RES Subglacial Mapping for Extraterrestrial Colonization

RES Subglacial Mapping for Extraterrestrial Colonization RES Subglacial Mapping Used to Assess Extraterrestrial Colonization Eric Phelan Effective colonization of another planet includes endless factors being tended to before mission dispatch. Water, being fundamental to continuing human life, must be accessible in sizable amounts so as to set up a productive, long haul settlement. Be that as it may, even with water filtration frameworks working at 100% productivity, a suitable local wellspring of water must be distinguished on the planet if the settlement is ever expected to succeed. Radio Echo Sounding may give an answer for this issue. Presentation Radio Echo Sounding, Ice Penetrating Radar, or all the more normally Radioglaciology, has been utilized for a long time to delineate subsurface of ice sheets all over the globe. From monstrous gulches to pockets of caught volcanic debris, RES has been a significant device in seeing how ice sheets structure and what they contain. In later years, contemplates have been led on the recognizable proof of subglacial lakes. These outcomes may demonstrate important when finding practical and ceaseless wellsprings of water on in any case ruined planets. We have just recognized huge ice tops on Mars [1] and that Jupiter’s Satellite, Europa, is shrouded in water ice [2]. We have even found little pockets of ice in pits on the moon [3]. The issue is that we should some way or another concentrate usable water from these areas. It would be excessively expensive and wasteful to constantly soften ice for use, so the following choice is to recognize pockets of new water in the ice. Radioglacio logy gets us one bit nearer to distinguishing perfect province areas by first finding enormous subglacial lakes. These subsurface new water bodies could give simply enough water to a settlement to develop consistently and thrive. While researchers use RES here on Earth, we get one bit nearer to colonization of different planets. Greenland: Beneath the Ice As right on time as 1964, propelled RES strategies were being utilized in Greenland to outline subsurface underneath the mile thick ice sheet. [4] Simply a year ago, RES studies helped make a revelation of enormous extents. A gully 50 percent longer than Arizona’s Grand Canyon was found winding its path north toward Petermann Glacier [5][6]. This permitted researchers to extrapolate subsurface waterway information demonstrating that looking underneath the outside of the ice on our own reality conveys incredibly important data that we in any case would have neglected to gain. In the event that we can discover antiquated stream frameworks and lakes on Earth utilizing this strategy, it ought to be reasonable on different planets. Antarctica: The Hostile Habitat As more research groups investigate Antarctica, the utilization of RES reviewing is getting increasingly broad. The idea that is being tried here is that fluid water can shape underneath these ice sheets because of the bed being above water’s pressure dissolving point. These overviews have discovered 379 lakes in Antarctica almost 4000 meters underneath the ice [7]. While researchers are right now increasingly keen on discovering life that wonderfully gotten away from eradication 35 million years prior, these lakes additionally are significant in deciding if different planets may have enough fluid water housed in their ice tops to help a human populace. Despite the fact that the well known and most generally utilized procedure of RES reviews utilizes planes with radio hardware, satellites are additionally reasonable instruments for the activity. A satellite conveyed in circle around a planet can outline washes in ice bed covers that are characteristic of subsurface water developments. The more developments there are, the more dynamic the lakes and waterways are underneath the surface. Realizing this can assist us with deciding if lakes are recharging rapidly or have a restricted wellspring of water. As Antarctica is apparently the most threatening surface condition on Earth, it is a decent preparing ground for setting up an extraterrestrial state. Presentation to the severe climate can make irreversible harm the human body in practically no time, testing the limits of what our innovation and potential pioneers can deal with. Building up boring undertakings to extricate water from these subglacial lakes might be the common â€Å"next step† in deciding our ability to get by on different planets. In the event that we can figure out how to move fluid water from 2.5 miles underneath the surface to a station above, we will have verified an innovation that could some time or another be utilized on different universes. Space Colonization Figure 3: Artist’s origination of a moon base http://en.wikipedia.org/wiki/Space_colonization The moon is a probable first contender for space colonization. With the disclosure of enormous centralizations of solidified water in profound holes on the moon in 2009 [3], humankind may have more motivation than any other time in recent memory to build up a settlement there. With the capacity to discover pockets of water in these ice pits, we are well en route to finding a suitable area on the lunar surface to build up another home. RES reviews of the moon can be led from Earth’s surface, yet for more prominent goals we should draw nearer. Setting RES satellites in circle around the moon would permit us to pinpoint fluid water get to spots. A similar strategy would be feasible on Mars and, in the long run, Europa. On the off chance that we can build up a steady settlement on the moon first, however, we will be one bit nearer to arriving at our maximum capacity as an animal categories. End The quantity of planets out in space is unlimited. In the event that solitary a small amount of them had water ice on a superficial level, it would free us up to incalculable prospects. With the progression of RES advances, we will one day have the option to identify water in places that we would have in any case missed. Discovering pockets of water covered far below the ice on Mars or Europa utilizing RES procedures would go far toward extending humanity’s venture into the known universe. We could at last build up states on planets that were once thought to be difficult to get to. It might be the stuff of sci-fi today, however some time or another later on this information will be utilized by specialists and draftsmen to design out enormous scope cityscapes that help a huge number of lives. It would be the beginning of another brilliant age for human progress, and every last bit of it made conceivable through the headway of RES advances. [1] Bibring, J., Langevin, Y., Poulet, F., Gendrin, An., al, e. (2004). Lasting water ice distinguished in the south polar top of blemishes. Nature, 428(6983), 627-30. Recovered from http://search.proquest.com/docview/204531038?accountid=14503 [2] Chyba, C. F., Phillips, C. B. (2002). Europa as a homestead of life. Sources of Life and Evolution of Biospheres, 32(1), 47-68. doi:http://dx.doi.org/10.1023/A:1013958519734 [3] Cowen, R. (2009, Oct 24). The clammy moon: Team discovers water on lunar surface. Science News, 176, 10. Recovered from http://search.proquest.com/docview/197505984?accountid=14503 [4] TURCHETTI, S., DEAN, K., NAYLOR, S., SIEGERT, M. (2008). Mishaps and openings: A background marked by the radio reverberation sounding of antarctica, 1958-79. English Journal for the History of Science, 41(3), 417-444. doi:http://dx.doi.org/10.1017/S0007087408000903 [5] Wayman, E. (2013, Oct 05). Presenting. Science News, 184, 4. Recovered from http://search.proquest.com/docview/1441704876?accountid=14503 [6] Oskin, B. (2013, August 29). Stupendous Canyon of Greenland Discovered Under Ice Sheet. LiveScience. Recovered from http://www.livescience.com/39289-greenland-longest-gully discovered.html [7] Davies, B. (n.d.). Antarctic subglacial lakes. antarcticglaciers.org. Recovered from http://www.antarcticglaciers.org/present day icy masses/subglacial-lakes/ [8] Space colonization. (n.d.). Princeton University. Recovered from https://www.princeton.edu/~achaney/tmve/wiki100k/docs/Space_colonization.html

Computer Assignment Example | Topics and Well Written Essays - 1000 words

PC - Assignment Example (main story). 2011). Beforehand, charge entryways was on the rundown for most extravagant individuals in world, he lost the spot since he liberally gave $ 28 billion for Melinda Gates Foundation, the biggest private blessing store on the planet (Gates parts with title of universes most extravagant man. 2011). In addition, he and Melinda Gates Foundation likewise gave $5 million to OCLC for upgrading and improving an open data crusade that is intended to upsurge library support. The library will test material including publicizing, direct showcasing, and grassroots activities will be made accessible one year from now to the library network everywhere (Oder, Albanese et al. 2009). At present Bill doors have left Microsoft however he is as yet the executive of the top managerial staff. There is no uncertainty that bill doors has driven Microsoft to be one of the best innovation based association ever, as Microsoft items collaborates with every one of us in any capacity or the other in t his cutting edge period. Moreover, Bill Gates is likewise viewed as ‘lucky’, as the two Gates and Paul Allen built up Microsoft in 1975 (Cusumano 2009). The principle reason for existing was to build up a programming language for a work station that was not yet accessible in the business sectors. Besides, Gates was fruitful in accomplishing an agreement from IBM in 1980 †1981 to build the code for Disk Operating System (DOS) (Cusumano 2009). Notwithstanding, charge doors damaged the contracted in light of the fact that he was not a specialist of making working frameworks and IBM around then was not master either for making an effective working framework including processor engineering and structure. Be that as it may, the processor engineering and configuration was overseen by Intel. Additionally, Gates capability can be characterized as an expert and clever programmer with endless or little administration aptitudes (Cusumano 2009). The accomplishment of Microsoft

Burton 1 Social Club

Burton 1 Social Club Ive mentioned a couple times that, like East Campus, Burton-Conner is first divided into Burton and Conner side, and then from there, into floors from Burton 1 to Burton 5, and from Conner 2 to Conner 5 (Conner 1 includes the housemasters suite). As such, each floor has a pretty defined culture, and while there is clearly no objective way for one to claim one floor is better than another as theyre all so different I feel confident in declaring that Burton 1 is the best floor in Burton-Conner. Maybe even in all the dorms at MIT. Yeah, I said it. BURTON 1 FREAKIN ROCKS. I mean, there are some floors. And then theres Burton 1. Burton 1 is pretty much like the Chuck Norris of all floors. If we were on Heroes, wed be Sylar without all the evilness and serial killer tendencies. Now that Ive established that, we can all go home. I say this lightly, of course there is no substitute to visiting MIT and checking out the different dorms as a prefrosh, or as a freshman, and trying out what works for you. Different places suit different people (which is true not only of living groups but also of universities), so its really fantastic that at MIT, you get to make the choice not only where you live but who you live with. Having a really awesome living group can make all the difference between having an average college experience and an amazing one, and thats why we encourage freshmen so enthusiastically to look around. But my floor works for me. Were a cohesive unit, not just a bunch of people who live together, and I love having a place so filled with quirky, loving individuals to belong to. Theyre the kind of awesome people wholl be up with you until 4 in the morning tearing through your 14.01 psets or if you dont have an 14.01 pset, youll wake up to at least ten emails between people competing to see who stayed up the longest (though whoever wins is pretty much the biggest loser); theyre the kind of family wholl be screaming for you in the stands of your final NCAA volleyball game, with your name and number painted on their chests. Theyll fill your entire room with balloons and herd everyone into the room to wait for you to come home, and then theyll throw an impromptu dance party afterwards because not only is it your birthday, but you also just took your 18.01A final and totally deserve to let off a little steam. And theyll definitely be down for eating $30 worth of Chinese food and watching three hours of Greys Anatomy after youve had the worst two exams of your life and are absolutely exhausted from four straight days of studying (which included missing the floor Halloween party). Its a fantastic place to come home to at the end of the day. Were so cool that we were not only one of the most popular floors in Burton-Conner floor rush (which is similar to dorm rush, in which freshmen traverse the floors to see where theyd like to live and then rank their favorites), but also in IFAF (Inter-Floor Activity Fund) proposals, where each floor proposes an activity (i.e. ice skating, laser tag, mini golf) to attend with another floor, to promote interfloor bonding. Basically, were freakin suite. (Freakin suite being the tagline of the Burton-Conner t-shirt, featuring Peter Griffin from Family Guy, which is a pun on the fact that Burton-Conner has suites rather than just dorms in a hall, and also I totally just ruined the joke by explaining it.) Anyway, our first and biggest IFAF of the year was a weekend in Maine with the Burton 3rd Bombers, who were so much fun to party with, and almost equally as cool :) We rented a house and danced, caught up on sleep, took really good-looking pictures, and even.. studied? Really, theres no use in me talking about how great these people are youd just have to meet them. The best I can do is try to introduce them to you: Partying with Burton 3rd was crazy fun, but we definitely have a lot of intra-floor love, too. Since most of us are going our separate ways this Thursday, our awesome GRT (Graduate Resident Tutor, similar to an RA) Vered (aka V) hosted a Thanksgiving potluck last night at her apartment, at which we all said what we were thankful for (i.e. Dima: Im thankful for the Burton 1 freshmen, without whom I would not have passed 18.03. at least, I think Im passing 18.03..) Another point to how were the best floor ever were not only good-looking, but were also good cooks. V cooked the massive turkey, Steph and Melinda brought two kinds of stuffing, Lauren made homemade orange-cranberry sauce, D. Temp brought TEN pounds of mashed potatoes (which included 4 whole sticks of butter, which we all consumed and promptly died of coronary heart disease), Praveen made tuna cakes, Allin brought his corn souffle courtesy of his moms recipe, Ravi and Jamie made some weird cow pie dish* that was something in between tortillas that I didnt eat because Im (thankfully) a vegetarian.. basically, there was a lot of food and Im kind of still in a food coma, so Im not going to write what everyone brought because I dont want to make you jealous. But I made two pumpkin pies and the best apple torte of your life. Dont be jealous, or anything. In conclusion your living group is REALLY important to your MIT experience. Dont stress if you dont feel like youve chosen the right one its fairly easy to change, since theres always the readjustment lottery (two of the girls in those pictures dont even live here, they just got adopted because they like us. Because were so freakin cool.) And with those mouthwatering pictures in mind happy Thanksgiving! * [ETA 11:01 PM] So my description of Ravi and Jamies cow pie was a little inaccurate. Heres Ravi Guptas eloquent correction as to how to properly depict their dish: And although the turkey is usually considered the centerpiece of a Thanksgiving dinner, those with a keener sense of taste and life in general would have been distracted from something else. A something else that sat silently at a corner of the table, not distrubed by the lack of attention attributed by tradition but quietly confident that it would be soon devoured because of what it was and how it was made. It was a paradise statue sandwiched between two tortillas and surrounded by islands of sour cream and refried beans and silhouted by shot glasses full of Tobasco sauce, soy sauce, A1 steak sauce, and goya and pepper. The center of the top tortilla was glazed with steak sauce but in a way that spelled out the initials of its creators. Because these creators, adventurous and eager, sculpted a testament to deliciousness. Twelve eggs gave their lives, a shot of tequilla leaped into the unknown, two tomatoes danced with a pile of chopped onions while garlic and hints of ginger serenad ed the brute force of a hamburger patty and bacon all just to testify to what was, should always be, and can be again in just under an hour of preparation time. Post Tagged #Burton-Conner House

The Country Of Mexico, Economy, Economic Growth, And...

Abstract My research paper will briefly describe the country of Mexico by giving an overview of the country, their history, system of government, and their economic system. I will be reviewing which stage of the economic business cycle (peak, depression, trough,or recession) the country of Mexico is in and what the main reasons why they are presently in this stage. I will then elaborate on one of the possible causes and how it has affects Mexico’s GDP (gross national product), pricing structure, job market, economic growth, and international balances. Lastly, I will give my suggestions about some possible solutions to how Mexico can correct the challenges that have occurred and are occurring within their economy. Keywords: Mexico,†¦show more content†¦In this essay, I will be going into how the U.S. economy trade has been helping Mexico get out of depression and make their way through this period of recovery. Country’s Overview and Brief History Mexico is almost three times the size of Texas. â€Å"Its capital is Mexico City, which is located in the central southern part of the country† (Encyclopedia of the Nations). Mexico’s population is filled with people of many different heritages, such as Indians, Caucasians, Hispanics, and Africans. Even though the Mexican population is so diverse their primary language is still Spanish. Mexico used to have very high death rates, but because of new medications and ways of sanitation slowly being introduced the death rate has lowered significantly. Some of the main industries in Mexico are mining, manufacturing, tourism, retail and financial services. Also found on the Encyclopedia of the Nations website are Mexico’s main exports and imports. The country’s main exports are manufactured goods, oil and oil products, silver, cotton, and coffee. Their main imports are machinery, electrical equipment, car parts for assembly, repair parts for motor vehicle s, and aircrafts and aircraft parts. Mexico’s economy depends a great deal on the money sent to them from family and friends who left Mexico to become migrant workers in the United States. Drug trafficking is also a big issue in Mexico. It is a business which brings

Mental Prowess Of Professional Athletes - 1297 Words

On the first hole at Kansas Golf Club I found myself pacing back and forth. Wiping the perspiration from my forehead, all sense of composure slowly surrendered to a not so ordinary nervousness. Don t get me wrong, I had always been the â€Å"nervous† athlete, one that admired the mental prowess of professional athletes. Glorifying others’ attributes surely obstructed enhancement of my own. As the announcer recited my name to the small crowd I pushed my golf tee into the ground, what a magical feeling. My arms swung backward, this was it; I could not embarrass myself. This marked the beginning of my journey, elevating nervous feelings to performance threatening levels. Preventing the inevitable meltdown had been my worst enemy. I often questioned the meaning behind this inner turmoil, but never considered it a priority. I was on the brink of collapse. Was this new found anxiety a reflection of unconscious inclination? After years of subjective contemplation I arrived at one hypothesis: I lacked the experience and ability to outplay failure during adverse situations. Fixed between years of uncompromising commitment to golf and a college golf was an adverse situation. I had never been in the position to win on the last day, no experience of failure to guide me home. In the pursuit of self actualization one must succumb to adversity, experience failure, while maintaining unparalleled obstinacy It would be hard to miss the bold red letters reading EMERGENCY ROOM while drivingShow MoreRelatedDance is a sport Essay790 Words   |  4 Pagesï » ¿Persuasive Speech Outline Dance is a Sport! I. Introduction: a) Attention Getter: What is the definition of a sport? A game played with a ball? Is it people in tight pants running around? How about â€Å"an athletic activity requiring skill or physical prowess and often of a competitive nature†? That sounds more like it. 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The Power of Concentration Free Essays

The Power of Concentration By Remez Sasson When I was a child, I saw how a magnifying glass could burn a piece of paper, when the rays of the sun were focused through it. The fire could start only when the sun’s rays were concentrated to a small point. When the magnifying glass was moved too far away or too close to the paper, the rays were not focused enough and nothing happened. We will write a custom essay sample on The Power of Concentration or any similar topic only for you Order Now This experience describes vividly the power of concentration. This power can be described as focused attention. It is the ability to direct the attention to one single thought or subject, to the exclusion of everything else. When our mind is focused, our energies are not dissipated on irrelevant activities or thoughts. This is why developing concentration is essential to anyone who aspires to take charge of his or her life. This skill is essential for every kind of success. Without it, our efforts get scattered, but with it, we can accomplish great things. Concentration has many uses and  benefits. It assists in studying and understanding faster, improves the memory, and helps in focusing on any task, job, activity or goal, and achieving it more easily and efficiently. It is also required for developing psychic powers, and is a powerful tool for the efficient use of creative visualization. When this ability is developed, the mind obeys us more readily and does not engage in futile, negative thoughts or worries. We gain mental mastery and we experience true peace of mind. This ability also plays an important role in meditation. Without it, the mind just jumps restlessly from one thought to another, not allowing us to meditate properly. Do you now realize, why it is very important and worthwhile to develop and improve the ability to concentrate? To develop this power you need to train and exercise it. Forget all your excuses about not having the time or being too busy. Do not say that the circumstances are not appropriate or that you cannot find a quiet place to exercise. With a little planning, desire and motivation you can always find the time to exercise each day, no matter how busy you are. The Restless Mind Thoughts claim our attention incessantly, and waste our time and energy on unimportant and useless matters. They actually rule our life. We have become so used to this slavery, that we take it for granted, and have become nconscious of this habit, except on certain occasions. While breathing, we do not need to pay attention to each inhalation and exhalation. We become conscious of the process of breathing, only when we have some difficulty with breathing, such as when our nose is clogged, due to a cold, or when we are in an unventilated room. It is the same with thinking. We become conscious of the constant onslaught of our thoughts, and of our inability to calm them down, only when we need to concentrate, solve a problem or study. We are also acutely aware of them when we have worries or fears. Look at the following familiar situation. You need to study something for your job or for an exam. You sit comfortably on the sofa with the book in your hands and start reading. After a while you feel hungry and go to the kitchen to eat something. You return to read, and then hear you people talking outside. You listen to them for several moments and then bring your attention back to the book. After a while you feel restless and switch on the radio to listen to some music. You continue to read for a little while, and then remember something that happened yesterday, and you start thinking about it. When you look at your watch, you are amazed to find out that one complete hour has passed and you have hardly read anything. This is what happens when one lacks concentration. Imagine what you could have accomplished, if you could control your attention and focus your mind! Work that requires physical strength, such as carrying heavy loads for example, develops physical strength. Yet, it is not as exercising daily to the gym in a systematic manner. It is the same with concentration. Reading, studying and trying to pay attention to what we do, develop some of this ability, but practicing exercises diligently each day is something else, it is like training in a gym. Inner resistance to developing concentration In order to develop this ability we have to train our minds. Most people think that concentration is a strenuous and tiring activity, and that it involves exertion and tension, which are difficult and unpleasant. This belief starts at an early age. Parents and teachers expect children to study, do their homework and get good grades. This brings up in the children a feeling of being coerced and forced to do something they don’t like doing. When they are too often told that they are not concentrating good enough, they develop a loathing for concentration, and often for studying too. These become associated with coercion, lack of freedom, doing something they do not like to do, and which is against their will. When they grow up, it is no wonder that their powers of concentration are weak, and they have no desire to strain their minds. Though most people acknowledge the fact that good concentration is a great asset, yet most of them do nothing to strengthen it, because they don’t know how, and because they lack the motivation. It is hoped that this article will provide the necessary information and motivation. Concentration can be fun, if approached in the right way. It should be practiced with joy, positive attitude, optimism, and understanding of its great possibilities. The benefits of developing concentration Sometimes you can find strong powers of concentration in yourself. When you really and earnestly want to excel in your studies, pass an important exam or solve a problem, this power becomes available to you. In such cases, it appears because of some need or desire, but developing it in a systematic way brings it under your control, and grants you the ability to use it intentionally, whenever you need it. To do so, you need to practice special exercises on a daily basis. Here is what you can gain by developing this power: -Control of your thoughts. -The ability to focus your mind. -Peace of mind. -Freedom from futile and annoying thoughts. -The ability to choose your thoughts. Better memory. -Self-confidence. -Inner strength. -Will power. -Decisiveness. -The ability to study and comprehend more quickly. -Inner happiness. -Enhanced capability to develop psychic abilities. -More powerful and efficient use of creative visualization. -Enhanced ability to meditate. -And much more†¦ Seems too good to be true? Develop the power of concentration and fin d out for yourself! So what about starting to develop concentration power today? In part two of this article you will find advice and exercises for developing and strengthening this ability. The Power of Concentration Part Two How to cite The Power of Concentration, Essay examples

Properties of Organic Compounds free essay sample

The temperature of the gas phase rises again until it reaches the boiling point of a second content in the mixture and so on. By simple microscale distillation, we purified an unknown organic compound and then identified the unknown organic compound by using the boiling point and density measurements. Procedure/Results 5 mL of the unknown impure organic A was collected in an Erlenmeyer flask. A simple distillation apparatus was assembled and 3 mL of the unknown impure organic A was transferred into the distillation flask along with 3 boiling chips. A thermometer was then suspended down the middle of the condenser to record the distillation temperature. The mixture was heated gently and a pure solvent started to collect in the distillation flask. Two different fractions were collected. The first one was the forerun, which was collected before the temperature stabilized and the second one was when the temperature of the boiling compound began to stabilize. We will write a custom essay sample on Properties of Organic Compounds or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The unknown impure organic A was identified using density and boiling point measurements collected. Another simple distillation apparatus was assembled to find the boiling point of the unknown impure organic A. 3 mL of the unknown impure organic A and 3 boiling chips were transferred into the distillation flask and heated gently until the substance started to boil. The unknown impure organic A produced 0. 3 mL with a boiling point of 55Â °C for fraction one, which resulted in the density to be 0. 86 g/mL. 1. 2 mL was produced for fraction two with a boiling point of 58Â °C, resulting in a density of 0. 3 g/mL. The unknown impure organic A was then identified as acetone. Acetone has a boiling point range of 56-57Â °C and a density of 0. 791 g/mL. The observed boiling point range was 49-52Â °C with a volume of 2. 4 mL and a mass of 1. 71 g, resulting in a density of 0. 713 g/mL. Discussion: Acetone has a boiling point range of 56-57Â °C and a density of 0. 791 g/mL. The unknown impure organic A was identified as acetone due to having a boiling point range of 49-52Â °C and a den sity of 0. 713 g/mL. The boiling point range of the unknown impure organic A was lower than acetone’s actual boiling point range by 4-7Â °C, but was close enough to be identified as acetone because the density was only 0. 078 g/mL lower also. Therefore, both the density and boiling point measurements were good methods to use to identify the unknown impure organic A. Since the product wasn’t in exact value to acetone, errors could’ve occurred in the experiment. The boiling point could have still been trying to increase when we thought it had stabilized at 52Â °C, or liquid could’ve been lost due to spillage in transferring it to the distillation flask. Conclusion The objective of the experiment was to identify the unknown impure organic A with the boiling point and density measurements by using a simple microscale distillation to purify it. Our results correctly identified the unknown impure organic A (with few errors) and proved the distillation process valid. This experiment could be improved by recording more fractions, or repeating the fractions several times and recording the boiling point more than once to improve accuracy.

Truth or Fiction 11 Biggest Fears About College

Truth or Fiction 11 Biggest Fears About College There’s really no fiction involved when it comes to the legitimate fears that current and aspiring students experience about college. In this article we’re going to get to the truth behind the 11 most common college fears so that you can rest easy and make an informed decision. Sound like a plan? We thought so. Let’s do this. 1. â€Å"I Don’t Know What I Want to Be!† This is by far the most common. Students have no clue what they’ll be doing four, five or six years down the road. They have no clue where the economy will be. The speed of technological innovation is compounding uncertainty like nothing else. What major should they choose? Is it good enough? How will it impact their career? Wait†¦career?! Relax. You don’t have to make a decision from the get-go and many of those who do end up changing their minds anyway. A very tiny percentage of people know what they’re destined to be. That’s a fact. For the first year just get the basic core classes out of the way and while you’re at it do some dabbling (if you can afford it or don’t mind extra debt). Or, you could just hold back from going to college for a little while until you have a better idea. 2. â€Å"I Won’t Know Like Anybody† Social anxiety and fear of not being accepted is common. It follows us everywhere in life beginning in grade school all the way through adulthood. When you step back and look at another way, it looks like this, â€Å"I Won’t Know Freaking Anybody!† That’s right, it’s a chance for a fresh start which is always cool. You’re going to be in college so meeting people is going to happen whether you want it to or not. It’s par for the course so to speak. You’ll meet people. You’ll make friends. You’ll get into relationships. You know†¦life. 3. â€Å"OMG, This is Expensive!† True. Whether you’re paying it with cash upfront (who does that?) or by using a mixture of loans, grants and scholarships. The cost of higher education is inflated by leaps and bounds, over 130% in the last 30 years alone. If you’re worried by how expensive it is, GOOD! Then this should help you fail less classes, take the ones you need as a junior and senior, and make smarter decisions. 4. â€Å"Am I really Ready for This?† The balancing act of priorities during college is meant to prepare you for what it’s like in the â€Å"real world.† So at the end of the day you can’t escape it. Part of growing up is taking on more responsibility and if you’re going to live within society you really can’t go away scot free. Don’t worry, juggling a job, classes and friends is actually an amazing experience. It really is. You’re so productive! You’re in school bettering yourself. You’ve got a social life happening. And, you’re working part/full time so there’s some extra cash laying around. It’s awesome. You’re as ready as you choose to be. No more, no less. 5. â€Å"What if My Roommate Totally Sucks?† You can get a new one. 6. â€Å"What If I Can’t Hack the Classes?† There’s no class you cannot pass. That’s the flat out truth. I don’t care if we’re talking quantum mechanics, organic chemistry or some sort of advanced theoretical astrophysics. If you truly dedicate your mind to passing that class it will happen. Yes, your IQ does determine things to a certain degree. More categorically than anything else. But, we’re all aware of how powerful the human spirit is as well. Don’t fear classes. Don’t fear intellectual challenge. Yes, you can do it. The real question is, â€Å"Do I have the passion it’s going to take to succeed in this major?† 7. â€Å"I’m All On My Own.† No you’re not. Not by a long shot bub. 8. â€Å"I Don’t Want to Get Fat!† Getting fat, or being obese isn’t technically a good thing regardless of where you happen to be. That’s life. If you’re worried, make sure to exercise and eat smart (yep, big shocker). 9. â€Å"What if I Lose Touch with Home?† If you’re going to school on the other side of the country or perhaps in the other hemisphere, you’ve got modern technology to keep you connected. It’s not as good as in-person, but it’s working wonders for the human species. Try it! 10. â€Å"What if I Pick the Wrong University?† Hmm. Yeah about that. In all honesty, focus more on the quality of your education rather than the educational institutions themselves. For the lion’s share of us, our potential employers only care about the knowledge and what results we can bring about. If it’s a reputable college you’re going to be fine. Now, if it’s just the flat out wrong university altogether, then don’t stick around for two years before working up the nerve to bug out. If it’s just purely not a good place for you, leave immediately and fine a better school for you. 11. â€Å"What If My Dream School is a Nightmare?† See #10 pretty much, but this does happen. What you thought was the best school ever for your particular goals ends up being a nightmare. Bail! Does that pretty much cover it or are there some fears you have/had about college that we missed? Let us know!

Finding Trustworthy Sources

Finding Trustworthy Sources Any time you are asked to write a research paper, your teacher will require a certain amount of credible sources. A credible source means any book, article, image, or other item  that accurately and factually supports the argument of your research paper. It is important to use these kinds of sources in order to convince your audience that you have put in the time and effort to really learn and understand your topic, so they can trust what you say.   Why Be Skeptical of Internet Sources? The internet is full of information. Unfortunately, it is not always useful or accurate information, which means some sites are very bad sources. You have to be very careful about the information you use when making your case. Writing a political science paper and citing The Onion, a satirical site,  would not get you a very good grade, for example. Sometimes you may find a blog post or news article that says exactly what you need to support a thesis, but the information is only good if it comes from a trusted, professional source.   Keep in mind that anyone can post information on the web. Wikipedia is a prime example. Although it may sound really professional, anyone can edit the information. However, it can be helpful in that it often lists its own bibliography and sources. Many of the sources referenced in the article come from scholarly journals or texts. You can use these to find real sources that your teacher will accept. Types of Research Sources The best sources come from books and peer reviewed journals and articles. Books that you find in your library or bookstore are good sources because they have usually already gone through the vetting process. Biographies, text books, and academic journals are all safe bets when researching your topic. You can even find a lot of books digitally online.   Articles can be a little trickier to discern. Your teacher will probably tell you to use peer reviewed articles. A peer reviewed article is one that has been reviewed by experts in the field or subject the article is about. They check to make sure that the author has presented accurate and quality information. The easiest way to find these types of articles is to identify and utilize academic journals.   Academic journals are great because their purpose is to educate and enlighten, not make money. The articles are almost always peer-reviewed. A peer-reviewed article is kind of like what your teacher does when he or she grades your paper. Authors submit their work and a board of experts review their writing and research to determine whether or not it is accurate and informative.   How to Identify a Credible Source If you want to use a website, make sure it is up to date with an easily identifiable author. Websites that end in .edu or .gov are usually pretty trustworthy.  Make sure the information is the most recent information available. You may find a good article from the 1950’s, but there are probably more contemporary articles that either expand upon or even discredit research that old.  Familiarize yourself with the author. If they are an expert in their field, it should be easy to find information on their education and determine their role in the field of study they are writing about. Sometimes you start seeing the same names pop up on various articles or books.  Ã‚   Things to Avoid Social media. This can be anything from Facebook to blogs. You might find a news article shared by one of your friends and think it is credible, but chances are it is not.  Using material that is out of date. You don’t want to base an argument around information that has been debunked or is considered incomplete.Using a second hand quote. If you find a quote in a book, be sure to cite the original author and source and not the author using the quote.  Using any information that has obvious bias. Some journals publish for profit or has their research funded by a group with special interest in finding certain results. These can look really trustworthy, so be sure to understand where your information is coming from. Students often struggle with how to use their sources, especially if the  teacher requires several. When you start writing, you may think you know everything you want to say. So how do you incorporate outside sources? The first step is to do a lot of research! A lot of times, the things you find may change or refine your thesis. It can even help you if you have a general idea, but need help focusing on a strong argument. Once you have a well-defined and thoroughly researched thesis topic, you should identify the information that will support the claims you make in your paper. Depending on the subject, this could include: graphs, statistics, images, quotes, or just references to information you’ve gathered in your studies.   Another important part of using the material you have gathered is citing the source. This can mean including the author and/or source within the paper as well as listed within a bibliography. You never want to make the mistake of plagiarism, which can happen accidentally if you don’t cite your sources properly!   If you need help understanding the different ways to site information, or how to build your bibliography, the Owl Perdue Online Writing Lab can be a huge help. Within the site you will find the rules for properly citing different kinds of material, formatting quotes, sample bibliographies, just about anything you need when it comes to figuring out how to write and properly structure your paper.   Tips on How to Find Sources Start at your school or local library. These institutions are designed to help you find everything you need. If you can’t find what you need in your local library, many work as a system that allows you to look for a specific book and have it delivered to your library.  Once you find a few sources you like, check their sources! This is where bibliographies come in handy. Most of the sources you will use will have sources of their own. In addition to finding more information, you will become familiar with the leading experts in your subject.  Scholarly databases are a huge help in researching a paper. They cover a broad range of subjects from writers of all disciplines.Ask your teacher for help. If your teacher has assigned a paper, chances are they know a little bit about the material. There is a lot of information available to you through books and the internet. Sometimes it may seem overwhelming and you just don’t know where to start. Your teacher can help get you started and tell you the best places to look based on your subject. Places to Start Looking JSTORMicrosoft Academic SearchGoogle ScholarRefseekEBSCOScience.govNational Science Digital LibraryERICGENISISGoPubMedIndex CopernicusPhilPapersProject MuseQuestia

Asses the fundamental principles of Jurisprudence in Lumets film Essay

Asses the fundamental principles of Jurisprudence in Lumets film Twelve Angry Men - Essay Example That is until one juror votes â€Å"not guilty† on the grounds that â€Å"it’s possible† that the man is innocent. That one phrase is the key to his argument, which enables him to change the opinions of every other juror in the room and turn a near conviction into an acquittal. The juror, Juror #8, argues that it is not certain that the witnesses were correct in their testimonies. When one of the other jurors argues against him and says that what they are doing isn’t an exact science he replies, â€Å"That’s right, it isn’t†. This juror recognizes the fundamental principles of jurisprudence as it applies to juries in a court of law. He knows that jury deliberation should be approached from a careful perspective and should not stray from that perspective. Juror #8 recognizes that there is an ethical ground by which every member of a jury should adhere to. â€Å"The jury has the right to determine both the law and the facts.†- Samuel Chase (fortunecity.com). This means that the jury is granted the right to weigh the facts of the case and come to a conclusion about what illegal activities have occurred based on those facts, but only those facts. They don’t only have the right to determine the facts. They have the obligation to determine the facts. There can be no straying from the facts. Biases or prejudices cannot interfere with a juror’s decision. The jurors also cannot come to a conclusion that is based only on speculation or a â€Å"leap of faith†. â€Å"Most of em, its like they have no feelings! They can do anything! Whats goin on here? Im trying to tell you were makin a big mistake, you people! This kids a liar! I know it. I know all about them! I mean, whats happenin here? Im speaking my piece†¦,† says Juror #10. The last part of that line speaks volumes about why that particular juror thinks that he knows exactly what happened the night of the murder. He has let his opinion

Constitution in 2013 - Changes and Interpretations Term Paper

Constitution in 2013 - Changes and Interpretations - Term Paper Example e idea of arming the citizens dated back to around 700 AD in England when King Alfred required all the citizens to be armed depending on their financial status with the poorest at least owning a spear and a lance. With time, the ownership of weapons was even allowed to the workers of a landowner, which was in preparation for crossing the sea to Gascavy. This paper will explain the history of the right to own weapons in American bill of rights and how the interpretation of the same has changed for the last two centuries including the relevant Supreme Court cases involved. In1785 delegates from two states of Maryland and Virginia met to address the inadequacies that were in the present in the articles of the confederation, and a year later, another meeting was held with delegates from five states that identified the solutions to the problems. These includes setting up of an arbitration process to handle disputes between states, the need for setting up a militia to defend the states against foreign invasions and an interstate force that is trained to suppress insurrections especially by the slaves. Federalists such as James Madison who supported the congress to be given the power over security and forming the army was of the opinion that the federal government would not be able to raise a strong enough army to counter the militias. However anti federalists were not supportive of the constitution that gave such huge powers to the federal government as they thought the federal government would decide to disarm the militias. In order to solve the gridlock and push ahead with the adoption of the constitution, a compromise had to be reached and the anti federalists wanted the powers of the federal government to be decentralized (Geber 48). It was agreed that a bill of rights should be included in the constitutions so the federalists promised to support an amendment of the constitution if it was adopted and this convinced many of the anti federalists to support the

The impact of culture on women entrepreneurship

The impact of culture on women entrepreneurship The author has been involved from the age of thirteen years old in business enterprise both Small and Medium Enterprises (SME). The author comes from a business orientated family and spent her working life both in family business and private capacity. This made the author believes that one of the most important issues that the women entrepreneur experiences in this business sector is culture challenges. The author believes that women entrepreneurship has got many opportunities but the impact of culture challenges these opportunities in particular if we compare UK and Sub-Saharan women entrepreneurship. Considering entrepreneurship sector it has long been considered an important factor for socioeconomic growth and development because it provides millions of job opportunities, offers a variety of consumer goods and services, and generally increases national prosperity and competitiveness (Zahra, 1999). Although in recent years women have been included in a number of studies on entrepreneurship, however, there has been little focus on challenging traditional definitions of entrepreneurship or on developing new methods to collect information on entrepreneurship (Moore 1990, p.278; Stevenson 1990, p.442; Moore and Buttner 1997). The entrepreneurship literature has increasingly acknowledged the desire by women to be economically independent and their role and contribution as female entrepreneurs in shaping the labour market (Goffee Scase, 1985). Entrepreneurship or self-employment normally involves setting up a new business or buying an existing business. Gartner, (1988) defines entrepreneurship as the behaviours associated with performing entrepreneurial activities (i.e. what an entrepreneur does rather than on whom the entrepreneur is). The entrepreneur environment is surrounding by many societal factors such as cultural, economic, political and social forces. These factors can join together to create threats or opportunities where entrepreneur operates. Despite the presence of a favourable environment, individuals who are motivated by factors such as financial rewards, achievement, social, career, and individual fulfilment, for these conditions or motives to encourage into entrepreneurship a national culture supports and encourages entrepreneurial activity is needed. Berger, (1991), points out that individuals personalities and behaviours, firms, political/legal systems, economic conditions, and social traditions are all intertwined with the national culture from which they originate. Hence, the study of entrepreneurship on a cultural basis seems appropriate. Furthermore, taking women themselves as subjects for analysis and comparison three levels of similarity or difference should be considered. First, no matter w here women live, they experience similar types of role complexity, especially when combining the roles of working mother and wife. Second, no matter where women live, they encounter similar problems when trying to get started as entrepreneurs or when trying to expand their business activities. Third, in contrast to male entrepreneurs, women entrepreneurs face unique challenges arising from the local environment in which they must operate. It is these differences arising from the specific social and cultural environments in which WEs operates that are the subject of investigation in this study as well as the differences between women themselves, their roles or their personal experiences. Consequently, this study takes the cultural approach to study the women entrepreneurs in sub-Saharan Africa compared to the U.K by examining factors in the environments in which Women Entrepreneurs (WEs) operate. The goal is to understand better how cultural barriers of many types impact the efforts of WEs. In order to address these gender-particular problems, social cultural is suggested to cover two goals: Addressing the changing social beliefs, attitudes and behaviours that negatively affect women entrepreneurs. The ways of improving conditions in institutional systems and environments in the women entrepreneurs The research questions The extant entrepreneurial literature has certainly increased our understanding of entrepreneurs and the gender dynamics of entrepreneurship, a key concern is the tendency for typical studies to focus on entrepreneurship issues in Western developed economies to the neglect of developing .If entrepreneurship is accepted as a key driver of economic growth and an essential component of national development, then a better understanding is needed of those factors which promote or inhibit womens entrepreneurship in the U.K and sub-Saharan Africa. Two questions are of principal interest in this study: Under what conditions do women become entrepreneurs in the U.K and sub-Saharan Africa? What types of cultural and environmental barriers must they face and overcome? The next section explains the methodology. We then present and discuss the findings and argue that while many challenges identified are common in this sector they are experienced differentially and are strongly influenced by the nature of the cultural values in context. Keywords: women entrepreneurs; sub-Saharan Africa; U.K, cultural environment The research methodology In order to understand the nature of WEs experience in the U.K and sub-Saharan Africa, it is necessary first to understand the socio-economic and cultural context in which they live and work. The present study is exploratory in nature. The study was carried out in the U.K with selecting women entrepreneurs doing different types of business. The study covered two types of participants women entrepreneurs from the U.K and others women entrepreneurs who originally came from Sub Saharan African countries settled and started a business in the U.K. The combination of the selected groups gives different business cultures. Our goal is to demonstrate both similarities and differences in the experiences of WEs trying to operate their own business. The data for the study was collected from both primary and secondary sources. Primary data was collected from selected women entrepreneurs through formal interviews. The participants from the Sub Saharan Africa were selected on a convenience basis to represent Somali, Ethiopian, Eritreans, and Ugandans. The reasons that made the researcher to perform samples interviews from both participants are the limited timescale for the researcher as well as the availability of these women in entrepreneur business in the U.K. Secondary data was collected from published data in books, journals, magazines report and newspapers. In trying to assemble relevant statistical data from secondary sources for this profile, the researcher encountered considerable difficulties with incomplete, out-of-date, or missing data. Even in publications produced by Department for Business innovation and Skills (BIS), banking system such as Nat west, in the U.K and leading international agencies such as the World Bank, UNESCO (2011), UN, and the CIA (2011), statistics proved to be inadequate for the purposes of this study. The next section presents the relation between the gender and the entrepreneur. Gender and the Entrepreneurial Career Choice The literature described the term entrepreneur with a particular emphasis on the view of the nature and purpose of entrepreneurial activities. Thus, an entrepreneur is defined as one who undertakes a commercial enterprise and who is an organisational creator and innovator (Gartner, 1990; 2004). Theoretically entrepreneur includes elements of smallness, competition, deregulation, innovation and risk (Verheul Thurik, 2000). Considering these features an entrepreneur historically assumed to be male (Green and Cohen 1995, p.299; Beggs et al.1994). However, Winn, (2005) stated that entrepreneur is the one who prospects for or exploits opportunities and who has a tenacity to face challenges. Whereas, Krueger and Brazeal (1994) described entrepreneurship as gender neutral who perceive themselves as pursuing opportunities irrespective of existing resources. This definition is in line with affirmation of Buttner and Moores (1997) that the entrepreneurship is a gender-blind career choice. Alt hough this assertion is theoretically true, in practice gender and environment act together to confirm the success or failure of women as entrepreneurs. Studies report that women entrepreneurs differ from men in terms of their motivations, the types of external barriers that they face, and the type of help available to women (Buttner and Moore 1997; Mattis 2004; Woldie and Adersua 2004). Cromie (1987) compares womens and mens reasons for forming businesses on 13 different criteria and notes that women are less preoccupied than men with economic gain, and more often cite child-rearing demands and career dissatisfaction as reasons for business formation. In a similar way, Hisrich (1989) summarises the comparisons that have been made between female and male business owners in terms of motivation, source of funds, occupational background, and reasons for occupational departure, personality, background, support group and type of business. Other studies similarly compare the motivation of female and male entrepreneurs (Cromie 1987; Birley 1989) and management styles in women-owned and men-owned enterprises (Chaganti 1986). Accordingly, the literature points to a variety of intrinsic and extrinsic factors that might influence women to choose an entrepreneurial career. Intrinsic factors include the persons personality or traits such as having a proactive, assertive personality, being self-governed and positive (Akrivos et al., 2007, Mordi, et, al., 2010). In this respect, female entrepreneurs have been found to be less oriented to financial reward than men (Rosa et al, 1996), valuing work satisfaction and challenge, and to hold androgynous or masculine self perceptions (Brodsky, 1993) such as confidence, a sense of adventure and risk taking. Extrinsic factors include family circumstances and family orientation, the influence of socio-cultural factors, the political-economic climate surrounding the business environment and dominant features of human resources within the labour market (Ituma Simpson, 2007). The aspiration to own and manage a business might stem from a desire to be self-sufficient, to gain personal satisfaction and esteem as well as a desire for more opportunities and flexibility than exists for women in the employed labour market (Carter, 2000; Winn 2004, 2005; Carter and Cannon, 1992). This quest for autonomy and flexibility may be particularly relevant for those women with caring responsibilities (Carter, 2000; Hewlett, 2002) who accordingly seek to combine work and non-work activities (Mordi, et, el., 2010). Using these comparisons and to develop a form of typical female entrepreneur the factors that describe the differences between the male and female entrepreneur can include women and men are socialized differently and as a result have different orientations especially when it comes to business; as women face certain structural and cultural barriers rather than men and finally women have distinctive ways of conducting and managing their own business (Amine Staub, 2009). Carter (2000) points out; women are not disadvantaged in the world of self employment because of their lack of mental, physical, educational and other kinds of abilities, but as a result of gendered categorisations. These categorizations have close links to other variables, such as cultural values, family commitment, lack of business capital and credit facilities that can act as limitations to the female entrepreneur (Mordi, et, al., 2010). Taking these differences there is anecdotal evidence that cultural beliefs about gender and entrepreneurship have consequences for women entrepreneurs. For example, women entrepreneurs frequently reported that perceived lack of credibility by investors due to their gender disadvantages them in their searches for credit (Moore and Buttner 1997; Carter and Cannon 1992). Kiggundu (2002) reported that most successful African entrepreneurs are male, middle-aged, married with a number of children, and are more educated than the general population. Staub and Amine (2006) argue that many women in sub-Saharan Africa are ready to go as entrepreneurs, if only environmental conditions are more favourable to their efforts. Consequently, theory suggests that gender stereotypes may systematically disadvantage women entrepreneurs as few studies have investigated the extent to which cultural beliefs about gender might impact men and women in the initial decision-making process of choosing to start a business in the first place (Heilman and Chen 2003). This gender carrier choice review highlights the significance and value of some of the cultural and environmental factors which is the focus of this study. To deepen our understanding for these factors the next section will present more cultural motivations and types of women entrepreneurs. Types and motives of Women Entrepreneurs Definitions of the term entrepreneur tend to assume and emphasise a particular view of the nature and purpose of entrepreneurial activities. Goffee and Scase (1985) distinguish between four types of female entrepreneurs (conventional, innovative, domestic and radical). Goffee and Scase (1985) argue that Conventional businesswomen are highly committed both to entrepreneurship ideals and to the conventional gender role for women. These women accept the fact that they have to work long hours to fulfil both their domestic and entrepreneurial roles. Goffee and Scase note that conventional businesswomen run their business in ways which are compatible with their domestic obligations and do not require family members to undertake additional tasks. Goffee and scase (1985, p.96) suggest that these women do not see the need for restructuring of gender relationship. However Innovative entrepreneurs, by contrast, are committed to entrepreneurship ideals but not to the conventional gender roles. D omestic businesswomen do not uphold entrepreneurship ideals but are committed to conventional gender roles. Radical proprietors have low commitment to both entrepreneurship ideals and to conventional gender roles. Through this framework, Goffee and Scase (1985) are able to explain some of the differences in whose willingness to compromise with the male business world and to sacrifice personal and family relationships for the sake of their enterprises enables them to overcome many of the obstacles which many women face'(ibid.,p.142). To be precise, innovators women entrepreneurs are likely to be booming entrepreneurs in so far as they imitate the male work norm. Considering these types of women entrepreneur Birley (1989, p.37) argues that profile of women entrepreneur in the future will continue to move closer to that of their male counterparts. To achieve this stage women entrepreneurs need certain motives to encourage them to be in business. Scholars emphasised different motives for entrepreneurs as general the most notably economist Cantillon and Marx who pointed out that profit maybe one motive of entrepreneur business. Furthermore, the entrepreneur may be driven not only by economic motives but also by psychological motives like the desire to innovate and create new products (Schumpeter, 1934). The desire to take risk and a spirit of adventure may be another (Knight, 1921). Moreover some entrepreneurs have greater access to information or knowledge and wish to exploit that advantage (Kirzner, 1973). However, the positive reasons alone may not motivate entrepreneurship as some individuals may have no other option but to choose self- employment (Basu Altinay, 2002). (references in london articles) Krueger and Brazeal (1994, p.101) asserted that favourable environmental conditions such as support from political, social, and business leaders and a team spirit in the community effectively encourage entrepreneurship among both men and women. Social support from family and friends who provide positive role models, as well as from parents who promote entrepreneurial aspirations during childhood, all contribute to create positive environmental conditions favouring womens entrepreneurship. In contrast, (Mordi, et, al., 2010) argue that lack of access to seed funds and working capital are two environmental factors that particularly discourage women entrepreneurs. It is clear that motivations of women entrepreneurs based to some extent on the gender beliefs. Thus in the next section the relation between the gender beliefs and entrepreneurship will be discussed. Gender Beliefs and Entrepreneurship This section presents the shared cultural belief about genders by prescribing different expectations of competence for women and men or gender status beliefs in the area of entrepreneurship. Then analyze the implications of those beliefs for womens as entrepreneur business choice. It is reported that women often perceive they lack credibility because of their gender when they seek funding (Carter and Cannon 1992; Moore and Buttner 1997; Smallbone et.al. 2000). To discuss this sociologists increasingly understand gender as a multilevel structure, which includes cultural beliefs and distributions of resources at the macro level, patterns of behavior at the interactional level, and roles and identities at the micro level (Ferree, Lorber, and Hess 1999; Ridgeway and Correll 2004; Risman 1998) (Reference- baud2010.SPQ.snap article). The influence of culture on entrepreneurship was first emphasised by Max Weber at the beginning of this century. As Weber (1976) famously argued, Protestantism encouraged a culture that emphasised individualism, achievement motivation, legitimation of entrepreneurial vocations, rationality, asceticism, and self-reliance. Based on that Hoftstede (1991, p.5) defines culture as a collective programming of the mind which distinguishes the members of one group or category of people from another. In this sense Hoftstede (1991) regards culture as a collective phenomenon that is shaped by individuals social environment, not their genes. In this way he defines culture a set of shared values, beliefs and norms of a group or community. Basu Altinay, (2002) argue that these cultural values and norms will either converge or conflict with a societys ability to develop a strong entrepreneur orientation. For example, thinking about a new business ventures means confronting a great deal of uncertain ty. Moreover, in the development of new ideas, entrepreneurs have to make their own decisions in setting where there are few, if any, historical trends, and relatively little direct information (Basu Altinay, 2002). Accordingly, Hofstedes in his research shows that national culture affects workplace values across a range of countries. Basu Altinay (2002) views the cultural differences result from national, regional, ethnic, social class, religious, gender, and language variations. Hence, values are held to be a crucial feature of culture and cultural uniqueness. Consequently, Berger (1991) argues that any modernisation in countries must include cultural transformation. As such, entrepreneurship develops from the Bottom up such that culture gives rise to entrepreneurial potential. Thus, Bergers stated that it is culture that serves as the conductor, and the conductor, and the entrepreneur as the catalyst (to entrepreneurship) (Berger 1991, p.122). To widen our understanding to the effect of culture on the women entrepreneurs it seems necessary to take some examples on this field. In the United Kingdom, notably in the East Midlands (Nottingham and Leicester) Somali women have challenged the male-dominated perception which portrays women as housewives with little contribution to the public arena. Study by Hassan (2002) reveals how Somali women in the UK rejected their traditional culture that gives husbands authority over their wives. A traditional power relation at the household level that allows husbands to control their wives is no longer accepted in the UK. A Somali woman narrates Men should learn how to cook, do the laundry and change the nappies (Hassan 2002), a new male role which used to be a female role in Somali. This led to an increase in marriage breakdown. However, women have become shapers of their lives. On the other hand men seem not happy with the new culture that they need to understand and to response to posit ively. They put religion to stop women taking new roles. Men are using religion as a scapegoat when they say that women are abandoning Islam. This is the way this country is, and we should adapt to it, said a female interviewee (Hassan 2002). In the city of London Ethiopian and Eritrean women have improved their entrepreneur skills and become engaged in different small business activities such as restaurants and cafes to generate income to help them to support themselves and to improve their living standard as well as to send remittances to their families and communities in their homeland. Thus, challenging the economic exclusion is that many women in Diaspora are exposed to and also giving them financial independence and economic power. Moreover, gaining economic power could lead to decision-making power at household level. Thus, challenging the patriarchal system that perpetuates males domination. In a study comparing indigenous African entrepreneurs to entrepreneurs of European and Indian descent operating in Kenya, Tanzania, Zambia and Zimbabwe, Ramachandran and Shah (1999) found significant differences between sample members. Differences were seen in their education, networks, and business growth rates, with entrepre neurs of European or Indian descent having more formal education and better business networks. Despite the considerable progress many countries have achieved in developing their economies, entrepreneurial activity remains relatively limited in many these nations (Berger 1991) Cultural Challenges of Women Entrepreneur The literature showed that women entrepreneur businesses are generally smaller, grow more slowly, and are less profitable (Fasci Valdez, 1998; Hisrish Brush, 1984; Kalleberg Leicht, 1991; Rosa Hamilton, 1994). Buttner and Rosen (1988) similarly found that American loan officers rated women as significantly less like successful entrepreneurs on the dimensions of leadership, autonomy, risk taking, readiness for change, endurance, lack of emotionalism, and low need for support when compared to equivalent men. More generally, scholars have argued that entrepreneurship is an activity that involves a sense of dominance tied to notions of masculinity within modern capitalist cultures (Bruni, Gherardi, and Poggio 2004; Connell 1995; Mirchandani 1999). A number of theorists attempt to identify barriers which female business owners face. These theorists focus on the social structures, which support gender differences. Several authors maintain that research on women entrepreneurs suffers from a number of shortcomings. These include a one-sided empirical focus (Gatewood, Carter, Brush, Greene, Hart, 2003), a lack of theoretical grounding (Brush, 1992), the neglect of structural, historical, and cultural factors (Chell Baines, 1998; Nutek, 1996), the use of male-gendered measuring instruments (Moore, 1990; Stevenson, 1990), the absence of a power perspective, and the lack of explicit feminist analysis (Mirchandani, 1999; Ogbor, 2000; Reed, 1996). Loscocco et al. (1991), for example, examine why women-owned businesses are typically less financially successful than businesses owned by men. They argue that womens lack of industry experience and family situation (in particular responsibility for childcare) explain part of the difference in income. Other reasons include the fact that women-owned businesses are typically small in size and are concentrated in poorly paid sectors of employment. Other barriers are identified by Aldrich who studies entrepreneurial networking and notes that women tend to form larger numbers of strong ties; this over-investment in the maintenance of networks can translate into business disadvantage as a woman entrepreneur risks spending much of her time on relationship matters rather than business ones (1989, p.121). Woldie and Adersua (2004) reported that aspiring WEs face additional barriers to success arising from negative social attitudes. Prejudice against WEs is experienced much more severely in Africa than in developed Western nations, arising from deeply-rooted, discriminatory cultural values, attitudes, practices, and the traditions of patriarchal cultures. Local prejudice is expressed through differential attitudes toward women in general, and through different standards and expectations for womens social behaviour in particular. While social attitudes are not the only factors hindering womens entrepreneurship, they are recognized by Gartner (1985) as critical factors. Lack of educational opportunities for girls throughout sub-Saharan Africa puts women at a tremendous disadvantage in adult life. Not only are they unable to improve their own intellectual and social abilities through education, they also suffer from social subservience and an inability to engage in business on an equal footing with men. Inadequate education leaves women ill-equipped to resist normative pressures from society for them to conform to traditional social role expectations for division of labour. Educational deficits also make it difficult for women to counter pressure by their husbands and family members to conform to social norms. In Muslim communities of sub-Saharan Africa (such as in Nigeria), it is not considered socially right or proper for a woman to work outside the home or to own her own business. It is feared that a married womans access to an independent source of income will change traditional roles in the family, undermine patriarchal domestic relations, and affect the balance of power within the household, potentially leading to divorce and the possibility of self-determination. Socially constructed meanings may interpret the fact of a married woman working for pay outside the home as deriving directly from a mans inability to control his wife or to provide adequately for his family without her assistance. Fearing such a loss of control, personal honour or social standing, many men simply refuse to allow their wives to start or operate their own businesses. An even greater threat is the social stigma that might attach to a man if his wife is seen to be more successful than he is (Njeru and Njoka 2001). Such deep social embarrassment and dishonour of the family name are deemed intolerable outcomes in many cultures of the world, not just in Africa. (See, for example, studies of the social impact on families of womens employment in the maquiladora factories along the US-Mexican border over the last 30 years [American Friends Service Committee AFSC 2006].) While such fears are grounded in traditional socio-cultural beliefs, attitudinal change can be accomplished through education of both men and women, allowing women to achieve self-determination and men to enjoy a more prosperous family life with their wives financial contribution to the household. Recommendations on how to bring about this type of change in attitudes towards women, work and independent enterprise will be addressed in a later section on social marketing. Some type of problem or proposed shortcomings of women. Women are discussed as: (the references on articles on women) Having a psychological makeup that is less entrepreneurial or at least different from that of a mans (Fagenson, 1993; Neider, 1987; Sexton Bowman-Upton, 1990; Zapalska, 1997) Having less motivation for entrepreneurship or for growth of their businesses (Buttner Moore, 1997; Fischer et al., 1993) Having insufficient education or experience (Boden Nucci, 2000) Having less desire to start a business (Carter Allen, 1997; Kourilsky Walstad, 1998; Matthews Moser, 1996; Scherer et al., 1990) Being risk averse (Masters Meier, 1988) Having unique start-up difficulties or training needs (Birley et al., 1987; Nelson, 1987; Pellegrino Reece, 1982) Using less than optimal or perhaps feminine management practices or strategies (Carter et al., 1997; Chaganti, 1986; Cuba et al., 1983; Olson Currie, 1992; Van Auken et al., 1994) Behaving irrationally by turning to unqualified family members for help (Nelson, 1989) Not networking optimally (Aldrich et al., 1989; Cromie Birley, 1992; Katz Williams, 1997; Smeltzer Fann, 1989) Perceiving other women as less cut for the role of entrepreneurship (Fagenson Marcus, 1991) Attributing loan denials to gender bias instead of flaws in the business plan (Buttner Rosen, 1992) The Africans we interviewed display an impressive confidence in their entrepreneurial ability. Insert your interview quotation here Women entrepreneurship problems explanation Hisrich outlines the central problems faced by women entrepreneur and develops prescription for (their) success (1989, p3). These prescription include the need for women to gain experience in financial management by taking loans and managing family finances, obtain occupational experience in middle management, study engineering, science, technical or business-related subjects, learn to prioritize between organizational and family responsibilities, and develop support systems and mentors. According to Hisrich suggests that women need to develop a girls network (1989,p.280 to parallel theold boyss network, and to learn to delegate business or family responsibilities to others when necessary.) Aldrick argues that women need to increase their network diversity by adopting, like male entrepreneurs, an assertive and instrumental orientation to personal networks (1989,p.128). Goffee and Scase argue that real potential for the growth of small business (1985,p.142) lies with women who have a low attachment to conventional gender roles, such as the innovators whose willingness to compromise with the male business world and to sacrifice personal and family relationships for the sake of their enterprises enables them to overcome many of the obstacles. Recommendation and conclusion This study allows us to make several points about the impact of culture on women entrepreneur. This review of the literature on women entrepreneurship and gender presents a complex picture of critical environmental barriers, social challenges and practical problems that men, and more particularly women, must overcome, if they want to become entrepreneurs or expand their small businesses. In sum, this study supports the theory that cultural beliefs about gender and entrepreneurship play a key role in determining who becomes an entrepreneur and who does not. This finding is substantial given that entrepreneurship, unlike any one specific job or occupation, is an entire form of work. That is, entrepreneurs cover a wide range of occupational skills and educational backgrounds, not just those that are particularly male-dominated. Thus, the simple fact as reviewed that cultural beliefs benefit men at the task of business construction restricts the alternative of otherwise qualified, creative women. Furthermore, there is no doubt that entrepreneurs generate jobs and contribute to economic development and innovation. If widely held cultural beliefs about gender constrain womens involvement in that process, then their role as leaders in society, and in economic production more specifically is also constrained. The specific recommendations of this study are: à ¢Ã¢â€š ¬Ã‚ ¢ To contribute to building a strong studies on women entrepreneur on a long-term vision favouring stability in this field that can lead to sustainable development and regional integration among ent

English Composition Essay

The term juvenile delinquent is best defined as young defender, or a wrongdoer. A person who transgresses moral or civil law. (Audioenglish. net) There are many different theories on the causes of crime and bad behavior. Youth crime is a major issue and receives a great amount of attention from the news media and many politicians today. A juvenile delinquent is one who continuously commits crimes. Usually a juvenile will sometimes commit the same crimes that were done to them to others. An example would be bullying in school. Maybe the juvenile was bullied as well. They also sometimes have mental disorders or behavioral disorders. Students who experience excessive suspension and expulsion are more likely to become part of the school to prison pipeline (Fenning & Rose, 2007). Now being examined is the issue of the school to prison pipeline and trying to understand how students who drop out (or are pushed out) of high school are more likely to enter the prison system (Fine, 1991). Students feel pushed out of school because of actions or barriers put up by their school. The student may end up feeling like they don’t belong in school, or do not fit in, or they are not smart enough to be in school. This then pushes them towards the streets and into bad behavior that leads them to becoming a juvenile delinquent. According to Brownstein, the zero tolerance is a failed approach. This policy is used to mandate predetermined consequences for rule infractions, regardless of the circumstances; it’s initially aimed at making schools safe. The best way to prevent serious violence at school, the theory went, was to ban any and all weapons of threats of violence, and accept no excuses. Browstein, 2010). Zero tolerance policies may be contributing to teen violence. Suspensions and expulsions in public schools have increased dramatically. Between 1974 and 2006, the rate at which U. S. students were suspended and expelled from school nearly doubled from 3. 7% of students in 1974 to &. 1% of students in 2006. It is estimated that over 100,000 students were expelled and 3,300, 000 students were suspended at least once in the 2005-2006 school year which is an 8% increase in suspensions and a 15% increase in expulsions since the 2001-2001 school year. Brownstein, 2010) Today schools are getting carried away with the â€Å"zero tolerance† policy somewhat. Instead of helping to resolve a simple conflict in which they would call home for, they are now calling law enforcement. Too many school incidents that can be handled by the school are now being taken care of by the police and courts. ( Brownstein, 2010) An example given in the article talked about how a Columbus, GA teen student was expelled for violating school rules by talking to his mother whom he had not spoken to in thirty days, on his cell phone while at school. His mother was on deployment as a soldier in Iraq. It is common sense that the choice of disciplinary action was extremely harsh. There is no way to justify expelling this student given the circumstances of the phone call. Therefore, this example surely helps you to see exactly how this â€Å"zero tolerance† policy is indeed failing our children. Trying to get you to understand that yet the policy is put in place to protect the school faculty and other students from violent behavior from certain students, it is also being used in incidents that do not need to be presented to law enforcement. Expulsion and suspension disciplinary action is not making our schools safer or more academically sound. In fact, schools with high rate expulsion and suspensions usually have less satisfactory school ratings according to the American Psychological Association. This suggests to me that it also contributes to children becoming juvenile delinquents due to harsh punishment and the things that they are currently dealing with in their personal lives. I will point out how African American students are suspended at nearly three times the rate and expelled at 3. times the rate of white students, according to the U. S. Department of Education’s Office of Civil Rights. Latino students are 1. 5 times as likely to be suspended when compared to white peers. It seems that the white students get referred to the office at a higher rate than students of color for offenses such as smoking, vandalism, leaving without permission, and obscene language. African-American and Latino students are referred for discipline at a higher rate than their white peers for disrespect, excessive noise, and loitering. Brownstein, 2010) These behaviors you would think would seem to rely on subjective judgment on the part of educators. Maybe this is part of the reason why most students of color are failing in school and become juvenile delinquents somewhere along the line. They are hardly allowed the chance to stay in class if they are consistently disciplined harshly over fairly minor infractions that can be handled by the parents and teacher alone. Educators need to take the time out to think about what they are disciplining a student for, and how they are disciplining them and the consequences that lie ahead if you are too harsh. It is the same way when it comes to a parent raising children. You must know when you are being too excessive when it comes to punishment. Conclusion Promote the students positive behavior more and maybe the outcome will be different. Behavior begins at home. Parents come first when it comes to making sure your child/children act accordingly in public. It is a group effort also if you are taking on the responsibility of teaching someone’s child. You can’t just give up on the child, or take the easiest route such as harsh discipline. There has to be a system put in place in the home and in the schools to turn around bad behavior to avoid our children being introduced to the jail system turning them into juvenile delinquents. There also must be a system put in place in the home and school to look at certain incidents that happen in school not all in the same light. How we raise our children will be the result you get out of the situation. Strive to raise them the right way, and educators should stop relying on law enforcement to handle what can be handled between themselves, the student and the parents.

Sample Assignment of Lease Agreement

Today, everyone who wants to rent a property should use the lease assignment document. In particular, there are several reasons for signing the lease agreement. This document is necessary in the case of emergent leaving or pretending of someone else to take over the same lease. For that reason, the lease assignment form is the best way to transfer owner’s responsibilities to the other tenants. Hence, a sample assignment of lease agreement will provide the general overview of the legal document that can serve for transferring the lease to another person, taking over the lease agreement of another owner, or for landlords who transfer their contract up for the tenant. Usually, the lease agreement is the simpler way to transfer the responsibilities to someone else in case of moving. Therefore, a sample assignment of lease agreement gives the opportunity to get acquainted with the terms of such assignment, acceptance of the parts, and also the consent of the lessor. Lease Agreement This agreement is made on January 19, 2017, by Michael Gepherson, Main Wall, Brooklyn, New York 00000 (Assignor), to James Smith, Green, Manhattan, New York 00000 (Assignee). For the particular received value,   Michael Gepherson assigns and also transfers to James Smith this Lease, dated January 19, 2017, executed by Michael Gepherson as Lessee and by   James Smith, Green, Manhattan, New York 00000 regarding the property that is located at Central Wall, Manhattan, New York 00000, hereafter referred to in the lease form together with all rights of the owner, title, and also interest in the premises and lease, subject to all terms along with conditions in the Lease Agreement, to have as well as hold from January 19, 2017, until the duration of the Contract expires on January 19, 2018. Michael Gepherson, Main Wall, Brooklyn, New York 00000 covenants that he is the sole and also lawful owner of the property assigned hereunder. This lease is free from encumbrances; also, Michael Gepherson has performed both, duties and obligations, as well as made necessary payments under all terms and conditions of this lease. James Smith, Green, Manhattan, New York 00000 agrees to provide all rent payments due after the legal date of the contract assignment. Moreover, James Smith agrees to perform and also assume the list of obligations along with duties required by the Lease Agreement’s terms. Consent of Lessor I, James Smith, Lessor named in contract represented above about the lease, on January 19, 2017, consent to the Lease agreement executed by me on January 19, 2017. Besides, I consent to the contract by Assignee to undertake after January 19, 2017, all rent payments along with the performance of all duties and obligations set in the above lease agreement. Furthermore, I consent to release Michale Gepherson, Assignor and Lessee, from similar obligations and duties mentioned in the Agreement. Both parties accept lease interest under this contract and assure to execute on January 19, 2017, with intent to be legally bound. Assignor,  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Assignee, Michael Gepherson  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   James Smith Signature_______  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Signature_______ 19 January 2017