Renewable Energy Essay -- Energy, Fossil Fuel, Oil, Natural Gas

The most of global energy production produces from fossil fuel such as coal, oil and natural gas. The vast fossil fuels generate energy which use for many purposes for instant residential, transportation and industrial sectors. While the rate consumption of fossil fuel higher than their formation leads to oil price crisis. Another concern of fossil fuel combustion is the impact on the environment. Global warming is a significant problem which results in increasing concentrations of greenhouse gas in the atmosphere. These problems drive researchers and societies to search alternative energy such as switching to renewable energy or carbon-free energy to replace fossil fuels. For example Nakata et al., (2011:465) show ‘low-carbon society’ that is designed to use less fossil fuel. According to Verbruggen et al., (2010:852) define renewable energy ‘is obtained from the continuing or repetitive currents of energy occurring in the natural environment’ such as wind and biomass. Many countries accept carbon-free energy as alternative energy, and are trying to develop and apply new technologies that will enable them to use renewable energy sources in the most efficient way. However switching to carbon-free energy argued that is an unrealistic way. This essay aims to assess the differences in opinion between supports and argues of renewable energy that switching to carbon-free energy is unrealistic. Firstly consider about employing renewable energy. Secondly evaluate the sustainable development of biofuel and wind energies. Finally conclude arguments on potential renewable energy to replace fossil fuels. Owing to the increase in the global population accompanied by an increase in energy demand as a result oil price crisis. Many governments... ...f renewable energy or carbon-free debate and argument. This essay has attempted to evaluate the potential renewable energy both in terms of sustainable development and reducible global warming. Renewable energy such as biofuel and wind energy can be seen as a safe, reliable and cost effective alternative to using fossil fuels for energy security. However the development of green energy has drawbacks so funds for research and develop for chance from lab-scale products into commercial products should be provided and these fuels will become increasingly expensive to use. Clearly more could be done to produce carbon-free energy and more efficient and reduced environmental impacts. Also awareness of the advantages of renewable energy has been steadily growing and it is expected that the share of renewable energy in the total generation capacity will increase in future.

Reading Comprehension Essay

Introduction The main objective of this study is to know the common problems of students in reading comprehension specifically the Grade 7 section A students of San Roque National High School. Reading comprehension is one of the problems faced by learners nowadays. Goodman defined reading as â€Å" a receptive psycholinguistic process wherein the actor uses strategies to create meaning from text† (Goodman, 1998). In a classroom setting, reading is one of the effective ways for learners to catch up with the lesson at ease. But in some cases, students find difficulties in the reading process and cause them to understand a certain text. Anderson and Freebody (1981, 1983) stated that vocabulary knowledge of a certain individual makes an important contribution to reading comprehension. Therefore, this is also the fact that makes the students of San Roque National High School (Grade 7) find difficulties in reading comprehension. Walker (1946) stated that â€Å"reading is an active process in which reader shift between sources of information (what they know and what the text says). The means of interpreting the text and responding to what they have read will be the factior also of the common problems in reading comprehension of San Roque National High School. The coginitive ability in reading comprehension contributes to the factors which may help the students to overcome the problem of reading comprehension of Grade 7 students in San Roque National High School. Statement of the Problem Specifically it sought to find answers to the following questions: 1. What are the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to the following factors: a.Gender b. Age c. Family Income 2. What are the causes of reading comprehension difficulties of Grade 7 section A students of San Roque National High School according to the following factors: a. Gender b. Age c. Family Income 3. This study will help the researchers to determine the ways to overcome the ways to ovcrcome the difficulties of reading comprehension of Grade 7 section A students of San Roque National High School according to the following factors: a. Gender b. Age c. Family Income Basic Assumptions 1. This study will help the researchers to determine the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to gender, age and family income. 2. This study will help the researchers to determine causes of difficulties in reading comprehension of Grade 7 section Astudents of San Roque National High School according to gender, age and family income. 3. This study will help the researches to determine the ways to overcome the difficulties in reading comprehension of Grade 7 section A students of San Roque National High School according to gender, age and family income. Significance of the Study The writers believe that the result of this study will be of great importance to the persons involved in the field of education such as: The Students. This research will help the students be aware of their problems in reading and find solutions. The Teachers. This research will guide the teachers on how to help their students understand their reading problems and provide them solutions. The Future Researchers. This will serve as a source of information and reference on the related field of their studies. Scope and Delimitation of the Study. This study is concerned on the common problems in reading comprehension of Grade 7 students in San Roque National High School, academic year 2013-2014. Grade 7 section A. Definition of Terms Difficulty. The quality or state of being difficult. Reading Comprehension. Understanding what is being read. Comprehension. The art of understanding. Family Income. The amount of such gain received in a period of time of a family. Economic Status. The condition of the person in relation to consumptions of goods and services. Receptive Psycholinguistic Process. Process wherein the actor uses strategies to create meaning from text. Vocabulary. all the words used by or known to a particular person or group, or contained in a language as a whole. Interpreting. to establish or explain the meaning or significance of something. Responding. to act or do something in reaction to something else. Cognitive ability. relating to the process of acquiring knowledge by the use of reasoning, intuition, or perception. ENDNOTES Chapter 2 REVIEW OF RELATED LITERATURE AND STUDIES Related Literature Reading comprehension is the capacity to identify and understand meanings communicated by the text. Once an individual understand the different letters that create words, and they can use their knowledge to identify words and then comprehend a message that a compilation of words will make. Walker (1946) explained that reading is an active process in which readers shift between sources of information, elaborate meaning and strategies, and check their interpretation and use of the social context to focus their response. Wardhaugh (1974) seems to agree that reading is an active, productive, and cognitive activity. He also pointed that reading involves an active search for information and interaction with the text. Anderson (1981) and Freebody (1983) said that vocabulary knowledge of a certain individual makes an important contribution to reading comprehension. In connection with the idea of Anderson (1981) and Freebody (1983), Hirsh and Nation (1992) and Laufer (1989) also stated that in order to gather greater vocabulary knowledge, reacting with the use of L2 (second language) should be acquired, Villa (2002) suggested that the student must be provided with basic skills in the use of the language as a tool for learning and for communicative competencies in business, science and technology. Related Studies Reviews of studies in the area of problems in reading comprehension revealed that researchers in this area concentrated on: (a) the â€Å"simple review† of reading, (b) strategy of using standardized test in reading accuracy, (c) causes of poor reading comprehension. Hoover and Gough’s analysis (1990) centered on the â€Å"simple review† of reading. Reading comprehension comprises two sets of skills, those concerned with decoding linguistic comprehension are necessary and neither skill on its own is sufficient if successful reading comprehension is to follow. Nation and Snowling’s study (1998) found that poor comprehenders read nonwords as quickly as control children. This experimental finding is confirmed by observations that poor comprehenders perform at age-appropriate levels on standardized tests of nonword reading accuracy. Nation and colleagues have used the strategy of matching poor comprehenders to control children on nonword reading. Another study conducted by Perfetti (1985) found that poor comprehension is a consequence of inadequate processing, lack of knowledge, or some combination of both processing and knowledge-based weaknesses. Synthesis-of-the-state of the Art The synthesis-of-the-state of the art presents the differences and similarities of the previous and the present studies. The present and previous studies have differences in the area of provlems in reading comprehension that the researchers studied. The study of Perfetti (1985) focused on the causes of poor reading comprehension. The study of Nation and Snowling (1998) focused on poor comprehenders on nonword reading. And Hoover and Gough’s analysis (1990) focused on the reading skills. Almost all studies identified the problems encountered by the respondents, the most prevalent one was the problem in reading comprehension. Walker (1946), Wardhaugh (1974), Anderson (1981), Freebody (1983) and Villa (2002) studies focused more on the contribution of reading comprehension to the individuals. Walker (1946) explained that reading is an active process that was agreed by Wardhaugh (1974) and said that reading is an activity, specifically, productive and cognitive activity and that reading involves an active search for information and interaction with the text. Anderson (1981) and Freebody (1983) focused on the vocabulary knowledge that makes an important contribution to reading comprehension that was seconded by Hirsh and Nation 1992 and Laufer (1989) that in order to gather vocabulary knowledge, the use of L2 as a second language should be required. While Villa (2002) that students must be provided with basic skills in the use of language as a tool for learning and for common competencies in business, science and technology. It may be observed that in the discussion of the studies stated above, in reading comprehension the thinking capabilities of students are a great factor in conducting the study. Theoretical Framework G identifies three main theories of reading comprehension. These theories are: Based on the schema theory, depending on how extensive their â€Å"files† become, their degree of reading comprehension may vary. Schema is the organized knowledge that is already has about people, places, things, and events. Each schema is â€Å"filed† in an individual compartment and stored there. In attempting to comprehend reading materials, students can relate this new information to the existing information they have compartmentalized in their minds, adding it to these â€Å"files† for future use. The mental modes can be thought of as a mind movie created in one’s head, based on the reading context. This model is reconstructed or updated to reflect the new circumstances as the situation changes, but the items important to the main character are kept in the foreground. The proposition theory involves the reader constructing a main idea or macrostructure as they process the text. These main ideas are organized in a hierarchical fashion with the most important things given the highest priority to be memorized. Conceptual Framework The conceptual framework is based on the systems approach, which shows the interplay of the four major elements such as the Input, Output and Feedback. Input is made up of the profile of the 30 students of Grade 7 in San Roque National High School who serve as the respondents of this study in terms of age, genders, family income and the common problems in reading comprehension of the respondents. Process is the distribution and retrieval of survey questionnaire, analysis and interpretation of data. Output is the determining of the problems in reading comprehension of Grade 7 students in San Roque National High School. Feedback is the response and goal of the research which determine the common problems in reading comprehension of Grade 7 students in San Roque National High School. FEEDBACK ENDNOTES Chapter 3 METHODOLOGY Research Design The researchers used the descriptive method in analyzing and revealing the common problems in reading comprehension. The causes of reading comprehension difficulties and the ways to overcome the difficulties in reading comprehension of Grade 7-Ruby student in San Roque National High School S. Y. 2013-2014. The Subject The respondents of this study were the Grade 7-Ruby students of San Roque National High School. The Research Instruments The researchers used a questionnaire to determine and collect accurate information that identify the common problems in reading comprehension of Grade 7-Ruby students of San Roque National High School, and the possible ways to overcome the difficulty. Data Gathering Procedure Survey questionnaire was given twice to the students for the dry run and finalization. The data’s and information from the survey questionnaire will be used in the summary of the study. Statistical Treatment of Data To facilitate the analysis, interpretation and the presentation of data, the appropriate statistical tools were chosen and applied. In this study, frequency, percentage distribution and ranking were used. Below is the formula used in computing the percentage. P(%) = f/n x 100 Wherein: P = unknown f = frequency n = ENDNOTES CHAPTER 4. COMMON PROBLEMS IN READING COMPREHENSION OF GRADE 7 SECTION RUBY STUDENTS IN SAN ROQUE NATIONAL HIGH SCHOOL This chapter dealt with the presentation, analysis and interpretation of data gathered through the use of a survey questionnaire. The discussion and analysis of data are focused on the common problems in Reading Comprehension according to Gender, Age and Family income, causes of the problem, the ways to overcome the problems and same with the profile of the respondents. The respondents of this study were the Grade 7 section Ruby students. The coverage of the study was extended to thirty-five respondents. I. Profile of the Respondents This part described the profile of the respondents in terms of Age, Gender and Family Income. Table 1. 1 Age of the Respondents Age Frequency Percentage % Rank 12 17 49 1 13 16 46 2 14 1 2. 5 3 15 0 0 – 16 0 0 – 17 1 2. 5 3 Total 35 100% Table 1. 1 shows the age of the respondents and range from twelve to seventeen years old. It could be noted from the table that 17 out of 35 respondents or 49% belong to the age twelve, ranked first; 16 or 46% belong to age thirteen, ranked second;1 or 5% belong to age fourteen and seventeen, ranked third. It is implied that most of the students belong to the age bracket of 12 years old. Table 1. 2 Gender of the Respondents Gender Frequency Percentage Rank Male 14 40% 2 Female 21 60% 1 Total 35 100% Table 1. 2 shows the gender of the respondents. It could be noted from the table that 40% belong to male respondents and 60% belong to the female. It is implied that most of the students are females. Table 1. 3 Monthly Family Income of the Respondents Monthly Income Frequency Percentage % Rank 500-5000 Php 12 34. 4 % 2 5000-15 000 Php 17 48. 6 % 1 15 000-25 000 Php 4 11. 4 % 3. 25 000-30 000 Php 2 5. 7% 4 Total 35 100 % Table 1. 3 shows the monthly family income of the respondents ranging from the starting amount of 500. 00 Php (Five Hundred Pesos) to 30 000. 00 Php (Thirty Thousand Pesos). It could be noted from the table that 34. 3 % belong to the respondents who’s family’s income ranges from 5000-15 000 Php ranking to the 1st place; 34. 3% belong to the respondents who’s family’s income ranges from 500-5000 Php; ranking the 2nd place, 11. 4 belong to the respondents who’s familys’s income ranges from 15 000-25 000 Php; ranking the 3rd place; and 5. 7 belongs to the respondents family’s income ranges from 25 000-30 000; ranking 4th place. It is implied that majority of the respondents belong to 5000-15 000 Php monthly family income. II. Difficulties in Reading Comprehension a. Age Table 1. 4 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 2 5. 71% 16 45. 71% 16 45. 71% 1 2. 9% Difficulties in understanding unfamiliar words 2 5. 71% 19 54. 29% 11 31. 4% 3 8. 6% Difficulties in finding reading materials 2 5. 71% 9 45. 71% 21 60% 3 8. 6% Total 5. 7% 41. 9% 45. 7% 6. 7% Table 1. 4 shows the age of the respondents according to their difficulties in reading comprehension. It could be noted from the table that 5. 7% of the respondents say that understanding sentences is the most difficult; 5. 7 % says that it is more difficult another 45. 71% of the respondents says that it is less difficult and 2. 9% says that it is least difficult. b. Gender Table 1. 5 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 7 20% 4 11. 4% 21 60% 3 8. 6% Difficulties in understanding unfamiliar words 2 5. 71% 20 57. 1% 10 28. 6% 3 8. 6% Difficulties in finding reading materials 3 8. 6% 7 20% 18 51. 4% 7 20% Total 11. 4% 29. 5% 46. 7% 12. 4% c. Family Income Table 1. 6 Difficulties Most Difficult More Difficult Less Difficult Least Difficult f % f % f % f % Difficulties in understanding 3 8. 6% 9 25. 7% 19 54. 3% 4 11. 4% Difficulties in understanding unfamiliar words 8 22. 9% 11 31. 4% 13 37. 1% 3 8. 6% Difficulties in finding reading materials 3 8. 6% 12 34. 3% 15 42. 9% 5 14. 3% Total 13. 4% 30. 5% 44. 8% 11. 4% III. Causes of Reading Comprehension Difficulties a. Age Table 1. 7 Causes 12 13 14 15 16 17 f % f % f % f % f % f % a. Lack of reading materials 4 23. 5% 6 37. 5% 1 100% 0 0 0 0 0 11. 4% b. Cannot afford to buy reading materials 9 52. 9% 11 68. 8% 0 0% 0 0 0 0 0 8. 6% c. No time for reading 9 52. 9% 3 18. 8% 0 0% 0 0 0 0 0 14. 3% d. no interest in reading 3 17. 6% 3 18. 8% 1 100% 0 0 0 0 0 e. Exposure to computers rather than books 3 17. 6% 4 25% 0 0 0 0 0 0 0 f. visual impairment 1 11. 8% 4 25% 0 0 0 0 0 0 0 g. spend more time in watching T. V. 14 82. 4% 13 81. 3% 0 0 0 0 0 0 1 25% Total 17 37% 16 39. 3% 1 28. 6 0 0 0 0 Table 1. 7 shows the age bracket of the respondents according to the causes of reading comprehension difficulties. It could be noted from the table that the respondents who are 12 years old says that spending more time in watching television is the number 1 cause of their reading comprehension difficulties with 82. 4 %. For the respondents age 13 with 81. 3% says that spending more time watching television is the number 1 cause of their reading comprehension difficulties. 100% from their age of 17 stated that spending more time in watching television is the cause of their reading comprehension difficulties. None of the respondents are aligned in the age 15-16 years old. b. Gender Table 1. 8 MALE CAUSES f % Rank a. Lack of reading materials 5 35. 7 3rd b. Cannot afford to buy reading materials 7 50 2nd c. No time for reading 5 35. 7 3rd d. no interest in reading 5 35. 7 3rd e. Exposure to computers rather than books 3 21. 4 4th f. visual impairment 0 0 g. spend more time in watching T. V. 11 78. 6 1st Total 36 36. 7 FEMALE CAUSES f % Rank a. Lack of reading materials 6 28. 6 4th b. Cannot afford to buy reading materials 11 52. 4 2nd c. No time for reading 9 42. 9 3rd d. no interest in reading 3 14. 3 6th e. Exposure to computers rather than books 4 19. 0 5th f. visual impairment. 6 28. 6 4th g. spend more time in watching T. V. 17 8. 0 1st Total 21 38. 1 Table 1. 8 shows the gender of the respondents according to the causes of reading comprehension difficulties. It could be noted from the table that 78. 6% of males says that spending more time is watching the females says that spending more time in watching television is the cause of their reading comprehension difficulty. It is implied that females are more close to the addressed on that cause in reading comprehension difficulty which is spending more time in watching television. c. Family Income Table 1. 9.

Organic Food Research Essay

When it comes to the food that you put on the dinner table, it is extremely important to understand how the food is grown and how nutritious it is. Some foods are grown using synthetic fertilizers, while others are grown using natural fertilizers. There are foods that are grown using chemical weed killers, while other foods are grown using crop rotation and mulch to help control weeds. You can buy meat that has been raised with antibiotics, growth hormones, and medications. On the other hand there is meat that has been raised using more humane methods. These animals are fed an organic diet as well as given access to the outdoors and raised in cleaner housing to help reduce disease. Organic foods are healthier because they use fewer preservatives and chemicals; therefore they are extremely important in the growth and development of your family. Every parent wants to put the best food on the table for their family. However, it takes an amazing amount of resources and is costly to our planet. The way that food is farmed has changed more over the past fifty years than it did in the previous ten thousand years (Kenner & Kenner, 2008). The industrialization of our society has forever changed the way farmers grow crops and raise livestock. Farmers are using man-made chemical fertilizers and pesticides to control their crops. While you may think that the beautiful fruits and vegetables in the local supermarket’s produce section are impressive, it might surprise your what you are putting in your body. There are not seasonal fruits and vegetables any more in the supermarket. Tomatoes are picked green from half way around the world and ripened with ethylene gas during shipment (Kenner & Kenner, 2008). It’s astonishing how many chemicals a farmer uses to grow their crop. The average apple has been subjected to twenty-seven chemicals and the average peach has twenty-two chemicals used throughout its growth cycle (Juad & Juad, 2008). What is surprising is that when tested, a conventional piece of fruit or vegetable has positive results for lead and pesticides (Juad & Juad, 2008). When it comes to the livestock that we are consuming, it used to take a farmer nearly three months to raise a chicken. Tyson has perfected this science with the help of growth hormones and antibiotics. They are now are able to raise a chicken that is three times as large in less than half of the time (Kenner & Kenner, 2008). The cattle farmer is now raising their cattle on mainly corn feed and antibiotics (Kenner & Kenner, 2008). According to Kenner & Kenner (2008), farmers now have to use so many antibiotics mainly due to the fact that the livestock is being raised in a manner that was not intended. Cattle are not supposed to eat an all corn diet and chickens are not supposed to be raised in a chicken house without ever seeing daylight until they are on the truck to be processed (Kenner & Kenner, 2008). There are more humane ways of raising livestock and it makes for a much healthier meal at the dinner table. It is simply amazing how far food travels to make it to your local supermarket. On average, food travels over fifteen hundred miles from the time it leaves the farm until it reaches its final destination (Kenner & Kenner, 2008). Another amazing statistic is that the transportation of our nutrition accounts for nearly thirty percent of global warming (Juad & Juad, 2008). This is because there are only a few multi-national organizations that actually control the industrial food chain. It might be surprising to find out that the largest purchaser of ground beef and potatoes in the United States is McDonald’s (Kenner & Kenner, 2008). They are also one of the largest purchasers of pork, chicken, and apples as well (Kenner & Kenner, 2008). The largest producer of chicken in the world is Tyson (Kenner & Kenner, 2008). The side effects of these monopolies is that you, the consumer, get what the few powerhouse food corporations want you to have and you are left with very few choices. All of these amazing changes would not be possible without modern science. One of the biggest players behind the scenes and the supplier of the herbicides and pesticides is an organization by the name of Monsanto. Over the past few decades, Monsanto has had several groundbreaking developments in the area GMO’s or genetically modified organisms (Kenner & Kenner, 2008). Over seventy percent of the items in the local supermarket contain one form of GMO (Kenner & Kenner, 2008). There are several unintended side effects to all of these chemicals being used to grow our food. One is that the soil that farmers are using is literally being killed (Juad & Juad, 2008). The outcome is that the farmers are becoming more and more dependent on the chemicals to produce food (Juad & Juad, 2008). Another environmental issue is that a percentage of this chemical ends up in the water supply and it is simply impossible from preventing this from happening (Juad & Juad, 2008). The amount of chemicals that are finding there way into our food is simply amazing. There are health side effects from all of the growth hormones, chemicals, and genetically modified organisms. Studies show that the current generation is the first in history that is predicted to live a shorter life than their parents (Kenner & Kenner, 2008). Cases of obesity and diabetes have tripled in the past two decades (Juad & Juad, 2008). Type-two diabetes used to be only found in adults in the previous generation and now we are seeing it in our children (Juad & Juad, 2008). In Europe, seventy percent of cancers have been linked to the environment (Juad & Juad, 2008). When that seventy percent is broken down, thirty percent is linked to pollution and forty percent are linked to the food (Juad & Juad, 2008). Also, 100,000 children every year die from diseases caused by the environment (Juad & Juad, 2008). If that is not amazing enough, cancer in males has increased ninety-three percent over the past twenty-five years and their sperm count has decreased fifty percent over the past fifty years (Juad & Juad, 2008). Top that with the fact that cancer in children has increased one percent a year for the past twenty-five years (Juad & Juad, 2008). There are studies that show that fifty percent of all cancers worldwide are linked to the environment and that in certain cancers that ninety percent of the cause is the environment (Juad & Juad, 2008). It does not take a Doctor to figure out that all of these chemicals are making their way into our food and they are extremely bad for us. With all of these overwhelming statistics, there is hope for the food that we are eating. According to Duram (2008), â€Å"Agriculture is a highly effective means of converting solar energy into food and fiber. Given sufficient water, and properly managed, the system can operate provided with nothing more than sunshine. But modern agriculture technology has disrupted this efficient relationship. † Thankfully, there are still farmers out there that believe in the organic way of raising their crops and livestock. â€Å"Products must be at least 95 percent organic to use this term† (Mayo Clinic Staff, 2011). Organic farmers are supplying local restaurants and families through their local farmers market (Siegel & Taylor, 2008). They control weeds and disease within their farm with crop rotation and treat their livestock in a humane manner. According to Danford (2010), â€Å"mainstreaming of eating locally and organically grown fresh food is almost complete. † The demand for organic food is growing at a rate of twenty percent annually and the major food organizations have taken notice (Danford, 2010). â€Å"For the past fifteen years large multinational food corporations have been buying up organic producers of food in an effort to enter the profitable niche market† (Hauter, 2012). The Demand is extremely obvious and that is why major food corporations are jumping on the bandwagon. In summary, there are two ways to put food on the table. A consumer can purchase conventionally grown food or they can purchase locally grown organic food. Organic foods use only natural fertilizers, mulch, and crop rotation while traditional foods use synthetic fertilizers and pesticides to control disease. There have been numerous studies that link multiple health issues to our food and the environment that it is grown in. As a consumer, society has a choice of how to put food on their dinner table and the smart choice is to choose organic. References: Danford, N. (2010). Vegetable vs. Meat, And Everything in Between. Publishers Weekly, 257(9), 19-26. Duram, L. A. (2005). Good Growing: Why Organic Farming Works. Lincoln: University of Nebraska Press. HAUTER, W. (2012). BIG ORGANIC. Boston Review, 37(6), 5. Juad, J. (Producer) & Juad, J. (Director). (2008) Food Beware [Motion Picture]. France: CTV International Kenner, R. (Producer) & Kenner, R. (Director). (2008). Food Inc. [Motion picture]. United States: Participant Media Mayo Clinic Staff (2011) Organic Foods: Are they Safer? More Nutritious? Retrieved on May 5, 2013 from http://www. mayoclinic. com/health/organic-food/NU00255 Siegel, A. , Taylor, C. (Producers),& Taylor, C. (Director). (2008). Food Fight [Motion picture]. United States: Positively 25th Street.

H R Essay Example | Topics and Well Written Essays - 1500 words

H R - Essay Example Therefore, Job analyst, specification and selection of people become an important part in the hiring cycle. Furthermore, these are now turn into a vital stage of company development and improvement. Over an over, hiring become a strategic analysis in which the overall strategy (growth, consolidation, diversification, etc), key human resources needed to achieve strategy & workforce characteristics and behaviors required of key human resources are planed & discussed ahead of time. In this report, we will discuss the different stages of hiring a new staff on board and how to make the right choice of getting the right person on-board. We will also look at how strategic human resource manager could provide useful to the board of management as to maximize company efficiency and profitability. From a manager stand point, hiring is not just about finding a candidate to ill in the job vacancies, but also about how to help company to find the best person to join. As a result, this is a process to increase team efficiency & hence become more productive and leads higher profitability. In fact, it is very costly to have the wrong person in the job and to have to replace them. The critical factor in assuring manager makes the right employee selection for hiring or promotion or lateral move is the ability to accurately predict the cultural & soft skill fit of the candidates with the job and at the same time, it is the line manager role to think of the hard skills needed on the job, that is job analyst and its another strategic plan for companies to attract potential talent person to join the team (Youndt, 1996). The line manager must clearly identify the kind of job responsibility he needs for the team and the types of person he wants to fit in the role. Also, the qualification of the candidates and the source of the applicants are also very critical decision making process for line

United States International Childrens Emergency Fund Research Paper

United States International Childrens Emergency Fund - Research Paper Example UNICEF served that purpose adequately. â€Å"For the postwar period 1946 to 1950, the "emergency needs approach" meant swift action to meet the food, clothing, and health needs of children, particularly in Europe† (Nobelprize.org). UNICEF spent $112000000 to provide as many as five million children with different clothing articles in twelve different countries along with vaccinating eight million children to fight tuberculosis. UNICEF also distributed various kinds of facilities among these countries. Children were provided with meals on daily basis. From 1951-1960, UNICEF adopted the approach of long-range benefit along with meeting the emergency needs. Several campaigns were carried out in order to improve the children’s health in general and reduce their susceptibility to yaws, tuberculosis, malaria, and leprosy. In the same decade, UNICEF also formulated several provisions for the improvement of environment, and devised programs for education of mothers. In the 1970 s, UNICEF had been working for children’s well-being for quite some time and was all set to advocate their rights. In the 1980s, UNICEF played an important role in the attempts of UN Commission on Human Rights to formulate the â€Å"Convention on the Rights of the Child† (History.com), which was readily approved as the most effective human rights treaty in the whole history in 1898, after it was introduced to the UN General Assembly. UNICEF had played a decisive role in the enforcement of the Convention on the Rights of the Child. Of all 184 member states of UN, United States and Somalia were the only two countries that did not approve the treaty. The two countries had different reasons for non-ratification of the treaty. Somalia’s government was not recognized internationally. Accordingly, it was not in a position to ratify the treaty. On the other hand, although US was an original signatory of this treaty, yet US had reservations on the effect of the treaty on the parent-child relationship and the national sovereignty. UNICEF – Winner of the Nobel Peace Prize: It was on 26 October 1965, when UNICEF received the Nobel Peace Prize (â€Å"UNICEF History†). Nineteen years after its establishment, UNICEF got this Prize for promoting brotherhood and unity among different nations of the world, which is essentially a fundamental condition of the Nobel's will as well as appearing on the stage of the world as â€Å"a peace-factor of great importance† (â€Å"UNICEF History†). Several events led UNICEF to this entitlement that include but are not limited to improved coalition among governments, various non-governmental agencies and private organizations and the people all over the world in general. This provided them with more opportunities that could be availed to upgrade the lifestyle of children everywhere in the world. Henry R. Labouisse, the Executive Director of UNICEF expressed what achieving the Nobel Peace Prize meant to the UNICEF in these words: To all of us in UNICEF the prize will be a wonderful incentive to greater efforts in the name of peace. You have given us new strength. You have reinforced our profound belief that each time UNICEF contributes...to giving today’s children a chance to grow into useful and happier citizens, it contributes to removing some of the seeds of world tension and future

Barbie and Mattel Corporation Term Paper Example | Topics and Well Written Essays - 500 words

Barbie and Mattel Corporation - Term Paper Example Creating a brand name serves as the best way to achieve this objective. This was the main story behind the success of Barbie in Mattel Corporation. Handler and Elliot modeled a success story by taking a different approach in that designing and modeling Barbie differently from other dolls in the market, which are susceptible to fashion and fickleness. Since customers are aware of an existing similar brand in the market, they are more likely to be more attached to a brand extension that provides better utility as compared to a new product (Arslan & Altuona, 2010). The success behind Barbie was that while other dolls were modeled on the prospect of being tender and dependent , Mattel developed a completely different approach of the same dolls by making Barbie to appear independent and having an elaborated adult figure that portrayed compete femininity that many girls of different ages were attracted to or tried to emulate. This was better enhanced by providing Barbie with different hair styles, mood expressions and different expressions of careers. Barbie according to these aspects became more than a doll in the lives of many young and middle age girls, in that Barbie had a different lovely expression to each age group. This was the story behind creating a brand name in dolls industry that made Barbie to become a lifestyle for many. Though Barbie was hardly a high tech product, it was through innovation that Mattel made the model to be a brand name in the market. The idea of innovativeness and extensions made the two to adopt a different approach that made the product a brand name in the market. An existing product can be created into a new product through brand extension that is much cheaper as compared to introducing a new product in the market (Arslan & Altuona, 2010). Largely brand extensions provide a better way to making brand recognition and image in venturing new markets (Aaker & Keller, 1990).  

A Humorous Experience Essay Example | Topics and Well Written Essays - 1500 words

A Humorous Experience - Essay Example The place was essentially a ghost town, which made this the perfect setting for the following story, which is a little bit scary for someone who is in a foreign country by oneself, off on her own, doing her own thing-and unfortunately not being smart enough to stay with the group. Let me preface this by saying that originally, what happened was not a very humorous experience. Getting lost in a foreign country is not fun. I had a terrible feeling in the pit of my stomach for most of the experience because I was terrified of being left behind by my group in France. Running around not knowing where you're going is not fun. Knowing that you've made mistakes is not fun. Having that 'lost' feeling is not fun. Having to ask strangers for directions is not fun. Looking back, however, it seems very funny. First, I will tell it how the story happened. There were a group of about thirty of us-about half of us were American high school students, and the other half were Spanish high school host students. We were eating lunch on the beach that we had brought from home, and I told the group (I'm paraphrasing here), "Yeah, well, I'm going to head off now by myself." I told them this in no uncertain terms. No one seemed to think this odd. After all, Biarritz was a little town; it wasn't very large; how could I get lost I must preface this story... Seven Streets is basically is a shopping district of seven streets horizontally lined up next to each other. I had run out of money, which was back then the Spanish peseta and not yet the Euro. I had to ask the people at the store to hold the postcards for me while I ran to the local bank on Siete Calles. When I got to the bank, somehow I was able to jump the line. I don't know if it was because they were feeling sorry for my plight of being in a terrible hurry or what it was, but I asked some elderly Spanish ladies to translate for me so I could get some Spanish pesetas quickly, in order to get back to the store in order to pay for the postcards faster. Meanwhile, I was late in getting back to our meeting place at the church in the center of town and everyone feared the worst for me since I had not gotten back on time-when in reality I was just buying about 100 or so postcards that were on sale! I promised not to be late again and that was that. Well, little did I know that I would again find myself in another pickle. This time was really not much different. After I had told the Spanish students "So long" at lunch and had gone along on my merry way, I found myself going to various stores in Biarritz, because really this place was quite interesting. They had all sorts of different knick-knacks that were fun to look at, and it really was quite a charming little town. It was the kind of place you could get lost in. That was the key word. The kind of town you could get lost in. Unfortunately, I was going to be one of those people in a few minutes. I found myself finally at a French confectionary and candy store investigating all the different kinds of sweets that this particular place