The New Fuss About Best Research Papers for Sale Apa Format

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Watching The Pbs Frontline Film Titled, Losing Iraq

Earlier this week we were privileged to watch the PBS Frontline film titled, â€Å"Losing Iraq†. In the beginning of this film, General Keane believed that the United States shouldn’t invade Iraq. Keane noticed that the war plans didn’t include adequate plans for securing the country. At the same time, General Franks announced that by September 2003, 110,000 troops would be prepared to leave and that a division of 30,000 would stay and handle Iraq. At this point of time, this was huge news for the United States, they truly believed that the major combat phase of the war in Iraq was over. United States next step was to send Jerry Bremer to Iraq to attempt to fix 20 years of dysfunctional government. Jerry Bremer was a very interesting candidate†¦show more content†¦My answer is, bring ‘em on. We got the force necessary to deal with the security situation.† The plan to send more than 100,00 troops home by September 2003 was now absolutely out of the question. As the war continued, thousands of Iraqis were swept up in raids. The reality became that you’d go into a village and just arrest everybody. Things were beginning to get out of hand, the Defense Department decided it wanted Iraq to be given back to the Iraqis as soon as possible. Soon after the discussion, the US Army captured Saddam Hussein and he shared that he was willing to negotiate. Many believed that this would lower the tension in Iraq, but they were absolutely wrong. Four American contractors were murdered and two of the bodies were hung from a bridge. This upset George Bush very much and he demanded that the Marines retaliate. The Marines took the order and moved into the city, killing people. Once the Marines were ordered to stop fighting, they were now ordered to simply surround Fallujah and contain the insurgents. Soon after this, Bremer formed a new government, and handed Iraq back to the Iraqis. As the war continued, the United States Army was fighting the Mahdi Army. They pushed the Mahdi Army into Sadr, but the White House didn’t want to risk destroying the mosque so the Army was ordered to cut a deal. The deal was to have their militia not oppose the Americans. The United States

Contract and Agency Law CompuMac Limited

Questions: 1. Peter, the Managing Director of CompuMac Limited, was planning a company trip for the staff. The staff wanted to go to Kuala Lumpur to visit the inaugural Global 3-D Printing exhibition that boasts of 3-D printing technology experts participating from all around the world. They wanted to talk to the experts about CompuMacs patented 3-D technology and to seek alliances with such experts on research and development projects. Peter booked a 25-seater coach from BestCoach, at a price of S$2,000 for a return trip from Singapore to Kuala Lumpur. Peter, on behalf of CompuMac, paid a deposit of S$500 to BestCoach five days before departure date. Analyse the following scenarios. For each scenario, advise Peter as to whether contract between CompuMac and BestCoach can be discharged and if yes, identify the appropriate grounds for such discharge. In your analysis, examine whether CompuMac is entitled to a refund of the deposit or alternatively, is required to pay the balance amount to BestCo ach. (a) Scenario 1 - There was heavy monsoon rain in Johor Bahru. The roads in Johor Bahru were flooded and no longer accessible. BestCoach refused to proceed with the coach journey on the departure date, although the roads after Johor Bahru and leading into Kuala Lumpur were clear and accessible. (b) Scenario 2 - There was heavy flooding in Kuala Lumpur. BestCoach offered to provide a slow drive to Kuala Lumpur so that by the time that the coach reached the borders of Kuala Lumpur on the eve of the exhibition, the floods would likely have abated and the coach could then drive into Kuala Lumpur. Peter refused to proceed with the journey on the departure date. In your answers, you are required to cite the relevant statutory provisions and case law to support your views as well as demonstrate well-developed written proficiency in the flow and content of your analysis. 2. Cherlyn is 17 years old and had been unemployed. Three months ago, she accepted a job at CallNow Private Limited, a company providing 24/7 hotline support services to users of various types of software. Her employment agreement stated that: her working hours were from 8.00am to 10.00pm daily, from Monday to Saturday; and she was permitted only 30-minute breaks for her lunches and dinners. Her monthly salary was S$1,000 and she was entitled to 5 days of annual leave. During the interview, the Human Resource Manager of CallNow told her that the company would provide her with free 3-month intensive training so that she would become extremely proficient at handling support services calls. If she did not quit her job within 12 months of completing the training, the training fee of S$6,000 payable by Cherlyn would be waived. After completion of her training, she would be assigned a mentor who would guide her on the job. Cherlyn also rented a room as she wanted to stay near her new workplace. The rental agreement was for three (3) years, with a monthly rental of S$350. After a few weeks, she began having second thoughts about the job and wanted to resign. She did not want to pay the training fee and asked you if the employment agreement was valid and enforceable. At the same time, she wanted to nullify her rental agreement and to also obtain a refund of rental amounts that she had paid for the past few weeks. She has come to you for advice. Explain to Cherlyn whether: (a) her employment agreement is valid and enforceable (and whether she is required to pay the training fee); and (b) her rental agreement is valid and enforceable (and whether she is entitled to obtain a refund of the past rental amounts that she had paid). You should identify and cite the relevant statutory provision(s) and case law to support your views. 3. Consider a specific job in your organisation (or one that you are familiar with) and relate how the employee performing this job is an agent of that organisation. You may preserve confidentiality by disguising the name of the organisation. Remember to state the relevant legal principles and cite relevant case law to support your analysis. (a) For context, you should describe the business of this organisation and some of the key functions of the identified job that are relevant to the agency relationship between the organisation and the individual. (4 marks) (b) Discuss and analyse how the individual in that job is an agent of the organisation. In your answer, explain how the agency relationship was created as well as two (2) types of authority which the agent would possess. Provide specific examples to support your answer. Answers: 1. a) It is to be noted that the fact given in the case study relates to Acts i.e. The Law of Contract and Frustrated Contracts Act. It is very clear from the given case that both the company Compu Mac Limited Best Cprach have intention to c enter in legal relationship and such intension is required as per section 4 (Section 4 of The Law of Contract). As per section 2 to make a contract valid the requirement of an offer and acceptance must be fulfilled ad also as per section 5 rights and obligation of the both party should be clear and definite. We assume that all above requirement are fulfilled to make contract valid (.Lee Pey Woan, Pearlie Koh, Tham Chee Ho, 2009,) Scenario 1: Issue The Johan Bahru was located in north Singapore where there was heavy flood. The issue is whether ComuMec is entitled to refund in such situation? Law Involved Section 2(2) Section 2(3) Section 8 Discussion of Law As per section 8 there are number of situation where contract between the parties may be discharge which is as follow: Discharge of Performance Non Performance of the Act Defective Performance Discharge of contract by an agreement Discharge of the contract by frustration It is to be noted that failure of performance of contract due to the situation which is not in the control of performer will cover under the discharge of contract by frustration. Sometimes party to the contract may have intention to execute the contract however due to the unavoidable he may not able to execute it , such contract can be discharge by Frustration.(Lee Pey Woan, Pearlie Koh, Tham Chee Ho, 2009) Section 2 of the Frustration Contract act says that any amount of money that is paid by the party before discharge of contract must be refunded to the other party. And if such amount is in nature of payable than other party will not be liable to pay it after discharge of the contract TO sum up any monitory transaction executed before discharge of the contract should be reverse and obligation for any future monitory transaction will be canceled. However as per section 2 (3) of the frustration Act if any party to the contract incurred expenditure in relation to the contract entered between the party, then the party who receive money before discharge of the contract can retain the amount of expenditure from the advance money given or from refund which is getting due because of discharge of the contract (ANON, 2014) Conclusion As we can say that CompuMac Limited was not in position to execute contract due to unavoidable reason of heavy flood which is out of control situation. Also the representative of the company had given S$500 in advance. After considering the above facts of the case we can conclude that: As per section 8 the contract is eligible to be discharged by CompuMac Limited. Also as per section 2(2) and section 2(3) the deposit which was give by company of S$500 must be refunded by Best Coach after deducting expense incurred by it in relation to contract entered between the both. However it is to be noted that such expenditure must be incurred exclusively in relation to the contract entered between the parties Scenario 2: Here as per the information given, there were heavy floods in Kuala Lumpur. Here the information provided is not clear with regard to weather atmosphere of Kuala Lumpur about the floods would have been abated or not. After reaching at the border of the Kuala Lumpur, two possibility could be arose Flood is not abated and Coach was not able to reach at exhibition. Floor is abated and Coach was able to reach at Exhibition. In view of the above observations, we can note that if situation 1 stated above exist than: The contract will be discharge by Frustration and also as per section 2(2) and (3) , The deposit will be refunded provided expenditure incurred by coach for discharging half contract of taking passenger till border of Kuala Lumpur. So the Refund of S$500 must be provided after deducting all expenditure incurred by Company in attempt of execution of the contract. In view of the above observations, we can note that if situation 2 stated above exist than: The contract is said to be executed and hence the CompuMac will not entitled to cancel the contract and he need to pay the remaining amount as per agreement which is due as payable. b) Issue: Whether Cherlyn is consider as minor as per Law of contract? Whether agreement entered by him for Employment is enforceable or valid? Law Involved Section 6 Discussion of Law As per Singapore contract act any person who has not attained the age of 21 year is consider as Minor only. As minor are considering as non competent part to the contracts. As per section 6 of the contract law any contract against minor can not enforceable as minor is consider as no competent person to enter in to contract. However any contract for goods or services in the benefit of the minor is enforceable. The facts in the given case relates to statue i.e. The Law of Contract. (Pey Woan, Pearlie Koh, Tham Chee Ho, 2009) However if the minor has entered into contract which result in providing him or her necessary supplies of life than though it is not contract of law and service it is termed as enforceable only and valid only (Pey Woan, Pearlie Koh, Tham Chee Ho, 2009) 2. a) Fact of the case During the interview the HR manager had put a condition to continue service for 12 Month to waive the fees of training which was made compulsory to make Charley proficiently in managing support service efficiently. After he started JOB in second week he has thought of resigning job. The age of the Charley was 17 at the time of entering into the contract. Conclusion Charleyn has entered into agreement for doing JOB from 8 to 10 P.M In the Singapore country, a person is treated as minor if he/s A.M with certain amount of salary. Also as per the information provide in the act he is of the age of 17 only and hence consider as minor only. Yes if the contract is of service and in the benefit of the minor that it can be consider as enforceable but Employment contract cannot be termed as contract of service and hence not valid under the Singapore Contract Law. And hence the .training fees of $6000 is not required to be paid by the Charley 2 b) Fact of the case The rental agreement has been executed for three years and payment for the same is required to be dispensed monthly. Now the Charley wan to cancel the contract. The charley is of 17 when entering to the contract Conclusion Yes for future term for which Charley has not taken benefit, he can cancel the remaining one but for rent already paid will not be eligible for refund. The said conclusion is derived by taking the benefit of the To sum up we can conclude that Employment agreement cannot be termed as valid enforceable contract and hence he is not liable to pay any training fees , the same has been derived by taking base of section 6 Rental agreement is valid enforceable. Cherlyn would not be entitled to refund of the past rental amounts.(Section 6 of The Law of Contract) 3. General Definition of Law of Agency There are number of definition given by law different authors and agency of law of agency. The main function that is stated by all agencies and authors are performing any specific task with prior approval of the Principal is termed as agent. However it is to be noted that the relationship of the agency can be created only if principal is eligible or competent to do any act which is assigned to agency. If we want to put it in simple word with example, one cannot delegate any power to authors when it does not have. If person himself is handicap and if he makes the labor work with other it cannot be term as handicap. Also the approvals of the agency sometimes can express or implied. Also agency created for doing illegal activity does not have status in the eyes of law and invalid in nature. Section 2 of the agency law defined agency as relationship between two people where by one person is doing wok ion behalf of another worker and same is with principals express or implied consent. Also the status of agent has capacity to enter into the contract on behalf of the principal; such contracts are obviously valid and enforceable. Also agent can enter into the relationship with other party for selling, purchasing and disposal of any assets with intention to create legal relationship with the company. So to sum up we can say any act which can be done by principal , agent also can enter on behalf of principal if he has such authority to do from principal.(Tan Cheng Han, 2009) Also section 3 of the law of agency talks that there are so many relationships which represent thin line between relationships of agency. Relationship of Employer Employee, Bailer and bailee are very close to employer employee relationship but they are different from the Agency relationship. (Tan Cheng Han, 2009) If we take simple example of the Employer employee relationship we can say that the employer of the organization may not be liable for all acts that are executed by employee during the course of an employment. Also employees are generally delegated some basic task which has very minor legal implication. For an example if accountants in any organization are responsible for maintaining and keeping up to date records only. However the major decision is not in the hand of employee which is implied in nature. Example Mr. DeMac is the managing director of the BTL Limited; the company is register with Singapore stock exchange in this example. The company is doing business of giving motor vehicle on hire basis hiring. It owns number of motor vehicles, however during the pick season , sometimes company is required to purchase an additional vehicles. Now Mr. Demac has very close relationship with one of of Automobile distributor. Mr. DemMac is considered and company has employer-employee relationship as per the legal binding contract. If we analysis the duties, Authorities delegated on Mr. DeMac, its nevertheless the relationship of Agent an principal. Mr.De mac is empowered with the list of authorities. Some of them are listed below: 1. To manage day to day affairs of the company. 2. To sign the legal documents on behalf of BTL Limited. 3. To enter into an agreement to sale, purchase, exchange or any other contract which has legal validity on behalf of BTL Limited. 4. To enter into an agreement to give the motor cars on hire to certain tourism hotel industry on a negotiated rate considering its long term financial implication. Now the DHL limited is liable for any contract entered by the Mr. DeMac with legal document provided same is within the power of him. Mr. DeMac can create legal, valid and enforceable contact between third party and the company, as he has designated with specific authority over there. It is specifying nothing but relationship of principal and agent. For an example, if Me DeMac has entered into the contract for purchase of vehicle with one of distributor agency, same is falling within the authority of the company and hence it can be said the third party ( agency ) has created legal binding contract with the company. References:- Lee Pey Woan, PearlieKoh, Tham Chee Ho, 2009, The Law of Contract, Accessed on 5th March, 2015, https://www.singaporelaw.sg/sglaw/laws-of-singapore/commercial-law/chapter-8.Tan Cheng Han, 2009, Law of Agency, Accessed on 5th March 2015, https://www.singaporelaw.sg/sglaw/laws-of-singapore/commercial-law/chapter-15.ANON, 2014, Frustrated Contracts Act, Accessed on 5thMarch, 2015, https://statutes.agc.gov.sg/aol/search/display/view.w3p;ident=bdeda432-ac15-4e76-aad9-9144d93ac87a;page=0;query=DocId%3A59e417b5-c0a0-4c57-8463-a0d240c4dc64%20Depth%3A0%20Status%3Ainforce;rec=0.

Relationships in Beloved by Toni Morrison Essay Example

Relationships in Beloved by Toni Morrison Essay The novel Beloved is based on a true story of an Afro-American Slave who murders her daughter in order to spare her a life in slavery. In this response paper I will discuss the morality and justifying of such an act, which the mother believed to be an act of â€Å"motherly love and protection. Further I will point out how Beloved, as the incarnation of the dead daughter, affects each member of this family. First of all, Beloved as a novel, definitely contains supernatural elements. Beloved as the person, is to be seen as a â€Å"personal ghost† of Sethe who never manages to find closure and peace after murdering her own child. Actually, it is more than remarkable, that she indeed tried to kill all her four children and luckily succeeded only with one. The fact, that this act never gave her peace, makes her human but also fragile and vulnerable. Beloved represents her past, both the capture in slavery and her desperate act of killing her children. While Beloved seems to be needy, parasitic and malevolent, it is probably God?s attempt to make Sethe and the others deal with their past. Sethe?s past is one of sexual, emotional and physical abuse. Such a trauma does not disappear but continues to live on with you and haunt you until you don’t find the power to deal with it and close with it. As a result, Sethe tries to avoid everything what could remind her of her past. Furth er Sethe is captured in a dangerous devotion to her children, which resulted from the murder of her elder daughter and the isolation of her younger daughter. Thus Sethe lives in a permanent guilt towards her children and assumes sacrifying her life and satisfying every need of Beloved would release her of her guilt. Denver instead, her younger daughter, lives with a fear of the outside world and spends hours alone at home. Since she has a very close relationship to her mother, she feels threatened when her mother pays more attention to Paul D or Beloved. We will write a custom essay sample on Relationships in Beloved by Toni Morrison specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Relationships in Beloved by Toni Morrison specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Relationships in Beloved by Toni Morrison specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is inter Relationships in Beloved by Toni Morrison Essay Example Relationships in Beloved by Toni Morrison Essay The novel Beloved is based on a true story of an Afro-American Slave who murders her daughter in order to spare her a life in slavery. In this response paper I will discuss the morality and justifying of such an act, which the mother believed to be an act of â€Å"motherly love and protection. Further I will point out how Beloved, as the incarnation of the dead daughter, affects each member of this family. First of all, Beloved as a novel, definitely contains supernatural elements. Beloved as the person, is to be seen as a â€Å"personal ghost† of Sethe who never manages to find closure and peace after murdering her own child. Actually, it is more than remarkable, that she indeed tried to kill all her four children and luckily succeeded only with one. The fact, that this act never gave her peace, makes her human but also fragile and vulnerable. Beloved represents her past, both the capture in slavery and her desperate act of killing her children. While Beloved seems to be needy, parasitic and malevolent, it is probably God?s attempt to make Sethe and the others deal with their past. Sethe?s past is one of sexual, emotional and physical abuse. Such a trauma does not disappear but continues to live on with you and haunt you until you don’t find the power to deal with it and close with it. As a result, Sethe tries to avoid everything what could remind her of her past. Furth er Sethe is captured in a dangerous devotion to her children, which resulted from the murder of her elder daughter and the isolation of her younger daughter. Thus Sethe lives in a permanent guilt towards her children and assumes sacrifying her life and satisfying every need of Beloved would release her of her guilt. Denver instead, her younger daughter, lives with a fear of the outside world and spends hours alone at home. Since she has a very close relationship to her mother, she feels threatened when her mother pays more attention to Paul D or Beloved. We will write a custom essay sample on Relationships in Beloved by Toni Morrison specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Relationships in Beloved by Toni Morrison specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Relationships in Beloved by Toni Morrison specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is inter

How to Stop Running Out of Time on ACT Math

How to Stop Running Out of Time on ACT Math SAT / ACT Prep Online Guides and Tips Because the ACT is designed to be taken by every high school student in the country, it can only test math concepts that every student has experience with. The way the creators of the test make it hard is by giving you questions on a wide range of subjects and sub-topics, presenting them in strange ways, and by putting you on a strict time crunch. Maybe you’ve taken the ACT beforewhether practice or realand found yourself only half way or three quarters of the way through the math section before your time was up. Maybe you just think it would be downright impossible to finish so many questions on time. Rest assuredyou are not alone. And it is not impossible. In this guide, I'll walk you through the timing of the test and teach you how to beat the clock and maximize your time on the ACT. Understanding the foundation of the test will help you keepyour strategies balanced. Math Section Time Overview Before you make a plan for how to best use your time on the ACT, it's important to know how the test is structured. As you likely know,the ACT covers four subjects: English, math, reading, and science, with an optional fifth subjectwritingfor those of you who signed up for â€Å"ACT + Writing." Each of these subjects is covered on exactly one section during the test and you’ll have and no ability to come back to it once you’ve gone on to the next section. This means you don’t have to bounce your brain so quickly from topic to topic (and back again) as you do on other standardized tests, but it also means that the math section is the only math section on the test, so focus will be crucial for maximizing your timing and score. Keep your eye on the prize and only focus on one section at a time. In terms of the questions,you will have60 math questions to do in 60 minutes. This gives youan average of one minute per question. Because the section is not broken up into smaller chunks, you and you alone have to be very careful and strict with yourself about your timing and strategies if you want to finish the test on time. A good thing to keepin mind as you go is that difficulty(how long a question takes to solve and how familiar you are likely to be with the math concepts)roughly goes up in order on the test. The second half of the test will generally have the questions that take the longest amount of timeto solve and will involvemore geometry and trigonometry than algebra. So keep that in mind as you go through. And always remember: there is no guessing penalty on the ACT, so never leave a question blank! You have to be your own ACT coach and keep track of your own timing. No one will be thereto do it for you on test-day. Figure Out Your Target Math Score, and Plan Time Strategies Accordingly To figure out your target raw and scaled scores, take a practice test to gauge your current level and scores. Next, determine what your score goals should be, both raw and scaled. (If you are unsure what your goals should be, that's okay! Check out our article on figuring out your target score.) Once you've found your target score goal, you can look to our time-saving advice to help you reach it. While most of the time-saving strategies on the ACT apply to all scoring levels, there are a few techniques and strategies that vary depending on your current score and your target score goals as well. We’ve split our advice into four main categories: time-saving strategies for all scoring levels tips for those currently scoring a scaled score of 16 or below tips if you’re scoring between 16 and 24 tips if you’re currently scoring 24 or above. Pretty soon you'll find yourselfin the ACT fast lane. Time-Saving Tips for All Scoring Levels These are the tips that will help you maximize your speed no matter what your current score. Afterwards, look belowto find the strategies that best suit your individual scoring level needs. And remember as you go- the ACT is all about balance between speed and accuracy. Once you’ve found the rhythm that works best for you, you’ll be able to up your score and finish on time. For the all-inclusive tips, we’ve further broken this section into three different parts: How toStudy Effectively Before Test Day to Improve Timing Planning Your Overall Math SectionStrategy What to Do on the Day of the Test How to Study Effectively Before Test Day to Improve Timing 1) Familiarize yourself with the test ahead of time. Standardized tests are called â€Å"standardized† for a reasonthe specific questions may vary, but each ACT is as similar to all other ACT tests as possible. The more familiar you are with the structure of and question types on the test, the better off you’ll be (and the quicker you’ll be able to answer questions!). If you can also memorize all the important formulasyou’ll need for the test, you won’t have to waste your time trying to figure them out from scratch. 2) Practice, practice, practice Sit down with a test at home and take it timed. Get used to both the types of questions on the test and the pacing you’ll need to finish on time. As you take your practice test, mark down the time after every fifteen questions. This will show you your current pace. Afterwards, you’ll have a good idea for how long it takes you to finish each set of questions. Now experiment and challenge yourself on your pacing. Were you able to finish the first 15 questions in 20 minutes? Next time you take a practice test, try to do it in 18 minutes. Once you’ve challenged yourself to complete sections faster, compare your accuracy on both testswere you able to gain those minutes back without sacrificing too much accuracy, or did you lose too many points by trying to speed up? Remember that the ACT is all about finding your right balance between speed and accuracy. 3) Practice smart and identify your areas of weakness It’s not enough to simply practice the test over and over again if you continue to make the same mistakes with regards to your timing. Identify which types of problems are the most difficult for you or take you the longest amount of time.Are they usually geometry problems? Word problems? Probabilities? As you get more used to the test and the types of math questions/concepts that appear, see if there are faster or easier ways to solve the questions that take you the most time. Sometimes this can be remembering the properties of special right triangles, like a 30, 60, 90 triangles, so that you don’t have to take the time to find the side lengths via the Pythagorean theorem. Sometimes it might mean using plugging in the answers or plugging in your own numbersinstead of trying to solve the problem algebraically. 4) Employ study strategies according to your current score level and target score. Because there is no guessing penalty, there is not as much variation in strategy by score level on the ACT as there is on other standardized tests. But there are still a few techniques that should be emphasized more or less depending on your current score. As your scores increase, yourstrategies will change. Once you’ve taken your practice test and determined both your current raw and current curved scores, read up on how, exactly, the test is scored.Then, look to the time-saving strategies that suit you for your current level. As you get more familiar with the labyrinth that is the ACT, you'll learn to navigate it with growing speed and accuracy. Planning Your Overall Math Section Strategy 1) Learn to let go of a question It can be very tempting to sit and try to puzzle a question out, but you have to learn how to be more ruthless, both with how you answer questions and in choosing which questions to answer. Each and every question is worth the same amount of points, so pick the questions you can solve easiest and fastest first and then try the more time-consuming ones. If the question takes you more than 30 seconds to figure out or solve, come back to it later. If you're movingon from a question, lightly fill in a random bubble (or your best guess answer) and go to the next question. Sometimes moving on and coming back to a question later can trigger your mind to think of a new approach. (Sidenote: I say fill it in â€Å"lightly† because your bubble should be dark enough that the scanner can read it, but light enough so that you can erase it completely if you have time to come back and find the right answer later.) By filling in an answer (any answer!) now, you’ll have saved yourself some time trying to puzzle out a long or difficult question, and will have at least a 20% chance of getting it right if you forget or don’t have time to come back to it later. 2) Eliminate answer choicesanddraw it out As you go through the test, write on your booklet. Write in the angles and lengths you’re given, draw diagrams, and, most importantly, eliminate wrong answers. Often, you’ll be given a range of choices, one or two of which will be wildly wrong. If you’re using the plugging in answers strategy especially, you can save yourself a lot of time by eliminating one or two of these wrong answers straight away. The fewer answers you have to try, the faster you’ll find the correct solution. And keep in mindany time they describe a figure and don’t provide you with a picture, it means that the question would be too fast and too easy to solve if they provided you with a diagram. Make the drawing yourself! It won’t take you long and it will often point you quickly in the right direction (or at least much more quickly than it would if you tried to work the question out in your head). 3) Identify problems that will take a long time Some questions are not that complicated to execute, but will take time to crunch through. Identify these and save them for last. It is also a particularly good time to use process of elimination on some of the answer choices here. That way, if you need to fill in a temporary answer, you’ve already narrowed down your potential answer options. And you’ve similarly reduced your time in hunting for the right answer if you have time to come back and solve the question later. Remember that your time is better spent on faster-to-solve questions.If the question will take you more than 30 seconds, move on. You can come back to itif you have time. As long as you’re sure to mark any question that you’ve skipped or guessed, you’ll be able to quickly find it when you come back to it later. The ACT is an uphill climb. Find your rhythm and practice smart, and you'll reach your timing goals. What to Do on Test Day 1) Take care of yourself Make sure to rest well the day before the test and eat a nutritious and filling breakfast that morning. It can be easy to let yourself get burned out and lose your pacing by doing so many questions in a short amount of time. But practice, preparation, and rest can do wonders for your focus and your stamina. 2) Don’t lose focus on the topic at hand There is only one math section on the ACT, so you must make it count. Don’t think about how the reading section went. Don’t start anticipating the science section or the essay. You will eat up your limited time if you start to get sidetracked; only think about the section you’re currently on at any given time. 3) Bank time to fill in the bubbles Always leave a minute or two before your time is up to fill in any bubbles for questions you didn’t even get a chance to look at. A 20% chance of getting the right answer is much better than 0% from a blank answer. To save yourself time in going back and forth from test to bubbles, fill in your answer bubbles in chunks as you take the test. Fill in either 10 questions at a time or two pages worth of questions at a time (whichever you like better) to keep yourself on track and prevent yourself from having to continuously flip between problem and answer. Make sure to also bring a good quality eraser. For questions that you’ve skipped and/or moved forward from, fill in your guess lightly in the bubble- dark enough to be read, but light enough to erase if you have time later to come back. The reason you should still fill in questions that you plan to come back to later is to prevent you from accidentally filling in the wrong bubbles on the test if you were to leave one blank (which would give you all incorrect answers down the line). It also prevents you from leaving a question blank if you completely run out of time and don’t have the chance to come back to the question. As always, a random answer is better than no answer on the ACT. 4) Don't worry about anyone else's pacing As much as possible, ignore everyone else in the room while you're taking your test. If you start to worry about how much faster or slower other people are taking the test, you will lose your focus. Concentrate on your test alone and disregard everyone else's pacing. Your test and your goals are all that matter. You are a test-taking island. Imagine there is no one else in the room but you. Current Score is 16 or Below: Time-Saving Strategies In addition to the general strategies for all scoring levels, there are a few other useful techniques you can use for your particular score range. If you’re at a 16 or below scaled score, your raw score is anywhere from a 1 to a 23. If you’re aiming for a scaled score of 20 (the national average), then your goal is to get 31-32 raw points. In order to save yourself time on the test, concentrate most of your attention on the first 40 questions. Doing so will give you 1.5 minutes per question instead of 1 minute. You’ve just increased your time per question by 33%! Consider these first 40 questions as your region of maximum score gain. Give these questions your greatest focus, applying your general strategies for saving time discussed earlier (moving on from problems that take more than 30 seconds, eliminating answer options when using PIA, etc.). By narrowing your concentration range, you will be able to slow down, as you won’t be as concerned with trying to finish every single question in the hour allotted. Anddon’t think just because the first 40 questions are in your point-gain range that you have to get them all right! If there are problems in those first 40 questions that you don’t know how to do, use your eliminating strategies if possible and then fill in your best guess and move on. You’re concentrating on the first 40 to save yourself time, not to necessarily get points on every single question. And lastly, remember to also leave yourself a minute or two to fill in random (or your best guess) answers for the last 20 questions. At 20% odds, you’ll get 4 of them right! Current Score is Between 16 and 24:Time-Saving Strategies If you’re currently scoring in the 16 to 24 scaled score range, your raw score is anywhere between a 23 and a 40. Take your target raw score and add 5-7. That should be your range of questions to pay attention to on the test, as it will allow you to get some wrong and still meet your score goal. For example, if you’re aiming for a score of 26, you’ll need a raw score of 43-44. This means you should focus your attention on the first 50 questions of the test. This will give you 1.2 minutes per question instead of 1 minute, which increases your time per question by 20%! As you solve these questions, apply your general time-saving strategies from above (mark questions that will take too long, use process of elimination, etc.). By putting your focus primarily- or completely- on these 50 questions, you will save yourself time from attempting the last 10 questions (which are often tricky and take the most time). Before you finish, give yourself a minute to bubble in random (or, if you have time to look at them, your best guess) answers for questions 51-60. If you guess randomly on the last 10, odds are that you’ll get 2 of them right anyway! Current Score is 24 or Above:Time-Saving Strategies If your scaled score is at 24 or above, then it means your raw score is currently a 40 or above. In your score range, you’re probably going to look over every single question to determine if it’s one you can do accurately and quickly (rather than focusing your attention on just the first 2/3rds of the test, for example). In your score range, it will be crucial to practice using your time-saving strategies that we covered for all levels above. Considering your goals, you’ll also want to experiment with shortening the time it takes you to complete each part of the math section, as if you’re running a series of sprints. To determine your current pace, split the math section into thirds and time how long it takes you to do each third. Work your way to minimizing each of these times. An example time plan might be for you to aim to finish the first 20 questions in 15 minutes, questions 21-40 in 25 minutes, and questions 41-60 in 20 minutes. By giving yourself 25 minutes for the middle section, you will be going slowly enough to (hopefully) avoid the most common careless math errors. The questions get trickier around questions 20-23, so it’s a good place to slow down a little. In this example time strategy, finish by giving yourself 20 minutes for the last 20 questions. You more than likely will not be able to finish them all in that amount of time, but you will be able to maximize your point gains in this section by finding the easiest and fastest questions to answer first. But bear in mind that this is only one possible time-planning strategy. If this one doesn’t work for you, play around with your timing until you find the right balance between speed and accuracy that best suits you personally. Treat yourself to a nice nap whenthe test isover. You earned it! The Take-Aways Without knowledge and understanding of how to approach the ACT, it is easy to find yourself panicking. The designers of the test know this, which is one of the reasons the test is so seemingly difficult. But if you familiarize yourself with the test ahead of time, focus your attention on your prime scoring range, and learn when and how to move on from difficult questions, you’ll be able to increase your time per question (as well as your overall score!). Deep breaths- you absolutely have the ability to succeed on the ACT. What’s Next? Now that you know the strategies for maximizingyour timeon the ACT, it's a good idea brush up on yourlist of must-know ACT math formulas. The better you know these, the faster you'll be at solving the math questions.And for many of you, you'll be able tosave yourself time (and increase your accuracy) by using plugging in answersor plugging in numbers strategies. If you feel you've got the timing and formulas down and want to see if you can get a perfect score, check out our article on How to an Perfect Score on the ACT Mathby a 36 ACT-Scorer. Feeling overwhelmed? Don't know where to begin?Look no further than our articles onwhat is considered a good, bad, or excellent ACT scoreand what exactly is tested on the ACT math. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The Administrative Assistant Every Boss Wants

The Administrative Assistant Every Boss Wants CareerStep offers some must-see strategies for becoming the admin assistant that your boss dreams about having. Just follow these simple rules for success and consider it done!Great administrative assistants know that the key to success on the job lies in putting together a solid work plan- one that shows that every detail, appointment, meeting, and task has been carefully considered, organized, and managed. It should also be flexible enough to deal with all those unexpected changes that can, and will, arise when least expected. Consider this your blueprint for success!You’ll also need a core set of soft skills that will empower you to capably crush any â€Å"to do† list and turn any anxiety-filled â€Å"What do I do?† to a confident â€Å"What’s next?†. Any great admin worth his or her desk pencils understands the need to be a patient, positive, and goal-focused force of nature no matter how upset, frustrated, or irrational the boss is behaving. A solid plan, open communication, and a good attitude will help you prevail in most situations. Besides, what boss wouldn’t swoon in the face of a calm, cool, and collected assistant who helps to safely pilot their plane during heavy turbulence?Here’s the best part: These essential survival skills for becoming the perfect admin assistant won’t just bring you success and accolades at work. They’ll help you nail every aspect of your life- from getting all of your important errands done to setting and achieving goals for the future and everything in between. It’s true- thinking and behaving like an administrative assistant will help you improve your entire life!Office Survival Skills for Administrative AssistantsRead More at www.careerstep.com

Assignment- Drowning in a Sea of Information Essay

Assignment- Drowning in a Sea of Information - Essay Example computers. While information overload is certainly a reality, artificial intelligence and other mechanisms which allow the sorting and prioritization of information can help in reducing this burden. In essence, the problem is to develop such systems which are as intelligent or perhaps more intelligent than human beings. The business side of the problem of information overload can be handled through data mining and the application of relevance which allow companies and business professional to decide which information is important and which is not. At the present time in the field of artificial intelligence, it is reasonable to say that while some AI systems mimic human intelligence, there is no system in the world which surpasses a human in all aspects of thought, intelligence or even social interaction. However, it is also plausible to say that the rate of development of current machines means that at some point the future, there will certainly be a time when AI based systems become more intelligent than the humans who created them in the first place. Kurzweil’s The Age of Spiritual Machines (1999) presents a very detailed look at the future of artificial intelligence in terms of where they are going and what can be expected of them in coming decades. He focuses on machine intelligence and shows that the evolution of machines has taken a similar path to the evolution of biological creatures but at a much more accelerated pace. Kurzweil describes how computational and processing power has grown exponentially in the past and records were broken as expectations were shattered. For instance, it was once thought that no computer would ever be able to beat a grand master champion at chess but the best human player in the world has been defeated by a computer specifically created for that purpose. For machines which are specifically created to handle

Was Stalinism Uniformly Applied across Central and East Europe in The Essay

Was Stalinism Uniformly Applied across Central and East Europe in The Post-war Period - Essay Example This essay shall focus on whether Stalinism was uniformly applied across East and Central Europe in the post-war period. Focus shall be shed on Poland and Hungary as case studies of scrutinizing the application of Stalinism in the countries. 2.0. Body 2.1. Stalinism in Poland The climax of Stalinism in Poland took shape in the 1950 and 1953. According to the study conducted by Coutouvidis & Reynolds (1985) at this time, Poland witnessed unvarying conquest and obligations to deal with the ideals of the Soviet communist policies. In this country, Stalin’s rule took the form of causing disorder in the society. In addition, the country was subjected to continuous forms of revulsions that saw the members of the public being deprived of various forms of rights and privileges. In reality, it is defensible to argue that the country was slowly being turned to capitulation under a dictatorial regime under the leadership of the Polish United Workers Party. With the country enjoying a dom inance of the Polish United Workers Party, the laypeople had nothing much to say, but to heed to the demands of the party. Nonetheless, it is important to comprehend that the country also had other parties, though these parties did not have any voice, and were merely ceremonial. Studies point out that these parties also worked for the benefit of the Polish United Workers Party. In the research conducted by De Weydenthal (1979), the kind of leadership in Poland relied on the hands of a few people. Through these individuals, it became a lot easier to administer dictatorial rule on the populace in the country. At this time, it is also evident that Stalin applied the use of private forces that boosted the ability of the communists to administer their ruling in the country. Additionally, through the use of the militia groups in the country, the communists were able to attract a huge number of persons into the ideology, since a lot of people in Poland did not have a soft spot for the part y. Polonsky & Drukier (1980) emphasize that a lot of crimes were committed in Stalin’s era in Poland, and all of them were well covered up by Stalin’s people. In fact the number of brutal deaths that were recorded during Stalin’s reign recorded an escalating trend, though all of them were all covered up by the people working behind Stalin. A lot of people were taken through psychological torture as well as physical, yet the officers remained innocent under the Stalin’s directions. In the case of Poland, Stalinism took the shape of destroying all the people that were against the rule as well as upcoming individuals who had the ability of overthrowing the entire system. The rates of murder went high at all levels of the society including the members of the church who were opponents of the law by Stalin. The concepts of the Soviet Union were taught to the society, even to the children of low status and the minors in the society. The country closed all the co ntacts from the West or any other diplomatic relations and shifted the attention to USSR. With the demise of Stalin, the whole situation changed and the country regained its earlier status. The populace had more enjoyed democracy that had completely been banded by Stalin.  

Napoleon and Snowball (Animal Farm) Essay Example for Free

Napoleon and Snowball (Animal Farm) Essay George Orwell’s Animal Farm is an allegorical novel that reflects events such as the Bolshevik revolution, the economic reform by Trotsky the Russian famine in 1921 and during the Stalin era before the Second World War. The pigs represent the communist leadership, and the rest of the animals on the farm symbolize the different parts of Russian society and how the communist takeover of Russia affected them. Two main characters, Snowball and Napoleon (who symbolize Trotsky and Stalin), engages in a political struggle, as both of them wanted to have the power to lead all of the animals. Although Napoleon wins the struggle in the end, Snowball’s political strategy is better than the corrupted leadership of Napoleon. Snowball cares more about the living condition of the animals. Compared to Napoleon, Snowball knows the meaning of â€Å"Animalism†, which is animals are equal and it should lead the animals to a better life. Snowball is interested in reading all kinds of books to enrich his scope of knowledge to make the animals work easier. For example, he declares the windmill idea from a book of the Jones. Also Snowball is very brave; he has studied the book of Julian Caesar and successfully led through the Battle of the Cowshed while Napoleon was hiding himself in the barn. Snowball has an intelligent and friendly character. Unlike Napoleon, Snowball never forces someone to agree with his ideas. Instead, he is good at explaining how his ideas work and persuades all the animals to believe and trust his ideas. Unlike Napoleon, Snowball does not need Squealer’s help, he can do the explaining part all by himself. Napoleon has his own ways to control other animals such as the dogs and Squealer but Snowball has different way which is the committees. Snowball seems to work better within the political system. Napoleon goes around it. Napoleon, for instance, he understands the role of force in political control and uses his attack dogs to expel Snowball from the farm. Napoleon seems to have a powerful, self-centered desire for control, while Snowball seems to think of himself as a genius who should be the one to guide the farm toward success. Snowball is the only one who knows the real meaning of â€Å"Animalism†, and he is putting out true effort to make the living standard of the animals better than before, and insists everyone is equal. After the expel of Mr. Jones, the Animal Farm is supposed to be democracy, all of the animals should decide how to do things together, any one animal to rise to greater power than any other would violate that ideal, and make Animal Farm indistinguishable from a human farm. On the other hand the only thing that Napoleon thinks about is how to gain more power and personal benefit from the farm. Snowball always comes up with some long-term plans and on the other hand Napoleon can only come up with some short-term plans. In conclusion, Snowball’s political strategy is better then the corrupted leadership of Napoleon.

Consider the characters of Mary Logan in Roll Of Thunder Hear My Cry :: English Literature

Consider the characters of Mary Logan in Roll Of Thunder Hear My Cry and Gilbert Dawson in The Sexton's Hero showing how they reflect the theme of heroism. Mary Logan in "Roll Of Thunder Hear My Cry" and Gilbert Dawson in The Sexton's Hero both have many similarities, all of which reflect the theme of heroism. Both have to fight against the expectations of the society they live in. Mary Logan lives in the USA in the 1930's. She is a young black woman living in a white mans world, she is a teacher and her family own land, which the white landowners are not very happy about. The white people believe that blacks a less worthy then whites and should know their place. Gilbert Dawson is a man living in Lancashire in the 1850's, he is meant to be strong and ready to fight, however he doesn't want to fight and this angers the rest of the community. ====================================================================== Both Mildred D. Taylor and Elizabeth Gaskell wrote their books to change peoples views on different things. Mildred D. Taylor wanted to change peoples views on black people, and Elizabeth Gaskell wanted to change peoples views on haw people should act. Both writers see people as equal. ====================================================================== In the dictionary a hero is: "A person who is admired for being brave" Mrs Gaskell's definition is ====================================================================== "One who acts up to the highest idea of duty he has been able to perform, no matter at what sacrifice." ================================================================ In fairy tales, the hero is usually a man who rescues the princess from evil. Over time the term hero has changed from the old fashioned traditional hero to modern hero's (someone who is heroic for standing by principles and suffering hardship as a result.) ===================================================================== In The Sexton's Hero, Gilbert Dawson is more of a traditional hero because he saves Letty and the Sexton's life, but dies himself. He also has some of the qualities of a modern hero as he stands up for what he believes in. However Mary Logan in "Roll Of Thunder Hear My Cry" is a modern hero, as she stands by here principles, no matter what the cost to her is. =================================================================== In "The Sexton's Hero," Gilbert Dawson is expected to support and reflect the male working class stereotype. He is expected to be "manly", physically strong and aggressive, ready to fight when necessary and to stand up to a challenge. However Gilbert Dawson goes against these expectations. He refuses to fight much to the amazement of the onlookers "it seemed such a thing for a stout young chap to be a coward and afraid." But Gilbert Dawson was not a coward or afraid.

Ge Pestel Analysis Essay

Politics highlight the role of nation governments, as the large global company, the firm has to deal with national political systems differently. The difficulties to negotiate with government conditions including tax systems, regulations and restriction which the firm has to adjust the service conditions and product requirements to get into the nation markets. These will be the huge impact which the firm has to be considered properly in order to work well with the governments and reach customer goals. However, The political conflict might have an effect on investment decisions of new entry. For example, according to Dibb and Lyndon, the research say that annually, firms in United States have to hand in tax returns to The Internal Revenue Authority on April 15th as the US government required. The other example is in Thailand. Due to inconsistency of Thai government, there was a political protester occurred in Bangkok public places such as national airport and many other important places which stop and extremely harm the economy. This shows the difference of political stability (Thailand’s Protesters Highlight Rifts, 2009). Economic The fluctuation of national growth rate and fuel price is significant. It can be the greatly impact on the firm. Operational cost and labor cost have to be considered. The firm has to avoid both of deflation and inflation of every countries because the difference of economic growth and the external factors which will affect the firm such as the unpredictable situation which come from the fluctuation of currency exchange. The different currency exchange rate has an influence on the firm in order to predict an economic performance. The term of trade to comparing import price and export price also have to be considered in order to know the balancing payments which will be the main factor causing the currency exchange rate issue. Social It depends on changes of social trend which affect the national demand. There are many variations that have to be determined including culture, norms, religion and social environment. GE considered the social issues as one of the main factors in order to doing investment in that country. For example, considering about demographic statistics in order to make the products which can support the people and get into market target. In addition, managing people in organization to work in that invested country to perceive the other opinions which will benefit for developing the product or adapting the services for satisfy the customer needs such as GE healthcare in Japan, they can get into the healthcare market because the firm investigate the market properly and make the right decision to take this advantage by selling high definition of Low-dose scans because Japanese tend to concern about health problems (GE annual report, 2011). However, The failure of investment in developing country is higher than developed country due to quality of life, living expense and social welfare. Technical According to high pace of competition, the innovative technologies are always being released by utilizing more advance technology from competitors. The firm focuses on innovative products. It will be the key to compete with others by using new business models which invented by GE technology. Whereas the development of existing products is tend to be slow down the businesses performances because the advance technology from competitors. It can see from the table as below. Environmental The company concerned about the environmental issues because the firm have to deal with different environmental factors in different countries. Although there were a degradation of environmental in Asia, the geography is also benefit to open the new industry because the expense is lower than developed countries which have high tax such as the carbon emission tax which causing the firm performance in Australia and affecting the firm investment (Meng, Siriwardana & Mcneill, 2011). Thus, the company decided to investment in developing countries instead due to low environmental regulation issues. Legal Free trade agreements signed with Japan, Australia, Vietnam, Malaysia, Thailand, Canada, German, Korea and the opening market in Southeast Asia is significant based on US trade agreements (GE News, 2011). Regarding to Opening free trade market, the firm will able to expand the businesses easily. However, the manufacturers are controlled by the laws and agreements of each country.

Vygotsky Learning Theory

Lev Semyonovich Vygotsky developed a learning theory for education based on one’s culture in the 1920s and 1930s. Even without a psychology background, he became fascinated by the subject. During his short life, he was influenced by the great social and political upheaval of the Marxist Revolution. After his death in 1934, his ideas were rejected by the U. S. S. R. and only resurfaced after the Cold War ended in 1991. Vygotsky’s theory has exceedingly influenced education in Russia and in other countries. Lev Vygotsky was born in Orsha, Western Russia, which is now Belarus in 1896.Vygotsky was born into a typical middle-class Jewish family and grew up in a predominantly Jewish town of Gomel, roughly four hundred miles from Moscow (Kouzlin, 1990). He studied and graduated law from the University of Moscow on a Jewish scholarship. After graduation, he prepared his first research project in the psychology field in 1925 with The Psychology of Art, which was not published un til the 1960s. Some time later, he became a psychologist working with Alexandar Luria and Alexei Leontiev (Gallagher, 1999). Lev Vygotsky’s socioculture theory begs to answer the question: What is culture and why is it important to a child’s learning.Dr. Diane Bukatko, psychology professor, says culture is â€Å"the many facets of the environment that humans have created and continue to produce. . . But even more importantly, culture includes language and the practices, values, and beliefs accumulated and communicated from one generation to the next† (Bukatko, 2004). Vygotsky’s theory places an emphasis on the learner’s culture. Vygotsky believed that the â€Å"child’s cognitive growth must be understood in the content of the culture in which he or she lives† (Bukatko, 2004).That is to say, he believed that a child is shaped by his or her own culture. Vygotsky believed that the social activity with â€Å"children, caregivers, peers, and tutors cultivate in them the particular skills and abilities their cultural group values† (Bukatko, 2004). This social activity is the backbone to his theory. Vygotsky had two main theories of cognitive development: the More Knowledgeable Other and the Zone of Proximal Development. The More Knowledgeable Other simply means that this is a person that has a higher understanding that the learner.This may be teacher to student or it can be student to student. Vygotsky’s other major theory, Zone of Proximal Development is the â€Å"span or disparity between what children are able to do without the assistance of others and what they are often able to accomplish by having someone more expect assist them at key points† (Bukatko, 2004). Vygotsky believed that the most effective instruction took place just slightly above the learner’s current ability. There was a study done in which children were asked which items of wooden furniture when into a doll house.Some children were allowed to play with their mother, the More Knowledgable Other, before they attempted it alone, while others were only allowed to do it by themselves. It was found that those who had previously worked with a More Knowledgable Other showed greatest improvement with their attempt than those who did not (McLeod, 2007). The most important of Vygotsky’s theories in regards to education is his Zone of Proximal Development. It gives the educator a scale defining what the learner is able to achieve with or without assistance and exactly at what level he or she can attain.Based on his ZPD, Vygotsky believed that play is a â€Å"vehicle for a child behaving more maturely than at other times† and in play â€Å"children can work at the top of their Zone of Proximal Development† (Vygotsky, 1978). Vygotsky’s Zone of Proximal Development shows what a child can learn with assistance. This can be a great tool in the teacher’s proverbial toolbox. His t heories also gives a great understanding in children learning from each other and from the teacher based on the More Knowledgeable Other and sociocultural understanding.Language and thought is sometimes believed to develop together. A child knows what a cat is before he can actually say the word. If the parent asks the child where the cat is, the child is able to point and correctly label the cat (assuming they have a cat as a pet, of course). This is directly in opposition to his idea that the child must know the spoken word â€Å"cat† before the child learns the concept. Vygotsky also believed that one’s culture is the defining growth characteristic in language and development. However, his theory states little on biological factors.

The Consequences of the Time Travel

The Consequences of the Time Travel The time travel issue is one of the most controversial questions in the filed of philosophy because it is based on the discussion of different types of the time, causes and consequences of actions, casual loops, and on analysing the past, the present, and the future as providing a range of possibilities or a range of facts.Advertising We will write a custom essay sample on The Consequences of the Time Travel specifically for you for only $16.05 $11/page Learn More It is important to pay attention to the fact that the possibility of the time travel is discussed with references to the consequences of such a journey. In his paper, William Grey is inclined to present a list of the time travel’s consequences which are characterised as intolerable because of their connection with the time travel paradoxes. Thus, the time travel can lead to the intolerable and even threatening consequences because of influencing the principle of the cause and effect in relat ion to the past and future, as a result, the most threatening are the effects of the reverse causation and casual loops associated with the fact of the time travel. The time travel is possible only with references to the Parmenidean view of reality according to which the past, the present, and the future can exist not only eternally but also during the same time period. From this point, the past, the present, and the future exist at the same moment, and any changes as the result of the time travel are impossible, but the possibility of that fact provokes the discussion of intolerable consequences. According to Grey, the intolerable consequences of the time travel if it is admitted by the philosopher are the reverse causation, casual loops, the correlation between the personal and external time, and the psychological perspective connected with the time traveller’s perception of his journey and observed anomalous reality (Grey 1994, p. 35). Grey’s argument is based on th e evidences discussed in the article by David Lewis, and it can be considered as rather persuasive because the time travel is analysed as the event which can change the reality even if this reality cannot be changed because of the Parmenidean vision of it. Thus, the most threatening effects or time travel consequences are expected in relation to the phenomena of the reverse causation and casual loops along with the closed casual chains.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Grey states that sharing the idea of the time travel, it is important to rely on the opinion that the events discussed in relation to the past and future are facts, not possibilities, because â€Å"cause and effect both exist, though temporally separated, and †¦ these two existing events stand in the casual relation† (Grey 1994, p. 37). From this perspective, the reverse causation supports the idea that time travellers cannot change the history because of principles of fatalism as accepting all the events as given facts. Grey claims, â€Å"We are all fatalists about the past, but reverse causation extends the same considerations to the future† (Grey 1994, p. 37). That is why, casual loops and the phenomenon of the reverse causation are effective for preventing time travellers from changing the history in relation to the external time. However, the problem is in the fact that time travellers remain to be able to change their personal histories in relation to the personal time. As a result, it is possible to speak about the ‘grandfather paradox’ and impossibility to change the future because of the reverse causation and necessary correlation between the personal and external time (Lewis 1976, p. 148). Thus, relying on the causal sequence as the fundament for placing the events in relation to the time, it is important to predict the possibilities to change th e reality of the past or future as well as impossibility to change anything because of the strong cause-and-effect relations. If a time traveller performs his or her journey while visiting the past, the effects of this journey are observed in the present at the moment of the journey. Thus, these two processes are possible because all the events and phenomena are facts and not possibilities. In this case, the idea of fatalism is related to the four-dimensional world and reality. On the one hand, the threatening effects are impossible because of the impossibility to change the reality and choose between the alternatives.Advertising We will write a custom essay sample on The Consequences of the Time Travel specifically for you for only $16.05 $11/page Learn More On the other hand, the threatening consequences are possible, and the time travel and the prevention of the negative effects are possible with references to focusing on the separated and even unequal t ime periods or amounts of the time in order to perform the journey (Nahin 2001, p. 102; Richmond 2001, p. 306). To meet the serious threats caused by the time travel, it is necessary to concentrate on not changing the reality significantly in order to preserve the consistency of the casual loops. The range of possibilities should be discussed as the range of facts because alternatives are not relevant in the Parmenidean perspective of the world where the past, the present, and the future are equally real and eternal and, as a result, are characterised by the real causes and consequences related to any acts. One more satisfactory way to avoid any threats of the time travel is the ignorance of any effects and consequences because people really cannot change the past with the help of the time travel as they cannot change the past with the power of their thought (Goddu 2003, p. 17). Moreover, it is impossible to change the future that is why it is impossible to realise any actions in or der to meet the possible threats appropriately. Grey pays attention to the fact that â€Å"neither what has happened nor what is going to happen can be changed. It is a mistake to suppose that we can change either† (Grey 1994, p. 37). From this perspective, any actions of a person in relation to this or that problem related to the time travel and its consequences seem to be useless because the future exist at the same moment when the problem is discussed, and it cannot be changed or influenced. The time travel is the complex issue which involves a lot of problematic philosophical questions. The time travel is threatening because of the associated reverse causation in relation to the past and the future and impact on the casual loops regarding the personal and external time which should be correlated. The present cannot exist if the past was changed, and this fact is the main threat of the time travel.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nevertheless, the past, the present, and the future exist simultaneously, and it is impossible to change them. That is why, intolerable consequences of the time travel can be prevented not only because of avoiding changes in the past or future but also because of the inner impossibility of such changes in relation to the Parmenidean paradigm. Reference List Goddu, G 2003, ‘Time travel and changing the past (or how to kill yourself and live to tell the tale)’, Ratio, vol. 16. no. 1, pp. 16-32. Grey, W 1994, ‘Some problems about time travel’, ATS1835 Study Guide, vol. 1. no. 1, pp 34-40. Lewis, D 1976, ‘The paradoxes of time travel’, American Philosophical Quarterly, vol. 13. no. 2, pp. 145-152. Nahin, P 2001, Time machines: time travel in physics, metaphysics, and science fiction, Springer, USA. Richmond, A 2001, ‘Time-travel fictions and philosophy’, American Philosophical Quarterly, vol. 38. no. 4, pp. 305-318.

Definition and Examples of Aphorisms

Definition and Examples of Aphorisms An aphorism is a  tersely phrased statement of a truth or opinion or a brief statement of a principle. This is also known as (or similar to) a  saying, maxim, adage, saw dictum, and precept. In The Advancement of Learning (1605), Francis Bacon noted that aphorisms go to the pith and heart of sciences, leaving out illustrations, examples, connections, and applications. In the  article Rhetorical Technique and Governance, Kevin Morrell and Robin Burrow observe that aphorisms are a highly flexible, powerful rhetorical format that can support claims based on logos, ethos, and pathos (Rhetoric in British Politics and Society, 2014). Examples and Observations The word aphorism was first employed by Hippocrates to describe a collection of concise principles, primarily medical, beginning with the famous, Life is short, art is long, opportunity fleeting, experimentation dangerous, reasoning difficult. . . . Eventually, the term was applied to statements of principles in law and agriculture and extended to other areas.(G. A. Test, Satire: Spirit and Art. University Press of Florida, 1991)Sits he on ever so high a throne, a man still sits on his bottom.(Montaigne)If you always do what you always did, you will always get what you always got.(attributed to Jackie Moms Mabley)I disapprove of what you say, but I will defend to the death your right to say it.(often attributed to Voltaire, the words are in fact Tallentyres summary of Voltaires attitude toward Helvetius after the burning of the latters writings in 1759)All men should strive to learn before they die, what they are running from, and to, and why.(James Thurber)The first rule of Fight Cl ub is, you do not talk about Fight Club.(Brad Pitt as Tyler Durden, Fight Club) An idealist is one who, on noticing that a rose smells better than a cabbage, concludes that it will also make better soup.(H.L. Mencken)Expect nothing. Live frugally on surprise.(Alice Walker)Your children need your presence more than your presents.(Jesse Jackson)We are what we pretend to be, so we must be careful what we pretend to be.(Kurt Vonnegut, Mother Night, 1961) A Five-Part Definition of Aphorism James Geary, in his best-selling  The World in a Phrase [2011],  gives a five-part definition of the form. It must be brief. It must be definitive. It must be personal. (I like his corollary: This is what distinguishes the form from proverbs, for instance, which are really worn-out aphorisms that have had the identity of the original author rubbed away through repeated use.) It must be philosophical. And it must have a twist.(Sarah Manguso, In Short. Harpers, September 2016) The Manipulative Power of Aphorisms Anything that can educate can also manipulate, and anyone selling anything to the public, dictators, CEOs, advertising executives, knows the power of easy-to-remember expressions. I, for one, still believe that It takes a tough man to make a tender chicken. Effective ad copy, of course, doesnt have to be true; it simply has to be catchy. But a well-honed aphorism not only stops us in our tracks; it impedes our moving forward. Even if we dont immediately buy into it, it can still deliver a wallop: There is no female Mozart because there is no female Jack the Ripper, Camille Paglia tells us. Is this worth discussing? Or are we being bamboozled by the phrases conspicuous symmetry? True or not, some aphorisms make it hard to imagine anything better ever being said on the subject. . . . And herein lies the danger as well as the appeal of the aphorism. A statement can be so well put that its cogency is entirely dependent on its formulation, but as soon as we reflect on it we may come to another conclusion.(Arthur Krystal, Too True: The Art of the Aphorism. Except When I Write: Reflections of a Recovering Critic, Oxford University  Press, 2011) The quoting of an aphorism, like the angry barking of a dog or the smell of overcooked broccoli, rarely indicates that something helpful is about to happen.(Lemony Snicket, Horseradish: Bitter Truths You Cant Avoid. HarperCollins, 2007) The Lighter Side of Aphorisms I have been testing the  aphorism, A watched pot never boils. I have boiled the same amount of water in this kettle 62 times. In some cases I have ignored the kettle; in others, I have watched it intently. In every instance, the water reaches its boiling point in precisely 51.7 seconds. It appears I am not capable of perceiving time any differently than my internal chronometer.(Lt. Commander Data in Timescape.  Star Trek: The Next Generation, 1993)

Critical response Essay Example | Topics and Well Written Essays - 1000 words

Critical response - Essay Example Furthermore, considering her cynical attitude, it is possible she hast tried very many. I am of the opinion that technology is not a panacea for educational problems. However, this does not mean that it is all bad like the writer would have us believe. In fact, the authors seeming large scale condemnation of the notion of using technology in education of children is the main point of friction from my side. The article contains five arguments against the use of technology in elementary school; thus, I will undertake to examine each of them while adding additional evidence where I deem it necessary in the quest to acquiesce to or dispute some of the claims as posited by the author. Technology may be a controversial subject in lower school because the subject in the lower school, but in upper levels, it has become part of the system. This is because their teachers are unlikely to have the luxury of using their own discretion on whether to inculcate it in the syllabi or not. This is mostly because to majority of teenagers, IT is part of their lives and many spend hours in front of computer monitors or surfing and watching videos on their Ipads and I phones. As such teachers doing things their way is likely to be the IT way. As such, the lower school students will be better placed to acclimatize themselves to the technology higher up if it is introduced early. In the initial argument, the writer posits that the benefits are not clear due to insufficient research on the subject. He goes ahead to quote some of the findings and claim that technology has been found to have negative impacts on the concentration of children. While this might have some negative effects, it is not a conclusive result either. Furthermore, by his own admission, there is not enough evidence to show the benefits then it goes without saying there is not enough to uphold

No requirement and decide by the writer Essay Example | Topics and Well Written Essays - 500 words

No requirement and decide by the writer - Essay Example Wisdom involving both data and intuition, it is a mode of thinking including everything regardless of whether one has the facts or not. Therefore the integration of both data and intuition grasps solutions. How has wisdom helped the human race? The utilization of this mode of thinking which wisdom is has seen great inventions and innovation by scientists. Some of which include finding solutions to various health problems through vaccines and treatment. Is wisdom only for a selected few or does everyone have some wisdom? Wisdom cannot be irrelevant simply by the reason that its character and definition includes both internal and external components which everyone has (Wisdom Research, 2009). The four distillations of human wisdom form the pinnacle of human wisdom. Experiences in love, hope, grace and confidence are necessary for every human being to mature and understand themselves and others. It is the polite, controlled and pleasant manner of behaving that is smooth and attractive to others. Not everyone can be graceful and that is why it is a pinnacle of human wisdom. It takes wisdom to be able to carry oneself in a certain attractive and pleasant manner before others (Hummel, 2014). It is an expectation or desire for a certain thing to happen either to one or another. As humans, we are all faced with different situations that may need a hopeful attitude. It takes wisdom to have hope in situations where the reality states otherwise from our expectations (Hummel, 2014). It is a firm trust in something or someone. The feeling that one can rely on someone or something to accomplish a certain task. Experiences have taught many of us the people we can trust and those we cannot. Having confidence in someone depends on our past experience or others past experience with a person or something. Wisdom is what helps us to know if we should have confidence or not (Hummel,

The Views of the Managers in the International Organisations Regarding Research Paper

The Views of the Managers in the International Organisations Regarding Global Convergence - Research Paper Example According to some academics, globalization can lead to a single model, which closely resembles with that of American Corporate Governance Model as they believe that it is the most successful model. Some of the people in spite of supporting convergence thesis do not agree that it has to be a copy of Anglo-American convergence model. According to them, a hybrid system can emerge on the basis of the best features of the prime governance models and also supports the hybrid stream of thinking of the Standard School. But, according to the Diversity School academics, global convergence will not happen. According to them, cultural diversity and the difference in legal as well as economic systems along with the variant aspirations and goals prevalent in the society will not lead to global convergence. Mainstream governance thinking is highly influenced by geographical boundaries. It is practically impossible to find two countries with identical characteristics of corporate governance; actuall y, each country is characterised by its unique governance model. The corporate Governance model is referred to as the specific structures and processes, which are embodied in a country’s institutional, legal and cultural context. Attention towards corporate governance has mainly grown out of shareholder activism of the institutional shareholders in the Anglo-American context. Under the pressure of shareholder activism, the listed firms along with the stock exchange authorities realised the need for good corporate governance.

Strategies to Lower Carbon Dioxide (CO2) Emissions

Strategies to Lower Carbon Dioxide (CO2) Emissions Carbon dioxide emissions from Annex I countries have established since 1990 but are growing rapidly in developing countries (non Annex I countries) at a rate of approximately 4% per year which is reflected in the world emissions which are growing roughly 600 million tons of CO2 per year. Carbon dioxide emissions are the dominant component of greenhouse gas emissions, but represented in 2006 only 69,6% of the total emissions. The remaining 30.4% are methane (CH4), nitrous oxide (N2O) and fluorinated gases with high global warming potential (GWP) which are: SF6 (sulphur hexafluoride), HFCs (hydrofluorcarbons) and PFCs (perfluorcarbons). (Figure 4). Usually one expresses GHG emissions in CO2 equivalent. Total emissions in 2005 were approximately 45 Gtons of CO2.equivalent of which 30 Gtons of CO2. To reduce CO2 and other GHG emissions became thus one of the most urgent tasks we are facing today. There are two approaches to handle this problem: use energy more efficiently, consequently emitting less CO2 and extending the life of fossil fuels reserves. increase the contribution of renewable energies in the world energy matrix National governments as well as some sectors of the productive system (industry, transportation, residential and others) can adopt these solutions in differentiated degrees. In industrialized countries, which have already reached a high level of energy consumption per capita, energy efficiency is the low hanging fruit approach that can be more easily implemented. Renewable energies can also play a significant role. In developing countries where energy consumption per capita is low, and the need for the growth for energies services is inevitable, it can be done incorporating early, in the process of development, clean and efficient technologies as well as renewable energies, following a different path than that done in the past by todays industrialized countries We will discuss hereafter the potential of energy efficiency, renewable energies and emissions trading schemes in achieving the objectives of reducing greenhouse gas emissions. RENEWABLE ENERGIES Table I lists the renewable energy used in the world at the end of 2008 by all types of renewable sources, as well their yearly growth rates. Traditional biomass is left out of this table because it is used mainly in rural areas as cooking fuel or charcoal in ways that are frequently non renewable, leading to deforestation and soil degradation Renewables (including large hydro) represented, in 2008, approximately 5% of the world?s total primary energy consumption but are growing at a rate of 6.3% per year while total primary energy supply is growing at a smaller rate of approximately 2% per year. Taking into account the appropriate efficiency and capacity factors* the numbers in Table I can be converted into the total primary energy contribution from renewables (Table II) and Figure 6. An extrapolation of the contribution of renewables up to 2030 on the basis of the rates of growth in the last 10 years is shown in Figure 7. To give an idea of the effort that would be needed to curb CO2 emissions up to 2050 the IEA produced recently two scenarios of what would be required in terms of renewables in the electricity sector. The results are shown in Table III. In the IEA Scenarios nuclear energy and coal and gas fired thermal power plants (with carbon capture and storage CCS) are included. These numbers are very large but give an idea of the effort required to prevent a catastrophic climate change. The main policy instruments used to accelerate the introduction of renewables in the energy system of a number of countries are feed in tariffs and renewable portfolio standards (RPS) Feed-in tariffs: this is a policy adopted by governments to accelerate the introduction of renewable energy sources in their matrixes. Power companies are obliged to buy renewable energy from independent producers, at a fixed price above the average cost of production. These incremental costs of renewable energy over fossil fuels can be transferred to consumers. Germany has had striking success with feed-in tariffs over the last two decades, supplying 15% of its energy needs through renewable sources. The German approach involves guaranteed fixed payments for 20 years designed to deliver a profit of 7 to 9 percent. The rates charged vary by energy source and are tied to the cost of production. The rates paid for new contracts decline annually, forcing the green energy sector to innovate. Renewable Portfolio Standards: such approach places an obligation on electricity supply companies to produce a specified fraction of their electricity from renewable energy sources (typically 10-20%). Certified renewable energy generators earn certificates for every unit of electricity they produce and can sell these along with their electricity to supply companies. RPS-type mechanisms have been adopted in the UK, Italy and Belgium, as well as in 27 States in the US and the District of Columbia. Regulations vary from state to state, and there is no federal policy. Four of the 27 states have voluntary rather than mandatory goals. Together these 27 states account for more than 42 percent of the electricity sales in the country. Renewable energies are being introduced in a significant way in many countries particularly in Europe in the form of distributed generation* ( ) (mostly renewable) which seems to be the approach to be used in large scale in the future. (Figure 8) ENERGY EFFICIENCY The amount of energy required to provide the energy services needed depends on the efficiency with which the energy is produced, delivered and used. Gains in energy efficiency are usually measured by indicators, one of which is called energy intensity and defined as the energy necessary (E) per unit of gross domestic product (GDP). I = E/GDP Reduction in the energy intensity over time indicate that the same amount of GDP is obtained with a smaller energy input as shown in Figure 9. In terms of CO2 emissions for the OECD countries means a reduction of emissions of roughly 350 million tons of CO2 per year. The reasons for such decline are a combination of the following factors. structural changes in industrialized and transition countries which can come from increased recycling and substitution of energy-intensive materials improved material efficiency and intensified use of durable and investment goods, shifts to services and less energy-intensive industrial production, and saturation effects in the residential and transportation sectors (i.e., a limit to the number of cars, refrigerators, television sets, etc., that a society can absorb). Since more than 80% of the energy used in the world today comes from fossil fuels the reduction in energy intensity is reflected in a reduction in carbon intensity (I=CO2/GDP) which is shown in Figure 11. As can be seem there is a steady decline in the carbon intensity in OECD countries. In non-OECD countries there was also a decline but it has stabilized after the year 2000. Over the next twenty years the amount of primary energy required for a given level of energy services could be cost-effectively reduced by 25 to 35 percent in industrialized countries. Reductions of more than 40 percent are cost-effectively achievable in transitional economies within the next two decades. In most developing countries ? which tend to have high economic growth and old capital and vehicle stocks ? the cost-effective improvement potential ranges from 30 to more than 45 percent, relative to energy efficiencies achieved with existing capital stock. The combined result of structural changes and efficiency improvements could accelerate the annual decline in energy intensity to perhaps 2.5 percent. How much of this potential will be realized depends on the effectiveness of policy frameworks and measures, changes in attitude and behavior, as well as the level of entrepreneurial activity in energy conservation and material efficiency. Standards (e.g., building codes; well-informed consumers, planners, and decision makers; motivated operators; market-based incentives such as certificate markets; and an adequate payments system ( ) for energy) are central to the successful implementation of energy efficiency improvements. EMISSIONS TRADING In addition to national efforts to curb GHG emissions through increased energy efficiency measures and the use of renewable energy source trading emissions is a strategy used to control pollution by providing incentive s for achieving reductions in the emission of pollutants. Usually it is called a ?cap and trade? system and the way is works is the following: A central authority (usually a government or international body) sets a limit or cap on the amount of a pollutant that can be emitted. Companies or other groups are issued emission permits and are required to hold an equivalent number of allowances (or credits) which represent the right to emit a specific amount. The total amount of allowances and credits cannot exceed the cap, limiting total emissions to that level. Companies that need to increase their emission allowances must buy credits from those who pollute less. The transfer of allowances is referred to as a trade. In effect, the buyer is paying a charge for polluting, while the seller is being rewarded for having reduced emissions. An early example of an emission trading system has been the SO2 trading system under the framework of the Acid Rain Program of the 1990 Clean Air Act in the U.S. Under the program, which is essentially a cap-and-trade emissions trading system, SO2 emissions were reduced by 50 percent from 1980 leve ls by 2007. Some experts argue that the cap and trade system of SO2 emissions reduction has reduced the cost of controlling acid rain by as much as 80 percent versus source-by-source reduction?.( ) At the international level the Kyoto Protocol (KP) adopted in 1997 and which came into force in 2005, binds most developed nations to a cap and trade system for the six major greenhouse gases. In spite of being a signatory of the United Nations Framework Convention on Climate Change (UNFCCC), the United States is the only industrialized nation (i.e., under the KP Annex I) which has not ratified and therefore is not bound by it. Emission quotas were agreed by each participating country, with the intention of reducing their overall emissions by 5.2% of their 1990 levels by the end of 2012. Under the Treaty, for the 5-year compliance period from 2008 until 2012, nations that emit less than their quota will be able to sell emission credits to nations that exceed their quota through use of the following flexibility mechanisms: Joint Implementation projects (JI) Clean Development Mechanism (CDM) International Emissions Trading (IET). The second commitment period of the KP, together with a long-term cooperative action under the UNFCCC, will be discussed by nations at the end of 2009. THE EUROPEAN UNION EMISSIONS TRADING SCHEME (EU ETS) The European Union Emission Trading System (EU ETS) is the largest multi-national, emissions trading scheme in the world, and is a major pillar of EU climate policy. Under the EU ETS, the governments of the EU Member States agree on national emission caps which have to be approved by the EU commission, allocate allowances to their industrial operators, track and validate the actual emissions in accordance against the relevant assigned amount. In the first phase (2005-2007), the EU ETS includes some 12,000 installations, representing approximately 40% of EU CO2 emissions, (2.4 billion tons of CO2 equivalent) covering energy activities (combustion installations with a rated thermal input exceeding 20 MW, mineral oil refineries, coke ovens, production and processing of ferrous metals, mineral industry (cement clinker, glass and ceramic bricks) and pulp, paper and board activities. The scheme, in which all 15 member states that were then members of the European Union participated, nominally commenced operation on January 1st, 2005, although national registries were unable to settle transactions for the first few months. The first trading period of the EU ETS ran for three years, from January 1st, 2005 until the end of 2007. With its termination first phase allowances became invalid. The goal of the trial period was primarily to gain experience with key elements of the trading system in order to have a fully operational system for 2008-2012 when compliance with binding reductions would be required under the Kyoto Protocol. (Table IV) The price of allowances increased more or less steadily to its peak level in April 2006 of about ?30 per tonne CO2, but fell in May 2006 to under ?10/ton on news that some countries were likely to give their industries such generous emission caps that there was no need for them to reduce emissions. When the publication of 2005 verified emissions data in May 2006 highlighted this over-allocation, the market reacted by substantially lowering the price of allowances. Prices dropped precipitously to ?1.2 a tonne in March 2007, declining to ?0.10 in September 2007, because allowances could not be carried over or ?banked? and used in the next trading period. Although the first phase ended disastrously, because the allowances could not be banked to the next phase, it did not impact on the prices for contracts for 2008, the first year of the second phase. Market participants knew already in 2007 that phase II would be more stringent in relation to the cap and less lenient in relation to allowances, which explains the high prices for 2008 allowances. The first EU ETS Trading Period expired in December 2007. Since January 2008, the second Trading Period is under way which will last until December 2012. Currently, the installations get the allowances for free from the EU member states governments. Besides receiving this initial allocation on a plant-by-plant basis, an operator may purchase EU allowances from others (installations, traders, the government). In January 2008, the European Commission proposed a number of changes to the scheme, including centralized allocation (no more national allocation plans) by an EU authority, a turn to auctioning a greater share (60+ %) of permits rather than allocating freely, and inclusion of other greenhouse gases, such as nitrous oxide and per-fluorocarbons. These changes are still in a draft stage; the mentioned amendments are only likely to become effective from January 2013 onwards, i.e. in the third Trading Period under the EU ETS. Also, the proposed caps for the third Trading Period foresee an overall reduction of greenhouse gases for the sector of 21% in 2020 compared to 2005 emissions. The EU ETS has recently been extended to the airline industry as well, but these changes will not take place until 2012. In addition, the third trading period will be both more economically efficient and environmentally effective. It will be more efficient because trading periods will be longer (8 years instead of 5 years), and a substantial increase in the amount of auctioning (from less than 4% in phase 2 to more than half in phase 3). The environmental effectiveness will be guaranteed by a robust and annually declining emissions cap (21% reduction in 2020 compared to 2005) and a centralized allocation process within the European Commission. A robust secondary market for carbon certificates exists through which investors bank on the future value of the EU ETS certificates changing many times. However the ETS doesn?t include transport, thus this action is limited to industrial process and energy sector. JOINT IMPLEMENTATION (JI) Joint implementation is one of flexibility mechanisms set forth in the Kyoto Protocol to help countries with binding greenhouse gas emissions targets (so-called Annex I countries) meet their obligations. In this mechanism any Annex I countries can invest in emission reduction projects (referred to as Joint Implementation Projects) in any other Annex I country as an alternative to reducing emissions domestically. In this way countries can lower the costs of complying with their Kyoto targets by investing in greenhouse gas reductions in an Annex I country where reductions are cheaper, and then applying the credit for those reductions towards their commitment goal. The process of receiving credit for JI projects is somewhat complex. Emission reductions are awarded credits called Emission Reduction Units (ERUs), where one ERU represents an emission reduction equaling one tonne of CO2 equivalent. The ERUs come from the host countrys pool of assigned emissions credits, known as Assigned Amount Units, or AAUs ( ). After a long preparatory process JI projects began to take shape. As of June 2009, 207 projects have been submitted. If all implemented they will lead to emissions reduction of 338,048 million times CO2 equivalent in the period 2008-2012. The great majority of the projects are in the Russian Federation and Eastern European countries. The number of JI projects by type is given in Figure 14. So far the only certificates issued (ERUs) emissions reduction units are 651 thousand CO2 equivalent for coal bed/mine methane. CLEAN DEVELOPMENT MECHANISM (CDM) The Clean Development Mechanism is an arrangement under the Kyoto Protocol allowing industrialized countries with a greenhouse gas reduction commitment (called Annex B countries) to invest in projects that reduce emissions in developing countries as an alternative to more expensive emission reductions in their own countries. A crucial feature of an approved CDM carbon project is that it has established that the planned reductions would not occur without the additional incentive provided by emission reductions credits, a concept known as additionality. The CDM allows net global greenhouse gas emissions to be reduced at a much lower global cost by financing emissions reduction projects in developing countries where costs are lower than in industrialized countries. The CDM is supervised by the CDM Executive Board (CDM EB) and is under the guidance of the Conference of the Parties (COP/MOP) of the United Nations Framework Convention on Climate Change (UNFCCC). By June 1 2009, 4,417 projects have been submitted which if all implemented correspond to 2,931,813 million tons of CO2 equivalent. It represents roughly 1% of the total necessary effort to curb GHG emissions until 2050. Roughly 75% of the CDM projects are in China. In contrast to emissions trading schemes which are actively traded in the stock market JI and CDM are project-based transaction. THE STIMULUS PACKAGE A significant amount of the stimulus package adopted by a number of governments to face the financial crisis of 2007/2008 is made of investments in so called ?green? activities. They amount to 6% of the total recovery packages announced by governments (US$184.9billion dollars). (Figure 17) China and the US remain the leaders, in nominal terms, of the green stimuli activities, earmarking US$ 68.7 billion and US$ 66.6 billion respectively. The sector break-down shows that energy efficiency (Figure 18) remains at the heart of the low-carbon fiscal stimuli. Accounting for as much as 36% of the total US$ 184.9 billion, the sector will receive a boost of some US$ 65.7 billion globally, mainly via building efficiency projects. In addition to that, US$ 7.9 billion has been announced for research and development in energy efficiency. The second major winner is electricity grid infrastructure. More than US$ 48.7 billion has been earmarked for its development and upgrade, accounting for some 26% of the total funds. The Department of Energy has already disbursed US$ 41.9 million in grants for fuel cell energy projects. Furthermore, US$ 101.5 million has been directed to wind energy research and detailed plans have been disclosed on US$ 2.4 billion to be spent on carbon capture and storage and US$ 4 billion for grid upgrades. Details of almost US$ 1.3 billion, out of US$ 2 billion to support energy science research, have also been confirmed and there are now only some US$ 725 million remaining to be allocated.