Sunday, May 17, 2020

The Great Gatsby And The Catcher In The Rye Analysis

The Great Gatsby is set in the 1920s while The Catcher in the Rye is set in the 1950s. Despite the time periods being 30 years apart, both novels depict the American Dream in similar ways through the protagonist. The Great Gatsby follows the story of young man, Jay Gatsby, trying to win back his former love interest, Daisy, through his acquisition of wealth. The Catcher in the Rye is narrated by a male teenager, Holden Caulfield, and follows the story of how he ended up in a mental hospital. The concept of the American Dream is displayed in each novel. The authors of The Great Gatsby and The Catcher in the Rye use the American Dream to motivate the protagonist to try and achieve unattainable dreams. However, only Holden realizes his dream†¦show more content†¦Ã¢â‚¬Å"‘I think he [Gatsby] half expected her [Daisy] to wander into one of his parties, some night,†¦Ã¢â‚¬  (Chapter 4). Yet, no matter what Gatsby does, his American Dream is unattainable, because Daisy ch ooses her husband, Tom Buchanan, over Gatsby. â€Å"Her [Daisy] frightened eyes told that whatever intentions, whatever courage, she had had, were definitely gone† (Chapter 7). The protagonist from The Great Gatsby desires something he cannot obtain, similar to the protagonist from The Catcher in the Rye, Holden Caulfield. Holden’s American Dream is to preserve children’s innocence, and this dream motivates Holden to rub out the curse words written on the walls of his little sister’s, Phoebe, school. In Chapter 25, the text states: Somebody’d written ‘Fuck you’ on the wall. It drove me damn near crazy. I thought how Phoebe and all the other little kids would see it, and how they’d wonder what the hell it meant, and then finally some dirty kid would tell them†¦.But I rubbed it out anyway, finally. This quote shows how Holden believes the curse word, fuck, will taint his sister and other childrens innocence. Holden describes their innocence as not knowing what the word means until another kid tells them what the curse word means, which signifies the tainting of their innocence. Holden does not want his sister and the other children to lose their innocence.This motivates Holden to rub out the â€Å"Fuck you† on the wall. Therefore, the kids will never see it and still retain theirShow MoreRelatedCatcher In The Rye And The Great Gatsby Analysis1122 Words   |  5 Pages The Catcher in the Rye by J. D. Salinger and The Great Gatsby by F. Scott Fitzgerald both have Characters who are phonies. Holden Caulfield complains about everyone and everything and he hides his real emotions so no one can see who he really is and get close to him. Jay Gatsby lies about his past to be with Daisy , leaving everyone in his past behind. Holden Caulfield is phonier than Jay Gatsby because he lies to people about his age to make it seem like hes older , he also lies to cover helpRead MoreThe Great Gatsby By F. Scott Fitzgerald3044 Words   |  13 Pagesof personal happiness and material comfort. The central theme of both ‘The Great Gatsby’, by F. Scott Fitzgerald, and ‘The Catcher in the Rye’, by J.D Salinger, is American lifestyle and mind-set during a time of prosperity. Both texts suggest that changes to American culture causes disappointment as many spent their life searching for the false sense of perfection that the American dream offered. In ‘The Catcher in the Rye’ Holden Caulfield, a boy with extremely high standards finds society and AmericanRead MoreCharacters Of Different Literatures All Share The Same Ideal2090 Words   |  9 Pagesdifferent literatures all share the same ideal. Jay Gatsby, Willy Loman and Holden Caulfield animate in the past and share the different ideas of society. Although Gatsby and Loman fail to achieve the self-realization and ideals of the real world, Caulfield wants to protect children and keep them from seeing the ugliness of the world. The Great Gatsby is told by Nick Carraway, who narrates what he sees when he moves by his cousin Daisy and Gatsby. Gatsby attempts an unachievable goal which is winningRead More Censorship in the Classroom Essay2774 Words   |  12 PagesSteinbeck The Great Gilly Hopkins by Katherine Paterson The Figure in the Shadows by John Bellairs The Pigman by Paul Zindel POLITICS Anti American: The Girl Scout Handbook    Racist: The Adventures of Huckleberry Finn by Mark Twain The Adventures of Tom Sawyer by Mark Twain My House by Nikki Giovanni    Written by a Russian: Crime and Punishment by Dostoevsky    Rebellion to Parental Authority: The Catcher in the Rye by J.D. SalingerRead MoreMedia Magic Making Class Invisible2198 Words   |  9 Pagesparents were not so successful and only made about minimum wage, that child did not achieve a much higher status than their parents did. This supports Mantsios statement that what class you are born into affects you throughout your while life. He does a great job at convincing you, because he shows you real lifestyles. In another article, (Media Magic- Making Class invisible), Mantsios also gives a strong argument with examples, about how the media portrays the poor. He argues that the media only portraysRead MoreHow To Write Literary Analysis4174 Words   |  17 PagesHow To Write Literary Analysis The Literary Essay: A Step-by-Step Guide When you read for pleasure, your only goal is enjoyment. You might find yourself reading to get caught up in an exciting story, to learn about an interesting time or place, or just to pass time. Maybe you’re looking for inspiration, guidance, or a reflection of your own life. There are as many different, valid ways of reading a book as there are books in the world. When you read a work of literature in an English class

Wednesday, May 6, 2020

Features Of A Relational Database - 2399 Words

Features of a relational database I will be explaining all the features of a relational database such as entities, attributes, relationships and benefits and will be giving examples on each of these to show how they affect the database. Primary keys: The main feature of a relation database would be the primary key. It is a unique identifier set to each and every record which moves across different tables in relationships. A good example of a primary key is a Social Security number. The primary keys job is to make each record unique and lets data to be kept in more than one table. Each table within a relational database will have to have a field for the primary key. Foreign keys: A†¦show more content†¦Also seeing it from a SQL Server point of view having an identity field as the primary key is good because primary keys are clustered indexes. If that key automatically increments you don t have to worry about braking primary key rules and other different problems when putting in values. Data types Data type Example Text- allows you to type text within the field First name: Andrew Surname: Smith Address: 12, High street Number- Allows whole numbers and decimals but no text with a field 10 or 15.5(decimal) Currency- This automatically changes to data to have a  £ sign in front of it and also have 2 decimal places  £12,000 Date/time- This restricts the data to only be 1-31 for day and 1-12 for month and also checks to see if the date is valid. It can also be broken down into short, medium and long date/time. Date: 31/01/14, 31-Jan-14, 31 January 2014 Time: 19:24, 7:24 PM, 19:24:30 Autonumber- This will increase by 1 each time a new record is added to the database Record 1 : 1 Record 2 : 2 Record 3 : 3 Boolean (yes/no)- This is a data type that restricts the record to only two choices, either yes or no. Yes : No On : Off Validation rules Validation within a database is used to make sure the data entered into the database is sensible and makes sense, also to avoid any typing errors. You make a rule which only allows certain things to be typed into the

The Impact of Government Support For Small and Medium Enterprises

Question: Discuss about the Impact of Government Support For Small and Medium Enterprises. Answer: Introduction Small and medium enterprises (SMEs) are among the biggest contributors of global economy making it among the most successful particularly in developing countries (Schaper Blackburn, 2012). As such, the sector has been beneficial to the economy by creation of jobs and provision of social and political stability (Henschel, 2008). For instance, SMEs is now a sector that cannot be ignored in the UK despite the country being one of the developed countries (Mullerat, 2010). Small and medium enterprises have received accolades for promoting economic growth as they contribute in economic growth of a country (Henschel, 2008). Additionally, the sector contributes to reduction of unemployment increase in GDP hence creating many job opportunities. This is the major reason that governments around the world offer support to SMEs. Granted, SMEs contribute immensely to developing the economy and achieves different objectives of the government such as raising standard of living of the SME operators as well as its employees and the community at large (Ibid). It has become imperative for the state to give required assistance if form of tax cuts for instance so as to aid in contributing to economic growth (Mullerat, 2010). The government also assists my providing financial support through offering grants using various government agencies themselves Mumford et al. (2010) notes that among the main challenges faced by SMEs is inadequate financial resources to sustain themselves for a long time. Additionally, some SMEs do not have qualified work force to run their businesses profitably therefore prompting the government to intercede by provision of capital (Henschel, 2008). The governments may also give assistance by training staff of effective business management and offer protection from cheap imports by imposing heavy taxes on such imports (Mullerat, 2010). As a result, of the current high rate of globalization, SMEs are constantly faced with major challenges because of vigorous competition from other countries such as China (Mullerat, 2010). Therefore, it has become standard practice for state agencies to give the required assistance through offering a conducive environment to grow (Mullerat, 2010). This problem has necessitated the need for the current study to investigate the impact that government support has on the small and medium enterprises. Aim of the Study The aim of this study will be to investigate the impact of government support on small and medium enterprises by addressing the challenges that face the enterprises. Research Questions The questions that the researcher will seek to answer will be; How does the government influence or support the challenges faced by SMEs? What is the impact if any of government support in the growth of SMEs? What are the challenges and barriers that SMEs encounter and what is the government doing to address them? Research Hypotheses The researcher shall formulate the following research hypotheses based on the research questions; H0 : There is no association between government support and challenges faced by SMEs H0 : There is no association between government support and growth of SMEs H0 : Government support has no effect on the challenges faced by SMEs. Related Literature According to Collings (2010), previous research has identified the main impediments contributing to the success of SMEs to include state of the economy, cash flow and availability of capital. This therefore offers the government an opportunity to instill strict measures to enhance better business environment for SMEs to operate so that they can also contribute towards economic growth (Ibid). Mullerat (2010) asserts that it is prudent to note that access towards finance is vital for the SMEs since it allows them to not only expand but to also thrive and create opportunities for jobs thus significantly contributing to the recovery of the economy (Schaper Blackburn, 2012). Research Design and Methodology This study will employ the case study method because the study is based on one organization. This kind of study design enables an analysis of both quantitative and qualitative data to be carried out by explaining the present conditions. Sampling Design and Procedures Stratified random sampling method will be used for the study. This sampling method will be used because data needs to be collected from various departments and not just one department of the case study firm. This will be done in order to get different opinions from participants of all the departments. Simple random sampling will then be used to select participants from each department. The researcher will utilize a seventy-five percent criteria selection for the whole population. . This formula below will be employed to determine the sample size per strata; a/bc=z where; a is the number of employees in a department b is the total target population c is the sample size z is the number of respondents obtained from each department Data Collection Tools and Methods The researcher will utilize questionnaires that will have both closed and open-ended questions. Krishnaswamy, Appa and Mathirajan (2006), opine that a questionnaire is beneficial to the researcher as it lets him gather large amount of data given a short duration of time. In addition, analyzing data from a questionnaire may be used to make a comparison with previous research and may be used quantify change. The questionnaire will have two sections; demographic information that will provide information necessary to understand the respondents. The other section will included questions meant to study the research objectives in an effort to answer the research questions of the study.. Validity of Research Instruments To ensure data quality, the data collection tools will be pre-tested to ensure reliability. Ten percent of the sample size from a different firm will be used in order to identify necessary changes and thereafter make revisions. Data Analysis and Presentation Data collected will be edited, coded, cleaned, categorized, and tabulated as appropriate. Data will be analyzed and presented using Statistical package for Social Sciences (SPSS version 20). Information generated will be presented in tables, charts, and graphs. To test the hypotheses, a five-point likert scale will be utilized. Descriptive statistics will be used to test for normality of the data collected. Levels of dispersion and measures of central tendency like mean, median and standard deviation will be computed to see if it concurs with the research objectives. Inferential statistics will be used to draw implications from the data for instance; the objectives will be achieved by calculating the Pearson product moment correlation coefficient of the variables. This will establish whether the findings indicate a strong or weak, positive or negative correlation. Any value that is greater than 0.75, regardless of the sign, will indicate a strong correlation while any value that is less than 0.75 will indicate a weak correlation. Hypothesis testing will also be done to test for the significance of the relationship between the various independent variables and the dependent variable in line with the hypotheses at 5% level of significance. The significance level also known as the alpha level denoted by () is the prospect of making the wrong decision when the null hypothesis is true.The alpha level of .05 is used to balance between making a type I error and a type II error. A type I error is supporting the alternative hypothesis when the null hypothesis is true whereas a type II error is not supporting the alternative hypothesis when the alternative hypothesis is in fact true. Variables Dependent Variable Impact of government support on SMEs Independent Variables Government influence or support Effect of government policies towards SMEs Challenges and barriers affecting SMEs Expected Outcome The current study will provide informed knowledge in the following areas; provide information on SMEs situation to other interested parties particularly large firms; provide a reference material by other researchers on SMEs impact in the Australian economy and: provide relevant information on the challenges faced by SMEs in Australia by making recommendations on ways of improving the sector. In addition, other researchers will benefit from the outcome of the current study by making comparison with other studies and identify gaps to be filled in the study. References and Bibliography Collings, S 2011, Interpretation and Application of International Standards on Auditing, New York, John Wiley Sons. Henschel, T 2008, Risk Management Practices of SMEs...New York, Erich Co. Mullerat, R 2010, International Corporate Social Responsibility: The Role of Corporations in the Economic Order of the 21st Century, New York, Kluwer Law International. Mumford, A, et al 2010, Gower Handbook of Leadership and Management Development, New York, Gower Publishing Ltd. Schaper, M Blackburn, R. 2012, Government, SMEs and Entrepreneurship Development: Policy, Practice and Challenges, New York, Gower Publishing.

Monday, April 20, 2020

Research Proposal on Elder Abuse Essay Example

Research Proposal on Elder Abuse Essay Elder abuse is the negative attitude towards elderly people which is characterized with the cause of harm to their psychological and physical health and their social life. The problem of elderly abuse exists all over the world but its most visual activity is observed in Western Europe and the USA. Elder abuse is the result of the negative attitude towards the elderly people caused by their state of health, social position, etc. In the developed countries an elderly person often becomes a burden for the family and most often she is sent to the retirement house to receive care and support of the professional nurses and physicists. There are many types of elder abuse which cause a negative impact on the human being. Most often the abuse has the psychological effect. The elderly person feels the lack of attention, love and care; she does not meet her friends and her relatives refuse to spend time with her. Elderly people often suffer from self-neglect, abandonment and even face the problem of rights abuse. In addition, there is the type of the institutional abuse, where the elderly people are not treated equally in comparison with the young employees who are full of energy and creativity. Alongside with psychological abuse, people suffer from physical abuse. They are deprived of food, hit, etc. The majority of the neglected elderly people are cheated, they are exploited financially; sometimes there are cases when the third people make the elderly person write and sign a false will which would provide these third people with the property of the elderly person after her death. We will write a custom essay sample on Research Proposal on Elder Abuse specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Research Proposal on Elder Abuse specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Research Proposal on Elder Abuse specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Elder abuse is a serious problem which can be called the immoral one, because the exploitation, disrespect and neglect of an elderly person is the inhumane thing. The student is able to observe the issue form the personal point of view and his task is to persuade the professor in the quality of his ideas and the research approach towards the problem on elder abuse and its types. the student can try to solve the problem of abuse and invent the useful methods and techniques which would solve the problem effectively. The methodology of the proposal is probably the most important thing which influences the quality of the research. The research proposal is the assignment which can be written with the help of the instructions and tips presented by the Internet and the student can easily find a free example research proposal on elder abuse and solve the problem of writing in the intensive way. The young professional is able to improve his knowledge following the guidelines of a free sample research proposal on elder abuse analyzed by an expert and checked by the experienced editor online. At writing service you can order a custom research proposal on Elder Abuse topics. Your proposal will be written from scratch. We hire top-rated PhD and Master’s writers only to provide students with professional research proposal help at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all proposal details: Enjoy our professional research proposal writing service!

Sunday, March 15, 2020

Asia Pacific Security Study Essays

Asia Pacific Security Study Essays Asia Pacific Security Study Essay Asia Pacific Security Study Essay ASIA PACIFIC SECURITY STUDY 1. The Asia-Pacific Center for Security Studies is a one of two U. S. Department of Defense regional studies centers (The other is the Marshall Center in Europe.). It was established on 4 September 1995 as a direct reporting unit to the Commander in Chief, U.S. Pacific Command. The center is a multilateral, non-war fighting, academic institution which focuses on security at the national policy level. It explores how the increasingly complex interrelationships of military, economic, political, and diplomatic policies interact to create regional stability or instability. 2. The centers mission is to foster understanding, cooperation, and the study of security-related issues among military and civilian representatives of the U. S. and other Asia-Pacific nations. This mission complements and supports the U. S. Pacific Commands Cooperative Engagement Strategy. The center is also a manifestation of former Defense Secretary Perrys concept of preventive defense. Approach 3. The center takes a two-prong approach to the study of security issues. (a) first through the College of Security Studies which focuses on future leaders. (b) second through a Research and Conference Center which focuses on current leaders. 4. The center provides a focal point where national officials, decision makers, and policy makers can gather to exchange ideas, explore pressing issues, and achieve a greater understanding of the challenges that shape the security environment of the Asia-Pacific region. The Colleges Curriculum 5. Security is the major theme, and the relationship among future military and government civilian leaders from 45 countries in the Asia-Pacific region is the focus. a. The Core Curriculum provides grounding in significant issues affecting the Asia-Pacific region, including diplomatic and military matters, economic issues, and socio-cultural concerns. The emphasis of the core course is on studying ways to create and maintain cooperation in Asia-Pacific relations. b. The Advanced Studies Program (electives) complements the core curriculum. The college offers graduate-level courses designed to provide participants the opportunity to broaden and deepen their studies on selected topics. Each participant takes at least four electives during the 12-week program of study. c. Group Study Projects supplement the classroom components of the curriculum. Participants form small study groups (three to five members each) to examine selected aspects of specific geographic areas or specific regional themes. d. The Field Studies Program expands the centers academic analyses of important regional issues (military, scientific, economic, and political) through site visits that may involve interviews and discussions. Some examples are the underground operations of the Hawaii Civil Defense Center, a visit to all the military commands in Hawaii, and an off-island trip to the Maui High Performance Computing Center and Pacific Disaster Center. e. Skills Courses provide voluntary specific training in areas such as use of computers and various software programs, accessing the Internet and other practical subjects. F. The Professional Enhancement Program provides an opportunity for involvement in personal and professional enhancement sessions with visiting dignitaries and experts in a variety of fields. Some of the topics are: Asian Security Issues; International and Regional Organizations; Nations, States, and Ethnic Identity; Access to and Competition for Resources; Demographics; Ethics, Rights, and Security; The Media and National Security; The Policy Process; Confidence and Transparency; Peacekeeping Operations, Humanitarian Assistance and Disaster Relief. Participant Nomination and Selection 6. Nominations for foreign representative participation in the 12-week College of Security Studies courses come through the American embassies for final approval at the Asia-Pacific Center. The U. S. nominations come from the various military commands and government organizations through the college registrar. The participants are high-ranking military and government civilians (Lt. Col./Cmdr., Col./Capt., and equivalent civilian rank) who are involved in regional security issues and are identified as the future leaders of their respective militaries or defense institutions. Candidate from Malaysia for year 2010 was attended APCSS course in Hawaii are as follows. a. Kol Mohd Zaki bin Hamzah, Army HQ 29 Apr-6 Jun 10. b. Lt Col Khairi Asri bin Baharin RMAF, Air Forces HQ 8 Jul â€Å" 5 Ogos 10. c. Cept Yeow Ho Siong RMN, Joint Force HQ â€Å" 21 Oct â€Å" 10 Dec 10. Alumni Associations 7. Alumni Relations APCSS has more than 4,500 graduates and more than 40 alumni associations in locations such as: Australia, Afghanistan, American Samoa, Bangladesh, Bhutan, Cambodia (informal association), Canada, Chile, Comoros, Cook Islands, Fiji, Guam, Hong Kong, India, Indonesia, Iraq, Japan, Lebanon, Maldives, Madagascar (w/Africa Center), Malaysia (127 Officers From MAF are APCSS Alumni members), Mauritius, Marshall Islands, Micronesia, Mongolia, Nepal, Pakistan, Palau, Papua New Guinea, Peru, Philippines, Republic of Korea, Russia, Solomon Islands, Sri Lanka, Taiwan, Timor-Leste, Thailand, Tonga, Tuvalu, Vanuatu, Vietnam, and United States (DC Hawaii). 8. APCSS continues to engage more than 4,000 graduates as part of an Alumni Program. Fellows serve as future guest speakers and assist in outreach efforts in their countries. They also have access to the APCSS Alumni Network to share information and research regional and global security issues. Conferences APCSSâ„ ¢ tightly focused conference program attempts to anticipate the most challenging regional and transnational security issues and cooperation tasks ahead. These serve as a forum for key regional interagency, multinational security policy drafters and decision makers to develop cooperative approaches to these problems. 9. The Alumni Program. Povides a forum for former graduates and faculty to maintain contact with the Center and with each other. We maintain a data base of all graduates and former faculty members to help you stay connected with APCSS and each other. Additionally, we provide information on the whereabouts of our alumni to our Center director and deputy director so they may meet with you socially during their travels throughout the Asia-Pacific region. 10. Focused Outreach Events. APCSS staff and faculty routinely travel throughout the Asia-Pacific region to conduct mini-courses, conferences and research that address specific needs identified by host nation and U.S. Embassy officials 11. Research. APCSS faculty members conduct research that strengthens communities of influence via partnered research on future security issues. In addition, APCSS coordinates and reports on a series of annual consultations with counterpart organizations in regional countries. Reports, papers, articles and books, are available on our website at 12. Visit Program More than 1,000 visitors come to APCSS each year including senior leaders from the U.S. and other countries throughout the Asia-Pacific region. Visitors participate in roundtable discussions and serve as guest speakers. 13. College of Security Studies. Fellows in the College come from throughout the region and consist of senior military and government civilian equivalents in security-related positions. The course under college of Security Studies are as follows: a. Senior Executive Course:?   Transnational Security Cooperation (SEC).Description. An intensive program for current leaders on the upward track for positions of significant national (and possibly international) responsibility. Designed for senior security practitioners from the Asia-Pacific region now serving in positions that require experience and rank at the one- to four-star military and civilian-equivalent level (intent is to replicate a forum consisting of practitioners who influence security cooperation). Curriculum emphasizes the impact of change in the region, as well as capacities leader and institutional to manage change. The course integrates a challenging program of guest speakers, along with interactive seminar workshop dialogues and action-planning Course attendees join an expanded network of contacts among regional security practitioners that include their fellow classmates and APCSS faculty, as well as a regional community of expertise via a dedicated web portal used by APCSS alumni and others. b. Advanced Security Cooperation?   (ASC). The Advanced Security Cooperation (ASC) course is designed to advance knowledge, skills and networks related to multilateral security cooperation in the Asia-Pacific Region among mid-career security practitioners representing national government agencies and other influential regional and national entities. The course intends to stimulate strategic analysis and understanding of major security trends and challenges in the region, available and desirable tools and processes of their mitigation as well requirements for developing adequate national security sector capabilities to support regional effort of confidence-building, preventive diplomacy, conflict resolution and crisis management. Additionally, the course seeks to enhance individual leader skills in critical thinking, communication, collaboration and decision-making in complex multinational and culturally diverse environments. c. Comprehensive Security Responses to Terrorism Course.This course provides CbT security practitioners in the Asia-Pacific region, as well as other designated countries around the world, the operational and strategic-level skills necessary to enhance their ability to understand and combat terrorism and transnational threats.?   Through faculty lectures, guest speaker presentations, real-world case studies, seminar discussions and tailored ?  exercise scenarios, CSRT Fellows explore the nature of todayâ„ ¢s terrorist threats, better appreciate the challenges associated with countering ideological support for terrorism and violent extremism, achieve a more common understanding of global and regional terrorism challenges, analyze tools and capabilities for combating terrorism and transnational threats in order to promote appropriate strategies.?   The CSRT course is designed to build relationships between and among the United States and current and future CbT practitioners of participating countries in order to develop trust, confidence and specific methods necessary for increased information sharing, reduction of obstacles to cooperation in the international collaborative effort against those who use terror to achieve goals.?   The curriculum focuses on the non-warfighting aspects of security and is divided as follows:?   ?  Understanding; Framing and Assessing the Challenge; Formulating Responses to the Challenge; and Strategy Application.?   After leaving the Center, CSRT graduates are able to continue their collaborative efforts through IT/ET enabled portal connectivity. d. Comprehensive Crisis Management (CCM). Description: The Comprehensive Crisis Management (CCM) Course is a 4-week course that focuses on developing leader skills in five core areas: Comprehensive understanding of the complexity of crisis situations, strategic assessment, cooperation and collaboration, communication and use of appropriate technology. Offered once a year, the course is ideal for practitioners whose current or future responsibilities lie in the field of crisis management and recovery. Mid-career to senior practitioners including 0-4 (Major) to 0-6 (Colonel)- level military personnel, and civilian equivalents from diverse backgrounds such as law enforcement, government ministries and disaster management authorities are welcome to attend. Participants are also encouraged from NGOs, regional and international agencies and organizations, and academia. Participants come from all over the Asia-Pacific region, and in any one course may be drawn from as many as 45 nations and entities. Crises are dramatic disruptions in the political, economic and social life of a nation. Their causes are diverse and range from conflicts to natural disasters, but they can seriously disrupt a populations capacity to survive and the ability of national authorities to respond. Reflecting their complexity and scale, crises require a response that is well-coordinated and multi-sectoral in nature. Very often, the assistance of international actors may also be needed. Therefore, the course will emphasize broad, strategic-level themes and considerations rather than tactical prescriptions. e. Asia-Pacific Orientation Course (APOC). Course Description.?  The course provides an introduction to Asia-Pacific culture, politics, protocols and challenges, while addressing U.S. interests in the region. The curriculum is focused by day and examines: Day One) Regional Perspectives, Day Two) Treaty Alliance Partners Security Challenges, Day Three) Key Regional Players Security Challenges, Day Four) Regional Issues, and Day Five) Transnational Challenges. Attention is given to both historical and emerging issues. The course includes a rigorous program of lectures and interactive sessions, and three break-out seminar sessions. f. Senior Executive Asia-Pacific Orientation Course (SEAPOC). The course provides an introduction to Asia-Pacific culture, politics, protocols and challenges, while addressing U.S. interests in the region.?   The curriculum is focused by day and examines: Day One) Regional Perspectives, Day Two) Regional Issues, and Day Three) Transnational Challenges.?   Attention is given to both historical and emerging issues.?   The course includes a rigorous program of lectures and interactive sessions, and three senior-leader seminar sessions.?   ACTIVITIES 14. FY 2011 College Calendar. |Course |Course # |Start |End | |Comprehensive Security Responses to | | | | |Terrorism (CSRT) Course |11-01 |24-Feb-11 |25-Mar-11 | |Comprehensive Crisis Management (CCM) | | | | |Course | | | | | | | | | | |11-01 |07-Jul-11 |05-Aug-11 | |Advanced Security Cooperation (ASC) Course | | | | | | | | | | | | | | | | | | | | |11-01 |28-Apr-11 |15-Jun-11 | |Transnational Security Cooperation (TSC) | | | | |Course | | | | | | | | | | |11-01 |07-Feb-11 |11-Feb-11 | | |11-02 |11-Apr-11 |15-Apr-11 | | |11-03 |19-Sep-11 |23-Sep-11 | |Asia-Pacific Orientation Course (APOC) | | | | | | | | | | |11-01a* |05-Oct-10 |09-Oct-10 | | |11-01b |24-Jan-11 |28-Jan-11 | | |11-02 |11-Jul-11 |15-Jul-11 | | |11-03 |26-Sep-11 |30-Sep-11 | |Senior Executive Asia-Pacific Orientation | | | | |Course (SEAPOC) | | | | 15. Summaries Of Past APCSS Activities has been Involved by Malaysian Armed Forces. The detail activities are as follows: a. Workshop: Southeast Asia Regional Multi Sectoral Pandamic Perparedness and Response Table Top Exercise: b. Date : 16-20 Aug 2010. c. Functional Theme: Cooperative Effort in Support to US Pacific Command. d. Geographic Focus : Southeast Asia/ASEAN Nation. e. Objective are as follows: (1) Gain common understanding by all participants of existing regional preparedness and response plans and mechanisms; (2) Confirm essential services sectors and identifying planning and response elements and issues that influences the preparedness and continuity of operations by government and civil society and the national and regional level, including sectoral interdependencies that may result in additional effects; (3) Determine when an initial health crisis response changes to a multi-sectoral crisis severely impacting the functioning of society and interaction among countries within a region; identify key trigger points for actions by ASEAN (as an organization), ASEAN Member States and other regional and international organizations and assisting states; (4) Identifying the gaps in how ASEAN (as an organization) and ASEAN Member State coordinate and cooperate amongst themselves, and with UN and other key international agencies including donors, develop strategic option for regional cooperation when the response requires broader efforts; (5) Examine the regional communications strategy, protocols and plans for possible improvements; and (6) Identify recommendation strategy, protocols and plans for possible improvements to existing standard operating procedures (SOPs) and plans for interagency and cross-border cooperation. g. Location: Phnom Penh Cambodia h. Participant. Participant from Malaysian Armed Forces and National Security Council (NSC) as follows: a. Col Mohd Halim bin Khalid (3002599) Director of Defence Operations Training Division. b. Col Dr A. Halim bin Hj Basari (3005657) Director of Pharmacy Health Services Division. c. Lt Col Mohd Sakri bin Hj Hussin (NSC)

Thursday, February 27, 2020

Mathematics for Early Childhood Education Coursework

Mathematics for Early Childhood Education - Coursework Example Consequently, it is the responsibility of the teachers and the parents to encourage and build the enthusiasm of children with regard to learning mathematics (California Department of Education, â€Å"Preschool Curriculum Framework†). The study intends to provide a guideline for parents, which will assist them to maximize the development of the children related to mathematics. Furthermore, the study will also explain the application of mathematical foundations and frameworks for its development. It will further provide an insight to teachers regarding the principles on partnering with the parents for mathematical development of a child. Correspondingly, this study will provide a reflective understanding of my learning along with findings with regard to mathematical development and its application. Young children naturally possess an inborn sense related to informal mathematics. In recent years, with the increasing evidences related to the mathematics capabilities of the children, it can be ascertained that they tend to absorb mathematical concepts from the surroundings at a very small age. This segment will provide a vivid description of the guidelines that are mentioned and framed for the parents. In this regard, it can be said that these guidelines will assist the parents to maximize the development of their children’s knowledge related to mathematics. In terms of mathematical development of children, there lie certain imperative guiding principles for the parents to follow. These guiding principles have been explained in the subsequent discussion (California Department of Education, â€Å"Preschool Curriculum Framework†). In recent surveys, it has been observed that young children are naturally competent, enthused and are interested in mathematics. They find it amusing to explore the mathematical concepts along with creative ideas. In this context, the parents must take initiatives to recognize the children’s

Tuesday, February 11, 2020

Biochemistry and Molecular Biology Coursework Example | Topics and Well Written Essays - 1500 words

Biochemistry and Molecular Biology - Coursework Example Water has been obtained as the primary constituent of all living organisms. Be it plants or animals, the water has its role in the process of metabolism. It is required in the process of photosynthesis where light energy is utilized splitting the water molecule such that the hydrogen gets separated and the oxygen is released in the air. Many substances in the body are hydrolyzed by water as well. For example, it is capable of breaking amino acids bonds in proteins and peptide linkages of monosaccharide in polysaccharides. Diffusion of several materials is also obtained through the component of water (Saint, 2004). Water helps in the transport of different substances within the body since it easily dissolves other materials and thus acts as a good solvent. This function of the water also enables the removal of waste products like ammonia and urea from the body. Water being capable of diluting such waste products enables their recycling process in the Nitrogen cycle. Since water is vis cous in nature it also acts a good lubricant and form different lubricating fluids in the body that include mucus, synovial fluid, pleural fluid and pericardial fluid having different functions in the body. Apart from all these functions, water also acts as a supporting medium for several organisms since it is not easily condensed. Overall in the biological systems, water has miscellaneous functions that include maintaining body temperature, as well as dispersal in the process of reproduction (Saint, 2004). 2. Structure of Carbohydrates: Monosaccharide, Disaccharide, and Polysaccharide: Carbohydrates are formed as a result of the combinations of carbon and water molecules. In general the carbohydrates may be represented through the formula (CH2O)n. Here C represents the carbon molecules and H2O represents the water molecules, n being the number of atoms of this combination of molecules. However, in some cases carbohydrates might also contain greater numbers of sulphur or nitrogen mo lecules. If the molecular structure of the carbohydrates is studied, carbons are found to form chains or rings with hydroxyl groups two or more in number along with an aldehyde or a ketone group. There is a carbonyl group at the terminal end of an aldehyde that gets bonded to hydrogen molecule or carbon. A ketone is different from an aldehyde and represents a carbonyl group bonded in between two carbon molecules (Talaro & Park, 2007, p.42). Different configurations are obtained of the carbohydrates. Monosaccharide refers to one of the forms of carbohydrates that represent a simple polyhydroxy aldehyde or molecule of ketone that contain 3 to 7 molecules of carbon. The structure of a disaccharide varies from a monosaccharide in that a disaccharide is formed from two monosaccharides in combination. When five or more monosaccharides combine to form a carbohydrate, then that structure represents a polysaccharide. The monosaccharides and disaccharides are represented by prefix- ose at the end of the name. The name however depends on the number of carbons in the structure. For example, pentose has 5 carbons in it, hexose is composed of 6 carbons, and so on (Talaro &