Tuesday, August 25, 2020

Data Analysis by SQL Essay Example | Topics and Well Written Essays - 1750 words

Information Analysis by SQL - Essay Example In view of the outcomes got, it is apparent that the most noteworthy worth clients as far as the income are primarily from Europe, including, Denmark, Germany and France. The all out income from US clients adds up to $ 56,029, though the income from France is $ 68,011. By recognizing the items purchased by the clients, their inclinations can be distinguished. This will empower the firm to make a client profile and make the suitable items promptly accessible in the correct areas. It will likewise be gainful to distinguish the most favored delivery administration of the clients. From the database, it is apparent that the United Package has been decided for multiple times, the Federal Express was favored for around 255 requests, while Speedy Express for 249 requests. Consequently it is obvious that the three transportation administrations are similarly significant. The requests are broke down dependent on the items, so as to distinguish the most liked and the most elevated income creating products.The high income creating classes are additionally recognized and the job of limits in the requests are likewise examined. From the examination, the profoundly sold item has been found as Gorgonzoo Telino though the item creating the most elevated income is Cote de Blaye.However, while breaking down the classifications, it is discovered that the top rated classifications regarding income and number of items are Beverages, Dairy items and Confections. Note that the least income creating incomes incorporate Produce and Grains and Cereals.

Saturday, August 22, 2020

Critically Compare the Concepts of Equal Opportunities and Sports Equity in British Sport

Basically analyze the ideas of equivalent chances and sports value in British game This paper expects to look at the thoughts of equivalent chances and sports value with respect to wear in Britain. Inside this structure, there will be specific accentuation on the hypothetical methodologies that are utilized to take a gander at uniformity in British game. A key piece of this examination is the investigation of (social) balance; this incorporates formal, radical and liberal understandings of correspondence. The contentions and proposals will be fortified and bolstered by writing and different messages outside of simply the brandishing context.Many sports antiquarians, for example, Holt (1989) state that sport, pre twentieth Century, was practically private and limited to the privileged minority. Recreational games had an unpredictable arrangement of laws (I. e. tennis) this was to confine cooperation from the lower classes. Another remnant of the occasions was the confinement of game t o ladies; this was not really composed law yet was acknowledged none the less. Bigotry in sport was not handled or even considered until well into the twentieth century when the administration presented laws and enactment that prohibited bias dependent on race.As a result of these legalities, many perceived wearing foundation in Great Britain have acquainted strategy and proposals with manage the issues of ‘inequality’ inside their particular associations. By and by, as showed by Guttman’s investigation (1978), persistent advancement as of late has gradually started to separate certain boundaries to balance. Should somebody wish to examine further into real present day correspondence work they can get to an assortment of net assets. A brief glance at uniformity approaches of the Football Association for instance exhibits that work is being accomplished with the end goal of equality.Guttman (1978) even goes so far to state that in numerous games around the world, members of any condition and condition are urged to take an interest. He additionally states anyway that uniformity in game and its points is seen by some as a removed accomplishment, it stays ridiculous. Guttman’s (1978) study represents that as game entered the second 50% of the twentieth century, frameworks that control different segments of a decent society would likewise influence current wearing foundations similarly In request to more readily comprehend the point of this paper, various key terms need some greater clearness. The main term that requirements characterizing is ‘equality’ and all the more pecifically ‘basic equality’. As indicated by Baker (2004) fundamental fairness is the idea that individuals have a similar worth and are subsequently deserving of equivalent intrigue and worth. Many would contend that specific people and gatherings have earned more regard than others and accordingly disparities should exist. Perhaps what we ought to consider is a base degree of equity, a crucial thought of correspondence whereby individuals all exist at a similar purpose of regard. This would mean putting a limit on what it is to be human. As demonstrated by Craig and Beedie (2010) the investigation of balance is a territory of interest to many donning sociologists.Coakley (2003, p326) states, that this interest is built up on the grounds that many accept that game goes past money related and monetary disparities. A typical conviction is that game is accessible to all; insignificant of which uniformity strand somebody may fit into (age, race, ethnicity and so on). As indicated by Craig and Beedie (2010) some consider the wearing space a separation free field; where an outcome is challenged on reasonable grounds and the outcome goes to those with the most bent or ability. Another key term is separation. This is a method of separating the various degrees of society dependent on their sociological group.This assists with featu ring the in/balance that is available in sport. Various real models have been featured by Craig and Beedie (2010). Instances of these delineation layers incorporate; the arrangement of class development influences poor people, the regular workers, and the lower/center and privileged societies, these structures all appear to be profoundly inflexible. The idea of social class is best perceived by utilizing Marxist thoughts of private enterprise, where the possibility of fairness is seen in monetary terms. Woman's rights anyway contradicts the hypothesis that ‘class stratification’ is the most significant establishment of social inequality.Justifications about the sex qualifications in a brandishing setting differ from those focused on an organic contention to the contentions that place more impulse on the social comprehension of sexual orientation. There is a rehashed and consistent accentuation in game and society on the intensity of male centric game plans; this also is available in sport. Liberal equity can be somewhat hard to interpret in that it acknowledges essential uniformity yet precludes some different viewpoints from claiming correspondence. The primary standard as indicated by Baker (2005) is that disparity of salary and force can't be alleviated.Equality as an idea fills the role of controlling imbalances so pay and force are all the more genuinely disseminated. In a manner it very well may be said that liberal fairness requires supporting the absolute minimum that individuals are permitted and approach, while controlling the favorable position experienced by those that have more. Pastry specialist (2005) further expresses that the principle basic conviction of liberal libertarianism is the maintaining and backing of the most essential rights that all ought to approach. Equivalent chance obviously has a key influence in this investigation. Liberal uniformity is frequently utilized related to balance of opportunity.This is the place gath erings or people have equivalent access to the chance to increase higher portrayal inside their separate circles. It is established in the possibility that disparities in force will be ever present. Pastry specialist (2004) sums up this estimation, he asserts that the purpose of fairness of chance is for everybody to get a reasonable possibility in the sociological battle, inside a general public that is inconsistent. Bread cook (2004) portrays equivalent open door as the conviction that everybody in the public eye merits a reasonable opportunity to challenge over the situations in the public eye that convey the most power.This idea was first utilized authoritatively in the French Declaration of human rights in 1789. It expresses that everybody can hold a position â€Å"within their abilities† (French Declaration of the privileges of man 1789). Nowadays establishments wherever gloat equity strategies and fairness laws that make the segregation dependent on sexual orientation and race in social organizations illegal on the side of this, equivalent open door asserts that no one should profit or experience the ill effects of their social conditions; any flourishing and desire should occur because of individual aptitudes and attempts. Rawls (1971) names this idea ‘fair equivalent opportunity’.He accepts that training ought to be utilized as a vehicle by the lower classes to build up the abilities that would place them into a more advantaged circumstance. Equivalent open door is unachievable while those in places of intensity utilize their impact to accomplish chain of importance over others. Liberal correspondence approaches don't consider the qualities of organized imbalance. Amazing social marks of shame are not managed. We can along these lines reason that people’s conclusions and convictions (disparity) can't change while such disgrace despite everything exist. Some would contend this is acceptable in principle yet training doesnâ₠¬â„¢t really work in this way.A diverse part of equivalent open door incorporates setting up strategies and enactment to help individuals from minority bunches in getting work and tutoring/capabilities. Were individuals from minorities maybe not upheld appropriately in schools or instruction establishments then this could be down to them not having ‘equal opportunities’ to advance as the lion's share do. Cook (2004) seems to accept that the greatest indication of equivalent open door inside an association is found in the interest rates. A progressively far reaching liberal correspondence see is that of Rawls (1971).This states that disparities should support those that need them the most. For those that have confidence in liberal balance this isn't generally the last arrangement be that as it may; upgrades can be made to various variables adding to equity, including: training, sport, the economy and so forth. A tweaking to these structures as opposed to totally toppling them is regularly the favored method to accomplish to correspondence. So as to comprehend liberal equity appropriately in any case, something to contrast it with is required. Radical ways to deal with balance contradict the liberal perspective on equivalent opportunity.It keeps up that so as to kill disparity a lot bigger advances ought to be taken. Disparities ought not just be managed after acknowledgment. â€Å"The key to this considerably more eager plan is to perceive that disparity is established in changing and variable social structures, and especially in structures of control and abuse. These structures make, and persistently repeat, the disparities which liberal populism sees as inescapable. † (Baker 2004, 18) This abundantly depicts the manner by which radical equity intends to dispose of correspondence contrasted with the liberal view.As contradict to the liberal perspective on focusing on the force conveyance assigned to people, the extreme view takes into accou nt favorable position to something beyond people, yet gatherings. On the in spite of liberal thoughts of how force is apportioned, the extreme methodology endeavors discover replies in the social association between related gatherings. Another pattern of the liberal methodology is to compensate people with their own triumphs and without a doubt disappointments. The extreme methodology then again will in general quality these triumphs and disappointments to bigger social occurrences.As demonstrated by Baker (2004) many contend that the liberal way to deal with fairness varies from that of uniformity of result. Nonetheless, the extreme methodology, as does the liberal methodology supports ch

Saturday, August 8, 2020

Personal Goal Setting - How to Set SMART Goals

Personal Goal Setting - How to Set SMART Goals Life can be chaotic. Striving to work, to get recognition, to take on as many responsibilities as possible, but still keep things achievable.You are always bombarded by new requirements, new software that you have to use, you are introduced to constantly changing workflow strategies.Your team is complaining about the conditions, your leaders pressure you towards more multitasking and your customers are always holding you accountable.How do you bring order to the chaos?There is a strategy that can allow you to set up goals in a simple way. A strategy so simple and strong that can lead you towards success, just because it will force you to consider every possible factor that may influence your actions and your results.Read our SMART article to learn more.WHY SET GOALS?Goals are your natural way of thinking. Before you make a plan to achieve them, though, you call them your ‘dreams’.Researcher Edwin A. Locke has accumulated research to prove turning having general intentions into se tting conscious goals leads to higher achievements.In his paper, Toward a theory of task motivation and incentives, Locke sets out to prove that conscious ideas regulate a person’s actions:‘Studies are cited demonstrating that: (1) hard goals produce a higher level of performance (output) than easy goals; (2) specific hard goals produce a higher level of output than a goal of “do your best”; and (3) behavioral intentions regulate choice behavior… Evidence is presented supporting the view that monetary incentives, time limits, and knowledge of results do not affect performance level independently of the individuals goals and intentions… [A]ny adequate theory of task motivation must take account of the individuals conscious goals and intentions. The applied implications of the theory are discussed.’The main principles of the goal setting theory are:Goals must be clear â€" simple and easy to understand.Goals must have an objective level of difficulty. If your goals do not challenge you or take you out of your comfort zone, you are not leading yourself towards progress.You must be able to follow with dedication. A goal needs to bring you closer to something you feel passionate about.Progress transparency. A goal setter must have information at all times how close they are towards achieving their goal.Complexity and effort. The effort you put in must be proportionate to the complexity of the task. The goal-setter must have the full information and resources to work on the most complex tasks.WHAT ARE SMART GOALS?SMART is a mnemonic acronym, that stipulates a description of the goals, which, according to the theory, will give you the highest chance for success.Even though the notion of SMART goals first occurs in the Management Review by George Dora, the term is most often associated with The Practice of Management by Peter Drucker.The acronym stands for:The goals are simple, but significant.You need to setup quantitative criteria.Attainable. You must h ave the resources.Your goal must be in line with your current situation.Time-bound. You need to set up a deadline to achieve your results.There are, however, different readings of the acronym SMART. Some organization like to play with the word and substitute words according to their own values â€" they go for goal descriptions that are more in line with their workflow or their employee-employer relationships. THE PROS AND CONS OF GOING SMART?The number 1 rule of the goal setting theory is clarity. This is where the SMART acronym comes in handy.It is the clear description of the goals that binds the goal-setter to their decision. The mere description is already a plan â€" how your success will look like, what is enough to call it success, it sets you up on a path that you CAN follow, it tells you when you should do your assessment.If you have followed through, your SMART goals will give you a great feeling of achievement. If you fall short, though, now you have a clear definition of failure.Binding success to a specific, achievable, measurable, time-bound criteria makes failure that much easier to identify. It makes your notion of success and defeat black and white â€" something that doesn’t happen when you dream, instead of plan. When your goals are vague and ambiguous.There is an ugly face of the SMART goals.Forbes have published an article that goes through the disadvantages of setting up SMART goals. It goes through the definition of SMART goals and how popular they are among organizations that are struggling to define goals and success for their employees.However, people seem to rationalize successes as normal and internalize failures as personal. Employees rarely consider objectively the toxicity of falling just short of a SMART goal.It looks at the responses to the ‘Do you set SMART Goals or HARD Goals?’ quiz. (where HARD stands for Heartfelt Animated Required Difficult). The survey discovers that ‘only 29% of people who pursue achievable and rea listic goals love their job. But a far greater 40% of difficult and audacious goal setters love their job.’Another study, called Are SMART Goals Dumb discovers that only 13% of the more than four thousand respondents strongly agree the SMART goals for the year would maximize their full potential.In other words, the greatest disadvantages of the SMART goals are that setting up specific, achievable and realistic goals could A) really lower your confidence in case of falling short but B) may not make feel accomplished even if you succeeded.HOW TO SET SMART GOALS?The first rule of setting SMART goals is:Follow the template.You will find multiple variations of the acronym. Follow the original. If you go too far away from the source you are defeating the purpose of going SMART.The second rule of setting SMART goals is:Follow your heart.You need to be passionate about the goals you are setting. Weather it is about your work or your personal life, planning is about turning dreams into pro jects. Write down goals that will really take you closer to your dream place in life.The third rule of setting SMART goals is:Don’t go crazy.Do not overdo it. Not just every single goal has to be achievable, but the bunch has to be doable as well. Make sure the edge of your list doesn’t hit the floor. Concentrate on what is truly important.The fourth rule of setting SMART goals is:Go out of your comfort zone. Just because your goals are SMART, doesn’t mean they have to be easy. On the contrary, setting the bar too low will bring you nowhere. Prepare for a challenge. You need to learn something new, overstep your boundaries. Forget about your fears.The fifth rule of setting SMART goals is:Write it all down and pin it on your fridge.Your goals are not just wishful thinking. Write down a list of your SMARTs, print it on a piece of paper, decorate it with glitter and a foil star, wax-stamp it, give it a ribbon and nail it to your fridge. Whatever makes it official for you. Okay ma ybe the kitchen fridge in the office is not the best place, but make sure you put your list somewhere you will see it every day.Now. Let’s work on the SMARTS:SpecificTo tackle the ‘being specific’ part, think long and hard on what defines definite success for you. Don’t go crazy. It would have to be the lowest step that would be enough for you to call it success. Now describe what it is. Do not be vague.For example, if your goal is to get in shape, don’t go ‘I want to look better’. Instead try ‘I want to lose fat and gain muscle mass.’ Or ‘I want to sign up for the gym for regular workouts’.If you want to certify your graphic design skills go with something like ‘I want to sign up with a school, attend lessons and pass the X exam by the end of the year’.When crafting your goal, consider the “W” questions:What am I trying to do and what is the most specific way to describe it?Why am I doing this? What is my original intention?Who will be helping me? Do I need to contact or involve someone else?Where will this take me? Will I like where I am going?Which resources will I need to bring this to fruition?Your goal description might turn out to be quite long. Do not be afraid to revise. Your end result must be a very concise, easy to remember mantra, without buzzwords and empty details. Just the facts. What, why, who, where, how.MeasurableYour goals are measurable not just in order to be able to tell if you achieved them or not. You will also be able to set milestones that you can spread out to particular time increments and then you can measure and commemorate when you meet your sub-goals. If you don’t, that would be an occasion to and revise your planning.Remember, consistency is key. Milestones are there for you to reach them. Don’t keep plan B in the back of your head. There is no ‘B’ in SMART.Keep a discipline. Track your planning and your progress.How to setup measurable goals? Start with answering the following questions:H ow much? How much money do I need to save in order to achieve my goal to be more financially responsible? How much is too much? How much is too little?How many? How many times do I have to go to the gym before so I consider my goal to be more consistent with my training to be achieved? How many kilograms do I need to lose? How many centimeters do I want off my waist?How will I know when it is accomplished? Can I put a measure on something that is difficult to measure? If I want to make more friends, I can count how many times I go out a week. If I want to be more kind, I can count my good deeds for the day. If I want to get more skilled, I can count the pieces of material I read in my subject.AchievableYou have to be careful not to set yourself up for failure. Too many people setup unachievable goals for themselves and make it impossible for themselves to follow their goals. And then they blame themselves for their failure.While difficult goals may be helpful in the sense they will force you to go forward for a while, you will almost certainly burn out of energy and enthusiasm to continue at some point in the future.Try to be realistic. Overly optimistic you is not your friend. Keep the balance. Your goals must be challenging but still achievable. Assess your options. Think about factors that might affect your timeline or your condition. Come up with a plan B. (Although you shouldn’t use it as a crutch unnecessarily.)Before you set your mind on a goal, check if you can actually see yourself being successful at it.An achievable goal will usually answer questions such as:How can I accomplish this goal? Come up with up to 10 consecutive steps. Each of those must be achievable, measurable and with their own deadline. If you see you will be stretching yourself thin over it, see if you can write down step #8 as your end goal. For example. If you want to lose 6 kilos for 6 months, but 1 kilo per month seems too much for you, you can settle for 5.How realistic is th e goal, when you factor in other constraints, such as money, time, resources, or other people? Can you get help and is it worth it?RelevantNot all goals will be relevant to where you are in life right now. If you have a career in IT, for example, it will not be very SMART to head for LA to become an actress. It will be just… SMAT.Yes, we are trying to turn dreams into reality, but that is not really consistent with our goal here. We are mostly trying to improve your life, not transform it.If your SMART goal is in line to your general plan for your life, achieving it may not get you anywhere. You may lose more than you gain. If you want to make sure that your goal will be of value to you, you need to consider if is worth your time. Make a list of the benefits and the possible losses that your new you may experience as a result of achieving the goal.A good way to check is if your new goal is consistent with your other goals in life, from your SMART list or your goals from the previo us years.Ask yourself the following questions:Does this seem worth it to do this?Is it an achievement that I would have wanted for myself 5 years ago?Is this the right time now to pursue this?Does this match our other goals?Is this goal in line with my career?Am I the right person for this challenge?Is it the right time, considering the economy, and my financial situation?Is it consistent with my career and education to do this?Is it consistent with where I want to be with my family?Is it possible this will affect my personal life or mental health in a negative way?Time boundA SMART goal will be a goal with a timer duct-taped to it. For example, ‘I want to spend more time at the gym’ should become ‘I want to spend more time at the gym and attend every Monday, Wednesday and Friday for at least 6 months now’. Or ‘I want to save more money’ becomes ‘I want to save more money, therefore each month this year I will save up 500 USD until I have 6000 USD at the end of the yea r.’.The person who set that goal with the deadline will be much more likely to succeed since they have a particular day when they can reevaluate and judge how well they did on their plan.When constructing your bunch of SMART goals, it’s a great idea to write down each of these criteria on a timeline, so you have in mind how they interact with each other. For example, in the above examples, you might need to think about how your gym fee will affect your money saving capabilities.In order to write a time-bound goal consider the following questions:When can I start? Can I start today? When do I want to be done?What timeline is achievable?Am I going to be moving toward my goal in a steady pace?Will my goals interfere with each other?Will achieving any of other goals distract me or stop me from achieving another?Is it possible at some point I run out of resources or energy? Should I plan a break?WHAT ARE SOME SMART EXAMPLES?Now that we have laid out the basis, let’s consider severa l examples of transforming wishful thinking into SMART goals:The money problem.Let’s take as the first example the money problem. Your SMART goal will be to start saving more. To create order out of the chaos, you need to follow the SMART principle.How to make your goal specific?You need to make ‘more money’ into a specific number. Perhaps originally you thought a good number is to save up is 60  000 USD.How to make your goal measurable?Well, the goal is already pretty measurable, but let’s break that into little increments. What is the amount that you can save up a month? Let’s say you can save up 500 USD a month which is 6000 USD a year.How to make your goal achievable?Saving up 6000 USD a year means you will be done in 10 years. But other things may come in the way. The economy could go down, you could lose your job. Let’s give you another year.How to make your goal relevant?How your goal relevant to your life? At some point during the next 10 years you will want to g et married and have a kid. That will definitely affect your saving, and you don’t want to sacrifice one goal because of another. Let’s give you a two years break where you will not be doing any contributions to your saving account.How to make your goal time-bound?There you have it. 500 USD a month, with a one-year insurance and a two-year break for your family, you get a 13-year plan to save up 60  000 USD.The work problem.Let’s say your wishful thinking at the moment is that you want to become a well-known expert in your field.How to make your goal specific?How can you become well-known? What do you identify as ‘your field’?Let’s make that ‘I want to try to become a well-known expert in the field of graphic design by taking on at least one big customer’How to make your goal measurable?The greatest problem with that definition is the words ‘big customer’. Let’s make that ‘I want to try to become a well-known expert in the field of graphic design by taking on at least one of the top ten local restaurants for a customer‘.How to make your goal achievable?The best way to make that goal achievable is by coming up with milestones. Let’s do that ‘I want to try to become a well-known expert in the field of graphic design by taking on at least one of the top ten local restaurants for a customer. To do that I will come up with at least 3 new concept logo designs for each of those restaurants and presenting them to the managers’How to make your goal relevant?Ask yourself is your goal in line with your life, career, family, education. Is it the best time to do this now? Your answer must look something like this ‘Right now is the moment to establish myself as a small business graphic designer expert. That is completely in line with my education and career path.I have only started recently, but this project is not too ambitious I have already worked with some restaurants in the business and have my projects to show for it. I think this is a good next step. I still do not have a family and I can use the coming year to dedicate myself to the work and advance in my career.’How to make your goal time-bound?This is a good example: ‘I will start by creating 3 concept for 1 restaurant every month and try and arrange a meeting to present to their manager. 1 month is realistic to do the meeting, because I already have some contacts. That will leave me a 2 months reserve in case of unforeseen circumstances.’CONCLUSIONYou can be SMART in your career and in your personal life. Setting up goals for yourself is your best bet for success.Turn your dreams into projects.Go easy on yourself and stay consistent. Go out of your comfort zone, but stay on this planet.Don’t get discouraged if you don’t succeed. Take the failure as a lesson and plan better next time. Remember to keep your goals within the realm of the possible. Keep it cool and keep on track.

Saturday, May 23, 2020

The Military Draft

The Army is the only branch of the U.S. Armed forces which has relied on conscription, popularly known in the U.S. as The Draft. In 1973, at the end of the Vietnam War, Congress abolished the draft in favor of an all-volunteer Army (AVA). The Army, Army Reserve, and Army National Guard are not meeting recruiting goals, and junior officers are not re-enlisting. Soldiers have been forced to fight in Iraq for long tours of duty, with little relief in sight. These pressures have caused some leaders to insist that reinstating the draft is inevitable. The draft was abandoned in 1973 in large part due to protests and a general belief that the draft was unfair: that it targeted less affluent members of society because, for example, of college deferments. However, that was not the first time Americans had protested a draft; that distinction belongs to the Civil War, with the most famous riots occurring in New York City in 1863. Today the all-volunteer Army is criticized because its ranks of minorities are disproportionate to the general population and because recruiters target less affluent teenagers who have poor job prospects after graduation. It is also criticized for its access to the nations youth; high schools and colleges that receive federal monies are required to allow recruiters on campus. Pros Conscription for military service is a classic debate between individual liberty and duty to society. Democracies value individual liberty and choice; however, democracy does not come without costs. How should those costs be shared? George Washington makes the case for mandatory service: It must be laid down as a primary position and the basis of our (democratic) system, that every citizen who enjoys the protection of a free Government owes not only a proportion of his property, but even his personal service to the defence of it. It was this ethic that led the U.S. to adopt mandatory militia service for white males in the late 1700s. The modern equivalent is voiced by Rep. Rangel (D-NY), a veteran of the Korean War: I truly believe that those who make the decision and those who support the United States going into war would feel more readily the pain thats involved, the sacrifice thats involved, if they thought that the fighting force would include the affluent and those who historically have avoided this great responsibility...Those who love this country have a patriotic obligation to defend this country. For those who say the poor fight better, I say give the rich a chance. The Universal National Service Act (HR2723) would require all men and women aged 18-26 to perform military or civilian service in furtherance of the national defense and homeland security, and for other purposes. The required term of service is 15 months. This differs from a draft lottery, however, as its goal is to apply equally to all. Cons Modern warfare is high tech and has changed dramatically since Napoleans march to Russia, the battle of Normandy or the Tet Offensive in Vietnam. There is no longer a need for massive human cannon fodder. Thus one argument against the draft is that the Army needs highly skilled professionals, not just men with combat skills. When the Gates Commission recommended an all-volunteer Army to President Nixon, one of the arguments was economic. Even though wages would be higher with the volunteer force, Milton Freedman argued that the net cost to society would be lower. In addition, the  Cato Institute argues  that selective service registration, which was reauthorized under President Carter and extended under President Reagan, should also be eliminated: The sign-up was always intended to quickly generate a large conscript army--similar to Americas 13-million-man military in World War II--for a protracted conventional war against the Soviet Union and Warsaw Pact centered in Europe. Today that kind of conflict is a paranoid fantasy. Consequently, the premium for registration insurance would be better spent elsewhere. And an early 1990s  Congressional Research Service report  says an expanded reserve corps is preferable to a draft: A requirement for major increases in combat forces could be met much more quickly by activating more reserves than by instituting a draft. A draft would not provide the trained officers and non-commissioned officers to man effective units; it would only turn out freshly trained junior enlisted recruits.

Tuesday, May 12, 2020

The Things They Carried By Tim O Brien - 1301 Words

Austin Criswell Kathryn Ingram-Wilson LI 256-779 May 7, 2015 The Things They Carried In â€Å"The Things They Carried,† Tim O’Brien made note to the Vietnam War that was mixed with physical, mental and emotional that pressured the soldier’s carried. The overall method of display of this story integrated many different ways on the things the soldiers carried. In addition to the current, Tim showed North American nation the various reasons why and the way the troopers possessed these items one by one and together and the way they were associated directly and indirectly. The robust historical content in The Things They Carried helped emphasize the main focus of the story and establish a clearer understanding of details within the narrative†¦show more content†¦Shortly after that, he went into his writing career in 1973. The time period is around the late 1950’s to the early 1970’s. During this time period or nation is at war over in Vietnam, we are helping South Vietnam fight against North Vietnam an d its allies. It was the longest war in American history, over 2 million Americans served during the war and 1/3 was drafted while the other 2/3 volunteered. Out of these 2 million, 11 thousand of them was woman alone, and majority of the army were white, only 12.5% was African American. One in ten men was either killed or injured which totaled to 58,214 American deaths. The average World War II infantry man saw 240 days of combat in 4 year, were as a Vietnam infantry man saw 240 days of combat in a year. The soldiers only given 5 days of leave during the whole year, which lead to them having more combats days. While our army was fighting, it was not easy being back home either. Many people were against the draft as well as going to war in Vietnam, there was many protest against the war and draft itself. They would turn on the news to see young Americans being flown home in body bags, the average age was only 19 years old. As more Americans became impatience with the war and just wanted it to end, president Nixon signed a ceasefire in 1973 which ended the United States involvement in the war itself. The narrator of the story is Tim O’Brien who dealing with his deployment in Vietnam

Wednesday, May 6, 2020

Cell Phones Free Essays

Cell phones should be permitted in classrooms for educational purposes. Having cell phones in an environment that is already geared towards learning opens the opportunity to teach safety and manners for the devices. Teachers can explain in detail to their students how to remain safe on the internet and how to utilize it to its fullest ability. We will write a custom essay sample on Cell Phones or any similar topic only for you Order Now This presents the ideal circumstances for addressing issues such as cyberbullying and online predators as well as how to avoid or properly deal with these topics. The school also can monitor and control what sites students may visit, and it protects them from off-topic or detrimental websites. In addition to safety, instructors may lead lectures on etiquette associated with these devices (http://www.schoolmoney.org). Using technology in the classroom is useful for recording and recalling information. Ken Halla found that his students turned in their homework more often when they were using their devices to remind themselves of their homework. By using the devices as reminders, the students were able to combat their forgetfulness and raise their grades as they had begun to complete their assignments (http://neatoday.org). Another teacher, Sherri Story, uses smart phones to administer group quizzes in which a total of six phones are used, so all the students get a chance to participate and work together. She finds that the students have all the information they need at their fingertips and can find answers that even she does not know almost immediately. The students can share notes and assignments that their classmates may have missed in a previous period, which allows the absent student just as much time to work on a given topic as his peers and no excuse for not completing assignments (https://pilotonline.com). Implementing a ‘Bring Your Own Device,’ or ‘BYOD’ policy can be cost-effective for schools that are underfunded. For schools that cannot afford many computers; laptops; or tablets, having students bringing in their own devices, even if they must be shared, saves the school from expending money that it does not have (http://neatoday.org). Additionally, a study, led by Joshua Littenberg-Tobias and Vincent Cho, showed that when students’ devices were utilized for learning in Boston College, the teachers saw improvement in the learning abilities of their students (https://www.sciencenewsforstudents.org). Because the use of technology has grown exponentially over the years, the quantity of educationally focused applications has grown. Apps, such as Remind101, are used to remind students of upcoming assignments while websites like Poll Everywhere can be used to determine what materials a class needs to review before assessments and what it does not. Other apps, such as dictionary or reference apps are quick and easy to use, cutting down on the time needed to search for information so that more time may be spent on learning (http://www.nea.org). Certain apps such as Kahoot are tailored to make learning in all subjects enjoyable, entertaining, and like a game, which helps some students learn better than simply sitting through a lesson without understanding (https://education.cu-portland.edu). Cellular devices may be used by children that would otherwise not ask for assistance. They may by utilized by disabled children to communicate with everyone else and give them a sense of normality. They may also be used by students who are too shy or nervous to ask for help in front of their entire class. These students may fear that they will be considered stupid if they ask for help, so the anonymity gives them the confidence they need to receive the additional attention they need. Moreover, when students are placed into groups to complete projects, none of them are singled out because they do not own a smartphone. All students in a group work together, using a single device (https://www.edutopia.org). Permitting cell phones in an academic setting would be a wise decision, despite its drawbacks, which are easily remedied. How to cite Cell Phones, Papers

Saturday, May 2, 2020

Components Of Supply Chain And Customer Relationship Management

Question: Discuss about the Components Of Supply Chain And Customer Relationship Management. Answer: Components of the supply chain management (SCM) of Vision Figure 1: Components of the supply chain management (SCM) of Vision (Source: Influenced by Christopher 2016) Demand management Demand management is a very essential element within the supply chain management of Vision that will focus on the young teenage developers as well as designers of games to upload their products onto the website of Vision (Fawcett 2014). The demand management also determines the demand of the customers and their needs thus encouraging the young developers and designers to maximize components as well as add value and quality to the finished applications. Communication Effective communication is another important factor of supply chain management of According to Monczka (2015), Vision that will improve the efficiency as well as the productivity of the operation and hence help all the designers and developers share the same operation as well as demand information. Effective communication will enable the young designers and developers of the application for responding rapidly to new opportunities of business and hence develop new applications and games for the market quickly increasing the supply levels. Integration Integration is another important factor of the supply chain management that will ensure each application developer reducing the inventory cost. The reduction of the cost as well as up to date information regarding the demand will help them to achieve customers through highly competitive pricing. Moreover a single information network will allow Vision and the freelancing application developers to share and access the same supply and demand data securely (Christopher 2016). Data integration will be promoted to Cloud Computing as due to uploading all the information about the cloud, Vision will gain competitive advantages regarding all the major business data including sales as well as the applications that can be accessed by the designers and developer from throughout the world. They will have a common business objective and can easily change the coding if necessary. It can also be accessed at remote locations for mobile handheld devices and the business development will be on the go. Integration of sales data will also ensure that each of the members of vision are updated with information regarding the business process and the success rate Collaboration Finally the collaboration is the key factor that will help Vision to strengthen the relationship with its customers as well as freelancing app developers and designers which will provide enhancement to the business development and training programs that will help the innovative designers to gain relevant coding knowledge and hence become sufficiently competent in their job profile. Further customer services will also be provided on a real-time basis in which the customers when uploading the troubleshooting needs and demands to the vision website will automatically be redirected to any of the designers and developers of the world, helping them to meet those needs and demands or troubleshoot the issues which has been raised ensuring that the brand loyalty of Vision is maintained and sustained (Ellram 2014). Components of customer relationship management (CRM) of Vision Figure 2: Components of the customer relationship management (SCM) of Vision (Source: Inspired by the idea of Khodakarami 2014) Marketing effectiveness The marketing effectiveness of vision will increase true providing flexible segmentation tools that will simplify the campaign management capabilities as well as in checking response tracking and inside analytics towards applications developed. It will help vision increase its pipeline full of qualified application developers and designers thus increasing the sales representatives (Chan 2014). Increasing sales Turning opportunities for updating sales information as well as recording the customer interactions will be enhanced through customer relationship management of Vision. A proper customer relationship management will also help Vision to track its competitor and create quotes that helps in renewals and selling upgrades. Creating brand value and loyal customers Brand value will only be created through proper customer relationship management as well as providing high quality products that will satisfy the customers depending on the needs and demands of the customers. According to Hollensen (2015), the application data should be developed that will help vision to improve its knowledge sharing and enable Vision becoming a more effective management organization. Through proper implementation of cloud computing the sales will also be increased as Vision will be becoming efficient in tracking the competitors sales data and forecasting the possible revenue within the business. This will help them to create strategies and thus new projects will be provided to the app designers and developers to create innovative applications that are based on customer demands and needs. This will not only ensure that the applications are highly profitable but also create a brand value among the customers. Brand value of the customers will also be created through proper services in which Vision can provide business process outsourcing and online technical support through telephones in which any kinds of application problems will be mitigated over the telephone (Lal 2015). References Christopher, M. (2016).Logistics supply chain management. Pearson UK. Fawcett, S. E., Ellram, L. M., Ogden, J. A. (2014).Supply chain management: from vision to implementation. London: Pearson. Hollensen, S. (2015).Marketing management: A relationship approach. Pearson Education. Khodakarami, F., Chan, Y. E. (2014). Exploring the role of customer relationship management (CRM) systems in customer knowledge creation.Information Management,51(1), 27-42. Lal, P., Bharadwaj, S. S. (2015). ASSESSING THE PERFORMANCE OF CLOUD-BASED CUSTOMER RELATIONSHIP MANAGEMENT SYSTEMS.Skyline Business Journal,11(1), 23-33. Monczka, R. M., Handfield, R. B., Giunipero, L. C., Patterson, J. L. (2015).Purchasing and supply chain management. Cengage Learning.

Sunday, March 22, 2020

Alcoholism in America Essays - Alcohol Abuse, Drinking Culture

Alcoholism in America Grand View University Alcoholism, also given as alcohol dependence concurrence is a example of Alcohol Use Disorder, and a broad expression for problems with ethanol (generally referred to as alcohol), and commonly refers to alcohol addiction, which is the compulsive and uncontrolled consumption of alcoholic beverages, generally to the hurt of the bibber's health, personal relationships, and convival stagnant. It is medically considered a disease, specifically an addictive unfavorableness. There are two might represent alcohol abuse, alcohol turning. Alcohol misuse has the potential to mischief almost every organize in the body, inclose the genius. The effects of chronic alcohol abuse can suit both medical and psychiatric problems. One who has alcoholism is called an alcoholic. Despite what many might think, sociology of alcohol abuse is well known across hundreds of nations all over the world. sociology of alcohol abuse has been around for several centuries and has a very important meaning in the lives of many. It would be safe to assume that sociology of alcohol abuse is going to be around for a long time and have an enormous impact on the lives of many people. Sociology of alcohol abuse has a large role in American Culture. Many people can often be seen taking part in activities associated with sociology of alcohol abuse. This is partly because people of most ages can be involved and families are brought together by this. Generally a person who displays their dislike for sociology of alcohol abuse may be considered an outcast. It is not common practice to associate economics with sociology of alcohol abuse. Generally, sociology of alcohol abuse would be thought to have no effect on our economic situation, but there are in fact some effects. The sales industry associated with sociology of alcohol abuse is actually a 2.3 billion dollar a year industry and growing each year. The industry employs nearly 150,000 people in the United States alone. It would be safe to say that sociology of alcohol abuse play an important role in American economics and shouldn't be taken for granted. After a three month long research project, I've been able to conclude that sociology of alcohol abuse doesn't negatively effect the environment at all. A sociology of alcohol abuse did not seem to result in waste products and couldn't be found in forests, jungles, rivers, lakes, oceans, etc... In fact, sociology of alcohol abuse produced some positive effects on our sweet little nature. Oh does sociology of alcohol abuse ever influence politics. Last year 5 candidates running for some sort of position used sociology of alcohol abuse as the primary topic of their campaign. A person might think sociology of alcohol abuse would be a bad topic to lead a campaign with, but in fact with the social and environmental impact is has, this topic was able to gain a great number of followers. These 5 candidates went 4 for 5 on winning their positions. Sociology of alcohol abuse seem to be a much more important idea that most give credit for. Next time you see or think of sociology of alcohol abuse, think about what you just read and realize what is really going on. It is likely you under valued sociology of alcohol abuse before, but will now start to give the credited needed and deserved. The World Health Organization esteem that there are 140 million people with alcoholism universal. Alcohol use disorders resulted in 139,000 deaths in 2013 up from 112,000 deaths in 1990. In 1979, the World Health Organization discouraged the use of "alcoholism" due to it rough intent, preferring the tribe of "alcohol hanging syndrome". In the 19th and auroral 20th centuries, alcohol dependence in common was called dipsomania, but that boundary now has a much more specific import. Many other terms, some of them insulting or unofficial, have been used throughout history. Alcoholism is characterised by an increased toleration of and physical dependence on alcohol, nerve-racking an individual's efficiency to control alcohol consumption safely. These characteristics are believed to behave a role in obstruct an spirituous's capability to stop drinking. Alcoholism can have adverse effects on mental health, causing psychiatric illness and incretionary the risk of suicide. A lowed mood is a common symptom. Long-boundary alcohol abuse can

Thursday, March 5, 2020

Rachel

Rachel Derek and WyattCharacter Overview:Derek:Derek is a man, who is very smart. He has a short temper and when he is angry you do not want to get in his way. He hates dumb burglars, and when a burglar messes up he turns them into the police. He hates having to kill people as his family were killed by burglars and he is only robbing banks so he can get enough money to give his Grandma heart surgery. He has been to prison once because Wyatt tried to shoot someone but missed and they were both caught. Derek has taken troubled Wyatt under his wing after meeting him in prison the first time.Wyatt:Wyatt is a man, who is not very smart. He is very flamboyant, and has a lot of patience. Wyatt is continuously making mistakes when he is under pressure. He loves killing people that he doesn't like.Before We Were Security GuardsHe only robs people because Derek does it. Wyatt loves to style things, in pink. He has Derek to cook, clean and make his bed for him, because Derek took him under his wing.Se curity Guards:Easy Targets, not very sneaky and large.Police:Smart, slim, fit, hate robbers and strong.SettingScene 1: They are in a bankScene 2: They are in a hideoutDerek and WyattScene 1: BankDerek sneaks on stageDerek: "The coast is clear Wyatt"(Derek calls for Wyatt to come with his hand)Wyatt sneaks towards Derek.Derek: "Did you check to make sure there were no security guards"Wyatt: "WhatI thought you were meant to!"Sirens sound and security guards come running.Derek: "You idiot Wyatt! You were meant to! The plan was for me to check if it was clear and you check for security guards!...

Tuesday, February 18, 2020

Lesson Planning with SIOP Essay Example | Topics and Well Written Essays - 1250 words

Lesson Planning with SIOP - Essay Example Although, A-Level English learners can use various language materials, cognitive mastering, communicative skills and effective strategies for learning and reading expository texts is incredibly significant for an inclusive understanding of the language. As a result of the ever increasing English language requirements, an A-Level English teacher ought to develop an effective plan for managing the complexity of English skills and content as well as ensuring accessibility of English learning instruction to A-Level English language learners. The essay intends to come up with a practical and instrumental plan for A-level English learners’ students. The essay will as well compare and contrasts two major language acquisition theories and explore the success of the identified lesson plan based on the identified theories. The way in which English learning institutions and states deal with issues of language diversity plays a significant role in the definition of the social status of population segments that use exceptional language in the society. Generally, language forms the central conduit for human communication. English language is used in different ways by different people to communicate personal needs, experiences, and expectations. Different A-Level English scholars have used diverse theories to understand the most helpful process of learning English language by A-Level English language learners in diverse geographical, social, and historical backgrounds. In the 1960s, Chomsky observed language development as genetically predetermined and innate phenomenon. According to this theory, human beings are always born with rational and physical abilities to learn and understand language. This instinctive ability makes human being develop the capability of understanding new sentences and wordings. Chomsky suggested that, people develop their language through Language Acquisition Device (LAD). The Language Acquisition Device is

Monday, February 3, 2020

IT CAN BE ABOUT ANYTHING Essay Example | Topics and Well Written Essays - 500 words

IT CAN BE ABOUT ANYTHING - Essay Example Many protesters on the West Coast are starting to form a general game plan that protesters on the East Coast have not done. They are shutting down ports owned by large financial firms such as Goldman Sachs. These are the real firms that the protestors are trying to harm. Alliances with some labor groups have put the protestors in a position of power. Some sociologists see this as a recipe for increasingly militant protests in the coming months up and down the West Coast. I rally liked this article because it was very informative and answered questions that I had about the Occupy Wall Street movement on the West Coast. I did not understand why so many people showed up to shut down the Port of Oakland. As far as I was concerned, that wasn’t hurting anyone other than the men and women working at the dock. They surely didn’t get paid for that missed day of work. I now realize that it was actually a part of a plan between the protestors and the workers on the docks. This article is an important one because it confirms how I feel about the Occupy Wall Street movement. I do not think it is going to go away. Something is sure to happen eventually that will motivate more people to get out in the street or to elect different sorts of people to government in Washington DC and in state governments all over America. I believe in this movement and would like to see the rules that favor the richest Americans changed so everyone can have a better chance at moving up in life. These are some of the issues that will define my generation. How we handle ourselves at this point in time is very critical, because if this Occupy Wall Street movement fails or fades away, then that will embolden the richest Americans even more. I felt that the authors Wholsen and Collins did a great job with this story. It was a fair, unbiased

Sunday, January 26, 2020

Research into Truancy: Causes and Effects

Research into Truancy: Causes and Effects Introductory orientation Truancy is about learners who have not been attending school regularly as required by the school, parents and even the authorities. Truant behavior is a problem for the individual, the family, the school and society in general. Free and compulsory education is recognized as a basic entitlement under international standards, including the United Nations Universal Declaration of Human Rights (1948), the Convention of the Rights of the Child (1989) and the European Convention on Human Rights (1950). With the right to free education and the obligation corresponding to this right observed and enforced through a national emphasis on school attendance, The National Statistic Office (Malta) states that in the 2004/2005 scholastic year the figure for school absenteeism accounted for 7.7% of the total number of school days in the reference period or an overall absence rate of 9.2 absent days per pupil that for boys being 10.0 days per pupil and for girls 8.4 days per pupil. As a teacher this makes me fretful about students missing school as this can be associated with subsequent emotional and psychosocial problems in early adulthood and is a predictor of multiple problems (Fogelman and Hibbert, 1990). Truancy may have both short and long term effects on society. There is evidence that truancy is linked to delinquent behaviour and juvenile crime (Collins, 1998; Reid, 1999). According to Jones (1996), ‘Absenteeism is a sign of trouble that often leads to lower academic skills and grades, delinquency, and dropouts. Studies have shown that high school dropouts are twice as likely to be unemployed and on welfare, and overall, tend to be facing a more difficult life than their graduating counterparts. Jones (1996; p.128), All members who form part of any educational institution cannot allow these students to give up on themselves. We as a modern, fast developing society, we cannot afford to let them surrender. It is clearly far less expensive to educate them than pay for a lifetime of welfare and all of the deprivations that welfare represents. These are ominous issues, which imply that the number of students who skip school is rising and that school absenteeism is a new generations behaviour that is today a dramatic social phenomenon. This proposal drafts the intent to investigate and explore realities of how truancy manifests with Maltese youth and also explore the psychosocial world of truants in Maltese schools. Problem Analysis The Pre-Scientific Problem awareness As a supply teacher for these past five years, I have witnessed incidences of truancy in the period 2006 to 2009. One of the common truancy reducation measures used was to lock the school gates during lessons and breaks and open them after school hours (my personal exsperience). Despite the limited impact on truancy reducation, the approach of locking gates is still common and evident in some secondary schools. I found locked gates while visiting some of the schools. Gangsters, to control late coming and to stop learners from dodging classes, locked gates to prevent trespassing, sepecially. Exploring the problem Incidence and nature of truancy Malta Since 1946 education has been compulsory for all children between six to fourteen years and extended to the age of 16 by the Education Act (Malta) of 1971. Maltese law imposes a duty on parents to ensure that their children of compulsory school age receive appropriate education, whether through attendance at a state or independent school. If they fail to do so, without any reasonable excuse and if found guilty, they are liable to a fine not exceeding in previous currency one Maltese Lira (equivalent to â‚ ¬2.33) for each day during which the offence continues, unless the parent fails to give a good and sufficient explanation within three days from the date he or she receives a notice from the Director of Education (Malta Education Act 1988). From January 2001 up to December 2002 there were 8,903 arraignments before the local tribunals in connection with school absenteeism (Grech, 2002). This figure represents only the number of students who were absent from school without a valid reason on more than three occasions in the time frame of a month. It is a known fact that there are a number of students that systematically plan three days off from school each month, just for the sake that they use their monthly absence allowance and knowing that in this way their parents would not receive a citation. Surveys show that the overall absence rate between 25th September 2000 to 31st March 2001 stood at 10.5 days per pupil (NSO Malta, 2001). This figure reveals an increase of 5.2% over 1999/2000 scholastic year (NSO Malta, 2001). Thus it shows that during this period, 657,604 pupil days were lost to absenteeism and authorised absence due to sickness. Indeed, the Clark Report (2005) shows concern for the increase in unauthorised absenteeism with parental consent, particularly in state secondary schools which cater, in the main, for a student population coming from a working- class background. Family problems, psychological problems, illnesses, school phobia and bullying have, significantly, been indicated by the Clark focus group to be the topmost reasons contributing to school avoidance. Some Overseas Countries Most of the research conducted abroad seems to provide information regarding the nature and extent of truancy in secondary schools. Results of a study conducted at a school in London from 1985 to 1987 revealed that 70% of the sampled pupils admitted truanting during the three-year period (Stoll, 1990:22). In the study that involved nine secondary schools, 66% of the 765 fifth year pupils admitted truanting (ibid). Figures on truancy in 150 English secondary schools revealed that 31% of pupils in years 10 and 11 admitted that they played truant or skipped lessons (OKeefe Stoll, 1995:12). Gray and Jesson (1990:25) report about the major national survey results of truancy in English secondary schools. According to this study, 23% of all fifth year pupils were involved in truant behavior and they were less likely to stay on in full-time education. Furthermore, schools facing serious problems of truancy tend to be in the inner city rather than in other areas (ibid). on the other hand, Collins (1998:26) reports that absentee rates vary between schools in the London Education Authority. Munn and Johnstone (1992:4) found that out of a sample of 50 Scottish secondary schools, 18% of the pupils (11% in June and 7% in November) were classified as truants and were mostly form the senior years. These figures exclude truants within the school day, as â€Å"14 schools reported that they did not keep period attendance records† (ibid). Truancy has long been a subject for research in various parts of the USA. According to Nelson (1972:98), 64% of the 591 students surveyed identified themselves as class truants. Learners habitually play truant each day in Los Angeles, Pittsburg and Milwaukee (Black, 1996:33). Bos, Ruiters and Visscher (1992:393) found that the average rate of truancy in 36 schools in the four Dutch cities studied was 4.4% and that truancy increased with the level of the class in almost all schools. Some researchers further indicate that truancy does not necessarily mean missing the whole day of school but found that I could be in the form of missing a part of a day or particular lesson (Kilpartick, 1998:31; Reid, 1999:91). In a study conducted by Malan in South Africa (1972:144), 2,738 out of 69,908 pupils were identified by their teachers as truants. Masithela (Masithela, 1992:33) observed that learners tend to miss lessons during the first and second periods, as well as during the last give periods. The tendency of missing certain lessons towards the end of the school day shows that some form of â€Å"hidden truancy† is prevalent and that pupils can be marked present in the register but fail to attend all lessons (ibid:45). On the other hand, they may come late and be marked absent or be somewhere on the school premises not attending certain lessons or periods, but still be marked as being present on the class resisters. Factors associated with truancy Malta Truancy is about learners who have not been attending school regularly as required by the school, parents and even the authorities. Tyerman (1968) defines the term truant as the child who is absent from school purely on his or her own initiative. Gabb (1994) includes in his definition of truant, that a child who is absent with leave given by his or her parents, or who are actually kept at home by the parents. Hersov (cited in Gabb, 1994) goes still further, dividing from truants, ‘school phobics and ‘school refusers. King (2001) furthermore defines school refusal/school phobics as a difficulty to attend school due to emotional distress, especially anxiety and depression. Fenech (1991) (in an unpublished research) defines ‘absenteeism as ‘being away from lessons for any period of time and for reasons not considered as legitimate, with or without the parents knowledge (p.3). She goes on to include ‘physical presence without any attention being given to a lesson in progress [as well as] masked or selective truancy (ibid., p.3). Fenech (ad. lib.) refers to the latter as ‘skiving off specific lessons or disappearance after registration (p.3) remarking that a number of sources consider absenteeism and truancy synonymous. Sultana (1997), like Fenech (1991), defines absenteeism as ‘staying away from school for reasons not justified by the law (p. 355). However, she goes on to include other ‘less overt ways (ibid., p 355) such as what Willis (1977) calls participating in ‘informal mobility (ibid., p. 355). This includes not entering the class for lesson, intentionally staying in another class, leaving the class without permission, or staying in class without bothering to follow the lesson. Studies conducted abroad When seen from a psychological viewpoint, truancy may be symptomatic of learns who are insecure and have low academic achievement levels and low self-esteem. Lewis (1995:37) states that attendance difficulties my broadly result from a combination of â€Å"pull† and â€Å"push† factors. Pull factors are personal and social aspects that â€Å"pull† a learner out of school. The pull factors may be related to the psychological indices mentioned by Reid (2002:11), such as maladjustment, a lower general level of self-esteem and academic self concept, anxiety and lower career aspirations. Factors that â€Å"push† learners away from school include academic and classroom aspects such as inapproachability of the teaching staff, incomprehensible teaching style and inappropriate classroom management. Other factors relating to the school and the classroom include bullying, the curriculum, boring lessons (Reid, 1999:91), teachers humiliating remarks (Porteus, Clacherty, Mdiya, Pelo, Matsai, Qwabe and Donald 2000:11), poor record-keeping and school organization (Bimler Kirkland, 2001:90; Coldman, 1995:29). According to Pappas (1996:1), truancy is often symptomatic of family dysfunction, since the parents of truants tend to be permissive, undisciplined and unavailable. Some authors believe that truancy is associated with a poor socio-economic background, including poverty, poor housing and unemployment (Bell, Rosen and Dynlacht, 1994:204; Tyerman, 1958:222). Some researchers state that there is a link between truancy and delinquent behavior (Collins, 1998:38; Brown, 1998:298-299; Reid, 1999:25). Truancy differentiated from school phobia There is a need to distinguish between truancy and school phobia. The concept â€Å"school phobia† describes a learner who is unwilling to attend school and stays at home with the knowledge of parents (Wicks and Nelson, 2000:123). A learners problem often stats with a vague complaint or reluctance to attend school and progresses to total refusal to go to school. Blagg (1992:121) asserts that school phobia may be induced by fear-arousing aspects of school, such as fear of failure caused by anxiety about meeting the standards. Fear may also be related to worries about the health and welfare of parents (Blagg, 1992:123). In the other hand, a learner who plays truant misses the whole school day or lessons without the knowledge of parents or caregivers. Furthermore, a truant tends to be involved in various forms of anti social behavior (Blagg, 1992:121). Milner and Blyth (1999:18) acknowledge the difficulties involved in studying the prevalence and pattern of truancy and in comparing current and past school attendance or absence. The difficulties are partly compounded by the variations in the definition of truancy itself (Boyd, 1999:22; Gabb, 1997:2) and the multifaceted nature of truancy (Edward and Malcolm, 2001:1; Reid, 1999:17). The problems associated with studies on truancy should, however, not prevent further research from being conducted. Solutions should be found, or the cause at least eliminated, because truancy is regarded as a serious problem with socio-economic implications. A preliminary review of the literature reveals that truancy is a major problem form schools and society and a most powerful predictor of juvenile delinquent behavior (Van Petegem, 1994:272; Wiehe, 2000). Reid (2002:2) maintains that the amount of money spent on truancy reduction initiatives proves the extent of truancy. Statement of the problem Data on the extent and nature of truancy in schools are often based on information obtained from class registers. This information may be inadequate or almost incomplete and limits the understanding of the phenomenon, thus making it difficult to develop appropriate intervention strategies. More insight on how truancy manifests is needed to provide a base on which to suggest, plan and develop effective intervention strategies. Therefore, further research is needed to enable education officials, schools, parents and other professionals to manage learners with attendance difficulties more efficiently. This study serves to bridge the information gap regarding the nature of truancy and to provide a picture of the life world of truants in Secondary Schools. Aims of the Research The General Aim The aim would be to describe truancy in general as stated in the literature and to conduct an empirical study in order to determine how truancy behaviour manifests in secondary schools and what the life world of truants looks likes. The findings can then be used to inform and guide future practice. The Specific aim The aim of the study would be to gather information that will be used to guide the school (college) community namely the SMT, form teachers, subject teachers, guidance teachers and school councillors, youth workers in school and other stakeholders to help in the interventional approaches and procedures that can be used for reducing truancy. In order to realise the above aims, the following questions are set to direct the research: What is the extent and degree of truancy in terms of the frequency and number of learns involved? What are the patterns, type or nature of truancy? Where do truants go when not at school or in class? What measures are used to monitor and manage truancy? Research Method The study will comprise two methods, namely, a literature study and an empirical investigation. A study of the literature will derive information on studies about poor school attendance and procedures employed to mange or reduce truancy from books, research articles, journals and other resources. A quantitative research design will be used in the empirical investigation. This investigation aims to gather data by means of a questionnaire that will be given to learns in Form 1 and Form 2 in eight randomly selected schools, , incorporating two Junior Lyceums, two Area Secondary and two Church schools. A qualitative research design will be used with guidance teachers, counselors, youth workers, form teachers, Assistant Head of Schools and Heads of School currently working in schools. A focus group and interviews with Heads will help me to investigate what the School community is doing to combat truancy. Such data will be advantageous in that they are ‘the most adequate [tool] to capture how a person thinks of a particular domain (Goldsmiths Collage, n.d.). More over since a face to face rapport with the interviewee, it is induced to continue questioning the subject in order to confirm the hypothesis about his or her beliefs, seeking appraise any underlying meaning in the process. Demarcation of research Due to time constraints, the preset research is confined to then 8 randomly selected secondary schools in Malta. A list of all secondary schools was compiled to allow for the random selection of 8 schools, which will form part of this study. This sample was mainl cohosen on the basis of cost implicaitons and accessibility. Explanation of concepts In this section a number of concepts that are relevant to this research are defined. Truancy Reids (1999:1) asserts that the term ‘truancy is often misused and can be applied both generically and with a local meaning. In the different parts of Great Britain, truancy is known as ‘dodging, ‘skipping off, ‘mitching, ‘skiving, ‘bunking off and ‘going missing, respectively. Whitney (1994:49) defines truancy as ‘absence that has not been authorized by the school and where leave has not been given or approved. Another definition provided by Collins (1998:2), who states that truancy is about pupils who have been registed with a school but identified as not attending school when the law says they should. This definition includes absences from a particular lesson or lessons, known as ‘post-registation truancy (Gabbs, 1994:5; Stoll, 1990:23). Clark Report (2005) identify as truancy when a student is voluntarily absent or not attending school without their parents permission and often, awareness (Anglicare, Werribee Family Services 2000). Truancy is defined as unjustifiable or unexplained absence from school with attempts by the student to conceal the absenteeism. Usually the child avoids home when not at school and the parents are often unaware of the childs absence (Rollings, King, Tonge, Luk, Heyne, Ramsdell, Burdett Martin, 1999). The concept blanket truancy refers to absence from the whole school day, which is usually reflected on the class register, while post-registration truancy occurs when the learner is marked present but fails to turn up at a lesson or lessons (Stoll, 1990:23). In this research, the term ‘truancy is broadly defined as unauthorized absence from school. The definition is adopted with the assumption that absence with the knowledge and permission of the school and parents or guardians does not constitute truancy. Since the study seeks to explore the type of truancy as manifested at secondary schools, both concepts of truancy (blanket and post-registration) are relevant and will be investigated. A Truant A truant is a ‘child aged 6 17 years old who absents himself or herself form school without a legitimate reason and without permission of his or her parents or the school official (Schaefer and Millman, 1981: 335). For the purpose of this research, a truant refers to a learner who, after being registered at a school, absents himself or herself from school or lessons without a legitimate reson or permission from parents or the school official. The traditional or typical truant: Traditional truants tend to be isolated that come from an unsupportive home background, possibly with a tendency to be shy. It is likely that they will have a low self-concept, be introverted and be the citim of their social circumstances. The psychological truant: could be the school phobic (school refusal) case but more othen than this psychological truant miss school for psychological related factors such as illness, opsychomatric complaints, laziness, a fear of attending scholl for any reason (such as dislike of a teacher, a lesson, an impending confrontation or fear of bullying.) The Institutional truant: Institutional truants are more likely to indulge in ‘on the spur of the moment absences from lessons and to be selective about days or lessons to miss. Secondary School A school that admits or registers and educates learners in Form 1 Form 5 is known as a secondary school. Life World In this research, the term ‘life world refers to the psychological context this is made up of elements such as interpersonal aspects, the family, school and the broader community. According to this definition, the life world involves the personal and external world of the learner. The personal word refers to intrinsic factors. The external word is made up of the broader educational systems, the home environment and the community where the child spends his time when not at school. Relevant intervention strategies would be easier to suggest if the contextual issues related to the phenomenon under investigations are understood. Research Program The research comprises give chapters, as follows: CHAPTER 1 In this chapter, the background information in the seriousness and implication of truancy are discussed. The chapter also includes an analysis of the problem, the problem statement, aims of the study, description of the research method and definition of the concepts. CHAPTER 2 Chapter 2 entails a review of the literature on types of truancy and the causes of truancy or contributing factors in different countries, including in Malta. Different approaches that the various countries and schools use to manage truancy will also be discussed. CHAPTER 3 This chapter deals with research designs and methods. A discussion of the research problem, the aim of the empirical investigation, the research tool used in the study and the selection of the sample will be included. Details of the compilation and administration of questionnaires as well as an analysis of data will be presented. CHAPTER 4 In this chapter, the results of questionnaires will be presented. The results will be analyzed to find answers to the research questions. CHAPTER 5 The chapter entails a summary of the research finding, conclusions and recommendations. A summary of the results from the literature study and the limitation of the study will be included. Conclusion This chapter focuses on the background and analysis of the problem, as well as the aims of the study. An attempt will be made to explain the research method used, relevant concepts and planned programmes of the research. The next chapter will contain the review of the literature on the types of truancy, factors contributing to truancy behavior, the rate and extent of truancy and the strategies used to manage truancy. CHAPTER 2 TYPES OF TRUANCY, CAUSAL FACTORS AND APPROACHES USED IN THE MANAGEMENT AND REDUCTION OF TRUANCY Introduction According to Tyerman (1958:217), truancy has been a problem to all concerned with education since 1870s. Approximately 750 children were charged for truancy in England and Wales in 1954 (ibid: 220). This figure could have been an underestimation as it was based on learners who were referred to courts, and therefore represented mainly incorrigible truants (ibid). Furthermore, the figure gives a general picture of truanting children in one country only and without an indication whether it was absence from certain lessons or whole school day absence. Truancy is currently a problem in communities. In Clarks report concern was expressed about truancy among school children. Data presented in this report indicates that non-attendance exists, and has become an issue of increasing concern for schools, educational and student welfare organizations. Non-attendances viewed as being among one of the key problems facing some schools. There is increasing concern for the seemingly large number of ch ildren and young people, who are, for a range of reasons, missing out on the benefits of education and possibly on a better future (Dr. L. Galea, The Times 9th February, 2005). Non-attendance can be the beginning of countless problems for students who regularly miss out on school (Heyne, King, Tonge, Rollings, Pritchard Young,1999). The extent and nature of truancy are best understood in terms of whether it implies absence for the whole day or during a particular lesson. This chapter deals with how blanket and post-registration truancy manifest, the causal factors and various measures of reducing truancy in secondary schools. Blanket Truancy Perspectives in various countries England and Wales Normab (2001:49) states that 50,000 children play truant on a normal school day in England. The number of truants increases steadily with age and most truants are found at secondary school (ibid). This confirms past research findings about the existence of truancy in secondary school in some parts of England. Gray and Jesson (1990:25) gathered information on the incidence of truancy from the youth cohort survey of England and Wales. The result of their survey shows that 6% of final-year secondary school learners reported to have played truant for several days or weeks at a time. Malcolm, Wilson, Davidson and Kirk (2003:50) state as follows: ‘In 1999, the Audit Commission noted that at least 40,000 of the 400,000 learners absent from school are truanting. Scotland In a study done at 50 Scottish secondary schools, it was found that 30% to 33% of learners had been playing truant at least once in the survey week (Munn and Johnston, 1992:38). These schools were requested to provide both the overall attendance rate and the numbers of learners (ibid). Australia Haddon (1996:110), citing a comprehensive study conducted in Victorian secondary schools in Australia, states that 40% to 60% of learners of compulsory school age reported that they engaged in truancy. Cohen and Ryan (1998:12) state that about 10,000 learners in Tasmania play truant at least one day a week. The Netherlands The research done at 36 schools in four Dutch cities indicates that the average level of truancy at all schools was 4.4% (Bos, Ruiters and Visscher, 1992:393). The average percentage of allowed absence was 4.7%, therefore suggesting that learners in most schools are just as often absent with a valid reason as without one. United States of America It appears that truancy is a problem in American schools, although at varying levels. According to Black (1996:33), approximately 2,500 and 4,000 learners play truant on a daily basis in Pittsburg and Mulwaukee, repectively, while 300,000 of the 1.6 million students in Los Angeles are habitual truants. This shows that some learners stay absent without permission every day and that a day never goes by with a recording of 100% attendance. Truancy is so much of a concern that the Department of Education has prepared a manual that gives schools some guidelines on how to reduce it (United States Department of Education, 1996). Malta From January 2001 up to December 2002 there were 8,903 arraignments before local tribunals in connection with school absenteeism (Grech, 2002). This figure represents only the number of students who were absent from school without a valid reason on more than three occasions in the space of a month. It is a known fact that there are a number of pupils that systematically take three days off from school each month just for the sake that they use up their monthly absence allowance and knowing that in this way their parents would not receive a citation. Survey results issued by the National Statistics Office Malta on December 16, 2002 showed that overall absence rate from schools between September 25, 2000 and March 31, 20001, stood at 10.5 days per pupil. That included both absenteeism and authorized absence (such as those due to sickness). During this period, 657,604 pupil days were list to absenteeism, accounting for 8.9 per cent of the total pupil days. This reveals an increase of 5. 2 per cent over the 1999/2000 scholastic year. Absences in government schools stood at 19.12 days per pupil whereas that of government dependent (church schools) and independent private schools was 5.76 days per pupil. The rate of truancy in terms of gender Some of the overseas researchers state that there is no difference in the levels of truancy reported for males and females (Gray and Jesson, 1990:26; Haddon, 1996: 110; Smith, M., 1996:226; Stoll, 1994:36; Whitney, 1994: 59). Recent research on truancy in the seven local education authorities reports that the numbers of learners in secondary school admitting truancy was almost equal for boys and girls (Malcolm et al., 2003:31). Coldman (1995:68) also states that the variation that exists in truancy levels of males and females is slight. It is, therefore, apparent that some research are in agreement with regard to the truancy levels of male and females learners. Earlier research that was conducted in South Africa suggests that more males than females tend to play truant Coldman (1995:68) warns against making assumptions and generalisations about the existence of gender differnce in truancy levels. He argues that observed findings might result from the fact that some schools have more males than females, particularly when one is dealing with a large sample. What the above studies suggest about truancy levels of males and females is that the difference might be slight, if it does exist. Furthermore, observed diffrenences may be incfluenced by other variables, such as the enrolled number of male and female learners in a sample. Truancy rate according to the geographical location of the school Serious truancy is said to be more prevalent in inner-city secondary schools in England (Gray and Jesson, 1990:36; Stoll, 1990:23). Munn and Johnstone (1992:4) also found that the Scottish school with the highest percentage of unauthorized absence was all in the inner city. Coldman (1995:69) asserts that claims that truancy is a problem mainly experienced in inner city schools are disputable, since another survey showed that the truancy level is high even in the suburban, rural and industrial areas of England. It may therefore be purely speculation, without much supporting evidence, to suggest that inner-city school experience higher levels of truancy. Hard evidence needs to be gathered, where possible, in order to verify the claim that inner-city experience higher rates of truancy. According to some researchers, truancy levels also appear to differ from school to school, since they may be more prevalent in schools than in others (Blackm 1996:33; Bos et al., 1992:385; Gray and Jesson, 1990:26; OKeefe and Stoll, 1995:12). It is therefore apparent that the levels of truancy seem to vary from country to country, and in some cases, also in terms of geographical locations within a city or town. The literature indicates that blanket truancy is common in many secondary school and that, in some cases, learners play truant on a daily basis. The levels of blanket truancy can also vary according to regional locations within the same country. In the next section, the evidence regarding the level of post-registration truancy drawn from the literature will be discussed. Post-registration Truancy Very little information is given in the literature about national trends of post-registration truancy in countries where research on truancy was conducted. Most of the studies conducted in the United Kingdom, Australia, the United St Determinants of Health: Area of Residence Determinants of Health: Area of Residence Lisa Theaker The overall health of an individual and of communities can be defined and affected [LF1]by many factors. Circumstances and environment play a massive part in determining whether a Person or Persons can be categorised or labelled as being â€Å"Healthy†. Some of the more common of these determinants are issues such as area of residence- the affluence and prosperity of the general area, the income of the individual or family unit, the levels and standards of education available within the area, social relationships and at the most fundamental level, genetics also play a part. From a social perspective, factors such as access to good quality health services are considered to be a secondary factor and have less of an impact on the individuals’ health than the others. A person’s health is often determined by issues such as their social and economic environment, their physical environment and their general behaviours and lifestyle choices. An individual only really has control over one of these factors – the lifestyle as it is of their own choosing whether they have a healthy diet, if they smoke or drink alcohol. This too is determined to some extent by the level of social, physical and economic factors (WHO, date unknown) (Naidoo et al, 2000). Income and social status or class differences are displayed in statistics from different areas and often show direct correlation to the health of the individuals within them. A better income and â€Å"higher class† proves to be critical in better health. This is due to better quality of diet, access to education and better working environments. Studies have shown that where the greater difference in income between richer and poorer individuals exist, then this is reflected and evident in the statistics of health (Naidoo et al, 2000). Education levels at a lower standard are also linked with poor health. People with a low level of education often have low self-confidence and are found doing lesser paid yet more manual labour in health affecting environments such as factories. This also affects stress levels as well as income. The knock-on effect this produces brings inequalities such as poor housing and unsanitary living conditions in what are commonly labelled as â€Å"deprived areas†. All the factors affecting these communities have a profound effect on the health of not just the individual, but of their families also (BBC, 2008). The physical environment often impacts upon the health of families and individuals [LF2]alike, both in a domestic and workplace. Areas of residence with good quality road networks, decent acceptable housing, safe water and clean air [LF3]are statistically proven to show greater levels of better health of residents than areas with heavy industry, both now and historically. Air pollution is a major contributor to ill health, especially if the individual has an underlying or pre-existing health condition such as asthma. People who live and work in cleaner environments are often generally healthier, or display less health issues than people working within these area of heavy industry. Workers in heavier industries such as coal mining and steelworks have no control over they’re working environment, and although health protection equipment such as dust masks and ear protection are now issued as standard, this has not always been the case and generations of workers have suffered some times horrendous health issues from diseases and conditions associated with working in the dusty, noisy conditions for many years unprotected. Cases of emphysema, a lung condition where essentially the lungs are filled with dust which eventually hardens, have[LF4] affected many generations of coal miners (WHO, date unknown). Social support networks in communities are also proven to show links to improved health. Areas with community support outlets that offer help and advice with aspects covering stop smoking services, job-seeking and educational courses can encourage and offer the means to people within the community to improve themselves both mentally and physically and this has a profound effect on their health by improving their prospects and their self-esteem (WHO, date unknown). The genetic makeup of an individual can also be a major contributing factor to their health and can determine possible lifespan, overall healthiness and the possibility of developing certain illnesses. Personal behaviours of lifestyle can be influenced at an early age, where a parents input on the diet and lifestyle habits are often impressed upon children from a very early age. These attitudes are often carried into adulthood from children having witnessed the un-healthy practices of parents, and assume them to be acceptable and normal. Factors such as smoking and the consumption of alcohol are some of these. General coping skills can be witnessed by the nest [LF5]generation and can often lead to problems with their own coping mechanisms later in life (BBC News, 2008). Access to health services are a fundamental factor too. Good accessible health provision is essential for the maintenance of health within communities – whether the individual chooses to access these available services is down to their general attitudes to their own health (WHO, date unknown). Lifestyle choices such as smoking, drinking, promiscuity and a balance of healthy diet and exercise are in the hands of the individual. These choices are also determined by the levels of income and area of residence. Deprived areas, even within the same general locality and country statistically show that this is the case. For example – Calton, an area of Glasgow in Scotland, shows a distinctive rise in the mortality rates in males when compared to a more affluent area of Lenzie. A baby boy born in Calton will have an average life expectancy of 28 years less than a boy born and resident in Lenzie. This is explained by Calton simply being less affluent. The population of Calton are generally of a lower social class, and the mortality rate reflects this amongst males of comparable ages. This is not just in Scotland however, similar findings have been reported in areas of London. The life expectancy varies by 11 years from residents of affluent Hampstead to St Pancras, which is c onsidered to be less affluent (BBC News, 2008). [LF6] People from lower classes experience greater levels of sickness and ill health, whether this is from lifestyle choices or work environments (if they actually work). Work and employment levels are a very important factor to consider. The work environment determines income levels and can directly affect the health of the individual. Some work environments are considered to be â€Å"high-risk† because of accidents, hazardous materials or even stressful situations (WHO, date unknown). A very detailed and thorough discussion of determinants of health however this could be strengthened by creating greater links to the models of health. There are more factors to the determination of â€Å"Health† than reviewing and [LF7]considering the technical issues of income, employment, lifestyle and the areas where people live, although these are statistically proven to have a major impact. Many would consider that ill health of an individual comes about as a direct result of lifestyle choices and that by adequate and improves healthy lifestyle promotion campaigns, theses can make a difference and encourage the individual to make changes and be responsible for taking steps to improve their health and that of their family. This is not always the case however, when the truth maybe that the individual has little or no control over the choices to be made. This serves to strengthen the argument that ill health is not in the hands of the individual rather that its roots lie in the social and economic domain. If the means are not available to make the changes, then it is impossible to do so. It is true however that some people do make the effort to maintain their health and that of their families eve on sometimes limited income however the social environment of poor quality housing and the air around where the live prevents them from doing so. The air quality is beyond the control of anyone. These factors are major contributing issues. Regardless of the input of any health promotion campaigns and any amount of income, this cannot be changed – other than to provide the means to move their family to a less polluted environment. Ill health does not occur merely by bad luck. The imposing factors from birth and through the entirety of an individuals’ life, through to their demise are paramount to affecting how these years are spent, whether in good or bad health. Social factors such as class and ethnicity come into play when tied in with the universal factors of age and gender. The gender, ethnicity and age of the individual cannot be changed, however it is possible that the social class can be altered given the right circumstances. Environmental factors such as housing provision, and the quality and area of it are also major factors – the area of residence and the amenities that are offered there, such as leisure facilities and access to health services have an impact upon the health of the residents. Lifestyle factors such as smoking, nutrition, exercise and the psychosocial environment are also major factors. The amount of stress and worry experienced by the individual are paramount to the levels of the other factors. Smoking levels increase in stressful environments as does overeating (Naidoo et al, 2000).[LF8] References BBC News (28th August 2008) ‘Social factors key to ill health’ [online] Available at: http://www.news.bbc.co.uk/go/pr/fr/-/1/hi/health/7584056.stm [Accessed 5th April 2014] Health Poverty Action (date unknown) ‘ factors that Determine Good or Poor Health’ [online] Available at: http://www.healthpovertyaction.org/policy-and-resources/the-determinants-of-health/ [Accessed – 5th April 2014] Naidoo, J Wills, J. (2000) ‘Health Promotion – Foundations for Practice’ (2nd edition) London, UK: Harcourt Publishers Ltd World Health Organisation (date unknown) ‘Health Impact Assessment – The determinants of health’ [online] Available at: http://www.who.int/hia/evidence/doh/en/ [Accessed – 5th April 2014] Bibliography Health Poverty Action (date unknown) ‘The Cycle of Poverty Poor Health’ [online] Available at: https://www.healthpovertyaction.org/policy-and-resources/the-cycle-of-poverty-and-poor-health/ [Accessed – 5th April 2014] The College of Occupational Therapists (COT) (2013) ‘Social Determinants of Health’ [online] Available at: https://www.cot.co.uk/social-determinants-health [Accessed 5th April 2014] Very good range of sources used. [LF1]Is this the ‘Introduction’ section? [LF2]Is this the ‘Discussion of Findings’ section? [LF3]You are right but need to clarify what is meant by these i.e., give the parameters [LF4]‘has’ [LF5]‘next’ [LF6]Excellent points and use of example/source [LF7]Is this the ‘Conclusion’ section? [LF8]An excellent conclusion – very well thought out! Well done! However this should have been in report format!