Literacy Skills and Practices Essay Example | Topics and Well Written Essays - 750 words

Literacy Skills and Practices - Essay Example This paper focuses on my literary practices, how they came by and the technological and social perspectives. When I was around three and years old, my parents used to read to me. This way I was able to memorize some of the stories they read to me. Computers and television played a significant role in teaching me how to read and write through educational programs. This helped to shape me as a writer and lay a firm literacy foundation. I got my first computer when I was in fifth grade. Initially, I used it to play music and online games but later I used it to communicate via email and social media. Word processors came in handy when designing text documents. Since then, the computer has been part and passel of my reading and writing process. The new technologies have transformed my literacy practices, both intentionally and unintentionally. They have built my foundational literacy skills such as phonics, comprehension, spelling, vocabulary, writing, and phonemic awareness. Initially, t he definition of literacy was based in the print world, which was a world of print media, a two-dimensional world of images and print. This definition does not accommodate the new ways of literacy practices like information search across multiple media, the participating visual conferences and virtual environments, emails, creating personal blogs, wikis or websites. As a reader, I am not confined to comprehending and decoding the print word. I am able to author texts, critique and respond to texts, read and understand information from numerous perspectives. No set of rules or regulations are set to guide my online participation and monitor what I pay attention to. As a reader, I am expected to understand complex designs which include pop-ups, images, hyperlinks, and icons. My teachers have guided and modelled me literally, enabling me to critically synthesize and analyze ideas; interpret messages; identify audience and purpose and be involved in reflective activities. Technology has provided many opportunities for us as learners to collaborate with one another; hence literacy is not only about writing but also a combination of ideas with other people. As a student, I have been able to link with other students across the globe. This includes various people from different cultural backgrounds and nationalities. This activity has always been preceded by thorough research on how different cultures respond and react to different information. As students, we have literally engaged in practices away from our classrooms. Some students run and own blogs and, therefore, communicate regularly with other peers. By reading different educative blogs and articles, I have managed to harness vast knowledge on a wide variety of issues. Currently, learners are called upon as confident and discerning users of search engines and websites, social networking participants, complex information maze scrutinizers, critical and strategic explorers.

The Key to Patience Essay Example for Free

The Key to Patience Essay Patience is a word that I constantly hear from my mother. My mother’s days as a young child were rough and not as convenient as things are now. Back in the 1970’s, in Dominican Republic there wasn’t such things as iPad’s, iPod’s and Iphone’s. Although it wasn’t the best life, she always had patience with everything she did and it truly brought her a long way. In the book â€Å"Life Lessons†, patience is one of the topics that the author Elizabeth Kubler ‘Ross and David Kessler mentions. It discusses on how patience affects our lives and the consequences in not having patience. I myself know I don’t have all the patience in the world however, by reading this book I actually think I’m not so bad. Elizabeth mentions how one of the hardest and frustrating lessons in life is realizing that we don’t always get what we want. You may want something now but you may not get it for a while. One of my favorite lines in this chapter is â€Å"In this modern world, people are not used to living in discomfort.† I adore that line because it is absolutely true! We all expect our results quickly and were all used to having things done immediately. For instance, if were hungry there’s always food available, from microwave dinners to all night grocery stores and restaurants. I’ve learned that according to the book, we need to develop faith and believe that everything will be okay. Trying not to always be in control of the situation and just letting things happen when there supposed to happen is what we need to do. In this world patience is crucial. For example, waiting in line to purchase items, our job, cooking, and people! Increasing the input of patience in everyone will bring out a better atmosphere and create a healthier way to work things out.

Factors influencing entrepreneurial intention

Factors influencing entrepreneurial intention Purpose- the purpose of this research is to investigate what the causes influenced among students in Universiti Teknologi Mara in Shah Alam branch in entrepreneurial intention and to make an evaluation for their entrepreneurship orientation by comparing them with non-entrepreneurially inclined students. Design/methodology/approach- Findings- the result of this test showed that Research limitations/implications- the study comprises respondent 300 of students at all course fields in Universiti Teknologi Mara in Shah Alam branch and the percentage of students in the sample who wish to be entrepreneurs is Practical implications This study provides insight into entrepreneurship education, as to which entrepreneurial characteristics can be developed to raise good entrepreneurs. Originality/value This study contributes to understanding the differences between characteristics of entrepreneurially inclined and non-inclined students at the edge of graduation. Nowadays entrepreneurship has captured their attention among people especially teenagers in all over the world. The main reason of this concern is the growing need for entrepreneurs who accelerate economic development through generating new ideas and converting them into money-making ventures. However, it has a more critical role for economies of developing countries since entrepreneurship is seen as an engine of economic progress, job creation and social adjustment. Thus, small business growth or new business formation is widely encouraged by national economic policies to stimulate economic growth and wealth creation. In parallel with developing interest in entrepreneurship throughout the world, Malaysia has also witnessed an increasing interest in entrepreneurship fields both among their academic scholars and amongst government policy makers and business leaders. Obviously, understanding perceptions of students at higher education level is a necessary step in this process. The purp ose of the current study is to analyze the entrepreneurial intention of university students in Universiti Teknologi Mara Shah Alam . Scope of study The scope in this study is the students in Universiti Teknologi Mara Shah Alam. It comprises all the students in all field of study. The respondent involved 300 students and this amount is using for sample survey in this study. Problem statement The interest making money among the teenagers nowadays make intention in entrepreneurship is getting higher. But have a few of them have a desire to open the business but because of lack of entrepreneur knowledge. Research objective Objective in doing this research is to identify: The factor that influenced student in university to do the business before they done their study. The opinion from the students that already have their own business. How they balance their study and business at the same time. Those who have business experiences in their background Research questions What the factors that influenced university student to do the business? Who you prefer to borrow money to open the business? Significance of study The significant of this study is to analyze the entrepreneurial intention of university students. In this study, a model that mainly focuses on the impacts of some contextual factors was proposed and empirically tested on university students. Furthermore, the study contributes to the literature by theorizing and empirically testing how some factors affect entrepreneurial intention of university students. It is believed that the results of study may have some significant implications for the policy makers and educators. INTRODUCTION Entrepreneurship has captured the attention of both scholars and policy makers during the last decades. The main reason of this concern is the growing need for entrepreneurs who accelerate economic development through generating new ideas and converting them into profitable ventures. Entrepreneurial activities are not only the incubators of technological innovation; they provide employment opportunity and increase competitiveness also (Reynolds, 1987; Zahra, 1999). Some scholars primarily focus on the effect of personality characteristics on decision making process (Bonnett and Furnham, 1991; Brockhaus, 1980; Johnson,1990). Although the results vary across the studies, they often indicate a link between entrepreneurial intention and some personality factors, such as self-confidence, risk-taking ability, need to achievement, and locus of control. However, a person is surrounded by an extended range of cultural, social, economical, political, demographical, and technological factors. Therefore, personality traits cannot be isolated from these contextual factors. In the literature, there are some studies that take into account the role of these factors also. For instance, according to Hisrich (1990), people can be pushed or pulled by the situational factors, which are related with their personal backgrounds and present lives. From a broader point of view, the cultural and institutional frameworks also affect entrepreneurship (Wennekers and Thurik, 1999). The review of literature on entrepreneurship shows that most of the scholars have focused on adult entrepreneurs. In these studies, adult entrepreneurs were examined after choosing their entrepreneurial careers. Since people are likely to start a business within the age range of 25 to 44 (Liles, 1974), it is also critical to focus on people who are younger than 25 and understand which factors affect their intentions to start-up a business in the future. As Henderson and Robertson (2000) also stated . . . the future working environment will depend on the creativity and individuality of the young. However, indeed relatively little is known about young adult views on entrepreneurship (p.279). The purpose of the current study is to analyse the entrepreneurial intention of university students. In the study, a model that mainly focuses on the impacts of some contextual factors was proposed and empirically tested on university students. Therefore, the study contributes to the literature by theorizing and empirically testing how some factors affect entrepreneurial intention of university students. It is believed that the results of study may have some significant implications for the policy makers and educators. VARIABLES Dependent variable: Entrepreneur intentions among students. Independent variables: Educational support, structural support and relational support Educational support The first dimension of model is educational support. It is obvious that professional education in universities is an efficient way of obtaining necessary knowledge about entrepreneurship. Although, in their study, Wang and Wong (2004, p. 170) mainly focused on personality characteristics of students, they also pointed out the fact that the entrepreneurial dreams of many students are hindered by inadequate preparation; . . .their business knowledge is insufficient, and more importantly, they are not prepared to take risk to realize their dreams.. In the literature, some studies analyse how these entrepreneurial interests of universities affect entrepreneurial inclination of students. The study of Gorman and Hanlon (1997) showed that entrepreneurial attributes can be positively influenced by educational programmes. It is clear that an effective education on entrepreneurship can be a factor to push people towards an entrepreneurial career (Henderson and Robertson, 2000). Structural support The second factor in the model is structural support which are we are social, cultural, economical, political and technological factors. The current context of entrepreneurship is mainly shaped by economical and political mechanisms, which are governed by the actors in the public, private, and non-governmental sectors. In such a system, there can be some opportunities or threats for entrepreneurs. For instance, if there are some barriers to entry into the market, people might show a lower tendency for entrepreneurship. However, if they find the given conditions adequate and favourable, it might be expected that they are more likely to start a business. Relational support The study of Henderson and Robertson (2000) showed that family was the second factor influencing career choice of respondents after their personal experience. Therefore, the support of family and friends is likely to affect ones career selection. In the current study, this relational support mainly indicates the sentimental and monetary supports of family and friends. If someone knows that there will be such type of support when s/he starts a business, she or he might be encouraged to choose an entrepreneurial career. Moderating variable: Self Confidence The model also considers the impact of one personality trait, self-confidence, as moderator variable. However, the level of self-confidence that is generally defined as believing in oneselfmay influence ones perception as well. Self-confidence is widely accepted as avaluable individual asset and a key to personal success. In their study, BeÂÂ ´nabou and Tirole(2002) explained why an optimistic self-view is seen as a good thing. According to them, self-confidence is valuable because it makes people happier, it makes it easier to convince others (rightly or wrongly) and improves the individuals motivation to undertake projects and persevere in the pursuit of his goals (p.877). Based on this conceptualization, it might be expected that more self-confident people may perceive their environment more favourably than others and have more optimistic perspective about their future. Therefore, if a person has a high level of self-confidence, the strength of the proposed link between educa tional support, structural support, relational support and entrepreneurial intention may also increase. THEORITICAL FRAMEWORK Self-Confidence Entrepreneur Interest Structural Support Relational Support Educational Support INDEPENDENT VARIABLES MODERATING DEPENDENT VARIABLE VARIABLE TABLE 1.1: THEORITICAL FRAMEWORK RELATIONSHIP Hypothesis 1: Entrepreneurial intention of university students positively relates with perceived educational support. Hypothesis 2: Entrepreneurial intention relates with perceived structural support. Hypothesis 3: The entrepreneurial intention positively relates to perceived relational support. Moderating hypothesis: 1) The strength of the relationship between entrepreneurial intention and perceived educational support is affected by the level of self-confidence. 2)The strength of the relationship between entrepreneurial intention and perceived structural support is affected by the level of self-confidence. 3) The strength of the relationship between entrepreneurial intention and perceived relational support is affected by the level of self-confidence. 3.1 Research Design 3.1.1 Purpose of study Fostering entrepreneurship needs a twofold policy that should focus on both the current situation and future prospect of entrepreneurship. Although many scholars and policy makers devote their attention to the first foci of issue, it is equally important to map out the future context of entrepreneurship. The purpose of this paper is to fill this void by analyzing the impacts of some contextual factors on entrepreneurial intention of university students. 3.1.2 Type of investigation The type if investigation for this research is correlation study. This is because the researchers want to identify the important of the factors or variables associated with the problem. It is to determine whether relational support, structured support and educational support and the intention to become an entrepreneur among student is correlated. The researchers also want to know what are the significant amount of the independent variables in the intention to become an entrepreneur among student. If they are significant between these two variables, which among these three variables examined is the one that has the greatest association with it, which is the next and which is the third? It is to see if there is any relationship exist among the variables investigated. The answer to this correlational study will help to determine the extent of the intention to become an entrepreneur or to start a business among UiTM students are influenced by the relational support, structured support an d educational support. 3.1.3 Extend of researcher interference with the study. We have study the intention among students towards entrepreneur. In other words, we want to do a correlational study. Here, we will collect data among UiTM students to indicate how much factors of relational, educational and structural influence them to have intention to be an entrepreneur or start the business. By correlating three variables the answer being sought can be found. In this case, beyond administering a questionnaire to the student, we have not interfered with the students` normal activities. In other words, our interference has been at minimal because the variables are beyond our control. It is depends on each of respondents background. 3.1.4 Study setting The study setting of our research is field study. We want to analyze the relationship between the relational, structural and educational support with the intention to become an entrepreneur. We try to correlate between dependent and independent variables by looking at whether the respondents have high level of education, received full support from family members and also the economic situation as the intention to be an entrepreneur increase. Therefore this is a field study. Research here is done in a non contrived setting with no interference with the five independent variables. 3.1.5 Unit of analysis In this study, we want to know factors that influence intention among customers of Bank Islam. For this purpose, data will have to be collected from the sample which is 150 students and the units of analysis are individual. 3.1.6 Time frame The time frame for our research is one-shot or cross-sectional studies. Date was collected from to students between September and October to study the factors that influence intention among UiTM students to participate in entrepreneurship. This is because we only need to gather our data just once that is over a period of weeks, in order to answer the research question. Data with respect to this research had not been collected before, nor will they be collected again for this research. 3.2 Sampling design/case In our research, the sampling design that be used is non probability sampling which is convenience sampling. Convenience sampling refers to the collection of information from members of the population who are conveniently available to provide it. We used these types of sampling design because it is the best way of getting basic information quickly and efficiently and it is also less expensive. In addition, these types of sampling are the most easily accessible to our respondents as subject. These types of sampling are most often used during the exploratory phase of a research project. We do not have the knowledge or predetermine chance of respondents being selected as subject. In thousands of UiTM students, we do not know who the 300 respondents are. 3.3 Data Collection Method 3.2.1 Primary data Primary data refer to information obtained first-hand by the researcher on the variables of interest for the specific purpose of the study. In this research the sources from our primary data is our respondents where we obtained the data through the administered questionnaire. 3.2.2 Secondary Data Secondary data refer to information gathered from sources that already exist. Our secondary source of data is through the analysis of industry offered by the media in the internet which is in form of journal. This information gathered by someone other than the researcher. The advantages of seeking secondary data sources is savings time and costs of acquiring the information. 5.00 Conclusion and Recommendation 5.1 Conclusion The results of survey revealed that only two subsets of proposed model were significant predictors of entrepreneurial intention. The first factor is educational support that indicates mainly a supportive university environment. According to the results, if a university provides adequate knowledge and inspiration for entrepreneurship, the possibility of choosing an entrepreneurial career might increase among young people. It is obvious that this result confirms the key role of education in the development of entrepreneurial intention. Therefore, in the light of the current study, it might be stated that entrepreneurship can be fostered as a result of a learning process. This result is not only interesting from the theoretical point of view, but it is also a challenge for the educators and policy-makers. Since entrepreneurial activities are becoming vital to the economic development of a country, both of these groups might focus on the design of more effective educational policies. Alt hough there is no consensus on the content and structure of entrepreneurship education, the findings of current study showed that universities should, at least, encourage the development of creative ideas for being an entrepreneur, provide the necessary knowledge about entrepreneurship, and develop the entrepreneurial skills. However, the strength of the link between educational support and entrepreneurial intention was not affected by the level of self-confidence. Second factor, which also emerged significant in the survey, is structural support. It is obvious that fostering entrepreneurship requires a more comprehensive support including the collaboration of all sectors in the society. Despite its weak explanatory power, the analysis also showed that this type of structural support might affect entrepreneurial intention of university students. One of the interesting results in the study is the impact of moderating variable on the proposed link between perceived structural support and entrepreneurial intention. The hypothesis test confirmed that self-confident respondents perceive structural support more favorable than others. In this case, the level of self- confidence might affect ones perception on external environment. Although the structural conditions are similar for everyone living in the same context, the perceptions, attitudes, and behaviors might vary. Therefore, the structural support for entrepreneurship is very significant to stimulate people to be an entrepreneur. Another interesting result of survey appears when comparing the explanatory powers of educational and structural supports; the former has slightly higher beta coefficient than the latter. In this case, educational support was perceived more important than structural support. The possible reason for this result might be the timing differences between these two support factors. It is clear that the main focus of structural support is existing entrepreneurs in the economy. Although studen ts are currently aware of this support, they might think that this type of large scale supports will affect them in the future. On the other hand, educational support might be perceived as an immediate factor. Therefore, it is logical that the impact of educational support was higher than structural support. 5.2 Limitation of study The current study is subject to some limitations. Firstly, similar to the previous studies in the literature, the study focuses on the intentionality. It is clear that intentions may not turn into actual behaviors in the future. Therefore, even if one respondent stated a high entrepreneurial intention in the survey, s/he might choose a completely different career path in the future. In fact, it has been a common problem for almost all study in the literature and currently there is no other accurate way to measure the tendency for entrepreneurship. Therefore, the statements of respondents about their entrepreneurial intention were taken as a reliable source of information. However, it might be more useful to measure this variable through multiple items in order to reduce measurement error in the further studies.Since the collected data was based on the perceptions of the students, a second limitation might appear on a possible difference between perceptions and reality.Obviously, ther e is always a risk that the perceptions of students on outside world might be different than the reality. The studies that aim to show such realities may indicate that, for instance, the universities are successful to stimulate entrepreneurship or financial system are supporting entrepreneurs sufficiently etc. These types of studies are highly valuable to take a picture of entrepreneurial environment. However, it is equally important to analyse how these given conditions are perceived by entrepreneurs or potential entrepreneurs even if they have limited knowledge of outside world. The current study aims to understand the perceptions of students on the context.Another limitation is that some factors in the model were broadly defined and so broadly measured in the survey. For instance, educational support factor were measured through three broad statements, which assess the education support for stimulating creative ideas, providing knowledge about entrepreneurship, and developing en trepreneurial skills and abilities. The main reason of such broadness is to increase the generalizability of the model and make it available for the use of new studies in different contexts. When considering the variety of entrepreneurship education in all around the world, it might be more reasonable to analyse the general nature of entrepreneurship education, rather than focusing on a specific context. As it is mentioned previously, there is a great variety among universities on the entrepreneurial education even in the same country (GuÂÂ ¨ rol and Atsan, 2006, p. 27).

How Much Power And Liberty Did The Constitution Give To ?the People?? E

  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  How much power and liberty did the constitution give to â€Å"the people?†   Ã‚  Ã‚  Ã‚  Ã‚  The constitution is the document that has framed and shaped the United States from inception. It is the document that is defended by all new presidents and also the document which affords the citizens of the United States freedoms and rights that cannot be removed. In its drafting it shaped the formation of a new country and a new style of governance. It is a ‘bottom up’ as opposed to established ways of government which are ‘top down’. However for all its virtues the Constitution is somewhat ambiguous and there is some debate of the intent of the drafters, did they intend to give as much power or did they intend to give less power to the people?   Ã‚  Ã‚  Ã‚  Ã‚  The Constitution sets out the system, rules and regulations of how the new American government was to work. The constitution was drafted by a small select group of people from the 13 states; they were the people’s representatives for the constitution. However these people were very much part of an emerging elite, the masses weren’t literate nor would they have had a vast understanding of theories of government, all they knew was the old system and monarchical government. Therefore the drafting of the constitution fell to what one could call idealistic gentry, who were very wealthy and well educated perhaps an upper class group of individuals. They may have been acting on behalf of the people but there are numerous examples of blatant self-interest. When assigning powers to congress taxation was obviously a big area, the representatives from the Southern states managed to get exemptions for export duties. Many of the representatives from these souther n states were heavily involved in the Tobacco trade and made a lot of their personal wealth from this trade so it was is in their own direct interest to get exemptions for these things. This is a clear demonstration on how some representatives weren’t wholly representative.   Ã‚  Ã‚  Ã‚  Ã‚  To assess how much power and liberty the constitution gives to the people one obviously must look at the language and the content of the document itself. In article one, section four, it states â€Å"The congress shall assemble at least once in every year, and such meeting shall be o... ... so it is extremely difficult to change. Also in the installation of the Supreme Court as ultimate arbiter can strike down legislation.   Ã‚  Ã‚  Ã‚  Ã‚  In summarising this question it is not what’s in the Constitution that is important it is the application of it that is of greater importance. Many different parties can interpret the Constitution and different people will consider one thing constitutional and others will consider it to be unconstitutional. One should also consider who â€Å"the people† are; the constitution can look after interested parties rather than the citizens it is supposed to protect. The majority can become tyrannical over minorities given the prohibition of alcohol. The ‘founding fathers’ also did not envisage change in societal attitudes George Washington and Thomas Jefferson to name two both had slaves, but now the constitution prohibits the owning of slaves. Liberty in their eyes was not for everybody, and the people cannot be trusted to make the right decisions given the Electoral College. However a genuine attempt was made to protect the rights of the indi vidual and preserve the principle of power in the people and not in one individual

Last Sacrifice Chapter Thirty-three

CRIES AND SCREAMS FROM THE audience told me my disguise was gone. Many eyes also went to Dimitri. Adrian had dropped that illusion too, once I'd shed mine. And, as we'd been expecting, the guardians who had been gradually taking up position around us surged forward, armed with handguns. I still thought that was cheating. Fortunately, my mother and Mikhail moved quickly into place to block our attackers and deter any gunshots. â€Å"Don't,' I snapped at Dimitri, who I knew was probably about to join our two defenders. It was crucial he and I stay perfectly still, so we weren't taken as threats. I even went as far as to hold up my arms, and–reluctantly, I suspected–Dimitri did too. â€Å"Wait. Please listen to us first.' The guardian circle was tight, with no gaps. I was pretty sure my mom and Mikhail were the only thing keeping them from shooting us then and there. Guardians would always avoid fighting other guardians if possible. Two blockers were easy to take down, though, and these guardians wouldn't wait forever. Jill and Abe suddenly moved forward, taking positions next to us. More shields. I saw one of the looming guardians grimace. Civilians complicated things. Adrian had not moved, but the fact that he was enclosed in the circle at all still made him an obstacle. â€Å"Haul us off later if you want,' I said. â€Å"We won't resist. But you have to let us talk first. We know who killed the queen.' â€Å"So do we,' said one of the guardians. â€Å"Now, the rest of you †¦ back away before you're hurt. These are dangerous fugitives.' â€Å"They need to talk,' said Abe. â€Å"They have evidence.' Again, he pushed forward with his case, acting confidently about things he had no clue about. He was staking it all on me. I was starting to like him. It was kind of unfortunate that our evidence wasn't as 100 percent solid as I'd hoped, but as I'd said earlier †¦ technicalities. â€Å"Let them talk.' It was a new voice, but a voice I knew by heart. Lissa pushed her way through two of the guardians. They held their tight position, the immediate concern being that we not escape. This allowed her to slip through–but only so one could grab her arm and stop her from reaching us. â€Å"They've come this far. They were right about †¦ Jill.' Boy, that was not easy for her to say with a straight face, seeing as she hadn't entirely come to terms with the issue. My imminent death was probably the only thing distracting her from the earth shattering experience of learning she had a potential sibling. She too was taking a lot on faith here, confident I was telling the truth. â€Å"You've got them. They can't go anywhere. Just let them talk. I've got evidence to support their case too.' â€Å"I'd hold off on sharing that, Liss,' I said in a low voice. Lissa still believed Daniella was the killer and wasn't going to like hearing the truth. Lissa flashed me a confused look but didn't protest. â€Å"Let's hear them,' said one of the guardians–and not just any: Hans. â€Å"After an escape like they pulled, I'd really like to know what brought them back.' Hans was helping us? â€Å"But,' he continued, â€Å"I'm sure you two will understand we'll have to restrain you before you make your great reveal.' I looked at Dimitri who had already turned to me. We'd both known what we were getting ourselves into, and honestly, this was a better scenario than I'd envisioned. â€Å"Okay,' said Dimitri. He glanced at our noble protectors. â€Å"It's okay. Let them get through.' My mom and the others didn't move right away. â€Å"Do it,' I said. â€Å"Don't end up as our cellmates.' I thought for sure those loveable fools wouldn't listen to me. But Mikhail backed off first, and then the others did too, practically in sync. In a flash, guardians seized them all, leading them away. Dimitri and I stayed put, and four guardians moved in, two for Dimitri and two for me. Adrian had retreated with the others, but Lissa still stood a few feet away from us, all her trust in me. â€Å"Get on with it,' said Hans. He gripped my right arm tightly. I met Lissa's eyes, hating what I had to say. But, no. She wasn't the one I was worried about hurting the most. Looking out into the audience, I found Christian, who was understandably watching this drama with avid attention. I had to turn away and stare at the crowd as a whole, refusing to see individual faces. Just a blur. â€Å"I didn't kill Tatiana Ivashkov,' I said. Several people grumbled doubtfully. â€Å"I didn't like her. But I didn't kill her.' I glanced at Hans. â€Å"You've questioned the janitor who testified about where I was during the murder, right? And he ID'd the man who attacked Lissa as the one who paid him off to lie about where I was?' I'd learned from Mikhail that Joe had eventually admitted to taking money from the mystery Moroi, once the guardians had cornered him with the picture. Hans frowned, hesitated, and then nodded for me to continue. â€Å"There's no record of his existence–at least not with the guardians. But the Alchemists know who he is. They saw him at one of their facilities–acting as someone's bodyguard.' My eyes fell on Ethan Moore, who stood with the guardians near the door. â€Å"A bodyguard for someone who was let in to see Tatiana the night she died: Tasha Ozera.' There was no need for any uproar from the audience this time because Tasha more than made up for it on her own. She'd been sitting next to Christian and sprang up from her chair. â€Å"What on earth are you saying, Rose?' she exclaimed. â€Å"Are you out of your mind?' When I'd stood there defiantly, ready to face the crowd and demand justice, I'd been full of triumph and power. Now †¦ now I was just sad as I stared at someone I'd always trusted, someone who was staring back at me with so much shock and hurt. â€Å"I wish I was †¦ but it's true. We both know it is. You killed Tatiana.' Tasha's disbelief grew, tinged now with a little anger, though she still seemed to be giving me the benefit of the doubt. â€Å"I never, never believed you killed her–and I've fought for you on that. Why are you doing this? Are you playing on the Strigoi taint in our family? I thought you were above that kind of prejudice.' I swallowed. I'd thought getting evidence would be the hard part. It was nothing compared to revealing it. â€Å"What I'm saying has nothing to do with Strigoi. I almost wish it did. You hated Tatiana for her age law and refusal to let Moroi fight.' Another memory came to me, when Tasha had learned about the secret training sessions. Tasha had been aghast with what I now suspected might have been guilt at misjudging the queen. The crowd was riveted and stunned, but one person came to life: an Ozera I didn't know but who apparently had family solidarity on his mind. He stood up, crossing his arms defiantly. â€Å"Half this Court hated Tatiana for that law. You among them.' â€Å"I didn't have my bodyguard bribe a witness or attack Lis–Princess Dragomir. And don't pretend you didn't know the guy,' I warned her. â€Å"He was your bodyguard. You were seen together.' Ian's description of her when she visited St. Louis had been perfectly clear: long black hair, pale blue eyes, and scarring on one side of her face. â€Å"Rose, I can't even believe this is happening, but if James–that was his name–did whatever you're talking about, then he acted alone. He always had radical ideas. I knew that when I hired him as outside protection, but I never thought he was capable of murder.' She glanced around, looking for someone in charge, and finally settled on the Council. â€Å"I've always believed Rose was innocent. If James is the one responsible for this, then I'm more than happy to tell you whatever I know to clear Rose's name.' So, so easy. The mystery Moroi–James–was almost everywhere Tasha had been. He'd also been spotted in suspicious situations where she hadn't been–like Joe's bribery and Lissa's attack. I could save Tasha and just blame it all on him. He was already dead. Tasha and I could stay friends. She'd acted on principle, right? What was wrong with that? Christian stood up beside her, looking at me like I was a stranger. â€Å"Rose, how can you say any of this? You know her. You know she wouldn't do it. Stop making a scene and let us figure out how that James guy killed the queen.' So, so easy. Blame the dead man. â€Å"James couldn't have staked Tatiana,' I said. â€Å"He had an injured hand. It takes both hands for a Moroi to stake someone. I've seen it happen twice now. And I bet if you can get a straight answer out of Ethan Moore †¦' I glanced over at the guardian who had gone pale. He could probably jump into a fight and kill without hesitation. But this kind of scrutiny? And eventual interrogation by his peers? I didn't think he'd hold up. It was probably the reason Tasha had been able to manipulate him. â€Å"James wasn't there the night Tatiana died, was he? And I don't think Daniella Ivashkov was either, despite what Princess Dragomir was told earlier. But Tasha was. She was in the queen's chambers–and you didn't report it.' Ethan looked like he wanted to bolt, but his odds of escape were about as good as mine and Dimitri's. He slowly shook his head. â€Å"Tasha wouldn't kill anyone.' Not exactly the confirmation of her location I wanted–but close. The guardians would get more out of him later. â€Å"Rose!' Christian was pissed off now. Seeing him look at me with such outrage hurt even more than Tasha's expression. â€Å"Stop it!' Lissa took a few hesitant steps forward. I could feel in her mind that she didn't want to believe what I was saying either †¦ yet she still trusted me. She thought of a controversial solution. â€Å"I know it's wrong †¦ but if we used compulsion on the suspects †¦' â€Å"Don't even suggest that!' exclaimed Tasha, turning her sharp eyes on Lissa. â€Å"Stay out of this. Your future's on the line here. A future that could make you great and achieve the things our people need.' â€Å"A future you could manipulate,' I realized. â€Å"Lissa believes in a lot of the reforms you do †¦ and you think you could convince her of ones she doesn't. Especially if she's with your nephew. That's why you've fought so hard to change the quorum law. You wanted her to be queen.' Christian started to step forward, but Tasha laid a restraining hand on his shoulder. It didn't stop him from speaking. â€Å"That's idiotic. If she wanted Lissa to be queen, why make that James guy attack her?' That was a mystery for me too, one of the holes I hadn't quite figured out. But Dimitri had. Conscious of his two guards, he shifted closer to me. â€Å"Because no one was supposed to die.' Dimitri's low, resonant voice sounded wonderful with the room's acoustics. He needed no microphone as he directed his words to Tasha. â€Å"You didn't expect a guardian to be with her.' He was right, I realized. Eddie had been drafted that night under weird circumstances and only barely made it back in time to see Ambrose with Lissa. â€Å"James was probably going to fake an attack and run †¦ enough to generate sympathy and more support for Vasilisa. Which it certainly did–just a little more severely.' The outrage on Tasha's face transformed to something I couldn't entirely gauge right away. She'd seemed offended at my accusations, but from Dimitri–it was more. She looked legitimately hurt. Crushed. I knew that look. I'd seen it on Adrian's face a couple hours ago. â€Å"Dimka, not you too,' she said. Through Lissa's eyes, I watched the colors of Tasha's aura shift, burn a little brighter as she gazed at Dimitri. I could see exactly what Sonya had explained to me, how the aura showed affection. â€Å"And that's why I took the fall,' I murmured softly. No one but Dimitri and our guardians heard me. â€Å"Hmm?' Dimitri asked. I just shook my head. All this time, Tasha had still loved Dimitri. I knew she had last year, when she'd made him an offer to hook up and have kids–not something a lot of dhampir men had the chance to get. He'd refused, and I thought she had accepted simply being friends with him. She hadn't. She'd still loved him. When Lissa had revealed my relationship with Dimitri to Hans, Tasha had already known. But for how long? I wasn't sure. She'd obviously known about the relationship before killing Tatiana, and putting the murder on me left Tasha free and clear and opened back up her chances with Dimitri. There was no point in bringing up her personal motives for blaming me. Tatiana's murder was the real issue at stake. I just looked at Hans. â€Å"You can take me into custody, I meant it. But don't you think you've got enough to take her–and Ethan–in too?' Hans's face was unreadable. His feelings toward me had always gone back and forth, since the day we met. Sometimes I was a troublemaker without a future. Other times I had the potential to be a leader. He'd believed I was a murderer, yet he'd still allowed me to address the crowd. He didn't really like my friends either. What would he do now? He lifted his eyes from my face and looked to where several guardians were stationed in the audience, ready for any action. He gave a curt nod. â€Å"Take Lady Ozera. And Moore. We'll question them.' Seeing as Tasha was seated amidst other people, there was a bit of fear and panic when four guardians moved toward her. They avoided injuring other audience members as much as possible, but there was still plenty of pushing and shoving. What came as a total surprise was how fiercely Tasha fought back. She was trained, I remembered. Not in the same way guardians were, but enough to make it hard to get a hold of her. She could kick and punch–and stake queens–and even managed to knock one guardian down. She might actually try to fight her way out of here, I realized–though I didn't believe for an instant she could. It was too crowded and chaotic. Guardians were heading toward the fray. Terrified Moroi were trying to get away from the fight. Everybody seemed to be getting in everyone else's way. Suddenly, a loudcrack echoed through the room. A gunshot. Most of the Moroi dropped to the floor, though guardians kept coming. Holding a handgun she must have seized from the guardian she'd knocked over, Tasha grabbed the first Moroi she could with her free hand. So help me, it was Mia Rinaldi. She'd been sitting near Christian. I didn't think Tasha even noticed her hostage choice. â€Å"Don't move!' Tasha yelled at the encroaching guardians. The gun was at Mia's head, and I felt my heart stop. How had things escalated to this point? I'd never foreseen this. My task was supposed to be neat and tidy. Reveal Tasha. Put her away. Done. The guardians froze, less because of her command and more because they were sizing up how to deal with the total threat. Meanwhile, Tasha began to slowly–very slowly–make her way toward the exit, dragging Mia along. Her progress was slow and unwieldy, thanks to all the chairs and people in the way. The delay gave the guardians time to solve this ugly dilemma. They come first. Mia's life–a Moroi life–was on the line. The guardians didn't want Mia killed, but a gun-toting warrior Moroi also couldn't be allowed to go free. The thing was, Tasha wasn't the only warrior Moroi in the room. She had probably picked the worst hostage possible, and I could tell by the glint in Mia's eyes that she was not going to go quietly. Lissa realized this too. One or both of them were going to get killed, and Lissa couldn't let that happen. If she could get Tasha to look at her, she could compel her into submission. No, no, no, I thought. I didn't need another friend involved. Both Lissa and I saw Mia tensing to break her way out of Tasha's hold. Lissa realized she had to act now. I could feel it through the bond. I could feel her thoughts, the decision, even the way her body's muscles and nerves moved forward to get Tasha's attention. I felt it all so clearly, as if we shared the same body. I knew where Lissa would move before she even did. â€Å"Tasha, please don't–‘ Lissa sprang forward, her plaintive cry interrupted as Mia kicked back at Tasha and broke away, slipping down out of the gun's reach. Tasha, startled on two fronts, still had her gun pointed out. With Mia out of her grasp and everything happening so fast, Tasha frantically fired off a couple shots at the first threat moving toward her–which wasn't the rapidly approaching guardians. It was a slim figure in white who had shouted at Tasha. Or, well, it would have been. Like I said, I'd known exactly where Lissa would step and what she would do. And in those precious seconds before she acted, I broke out of my captors' hold and threw myself before Lissa. Someone leapt after me, but they were too late. That was when Tasha's gun had gone off. I felt a biting and burning in my chest, and then there was nothing but pain–a pain so complete and so intense it was almost beyond comprehension. I felt myself falling, felt Lissa catching me and yelling something–maybe to me, maybe to someone else. There was so much commotion in the room that I didn't know what had happened with Tasha. There was just me and the pain that my mind was trying to block out. The world seemed to grow quieter and quieter. I saw Lissa looking down on me, shouting something I couldn't hear. She was beautiful. Brilliant. Crowned in light †¦ but there was darkness closing in around her. And in that darkness, I saw the faces †¦ the ghosts and spirits that always followed me. Thicker they grew, closing in. Beckoning. A gun. I had been brought down by a gun. It was practically comical. Cheaters, I thought. I'd spent my life focusing on hand-to-hand combat, learning to dodge fangs and powerful hands that could snap my neck. A gun? It was so †¦ well, easy. Should I be insulted? I didn't know. Did it matter? I didn't know that either. All I knew in that moment was that I was going to die, regardless. My vision was growing dimmer, the blackness and ghosts closing in, and I swore, it was like I could hear Robert whispering in my ear: The world of the dead won't give you up a second time. Just before the light completely vanished, I saw Dimitri's face join Lissa's. I wanted to smile. I decided then that if the two people I loved most were safe, I could leave this world. The dead could finally have me. And I'd fulfilled my purpose, right? To protect? I'd done it. I'd saved Lissa, just like I'd sworn I'd always do. I was dying in battle. No appointment books for me. Lissa's face shone with tears, and I hoped that mine conveyed how much I loved her. With the last spark of life I had left, I tried to speak, tried to let Dimitri know I loved him too and that he had to protect her now. I don't think he understood, but the words of the guardian mantra were my last conscious thought. They come first.

How to Order Coffee in France

How to Order Coffee in France If you think ordering coffee in a French cafà © or bar is the same as back home, you might be in for an unpleasant surprise. Ask for un cafà © and youll be presented with a tiny cup of espresso, and if you then request milk, youre likely to get a dirty look or sigh of exasperation. Whats the problem? Le Cafà © Franà §ais In France, un cafà ©, which may also be called un petit cafà ©, un cafà © simple, un cafà © noir, un petit noir, un cafà © express, or un express, is an espresso: a tiny cup of strong black coffee. Thats what the French drink, so thats what the simple word cafà © refers to. Many visitors to France, however, prefer a large cup of filtered, relatively weak coffee, which in France is known as un cafà © amà ©ricain or un cafà © filtre. If you like the taste but not the strength of espresso, order un cafà © allongà © and youll get an espresso in a large cup which you can dilute with hot water. On the other hand, if youd like something even stronger than espresso, ask for un cafà © serrà ©. In the unlikely event that you find a place serving iced coffee, it will be called cafà © glacà ©. For decaffeinated coffee, add the word dà ©ca to your order: un cafà © dà ©ca, un cafà © amà ©ricain dà ©ca, etc. Du Lait, Sil Vous Plaà ®t If you want milk, you have to order it with the coffee: un cafà © au lait, un cafà © crà ¨me, un crà ¨me - espresso with hot milk (large cup)un cappuccino - espresso with foamed milk (large cup)un cafà © noisette, une noisette - espresso with a dash of milk or a spoonful of foam (small cup) Et Du Sucre? You dont need to ask for sugar - if its not already on the bar or table, it will arrive with your coffee, in little envelopes or cubes. (If its the latter, you can do like the French and faire un canard: dip a sugar cube in your coffee, wait a moment for it to turn brown, and then eat it.) Coffee Notes At breakfast, the French like to dip croissants and day-old baguettes into cafà © crà ¨me - indeed, thats why it comes in such a large cup or even a bowl. But breakfast is the only meal at which coffee is consumed (1) with milk and (2) with food. The French drink un express after lunch and dinner, which means after- not with- dessert. French coffee is not meant to be consumed on the street, so theres no takeaway. But if youre in a hurry, drink your petit cafà © standing up at the bar, rather than sitting at a table. Youll be rubbing elbows with locals, and youll save money to boot. (Some cafà ©s have three different prices: bar, indoor table, and outdoor table.) Un cafà © lià ©geois is not a drink, but rather a dessert: a coffee ice cream sundae. (Youre also likely to encounter un chocolat lià ©geois.) Other Hot Drinks un chocolat - hot chocolateun thà © - black teaun thà © vert - green teaune tisane, une infusion - herbal tea In the mood for something different? This article has an extensive list of other drinks and their French pronunciations.

Plan for Project Implementation

Plan for Project Implementation Setting and Room Arrangement Due to the fact that the target audience include students originating from various cultures, it is highly important to invite all students into discussion with leaving no one to be unrecognized. In this respect, a cross-cultural approach should be introduced while forming class groups.Advertising We will write a custom essay sample on Plan for Project Implementation specifically for you for only $16.05 $11/page Learn More In groups with students from different countries, there is a higher probability of exchanging experiences and acquiring knowledge on the specifics of copyright laws in India, Asia, and Japan. However, each lesson should be aimed at discussing a common topic that would reconcile all presented cultures. The best solution here will be analyzing the following topics: Introduction to copyright law; Basics definition of copyright laws; History and origins for copyright law; Discussing existing agreements, type of lic ensing, and assignments; Studying copyright with regard to traditional knowledge, economic development and authors as presented in the considered countries; Disparities between American copyright laws and the one established at the international level In addition to the above, the final lesson should focus on assessing students’ knowledge and experience in implementing and using U. S. copyright laws. The teacher’s main task here is to make students quickly accommodate to the mode of learning and learn the specifics of sites usage. Increase in motivation can also be achieved if students get more involved in the problems they should overcome as well as objectives teacher pursue. Audio-visual media platforms needed The project implementation should start with working out specific training courses for international students to freely utilize the created site. Particular emphasis will be placed on identifying the definition of copyright laws, reasons for studying this issu es, and consequences for copyright law infringement. This matter will be considered from an educational perspective to increase students’ academic awareness. The training course will be placed on the website so that everyone can access it freely. The lessons designed will involve overview of presentations, video, and audio materials and, therefore, students will need specific software enabling them to look through these lessons and presentations. In order to spark students’ interest in the subject and motivate them to learn more about this issue, online thematic forums will be organized where students will be able to discuss the most burning issues dedicated to the problem of copyright laws.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Such an option will enable students to expand their knowledge on specific issues, gain experience through engaging in activities connected t o lifetime experience. In addition, cross-examination and online communication will also contribute to students understanding of disparities among copyright systems in different countries. It should be stressed that the usage of online presentations involves specific knowledge on building charts, diagrams, and tables. These principles should be conceived before proceeding with the actual study. Enhancing Students’ Computer Knowledge and Eliminating Problems with Knowledge Management In order to better handle the site designed for learning the basics of copyright laws, students should also acquire sufficient skills in managing software and other computerized equipment. Computer assisted instruction is crucial for drill-and-practice activities and for solving problems connected with computer technology. Advanced knowledge on communication technology will help students to facilitate their study and interaction with teachers and their peers. While evaluating knowledge management techniques, teachers should pay close attention to gaps each student has in terms of their level of understanding of computer essentials.

Louisa May Alcott essays

Louisa May Alcott essays Louisa May Alcott was born in Germantown, PA, on Nov. 29, 1832, and she was the second daughter of Abigail May and Amos Bronson Alcott. She had an older sister Anna and two younger sisters Elizabeth and May. The family moved to Boston, MA in 1834, where her father set up an experimental school that failed because of the lack of students. Since the Alcotts were relatively poor, Ralph Waldo Emerson financially supported them while they moved to Concord, MA. Amos and Abigail were both progressive educators and part of the Transcendental Movement in America so they instructed Louisa and her three sisters in this progressive educational style. Her father advised Louisa to keep a journal. She began this journal at a very young age and kept with it until her last days on earth. The journal was open to inspection by her father and mother. Mrs. Alcott would often write little notes to her daughter. Louisa included poetry and letters in her entries, as well as comments to her sisters and moth er. This journal helped lead her into her literary career. Louisa wrote poems, novels, and short stories most of which were published. Some of her early work was written under the pen name, Flora Fairchild. Her most well known work was Little Women, which was based on her own life. "Marmee" is her mother, "Meg" is her sister Anna, "Jo" is Louisa herself, "Beth" is her younger sister Elizabeth, and "Amy" is her youngest sister May. In real life the sisters would act out elaborate scenes in an old barn or by the stream just like they did in Little Women. Louisa May Alcott's career was not restricted to writing. Beginning in her late teens, she worked as a teacher for several years and off-and-on as a seamstress. In 1867, Louisa became the editor of Merry's Museum, a children's magazine. Louisa Alcott also was an avid social reformer. Abolition, temperance, and educational reform were among her chosen causes. But being a feminist at heart, she especially...

Essay about smartphones Example | Topics and Well Written Essays - 250 words

About smartphones - Essay Example A Smartphone contains these features and many more. Such features include features helping users to organize their notes, calendars, create and establish networks, synchronize their data across networks, play and download media files, in a variety of application integrated in a Smartphone, which was only possible on a computer a few years back. The first generational phones only had the basic functions. In effect, the PC ruled the internet world. However, the advancement in technology has ensured integration of the internet technology to mobile technology. More so, the Smartphones are at par with computers in terms of internet speeds. In effect, an individual can receive and send mail via the Smartphone. Furthermore, a Smartphone will allow the editing, creation, and sending of documents in real time. Thus, an individual has a platform to run a mobile office. The downloaded applications, popularly called apps, ensure that individuals have a variety of tools that fitted their lifestyles. In addition, the world witnesses a recent phenomenon in the rise and use of the Social Medias sites such as Twitter, Facebook, Google+, YouTube, among others. In effect, sharing of information in real time has become a norm rather than the exception with most of the sharing taking place via Smartphones. In fact, the recent revolutions in the Arab world christened â€Å"The Arab Spring† were a success because of the role of these Social Media sites with information passed over the Smartphones. In conclusion, it is evident that Smartphones are a vital part of human life. Not only are these gadgets important for an individual’s unique lifestyle, Smartphones provides an individual with a mobile office outside his or her physical office. In effect, the gadgets enhance professionalism and efficiency at work. Indeed, the rapid growth in technology will continue to provide the world with amazing apps

Education Should be privatized as it is a privilege not a right Essay

Education Should be privatized as it is a privilege not a right - Essay Example Firstly, private schools offer quality and good education that meets the students’ needs in the society. Unlike public schools, private schools have developed a personal approach to learning. Through this approach, learners have many benefits in linking education demands and the job market skills. Meryzn & Ursprung (2005) note that the United States public schools have been an example of the economics of education because of poor quality that do not match the financial allocation by the government. The quality of education can be seen in three approaches. One is quality, this is education that is a personalized, economical and able ensures the needs of students. It is an education system that can make sense in objectives and the societal demands. In order to achieve these good goals of education, some scholars have said that privatization of education is a good step that will make good purpose of education. Brown (2013) Education should not be seen as a right, today there are many great business persons and known sportsmen who have made an immense contribution to the economy without necessarily going to schools (Davidsona 2010). According to National Center for Education Statistics Report 2010 it identified many stidents in public schools as a big problem for the quality of education (Espiona & Gonzalez 2013). The report said that, private schools have half of the public school population. Schools and classes are smaller in the private institution leading to personal teaching that touches the classroom activities. The teacher-student ratio is more favorable, mostly they have a numbers of 1:9 that allows economic value of the parents money. Many public both primary and secondary schools have a ratio of 1:19, meaning there is an acute shortage, and the quality of education is quite low (Brown 2013). Public schools continue to have a big number of students that do not learn due to the big numbers as compared to the teachers. These

In a 2 page essay, explain the origin, development, struggle, and Essay

In a 2 page , explain the origin, development, struggle, and future of the communities and cities in our country over the past 200 years - Essay Example In half of the 18th century, there was totally disturbance in the political section of the United States. Slavery was so much common in the United States. Declaration of independence was written by Thomas Jefferson who himself had more than 200 slaves. In 1787, the constitution convention explains the rights of blacks in the society. According to that they did not have a right to vote as well as they did not take admission in public schools. After 20 years after the revolution many Southern freed their slaves. When the United States grew, slavery was also extended. In 1793, cotton gin was invented which, permitted the cultivation of short staple cotton in Inland areas. In 1830, majority of the blacks were free in thee United States approximately they were319, 000. Many of the people in the black community lived in poverty, but some had established their successful bossiness (Smallwood,

RESEARCH METHODS Paper Example | Topics and Well Written Essays - 1750 words

METHODS - Research Paper Example ohnson, 2010; Hostetter & Bush, 2006) or have desire of obtaining the higher education while carrying on with their jobs (Barnard, Paton & Rose, 2007; Stavroulia & Psychari, 2010). According to Wise and Rothman (2010), these programs ensure easy access to high level education for those students who are unable to continue traditional learning program either because of employment problems, travelling issues, lack of sufficient funds for financing traditional education and family responsibilities. In order to determine the effectiveness of the distance learning programs, it is vital for the colleges and universities to gather sufficient data about the students’ perceptions of distance learning programs (Bukaliya & Musika, 2011). The students’ perceptions about distance learning programs have been studied by many researchers to identify the driving forces that motivate the students to get enrolled in these online programs (Borstroff & Lowe, 2007; Wang et al., 2008). Some researchers determined the advantages and disadvantages of the distance learning programs as perceived by the students and teachers (Conaway, Easton & Schmidt, 2005; Stavroulia & Psychar, 2010). According to the study of Spatariu, Quinn, and Hartley (2007), it was found that teachers who have expertise in handling technologies involved in distance learning programs have a positive attitude towards these studies. However, various teachers believe that distance learning programs have low level of education as compared to traditional programs (Babb, Stewart & Johnson, 2011). On the other hand, majority of the students who have acquired education via distance learning programs are satisfied with the entire curriculum and it has helped them in saving huge amount of money and time (Jackson & Helms, 2008). One drawback of this program is that the skills developed by means of this program are less polished than those developed in face-to-face interaction based classes. Sometimes, the students face

International Business - Overseas Market Entry Actions Essay

International Business - Overseas Market Entry Actions - Essay Example However, the cosmetics industry in Iceland has escaped most of the fallout resulting from financial market collapse in the country, which has opened up internationalization as a viable strategic objective. This paper will focus on Blue Lagoon Cosmetics Company and its potential entry into the Kuwaiti market, including the most viable international business strategy, its marketing actions, and appropriate organizational structure. In order to do this, the paper will use literature studies on international business strategy and apply theoretical models to the entry of Blue Lagoon into Kuwait. Blue Lagoon was started in 1976 as a way to take advantage of a geothermal plant constructed in the Reykjanes-peninsula. The geothermal plant produces water rich in natural minerals that are also integrated into the white silica clay on land, which Blue Lagoon collects and sells as cosmetic products (Icelandnaturally.com, 2013: p1). Blue Lagoon Ltd. was established in 1992 due to the popularity of its warm spa water, after which bathing facilities were opened in 1999, which made it one of the most popular tourist destinations in Iceland with at least 70% of all tourists visiting Iceland also visiting the Blue Lagoon. The company has three state-of-the-art geothermal spa facilities, which host restaurants, conference rooms, an indoor pool, and modern changing and shower rooms. In addition, Silica mud is also part of the company’s assets, in which visitors can bathe. Blue Lagoon has dedicated its activities to developing the health of visitors, building on the presence of geoth ermal water that contains blue-green algae, silica, and salt (Icelandnaturally.com, 2013: p1). The company began producing skincare products as Blue Lagoon Iceland made of unique chemicals, which were first marketed in the late 90s. In the early part of the 2000s, they launched

Managing and Controlling Ethics Programs Essay Example | Topics and Well Written Essays - 1000 words

Managing and Controlling Ethics Programs - Essay Example An effective ethics program creates a competitive advantage, enhances performance, increases profits, and ensures the attainment of the business goals. Ethically, the ethics program reduces misconduct, improves decision-making, and improves ethical awareness. Most specifically, an effective business ethics program should be formal to engage the operations, marketing, human resource, and all the other units of a business. However, it is clear that to design and implement an effective ethics program, a lot of management and control is necessary. Indeed, since businesses have different scope and have different goals, any business adopts ethic programs that are reasonable and effective to specific businesses. As such, it is the manadate of the management to ensure the design and implementation of an effective ethics program. In managing and controlling an effective business ethics program, the organization must have the relevant resources. Most specifically, the organization must have qu alified and ethical leaders and managers. This will guarantee quality, professionalism, and effective design, management, implementation, and control of all ethical practices in the organization. The organization must also have a business environment that fosters ethical behaviour in the organization. The management has the mandate to ensure that the business environment is ethical friendly and they should not compromise ethical culture in an organization. Additionally, the mangers should establish an organizational culture.

RESEARCH METHODS Paper Example | Topics and Well Written Essays - 1750 words

METHODS - Research Paper Example ohnson, 2010; Hostetter & Bush, 2006) or have desire of obtaining the higher education while carrying on with their jobs (Barnard, Paton & Rose, 2007; Stavroulia & Psychari, 2010). According to Wise and Rothman (2010), these programs ensure easy access to high level education for those students who are unable to continue traditional learning program either because of employment problems, travelling issues, lack of sufficient funds for financing traditional education and family responsibilities. In order to determine the effectiveness of the distance learning programs, it is vital for the colleges and universities to gather sufficient data about the students’ perceptions of distance learning programs (Bukaliya & Musika, 2011). The students’ perceptions about distance learning programs have been studied by many researchers to identify the driving forces that motivate the students to get enrolled in these online programs (Borstroff & Lowe, 2007; Wang et al., 2008). Some researchers determined the advantages and disadvantages of the distance learning programs as perceived by the students and teachers (Conaway, Easton & Schmidt, 2005; Stavroulia & Psychar, 2010). According to the study of Spatariu, Quinn, and Hartley (2007), it was found that teachers who have expertise in handling technologies involved in distance learning programs have a positive attitude towards these studies. However, various teachers believe that distance learning programs have low level of education as compared to traditional programs (Babb, Stewart & Johnson, 2011). On the other hand, majority of the students who have acquired education via distance learning programs are satisfied with the entire curriculum and it has helped them in saving huge amount of money and time (Jackson & Helms, 2008). One drawback of this program is that the skills developed by means of this program are less polished than those developed in face-to-face interaction based classes. Sometimes, the students face

Managing and Controlling Ethics Programs Essay Example | Topics and Well Written Essays - 1000 words

Managing and Controlling Ethics Programs - Essay Example An effective ethics program creates a competitive advantage, enhances performance, increases profits, and ensures the attainment of the business goals. Ethically, the ethics program reduces misconduct, improves decision-making, and improves ethical awareness. Most specifically, an effective business ethics program should be formal to engage the operations, marketing, human resource, and all the other units of a business. However, it is clear that to design and implement an effective ethics program, a lot of management and control is necessary. Indeed, since businesses have different scope and have different goals, any business adopts ethic programs that are reasonable and effective to specific businesses. As such, it is the manadate of the management to ensure the design and implementation of an effective ethics program. In managing and controlling an effective business ethics program, the organization must have the relevant resources. Most specifically, the organization must have qu alified and ethical leaders and managers. This will guarantee quality, professionalism, and effective design, management, implementation, and control of all ethical practices in the organization. The organization must also have a business environment that fosters ethical behaviour in the organization. The management has the mandate to ensure that the business environment is ethical friendly and they should not compromise ethical culture in an organization. Additionally, the mangers should establish an organizational culture.

Disinhibitory effect Essay Example for Free

Disinhibitory effect Essay Albert Bandura explains vicarious learning also known as observational learning as the function of observing and imitating behavior from other people. It involves the process of learning what other s are doing and impacting the behavior in our lives through observation. He believes that observational learning is most important during childhood whereby children look up to their parents and guardians as their role models. Bandura argues that vicarious learning allows people to learn without necessarily changing their behavior. Vicarious learning occurs in various mechanisms. These are: The modeling effect In this case a person almost copies the behavior observed in another person although with some differences. Disinhibitory effect This is different because the observer performs a particular behavior after seeing another person perform the behavior without any negative effects. The eliciting effect In this case, the observer displays behavior that is closely related to that of another person although with some differences. Inhibitory effect This is a type of observational learning whereby a person avoids performing a certain behavior after seeing another person face negative consequences from the same behavior. Vicarious learning is related to deviant behavior in children because people who commit crimes relate them to early exposure either directly or indirectly. For example, people who are exposed to pornography material at an early age, eventually become child molesters. Some research studies show that pornography is a tool that is used by child molesters to persuade children to perform the abuse. (Grusec, Hastings, 2006). Baumrind’s typology of parenting styles Parenting is an activity that includes behavior that works either individually or together to influence the outcomes of children’s behaviors. Baumrind believes that the typology of parenting style doe not include deviant parenting but it involves the issue of control. All parents differ in mechanisms through which they control their children or socialize with them, but the main role of parenthood is to control, teach or influence their children. Types of parenting styles Authoritarian parents These parents are very directive and demanding but they respond less to the needs and requests of their children. Such parents expect their children to obey each and every order without explanations. Authoritarian parents usually provide a well structured and ordered environment with rules that should be strictly adhered to. Indulgent parents These types of parents are also referred to as non directive or permissive. They are very responsive and less demanding of their children. Indulgent parents are very lenient and avoid confrontation with their children. They allow for self regulation and do not expect mature behavior from their children. Authoritative parents Unlike the authoritarian parents, the authoritative parents are demanding as well as responsive. These parents monitor their children closely while imparting standards of good conduct in them. They use disciplinary methods that are supportive but tough. Authoritative parents want their children to be firm, socially responsible, assertive as well as self regulated. Uninvolved parents These are the type of parents who lack demand and response towards their children. The authoritative parenting style is the mot effective because it involves parents who are both demanding and responsive. This type of parenting involves disciplinary methods that are both tough and supportive; hence they have a positive effect on the children. Parents who aim at imparting standards of good conduct and self regulation are more effective in their families. (Siegel, Welsh, 2004). The uninvolved parenting style is the least effective parenting style because it results to reject and neglect. These parents lack both responsiveness and demandingness and therefore do not communicate properly with their children. Children who are raised by uninvolved parents feel neglected and rejected and thus are more likely to develop delinquent behavior. Unraveling Juvenile delinquency study by Sheldon and Eleanor This study was conducted in 1940 by Sheldon Glueck and his wife. This study was aimed at examining criminal behavior and they argued that potential deviants could be identified as early as six years of age. They aimed at identifying the causes of crime and delinquency. Sheldon and Eleanor conducted investigations through interviewing family members, social workers, employers, schoolteachers and neighbors. They identified the role played by family structures and discipline in shaping the antisocial aggressive behaviors and delinquency in adolescents and adulthood. During their study the Gluecks compared delinquent and nondelinquent males from Italian, English and Irish families living in poor urban areas. Their findings were that delinquent behavior is developed as a result of early childhood experiences, family structure and discipline. (Glueck, S. Glueck E. 1951). The findings of the Gluecks are valid because delinquent behavior develops early before children reach the age of adolescence. Delinquent signs can be identified between the ages of three and six and almost before they reach the age of eleven. References Burfeind, J. W. Bartusch, D. J. (2005). Juvenile Delinquency: An Integrated Approach. Jones Bartlett Publishers. Glueck, S. Glueck E. (1951). Unraveling Juvenile Delinquency. Harvard University Press. Grusec, J. , E. Hastings, P. , D. (2006). Handbook of Socialization: Theory and Research. Guilford Press. Siegel, L. J. Welsh, B, C. (2004). Juvenile Delinquency: The Core. Thomson Wadsworth.

Motives for Americas Invasion of Iraq

Motives for Americas Invasion of Iraq Introduction Many things have been said and written about Americas invasion of Iraq. To date, most of what have been said is essentially reactions leveled against the explanations adopted by the then Americas regime and her allies in justifying invasion of Iraq. Bushs regime told the international community that there was urgent need to invade Iraq in order to oust Saddam Husseins despotic leadership from power and thus pave way for the entrenchment of democracy in Iraq which is a prerequisite to international peace and security especially in this era of terrorism. Even though UN Security Councils intelligence personnel assigned the responsibility of investigating Americas claims of existence of WMDs in Iraq was not in harmony with those claims, America went ahead in engaging in one of the most expensive war since the end of Cold War. This essay seeks to establish whether sociopolitical explanations adopted by America amidst protests from the International community and the UN were underpinned by Americas interest to maintain her global economic dominance or the proclaimed political motive of liberating Iraqis from tyranny. War as a means of implementing foreign policy Generally, war is a very expensive foreign policy implementation tool which no sane nation would want to frequently use not unless its the only alternative for her survival. All states -the powerful and the weak-U.S included tries as much as possible to use peaceful diplomacy in implementing their foreign policies abroad and can only resort to coercive diplomacy (war) when its the only rational alternative for protecting its survival and interests in the International System. Analysts were therefore left unconvinced whether the need to oust bad leadership in Iraq was the main and genuine reason behind Americas invasion of Iraq or her ambition to maintain herself position as the global economic giant was more important. To be sure, there is no economic, political, or social explanation that can on its own fully and convincingly explain Americas invasion of Iraq. The economic perspective of the invasion Pursuit of economic progress and dominance abroad is one of the major goals of any nation-states foreign policies. Paul Cerni Mphil (2006) states that â€Å"†¦ what every nation and empire aspires to is to nurture their own economy where necessary†¦Ã¢â‚¬  America is no exception in the sense that her determination to maintain her global economic position stands out as one of the main determinants of her foreign policies. Indeed, her ambition to position her self as the global economic giant has been pointed out by scholars and international political analysts as the main driving force behind year 2003 invasion of Iraq. Categorically, Marxists owing to the colossal amount of money spent on this war dont cite any other motive behind the invasion of Iraq by America in alliance with Britain among others. For them any other non economic explanations adopted by America in justifying her actions was mere political hypocrisy aimed at misleading the international community from opposing invasion of Iraq. Paula Cerni Mphil (2006) once more argues that â€Å"The US invasion of Iraq, advertised as a forceful attack on global terror and tyranny, was supposed to mark the rise of a stronger and more assertive American imperialism.† Critics dont understand why if Americas proclaimed goal of ousting bad leadership in Iraq was the main agenda she didnt hesitate from invading Iraq even after UN Security Council failed to produce evidence for the existence of WMDs in Iraq. They reject Americas claims of the need to tyranny in Iraq since the UN is supposed to maintaining international security and peace by urging countries to institute legal frameworks that can prevent people with bad ideas like which are a threat to democratic existence from taking over power. Therefore, these critics argue that the need to create an enabling environment in Iraq for purposes of exploiting her rich oil mines was the fundamental interest in this invasion. Oil as a source of energy for her industries is one of the highly demanded raw material by American capitalists and imperialists who could not feel any pain in funding such an expensive foreign policy endeavor. America was thus determined to oust Saddam Hussein from power not for purposes achieving a democratic leadership in Iraq but so that they could put in place a puppet leadership which they could easily manipulate in order to satisfy their selfish economic interests. To these critics therefore, America was essentially on a mission to conquer a prestigious economic territory and wrongly assumed that the weak Iraq would accept her proclaimed goal of eradicating bad leadership from power. A short critique of the economic argument for the invasion Note that Marxists are known for their tendency to over emphasize the economic aspects of a given real life phenomenon like invasion of Iraq by America. However, an impartial analyst should look at all factors in play and try as mush as possible to put behind each factor an emphasis that is not exaggerated. That is, in as much as economic interests were primary in this invasion and are usually in any given foreign policy other interests like her national security, survival, peace, and need to propagate her ideologies can at times be more important than mere pursuit of economic wealth and dominance It is therefore legitimate to argue that in as much as much as America wanted to exploit Iraqs oil other interests such as her national security and survival in the international system played a significant role. Its for instance arguable that in this case American political elites felt that Saddam Husseins regime was a threat to her a national security and survival by virtue of the fact that it could provide an operating base for international terrorists. There was need therefore to invade Iraq in order to bring to an end bad leadership and thus usher in a new democratic leadership that would not only guarantee Iraqis their peace and human rights but also enable America safeguard her national security and survival against the threat of terrorist attacks from Iraq. Comments posted on geocities.com states that for a considerable period of time â€Å"US administration continued to consider removing Husseins regime from power and following the September 11, 2001 terrorist destruction o f the World Trade Center Twin Towers in New York, they decided that they had sufficient excuse to do so.† This argument is anchored on the premise that Iraq has been and is still a hub of dangerous terrorist and rebel groups including the dreaded Al Qaeda terror group. To some extent therefore, Americas national security and survival in the international system proclaimed by Bush regime was as important as positioning herself as a global economic giant. It is therefore unfair and even unscholarly to give the Iraq invasion an absolute economic explanation thereby under looking other factors. However, primacy of Americas economic ambitions in this invasion should be given its consideration accordingly especially due to her insatiable â€Å"thirst† for oil which is plenty in Iraq. Conclusion In conclusion, just like it was pointed out earlier there is no one particular factor (economic, social or political) that can explain Americas invasion of Iraq without facing the dangers of lacking impartiality. An impartial analyst should therefore carefully put into consideration all factors in play without over emphasizing some at the expense of others. Time and history therefore remains to prove us wrong or right with regards to our opinions pertaining this invasion. Advocates of international peace and security would for instance like to see how successful America will be in establishing peace and stability and rebuilding the collapsed Iraq nation. And also understand why several years after Saddam Hussein was hanged for his despotic leadership, bad leadership is persistent in most Asian countries and no WMDs have been recovered from Iraq. References Mphil, Paula Cerni. 2006. Imperialism in the Twenty-First Century. Theory and Science.theoryand sciecce.icaap.org (retrieved on August 20, 2009.). Iraq War www.geocities.com/ daverclark/iraq war.html (retrieved on August 20, 2009.).

Character Development in Lord of the Flies :: Lord Flies Essays

Character Development in Lord of the Flies The ability to create characters of depth plagues many a contemporary writer. Many of those writers should look to William Golding for expertise on this issue. Golding diverges from the path of contemporary authors and sets an example of how character development should be accomplished in his novel, Lord of the Flies. Golding's Ralph exemplifies this author's superior style of character development in this novel. At the commencement of the novel, the author introduces Ralph as an innocent boy far from adulthood. Almost immediately, Ralph is described as a "fair boy." This phrase indicates a stereotype of the perfect child--blonde hair and blue eyes with blemish-free skin--which the author manipulated to show innocence. Also, Golding used this to give the reader a feeling of Ralph's position on the scale of maturation. It guides the destination of the novel and how much Ralph needs to grow to attain complete maturity. Ralph's innocence is further implied when he says his daddy is "a commander in the Navy" and that "when he gets leave, he'll come rescue us." Clearly, Ralph's comments call attention to his inability to view matters, especially his current situation, realistically, and to show Ralph's simplistic thinking, as well. Later in the novel, Ralph views Piggy as a fat bore with "ass-mar" and "matter-of-fact ideas." Ralph is still at the point where he believes that he is on a schoolyard playground where teasing and handstands are an acceptable practice. Similarly, Ralph's thoughts are intended to show what a sheltered child he has been all his life. Thus far, Golding developed Ralph so that the reader interprets him as an ideal child without any indication of maturity. The author will build upon this to transform Ralph as a character and as a person. As the climax approaches, Ralph begins to mature slightly as chaos erupts. After Ralph discovers that a ship passed while the fire was out and Jack is culpable, Ralph confronts him and rather than acquiescing to Ralph, Jack takes out his anger, physically on Piggy, the only person at that time intimidated by Jack. Ralph responds by saying Jack's tantrum is a "dirty trick" and tells them to light the fire. All this infers that Ralph is becoming less gregarious and a bit more serious. He shows maturity when he takes up for the underdog and does not go along with the majority.

The Industrial Revolution Essay -- Essays Papers

The Industrial Revolution Imagine living in a world in which rights governed society. The people participate in a free market, and property is seen as "an inviolable and sacred right" that cannot be taken away.(1) This glorious idea is called liberalism. Liberalism emerged whole-heartedly during the Nineteenth-century Industrial Revolution. Followers of liberalism believe in the rights of the individual, especially the right to property. Early in its developement, this idea caused deep clashes between the middle class, called the bourgeoisie, and the working class, called the proletariat. These clashes created opposition to the liberal movement; communism became the supporter of this opposition. Many philosophers pushed the development of liberalism. The most persuasive were Adam Smith, David Ricardo, and John Stuart Mill. Smith is often considered the founder of liberalism. Smith "looked forward to a new world, which would escape the sophistry and meanness of medieval Christian thought, but would recourse to...authoritarian political oppression."(2) Smith wanted to make profits with little risk involved. He also believed a constitutional government would prevent government intervention with markets. Free markets allowed for more and cheaper goods, and they would benefit the greatest amount of people the greatest amount of the time. This was called laissez-faire. Smith also believed the state should be responsible for the "stipends of the priests."(3) This was government intervention of an individual right, freedom of religion. Because of Smith's beliefs towards religion, he was somewhat unpopular among Nineteenth-century liberals. These liberals chose to disregard Smith as the founder and preferred to regard David Ricardo... ...irtue; The Moral and Political Foundations of The Wealth of Nations, (Oxford: Clarendon Press, 1995), 193. - Athol Fitzgibbons, Adam Smith's System of Liberty Wealth. and Virtue, 159. - Donald Kagan, Steven Ozment and Frank M. Turner, The Western Heritage, Brief Edition, Volume II, (New Jersey: Prentice Hall, Inc., 1996), 523. - Rogers, Aspects of Western Civilization, 141. - Rogers, Aspects of Western Civilization, 141. - Rogers, Aspects of Western Civilization, 125. - Rogers, Aspects of Western Civilization, 126-7. - Kagan, The Western Heritage, 519. - Dr. Darrow. Lecture notes. 10/2 - Dr. Darrow. Lecture notes. 10/14 - Karl Marx, "The Communist Manifesto," in Sources for the Humanities: Hisotory and Religious Studies, First ed., 48. - Kagan, The Western Heritage, 515. - Rogers, Aspects of Western Civilization, 30. The Industrial Revolution Essay -- Essays Papers The Industrial Revolution Imagine living in a world in which rights governed society. The people participate in a free market, and property is seen as "an inviolable and sacred right" that cannot be taken away.(1) This glorious idea is called liberalism. Liberalism emerged whole-heartedly during the Nineteenth-century Industrial Revolution. Followers of liberalism believe in the rights of the individual, especially the right to property. Early in its developement, this idea caused deep clashes between the middle class, called the bourgeoisie, and the working class, called the proletariat. These clashes created opposition to the liberal movement; communism became the supporter of this opposition. Many philosophers pushed the development of liberalism. The most persuasive were Adam Smith, David Ricardo, and John Stuart Mill. Smith is often considered the founder of liberalism. Smith "looked forward to a new world, which would escape the sophistry and meanness of medieval Christian thought, but would recourse to...authoritarian political oppression."(2) Smith wanted to make profits with little risk involved. He also believed a constitutional government would prevent government intervention with markets. Free markets allowed for more and cheaper goods, and they would benefit the greatest amount of people the greatest amount of the time. This was called laissez-faire. Smith also believed the state should be responsible for the "stipends of the priests."(3) This was government intervention of an individual right, freedom of religion. Because of Smith's beliefs towards religion, he was somewhat unpopular among Nineteenth-century liberals. These liberals chose to disregard Smith as the founder and preferred to regard David Ricardo... ...irtue; The Moral and Political Foundations of The Wealth of Nations, (Oxford: Clarendon Press, 1995), 193. - Athol Fitzgibbons, Adam Smith's System of Liberty Wealth. and Virtue, 159. - Donald Kagan, Steven Ozment and Frank M. Turner, The Western Heritage, Brief Edition, Volume II, (New Jersey: Prentice Hall, Inc., 1996), 523. - Rogers, Aspects of Western Civilization, 141. - Rogers, Aspects of Western Civilization, 141. - Rogers, Aspects of Western Civilization, 125. - Rogers, Aspects of Western Civilization, 126-7. - Kagan, The Western Heritage, 519. - Dr. Darrow. Lecture notes. 10/2 - Dr. Darrow. Lecture notes. 10/14 - Karl Marx, "The Communist Manifesto," in Sources for the Humanities: Hisotory and Religious Studies, First ed., 48. - Kagan, The Western Heritage, 515. - Rogers, Aspects of Western Civilization, 30.

National Bank of Borneo Essay

I. NATIONAL BANK OF BORNEO II. COMPANY BACKGROUND National Bank of Borneo is one of local banks in Brunei. Its establishment was indebted to Mr. Khoo Teck Puat the father of the detained Khoo Ban Hock. Mr. Khoo Teck Puat is a son of a rich trader, who in 1933 merged several banks together to form Singapore’s biggest, OCBC or Overseas- Chinese Banking Corporation. After his impeded rise in the position, he left and went to Malaysia. In Malaysia he founded Malayan Banking and very rapidly he was able to open 100 branches in just one year. In six years time, the bank that he founded equal that of OCBC in Singapore, with this he was able to own 60% of Malayan Banking. Seven years later the Malayan Central Bank or BN Bank of Negara forced Khoo out, alleging excessive lending to his own companies. After leaving Malayan Banking he retained his interest in the bank’s branch in Brunei. This branch was about to be closed in 1962 but with the help of share investment by the royal company, the bank now called National Bank of Borneo prospered. National Bank of Borneo is a bank which is the larger of the two local banks in Borneo. It has advances of $ 1.128 billion, deposits of $ 1.147 billion, total capital and reserves of $ 199.4 million, and a post tax profit of $ 31.1 million. III. VIEWPOINT IV. STATEMENT OF THE PROBLEM One case from Brunei concerns Khoo Teck Phuat and his son Khoo Ban Hock. The latter was managing director of NBB w. Under his charge, the bank loaned more than Brunei $1 billion (which is equivalent to Singapore $1 billion) to companies controlled by his father. These loans were undocumented and  unsecured. It was claimed that these offences under Brunei banking laws by Khoo Ban Hock were committed under the control and his direction of his father. When this dishonesty was discovered, the younger Khoo was sentenced to 3 years jail but later only served two. The elder Mr Khoo was not charged, but it was understood that he made restitution of about S$600 million to cover the losses suffered by various party. Mr Khoo Teck Puat later went on to become a billionaire, and was of the largest shareholders in megabank Standard Chartered when he died in 2004. However, after the NBB scandal, he kept a low profile.

Monitoring

Monitoring is the systematic and routine gathering of data from program and projects for four principle purposes as written in (World Bank, 1980), to gain from encounters to enhance practices and exercises later on (Ben, 2002), to have inner and outer responsibility of the assets utilized and the outcomes acquired, to get informed decisions on get on the future of the initiative and to promote empowerment of beneficiaries of the activity additionally discussed by (John and Khilesh, 2008). Evaluation is the assessing, as systematically and objectively as possible, a completed project or programme (or a period of a progressing undertaking or program that has been finished) Evaluations assess information and data that illuminate key choices, in this way enhancing the venture or program later on unmistakably shown by (Yang, Sun and Martin, 2008). From the perspective of (Pfohl, 1986), assessments should make inferences around five fundamental parts of the mediation: pertinence, adequacy, effectiveness, effect, and maintainability. As the global network struggle to improve the advancement results at the nation level, new difficulties emerge in the act of Monitoring and Evaluation (M&E). The ponder by (Mintzberg, 1994) trusts that the key arranging models for monitoring and evaluation of network-based undertakings of the 1970s, at last, failed in light of the fact that, they didn't recognize vital arranging and vital reasoning in monitoring and evaluation of network-based tasks. Citing to from (Miller, 1990), Citing from (Miller, 1990), and Mucai found in their research that the victories and strengths of some community-based projects can often be the cause of their future monitoring and evaluation strategic failure. A few journalists have clarified that despite the fact that numerous assets are put resources into the improvement of M;E frameworks, not every one of them really gets executed or regardless of whether they do, they are just in part actualized because of difficulties experienced amid usage (Groene and Branda 2006, 298). Mahmood et al (2011) indicated the intricacy and in addition poor understanding of M;E frameworks as one of the challenges experienced in its execution. In some cases, the implementation is described as being problematic, as issues such as improper operationalization of outcomes, makes it impossible to measure what is intended to be measured (Groene and Branda 2006, 299). Individual staff inside Organizations make varying understanding and assumptions about the M;E system and place different values on M;E, which results in various institutional rationales towards M;E framework and a more extensive hierarchical inability to quantify advance and think about results. There are additional difficulties among Organization in making an interpretation of wide authoritative objectives into particular task exercises, underscoring strains in execution and constraints in M;E practice (Catherine Benson Wahlà ©n 2014, pp. 77-88) The study by (RM Mthethwa, 2006) contend that; the primary challenges looked by numerous association is that the learning, abilities, and capability required for those aspiring and performing obligations identified with M;E of public projects is limited. Program authorities neglect to comprehend the significance of M;E at the neighbourhood government level of the different tasks. Along these lines, they have neglected to build up an institutional M;E framework (counting M;E designs, pointers and instruments). This uncovers albeit much has been accomplished as far as giving administrations to the larger part of recipients, much still should be done as far as preparing, workshops, exchange on M;E and how reasonable frameworks can be actualized at Organization level to upgrade service delivery. From (UNDP Evaluation site, 2011), its contend that there are a wide range of (delicate, hard and blended) factors that impact the achievement or disappointment of Monitoring and Evaluation system in network-based undertakings, going from the general population who convey or actualize the technique to the frameworks or systems set up for co-appointment and control. These variables should be distinguished and managed to guarantee productivity and viability in Monitoring and Evaluation arrangement of the network-based tasks as suggested by (John and Khilesh, 2008). A significant number of the tasks faces challenges in Monitoring and Evaluation of their activities because of numerous elements. This is as indicated by (Pfohl, 1986). According to Messah and Mucai in their paper, Factors Affecting the Implementation of Strategic Plans in Government Tertiary Institutions: A Survey of Selected Technical Training Institutes, as cited in(Finkelstein, 2003), maps four circumstances in which strategic planning for monitoring and evaluation of community-based projects failure is most likely to occur: Babbie and Mouton (2001, 342), in looking at dimensions of programme management and implementation, cited a number of issues that impact on the implementation of M;E systems. Issues raised include the competencies and abilities of the personnel who are to manage the implementation; the organizational structures available to create an enabling environment for the discharge of M;E duties, personality styles and attitudes of implementation staff (Babbie and Mouton 2001, 344). Despite these challenges, many organizations have begun to recognize the importance of M;E for two key reasons: accountability and improvement (Margoluis et al. 2009). Accountability-focused evaluation serves to ensure that organizations account financially for their activities and implement promised activities and usually stems from a formal process required by the donors. Improvement-focused evaluation aims to improve implementation and organizational, management or project effectiveness. This improvement- focused on understanding and challenges of M;E is the focus of these research. I define M;E as the process through which organizations evaluate their practices and outcomes according to their mission and objectives.