A critical exploration of incorporated and unincorporated business structures and an examination of potential consequences to managers and directors for ignoring provisions of the equality act 2010.

Introduction An important first step in any business decision is deciding the type of structure of the company. There are several business structures which may include sole proprietorship, partnership, corporations and unincorporated business structures (Bhushan 2008). The first section of this analysis is going to focus explicitly on unincorporated business structures; highlighting some of the benefits of establishing an unincorporated entity such as simplicity, low cost and flexibility and the risks of running unincorporated businesses. The paper will also discuss the benefits as well as the drawbacks of incorporation. The second section will explore on the employment law, and the Equality Act 2010 in particular. It will examine some of the provisions of EA 2010 and discuss the potential consequences for managers and directors where provisions of the EA 2010 are ignored. Defining incorporated and unincorporated organizations Before exploring further, it is important to first define incorporated and unincorporated organizations. Incorporation is generally defined as the creation of an organization’s legal identity, separate from its members (Behrenfield et al. 1989). On the other hand, an unincorporated entity refers to a collection of individuals coming together for a specific purpose (Davis & Lawrence 1963). The main distinguishing feature is the lack of a separate legal personality for unincorporated forms. Even though unincorporated entities may operate under a common name, they do not have a legal structure (Gansler 2013). Thus, the law does not distinguish between the organization and its members. Unincorporated business entity may take on three main forms: a sole proprietor, partnership, or unincorporated association (Oleck & Stewart 2002). To an entrepreneur seeking to start a business, understanding the benefits and the drawbacks of setting up unincorporated business structure as well as the challenges of incorporation is very important. Familiarity with the benefits and challenges encountered with each approach will help guide investment decisions. This will help in developing a better understanding of the various challenges, risks, and the concerns and conflict that the entrepreneur might face with each approach. Benefits and the costs of incorporation versus the advantages and the risks of running unincorporated entities The choice of whether to operate an unincorporated business entity or to incorporate the business is not an easy one. Each approach to business has its own advantages and disadvantages. This requires some form of analysis whereby one weighs the benefits and the costs of incorporation against the advantages and the risks of running unincorporated entities. One particular point that is worth noting is that, unlike unincorporated forms, incorporation limits personal liability. This particular factor sets corporation apart from all other forms of businesses. Unlike an unincorporated entity, a corporation is an independent legal entity which is separate from the members controlling, owning or managing it (Williams et al., 2000; Davies & Lawrence, 1963 & Lazier 2009). In other words, incorporation will shield the owner’s personal assets from business debts and claims. This is not the case with an unincorporated business entity as the sole proprietor or partners are subjected to unlimited personal liability for the firm’s obligations (Williams et al., 2000; Davies & Lawrence, 1963 & Lazier 2009). That is, the owners or individuals carrying out the activities of the unincorporated entity will be personally liable for the acts and liabilities of the entity. For example, if for some reason, the firm becomes insolvent or runs into debts; then all of the firm’s assets as well as the personal estates of the business owners/partners will be applied in the satisfaction of the business debts. However, the business assets will first be applied and any indebtedness due or rather not covered by the business assets will be recovered from the owners/partners personal estates (Carter 2014). This means that the personal assets for each individual running the entity will exposed to the creditors once the business has exhausted its assets and insurance. Another point of divergence lies with the filing of tax. Owners of unincorporated business structures are required by law to pay income taxes on all net profits of the business regardless of the amount taken out by these owners (Lazier 2009 & Oleck & Stewart 2002). On the other hand, a corporation is taxed as a separate entity. It is subjected to special corporate tax rates, separate from an individual shareholders tax. However, if a portion of the corporation’s after-tax income is distribute to the shareholders in the form of dividends, then a separate tax will be charged dividend received by each shareholder (Laurence 2014). The separate level of taxation can be beneficial in some cases. The corporate owners are not required by law to pay personal income taxes on profits that they do not receive (Williams et al. 2000). And, given that corporations are subjected to a lower tax rate than most individuals for corporate income between $50,000 and $75,000, the owners of the corpo ration may benefit from a low combined tax bill compared to owners of unincorporated business earning the same profit (Laurence 2014). Perhaps another advantage of incorporating a business lies in its ability to attract investment capital. Unlike most of the unincorporated business forms, incorporation allows the business to sell ownership shares through the company’s stock offerings (Gansler 2013). This can be of great benefit especially where the need for attracting more investment capital arises. This advantage also makes it easy to hire and retain key employees by allowing employees to purchase company’s stock through employee stock options. This is particularly beneficial to the firm as it helps in aligning employees interests with those of the shareholders (Bickley 2012). However, business that have no intention of â€Å"going public† or issuing stock options may not find this added expense worthy. Yet another benefit that is worth mentioning is that the business will have an unlimited life in the event of death of the owners. Corporations may last for centuries even in the absence of the original owners (Davies & Lawrence 1963). The business will continue to act a separate legal entity which can freely transfer ownership interest from one person to another (Carter 2014). But for unincorporated entities, the business may come to an end in the event of death of the owner. It is clear that there are enormous benefits with incorporating a business compared to running an unincorporated business. However, there are several drawbacks to incorporating a business as well. One particular drawback relates to the high cost involved in incorporation. The corresponding filing fees charged for incorporation and the extra administration costs and the considerable organizational and overhead costs incurred by the corporation can be extremely high (Carter 2014). Besides the high cost involved, the process of incorporation is normally very lengthy due to the huge amount of paperwork which must comply with regulations. Unlike many other business forms, incorporated business forms have many formalities and regulations that they must comply with such as recording shareholder rights, establishing a board of directors, maintaining corporate minutes, corporate records and filings (Davies & Lawrence 1963). On the other hand, unincorporated business forms benefit from simplicity, low cost and the flexibility associated with their structures. It is easy and less costly to set up an incorporated business entity compared to a corporation. Continuing maintenance costs are minimal and there is a greater flexibility in terms of conversion of the entity to other forms as the business grows (Bhushan 2008). Also, the length of time and the amount of paperwork involved in setting up an incorporated entity is very minimal compared to incorporating a business. Another consequence of incorporating a business is that it is subject to greater regulation and supervision by government bodies. For example, financial corporations such as banks and trust banks, credit unions, investment and holding companies, insurance companies and many others are supervised by the Department of Financial Services (PWC 2008). Supervision include an examination of the licensing and registration requirements and chartering among many others. Regulations governing incorporations are also highly complex. Establishing a bank in the US requires one to conduct discussions with regulatory advisors, lawyers and federal and state supervisory officials due to the highly complex banking regulations (PWC 2008). On the other hand, unincorporated entities are not subjected to greater supervision and extensive regulations as corporations. And since they are not governed by any statute, unincorporated business entities have more flexibility with regard to how the entity should be structured. The owners can take all the actions of an individual. However, this lack of regulation could be a problem when a dispute arises since there is no formal statute for addressing it (Lazier 2009). The choice of whether to incorporate or run an unincorporated entity is clearly a complex decision which can only be made with consideration of a number of factors such as the projected business risks/liabilities, the need for attracting addition investment capital, need for regulations among many others. The choice of whether to set to incorporate the business or set up an incorporated business structure will most likely depend on the projected risk and liabilities of the business. For example, if the business is going to engage in high risk activities such as trading stocks, then it would be best to incorporate the business in order to provide for personal liability protection. However, where the risk is minimal, it is prudent to consider establishing an unincorporated business entity. Nonetheless, I will advise the couple setting up the retail business to incorporate as the risks of running an unincorporated business may outweigh the risks of incorporating it due to many unforeseen costs arising especially where lawsuits are involved. Plus there are the benefits of attracting additional investment through company stock offerings and issuing of stock options to employees which will also have the effect of aligning employees’ interests with those of the shareholders. While incorporating may be time consuming and costly due to the high filing fees, the extra administration costs and the considerable organizational and overhead costs incurred by the corporation; the benefits are greater in the long run compared to running an unincorporated business entity. Assessing potential consequences for managers and directors where the provisions of EA 2010 are ignored. An important part of running a business is understanding the various employment legislations which may have significant consequences on managers and directors of the company if ignored. One particular employment legislation of great interest in this analysis is the Equality Act 2010. The Act requires employers to take reasonable steps to protect their employees from discrimination and harassment in various areas including age, disability, religion, belief, race, sexual orientation, gender reassignment and pregnancy or maternity (GOE 2010). For example, part 5 of the Act which covers provisions relating to equal pay create an implied sex equality clause in employment contracts (GOE 2012). These provisions require employers to ensure equal pay for both the male and female gender where the contractual nature of the work is the same (EHC 2011). In general, the act places duty on employers to protect the rights of each employee by ensuring that they are not being discriminated against in the various areas highlighted above. It requires employers to make reasonable adjustments to working arrangements to prevent job applicants or employees from any form of discrimination (Jacobs and Jerald 2007). Ignoring the provisions of the EA 2010 will lead to severe repercussions. Managers and directors that choose to overlook some of these provisions will face severe court penalties. In addition, the legal costs incurred may be extremely high. The legal bill for the employer starts right at the moment when the employee expresses grievance and files a claim of harassment, discrimination or victimization (Muyi-Opaleye 2014). It should be remembered that the cost of hiring employment lawyers is very high and the legal bill can easily run into tens of thousands of dollars. In fact, estimates put the current defense costs of a single claimant lawsuit at $250,000 and a jury verdict of $200,000 (Heathflieid 2014). The settlement costs may fade in the face additional indirect costs that are often hard to quantify such as the losses resulting from damages to a firm’s reputation, the costs resulting from the loss of employee morale and distraction of organization’s staff as internal investigations are conducted (Heathfield 2014). There is also the loss resulting from the amount of time spent in defending against the claim. The managers/directors may incur indirect costs such as the loss of reputation which can also affect the firm’s reputation. Where such cases attracts publicity, the managers and directors may suffer from reputational damage irrespective of whether the claim was found to be valid or not. It should be remembered that reputation is a matter of perception and that the firm’s reputation is a function of reputation of key stakeholders including managers and directors of the company (Shah 2013). A strong positive reputation among the managers and directors of the company will result in a firm’s strong positive reputation and vice-versa (Burns 2012). If the managers and directors continue to allow for unfairness to go unchecked in the workplace, then this can cost them as well in terms of consumer demand. Consumers may react by choosing to do business elsewhere. This will have a significant adverse effect on the company’s bottom line as sales will significantly decrease thereby decreasing revenue and net returns. Companies cannot afford to lose a share of the market by allowing unfairness to go unchecked in the workplace (Burns 2012). The other indirect additional costs may have severe repercussions on the firm as well. Employee morale may decline to levels that their productivity are significantly affected (Burns 2012). Employees will feel that their grievances are not being addressed by the managers and directors of the company, thereby creating disengaged employees. Eventually, this will have a negative effect on the company’s bottom line. It is clear that the risk to the managers and directors for ignoring provisions of the EA 2010 are significant. From the very high costs of defending lawsuits to the hard-to-quantify indirect costs arising from reputational damage, loss of employee morale, and distraction of organization’s staff. It is imperative that the employer addresses employees concerns related to their employment contracts in order to avoid lawsuits and ensure a pro-active diversity workforce. If the employer fails to address employee concerns, proves evasive or provides unequivocal answers; it may lead to a tribunal drawing inferences which could be enough to establish a â€Å"prima facie† case of discrimination (Muyi-Opaleye 2014). Besides the lawsuits that may arise when a case of â€Å"prima facie† case of discrimination is established, the management may be ordered by the employment tribunal to undergo equality and diversity training. The Equality Act 2010 provides the employment trib unal with wider powers to order changes in workplace (GOE 2012). Conclusion There is no denying that the consequences of overlooking this employment legislation are enormous. The managers and directors may choose to ignore the provisions of EA 2010 at their own peril. The risk of ignoring these provisions is high from costly lawsuits to the hard-to-quantify indirect costs arising from reputational damage, loss of employee morale, and distraction of organization’s staff. The managers/directors of the company also run the risk suppressing overall job performance, forcing otherwise qualified and innovative individuals out of the labour force, and losing the lucrative consumer market to competitor firms. Reference Behrenfeld, W.H. and A.R. Biebl, 1989. Business Entities. New York: American Institute of Certified Public Accountants, Inc. Bhushan, Y.K., 2008. Fundamentals of Business organization and management, New Delhi: Sultan Chand and Sons Inc. Bickley, J.M., 2012. Employee stock options: tax treatment and tax issues. Congressional Research Service. Available from http://fas.org/sgp/crs/misc/RL31458.pdf [viewed on 4th December 2014] Burns, C., 2012. The costly business of discrimination: the economics costs of discrimination and the financial benefits of gay and transgender equality in the workplace. Center for American Progress. Carter, C., 2014. Advantages and disadvantages of incorporating a business. Chron. Available from http://smallbusiness.chron.com/advantages-disadvantages-incorporating-business-364.html [viewed on 5th December 2014] Davies, R.N. and K.H. Lawrence, 1963. Choosing a form of business organization. durham, north carolina: small business studies. Durham, North Carolina: Duke University School Of Law. Equality and Human Rights Commission (EHRC), 2014. Equality Act 2010 Code of Practice: Employment Statutory Code of Practice. Available from http://www.equalityhumanrights.com/sites/default/files/documents/EqualityAct/employercode.pdf [viewed on 5th December 2014] Gansler, D.F., 2013. Guide to legal aspects of doing business in Maryland, A joint publication of the office of the Attorney General and the Department of Business and Economic Development. Government Equalities Office (GEO), 2010. Equality Act 2010: public sector equality duty what do I need to knowA quick start guide for public sector organizations. Government Equalities Office (GEO), 2012. Equality Act 2010 – employer liability for harassment of employees by third parties: A consultation Heathfield, S.M., 2014. Prevent employment discrimination and lawsuits. Available from http://humanresources.about.com/od/discrimination/qt/prevent-employment-discrimination.htm [viewed on 5th December 2014] Jacobs and Jerald A., 2007. Association Law Handbook. ASAE & the Center for Association Leadership, 4th ed. Laurence, B., 2014. How corporations are taxed: learn the benefits and drawbacks of corporate taxation, Available from http://www.nolo.com/legal-encyclopedia/how-corporations-are-taxed-30157.html [viewed on 5th December 2014] Lazier, K., 2009. Benefits and disadvantages of incorporating an unincorporated association. Association of Corporate Counsel. Available from http://www.lexology.com/library/detail.aspx?g=49d3dabe-8f35-4e5e-b971-5c2c93c79b73 [viewed on 5th December 2014] Muyi-Opaleye, D., 2014. Archive for the ‘Equality Act 2010’ category: asking and responding to questions of discrimination. Employment Law Blog. Available from http://employmentlawblog.fieldfisher.com/2014/asking-and-responding-to-questions-of-discrimination [viewed on 5th December 2014] Oleck and Stewart, 2002. Nonprofit Corporations, Organizations & Associations , Prentice-Hall, Cum. Supp. Price Water-house Coopers (PWC), 2008. A regulatory guide for foreign banks in the United States 2007–2008 edition. Price Water-house Coopers Shah, A., 2013. The costs of discrimination. The London School of Economics and Political Science. Available from http://blogs.lse.ac.uk/diversity/2012/03/the-costs-of-discrimination/ [viewed on 5th December 2014] Williams, C., Barton, D. and Coltrain, D., 2000. Selecting a business structure: an informational guide to forming businesses. Kansas State University, Department of Agricultural Economics.

Deception in Shakespeare’s MacBeth Essay

‘Your hand, your tongue: look like the innocent flower, but be the serpent under’t.’ (Shakespeare 1.5. 64-66) Throughout Shakespeare’s Macbeth, things are not always as they seem. Deception in this play is always present, especially with the main characters – Macbeth and Lady Macbeth. Lady Macbeth is the most skilled at persuading others, especially her husband, into believe things that are not true. The above quote, spoken by Lady Macbeth to her husband, shows exactly how manipulative and deceiving she can be. She is telling Macbeth to look and act pure, but to be evil inside. Macbeth, evidently led by his wife, but also by his own ambitions, is likewise guilty of deception. He deceives his best friend Banquo, King Duncan, as well as his public. Lady Macbeth and Macbeth also try to use denial and rationalization to deceive themselves. This self-deception leads to grave circumstances for them both. Macbeth is forced into further and further lies, making life difficult and unbearable. Lady Macbeth is also caught in the depths of deception and eventually kills herself. Therefore, it is obvious that the main characters of Shakespeare’s Macbeth are all negatively affected by the recurring theme of deception. Throughout the play, Lady Macbeth uses her ability to mislead others in many ways. First of all, she decides to use deception to push her husband’s ambition to be king. †¦Hie thee hither, that I may pour my spirits in thine ear, and chastise with the valour of my tongue all that impedes thee from the golden round†¦(1.5.25-28) Lady Macbeth believes that, to be successful in his ambitions, Macbeth must rise above his goodness and accept her evil ways. She knows that the process of making her husband believe what she wants may not be easy. Lady Macbeth has to be cunning, and she is up for the challenge. The thought of being in power – the King and Queen of Scotland – drives her and she cannot be stopped. Lady Macbeth often has to reinforce her immoral beliefs to her husband, giving him a boost. Was the hope drunk, wherein you dressed yourself? hath it slept since, and  wakes it now, to look so green and pale at what it did so freely? From this time such I account thy love. Art thou afeard to be the same in thine own act and valour, as thou art desire? Wouldst thous have that which thou esteem’st the ornament of life, and live a coward in thine own esteem, letting ‘I dare not’ wait upon ‘I would,’ Like the poor cat I’the adage?'(1.7.35-42) Lady Macbeth implies that Macbeth is being cowardly by not going after what he wants. She preys upon her husband’s pride to remind him of his ambitions. Once she has schooled her husband in the art of deception, she must help him uphold this image and the lies. This deceit always results in hazardous outcomes. Although Lady Macbeth is the most talented deceiver, Macbeth is also lead into committing his own deceptions. He begins to learn from his wife, and, in turn, proceeds to deceive many others. Deceiving his friends becomes a frequent habit, and Macbeth is forced to continue his lies and stories. Do not muse at me, my most worthy friends; I have a strange  infirmity, which is nothing to those that know me. Come, love  and health to all; then I’ll sit down. – Give me some wine: fill  full: – I drink to the general joy of the whole table, and to our  dear friend Banquo, whom we miss; would he were here. (3.4.84-91) This falsehood is evident, as Macbeth is trying to fool his dinner guests about the reasons for his strange behaviour. Pretending that everything is fine eventually does not work, and as the play continues, so does the deception on many different levels. Deceiving others may seem difficult, but deceiving oneself leads to even bigger problems. Lady Macbeth is so occupied with trying to mislead others,  while rationalizing the deception to herself and her husband, that she does not notice how much the guilt is building. She finally gets so caught up in the deception game, that she cannot take it anymore. Lady Macbeth’s worry that people are no longer falling for their deceptive ways, comes out in one of her mad ramblings in front of the doctor: ‘†¦What need we fear who knows it, when none can call our power to account?'(5.1.35-37). Though she is trying to be bold, saying that she does not care who knows what they have done, the statement proves that she does fear being detected. In the end, Lady Macbeth’s guilt over all of the lies gets the better of her. She goes mad, sleepwalking and rambling about the murders. ‘Wash your hands, put on your night-gown; look not so pale. – I tell you yet again, Banquo’s buried: he cannot come out on’s grave.'(5.1.58-60) The deception that Lady Macbeth once prided herself on, lead to the self-deception, which then lead to her death when she committed suicide. Macbeth is also in over his head, and his mind starts to play tricks on him on more than one occasion: Is this a dagger I see before me, the handle toward my hand? Come let me clutch thee: I have thee not, and yet I see thee still.(2.1.33-36) †¦art thou but a dagger of the mind, a false creation, proceeding from the heat-oppressed brain?(2.1.37-39) Macbeth’s state of mind is not that of a normal man. He is trying so hard to go against his nature, convincing himself that deception is the only way to be King. The deceit does take its toll: ‘O! full of scorpions is my mind, dear wife!'(3.2.36) Macbeth becomes imprisoned by his illusions caused by the build up of denial and self-deception. Banquo’s ghost is an example of these illusions. ‘†¦Take any shape but that [Banquo’s] and my firm nerves shall never tremble: or , be alive again†¦'(3.4.103-104) Macbeth’s inner struggle is coming out and, because his mind is in such a state, he can no longer control his behavior. Like his wife, Macbeth’s own inner deception has made him crazy. Macbeth goes from being a noble warrior with honest ambition, to someone that cannot even control his own thoughts anymore, due  to all of the deception. From the end results of the play, we can clearly see how deception ruins lives. Shakespeare shows the audience that misleading others – and oneself, is not honorable nor the way to get ahead. Lady Macbeth’s ability to seduce her husband into having immoral thoughts, leading to immoral actions to gain power, does not pay off. Macbeth’s learned evilness and deception also affects him negatively, and the quest to be king is tragic. Self-deception is the worst kind of deceit, as we can see that the guilt becomes overwhelming, causing insanity. Evil deception of any kind is clearly harmful and a valid moral lesson can be taken from this play. BIBLIOGRAPHY Shakespeare, William. MACBETH. England: Longman Group UK Limited, 1986.

Importance of Nature in a Childs Life Essay

Nature is made by nature, not by man. Nature can be used for many different things. It can be used for a natural playground, a learning experience, a science experience, a meditation place. The list is endless on what nature can be used for. The best part about it is that there is no list that states what it can and can’t be. It is all in your imagination. This is important for children to learn and grow with. Without nature, there would be no land to live on, no land to play on, and no land to discover and explore. It creates an open-minded adventure for any child. see more:life in 2050 This paper will explain the importance of nature in a child’s life. Nature fosters the imagination. There is no structured play or premade envisions on what things should or shouldn’t look like. How the child thinks and sees things is how things will appear to a child. For thousands of years, children have used outside as their main source of play. Humans have evolved with nature. Nature fosters the imagination because there is no limits to what a child can perceive things as. A child can be a pirate, a princess, or whatever he or she may want to be. Unlike coloring books, there is no outlined picture. Nature is not â€Å"it is what it is†, nature is â€Å"it is what you think and see. † Because there are no guided instructions, it gives the child an ability to guide their own play. This is important for leadership and imagination. It helps the child live their wildest dreams and think up anything they wish. This is a crucial part to developing imagination. Technology is a big issue when it comes to shaping a child’s mind. There are almost always pictures of what things look like or what they â€Å"should† look like. This gives a child a picture in their head of what the image should look like. This blocks the imagination because the child is not free to what they should think about the picture and it does not give them a chance to create the picture in their head on their own. In recent history, technology has advanced more than ever. Elementary schools are using programs and technology to take spelling tests, practice their reading, taking tests, reading to the children. All of these have their ups and downs but it takes away from nature. People are getting so caught up in technology that they orget about their natural playground that accessible whenever anyone pleases. Technology is not always accessible. Natural playscapes are growing in childcare centers. It is becoming more popular everywhere. A natural playscape or playground is a space where there are no manufactured play structures. It is all based on nature and using nature as materials for the playground. These may include sand pits, water, vegetation, boulders or other rocks, textured pathways, etc. These playgrounds are relatively inexpensive and are easier to create rather than assembling a premade play structure. Having natural playscapes teaches the children about their senses (touch, taste, sight, hearing, and smell), social/emotional play, leadership in their own imagination, and challenges the child to learn about new things and explore freely. A big lesson to learn for a child with natural playscape is the respect for nature. Growing vegetation to put on the playground with the children and having them involved in this transformation shows and teaches the children about the cycle of plants, respecting nature, and all about gardening. These are important lessons for any child to learn. Nature teaches children about how to respect the world around them. With technology, you can learn how to do anything. But with nature, you can learn how to do most things and how you learn is by doing not researching. By planting vegetation, the child learns about the cycle of plants, what it takes to take care of it, and what it takes to plant it. This teaches them responsibility and explores new knowledge to be absorbed. If we teach the younger generation now how to respect nature and how to take care of it, it will give nature a fighting chance in the future. Nature also helps children develop their observation skills. There is a lot to be learned and new things to explore. With all of these new things, they are able to free roam and observe what these things are. This helps in their future with school and life-long learning. Not only does nature help the development of a child’s creative side but it may be proven to help ADHD and ADD. In a study done by Frances Kuo, PhD and Andrea Faber Taylor, PhD from the University of Illinois, it showed that activities done outside are less likely to show the effects of ADHD. They sent out ads and got more than 400 responses from parents who wanted to participate in this study. There were about 322 boys and 84 girls and lived all over the U. S. in different house settings. Activities were done inside and also outside with nature. This resulted in the children showing less signs of their ADHD according to their parents. A questionnaire on the internet followed the activity and â€Å"In each of 56 analyses, green outdoor activities received more positive ratings than did activities taking place in other settings,† Kuo and Taylor wrote. Where the child was from, age and sex did not show any significant to the outcome of the study. Nature also contributes with health. You can never be fully unhealthy if you play at least an hour a day outside. With the technology boost, most children choose it over going outside. This causes their obesity to escalate and the child being physically fit to plummet. Nature encourages a child to run around where ever they may choose rather than sit on a couch and play a game. Being physically fit has proven to expand a life span. If nature is being introduced at a young age, they are more willing to participate in physical activities that build a stronger heart and health. Gross motor and fine motor skills are developed faster with outdoor play. It promotes gross motor physical activities such as running, jumping, skipping etc. It also promotes fine motor such as picking up grass, flowers, and leaves. Introducing this to young children is important. Although they develop these skills naturally, playing outdoors will help advance these skills. Nature is an important part of life no matter what your age is. It fosters imagination, helps promote creativity, creates leaders, promote social/emotional play, learning respect the earth and what is around you, develop gross and fine motor skills, teaches you the cycle of vegetation, and can teach you so much more. It is a subject that is based on life learning and it will always be available as long as people learn about it and keep it around. Nature is a natural gift that no one can take away. Some people forget that it’s the simple things that can make the bigger difference. Personally, this subject was interesting for me to learn about. At my center that I am working at, Carolyn’s Red Balloon, we are redoing our playground to a natural playscape. We have so far taken down the big play structures and kept the house looking part on the floor. The children have had improved behavior because there is less structures to get away with things on. We also have been growing plants in our classrooms such as beans, strawberries, and tomatoes so far and the children love to come in and see the progress the plants have made. Before we stared this, they used to pull out all of the flowers and kill all of the bugs they saw. Now that they are learning about respect for the earth, you can tell they are truly changing. They now observe bugs rather than killing them and love to watch the flowers and plants grow. I have seen a personal change in each child and that is why I choose to research this topic.

2nd Catcher in the Rye ASSIGNMENT Essay Example | Topics and Well Written Essays - 500 words

2nd Catcher in the Rye ASSIGNMENT - Essay Example He claimed he had a true love for his younger brother Allie, who died, but uses the story of Allie’s baseball glove for a fellow student he himself has already recognized to be shallow and uncaring and self absorbed. When Stradlater rejected the paper about the glove, what other response was Holden expecting? A memory so sacred as that would not have been wasted on someone like Stradlater. Secondly, when Holden returns home and meets up with his sister Phoebe, he jumps in the closet and allows her to take the blame for smoking from their parents. Is this the way you treat someone you have respect for? I don’t think so. Holden seems to have regard for certain people when it’s convenient for him to do so, but the moment he is expected to put any part of himself on the line, he backs away, and immediately finds something at fault about the other person. This is not only the behavior of someone who is inconsiderate, but someone who is willingly immature; and I say wi llingly, because he clearly admits to being a liar and fabricator early on in the novel, so he knows his behavior is inappropriate, but he simply doesn’t care. I understand that Holden was living in a time of social change, but so was everyone else. The thing that sets Holden apart from the others is that he refused to allow anyone to help him grow up. Once you grow up, you can no longer make excuses for bad behavior, or alienate yourself from society because there are rules to follow. Holden Caulfield, as poetically as he may be on paper, in life, is an inconsiderate brat. Answer: I’m angry and frustrated at all of the phony people around me who think that they are so much better and superior to others, and feel that they can get away with anything. I hate that fact that having money and material goods somehow makes you someone important in this world, and gives you the right to step on

Against The Odds - Documented Argument Essay Example | Topics and Well Written Essays - 500 words

Against The Odds - Documented Argument - Essay Example Further, my above average intelligence greatly tilts the statistical output towards my getting high academic grades. Consequently, I will fall within the Shapiro et al research findings’ possible 15 % of students who can complete their four year college degree within six long fruitful years (Shapiro et al. 9). My intelligence will lead to my being among the 42 percent of students who are able to complete their college degrees without need to transfer to another institution (Shapiro et al. 4). The statistics espouse the responsible students can pass all college requirements. Furthermore, my allocating enough time to studying my class lessons contributes to my being one of the few successful college graduates. Consequently, my being part of the 51 percent mixed students enrolled in the average college program will help me gain much needed support from diverse student friends. The mixed student group is composed of both full time and part time student enrollees (Shapiro et al. 18). Moreover, my long list of easily retrievable relevant academic resources ensures I can submit high quality academic papers on time. Consequently, I can finish my college course within six or less years. My close kinship with the college library staff and other intelligent classmates will assure my falling within the statistical finding’s less than 35 percent student population who will receive a college diploma within six years (Radford et al. 13). The statistics affirm that the effective and efficient students will graduate from college. In addition, an interview with one my close associate affirms I will successfully grab my college diploma. The interviewee shared statistics to back up the college claim (U.S Census Bureau 1). The statistics state that there is an overall 30 increase in the number of college graduates from 1965 to 2010. Specifically,

Hybridized Identity and the Love of Learning Assignment

Hybridized Identity and the Love of Learning - Assignment Example Identity is important in identity hybridization, one must know his identity first before being hybridized and turn it into something else. However, identities are constantly changing through time. I agree with the author towards Plato’s thought (par 8) that the fundamental identity of different things resided in the realm of the Forms (Plato, 1966 as cited by author). It really denies it. It does not merely seem to deny it. And Plato would deny that what is heroic today is different from what it was before. People’s opinions about it might change, but those are shadows, not reality. But is there an assurance that the person is still the same if his identity changes? Hume suggested that the self is a bundle of perceptions, including memory that changes over time. This precludes that any two people could be the same, but it allows that one can change, constantly, and still have some almost undying (at least in one’s lifetime) thread. However, amnesia and dementia m ay erase all of the person’s memories, which loses his link between his past and present, making him different person because arguably, a person with severe dementia or amnesia is not the same person, only the same body. A person composes of multiple selves (par 12), but to Baldwin (1897) a self has two aspects: the ego which represents the thoughts about oneself, and alter which represents the way one thinks of another (par 13). Ego and alter play an important role in decision making and the way to react depending on situations. In Oupensky’s statement (par 14) one becomes master over the other for only thirty minutes, until a new one takes over the other. This is similar to Nietzsche’s notion of the self as a number of wills to power, each expressing itself as master at different times. Transformation of one’s identity becomes rapid if he

Ford Pinto Case Essay Example | Topics and Well Written Essays - 500 words

Ford Pinto Case - Essay Example This line of thinking is supported by the first principle in Rawls’ theory of justice: that each person is entitled to the most extensive total system of equal basic liberties (Oyeshile, 2008, p. 65). Among our human liberties, nothing is more basic than the liberty to be secure in one’s right to life and well-being. The intentional deprivation of one’s life and health becomes an unethical act and works against the theory of justice of Rawlsianism. Furthermore, in weighing the theoretical costs to benefits, Ford transgressed the principle of Mill’s utilitarianism which defines value as not merely that which pertains to quantity (pursuant to Bentham’s hedonism), but that which takes into account the quality, or the good making properties which determine value (West, 2006, p. 120). In short, the net benefit in dollars and cents cannot offset the threat to human life and health that their design posed. ââ€"  Is American industry at too much risks for lawsuits to remain competitive? Should lawsuits such as the one against Ford be disallowed or limited? Why or why not? Should we try to restrain, in this and other product liability situations, the litigiousness that seems to characterize American life? How might we do this? There are some lawsuits built on superficial claims of product liability, simply because they negate the role played by customer negligence. In the case of the Ford Pinto, however, the customer has a real and valid actionable claim against Ford. The sale of a product is inclusive of warranties against product defects, and in the Pinto case, an exploding gas tank is a huge defect. Furthermore, seen from the Rawlsian difference principle, social and economic inequalities are to be arranged so that they are both to the greatest benefit of the least advantaged. In this case, individual customers are the much

Jaguar Land Rover Management Report Essay Example | Topics and Well Written Essays - 5250 words

Jaguar Land Rover Management Report - Essay Example The company is highly concerned in developing a business model that will contribute the overall nature and climate protection, by investing into green technology, implementing low-carbon solutions into the vehicle building technologies, and developing green materials for vehicle production. Therefore, product life cycle is considered as the key aspect of the proper strategy development, since it involves all the three components of the strategy. It is divided into 7 phases:1.  Design: This is the basic step of developing a â€Å"green† product, and reducing CO2 emissions for the future models. The stage involves developing safety, energy saving and durability technologies.2.  Raw material production: the company deals with the sustainable suppliers. This is also important for the final cost reduction, since â€Å"green† suppliers offer lower prices (Jaguar Land Rover Annual Report, 2014)3.  Transporting: the properly developed logistics strategy helps reducing the transportation costs, as well as CO2 emissions. 4.  Manufacturing: emissions to air, soil, and water are thoroughly controlled by implementing filters, and energy saving technologies. Additionally, the waste and emission control helps implementing the waste recycling technologies, which is also helpful for cost reduction. 5.  Delivery to customers: the shorter delivery ways help reducing emissions and costs, emissions to air. Similarly to material and components transportation, shorter ways are required for cost and emission reduction.

The role of perceived value in the relationship of switching cost and Essay

The role of perceived value in the relationship of switching cost and customer loyalty in e-commerce 04242 - Essay Example In the contemporary world of consumer marketing, customer loyalty has received immense importance as the success of an organisation is dependent on it (Reichheld and Schefter, 2000). There are many studies related to customer loyalty; however, there are few which highlight the role of perceived value in relation with switching cost and customer loyalty. In this project, eCommerce industry is selected and the relation is examined with the help of primary and secondary research. There are many studies pertaining to customer loyalty and switching cost; however, there are few regarding the affect of perceived value on both the factors. This prompted the researchers to do extensive research on the topic and examine the relation in the eCommerce industry. The researchers have defined customer loyalty as the behavioural and attitudinal measures for assessing the success of an organisation. With regard to attitudinal perspective, it is viewed as particular desire for continuing the relationship with the service providers (Anderson and Cunningham, 2008; Yang and Peterson, 2004). However, the behavioural view explains that customer loyalty can be defined as the repeat patronage of the individuals towards a particular brand. It is dependent on the number of times a purchaser has chosen the product or service from a definite category. This frequency is compared with the total number of purchases that is made earlier in order to examine the level of customer loyalty (Anderson and Cunningham, 2008). Customer perceived value is significant for examining the purchase behaviour of an individual (Yen, 2009). The customers get a number of opportunities during any online shopping; hence, the brands have to maintain a good relationship with the customers so that the switching cost is not high. Nevertheless, perceived value contributes loyalty towards the consumers by providing a number of alternatives (Anderson and

Why is it important for managers today to be entrepreneurial Essay

Why is it important for managers today to be entrepreneurial - Essay Example The world is witnessing competition in every corner and at every scale. The globe revolves around money. Money is the game changer and for that matter the business and economic arena is expanding every day swiftly. Now money is not only dealt with at organizational level, instead it has seeped into the lives of individuals. That means that in this twenty-first century, an individual can be an organization in itself given he/she is creative and capable enough. Such individuals are called entrepreneurs who are replacing managers. Whether this new trend could be successful depends on certain skills required that form the prerequisite of booming businesses. How similar are entrepreneurial skills similar to managerial skills would determine whether these two are contradictory or complementary in an organization. To start off with, the terms entrepreneur and manager need to be defined separately. According to the Merriam-Webster dictionary, an entrepreneur is that individual â€Å"who org anizes, manages and assumes the risks of a business or enterprise† or â€Å"one who organizes a new business venture in the hopes of making a profit. On the other hand a manager is â€Å"a person who conducts business or household affairs and does the job of management.†... This is because it is believed that only entrepreneurs with their skills of â€Å"creativity, intuition, goal-oriented, responsibility, self-confidence, independence, optimism, discipline and fantasy† can come up with possible solutions to the problem of poverty, unemployment and environmental hazards.(Papulova & Makros 2007). For managers, the required and basic skills are technical, interpersonal, conceptual and communication. These are the pre-requisites for having a healthy relationship with the leader and subordinates of the organization. If the manager fails to do so, the organization will also be deemed to fail. It would mean that the core of the organization is corrupt. Managers need to be prepared for the best and worst case scenarios. They have to play the role of entrepreneurs when at the peak of success or on the verge of tipping over. There are a few traits that should be present in both managers and entrepreneurs simultaneously. The interpersonal roles of figureh ead, leader, liaison, information roles of monitor, disseminator, spokesperson and the decision making role of entrepreneur, disturbance handler, resource allocator and negotiator need to show face at the right time. (Papulove & Mokros 2007). There are five stages of growth of an organization where the founder/leader needs managerial and entrepreneurial skills. The first phase that is pre start-up phase requires relevant knowledge of setting up a business, demand of the market and one’s own abilities. To be successful in this competitive world, one needs to have a new and unique idea at the initial phase. That certainly requires entrepreneur skills because rigidity is just not acceptable at this stage. The second phase is the survival stage. This is a

The Emergence of Globalization Research Paper Example | Topics and Well Written Essays - 1500 words

The Emergence of Globalization - Research Paper Example As defined above, globalization is an elimination of trade barriers, communication and cultural exchange limitations (Murray, 2006). The emergence of globalization was introduced to promote inherent wealth among all countries in the world. The United States has notably been identified as the leader in globalization after the World War II. In 1993, they introduced the North American Free Trade Agreement (NAFTA) which was a movement aimed at eliminating trade boundaries and promoting globalization (Brook, 2008). In the 19th century, most countries started investing in new forms of transport and communication services. Additionally, there were other transport systems such as road and air transport and communication forms such as the introduction of the internet and the cell phone (Murray, 2006). With the invention of these advanced forms of transport and communication, billions of people were connected globally. In 2000, the International Monetary Fund acknowledged four fundamental aspe cts of globalization (Brook, 2008). These aspects include trade and transactions, capital and investment movements, migration and dissemination of knowledge. Early in the 21st century, the developing states augmented their global trade share. However, there was a vast disparity among the major regions in the world in regard to trade and other transactions. Also, the movement of people to different places in the world had a significant impact on the globalization factor. In most cases, it was noted that individuals migrated from their countries to other regions where the economy was advanced. In addition, dissemination of information is also an integral aspect in globalization (Brook, 2008). Technological innovations formed significant benefits to the least developing countries in the world. Lastly, the aspect of investment and capital movements still remains significant in globalization. Most of the corporations which are located in the United States have moved their services to oth er countries where it is cheap to perform their business. Additionally, other technical jobs and services are also moving to other locations. This is referred to as off shoring and outsourcing. Therefore, this has enabled most Americans to become designers and innovators among other careers, which employ new concepts and technologies. Research clearly asserts that, the education standards in the United States are drastically regressing. Subjects such as intelligent design are being taught in many institutions. Even with the higher education provided in the country, most of the technical subjects are being studied in other countries (Murray, 2006). The former president of the United States; George W. Bush claimed that they should not be against globalization. However, it is observed that the country is significantly falling behind when competing economically in the global market (Brook, 2008). As a matter of fact, something should be done before more Americans leave the country for b etter opportunities in other countries. The economy of the United States is temporarily stagnant as a result of these effects. In the globalization aspect, there are both positive and negative impacts. Most of the benefits of globalization correspond to the less developed countries since; through globalization the less developed countries are able to improve their economic conditions. In the United

Poverty, the Never-ending Disease Essay Example for Free

Poverty, the Never-ending Disease Essay Poverty is a lack of goods and services needed to maintain a minimal adequate standard of living. The definition of the term adequate varies, however, with the general standard of living in a society and with public attitudes toward deprivation. No university accepted the definition of basic needs exists because poverty is a relative concept. In poorer countries it means living at the brink of subsistence, while in our country few improvised families confront starvation, although many suffer from undernourishment. Not everyone is born into a life of the rich and glamorous. Those who are fortunate enough know that they are very lucky to be in their position. Others however are totally in different situations. They need to fend for themselves and having meal is something which comes only once a day. Malnutrition is the obvious result of not consuming the right amount of food. This will lead to outbreaks of diseases but in poverty stricken countries there are no hospitals to cure this. Lacking infrastructure means lacking educational rights. People who are living in poverty cannot afford to send their children to school so this will mean an unclear future for their children hence the undernourishment. Furthermore, living in crowded areas, this has a tendency to increase the chances of disease as people are drinking from unsafe sources of water. People around the world are not aware of how immense this issue is and sometimes hesitant to believe the scale that it has risen to. Without understanding the people living at a disadvantage from the rest, there is no cure for the problem. Poverty is not only the problem of the poor, but the rich as well. If the wealthy becomes too concentrated and there are too many people at the low end who cant contribute to the cost of society (taxes t o maintain infrastructure for instance) then more of that burden must fall to the wealthy. The wealthy that derive their wealth by selling goods and services to a mass market will be affected if the market dries up because too many individuals are too poor to be able to buy the goods/services. With hints of the invisible hand playing a role in this, it’s possible that the economy might not adjust to the buyers and sellers. People suffering from poverty may become enraged at the disparity between themselves and the wealthy and may express that rage through a violent revolution and redistribution of wealth. Some wealthy individuals may feel concern about such a disparity and choose to give some of their wealth to better the condition of the poor or to help the poor find a way to prosperity. Poverty in the United States has long been a social, political, and human rights issue. Few people would say that it is not our moral duty, as social human beings to take care of those less fortunate than ourselves, to the best of our ability. These types of people have what is called a â€Å"libertarian†. There is really no specific definition of â€Å"libertarian†, but it is associates justice with liberty. In relation to the matter at hand, specifically poverty in America, libertarians are against taxing the affluent or forcing people to aid the starving and poor. One of the most influential libertarians of our time is Professor Robert Nozik. His theory of justice begins with the principle that all people have rights, which require that we refrain from interfering with others. Other than this we have no obligation to do anything positive for anyone else, and likewise, they have no obligation towards us. These rights are natural or inalienable because all humans have them and they do not come from any social or political institutions. These rights forbid us from interfering with a person’s liberty even if it would promote some general good, or prevent another’s rights from being violated. Overall, the general idea is that people have the liberty to live a life free from intervention of others, and can lead their life however they so choose. In addition, he says that if a person acquired their fortune or possessions without harming, defrauding, or violating the rights of any others, then it is morally permissible to use those things however one wishes. This includes wasting, willing, or endowing the possessions to someone else. Even though many people are dying from starvation and malnutrition, Nozik’s theory of justice states that one has no obligation to help those people. His theory is summarized as follows: 1. A person who acquires a holding in accordance with the principle of justice in acquisition is entitled to that holding. 2. A person who acquires a holding in accordance with the principle of justice in transfer, from someone else entitled to the holding, is entitled to the holding. 3. No one is entitled to a holding except by (repeated) applications of 1 and 2. Relating to poverty, libertarians feel that no matter how the actual distribution of economic holdings may look, if all involved are entitled to the holdings they possess, then the distribution is just. Although Nozik’s theory concentrates on the just of distribution, Rawl’s theory of the difference principle can be thought of as the similar concept. The main moral motivation for the Difference Principle is similar to that for strict equality. The overwhelming economic opinion though is that in the foreseeable future the possibility of earning greater income will bring forth greater productive effort. This will increase the total wealth of the economy and, under the Difference Principle, the wealth of the least advantaged (the poor). The inequalities consistent with the Difference Principle are only permitted so long as they do not compromise the fair value of the political liberties. So, for instance, very large wealth differentials may make it virtually impossible for poor people to be elected to political office or to have their political views represented. These inequalities of wealth, even if they increase the material position of the least advantaged group, may need to be reduced in order for the first principle to be implemented. The difference principle may be the solution to poverty in the near future, but sadly the idea of strict equality between individuals will be a difficult concept for people to grasp. Capitalism is a system designed to produce for private profit, not for public need. We have gotten as far as we have due to decision-making of corporate boardrooms and placing them under the democratic control of the majority that the economy can provide for our needs. To do that, we need to bring into public ownership the largest 500 corporations and financial institutions. If the assets of these giant companies were under our democratic control, then investment and resources could be democratically controlled by working-class people. Resources would be available to address our most pressing social problems and allocated to areas of most need. To achieve this means breaking from giving any support to the two big-business political parties the Republicans and Democrats. They are both fully implicated in creating the present mess we are in. We need to build a new political party to represent our interests as workers, the poor and young people, and which points a finger at the real villains, the super-rich and the capitalist system.

Importance of Vaccinations

Importance of Vaccinations Kasandra Padilla Each year the Department of Health and Human Services releases a list, essentially a schedule, of optional vaccines for children 0-18 months. Although these shots are not required, they are highly recommended. However, in recent years there has been speculation that the rise in childhood immunizations has caused excessive and unnecessary medical issues among children in the United States. This hearsay, spurred on by a handful of studies, claims causal relationships between developmental disabilities and certain elements found in vaccines. These studies, along with certain religious teachings and personal beliefs, have caused a number of parents across the United States to opt out of vaccinating their children. This decision has, unfortunately, caused the recent outbreaks of several, previously manageable, viruses in a number of America’s cities. In his article â€Å"Anti-Vaccination Movement Causes a Deadly Year in the U.S.† (2013), Brian Krans stated, â€Å"The anti-v accination movement continues to leave the door open to outbreaks of diseases that have been all but eradicated by modern medicine. These diseases include measles, polio, whooping cough, and more.† According The Center for Disease Control [CDC] measles is considered to be the deadliest childhood disease (2013), and all previously mentioned diseases (measles, polio, and whooping cough) are spread easily and simply by coming in contact with an infected individual. Although, in some cases, there may be side effects to certain vaccinations, the positive aspect of being immunized against a number of fatal diseases far outweighs the possible effects or reactions that may occur. Firstly, as briefly mentioned, vaccines save children from preventable diseases. Children are going to be children. So, parents protect them from sharp pointy objects, install gates to protect them from unsafe areas of the house, only feed them certain food for the first few months of their life, and do not feed them other foods until a certain age. Vaccines are another way to prevent one’s child from danger. According to Dr. Vincent Iannelli, a pediatrician in Dallas, Texas, today’s parents did not grow up in an era riddled with disease like Polio and therefore often forget the importance of vaccines (Vaccine Preventable Diseases, 2014). The World Health Organization [WHO] fact sheet classifies polio as, â€Å"a highly infectious disease caused by a virus. It invades the nervous system, and can cause total paralysis in a matter of hours,† and includes symptoms such as, â€Å"fever, fatigue, headache, vomiting, stiffness in the neck and pain in the limbs† (2014). Global Health Strategies [GHS], an international consulting firm that focuses on research in health care, mirrors Dr. Ianelli’s view and the issue of Polio, â€Å"Few remember a time in the US in the 1940’s and 50’s when fear of this crippling disease pervaded all pockets of society. Images of shuttered swimming pools and children in iron lungs and on crutches colored every mother’s daily worries† (2012). Therefore, due to the effectiveness of the very vaccines that they often contest, some individuals may not realize the severity and complexity of a disease. Individuals that choose not to vaccinate their children, known as anti-vaxxers, sometimes claim religious beliefs as the main reason for choosing not to immunize their children. One main issue that people cite is that certain vaccines contain fibroblast cells of fetal tissue. These fibroblast cells aid in holding connective tissue together (Hot Topics: Fetal Tissues, 2013). According to Paul Offit, a doctor at The Children’s Hospital of Philadelphia, the tissue resulted from two terminated pregnancies that occurred in 1960, and â€Å"No further sources of fetal cells are needed to make these vaccines† (2013). In other words these cells are not taken from fetuses today, like some anti-vaxxers claim. In the same article Dr. Offit continues on to state that these cells are used for two reasons: â€Å"Viruses need cells to grow and tend to grow better in cells from humans than animals (because they infect humans),† and because of the Hayflick limit, where cells die a fter being divided a certain number of times, fetal cells are used because they are able to â€Å"go through many more divisions before dying† (2013). Dr. Offit also notes, in â€Å"Parents Fake Religion to Avoid Vaccines,† that religious beliefs have come to be the default; because of state laws protecting religious practices, people claim religious exemption when it is that they just do not believe there is a need for immunizations (2007). The second reason that immunizations are beneficial is that they prevent outbreaks from occurring. In her article, â€Å"Measles Is Spreading In Our Largest Cities Because People Aren’t Vaccinating Their Kids† (2014), Tara Culp-Ressler, the health editor for ThinkProgress, a non-partisan web-based news source, discussed how recent outbreaks have occurred in â€Å"Boston, San Francisco, San Diego, and Dallas areas. Measles have also recently been reported in suburban areas in Connecticut and Illinois.† Anti-vaxxers claim that other countries do not have as many vaccines and they do not experience outbreaks. J.B. Handley (2011) stated â€Å"Iceland, Sweden, Singapore, Japan, and Norway give 11, 11, 13, 11, and 13 vaccines respectively—all less than 1/3 the number of vaccines the U.S. mandates.† Each vaccine on the CDC’s schedule is highly recommended, they are not â€Å"mandated.† If they were mandated no parent would have a choice in va ccinating their child and there would be no exemptions. Also, Handley mentioned that each of these countries only have 11-13 vaccines. The US only has 14 vaccines; these fourteen are given in a series from 0-18 months, not 36 separate vaccinations as Handley leads one to believe. It is necessary to highlight, because of the sheer difference in land mass and therefore population size, the population of each of the countries Handley mentioned. The most current statistics show Iceland: 326,340 (Statistics Iceland, 2014), Sweden: 9.7 million (Statistics Sweden, 2014), Singapore: 5.4 million (Department of Statistics Singapore, 2014), Japan: 127 million (The World Bank, 2014), Norway: 5 million (The World Bank, 2014), and the United States: 317.3 million (United States Census Bureau, 2013). These statistics emphasize Handley’s error in comparing countries with a much smaller population to that of the United States, and further underscores the previous inaccuracies contained in his argument regarding vaccination requirements. In countries where they do not promote vaccinations, such as Nigeria, Pakistan and Afghanistan (GHS, 2012), there are outbreaks of several diseases. For example, according to WHO, each of these countries remains endemic (2014). That is to say that communicable disease, such as polio and measles, are found regularly in these parts of the world. The probability of dying before one’s fifth birthday in Pakistan is almost 9% (86 in every 1,000 births) (WHO, 2014). Tara Culp-Ressler stated outbreaks in the United States tend to occur because families travel abroad, become infected, and then bring the virus back the US, infecting others who have not been vaccinated (2014). Lastly, vaccines are safe. Due to a handful of studies conducted by the previously mentioned J. B. Handley and Andrew Wakefield, the public now associate vaccines, particularly the MMR vaccine, with causing autism. Each of these individuals has been criticized for their lack of scientific objectivity in their experiments, with Wakefield in particular being barred from practicing medicine in Britain because of his falsified study (BBC, 2010). Unfortunately, their claims still remain on the public’s mind. It also does not help to quell the public’s concern when a celebrity, Jenny McCarthy, takes these falsified studies and uses them as a platform in an attempt to further frighten parents with the claim that her child suffers from autism because of the vaccinations he received. A study conducted by Sharpe, Gist, and Baskin (â€Å"Autism Spectrum Disorder and Their Unaffected Siblings Exhibit Hypersensitivity to Thimerosal,† 2013) point their fingers at Thimerosal, which, according to the Immunization Action Coalition (2011), is a â€Å"preservative that has been used in some vaccines since the 1930s.† The CDC, as well as the Immunization Action Coalition, point out that Thimerosal is present in only one influenza vaccine, and has been reduced to trace amounts. It should also be noted that, should one choose, there are other available alternatives to that particular influenza vaccine which contain no Thimerosal (2011). So, this preservative that anti-vaxxers claim causes autism is, in fact, is not contained in the MMR vaccine. Parents, undoubtedly, want to provide the safest environment for their children in order to keep them out of danger. Vaccinating one’s child is no different. Unfortunately, there is an abundance of information available that can cause a person to feel overwhelmed. When a well-known celebrity is claiming her child suffers from autism because of a vaccine, a great deal of the public is going to believe that individual because she is famous and has resources the parent may not have. These claims perpetuate the myths of preservatives being harmful to a child, or that vaccines are unnecessary because such diseases they protect against have been eradicated when they haven not. Each parent has the option to speak with a doctor regarding vaccinations. In fact, the CDC (2014) recommends speaking to a doctor in order to receive all relevant and up-to-date information so that each person can make an informed decision regarding having their child immunized. References Countries: Pakistan. (2014). Retrieved from http://www.who.int/countries/pak/en/ Culp-Ressler, T. (2014, March 14). Measles is spreading in our largest cities because people aren’t vaccinating their kids. Retrieved from http://thinkprogress.org/health/2014/03/14/3408461/measles-outbreaks-cities-vaccination/ Handley, J. B. (2011) Compelling evidence shows that vaccines trigger autism. Epidemics. Detroit: Greenhaven Press. Iannelli, V. (2014, March 30). Vaccine preventable diseases. Retrieved from http://pediatrics.about.com/od/immunizations/a/0408_im_illness.htm Infants, Children, and Teens. (2014) Retrieved from http://www.vaccines.gov/who_and_when/infants_to_teens/index.html Key Figures. (2014). Retrieved from http://www.scb.se/en_/ Krans, B. (2013). Anti-vaccination movement causes a deadly year in the U.S.. Retrieved from http://www.healthline.com/health-news/children-anti-vaccination-movement-leads-to-disease-outbreaks-120312 Latest Key Indicators. (2014). Retrieved from http://www.singstat.gov.sg/ Measles Vaccination. (2013). Retrieved from http://www.cdc.gov/vaccines/vpd-vac/measles/default.htm Offit, P. A. (2013). Hot topics: fetal tissues. Retrieved from http://www.chop.edu/service/vaccine-education-center/vaccine-safety/vaccine-ingredients/fetal-tissues.html Parents Fake Religion to Avoid Vaccines. (2007). Retrieved from http://www.cbsnews.com/news/parents-fake-religion-to-avoid-vaccines/ Polio Eradication. (2012). Retrieved from http://ghstrat.com/issues/polio Poliomyelitis. (2014). Retrieved from http://www.who.int/mediacentre/factsheets/fs114/en/ Population (Total). (2014). Retrieved from http://data.worldbank.org/indicator/SP.POP.TOTL Population in the 1st quarter 2014. (2014). Retrieved from http://www.statice.is/Pages/444?NewsID=10348 Sharpe, M. A., Gist, T. L., Baskin, D. S. (2013). B-lymphocytes from a population of children with autism spectrum disorder and their unaffected siblings exhibit hypersensitivity to thimerosal. Journal of Toxicology, 2013, 1-11. Thimerosal in Vaccines. (2014). Retrieved from http://www.fda.gov/biologicsbloodvaccines/safetyavailability/vaccinesafety/ucm096228 Triggle, N. (2010). Lancet accepts MMR study false. Retrieved from http://news.bbc.co.uk/2/hi/8493753.stm Vaccine Concerns: Thimerosal. (2011, February 25). Retrieved from http://www.immunize.org/thimerosal/

Challenges To Singapores Education

Challenges To Singapores Education At the Teachers Day Rally last September, Prime Minister Goh Chok Tong outlined the challenges to our education system. A key imperative was National Education. Many Singaporeans, especially pupils and younger Singaporeans, knew little of our recent history. They did not know how we became an independent nation, how we triumphed against long odds, or how todays peaceful and prosperous Singapore came about. This ignorance will hinder our effort to develop a shared sense of nationhood. We will not acquire the right instincts to bond together as one nation, or maintain the will to survive and prosper in an uncertain world. For Singapore to thrive beyond the founder generation, we must systematically transmit these instincts and attitudes to succeeding cohorts. Through National Education, we must make these instincts and attitudes part of the cultural DNA which makes us Singaporeans. The Prime Minister set up a committee, chaired by Mr Lim Siong Guan, to study how to introduce National Education into our education system. The Committee has worked out a plan to do so. To take the next step forward, we need the full commitment of every teacher and principal. National Education is not just a book subject. It must appeal to both heart and mind. Unless you are personally convinced of its importance, committed to the cause and have the knowledge and passion to teach National Education competently and whole-heartedly, the plan will fail. Lessons from Other Countries Singaporeans are not unique in needing National Education. Other countries take National Education as a matter of course. Japan is a tightly-knit, cohesive and group-oriented society, with a long history and a strong sense of unique identity. Yet Japanese schools start early to teach pupils Japanese culture, values, history and geography, and even the politics and economics of Japan. As pupils get older, they also learn about the cultures and histories of other countries. In so doing, they understand even better what makes them uniquely Japanese. Japanese schools go to great lengths to instill group instincts and a sense that every student is an equal member of the group. They have strict regulations on school uniforms, school bags and shoes. Students are grouped into teams called hans. Members of each han play together and eat together. They take turns to perform specific responsibilities, whether it is the daily cleaning of school premises or serving lunch. Academically stronger students are expected to help their weaker friends. Those who do not are ostracised. Students organise the school sports day themselves. Competition is based mainly on team events; there are few or no individual events. All students participate, including those with disabilities. Japanese schools do all this not because they believe that all students are the same in every respect or have identical abilities. But they want every student to be equally valued as a member of the group, recognised for his strengths, and for what he can contribute to the group. And so it goes for Japanese society. In US schools, every child is taught the American heritage George Washington, the Declaration of Independence, the US Constitution, the Civil War, and the Civil Rights movement. Students take part in community service. Learning to be a responsible citizen begins young. It is a deliberate inculcating of American political and social values and ideals, to ensure the next generation grows up with these ideas deeply ingrained. It is a process of indoctrination like any other, no less so because the children are brought up to cherish American values of individual liberty. And it is so successful that many Americans are completely convinced that American values are universal values of mankind. If countries like Japan and the US, with long histories and deep roots, have found it essential to pass on national instincts systematically from generation to generation, all the more Singapore, a young country barely one generation old, must make a concerted effort to imbue the right values and instincts in the psyche of our young. Objectives Of National Education National Education aims to develop national cohesion, the instinct for survival and confidence in our future. We cannot offer our next generation any fixed formula for success, or even any set goals in life. They will face new circumstances and problems. They will need to think through and work out their own solutions. But we must equip them with the basic attitudes, values and instincts which make them Singaporeans. This is the common culture that will give them a shared perception of life, and draw them closer together as one people when confronted with serious problems. This will give them a well-founded faith in the countrys future. This is the DNA to be passed from one generation to the next. There are four elements to achieving this objective. First, we must foster in our young a sense of identity, pride and self-respect as Singaporeans. This will strengthen their emotional attachment to the nation, and their sense of rootedness. We are proud of our country. We are proud of what we have achieved together our economic progress, our clean and green environment, our open and clean system of government, our way of life. We are proud that each of us, in his or her own way, contributes to Singapores success. But success must not lead to hubris. We must never be over-bearing or arrogant, or look down on people from other countries. We do not have all the answers for ourselves, much less for other countries. But neither have we any reason to be ashamed to say, I am a Singaporean. In fact, quite the contrary. Second, our young must know the Singapore Story how Singapore succeeded against the odds to become a nation. National Education is not an abstract sermon on general principles of nationhood. It is to do with a special story, our story. It is the story of Singapore, how we came to be one nation. We did not start off with this goal, or even as one people. Nobody imagined this would be the outcome. As a British colony, from 1942 to 1945 for 3Â ½ years of the Japanese Occupation we suffered a traumatic experience of cruelty, brutality, hunger, and deprivation. We lived through the post-war years of Communist-inspired unrest and upheaval. We then joined with the Federation of Malaya to form Malaysia. Despite pressure and intimidation we stood firm in Malaysia against the communalists. The issue was a fundamental one: equal basic rights and opportunities for all Malaysian citizens under the Malaysian Constitution, and no special rights for anyone in the State of Singapore on the basis of race, language and religion, as was agreed in the State Constitution of Singapore. As a result we suddenly found ourselves out on our own as an independent country, with few means to make a living or defend ourselves. Yet we developed our economy, built up the SAF, educated and housed our people, got them to work together, and gradually became one nation. Year by year we transformed Singapore int o what it is today. Knowing this history is part of being a Singaporean. It is the back-drop which makes sense of our present. It shows what external dangers to watch out for, and where our domestic fault lines lie. It explains what we stand for and believe in, and why we think and act the way we do. It gives us confidence that even when the odds look daunting, with determination and effort we will prevail. Thirdly, our young must understand Singapores unique challenges, constraints and vulnerabilities, which make us different from other countries. Singapore is not as other countries. We will always be small, we will always worry about our water supply, we will always have to work harder and do better than other countries. That is the hand which geography and history have dealt us. Overall it is not a bad hand, nor have we played it badly. We have compensated for these constraints by being more resolute and resourceful, more efficient and productive, and quicker and nimbler than other countries which are better endowed and have larger margins for error. And we have been so successful that sometimes we forget that the underlying realities endure, and have not gone away. Singaporeans need to understand these realities, to work together and support the policies that are necessary to deal with them. Knowing our constraints should make us more determined to overcome them. It is no cause for despair. We overcame more severe difficulties in our first years of nationhood, with far fewer resources, and in more dire circumstances. We are much better placed to tackle them now. Finally, we must instill in our young the core values of our way of life, and the will to prevail, that ensure our continued success and well being. Our core values include the system of meritocracy which guarantees fair and full opportunities for all, multi-racial and multi-religious harmony, and honest and competent government working for the long-term interests of all Singaporeans. We often take these for granted, because things have been this way in Singapore for a long time. But not new citizens, who often come with fresh direct experience of very different societies. Pupils must learn to treasure and uphold these social and political values. If we ever lose them, Singapore will quickly become a very different place. Strategies We need to develop national instincts among pupils at all levels. National Education will begin in schools and continue in post-secondary and tertiary institutions. After ten to fifteen years of education, all students should know the facts about Singapore and feel attached to Singapore, their best home. Those likely to go on to play leadership roles later should at least have had some preliminary preparation for their responsibilities. We will achieve this through both the formal and informal curricula. Formal Curriculum We will introduce National Education content across the formal curriculum. We can do more of this in some subjects than others. The main subjects will be Social Studies and Civics and Moral Education (CME) at the primary level; History, Geography and CME at secondary level; and the General Paper and CME at the Junior Colleges. In addition, Literature and the languages can also be used. Subjects at Primary level In primary schools, we will start teaching Social Studies earlier -beginning from Primary 1 instead of Primary 4. Social Studies will complement Civics and Moral Education. CME will emphasise teaching of values and correct individual behaviour, while Social Studies will give pupils an understanding of Singapore society. Pupils must start early to learn about the society around them, to feel a sense of belonging to family, school and community, to befriend and accept pupils of all races, and to develop a simple, unabashed pride in Singapore. They recite the pledge, sing Majullah Singapura, and recognise our flag. Later they will learn the meaning of the crescent and five stars. But long before that, when they see the helicopter flying past with the state flag on National Day, they should sense that it is a very special occasion. Subjects at Secondary level At secondary level, students currently learn the history of our independence period only in Secondary 1. The O level History syllabus stops in 1963, which perversely omits the vital period leading to our independence. We will extend the O level History syllabus for Singapore to 1971. The period of Merger, Separation and the early years of independence will also be taught in Secondary 2 instead of Secondary 1, so that the students will be a little more mature, and appreciate better what was at stake. At the upper secondary level, we will develop a new Social Studies subject. It will cover issues central to Singapores survival and success our principles of governance, the strategies that have brought Singapore here, the role of key institutions like the SAF, HDB, CPF, EDB and NTUC, and our future challenges. It will use examples from other countries to explain what works and what fails, and derive lessons for Singapore. Subjects at the JC level In the junior colleges, students should start to learn what leadership involves, and to develop a commitment to serve society. Through the General Paper and Civics lessons, they must acquire the sense that they can shape their own future and, more important, that it is their responsibility to shape Singapores future. They must be able to think independently and rationally, and reach informed conclusions about national issues. MOE will take 3-4 years to implement the new syllabi. As the school curriculum is already heavy, we will make the changes without increasing the curriculum load. We want the new syllabi to give teachers more time, not less, to engage in creative ways to bring issues to life for their students. Informal Curriculum National Education is much more than learning facts. Knowing facts in itself will not develop the group spirit and emotional instincts of nation-hood among pupils. This will depend on the informal curriculum. Attitudes and values picked up through team ECAs and group activities, and the rituals of school life, will sink in deeper than anything learnt in the classroom. Each year, schools will also commemorate a few key events that mark defining moments of our history. These will include: Total Defence Day on the 15th of February, the anniversary of the surrender of Singapore to the Japanese in 1942, as a reminder of every citizens responsibility to defend Singapore. Racial Harmony Day on the 21st of July, marking the day in 1964 when racial riots broke out, to remind pupils of the importance and fragility of racial harmony. International Friendship Day to stress the importance of good relations with our neighbours, and to remind pupils that such good relations cannot be taken for granted. The actual date will vary from year to year, to mark such occasions like the end of the Second World War in the Pacific, the day Singapore joined the United Nations, or the end of Confrontation and the establishment of diplomatic relations with Indonesia. And finally, National Day on the 9th of August. Schools will arrange regular visits to national institutions and economic facilities, such as Parliament, SAFTI, water treatment works, the port, or the stock exchange. These visits will help to build pride and confidence among our students, and show them how Singapore has overcome our constraints through sheer will and ingenuity. Community service will strengthen social cohesion and civic responsibility among our young. At the lower primary level, we will encourage pupils to do community service within their own school taking care of the school grounds, keeping common areas clean. For the upper primary and secondary levels, a school may adopt an orphanage or old folks home, or take on long-term community projects like keeping a park or a residents corner clean. The Challenge of Teaching National Education I do not underestimate the difficulty you will have teaching National Education in schools. This is not just another school subject for pupils, or another duty for overworked teachers. We seek from pupils not just intellectual comprehension or accumulation of facts, but a personal commitment to Singapore, and an emotional bonding and identification with their fellow Singaporeans. To achieve this, you must yourselves feel passionately for the country, and understand instinctively our collective interests and what we stand for. Only then can you teach with conviction, instill pride and confidence in your students, and help them to acquire the right instincts. The Singapore Story is based on historical facts. We are not talking about an idealised legendary account or a founding myth, but of an accurate understanding of what happened in the past, and what this history means for us today. It is objective history, seen from a Singaporean standpoint. Not all the history books have been written, because hitherto many documents have been locked away in archives. But now 30 years after our independence the archives are starting to be opened, and the documents for this period are becoming available to historians. Progressively, a more complete picture will emerge. But the Singapore Story is also a live story. It concerns not only events which are receding into the past, but developments which continue in the present. Both teachers and pupils must take an interest in current affairs. They should know what is happening in the world or in our region which can affect us; what economic, social and political developments are taking place in Singapore. They should know what the national debate is about, what is at issue. The most vivid lessons in National Education are to be found not in the books, but in what we live through and what we observe happening around us. I am not proposing that students should form mini-political parties in schools, or demonstrate on the streets, as Chinese school students manipulated by Communist agitators did in the 1950s and 1960s. But students and their teachers must be alive to events around them, so that when they later become adults and exercise their duty as citizens to decide the future of the country, they will decide wisely. From time to time, issues will arise which contain lessons for the future for example when Michael Fay had to be caned for vandalism, or Flor Contemplacion was hanged for murder. Whenever this happens, we must make a special effort to get Singaporeans to understand what is going on, why we did what we did, and what it all means for us. Each such episode will be another piece of the Singapore Story. This makes the Singapore Story harder to teach, but also more exciting and relevant. In teaching the Singapore Story, you will have to deal with delicate issues, especially race and religion, and sometimes relations with our neighbours. We must treat such issues sensitively, but we cannot gloss over them. Amnesia is not an option. We cannot pretend that incidents involving race and religion never happened. They are part of our history. This is not a unique problem for us. For example, in America descendants of Unionists and Confederates both study the American Civil War; descendants of slave owners and slaves both learn about slavery and the civil rights movement. America is the stronger country for acknowledging these divisions in its past and coming to terms with them. In Singapores case, different races, owing loyalties to different countries, lived in the same British colony. They were moulded into one Singaporean people by their experiences before and after independence. Two race riots took place in 1964, which had been deliberately instigated to intimidate Singapores Chinese population. Many Chinese and Malays were killed. Riots occurred again in 1969, after independence, a spillover from the May 13 riots in Malaysia. Race relations in Singapore took years to recover from the trauma of these events. Unless pupils know these facts, and learn what they mean, they will never understand why we emphasise racial harmony so strongly, and insist that the majority Chinese community should never make the minority communities feel oppressed. Such ignorance will pose a real risk of racial conflict happening again one day. All Singaporeans, whether Chinese, Malay, Indian or Eurasian, can identify with the ideal of a multi-racial, multi-religious society which Singapores leaders fought for while in Malaysia, and which we have tried to realise as an independent country since 1965. It is because Singaporeans of all races, and especially their leaders, stayed united and refused to be intimidated that we separated from Malaysia. The issues which led to Separation were fundamental, and remain so today. By teaching the history of how we became one people, we will draw our races closer together. But our aim is not to expunge the differences between the ethnic groups. Each community contributes its own unique characteristics and strengths to our society. If Chinese Singaporeans lose their Chinese cultural heritage, or Malay Singaporeans discard their traditional customs and Islamic values, we become a much weaker society. We must create unity in diversity. Conclusion This National Education programme is a major undertaking. Its effects are long term. We will not know for many years how well we have inculcated values, attitudes, and habits that emotionally bond our people to one another, as proud co-owners of their best home, Singapore. As teachers and principals, you carry most of the responsibility for giving your pupils a total education, and for their National Education. The Ministry will back you up with the resources, guidance, and materials that you need. For example, MOE will produce a monthly series of videos for schools, to keep teachers updated on current affairs. The National Education Web Page we are launching will provide more information and be a channel for teachers to discuss ideas and share resources. The moulding of the next generation is in your hands. You must imbue them with a strong sense of national identity and social responsibility. If we fail, all that we have painstakingly built up over decades can unravel and fall apart within a few years. But put our best effort into this vital task, and we will succeed.

Louis XIV :: essays research papers

Louis XIV was only four years old when he succeeded his father to the French throne. Often uncared for, he nearly drowned because no one was watching him as he played near a pond. This began to shape in his young mind an early fear of God. Louis' character was also shaped by the French Civil War. In this, the Paris Parlement rose against the crown. For five years, Louis would suffer fear, cold, hunger and other spirit-breaking events. He would never forgive Paris, the nobles, or the common people. Finally, in 1653, Cardinal Jules Mazarin was able to end the rebellion. He began to instruct Louis on his position as king. Even though Louis XIV was now of age, the Cardinal remained the dominant authority in French politics. French kings gained respect as a soldier; Louis served with the French army during France's war with Spain. His biggest battle, however, was sacrificing his love for Mazarin's niece for politics. In 1660 he married the daughter of the king of Spain to bring peace between the two countries. Mazarin died March 9, 1661. On March 10, Louis claimed supreme authority in France. Not since Henry IV had such a claim been made. Louis saw himself as God's representative on earth, therefore, infallible. He oversaw roadbuilding, court decorum, defense, and disputes within the church. He had the support initially of his ministers, then that of the French people. He had given France the image it desired-youth and vitality surrounded by magnificence. Louis won the favor of the nobles by making it evident that their future depended on their ability stay on his good side. This weakened the nobility, and would eventually weaken France. Louis had among his supportors a wide spectrum of individuals. Writers such as Moliere were ordered to glorify him. Monuments rose throughout the country and Louis had palaces built in his honor. The most elaborate was Versailles, located outside Paris. Away from disease, Versailles also isolated the king from his people. The aristocracy became mysterious. France was also undergoing an economic revolution. Exports were increased, and a navy, merchant marine, and police association emerged. Roads, ports and canals were being built. He invaded the Spanish Nederlands in 1667. The restarted war between France and Spain would be on again, off again for the remainder of Louis' reign. In 1668, the French army retreated under pressure from Dutch and English forces. Louis swore to defeat the Dutch and ruin their Protestant mercantile republic.

Technology and Climate in Iraq Essay -- Iraq Environment Technological

Technology and Climate in Iraq Since civilization was born in ancient Mesopotamia thousands of years ago, technology has been a driving factor in the growth and progress of the peoples of this region. Many of the new and changing technologies have been closely connected to the weather and climate of this unique part of the world. In my opinion, the three most important technological developments for Mesopotamia and Iraq over time have been irrigation, shelter and architecture, and the use of oil. Before we can make these connections between technology and the climate of Iraq, we must look at what makes this climate unique from others around the world. Iraq’s climate is classified as sub-desert and this gives the region two distinct seasons. First, the summers (May-October) in Iraq are hot, with temperatures often exceeding 120 ° F.1 Another important characteristic of the sub-desert summers is the lack of rainfall, since summer precipitation rarely climbs above one inch. On the contrary, the winter season normally has up to 10 inches of rainfall and milder, often cold temperatures. Those 10 inches of rain come in strong storms that can often lead to floods since the land is not prepared for large amounts of precipitation.2 Winter temperatures sometimes even drop to around freezing and frosts are not uncommon. Both of these distinct seasons have caused technological developments over the past 7000 years. As I wrote in my think piece, Mesopotamia is considered to be the birthplace of civilization and this development was fueled by technology. The invention of irrigation techniques around 5000 BC in the region between the Euphrates and Tigris rivers was the foundation for the development of the first towns and cities. Irrig... ...s: Monroe, ME. â€Å"Fossils into Fuel† http://www.schoolscience.co.uk/content/4/chemistry/fossils/p3.html Lamb, H.H. (1995) Climate, History, and the Modern World. Routledge Press: New York, NY Pollock, Susan. (1999) Ancient Mesopotamia. Cambridge University Press: New York, NY Roux, Georges. (1985). Ancient Iraq. Penguin Books: New York, NY â€Å"The Architecture of Irak: The Lost Art of Clay Construction† http://www.brainworker.ch/Irak/architecture.htm â€Å"The Iraqi Republic† http://i-cias.com/e.o/iraq.htm â€Å"Transportation in Iraq† http://united-states.asinah.net/american-encyclopedia/wikipedia/t/tr/transportation_in_iraq.html 1 Pollock, Susan Ancient Mesopotamia 2 Roux, Georges Ancient Iraq 3 Pollock 4 Lamb, H.H. Climate, History, and the Modern World 5 â€Å"The Architecture of Irak† 6 Everest, Larry Oil, Power, and Empire 7 â€Å"Fossils into Fuel†