Tuesday, August 25, 2020

Argument analysis Essay Example | Topics and Well Written Essays - 750 words - 2

Contention investigation - Essay Example out the topics and ideas of detached externalization of ladies, asexuality as a foil, watchful heterosexuality and physicality as a sexual exhibition. The paper investigations the film Catwoman (Pitof 2004) by talking about the topics that have been examined by Helene Shugart in her article. The film Catwoman stars Patience Phillips (Halle Berry), who is a visual planner working for an association called Hedare Beauty. This is an exceptionally huge restorative organization that has acknowledged significant market achievement, and is going to discharge into the market an item that battles the impacts of maturing. Tolerance later finds that Hedare’s tasks are perplexed in connivance and mystery. She finds profound insider facts concerning the going to be discharged magnificence item, yet similarly as she is going to leave the premises, security faculty begins seeking after her. Tolerance is compelled to run for her life. Emotional occasions follow, and later we see her being changed into a lady with feline like characteristics; tricky, risky, untamed, quick and with faculties of her feline. In this manner, Patience is changed to Catwoman. In any case, she has a twofold character; on one side she is Patience, and on the other she is Catwoman. Catwoman’s begins battling wrongdoing in the city and furthermore helps the powerless. She is charged by the Hedare family for homicide, yet this doesn't prevent her from soldiering on. The specialists pursue her day and night for homicide allegations, and this hunt is driven by Tom Lone, who is involved with Patience. Toward the end, Patience turns into the saint. She figures out how to get her retribution on the Hedare family she despite everything keeps on being the individuals friend in need. Along these lines, from the film Catwoman, the maker depicts ladies as the smothered sex by the general public. Society thinks about the lady as the more fragile sex, and the maker of the film is utilizing the instance of Patience to engage ladies. In the film, Patience is confronted with a lot of issues and difficulties. Toward the end, she opposes all chances and she becomes

Saturday, August 22, 2020

Hiroshima Cause and Effect Essay Free Essays

Alexa Gombert English-Kiernan 10/28/12 Period 1 On August 6, 1945, America was liable for the passing of more than 100,000 honest spirits. On this day, an American airplane dropped a nuclear bomb on the city of Hiroshima, Japan. This was the main nuclear bomb at any point utilized throughout the entire existence of fighting. We will compose a custom exposition test on Hiroshima Cause and Effect Essay or then again any comparable theme just for you Request Now In the genuine book Hiroshima by John Hersey, direct six overcomers of this horrendous occasion depict records of the shelling and its belongings in striking subtlety. The nuclear bomb influenced regular folks of Hiroshima and the city’s condition in that individuals started acting unreasonably, experienced wounds and passings, and it prompted inconsistent ecological events. The nuclear bomb influenced regular people of Hiroshima in that they started acting unreasonably in the hours after the blast. This unreasonable conduct can be seen through the activities of Mr. Fukai and Mrs. Kamai. Mr. Fukai was a secretary of the see who lived in a crucial with numerous ministers and strict men. At the point when the bomb went off, the entirety of the survivors from the crucial surrendered the heap of rubble that was at one time their home, and set out for their assigned safe region. Father Kleinsorge went to get Mr. Fukai, yet nonsensically Mr. Fukai would not leave and stated, â€Å"Leave me here to die† (44). Mr. Fukai stupidly said he needed to kick the bucket in the consuming city. He wasn’t in the correct perspective and consequently couldn't a sensible choice. Mrs. Kamai, who was found supporting her dead infant, displays another case of unreasonable conduct because of the nuclear bomb. Hersey transfers Mr. Tanimoto’s odd record when he composed, â€Å"She was squatting on the ground with the body of her newborn child little girl in her arms. The infant had obviously been dead all day† (60). Holding the dead body for four days, Mr. Tanimoto ‘tried to incinerate the child, however Mrs. Kamai just held it tighter’ (81). During this time Mrs. Kamai was temperamental and incapable to settle on discerning choices since she was in stun because of the shelling and the disarray that accompanied it. Through her urgency to keep her dead infant, Mrs. Kamai shows how the barbaric shelling of Hiroshima prompted silly ehavior. While some Japanese residents were influenced mentally, others were influenced genuinely. Regular people of Hiroshima were influenced by the nuclear bomb in that they experienced serious wounds and consumes. Being this was the principal nuclear bomb at any point utilized, its physical effect on individuals was dubious. In any case, Father Kleinsorge a nd Mr. Tanimoto had the option to witness the bomb’s physical effect when they were attempting to help the powerless and weak. While on a walk, Father Kleinsorge ran over various urgent and injured military men. He depicted them as â€Å"all in the equivalent nightmarish express: their countenances were entirely scorched, their eye attachments were empty, the liquid from their softened eyes had run down their cheeks† (73). Father Kleinsorge’s depiction depicts the seriousness of people’s wounds because of the bomb. The tremendous warmth that emanated from the bomb caused these soldiers’ eyes to soften and faces to consume. Another physical impact of the besieging on Hiroshima is depicted by Mr. Tanimoto. Mr. Tanimoto was attempting to help fundamentally harmed casualties when he encountered a frightful occasion. The bombs influence was clear when Mr. Tanimoto ‘reached down and took a ladies by the hands, however her skin sneaked off in gigantic, glove-like pieces’ (65). Mr. Tanimoto was reclaimed when he pulled off the skin, which demonstrates that the wounds brought about by the bomb were deadly and anguishing. The warmth from the bomb caused this casualties skin to consume and fall off with unbearable agony. In any case, the bomb didn’t impact simply individuals. At the point when the bomb was dropped on Hiroshima it brought about an unpredictable response by the earth. Father Kleinsorge saw these odd ecological themes while on a walk he noted, â€Å"through the destruction of the city†¦was a cover of new, striking, lavish, hopeful green† (93-94) The town was in ruins, be that as it may, presently there were roses blooming wherever over the ruble and cinders. The bomb’s reason for existing was to clear out every living thing, yet amusingly it unintendedally catalyzed the inconsistent development of blossoms and plants. On August 6, 1945 the primary ever nuclear bomb was dropped on Hiroshima, Japan. It’s force and capacities were obscure being that it was the first of ts kind. In the book Hiroshima, the bombs influences were seen through the eyes of its survivors. The bomb influenced Hiroshima’s residents in that they showed preposterous and silly activities. The earth was additionally influenced in that the bomb activated regular occasions that were exceptional. The harsh idea of the nuclear bomb demonstrates that pe ople will successfully get their way regardless of the outcomes. Their craving for force will never show signs of change and their techniques for fighting are just going to get increasingly destructive. Instructions to refer to Hiroshima Cause and Effect Essay, Essay models

Sunday, July 26, 2020

On Reconnecting

On Reconnecting My parents were born under kerosene lamps. In a place where monkeys taught children to spring from the blue-colored cement roofs onto the fields of crunchy-green grass. A place where the laughter of children playing in the streets blended with the crowing of roosters. The perfect alarm clock.  A place where kites adorned the sky, glistening in the sunshine. And where hot street-side pakoras were perfect for a rainy day. A place that they would return to, holding the hands of their American-born children, eager to introduce them to their home away from home. Ive been back in Boston for a week now. Roosters replaced with phone clocks. Kites with New England geese. Street-side pakoras with bowls of easy-mac. Campus has always felt a little quieter to me during IAP. With dining halls closed and many people off campus, the usual hustle and bustle is gone. It suddenly is incredibly easy to find yourself entirely and completely alone. With no stress of the semester to keep you company. In those moments of solitude, my mind has found itself wandering back to my time in India. In every way possible, every night I lie in bed, the brightest colors fill my head. A million dreams (and jet lag) keep me awake. I reminisce the early morning freshness in the air, the rhythmic honking of traffic, the serenity of being surrounded by family. Since coming to MIT, Ive oscillated between moments of feeling really close and really far away from my roots and culture. But for the most part, being away from family and home, Ive felt distant. I no longer spend a part of my evenings watching Indian soap operas with my parents. I no longer get to eat my mothers home cooked, 100% Indian meals every day. I no longer listen to the local Bollywood-radio channel on my way to class. Even though I was born and raised in Texas my parents tirelessly and dedicatedly made sure to raise us in such a way that we were closely tied to our heritage. Now that I live on my own, theres this physical distance thats made it a little bit harder to feel close. My connection to my roots lies in weekend FaceTime calls. That said, going back to India over this past winter break was refreshing in every way possible. From simply sitting down and spending quality time with my grandparents to releasing my inner child as I played with my younger cousins to over-treating myself to Hyderabadi biryani, it was so much heartwarming happiness packed into such a short time. It was exhilarating.  And because no amount of words can do justice to just how great it all was, these mosaics of pixels will have to do: heavily decorated trucks like this one are common on the road pedestrians, street traffic and bangle stores clustered in front of the charminar hair flies in the air as we take a ride on a jeep children make their way to a guava tree to enjoy fresh fruit new years fireworks go off in the distance as we stand on the terrace to take it all in playing with sparklers in celebration of 2019 my cousin poses during our visit to a summer palace one of many visits to the sweets shop an intersection serves witness to uncontrollably chaotic traffic yet another traffic jam as people make their way home after a long day of work quite nothing like an Indian sunset navigating through a bazaar in search of gifts to take back home Post Tagged #In Touch With The Roots #India #photography

Friday, May 22, 2020

Spider Monkey Facts (Ateles)

Spider monkeys are New World monkeys belonging to the genus Ateles. They have long limbs and prehensile tails, giving them the appearance of large arboreal spiders. The name Ateles comes from the Greek word atà ©leia, which means incomplete and refers to the spider monkeys lack of thumbs. Fast Facts: Spider Monkey Scientific Name: Ateles sp.Common Name: Spider monkeyBasic Animal Group: MammalSize: 14-26 inch body; up to 35 inch tailWeight:13-24 poundsLifespan: 20-27 yearsDiet: OmnivoreHabitat: Central and South American rain forestsPopulation: DecreasingConservation Status: Vulnerable to Critically Endangered Species There are seven species and seven subspecies of spider monkey. The species are the red-faced spider monkey, white-fronted spider monkey, Peruvian spider monkey, brown (variegated) spider monkey, white-cheeked spider monkey, brown-headed spider monkey, and Geoffroys spider monkey. Spider monkeys are closely related to woolly monkeys and howler monkeys. Description Spider monkeys have extremely long limbs and prehensile tails. The tails have hairless tips and grooves resembling fingerprints. The monkeys have small heads with hairless faces and wide-set nostrils. Their hands are narrow with long, curved fingers and reduced or non-existent thumbs. Depending on the species, hair color may be white, gold, brown, or black. The hands and feet are usually black. Males tend to be slightly larger than females. Spider monkeys range from 14 to 26 inches in body length with a tail up to 35 inches in length. On average, they weigh anywhere from 13 to 24 pounds. Habitat and Distribution Spider monkeys spend their lives in trees of tropical rain forests in Central and South America. Their habitat ranges from southern Mexico to Brazil. Spider monkeys live in Central and South America. Jackhynes / Wikimedia Commons Diet Most of the spider monkeys diet consists of fruit. However, when fruit is scarce, they eat flowers, leaves, and insects. The lead female within a group organizes foraging. If food is abundant, the group feeds together, but it will split if resources are scarce. Most feeding occurs in the early morning hours, but spider monkeys feed throughout the day and sleep in trees at night. Behavior The average spider monkey group ranges from 15 to 25 individuals. The closest bonds are between females and their offspring. Males also group together. Unlike most primate species, it is the females rather than the males that disperse at puberty and join new groups. Spider monkeys are highly intelligent. They communicate using vocalizations, scent marking with urine and feces, and body postures. Reproduction and Offspring The female spider monkey selects her mate from within her social group. Gestation lasts between 226 to 232 days, usually resulting in a single offspring, but sometimes twins. The female has sole care of her young, which she carries with her as she forages. Her offspring tightly wraps its tail around its mothers midsection or tail. Spider monkeys reach sexual maturity between 4 and 5 years of age. Females only bear offspring once every three or four years. Young males sometimes commit infanticide within their group to increase their chance of mating. In the wild, spider monkeys may live 20 to 27 years.They may live over 40 years in captivity. Geoffroys spider monkey with young. Mark Newman / Getty Images Conservation Status All spider monkey populations are decreasing. The IUCN classifies the conservation status of the Guiana spider monkey (Ateles paniscus) as vulnerable. Four species are endangered. The variegated spider monkey (Ateles hybridus) and brown-headed spider monkey (Ateles fusciceps) are critically endangered. Spider Monkeys and Humans Humans are the main threat to spider monkey survival. The monkeys are widely hunted as food and suffer from habitat loss due to deforestation. Some populations live in protected areas. Spider monkeys are susceptible to malaria and are used as research animals in studies of the disease. Sources Cuarà ³n, A.D., Morales, A., Shedden, A., Rodriguez-Luna, E., de Grammont, P.C.; Cortà ©s-Ortiz, L. Ateles geoffroyi. The IUCN Red List of Threatened Species 2008: e.T2279A9387270. doi:10.2305/IUCN.UK.2008.RLTS.T2279A9387270.enGroves, C.P. in Wilson, D.E.; Reeder, D.M. (eds.). Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Baltimore: Johns Hopkins University Press, 2005. ISBN 0-801-88221-4.Kinzey, W. G. New world primates: ecology, evolution, and behavior. Aldine Transaction, 1997. ISBN 978-0-202-01186-8.Mittermeier, R.A. Locomotion and Posture in Ateles geoffroyi and Ateles paniscus. Folia Primatologica. 30 (3): 161–193, 1978. doi:10.1159/000155862Mittermeier, R.A., Rylands, A.B.; Boubli, J. Ateles paniscus. The IUCN Red List of Threatened Species 2019: e.T2283A17929494.

Friday, May 8, 2020

International Trade And Economic Growth - 1317 Words

Nowadays, the international trade is very important for a growth economy, specially with advanced technologies that facilitate communication. To obtain financial and technological resources for economic growth, the nation needs certainly to participate in world trade. International trade of developing countries leads to high growth and significant changes in the commodity structure by reflecting changes in the economy. The countries in all over the world are economically interdependent. No any nation can exist in economic isolation. If the economy of one nation crashed, other nations in the world will probably be unstable as well. And that would be worse if that nation among to developed nations. The gains from trade are dynamic because they cause changes in economy‘s evolution through time. From a macroeconomic perspective, we can analyze the gains from trade by focusing on the relation between trade openness and economic growth. From a microeconomic perspective we can analyze the gains from trade by focusing on connections between firm productivity and access to international markets. Recently, the literature on the dynamic gains from trade takes a different approach rather than broad-based measures of GDP and economic openness. On the theory side, the heterogeneous firms models of Melitz (2003) and Chaney (2008) present a rigorous basis for the existence of a link between trade liberalization and within-sector productivity gains: as less productive firms exit the marketShow MoreRelatedThe Role of International Trade in Economic Growth of Countries699 Words   |  3 PagesINTRODUCTION International trade plays a significant role in the economic growth of countries. It gives a country an opportunity to specialize in products and services that can be produced at a low cost compared to other nations, that is a comparative advantage. However gains from international trade is uneven between countries due to several country specific factors. These factors are complex and multidimensional; and include GDP, distance between countries, culture, population, import and exportRead MoreInternational Trade Is An Effective Stimulation Of Economic Growth1557 Words   |  7 PagesEngaging in international trade is an effective stimulation of economic growth. David Ricardo’s principle of comparative advantage argues while nations involved in international trade, a country will become specialised in producing a product that has the lowest relative costs. (Economist, 2015) By focusing on the production onto a limited scope of product or industries, firms or the nation will experience rise in productivity due to higher efficiency in allocation and utilisation of resources. AsRead MoreImpact Of Trade Remedy Measures On Africa s International Trade And Economic Growth A Case Study Of Kenya3536 Words   |  15 Pages THE IMPACTS OF TRADE REMEDY MEASURES ON AFRICA S INTERNATIONAL TRADE AND ECONOMIC GROWTH A CASE STUDY OF KENYA Amira R. Alghumgham Howard University International Trade Research Paper Dr. Wadhawan. November 20, 2014 The impacts of trade remedy measures on Africa s international trade and economic growth a case study of Kenya This research paper is organized into five sections. Section one fill cover the introduction which will address a general overview of availableRead MoreInternational Trade And The Global Marketplace1428 Words   |  6 Pagescountries are engaged to international trade in order to achieve economic growth, free trade agreement and financial liberalization has contributed to the opening up of world economies and resulted in more international trade. Countries use their comparative advantages to gain a positon in the global marketplace and achieve economic growth (Seyoum 2007). International trade is a critical resource of revenue earning for developing countries. However, the benefits realized from free trade are mostly enjoyedRead MoreThe Impact Of International Trade On The Development Process Of A Developing Economy1469 Words   |  6 PagesThe importance of international trade in the world has been widely studied and also examines the role of international trade in the various iss ues. Mainly my paper focused on the relationship between Economic Development and international trade, disadvantages of international trade also discussed. International trade is an activity of strategies importance in the development process of a developing economy. International specialization means that different countries of the world specialize in producingRead MoreThe Impact Of Technological And Commercial Effects On Economic Growth1642 Words   |  7 Pagesresources and nations differ in their preferences, capacity for growth and development, scale of production and technology. This creates the basis for (international) trade which enables exchange and consumption of goods and services which they cannot produce, thereby enjoying variety of goods and services to improve the standard of living of their people. Some of the positive effects International trade (IT) have on economic growth (EG) were pointed out by Smith (1776) and this idea triumphed untilRead MoreInternational P olitical Market Values And Subsequent Free Trade Agreements869 Words   |  4 PagesIn relations, international liberal market values and subsequent free trade agreements are at the forefront of economic globalization. As the global markets and economic competition intensifies, nations move towards trade liberalization. International trade agreements by extension of economic globalization are more often prioritized before environmental agreements. In fact it is evident that environmental policy is rarely prioritized over economic growth. The neo-liberal market ideals have encouragedRead MoreThe Growth Of International Economy1461 Words   |  6 PagesThe growth of international economy is significantly being driven by trade liberalization. The concept of free trade was firstly presented by Francisco de Vitoria in 16th century (Nussbaum, 1947). Then two early economists Adam Smith and David Ricardo proposed the concept of liberalization trade and applied the theory to practice. Sin ce the end of World War II, the United Sates devoted itself into reducing tariff-barriers and free trade. As a result, the United States led the establishment of theRead MoreComparing The Economic Profiles Of Brazil And France1677 Words   |  7 Pages EC4001/AP4001 Macroeconomic Report: Comparing the Economic Profiles of Brazil and France Daniel Williams K1355702 Table of Contents Page 1 Summary Page 2 Introduction Page 3 Macroeconomic Comparisons: GDP Page 4 Macroeconomic Comparisons: Activities in Trade Page 5 Macroeconomic Comparisons: Living Standards Page 6 Macroeconomic Comparisons: Labour Productivity Page 7 Conclusion Page 8 References Summary France and Brazil have shown to have different economiesRead MoreForeign Investment And Removal Of Trade Barrier Essay1447 Words   |  6 Pages Trade plays a key role in stimulating economies. It promotes sustainable economic growth and development. However, for this to happen there needs to be openness. This paper is going to discuss how increasing the level of openness of developing nations can lead to increased economic growth. The paper will also review some of the dynamic gains that can be made from trade before concluding with a discussion of the roles of global trade organizations in promoting economic development. These

Wednesday, May 6, 2020

Acct 542 Audit Proposal Free Essays

Audit Proposal Audit Proposal Kudler Fine Foods has many different types of audit to consider that could be used for each functional areas of AP, AR, inventory management and payroll. This brief has the purpose to distinguish among the types of audits that could be used for each process; to recommend the audit most appropriate for each process; to explain how the audits will be conducted; and to identify events that could prevent reliance on auditing through the computer. Types of Audit Due to increasing economic and financial growth, many types of audit have been incorporated throughout the development process of internal activities. We will write a custom essay sample on Acct 542 Audit Proposal or any similar topic only for you Order Now Audits can be performed manually or they can incorporate technology. According to Hunton and Bagranoff (2004), there are four main types of audit: 1) Attestation; 2) Findings and Recommendations; 3) SAS 70; and 4) SAS 94. Each type brings something unique to the table and can be used in different situations. Attestation. The Attestation audit present reports on examinations reviews or agreed-upon procedures. The auditor provides assurance on something for which the client is responsible. Findings and Recommendations. Findings and Recommendations is an audit that summarizes the audit work for each of the systems, which does not include an opinion. It could be considered â€Å"consulting† services. SAS 70 Audit. The SAS 70 is an auditing standard created by the AICPA and has two report types – Type I, which the auditor reports an opinion about the operating controls and Type II, that meets the objectives of the Type I additionally includes a detailed test of the effectiveness of the controls. SAS 94 Audit. SAS 94 audit deals with electronic records and have the purpose to guide and extend the auditor responsibilities in reference to internal controls knowledge as a part of a regular financial audit. Appropriate Audit Recommendations and Steps for each Process Accounts Payable. The appropriate IT audit for accounts payable (A/P) is the SAS 94 Audit. The steps that are taken for the SAS 94 Audit and ones that Kudler will use is the application software review. The steps are to do a limit, range, validity and completeness check. Accounts Receivable. The appropriate IT audit for accounts receivable (A/R) is also the SAS 94 Audit. This is for the same reasons. Kudler will check different areas to see how to handle different errors as they arise and to be sure that the system is checking for the errors within a timely manner by using software review. Inventory. The appropriate IT audit for inventory is also SAS 94 audit. SAS 94 audit uses administration review to determine how accurate the inventory is and how accurate the transactions for inventory are. The steps that are taken for this is to identify any areas that may have fraudulent information. According to COSO (2010), Inventory is the most misstated asset in an IT audit, pg 18. Para 14. Payroll. The appropriate IT audit for payroll is also SAS 94 audit. SAS 94 audit software review uses the steps to test payroll in the same ways that it will test A/R and A/P. Kudler will have the ability to test payroll, A/R, and A/P in the same audit test and possibly at the same time. Events that could Prevent Reliance on Auditing through the Computer Since we have discussed what types of audits we recommended for each accounting process. We would now like to focus on certain events that can assist Kudler’s Fine Foods on the events that could prevent the reliance on auditing through a computer. The events that must happen involve testing the data, validate computer programs, review the system software, validate user accounts and access privileges, and embed modules to achieve continuous auditing. Testing the data. The first event that has to happen is gathering data that can be tested and see how the data is processed . In more complex systems the data have to be put through an integrated test facility in order to audit the operational settings. Data sometimes will go through a parallel simulation which is time consuming but will audit the processes to see if they are functioning according to company policies. Validate Computer Programs. The Next event deals with using audit techniques to validate new computer programs that upgrade or enhance the software by installing the internal controls to protect against unauthorized changes and it will also help develop better company software. This event also compare the new or enhanced program with the old software to see what processes or improved or useless. Review of System Software. The third event actually reviews the systems software controls of the operating system and its utility programs that perform the housekeeping. It also reviews the program library controls, monitors storage programs, and accesses control software. The event is do in order make sure all the controls are in place and functioning and to ensure all controls we approved the documentation or by using the software tools. Validate User Accounts and Access Privileges. The fourth event that is validating user accounts and access privileges that will ensure who has access to what data and what account have to be set up to ensure security and accuracy. The auditor needs to verify that the software parameters are there but make sure that the IT staff is using them correctly in or for this event to happen. Continuous Auditing. The last event is continuous auditing in which all the data will be audited as it is processed to ensure real time assurance and to provide faster financial reporting that is accurate. This process is done by embedded audit modules which capture the audit data, exception reporting that reject data that fall outside the predetermined specifications, transaction logging tag certain transaction so they can be reviewed to see f the controls in place are working, snapshot techniques examine the way special transactions are processed, and continuous simulation is involved in collecting data and comparing it to data in a database management system to look for discrepancies. These tools are designed to audit controls and procedures when no auditor is present. Conclusion In conclusion we feel that this audit proposal wi ll effectively help the Kudler’s Fine Foods organization determine what type of audit to use for each accounting process. The recommendations will help this organization achieve the structural controls needed in order to function in the modern world. We will be pleased the help this organization in achieve continuous auditing which will help with getting away from auditing through a computer. By going through the various processes of auditing Kudler’s Fine Foods will have success and continues to gain market share in its industry. References Bagranoff, N. A. , Simkin, M. G. , Strand Norman (2008). Core Concepts of Accounting Information Systems (10th ed. ). New York: NY: John Wiley Sons, Inc. Galvenston (2012). How to Create Flowcharts for an Accounting Information System, eHow, Demand Media, Inc. , retrieved online July 8, 2012 from http://www. how. com/how_6827920_create-flowcharts-accounting-information-system. html. Grocery Store POS Software Solutions. (2010). Retrieved online July 8, 2012 from http://comcash. com/grocery. php Hunton, J. A. , Bryant, S. M. , Bagranoff, N. A. (2004). Core Concepts of Information Technology Auditing. New York, New York: Wiley Sons. O’Brien, J. A. , Marakas, G. M. (2008). Man agement Information Systems (8th ed. ). Boston, MA: McGraw-Hill. COSO. (2010). Fraudulent Financial Reporting  . Retrieved from http://www. coso. org/documents/COSOFRAUDSTUDY2010_001. pdf How to cite Acct 542 Audit Proposal, Essay examples

Tuesday, April 28, 2020

The Automotive Industry in Emerging Markets

Introduction Automotive industry is rapidly growing due to increasing demand for new car models. Such a situation on the market has brought dramatic shift within the industry with the major multinationals, strategizing their businesses for the purposes of enhancing the market share and their global presence. Concurrently, there exists emerging markets for multinationals within developing countries.Advertising We will write a custom essay sample on The Automotive Industry in Emerging Markets specifically for you for only $16.05 $11/page Learn More There is clear evidence that manufacturers nowadays try to improve sales rate of their automobiles, augmenting revenues, hence realizing their remarkable profitability (Norcliffe 2006, p. 56). Demand for automobiles has reached a high record within the international markets despite increased competition. This calls for enhancement of production processes through the use of cost effective concepts within supply c hain capable of meeting changing market demands. In the year 2009, automotive industries within the United States encountered one of the most detrimental crises in history. Statistics shows that varying changes on automotive sales have always occurred in the industry at different periods. Multinationals dominating the industry, such as General motors (GM), Ford, and Chrysler (the Detroit), had been gradually experiencing drastic drop in sales and market share until it became evident in late 2008 (Bennett, 2005). How might the governments in the developing and developed economies seek to impact the automotive industry? The effect of 2008/2009 recession was felt globally due to globalized financial sector as well as strong international linkages (Van Biesebroeck Sturgeon 2010). The effects were severe on global value chains leading to reduced demands for automobiles in the United States as well as in Europe. This directly affected developing economies based on various linkages throug h production steps. The crisis forced Western governments to seek for solution within the financial sector (Van Biesebroeck Sturgeon 2010). There were cases of propping up firms from manufacturing sector for the purposes of avoiding large-scale bankruptcies (Van Biesebroeck, Sturgeon 2010). The program included many automotive firms, which were to be protected from sinking through cash infusions, subsidies as well as cheap credit. Foreign direct investments within developing countries were first exported back to developed countries (Van Biesebroeck Sturgeon 2010). However, the situation changed when local markets were also considered. In case such kind of global value chain is taken into consideration, innovation and design functions usually remain within industrial countries and developing world used for production purposes. Within such scenarios, firms from developing nations can utilize the opportunity for purposes of upgrading their capabilities, while at the same time creati ng employment opportunities within automotive industry.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Political pressure within automotive industry pushed dealers to establish production close to the end markets. The fact that manufacturers are few, hence processes are globalized, contributes to the development and enhancement of just-in-time production as well as design processes. Due to the closeness between some developing and developed countries as well as well-arranged strong relationships between them, there can be supply of parts on a just-in-time basis, especially within regional trading blocs (Van Biesebroeck Sturgeon 2010). How might international bodies, such as the WTO, directly or indirectly seek to impact the automotive industry? International bodies assist through provision of legislative trade laws and policies capable of regulating market forces and trends. Concept of fr ee trade plays a major role in developing world trade policies as well as it is considered a part of globalization since it ensures fairness in international trade based on considerable principles of agreements. The concept entails removal of most trade barriers within international market for the benefit of global and domestic consumers. There is provision on Fair pricing meant for equal distribution and provision of goods and services, hence enabling consumers to gain access to sensitive and vital goods. Free trade agreements are usually signed after long negotiation processes between countries. Such negotiations lead to the opening of markets which could not be previously accessed by companies from certain countries. Trade agreements and policies bring the possibility of operating within the global markets. This goal is achieved because free trade agreements have the capacity of directly influencing company’s export costs, which eventually determine prices charged within t hese foreign markets (Carbaugh, 2004). Policies on Fair trade entail trading goods and services with aim of creating equity and partnership within automotive global market system. Besides designers and producers running business for money, the commitment part of the whole process is not ignored, hence committed to operate under long-term contracts for the future benefit of businesses and entire society. Those involved in Fair trade dealings are characterized as small cooperatives of workers using environmentally friendly methods for the purposes of sustainability. Standards and conditions within fair trade entail various human aspects within society; hence any form of forced labour is not practiced. In such circumstances, producers are expected to sign up and be accountable for the quality and nature of models supplied to the market.Advertising We will write a custom essay sample on The Automotive Industry in Emerging Markets specifically for you for only $16.05 $11/p age Learn More Basically, fair trade operates on principles of agreement where there is guarantee of minimum price for traded commodities. This is done for the purposes of paying workers in developing countries more than their expected earnings are. International trade is capable of developing country’s economy and normally restricted to the exchange of goods and services. There are a number of drivers believed to be behind the increasing improvement in international trade and marketing. Increase in customer base and market share presents one of the main potential drivers and helps in eliminating over-reliance on single market. Reduced cost is also considered a key driver of increased international marketing, this makes organizations access cheap resources and labor within developing nations. Reduced costs enable marketers to dispose their products at lower prices, encouraging those with disposable income from various markets to buy more goods and services. Imp rovement in communications technology is also another driver of international trade. Technological changes, such as use of internet and mobile phones, have opened up new international sectors and allowed easy coordination of international marketing campaigns from domestic base (Carbaugh, 2004). International marketing provides increased customer base to organizations, allowing them to raise the sales of their products and services. This assists in increasing organization’s profitability levels and at the same time contributes to enhancement of living standards and rates of employment within developing countries. Wide customer base provides options to marketers, hence reducing the risks associated with focusing on one market. Companies with globally recognized brand have limitless opportunities within the foreign markets; they have the ability to capture customer loyalty since consumers are normally attached to brands they can trust and clearly recognize. Development of custom er networks within foreign supply chains enables easy negotiation for better deals (Carbaugh, 2004). Evaluate the strategic options open to large motor manufacturers regarding their international operations Limited options exist for policy makers within automotive industry. There is much political opposition to large-scale manufacturers of vehicles, and at the same time, there exists high minimum efficient scale within production lines. Due to these aspects, the size of the local markets determines the rate of growth as well as potentiality of the industry. Players in the automotive industry enjoy growing possibility of leveraging the newly opened global supply base which encourages both the local and the international competition (Van Biesebroeck Sturgeon 2010).Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Yanfeng has the capability of developing and marketing its line of branded vehicles within the shortest time possible by involving its expertise in dealing with the first-tier suppliers within China’s as well as western market. Winning new contracts with multinational assemblers would require such companies as Yanfeng to construct manufacturing firms near the main design centers (Sturgeon Van Biesebroeck, 2009). There is a notable shift of motor vehicle markets from the developed to developing world, in terms of enhancing production and design processes (Van Biesebroeck Sturgeon 2010). Automotive industry in Shaghai is identified with probably few design centers, currently filled by Chinese firms. Companies require change inmarketing strategies in case of economic crisis. This usually targets all the elements of the marketing mix which include product, price, place and promotion. Companies, such as Yanfeng should focus on concentrating resources in markets where their prese nce is so much felt. International market provides the best alternative environments for the firms experiencing domestic recession. In such cases, automotive companies are obliged to call back all weak designs from both the domestic and the international markets, hence concentrating on reinforcing appealing qualities, such as durability and functionality. Focus should be shifted towards promotion element of the marketing mix which incorporates such factors as promotional and advertising budgets, use of media services, public relations and after-sales service. It is also important to focus on product strategy whereby technological innovations on new product, range of design, quality of automobiles and marketing expenditures are considered general marketing strategies (Calof, 1994). Profitability of automotive companies within international market is not directly linked to marketing strategy used within areas of concentration. Diversification of automotive businesses shows no direct r elationship with other performance-based variables within the market. However, strong relationship exists between entering foreign markets, average performance, sales and market share. Implementing firm’s strength on foreign markets results in increased sales and market share but has less effect on the level of net profit. The only activity with the ability to improve net profit is to increase the level of marketing expenditure (Cameron and Green, 2009). What are some of the positive and negative implications of the strategies and policies you have identified? Market for motor vehicles as well as its production and design process is currently shifting to the developing world because automotive companies have realised perpetual increase in demand for cost effective vehicles based on fuel consumption, performance, and also environmental sensitivity. However, some special marketing strategies should be adopted, established and ratified by automotive multinationals for the purpos es of capturing as well as retaining potential clients within emerging markets. Such strategies incorporate production of cost effective vehicles as well as making intensive promotions capable of extensively satisfying consumer needs. Automotive industry is considered one of the most competitive industries targeting high-end consumers. International trade policies referred to the creation of free trade between regions have encouraged emergence of new manufactures, distributors, and rich product portfolio. Such policies on exchange rates are crucial in the process of developing appropriate business models within defined market environments. This ensures that firms remain competitive and relevant. However, most of the multinationals like General Motors, Nissan, Peugeot, Toyota, Mitsubishi, and others formulate appropriate business strategies for the purposes of enhancing competitiveness, market visibility, and customer services (Appiah-Adu 1998, p. 118). Trade policies further enable exchange of goods and services within the international market. The process ensures efficiency in marketing of goods and services beyond organizational and domestic boundaries. Despite all these, automotive companies should learn considerable avenues which can enable full utilization of opportunities within foreign markets, and this ensures increase in the level of global competitiveness (World Investment Report, 2006). Policies within International market are usually totally different from those within domestic markets. Such environments can be differentiated based on market sizes, buyer behavior as well as marketing practices. International marketer grants careful evaluation of the market trends based on the nature of market segments within areas of target. Business operations within international markets always have either positive or negative effects on company’s operations and management. This requires development of crucial decisions made by firms. Operational tactics w ithin international market environment depends on several factors, such as deliberate policy decision, reaction to specific business opportunities, economic trends, political stability as well as competitive reasons, among others (Evenett et al., 2009). Investors within automotive industry are currently not excited about pricing techniques used, despite the growth experienced in the industry. This could be attributed to the availability of variety of financial products within the market, such as ETFs. Automotive products’ value has continued to soar despite price increase and increase in the number of players. Investors opt to use alternative financial products to make purchases. Since various companies have faced credit crisis over the years, the workers are now demanding for higher wages and better working conditions. Reference List Appiah-Adu, K 1998, ‘Marketing in emerging countries: Evidence from a liberalized economy’, Journal of Marketing Practice, vol. 4 no. 4, pp. 118-129. Bennett, R 2005, â€Å"Marketing policies of companies in a cyclical sector: an empirical study of the construction industry in the United Kingdom†, Journal of Business Industrial Marketing, vol. 20, no. 3, pp. 118-26. Calof, JL 1994, ‘The relationship between firm size and export behavior revisited’, Journal of International Business Studies, vol. 25, no. 2, pp.367–387. Cameron, E Green, M 2009, Making Sense of Change Management: A Complete Guide to the Models, Tools Techniques of Organizational Change, Kogan Page, London, UK. Evenett, J, Hoekman, B Cattaneo, O 2009, Effective Crisis Response and Openness: Implications for the Trading System, Centre for Economic Policy Research, London. Web. Norcliffe, M 2006, The automotive industry in emerging markets China’s automotive industry, GMB, London, UK. Sturgeon, T Van Biesebroeck, J 2009, â€Å"Crisis and protection in the automotive industry: a global value chain perspectiveà ¢â‚¬ , Policy Research Working Paper 5060, pp. 1-26. Van Biesebroeck, J Sturgeon, TJ 2010, â€Å"The automotive industry in developing countriesâ€Å", VoxEU. Web. World Investment Report (WIR) 2006, FDI from Developing and Transition Economies: Implications for Development, United Nations Publication, New York, NY. Web. This essay on The Automotive Industry in Emerging Markets was written and submitted by user Jorge Winters to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Thursday, March 19, 2020

Relating Saint Leo Core Values to the United Nations Declaration of Human Rights Essays

Relating Saint Leo Core Values to the United Nations Declaration of Human Rights Essays Relating Saint Leo Core Values to the United Nations Declaration of Human Rights Essay Relating Saint Leo Core Values to the United Nations Declaration of Human Rights Essay Name: Instructor: Course: Date: Relating Saint Leo Core Values to the United Nations Declaration of Human Rights Indeed, it is evident that the tenets embedded within the United Nations Declaration of Human Rights emulate the Core values embedded in Saint Leo University. The principles within the United Nations Universal Declaration of Human Rights coincide with the Core Values of Community of Saint Leo University in various ways. This is based on the primal assertion exemplified by the ethics and morals exalted in both institutions regarding the individual and the society. Irrespective of the differences in the objectives of the two institutions based on the stakeholders, it is still clear that both principles and values within the United Nations Declaration of Human Rights and Saint Leo University relate to provide equality, fairness and respect of human dignity within the community and society. In accord with the Prelude of the United Nations Universal Declaration of Human Rights, emphasis is put on the development of aptitudes, character and knowledge by Saint Leo University for the sole purpose of maintaining its excellence. Saint Leo University ensures that it sets a general standard of accomplishment for all students in order to allow them to develop their skills, personalities and understanding and as such, acquire appropriate and effectual acknowledgment nationwide and globally. This relates considerably to the overall overture of the Declaration of Human Rights, which also acts as a general standard of accomplishment for all persons and countries for ensuring the protection of rights and liberties and recognition locally and universally for all peoples through instruction and education. Consequently, with respect to the United Nations Universal Declaration of Human Rights’ principles, Saint Leo University endeavors to promote the development of sociable and cordial learning communities countrywide and worldwide. Furthermore, to fulfill this objective, Saint Leo University attempts to nurture a sense of belonging, interdependence and unity without political, sex, color, language or racial distinctions. As such, Saint Leo University plans to build a communally responsible environment for learning that excludes discrimination that arises from a country’s international status regarding the specific community receiving service from the University. This is in line with the United Nations Universal Declaration of Human Rights, which strives to ensure that every individual receives education and learning irrespective of ideological, physical and terrestrial distinctions. Alternately, Saint Leo University strives to ensure that the exclusive talents and aptitudes innate within an individual receive value or appreciation and reverence. Regarding the United Nations Universal Declaration of Human Rights, the University attempts to promote friendship and lenience, indulgence among various stakeholders of institutions such as groups and students. The objective of this is to ascertain the provision of an abundant scope that will support the liberated trade of thoughts and innovations among persons. This specific statement correlates to the United Nations Universal Declaration of Human Rights, which endorses and fosters the delivery of opinions without intrusion and restriction and the reception and exchange of innovations, ideas and information among individuals through various forms of media irrespective of any boundaries. Furthermore, Saint Leo University strives to promote personal development for all individuals. Based on this value, Saint Leo University urges the development of every individual’s body, soul and mind in order to acquire balanced lives. As such, members within the community must express their obligation towards individual development in order to reinforce the disposition of the community. As such, Saint Leo University ensures that personal development is exalted through education in order to ascertain decent development of the individual personality. This is in accordance with the United Nations Universal Declaration of Human Rights, which ensures that every person within the community possesses communal duties aimed at complete development of personality. Furthermore, the communal duties should make it possible for personal development. Finally, Saint Leo University facilitates communal development on a global scale by ensuring that it provides the require resources. As such, the University nurtures a force of service in order to facilitate the provision of resources that will assist in the development of communities. Saint Leo University ensures that resources are optimized and applied within the community in order to adhere to the goals and mission of the institution. This is in accordance with the United Nations Universal Declaration of Human Rights, which ensures that every person and community are entitled to receive resources in order to ascertain full development of individual personalities and the development of the community as a whole. In conclusion, the principles in the United Nations Universal Declaration of Human Rights and Saint Leo’s Core Values of Community indeed relate to a considerable degree. Both doctrines ensure that peoples and communities live with each other cohesively. Consequently, the doctrines for both institutions stress on the full development of personality among individuals regardless of the distinctions and as such, negate the use and support of discriminative and biased tactics. Restricting such practices based on the principles and the values upheld by both codes propels the objectives of the institutions, which involves the facilitation of equality and fairness in the provision of intrinsic needs for every person in every community nationally and internationally.

Tuesday, March 3, 2020

Illogical Comparisons The Weirdest Topic on SAT Writing

Illogical Comparisons The Weirdest Topic on SAT Writing SAT / ACT Prep Online Guides and Tips Oftentimes, if I make an outlandish comparison, someone will turn to me and say, "You can't compare apples and oranges, Alex." Grammatically speaking, however, you absolutely can compare apples and oranges- they're both fruits! However,it's true that some comparisons are nonsensical, like a comparison between apples and eating apples. This kind of construction is called an illogical comparison, and it's one of the most unusual concepts on SAT Writing. Though essentially simple to spot, illogical comparisons are unfamiliar for most students becausethey rarely come up elsewhere. Feature image credit:MicroAssist/Flickr You Can Only Compare Equivalent Things An illogical comparison occurs when a sentence compares two things that aren't of the same type: Jimmy’s restaurant has more customers than Bob does. Even though it might seem fine, this sentence is comparing "Jimmy's restaurant"with "Bob," which makes no sense. In order to correct it, we have to alter the wordingso that the two things being compared are the same type of thing: Jimmy’s restaurant has more customers than Bob's restaurant does. This sentence, though correct, sounds pretty repetitive. To streamline it, we can drop the second "restaurant": Jimmy’s restaurant has more customers than Bob's does. It's still clear that we're comparing Jimmy and Bob's restaurants, but in a way that's not as redundant sounding. Depending on the sentence's construction, it mayalso be correct to substitute "that" or "those" for the second noun (as long as it's the same as the first one): I prefer the novels of J.K. Rowling to those of Stephenie Meyer. ("Those" takes the place of "the novels.") Though they look the same on most maps, the sizeof Alaska is actually twice that of Texas. ("That" takes the place of "the size.") There are two main types of illogical comparison errors that appear on the SAT writing: comparisons between people and things and comparisons between The first key rule is that you must compare people to people and things to things. So to return to our first example, it's correct to compare Bob's restaurant and Jimmy's restaurant because they're both things or to compare Bob and Jimmy because they're both people but you can't compare Jimmy's restaurant and Bob or Bob's restaurant and Jimmy. The second rule is that you can't compare something of specific type to all things of that type. This rule may sound strange, but it doesn't make sense to compare one person with everyone- you would compare them with everyone else. You can't compare something with a group that includes that thing without specifying that you're talking about everything else in the group. Let's look at an example: Incorrect: A cheetah is faster than any land mammal. Correct:A cheetah is faster than any other land mammal. Although most illogical comparisons questions on the SAT test one of these rules, you may see some that don't. In those cases, you'll have to use common sense to determine if a comparison is logical. For example, it makes sense to compare a train and a car, it doesn't make sense to compare a train and the length of a car. Pay attention to exactly what the sentence is saying- it's easy to extrapolate the intendedpointand miss the error in the wording. Keep this SAT writing strategy in mind! You can compare authors to authors and books to books but not books to authors. (Image credits: far left, Daniel Ogren; left, Gage Skidmore) How to Approach Illogical Comparisons on the SAT Illogical comparisons questions appear relatively frequently on the SAT writing: you are likely to see one or twoof them, especially since they can appear inboth Identifying Sentence Errors and Improving Sentences questions. Luckily, illogical comparisons generally appear in very similar ways, sothere are just a couple of clues that you need to watch outfor because they will often signal a comparison issue: Comparison key words- the words "like," "unlike," "as," and especially "than" almost always indicate a comparison and thus the chance for an illogicalone Full names- this is a slightly weird point, but if a question includes the full name of a person it often involves an illogical comparison. These names usually belong toartists or writers, and the sentence will set up a faulty equivalencebetween the individual and her work. Practicelooking for these clues on every SAT writing question until it becomes second nature. Identifying Sentence Errors Unlike most of the grammatical issues that show up in Identifying Sentence Errors (ISE) questions, illogical comparisons are hard to spot by just checking underlined words. Instead, as I mentioned above, you’ll need to keep an eye out for words that signal a comparison (like/unlike, as, than) and full names of individuals. If you see a comparison that you think might be faulty there are threesteps you need to take: Check for underlined nouns. Generally speaking, if there is an illogical comparison, one of the mismatched nouns will be underlined. Determine what the comparison is between. What two things isthe sentence, as written, comparing? Circle the nouns in the text. Decide whether the two things are equivalent. Is there a person vs. thing conflict? Are the two words being compared not equivalent in some other way? Let’s go through this process on a real SAT question: As with all ISE questions, the first step is to read the sentence. In this case, you should notice the clues "writer Sigrid Undset" and "like," which indicate that there may be an incorrect comparison. Are there any underlined nouns? Yes, both C and D include a noun. It's not immediately obvious which is involved in a comparison, so let's move on. What is being compared? Nowthe questions gets a bit trickier- the first part of the sentence, "Norwegian writer Sigrid Undset is like the novelist Sir Walter Scott," includes a comparison, but neither of our two underlined nouns. Plus, it's definitely correct, since it compares two people. However, there's another comparison in this sentence, "unlike his books," which does include an underlined phrase. So what's being compared with "his books"? "Unlike his books" is a modifier describing "she," which refers to Sigrid Undset. Are the two things equivalent?The comparison is between Sigrid Undset, a person, and SirWalter Scott'sbooks, things, so this is an illogical comparison. C is the correct answer- "his books" should be replaced with "him." This is an especially tricky question because of itscomplicated sentence structure (C is actually a faulty modifier as well), but following these steps will allow you to break down even the most complicated constructions. Let's move on to illogical comparisons in Improving Sentences. Improving Sentences Illogical comparisons appear in much the same way in Improving Sentences as they do in ISE, so you'll need to keep an eye out for the same clues: full names of people and comparison words. Once you've determined that there's likely an illogical comparison, follow these steps: Understand the error. The first step is to determine, what, if anything, is wrong with the comparison. Why are the two items being compared not equivalent? Rememberthat the most common issues are comparing people to things and something to all things of its type. Rule out answers that make the same mistake. Once you understand why the comparison is illogical, you can rule out all the answers that don't fix the problem. Pick between remaining choices.If there's more than one answer left, choose between the remaining answers. Watch for extra words that make the sentence ungrammatical and issues with plural vs. singular. This process may seem confusing, but it's actually quite simple in practice. Let's try it out on an official SAT question: After reading the sentence, you should notice the clue word "than," which indicates that this likely an illogical comparisons question. What, if anything, is wrong with the comparison?The sentence is comparing "the mass of its tiny body" with "humans." This is an illogical comparison- you can't equate the mass of something with a human. Thecomparison should be between the mass of an insect and the mass of a human.We can eliminateA. Rule out answers that make the same mistake.Answer choices C and D contain the same error: C merelytweaks the word order and D replaces the singular "human" with the plural "humans," which is actually even more wrong since the comparison is with a singular insect's body mass. Answer E seems to fix the problem by adding "body," but it's still not correct to compare a human body with the mass of an insect body. Pick between the remaining choices. The only answer that's left is B, which correctly compares "the mass of its tiny body" and "that of a human's body." B is the right answer. Comparing the size of an Allosaurus and the size of a human makes sense! (Image credit:Dropzink) Overview:Key Rules and SAT Writing Tips As a review, the list below includes the main ideas we've covered in this article and some helpfultips for using them on the SAT Writing. Clues to watch for: Comparative constructions: than, as, like/unlike Full names, especially of artists and authors Underlined nouns Key rules: Comparisons must be between equivalent things Compare people to people and things to things Don't compare something to a group it's part of SAT writing strategies: Practice watching for the clues and checking whethercomparisons are illogical. This type of error is initially difficult to spot, but once you've gotten familiar withthem, they tend to jump out at you. When dealing with illogical comparisons, don’t assume shortest is best. Though this rule often works for other types of errors, for these questions it will almost always give you the wrong answer. Remember that "that" is singular and "those" is plural. Test Your Knowledge! I've created some SAT Writing practice questions to help you get the hang of recognizing and understanding illogical comparison questions. Checkthem out below and send any questions my way in the comments! 1. Michel Foucault's theories about(A) the function ofpower in society are(B)radically(C) different than most philosophers(D).No error(E) 2. The British Library has more books than the books in all of the world's libraries. A.the books in all of the world's libraries. B. all of the world's libraries. C.the books in anyof the world's other libraries. D. the world's libraries. E. any other library in the world. 3. Throughout(A) history, many artists have been(B) more famous for their life stories than(C) for their work (D). No error. (E) 4. Although we often think of cheetahs as the fastest animals in the world, the speed of a peregrine falcon is actually greater than it. A.the speed of a peregrine falcon is actually greater than it. B. peregrine falcons are actually faster than them. C. the speed of a peregrine falcon is actually greater. D. peregrine falcons are more fast than those other animals. E. greater yet is the speed of the peregrine falcon. Answers: 1. D, 2. E, 3. E, 4. B What's Next? Since illogical comparisons are errorsin sentence structure, they're similar to issues with parallelism and faulty modifiers (coming soon). Consider taking a look atour grammar guides on those topics. If you're planning to take the SAT next year, make sure to check out our guide to the redesigned SAT. Maybe you're more concerned about the essay? In that case, take a look atour guides onhow to score a perfect 12, how to plan your examples in advance, and 15 ways to improve your score. For more big picture strategies, try these 8key tipsor check outour guide to reaching an 800 on the SAT Writing. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Sunday, February 16, 2020

Major thoughts or conclusions on role of intelligence in threat Essay

Major thoughts or conclusions on role of intelligence in threat managemenM - Essay Example It is very sad that most of the successes never get to the mainstream media as opposed to the failures. The agencies operate as devolved units that support the government in diplomacy as well as during wartime. The support was best witnessed during the clandestine elimination of Osama Bin Laden the slain Al Qaeda chief by special forces. In homeland security and defense, the intelligence protects the society from security threats and intrusions that would lead to endangering of the common person, as well as the government. In its various forms, the intelligence operates both strategically and tactically to ensure that accurate information is presented to the right authorities as and when needed. The processes involved in the information gathering stages from tasking, collection, processing and disseminating the information is of critical significance to the country in combating terrorism1. In carrying out intelligence duties, solid support from the police and other government agencies is very significant in preventing future attacks. Monitoring of the terrorist activities in unison with the police will ensure that threats are countered before they happened and that most networks are dismantled forthwith. Such unison calls for all arms of the government to give the intelligence agencies and officials the ultimate support possible for current and future security apparatus of the United States and the world. Conclusively, the intelligence is a crucial factor in the government that is often misinterpreted once threats occur but with the required support, the role played by the ladies and gentlemen in this facet remain of top most important to the US government and

Sunday, February 2, 2020

Persuasion eassy about torture Essay Example | Topics and Well Written Essays - 250 words

Persuasion eassy about torture - Essay Example In such a way, choosing to torture someone just in the hopes that such an inhuman process would provide the needed information would open up Pandora’s box with regards to the lengths that our society might then be willing to go to in order to pursue it’s ends. Not only is this unethical, it represents an affront to the many hundreds of thousands of individuals who have died to ensure that the United States remains free and provides a stark level of contrast to the many despotic regimes that exist elsewhere throughout the world. Although the temptation may be strong to bend the rules and engage in what would otherwise be considered dehumanizing and inhumane treatment of others, these are not the principles that we should want to bequeath to our children and grandchildren. A far worse fate than losing lives to terrorism would be spitting upon all of the lives of the fallen who have died to ensure that this country remained a liberal and free democracy that did not engage in such inhumane treatment of

Saturday, January 25, 2020

Understanding Educational Aspirations And Expectations

Understanding Educational Aspirations And Expectations It is no longer questioned that high education level and human capital formation promote human well-being and are one of the main preconditions for economic growth (Romer, 1989:28). Moreover, along with evolving globalization, competition and economic challenges world is facing, returns to academic achievements have become larger than ever (Harmon and Walker, 2001:39), and low academic achievements can be seen as a constraint for economic independence. It has been observed that during the World financial crisis unemployment has risen exactly among the less educated people  [1]  . Therefore, it would be just natural if we would see more young adults, from both genders and all ethnic and social groups, reaching for higher educational levels and taking advantage of possibility to gain higher returns. However, evidence shows that educational attainment among youth differs significantly (e.g., Betz and Fitzgerald, 1987). Therefore, the question remains: why equally talented individual s with similar abilities and initial preferences make different academic choices, and why some of them end up in lower paying jobs and occupations? Economists have tried to explain this phenomenon with the existence of credit market imperfections, which individuals from less advantageous backgrounds might be facing (Loury 1981, Galor and Zeira 1993, Piketty 1997). However, these hypotheses are questioned in a large body of literature. Although in developing countries credit constraints might be a partial explanation for differences in educational attainment, this does not fully explain the differences in the developed world. Evidence shows that in developed word families facing economic constraints, when it comes to education, represent only a small part of the community (Cameron and Taber 2002). Besides, nowadays there exist many organizations and funds which are providing scholarships and financial help to students from low income families  [2]  . Therefore, it is essential to look for other, more internal reasons that could explain differences in educational choices and attainment among young adults with equal abilities a nd preferences. For being able to understand and change ones educational and career choices, it is crucial to understand what determines his or her aspirations. However, explaining it is not a straight forward task. Aspirations are determined already in early childhood and are prone to changes throughout the life. Moreover, sometimes high educational aspirations are not sufficient to guarantee a better outcome. This phenomenon exists due to aspiration-expectation gap, when ones desired goals do not coincide with the expected outcome due to the disbelief to a successful result. This pattern is especially observed among women and certain ethnic groups. Therefore, it is not only crucial to look at the level of educational aspirations, but it is also essential to ask if ones aspirations are always fulfilled. Although a considerable amount of literature has examined educational and career aspirations of young adults, the existing literature tends to provide somehow different conclusions; therefore, a comprehensive and critical literature review, overlooking different factor influence ones academic and career aspirations, is still missing. The purpose of this study is to contribute to an understand of how factors like gender, ethnicity, peers, parents, teachers and self-efficacy beliefs influence young adult academic and career aspirations and decision making. This thesis will also explain why sometimes high aspirations for girls and Black students do not lead to higher educational outcomes; the existence of an aspiration-expectation gap will be supported by the latest empirical data. Further, this thesis will discuss the existing policy measures aimed to promote and raise children educational attainment. Hence, the research questions of this thesis are: What are the determinants of educational and career aspirations? Why high educational aspirations do not always lead to better outcomes? What are the existing policies and projects in order to raise ones educational and career expectations? The focus of the thesis will be qualitative studies and will be based on an extensive literature review, covering various study fields, explaining the determinants of educational and career aspirations (Part I). Part II will provide different theories explaining an aspiration-expectation gap for girls and Black students; the existence of it will be supported by the latest quantitative data from U.S. Census Bureau 2010. Further Part III will concentrate on the overview of the policy measures and government projects that have been implemented in order to raise ones expectation level and close the aspiration-expectation gap. Chapter 1 Literature review of the determinants of educational and career aspirations This chapter introduces the determinants of educational and career aspirations and expectations. It begins with an introduction of the necessary definitions. Further, it is explained how ones aspirations and expectations are formed by providing different views and findings from an existing literature. 1.1 Defining educational and career aspirations It is believed that student educational and career aspirations are the most relevant factors determining ones future educational attainment (Gottfredson 1981; Trice and King, 1991). Therefore, it is essential to understand the exact meaning of aspirations. However, there has not been reached a consensus of one and certain definition; therefore, various explanations have been provided by different authors. Markus and Nurius (1986) have reported aspirations as ones ideas and hopes of possible selves, i.e., what a person would like to and what would not like to become or achieve. In psychology, aspiration level has been defined as the level of quality of a task which one desires to attain. It is a determinant of an individuals performance level in the future. It has been hypothesized that aspiration level varies from persons to person and place to place and is determined by factors that may change and influence aspirations level during the lifetime  [3]  . Likewise, the Wisconsin model  [4]  , which is a socio-economical model developed by Sewell and his colleagues in 1969 meant to explain ones social mobility and its determinants, provides definitions of educational and career aspirations. The educational aspiration level variable in the model is explained as the level of education one would like to attain, e.g., not continue higher education after high school, finish vocational school or attains college or university degree. Sewell et al. (1969) defines career aspiration level as ones ambitions and thoughts about their future occupation. However, some studies have suggested that high educational aspirations do not necessarily lead to high educational attainment (Empson, 1992; Conroy, 1997). Gottfredson (1981) has identified this phenomenon and has provided explanation to it. She suggests the existence of realistic aspirations or expectations and idealistic aspirations. The former is applied when ones educational and career aspirations are tempered by knowledge of obstacles and opportunities (Brown, 2002: 91), while the idealistic aspirations are ones desired goals and ideal education and occupation, in other words best possible life outcome. If there is a difference between these two types of aspirations and ones idealistic aspirations do not reflect ones expectations or realistic aspirations, there exist an aspiration-expectation gap (Danziger and Eden, 2006). Hence, in this thesis Gottfredsons theory about two types of aspirations and Danzigers and Edens definition of aspiration-expectation gap will be used. Firstly, determinants of idealistic aspirations will be discussed. Later this thesis will elaborate on the external factors that shape ones expectations or realistic aspirations. For the sake of simplicity, in the following text this thesis will refer to realistic aspirations as expectations while to idealistic aspirations as aspirations. 1.2 Determinants of educational and career aspirations and expectations Understanding the exact elements that determine ones educational and career aspirations and expectations is a tricky task. Existing evidence shows that there are many factor and circumstances that can shape them in a positive or negative way. Therefore, to contribute to a clearer understanding, in the following sections this thesis will deeply and broadly examine the determinants of aspirations and expectations. 1.2.1 Initial endowments determinants of ones aspirations We will firstly look at the initial endowment determinants, i.e. gender and ethnicity, which influence ones aspirations. These factors are extremely powerful in shaping ones academic and career aspiration level already in an early childhood. 1.2.1.1 Gender: Gender effect has a relevant role in determining ones aspiration level. A considerable amount of literature has focused on gender-related differences in academic and career aspirations (Howard, 1979; Betz and Fitzgerald, 1987; Danziger and Eden, 2007). Different views exist on the nature of the differences among both gender aspirations. Patton and Creed (2007) has argued that male students tend to hold higher aspirations for education level and position in the labor force, while Mau and Bikos (2000), approaching the same question, found the opposite. They claimed that girls are more likely to hold higher aspirations than men. Overall, most of the studies have supported Mau and Bikos (2000) view (Figure No.1) (e.g., Clift and Vaughan 1997; Butlin 1999; Anisef et al., 2001; Perry et al., 2009). Also, during the last decades female educational attainment and workforce has increased rapidly (Schoon, Martin and Ross, 2007); however, it has been observed that not too many women expect to follow careers which are mainly associated with the opposite sex, such as science and technology, despite the fact that these careers usually yield higher salary. This pattern becomes even more compelling as there is no evidence observed of differences i n quantitative abilities in tasks related to science and technology between both genders (Betz and Hackett, 1981). Figure No.1: Source: Looker, D. And Thiessen, V. (2004:Figure 1) 1.2.1.2 Ethnicity: Research has shown that educational and career aspirations vary across different ethnic groups. However, the results found in different studies yield different conclusions. It has been wildly assumed that the highest educational aspirations are held by Asian (especially Chinese) students (e.g., Cheng and Stark, 2002; Willitts et al., 2005). Their high aspirations are formed earlier than ones for other ethnic groups and are held constantly high throughout life (Kao and Tienda, 1998). Most of the researches contacted have found that White boys have the lowest aspiration level between all the other ethnic groups (Figure No.2) (Dillard and Perrin, 1980; Strand, 2007) and their educational achievements during the last years have increased less than for other ethnic groups (Figure No.3)  [5]  . White boys were found to hold lower aspirations than their Black peers in the research conducted by Wilson and Wilson (1992). Contrary, Cook et al. (1996) discovered that middle class White male s had higher educational aspirations than low-income African American males. However, this conclusion does not seem straight-forward as the differences might be also explained by the economic factors. Figure No.2: Figure No. 3: Data source: S., Strand (2007: 39) Data source: Department for Children, Schools and Families: Statistical First Release, England (2010: 12) Although, Strand (2007) has found that Black Caribbean and Black African students might have higher academic aspirations than White students, their higher educational attainment seems to be much lower (Figure No.4). Therefore, a question arises: what are the factors that do not allow high aspiration transformation into high achievements? The answer lies in the aspiration-expectation gap on which this thesis will elaborate in chapter 2. Figure No.3: Source: Jusan Ng (2011) 1.2.2 External factors determinants of ones expectations In the next two sub-sections, this thesis will concentrate on external factors, i.e., peers, teachers and parents, which can positively or negatively influence ones academic and career expectations. 1.2.2.1 Peer effect: A variable studied in the literature concerning the determinants of academic and career expectations is the peer effect. The peer effect refers to the positive or negative influence significant others have on ones expectations and level of achievement (e.g., by providing one with feedbacks, models or norms how they should behave, think and act in certain situations). Among their peers young adults develop their identities and self concept; therefore they are essential socialization agents for a young individual (Bandura, 1989; Brown et. al., 1994; Black, 2002). Although, some have argued that children expectations are more likely to be shaped by the characteristics of a family than by the characteristics of peers (Duncan et. al., 2001), relevant amount of the literature shows that peers play a crucial role in influencing ones achievement level and educational expectations (Peterson et al., 1986; Willms 1986; Goldstein et al., 2005). Ide et al. (1981) examined ten studies published form 1966 to 1978 that concerned the peer effects influence on ones academic achievements and expectations. In all these studies, they found a significant correlation. This finding is consistent with Downs and Rose (1991) who argue that peer effect is contributing to the construction of ones behavior and academic expectations. Another, slightly different view is held by Haller and Butterworth (1960) who look more critically on the straight forward correlation between ones academic expectations and peer influence. Although, they do not reject it, they emphasize that the initial factors, like characteristics and family backgrounds, could play a key role in bringing together similar individuals in that way forming homogeneous groups of peers. According to Jonsson and Mood (2008) children with high academic expectations and achievements are likely to connect with those sharing the same interests and expectations. Oppositely, adolescents, who have worse attitude to school and lower expectations, will most probable be attracted to peers with similar views (Ryan, 2000). In sum, it has been found that being around a certain group of people will have an effect on a persons future, specifically, it will impact the academic level or career one will expect to achieve. However, the degree of the importance of peers is ambiguous as different studies yield different results. 1.2.2.2 Teachers and parents influence: As discussed earlier peers have a certain influence on shaping ones academic expectations (e.g., Peterson et al., 1986; Willms, 1986; Black, 2002); however, a significant amount of literature points out the importance of familys and teachers influence on children long term decisions, e.g., occupation considerations (Jurkovic and Ulrici, 1985; OBrien, 1990; Furman and Buhrmeister, 1992; Wall et al., 1999; Duncan et. al., 2001). It is believed that teachers and parents can positively influence ones confidence and beliefs of his or her abilities, thus, persuading that the person is capable of being successful in further life (Van Auken and Stephens, 2006). According to Wall et al. (1999) parents as a support and role model have influence on ones conception about educational and career opportunities. Parents social support is directly linked with students school experiences, achievements and behaviors (Nurmi, 1987). There also exist a positive correlation between parents expectations for their child and childs expectations for himself (e.g., Davies and Kandel, 1981; Hossler and Stage, 1992). Family support can encourage the student to devote bigger effort to learning and school tasks (Gilbert et al., 1993). It is also observed that children who have the highest self-efficacy are the ones with the biggest family social support (Dubow and Ullman, 1989). In contrast, the ones with low family cohesion are more exposed to depression, low self-efficacy and self-esteem (Moran and Eckenrode, 1991; Cauce et al., 1992; Hirsch and DuBois, 1992). Moreover, Wall et al. (1999) has claimed a stronger correlation between young male expectations and the family support than the one for girls. In the research by Roper, (2008) it was shown that parent expectations and student GPA are correlated (Table No.1). Children with higher grades tended to have parents with higher expectations for them. According to De Coulon et al. (2008) also parents education level plays a significant role in formation of children expectations. In their research, they found a significant correlation between low literacy rates of parents and low test scores by their children. It was shown that parents with the lowest literacy skills were the least supportive and encouraging in relation to education. As a result, children with such parents were more likely to report dissatisfaction with school and develop low educational expectations. Table No.1: Source: Roper (2008: 2) A significant amount of literature has discussed parents and family role in shaping ones expectations, however, the body of literature about teachers expectation influence is rather small. Cheung (1995) found evidence on positive teacher influence on ones academic achievements. Teacher support has shown to have a bigger influence on women, student from lower socioeconomic backgrounds and ethnic minority perceptions of academic and career opportunities (Ellis and Lane, 1963; Wall et al., 1999). However, it is often blamed that teachers have insufficient expectations for their students, especially for students in rural areas and for certain student groups (Bishop, 1989; Hilliard III, 1991). It is shown that teachers tend to establish better contact and attitude forward students with higher ability (Bamburg, 1994). This is seen as a problem because children tend to internalize and adopt teacher perceptions about their abilities, which as a result, in case of low teacher expectations can lead to psychological constraints for self-efficacy and self-esteem (Raffini, 1993). To sum up, a considerable body of literature has shown that teachers, parents and peers can influence ones academic and career expectations. Young adults tend to internalize expectations that others have about him or her and accordingly adjust their own educational and career expectations. 1.2.3 Self-efficacy beliefs As already discussed, all of the beforehand mentioned factors, i.e., gender, ethnicity and social support, have an effect on shaping ones behavior, thoughts and attitudes towards different tasks, education levels and occupations. However, in order to be able to reach the aspired goals it is also extremely beneficial that one has a high self confidence in what he is doing. It was shown that teachers and parents have the ability to influence ones self-beliefs what in turn leads to higher or lower level of academic expectations of that individual. Therefore, this section will discuss why high self-efficacy beliefs, i.e., ones belief that she or he is capable of producing certain level of performance to attain certain goals (Bandura et al., 2001), are important in determining the outcome. The importance of self-efficacy on ones educational expectations have been wildly studied in the literature (e.g., Bandura, 1994; Lent and Brown, 1996; Nauta et al., 1998; Brown Lent, 2006); it has been proven that individuals self-efficacy beliefs have a significant importance in promoting positive outcomes and reducing the possibility of negative outcomes (Oyserman et al., 2006; Destin and Oyserman, 2009). Students who have high self-efficacy are more productive, efficient and confident about their performances than their peers with the same ability but lower self-efficacy. It has been also shown that they put more effort and are more concentrated on the task than others, as well as they are more committed to their goals (Bandura, 1997; Schunk and Pajares, 2005). Therefore, the ones with high self beliefs perform better and based on better outcomes have higher future academic and career expectations (Brown Lent, 2006) (Figure No.5)  [6]  . Figure No.5: Source: Looker, D. And Thiessen, V. (2004: Figure 10) Chapter 2 Aspiration-expectation gap In the previous chapter, determinants of ones academic and career aspirations and expectations were discussed. It was shown by the evidence from the existing literature, that girls are more likely to hold higher aspirations than boys (e.g., Clift and Vaughan 1997; Butlin 1999; Anisef et al., 2001; Perry et al., 2009) and Black adolescents hold higher aspirations than Whites (e.g., Wilson and Wilson, 1992; Strand, 2007). It was also shown that social support has an influence on forming ones expectations. However, high aspirations do not always lead to high educational attainment and high position in the labor force (Strand, 2007). It has been suggested that the problem lies in the difference between aspirations and expectations. Unfortunately, often academic and career expectations of girls, Black Africans and Black Caribbean students are lower than their aspirations due to some perceptions in the society, perceived barriers or even academic feedback (e.g., Gottfredson, 1981; Armstrong Crombie, 2000). As a result, this can lead to underachievement and lowered self-efficacy beliefs (Bandura et.al. 2001). This chapter will approach this phenomenon by providing existing and relevant theories that tend to explain the reasons of an existing aspiration-expectation gap for females and ethnic minorities. Later, empirical data obtained from U.S. Census Bureau results will be provided to help us to confirm or reject some of the existing theories and hypothesis, therefore, giving the final concussions. 2.1 Gender: One of the explanations for different gender-related career expectations is that women career decisions are more complex than those of men. This arises from a bigger involvement in family and children lives or possible early pregnancy (Vonderacek et al., 1986; Lucas et.al., 1997; Eccles, 2005). Even more, women academic and career expectations can be shaped by existing stereotypes or strong gender identity because of social role perceptions (Eagly, 1987; Akerlof and Kranton, 2000; Danziger and Eden, 2007; Gupta et al., 2008). 2.1.1 Stereotype activation theory: Gender stereotyping can influence a persons decision making when it comes to academic or career choice (Heilman, 2001; Nosek, Banaji and Greenwald, 2002). Gupta et al. (2008) examined the impact of stereotypes on both genders intentions to follow traditionally male-related occupations. They found evidence showing that people were likely to internalize stereotypes and act according to them, choosing tasks associated with their own gender. This pattern is more observable if the stereotype is wildly accepted in a culture (Heilman, 2001). According to Day (1990) many women have high aspirations; however, usually they do not expect to be able to have the occupation they would like to in case it is more male-dominated. Wall et al. (1999) was examining the correlation between career expectations and career aspirations. As a result, they found inconsistency between women career expectations and aspirations, i.e., their expectations were most of the time lower than their aspirations. The phenomenon was explained by stereotypes in the society about gender-related jobs and women beliefs about the limits of what they possibly can achieve. 2.1.2 Social role and socialization theory: Another important theory explaining differences in men and women career and academic expectations is the social role theory. The theory, developed by Eagly (1987) is based on the historical division of men and women roles in the society, where women were associated with household responsibilities while men had responsibilities concerning livelihood of the family. Consequently, career expectations started to differ among men and women. Furthermore, the gender-related roles were usually transmitted to future generation making the distinction between appropriate gender roles in the society even stronger (Eagly, 1987). Moreover, the academic and career expectations are shaped by socialization processes people experience in childhood. Socialization shapes people perceptions of what is appropriate for themselves and for others, including what is expected from both genders (Seymour, 1999). Further, in early childhood children learn these roles associated with their gender, which in turn, shapes later perceptions about different types of jobs and influences their academic and career expectations (Danziger and Eden, 2007). According to Eagly and Wood (1999) and Franke et al. (1997) both genders tend to adjust their expectations in accordance with their social roles and expect to have occupations connected with their own gender (Dunne, Elliott and Carlsen, 1981). This leads to men occupying men-related professions and attaining higher educational levels while women tend to enter more female-related studies and jobs and attain lower educational levels (Powell and Butterfield, 2003). Although, gender stereotyping has been diminishing and the gender gap in education has been decreasing (Power and Wojtkiewiez, 2004), there are still fewer female than male representatives in men-related studies and profession fields (Powell and Butterfield, 2003); this shows that Eaglys (1987) social role theory is a considerable attempt to explain the differences between female and male academic and career expectations. 2.2 Ethicity: There are two main views, respectively structuralist and culturalist, that tend to explain differences in educational attainment between ethnic groups. 2.2.1 Structuralist theory: According to structuralist perspective, differences in educational choices between ethnic groups can be explained by external factors. The most influential factor, following structuralist theory, shaping ones expectations is the teacher support. This view has been supported by Ellis and Lane (1963) and Wall et al. (1999) who state that teacher support have an influence on ethnic minority students perceptions about academic and career opportunities. Unfortunately, most of the time teacher expectations are negatively correlated with ethnic minority group students expectations (Strand, 2007). In his report, Strand (2007) found evidence that teachers are likely to develop lower expectations for certain ethnic groups, especially for Black students. They also tend to hold unequal attitude towards White and Black student behaviors due to racism and social stereotypes. This, as a result, leads to a situation where ethnic minority students, following teacher beliefs about them, lower their ow n expectations of the possible outcomes regardless to their initial high aspirations. This, in turn, can explain the differences in educational attainment between Black students and their other ethnicity peers. However, the hypothesis, that educational expectations and attainment between ethnic groups can be fully explained by racism and social stereotypes have been criticized. Modood (2003) has argued that Asian students tend to face more social pressure and racial harassment than Black Caribbean and Black African students, yet their achievements are outstanding and there is no evidence that Asian students would experience aspiration-expectation discrepancies due to the racism toward their ethnic group. Although, there exist several problems with the structuralist core assumptions, their ideas present useful and testable information that helps to explain and understand the reasons behind Black African and Caribbean student aspiration-expectation discrepancies. 2.2.2 Culturalist theory: According to culturalist point of view, differences in educational choices rise from internal factors, like internalization of historical and social norms or constraints. Therefore, culturalist perspective can partly fill the missing holes in the structuralist theory and explain why, for example, Asian students perform better than their Black peers although are both prone to racial harassment. Caplan et al. (1991) has argued that Asian performance is significantly better than one for other ethnic groups due to their cultural perceptions and understanding. It is claimed that Asian students tend to hold higher sense of responsibility for their family and prioritize self-reliance more than students from other ethnic groups, especially, Black Africans and Black Caribbeans. It is observed that Black Caribbean boys on average experience bigger peer pressure than other ethnic groups. They are exposed to the pressure to adopt the lifestyle of street culture, which negatively influences their academic performance (Sewell, 1997). Ogbu and Fordhams (1986) have contributed to the explanation why Black students tend to have low educational attainment despite the fact that they are holding high educational aspirations. They focused on two opposite ways how students are thinking and behaving, i.e., acting White and acting Black. Due to the previously mentioned peer pressure of adopting the street culture, acting White, i.e., doing well at school, is not seen as appropriate behavior for Black students. Therefore, Black students choose to keep their identities and are avoiding acting White, what results in lower educational achievements and attainment than in case of an absence of this pressure. Another factor that triggers the low educational attainment for Black African and Caribbean students is the socio-historical factor (Ogbu, 1991). Based on the historical roles in the society for Black population, Black African and Black Caribbean students may under value the necessity of investment in education. This is due to job ceiling they might feel they are facing. It has been suggested that Black people do not have the same economic opportunities as White people in the job market. In a recent study, Fouad and Byars-Winston (2005) found that, despite the high aspiration level among the Black students, they expected fewer job offers and opportunities than their White counterparts. Therefore, it is easy to understand why Black student do not see education as an essential tool for being able to gain a high position in the labor force and their academic attainment is lower than the one for other ethnic groups. This in turn, unfortunately, has resulted in a tendency that Black peopl e are overrepresented in low skilled jobs and are a considerable propo