitchen. The only source of light was a big lantern that hung over the table, casting the rest of the room in shadow. We bowed to each other before starting the meal. There was little conversation. When I made some polite comment about the food, Kikuko giggled a little. Her earlier nervousness seemed to have returned to her. My father did not speak for several minutes. Finally he said: â€Å"It must feel strange for you, being back in Japan.† â€Å"Yes, it is a little strange.† â€Å"Already, perhaps, you regret leaving America.† â€Å"A little. Not so much. I didn’t leave behind much. Just some empty rooms.† â€Å"I see.† I glanced across the table. My father’s face looked stony and forbidding in the half-light. We ate in silence. Then my eye caught something at the back of the room. At first I continued eating, then my hands became still. The others noticed and looked at me. I went on gazing into the darkness past my father’s shoulder. â€Å"Who is that? In the photograph there?† â€Å"Which photograph?† My father turned slightly, trying to follow my gaze. â€Å"The lowest one. The old woman in the white kimono.† My father put down his chopsticks. He looked first at the photograph, then at me. â€Å"Your mother.† His voice had become very hard. â€Å"Can’t you recognize your own mother?† â€Å"My mother. You see, it’s dark. I can’t see it very well.† No one spoke for a few seconds, then Kikuko rose to her feet. She took the photograph down from the wall, came back to the table, and gave it to me. â€Å"She looks a lot older,† I said. â€Å"It was taken shortly before her death,† said my father. â€Å"It was the dark. I couldn’t see very well.† I looked up and noticed my father holding out a hand. I gave him the photograph. He looked at it intently, then held it toward Kikuko. Obediently, my sister rose to her feet once more and returned the picture to the wall. There was a large pot left unopened at the center of the table. When Kikuko had seated herself again, my father reached forward and lifted the lid. A cloud of steam rose up and curled toward the lantern. He pushed the pot a little toward me. â€Å"You must be hungry,† he said. One side of his face had fallen into shadow. â€Å"Thank you.† I reached forward my chopsticks. The steam was almost scalding. â€Å"What is it?† â€Å"Fish.† â€Å"It smells very good.† In the soup were strips of fish that had curled almost into balls. I picked one out and brought it to my bowl. â€Å"Help yourself. There’s plenty.† â€Å"Thank you.† I took a little more, then pushed the pot toward my father. I watched him take several pieces to his bowl. Then we both watched as Kikuko served herself. My father bowed slightly. â€Å"You must be hungry,† he said again. He took some fish to his mouth and started to eat. Then I, too, chose a piece and put it in my mouth. It felt soft, quite fleshy against my tongue. The three of us ate in silence. Several minutes went by. My father lifted the lid and once more steam rose up. We all reached forward and helped ourselves. â€Å"Here,† I said to my father, â€Å"you have the last piece.† â€Å"Thank you.† When we had finished the meal, my father stretched out his arms and yawned with an air of satisfaction. â€Å"Kikuko,† he said, â€Å"prepare a pot of tea, please.† My sister looked at him, and left the room without comment. My father stood up. â€Å"Let’s retire to the other room. It’s rather warm in here.† I got to my feet and followed him into the tearoom. The large sliding windows had been left open, bringing in a breeze from the garden. For a while we sat in silence. â€Å"Father,† I said, finally. â€Å"Yes?† â€Å"Kikuko tells me Watanabe-san took his whole family with him.† My father lowered his eyes and nodded. For some moments he seemed deep in thought. â€Å"Watanabe was very devoted to his work,† he said at last. â€Å"The collapse of the firm was a great blow to him. I fear it must have weakened his judgment.† â€Å"You think what he did†¦it was a mistake?† â€Å"Why, of course. Do you see it otherwise?† â€Å"No, no. Of course not.† â€Å"There are other things besides work,† my father said. â€Å"Yes.† We fell silent again; the sound of locusts came in from the garden. I looked out into the darkness. The well was no longer visible. â€Å"What do you think you will do now?† my father asked. â€Å"Will you stay in Japan for a while?† â€Å"To be honest, I hadn’t thought that far ahead.† â€Å"If you wish to stay here, I mean here in this house, you would be very welcome; that is, if you don’t mind living with an old man.† â€Å"Thank you. I’ll have to think about it.† I gazed out once more into the darkness. â€Å"But of course,† said my father, â€Å"this house is so dreary now. You’ll no doubt return to America before long.† â€Å"Perhaps. I don’t know yet.† â€Å"No doubt you will.† For some time my father seemed to be studying the back of his hands. Then he looked up and sighed. â€Å"Kikuko is due to complete her studies next spring,† he said. â€Å"Perhaps she will want to come home then. She’s a good girl.† â€Å"Perhaps she will.† â€Å"Things will improve then.† â€Å"Yes, I’m sure they will.† We fell silent once more, waiting for Kikuko to bring the tea.