The Election Of 1860, The North And Southern States Of...

For years prior to the Election of 1860, the Northern and Southern states of America were growing apart. Problems decades earlier such as the South’s lack of railroads were coupled with more recent arguments concerning the future of slavery in America and whether it should be allowed in new territories. Following closely on the heels of many of these divisive problems was the Election of 1860, in which Abraham Lincoln won without carrying a single Southern state. Although it was not his intention, Lincoln’s victory in the Election of 1860 proved to be the final straw for the South, and quickly caused the secession of seven Southern states, ultimately leading to the deadliest war in American history, and the end of slavery in the United States. In the years leading up to the Election of 1860, tensions between the North and the South had been growing steadily. The main reason for this tension was the issue of slavery, and whether or not it would be allowed in new territo ries. Just two of the many controversies surrounding slavery at this time were the Compromise of 1850 and the Kansas-Nebraska Act. The Compromise of 1850 saw California admitted as a free state, and a more strict fugitive slave law introduced. The admission of California as a free state tipped the balance between free and slave states in the Senate, angering many Southerners. The new fugitive slave law angered people in the North because it put all blacks in jeopardy of becoming enslaved regardless ofShow MoreRelatedThe Impact Of The 1860 Presidential Election1442 Words   |  6 PagesAssess the influence of the 1860 presidential election as a cause of the American Civil War The 1860 presidential election of Abraham Lincoln greatly contributed to the outbreak of the Civil War. Abraham Lincoln, born in Kentucky on February 12, 1809, served as the sixteenth president of the United States. He was the very first Republican to serve as president, eventually leading the Union to victory during the civil war. Lincoln opposed the idea of the expansion of slavery but acknowledged thatRead MoreThe Decade Of Crisis During The 1800s996 Words   |  4 PagesDecade of Crisis The period of time including the 1850s-1860s was considered the decade of crisis. This time period consisted of many abolitionist movements, rebellions, and an election in 1860. It also included secessions of states, and eventually triggered the civil war. There were two highly influential people involved in this decade; John Brown and Abraham Lincoln. They positively affected the United States of America. By 1857, Brown returned to the East and began raising money to carry outRead MoreEssay Souths Seccesion and Start of Civil War698 Words   |  3 Pagesthe 1860’s, the people in this country were slowly being divided. From 1850 to 1861, it was apparent that the union was separating into the North and the South and battle was soon to follow. With this division, peace could not continue amongst the country, for the country was filled with problems that affected the common Americans. With the events that led up to the war, the South felt like they had every reason to secede from the United States of America. The divided economies of the North and SouthRead MoreThe War Of The American Civil War1324 Words   |  6 Pagessuch as the Missouri Compromise, Kansas Nebraska Act, Dred Scott Decision, and the Election of Abraham Lincoln resulted in the four yearlong battles between the Northern and Southern states due to social and economic differences on the idea of slavery. In the 19th century, America described their westward expansion as the Manifest Destiny. The topic of slavery was still at a dispute in America. The Southern States, whose economies were heavily dependent on agriculture, needed slave labor for theRead MoreThe War Between The United States944 Words   |  4 PagesThe Causes to the War Between the States The Road of the United States in becoming a truly united nation has not been a path without turmoil. Many lives were laid down to form the structure of this country and fought for its right to freedom. One of the bloodiest conflicts in the United States’ history was the war between states or more commonly referred as the Civil War. This war leads to much unnecessary violence ridden battles that were precluded by many cases. The Civil War had many profoundRead MoreThe Road Of The United States937 Words   |  4 PagesRoad of the United States in becoming a truly united nation has not been a path without turmoil. Many lives were laid down to form the structure of this country and fought for its right to freedom. One of the bloodiest conflicts in the United States’ history was the war between states or more commonly referred as the Civil War. This war leads to much unnecessary violence ridden battles that were preluded by many causes. The Civil War had many profound effec ts on how the United States ran as a countryRead MoreThe Secession Crisis Of 1860-18611637 Words   |  7 Pagesmany events had impacts on the United States that lead up to the secession crisis of 1860-1861. Slavery had great impacts on the country, such as the economic effect of the South overestimating its importance due to the prevalence of slave grown cotton. Westward expansion had the social effect of the citizens of territories wanting statehood to get into arguments and civil wars due to popular sovereignty. States rights had the political effect of the southern states believing that since they agreed toRead MoreThe American Civil War Was An Internal Conflict Fought1527 Words   |  7 PagesAmerican Civil War was an internal conflict fought in the United States from 1861 to 1865. The Union faced secessionists in eleven Southern states grouped together as the Confederate States of America. The Union won the war, which remains the bloodiest in U.S. history. Among the 34 U.S. states in February 1861, seven Southern slave states individually declared their secession from the U.S. to form the Confederate States of America. War broke out in April 1861 when Confederates attacked the U.S.Read MoreThe American Civil War981 Words   |  4 PagesThe American Civil War was one of the major events in history that helped develop America to what it is today. Many people think that the American Civil War was fought over the issue of slavery alone, but in reality it was caused by many disagreements and events between the northern free states and southern slave states that occurred prior to the war. Monetary alterations were one of the main reasons the North and South had many conflicts and differences in beliefs. The Civil War was an inevitableRead MoreThe United States And The Civil War1064 Words   |  5 Pagessucceeded from the United States of America. However, Abraham Lincoln’s initial goal was to keep the Union as a whole, as he continu ously worked on achieving this goal. There are many accountable reasons for the Civil War, but the disagreement on slave vs. free states and the election of 1860 were the two main causes to the succeeding of the south. Slavery had always been a big issue in the 19th century. The south believed that slavery was essential for the development of the southern economy. As seen in

You will select a company from this list, Example

Essays on You will select a company from this list, http://fortune.com/fortune500/ and you will analyze the companys financial performance, highlighting accounting principles and methods learned in this course. This project requires you to present, review, and anal Essay Financial Analysis – Tesco PLC Financial Analysis – Tesco PLC The company selected for financial review in this report is Tesco PLC, which is ranked at 63rd position in Fortune 500 companies list. The company is one of the leading global retail companies, which has its head office in the UK and operates retail stores in UK, China, and Europe. The current report discusses basis for preparation of financial statements and the company’s financial performance using financial ratio analysis and trend analysis is evaluated. It also indicates the use of financial information by different stakeholders. To support the discussion, a review of internal controls of Tesco is included. The company records and reports its financial statements â€Å"in accordance with International Financial Reporting Standards (IFRS), IFRS Interpretation Committee (IFRIC) and the Companies Act (2006)† (Tesco Annual Report 2014, 2014, p.72). The company prepares financial statements on a consolidated basis including financials of the parent company and its subsidiaries and joint ventures and associates. It allows stakeholders to have a complete view of the company’s performance in all segments of market and business functions. The company uses historical cost method for determining values of its assets and liabilities. The company records its assets, liabilities, and equity on an accrual basis. The company to record certain assets and liabilities at their fair values uses IAS 13 â€Å"Fair value measurement†. The company record inventory of goods and properties held for sale at the lowest of their cost or fair value (Tesco Annual Report 2014, 2014, p.76). It also records sale of goods upon transfer of risk and reward of ownership to the buyer and realizes revenues generated from such transactions. There are various reporting standards such as IFRS 10, IFRS 11, IFRS 12, etc. that the company did not use that could affect its current reported financial statements (Tesco Annual Report 2014, 2014, p.79). The company’s accounting policies are helps users of financial information including creditors, lenders, tax and regulatory authorizes, and shareholders to understand basis of financial statements. It increases the comparability and transparency of financial information of different companies operating in the same or different industries. The segmental reporting included in notes to the group financial statements indicated that UK is the largest market of the company. However, the company generates highest trading margin from its operations in Asia. In addition to the company’s retail business it also operates a bank i.e. Tesco Bank (Tesco Annual Report 2014, 2014, p.80). Such information helps users to identify weaknesses of the business in different markets and explore its strategies to limit its losses. In case of Tesco, its poor performance in North America market was subjected to heavy criticism by shareholders. The company has a formal and well-defined Code of Conduct and internal policies that are aimed at protecting employees and customers of the company. The company’s governance committees ensure that the company’s operations and management comply with the Code of UK Corporate Governance (Tesco Annual Report 2014, 2014, p.19). The company has executive and non-directors on its board of directors. The company provides fees, bonuses, and share options to directors. The details of remuneration are provided in the company’s annual report. The board of directors is responsible for implementing and ensuring compliance with risk management and internal control policies and procedures. The company has a comprehensive system for estimating risks and their impact on the continuity of the business. The company’s internal control framework assigns responsibilities to individuals and business functions to deal with different forms of risks. The Audit Committee performs reg ular reviews of the company’s risk management and internal controls in order to keep these abreast to address any new issues and risks that the company may face. The company’s external auditors (PricewarehouseCoopers) review information related to the internal control and compliance with the code of to affirm going concern of the business. The disclosure pertaining to corporate governance, risk management and internal controls is useful for shareholders who have limited access to the company’s internal documents and therefore, audited information is highly valuable in order to assess the business ability to serve monetary interests of the company’s shareholders. The company’s financial performance during the last two reported years is analyzed by financial ratio and trends analyses. The company’s liquidity position measured by current ratio and quick ratio indicates weak position of the business. The values of ratios remained below one in both years. However, these are in line with the trends of the retail industry as businesses tend to hold large inventories held for sale in their stores to avoid disruptions in their supply chain. The company’s remained efficient in terms of collection of its receivables in a short period of 14 and 12 days in 2013 and 2014. However, the slow movement of inventory could be of concern for the management as it held up a large proportion of the company’s cash. The company’s asset turnover indicated that the company only generated  £1.26 and  £1.27 per  £1 invested in the company’s assets. It indicated that the company had high value of assets generating low value of sales. The management report supported this finding as the company future strategic plans are aimed at closing down large stores yielding low returns and are focused on improving the company’s online store and smaller stores network (Tesco Annual Report 2014, 2014). The company’s capital structure indicated that the company had a high level of external borrowing. Total debt ratio values were 2.01 and 2.41 in 2013 and 2014. Majority of the company’s borrowing was in the form of long-term debentures issued by the company. It was indicated by long-term debt to equity ratio values of 0.60 and 0.63 in 2013 and 2014. Although the company generated sufficient operating profits to meet its interest obligations, the shareholders may be concerned about high level of gearing. It is because the company would have to make payments of principal and interest charge before earnings could be distributed to shareholders. The company’s profitability remained very low in both 2013 and 2014. The lack of focus in the UK market by the company in the recent years had put the company in a weak position in comparison to its competitors such as Sainsbury’s, Aldi etc. Lower profitability could affect investment by shareholders in the company. It could create problems for the company that is already faced with a slowdown in its growth and declining market share. The company only generated ROE of 0.14% and 6.59% and ROA of 0.05% and 1.94% in 2013 and 2014 respectively. The company’s EPS slightly improved from 19.06p in 2013 to 23.72p in 2014. The P/E ratio values were at the end of each year were 16.88 and 14.52 in 2013 and 2014 as the company’s stock price declined due to poor sentiments in the equity market related to the company’s results in the UK market and reduction in its market share. The trend analysis indicated major improvement in the company’s profits in 2014. The trend analysis and key financial ratio values can also assist management in order to identify weak areas of the business. In fact, managers can use real time information from different business functions to carry out the analysis on a regular basis and undertake measures to improve the strategic direction of the business. It would help in improving the business performance and achievement of corporate objectives. References Tesco Plc. (2014). Retrieved December 13, 2014, from https://uk.finance.yahoo.com/q/hp?s=TSCO.Lb=21a=01c=2013e=22d=01f=2013g=d Maynard, J. (2013). Financial Accounting, Reporting, and Analysis. Oxford: Oxford University Press. Tesco Annual Report 2014. (2014) London: Tesco Plc. Tesco Plc. (2014a). History. Retrieved December 13, 2014, from http://www.tescoplc.com/index.asp?pageid=11 Liquidity Ratios 2013 2014 Current Ratio Current Assets/Current Liabilities 0.70 0.77 Current Assets 13,096 15,572 Current Liabilities 18,703 20,206 Quick Ratio Current Assets-Inventory/Current Liabilities 0.50 0.59 Current Assets 13,096 15,572 Inventory 3,744 3,576 Current Liabilities 18,703 20,206 Efficiency Measures 2013 2014 Receivables Turnover Sales/Accounts Receivables 25.11 29.02 Sales 63,406 63,557 Accounts Receivables 2,525 2,190 Receivables Turnover Period 365/Receivables Turnover 14.54 12.58 Receivables Turnover 25.11 29.02 Inventory Turnover Cost of Sales/Inventory 15.83 16.65 Cost of Sales 59,252 59,547 Inventory 3,744 3,576 Inventory Turnover Period 365/Inventory Turnover 23.06 21.92 Inventory Turnover 15.83 16.65 Asset Turnover Sales/ Total Assets 1.26 1.27 Sales 63,406 63,557 Total Assets 50,164 50,129 Leverage Measures 2013 2014 Long Term Debt Ratio Long Term Debt/Total Assets 0.20 0.19 Long Term Debt 10,068 9,303 Total Assets 50,164 50,129 Long Term Debt to Equity Ratio Long Term Debt/ Total Equity 0.60 0.63 Long Term Debt 10,068 9,303 Total Equity 16,661 14,722 Total Debt Ratio Total Debt/Total Equity 2.01 2.41 Total Debt 33,468 35,442 Total Equity 16,661 14,722 Times Interest Earned Operating Profit/Interest Expense 4.61 4.66 Operating Profit 2,382 2,631 Interest Expense 517 564 Profitability Ratios 2013 2014 Operating Profit Margin Operating Profit/Sales 3.76% 4.14% Operating Profit 2,382 2,631 Sales 63,406 63,557 Net Profit Margin Net Profit / Sales 0.04% 1.53% Net Profit 24 970 Sales 63,406 63,557 Return on Assets Net Profit / Total Assets 0.05% 1.94% Net Profit 24 970 Total Assets 50,164 50,129 Return on Equity Net Profit / Total Equity 0.14% 6.59% Net Profit 24 970 Total Equity 16,661 14,722 Return on Capital Net Profit / Total Capital 0.03% 1.36% Net Profit 24 970 Total Capital 69,149 71,528 Market Ratios Diluted EPS    23.72 19.06                   P/EPS Price / EPS 14.53 16.88 Price per Share 344.55 321.79 EPS 23.72 19.06 Group income statement - Horizontal Year ended 22 February 2014 52 weeks 2014  £m Change  £m Change % 52 weeks 2013 (restated*)  £m Continuing operations             Revenue 63,557 151 0.24% 63,406 Cost of sales (59,547) 295 -0.50% (59,252) Gross profit 4,010 (144) -3.47% 4,154 Administrative expenses (1,657) 175 -11.81% (1,482) Profits/losses arising on property-related items 278 568 -195.86% (290) Operating profit 2,631 249 10.45% 2,382 Share of post-tax profits of joint ventures and associates 60 (12) -16.67% 72 Finance income 132 12 10.00% 120 Finance costs (564) (47) 9.09% (517) Profit before tax 2,259 202 9.82% 2,057 Taxation (347) 182 -34.40% (529) Profit for the year from continuing operations 1,912 384 25.13% 1,528 Discontinued operations             Loss for the year from discontinued operations (942) 562 -37.37% (1,504) Profit for the year 970 946 3941.67% 24                Attributable to:             Owners of the parent 974 946 3378.57% 28 Non-controlling interests (4) - 0.00% (4)    970 946 3941.67% 24 Group income statement – Vertical Year ended 22 February 2014 52 weeks 2014  £m Proportion 52 weeks 2013 (restated*)  £m Proportion Continuing operations             Revenue 63,557 100% 63,406 100.00% Cost of sales (59,547) -94% (59,252) -93.45% Gross profit 4,010 6% 4,154 6.55% Administrative expenses (1,657) -3% (1,482) -2.34% Profits/losses arising on property-related items 278 0% (290) -0.46% Operating profit 2,631 4% 2,382 3.76% Share of post-tax profits of joint ventures and associates 60 0% 72 0.11% Finance income 132 0% 120 0.19% Finance costs (564) -1% (517) -0.82% Profit before tax 2,259 4% 2,057 3.24% Taxation (347) -1% (529) -0.83% Profit for the year from continuing operations 1,912 3% 1,528 2.41% Discontinued operations    0%       Loss for the year from discontinued operations (942) -1% (1,504) -2.37% Profit for the year 970 2% 24 0.04%                Attributable to:             Owners of the parent 974 2% 28 0.04% Non-controlling interests (4) 0% (4) -0.01%    970 2% 24 0.04% Group balance sheet - Horizontal    22 February 2014  £m Change  £m Change % 23 February 2013  £m Non-current assets             Goodwill and other intangible assets 3,795 (567) -13.00% 4,362 Property, plant and equipment 24,490 (380) -1.53% 24,870 Investment property 227 (1,774) -88.66% 2,001 Investments in joint ventures and associates 286 (208) -42.11% 494 Other investments 1,015 197 24.08% 818 Loans and advances to customers 3,210 745 30.22% 2,465 Derivative financial instruments 1,496 (469) -23.87% 1,965 Deferred tax assets 73 15 25.86% 58    34,592 (2,441) -6.59% 37,033 Current assets             Inventories 3,576 (168) -4.49% 3,744 Trade and other receivables 2,190 (335) -13.27% 2,525 Loans and advances to customers 3,705 611 19.75% 3,094 Derivative financial instruments 80 22 37.93% 58 Current tax assets 12 2 20.00% 10 Short-term investments 1,016 494 94.64% 522 Cash and cash equivalents 2,506 (6) -0.24% 2,512    13,085 620 4.97% 12,465 Assets of the disposal group and non-current assets classified as held for sale 2,487 1,856 294.14% 631    15,572 2,476 18.91% 13,096 Total Assets 50,164       50,129 Current liabilities             Trade and other payables (10,595) 499 -4.50% (11,094) Financial liabilities:    - #DIV/0!    Borrowings (1,910) (1,144) 149.35% (766) Derivative financial instruments and other liabilities (99) 22 -18.18% (121) Customer deposits and deposits from banks (6,858) (843) 14.01% (6,015) Current tax liabilities (494) 25 -4.82% (519) Provisions (250) (62) 32.98% (188)    (20,206) (1,503) 8.04% (18,703) Liabilities of the disposal group classified as held for sale (1,193) (911) 323.05% (282) Net current liabilities (5,827) 62 -1.05% (5,889) Non-current liabilities             Financial liabilities:             Borrowings (9,303) 765 -7.60% (10,068) Derivative financial instruments and other liabilities (770) (11) 1.45% (759) Post-employment benefit obligations (3,193) (815) 34.27% (2,378) Deferred tax liabilities (594) 412 -40.95% (1,006) Provisions (183) 89 -32.72% (272)    (14,043) 440 -3.04% (14,483) Net assets 14,722 (1,939) -11.64% 16,661 Equity             Share capital 405 2 0.50% 403 Share premium 5,080 60 1.20% 5,020 All other reserves (498) (1,183) -172.70% 685 Retained earnings 9,728 (807) -7.66% 10,535 Equity attributable to owners of the parent 14,715 (1,928) -11.58% 16,643 Non-controlling interests 7 (11) -61.11% 18 Total equity 14,722 (1,939) -11.64% 16,661 Total Liabilities and Equity 50,164       50,129 Group balance sheet - Vertical    22 February 2014  £m Proportion % 23 February 2013  £m Proportion % Non-current assets             Goodwill and other intangible assets 3,795 7.57% 4,362 8.70% Property, plant and equipment 24,490 48.82% 24,870 49.61% Investment property 227 0.45% 2,001 3.99% Investments in joint ventures and associates 286 0.57% 494 0.99% Other investments 1,015 2.02% 818 1.63% Loans and advances to customers 3,210 6.40% 2,465 4.92% Derivative financial instruments 1,496 2.98% 1,965 3.92% Deferred tax assets 73 0.15% 58 0.12%    34,592 68.96% 37,033 73.88% Current assets    0.00%    0.00% Inventories 3,576 7.13% 3,744 7.47% Trade and other receivables 2,190 4.37% 2,525 5.04% Loans and advances to customers 3,705 7.39% 3,094 6.17% Derivative financial instruments 80 0.16% 58 0.12% Current tax assets 12 0.02% 10 0.02% Short-term investments 1,016 2.03% 522 1.04% Cash and cash equivalents 2,506 5.00% 2,512 5.01%    13,085 26.08% 12,465 24.87% Assets of the disposal group and non-current assets classified as held for sale 2,487 4.96% 631 1.26%    15,572 31.04% 13,096 26.12% Total Assets 50,164 100.00% 50,129 100.00% Current liabilities             Trade and other payables (10,595) 21.12% (11,094) 22.13% Financial liabilities:             Borrowings (1,910) 3.81% (766) 1.53% Derivative financial instruments and other liabilities (99) 0.20% (121) 0.24% Customer deposits and deposits from banks (6,858) 13.67% (6,015) 12.00% Current tax liabilities (494) 0.98% (519) 1.04% Provisions (250) 0.50% (188) 0.38%    (20,206) 40.28% (18,703) 37.31% Liabilities of the disposal group classified as held for sale (1,193) 2.38% (282) 0.56% Net current liabilities (5,827) 11.62% (5,889) 11.75% Non-current liabilities             Financial liabilities:             Borrowings (9,303) 18.55% (10,068) 20.08% Derivative financial instruments and other liabilities (770) 1.53% (759) 1.51% Post-employment benefit obligations (3,193) 6.37% (2,378) 4.74% Deferred tax liabilities (594) 1.18% (1,006) 2.01% Provisions (183) 0.36% (272) 0.54%    (14,043) 27.99% (14,483) 28.89% Net assets 14,722 29.35% 16,661 -33.24% Equity             Share capital 405 0.81% 403 -0.80% Share premium 5,080 10.13% 5,020 -10.01% All other reserves (498) -0.99% 685 -1.37% Retained earnings 9,728 19.39% 10,535 -21.02% Equity attributable to owners of the parent 14,715 29.33% 16,643 -33.20% Non-controlling interests 7 0.01% 18 -0.04% Total equity 14,722 29.35% 16,661 -33.24% Total Liabilities and Equity 50,164 100.00% 50,129 -100.00%

Causal Argument Why Do People Change The Way They Looks Essay Example For Students

Causal Argument: Why Do People Change The Way They Look?s Essay Causal Argument: Why Do People Change The Way They Look? Oscar Wilde once wrote: â€Å"It is only shallow people who judge by appearance. The true mystery of the world is the visible, not the invisible† (qtd in Davis 1). Obviously, humans have all been created differently. That is why we all do not look alike. But now, the idea of having the ideal shape and look is one of the issues everyone has to deal with. Some want to get thinner, while a few do not care about it. Others even change the color of their skin. The desire to be like someone else is getting bigger and bigger for so many reasons that cannot be completely explained. This is due to the fact that people are different and think differently about their own image. But most of the time, they are filled with a desire that Delia, a senior in college expresses well enough in Am I Thin Enough Yet?:â€Å" I always wanted to be the thinnest, the prettiest. ‘Cause I thought, if I look like this, then I am going to have so many boyfriends, and guys are going to be so in love with me, and I will be taken care of for the rest of my life† (qtd in Sharlene 7). According to Richard Rodriguez, there are complexions because the persons, who care for us like a family, are usually the ones who explain us that we have something to be ashamed of (441). On the other side, Bell Hooks thinks that all these complexions take their origin in the historical supremacy of the white race toward the black in particular (446). These are only a few examples of the probable reasons why people decide to change their look. But I personally think that people change the way they look in order to be attractive and appreciated. They believe that this issue can help in their search for happiness. People chan. .and accept. There is a special inner beauty in each one: the strength to be content of who we are. Everything would be so simple if we just understand that we have been created differently. Thus, trying to look like someone else will be refusing to be who we really are. In this case, what will be our reason for being a member of the Human race? Works cited Hesse-Biber, Sharlene. Am I Thin Enough Yet? Oxford: Oxford University Press, 1996 Gordon, Richard A. Anorexia And Bulimia. Oxford: Richard A. Gordon, 1990 Davis, Fred. Fashion, Culture, And Identity. Chicago: University Of Chicago, 1992 Rodriguez, Richard. â€Å"Complexion†. Good Reasons. eds, Lester Faigley, Jack Selzer. Boston: Longman Publishers, 2001. 441-443. Hooks, Bell. â€Å"Straightening Our hair†. Good Reasons. eds, Lester Faigley, Jack Selzer. Boston: Longman Publishers, 2001. 446-452.

Cell Physiology Essay Example

Cell Physiology Essay Describe two variables that affect the rate of diffusion: Two variables that affect the rate of diffusion are size and concentration gradient. The molecular size vs the MWCO size of the membrane can either increase, decrease, or prevent diffusion. The greater the concentration gradient the greater the diffusion rate due to molecules moving from areas of higher concentration to areas of lower concentration. Why do you think the urea was not able to diffuse through the 20 MWCO membrane? How well did the results compare with your prediction? My prediction was correct. The molecular weight of urea is 60. 07 and is to great to pass through the 20MWCO membrane. †¢Describe the results of the attempts to diffuse glucose and albumin through the 200 MWCO membrane. How well did the results compare with your prediction? My prediction was correct in this experiment. Knowing that glucose is a monosaccharide, it is of size to diffuse through a 200MWCO membrane. Albumin being a protein is dense with 607 amino acids and an average molecular weight of 135g/mole is not going to diffuse through the 200MWCO membrane. During the experiment the left solute glucose at 9. 00 passed through the 200MWCO membrane at a rate of 0. 0042. The albumin did not diffuse through the membrane. †¢Put the following in order from smallest to largest molecular weight: glucose, sodium chloride, albumin, and urea: In order from smallest to largest is sodium chloride, urea, glucose, and largest albumin. Activity 2: Simulated Facilitated Diffusion Explain one way in which facilitated diffusion is the same as simple diffusion and one way in which it differs: Facilitated diffusion is the same as simple diffusion being that no energy is required for diffusion to take place. One way the two are different is that with facilitated diffusion a carrier protein is transporting molecules to diffuse. †¢The larger value obtained when more glucose carriers were present corr esponds to an increase in the rate of glucose transport. Explain why the rate increased. How well did the results compare with your prediction? The rate increased because more carriers were available to transport the glucose for diffusion. If the molecule concentration is to high with not enough carriers, the carriers will become saturated. My predication was correct. †¢Explain your prediction for the effect Na+Cl? might have on glucose transport. In other words, explain why you picked the choice that you did. How well did the results compare with your prediction? During the experiment I predicted Na+Cl- would decrease the rate of glucose transport. I thought this because i figured more molecules would decrease the rate like an idiot. After the experiment and seeing glucose transported just the same it dawned on me, carriers are specific to the molecule they are transporting and that facilitated diffusion occurs from areas of higher concentration to areas of lower concentration. The Na+Cl- had no affect on the glucose transport rate. Activity 3: Simulating Osmotic Pressure †¢Explain the effect that increasing the Na+Cl? concentration had on osmotic pressure and why it has this effect. How well did the results compare with your prediction? Increasing the Na+Cl- increased the osmotic pressure in the left beaker. This happened because no net movement of water was possible. Water can pass through mostly any sized pore of a membrane back and forth. With osmosis water moves towards solutes. Increase in solutes will cause increase in volume and therefore the pressure in the more concentrated area increased. My prediction was right. †¢Describe one way in which osmosis is similar to simple diffusion and one way in which it is different: Osmosis is similar to diffusion in that it moves from an area of higher concentration to an area of lower concentration. It differs in osmosis occurs through a selectively permable membrane. Solutes are sometimes measured in milliosmoles. Explain the statement, â€Å"Water chases milliosmoles. † Water moves toward solutes and solutes are measured in milliosmoles. †¢The conditions were 9 mM albumin in the left beaker and 10 mM glucose in the right beaker with the 200 MWCO membrane in place. Explain the results. How well did the results compare with y our prediction? _The results of this activity was increased osmotic pressure above left beaker containing albumin with no net movement of water and the right beaker containing glucose had net movement of water and reached equilibrium. The pressure increased above the left beaker because the albumin was unable to diffuse causing more volume of water to the beaker with more solute therefore causing increased osmotic pressure. My prediction was correct. _ Activity 4: Simulating Filtration †¢Explain in your own words why increasing the pore size increased the filtration rate. Use an analogy to support your statement. How well did the results compare with your prediction? Increasing the pore size of the membrane increased the filtration rate because the size of the membrane determines what will pass through. Filtration is a passive process and that contributes to it as well. If the fluid has solutes that will not pass through the membrane pore, it is going to take longer for the fluid to pass through the membrane and around the solutes so to say. My example would be draining pasta. The smaller the holes in the strainer the longer it is going to take for the fluid to make its way around the pasta, through the holes, and out the strainer. If the holes in the strainer are larger the fluid will pass through at a higher rate. My prediction was correct. †¢Which solute did not appear in the filtrate using any of the membranes? Explain why. The powdered charcoal was the solute that did not appear in the filtrate using any of the membranes. I believe it is due to its size and molecular weight. †¢Why did increasing the pressure increase the filtration rate but not the concentration of solutes? How well did the results compare with your prediction? Increasing the pressure increased the filtration rate and not the concentration of solutes because filtration occurs from areas of higher pressure to lower pressure. The greater the pressure the faster the filtration. It will not change the concentration of solutes because the MWCO determines that. I did not predict this one accuratley. Activity 5 : Simulating Active Transport †¢Describe the significance of using 9 mM sodium chloride inside the cell and 6 mM potassium chloride outside the cell, instead of other concentration ratios. Three sodium ions are ejected from the cell for every two potassium ions entering in the cell. †¢Explain why there was no sodium transport even though ATP was present. How well did the results compare with your prediction? There was no sodium transport because there were no potassium ions to replace there exiting of the cell. My prediction was correct. †¢Explain why the addition of glucose carriers had no effect on sodium or potassium transport. How well did the results compare with your prediction? Sodium and potassium movement is independant of other solutes. My prediction was correct. †¢Do you think glucose is being actively transported or transported by facilitated diffusion in this experiment? Explain your answer. I think glucose is transported by facilitated diffusion because it does not require active transport and moves from an area of higher concentration to an area of lower concentration.

Proposal for a design project in the protection of bush fire prone land

Overview This document is a proposal to design a manual to explain the approval processes on fire protection emergency services on proposed developments on bush fire prone land.Advertising We will write a custom proposal sample on Proposal for a design project in the protection of bush fire prone land specifically for you for only $16.05 $11/page Learn More Introduction The aim of this document is to describe the nature of a bush fire prone land and the fire safety measures desirable to prevent any accidental occurrences of bush fires. Areas designated as bush fire prone are classified as vegetation areas and buffer zones. The former are typically divided into class 1 and 2. This classification depends on a combination on the vegetation type’s bush fire hazard and the proximity to any proposed development. Furthermore, these vegetation classes can be further divided into twelve sub-categories that are crucial in the determination of the building c onstruction levels and the establishment of property protection zones. On the other hand, the buffer zones are classified beyond the vegetation classification areas and constitute land, which may be directly affected by bush because of an exposure to radiant heat. In most cases buffer zones may be 30 meters or 100 meters in breadth depending on the type of vegetation. Bush fire prone areas are gazetted on a map prepared by a relevant authority in collaboration with the fire protection agencies. These lands are identified on a planning certificate issued under the environmental planning and assessment legislation. Approval processes required if a property is identified as bush fire prone areas Any project, activity, or development on bush fire prone areas requires two distinct development processes. These types of assessment processes will depend on the type of the proposed development activity. For example, an integrated development will need the Bush Fire Safety Authority from the relevant institution to become an integrated development under the legislation governing environmental matters. In addition, there are developments that do not require the Bush Fire Safety Authority. Bush fire safety authority should be obtained for developments such as a subdivision of bush fire prone land that can be utilized lawfully for residential purposes. Other developments on bush fire prone lands for fire protection purposes includes public utilities such as schools, medical facilities, restaurants, sheltered workshops and any other purpose prescribed by the relevant authority such as student or staff accommodation and respite care centers.Advertising Looking for proposal on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The relevant institution will be required to forward an application for an integrated development to obtain an acceptance or rejection of the application and the relevant terms for the approva l or refusal. In case of refusal of an application, the local authority must also refuse the application. For the local developments, the legislations covering environmental planning and assessment must relate to the consultation and assessment requisites for developments on bush fire prone areas. It is a requirement that relevant institution must not grant development consent to any project application for any development on bush fire prone land unless the institution is contented that the development conforms to the requirements of planning for bush fire protection. In addition, it must consult with the relevant other stakeholders and relevant institutions concerning appropriate measures with respect to the proposed development, in order to ensure safety to human life, property, and the environment from any negative effect that may arise from bush fire. Local developments required to consider planning for bush fire protection Planning for protection of bush fires are directed to z oning and subdivision of land and the construction of buildings of residential developments under building codes where land is categorized as being prone to bush fire. Other classes of building covered include pools, garages, and decks. Building types that may not be subjected to bush fire protection legislations includes dual occupancy dwellings that are not subject to zoning and subdivision since they are not able to meet the requirements of the planning for bush fire protection. In addition, land subdivided for residential or rural residential, or proposed developments identified as special fire protection purpose are not considered in this category. Furthermore, minor development elements such as swimming pools, clothing lines, fencing are exempted from the regulation. Requirements for an application for development on bush fire prone land The guidelines for planning for bush fire protection requires that a report must be submitted together with all necessary development applica tions on bush fire prone land to the relevant institution. The developer will be required to produce a bush fire assessment report that may contain a duly completed pro-rata form accompanied with the application kit to the planning for bush fire protection guidelines. Consequently, a developer may present an independent report prepared by a qualified fire protection consultant. The reports should be able to explain how the development proposal will be able to meet the standards provided by the guidelines for bush fire protection. The report should also specify the main objectives of the proposed development, as well as, the performance criteria for the various bush fire protection measures. The developer will also be required to provide integrated development proposals to address the specified criteria as per the guidelines for bush fire protection.Advertising We will write a custom proposal sample on Proposal for a design project in the protection of bush fire prone land speci fically for you for only $16.05 $11/page Learn More In addition, local developments are also required to abide by the guidelines. Thus, in order to meet the assessment criteria to the protection measures of bush fire, it is necessary that a developer make use of all the acceptable solutions, or make use viable alternative solutions that will meet the general requirements, performance criteria, as well as, specific objectives of the proposed development. Conclusion The bush fire assessment report leads to the establishment of the proposed development, or asset protection areas to be very valuable in the determination of building construction standards. The asset protection zones are areas set aside of managed land and are cleared of vegetation to minimize fuel loads; hence, providing a buffer zone between the proposed development and the hazard (vegetation). The area of the buffer zone depends on the type of vegetation, the levels of building construction, an d the general slope of the landscape. Developers should not only depend on construction standards only since they are insufficient in providing protection from the impacts of bush fire. The maintenance of the buffer zones is the responsibility of the land developer and will be monitored by the relevant consent authority mandated to ensure that an ideal mechanism is put in place for the maintenance of the buffer zones over the lifetime of the proposed development. The reader should understand that developments such as fences, garages, or shades might be allowed within the buffer zones and within an approximated radius of ten meters of a dwelling unit, under conditions that the facilities are constructed form non-flammable materials. This proposal on Proposal for a design project in the protection of bush fire prone land was written and submitted by user America E. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

How the State Profits from War Essays

How the State Profits from War Essays How the State Profits from War Essay How the State Profits from War Essay One of the most abiding misconceptions in economic science is that war is good to the economic system ( Moffatt. n. pag. ) . This myth was farther perpetuated by the economic expert and New York Times editorialist Paul Krugman. who wrote: Ghastly as it may look. ( the devastation of the World Trade Center ) could even make some economic good†¦ the drive force behind the economic lag has been a dip in concern investing. Now. all of a sudden. we need some new office buildings ( Tracinski. n. pag. ) . Indeed. bad economic sciences reign in minutes of crisis and or terror. when people are despairing for solutions. To rebut the alleged benefits of the War Economy. reviews use the fallacy of the broken window ( Tracinski. n. pag. ) . When a vandal throws a brick through a shop’s window and the shop’s proprietor has to pass. state. $ 200 for the window’s fix. the people will believe that the defacer has given a positive part to society. After all. the fix of the broken window meant an instant encouragement in employment and economic activity ( Tracinski. n. pag. ) . But what these short-sighted citizens didn’t know was that the $ 200 that was spent on repairing the window could hold been used in ventures that might hold advanced the store owner’s endeavor. Unfortunately. advocates of the War Economy assumed that ( since ) a broken window can excite the economic system. ( it must be better ) when literally 1000s of them are broken ( Tracinski. n. pag. ) . For them. wars are important for the endurance of modern economic systems ( Cline. n. pag. ) . War Economy advocates believed that about every industry is involved with supplying goods and services to the armed forces ( uniforms. nutrient. medical specialties. arms fabricating. etc. ) . Hence. should war be eliminated. these concerns. peculiarly engineering and fabrication. will turn up up. Another statement of the angels of the War Economy is that it is the fastest solution to an economic slack ( Moffatt. n. pag. ) . When the economic system is undergoing recession. production is low and people are passing less than usual. But when the authorities goes into war. it will necessitate arms and equipment for its soldiers. Economic activity is hence expected to increase due to the rise both in authorities disbursement and the private sector’s concern minutess with the miliatry. Corporations will scramble for contracts that will let them to provide uniforms. vehicles and bombs to the ground forces. These companies will hold to engage more workers to maintain up with the addition in demand. take downing the unemployment rate in the procedure. There are even some workers who will be employed to replace those who volunteered as reservists abroad. Since the unemployment rate is decreased. consumers will pass more once more. Increased ingestion. in bend. will hike the retail sector. At the terminal of the twenty-four hours. there will be overall economic growing. thanks to the authorities fixing for war. However. critics contended that the above-named jutting economic promotion is at the disbursal of incapacitated civilians from Third World states ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . In 2002. one-year planetary military outgos were estimated to be more than $ 800 billion ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . The United States was at the top of this list. passing $ 343. 2 billion annually ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Canada earned more than $ 3 million from selling arms in the same twelvemonth ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Harmonizing to the United Nations Platform for Action Committee – Manitoba ( UNPAC-Manitoba ) article The Economicss of War ( n. d. ) . a big portion of the economic systems of all of the world’s wealthiest states derives from the sale of weapons ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . From 1996 to 2000. the US exported $ 54 billion worth of weaponries – 45 % of the entire sum of arms that was exported around the universe ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Russia came 2nd at $ 21 billion ( 17 % ) . followed by France ( $ 11 billion or 9 % ) . the United Kingdom ( $ 8 billion or 7 % ) and Germany ( $ 6 billion or 5 % ) ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . As a consequence. says the United Nations Development Program ( UNDP ) in 2002. 500. 000 firearm-related deceases occur yearly ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Each twelvemonth. land mines kill 15. 000-20. 000 kids and grownups ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . Iraq’s malignant neoplastic disease rates rose to 700 % between 1991 and 1994 due to chemical arms. while 86 million people have perished in belligerencies after World War II ( hypertext transfer protocol: //www. unpac. ca. n. pag. ) . The Iraq war in 2003 was the latest illustration of how the US turned war into a money-making venture. It was rooted in the logic of planetary monopoly capital. specifically American capitalist economy. to spread out into an empire ( Barona. 33 ) . Despite being packaged as a terrorist war. ( to transfuse fear among disparagers ) it was brought approximately by the globalisation policies of American transnational companies. peculiarly the US oil industry and the military-industrial composite ( MIC ) ( Barona. 33 ) . Iraq is one of the world’s biggest oil militias – it. along with other OPEC states such as Saudi Arabia. Iran. Kuwait and the United Arab Emirates. has 79 % of the world’s entire oil supply ( __________ . 16 ) . For the US to hold limitless entree to Iraq’s oil. it merely had to take Saddam Hussein. a steadfast US opposition. from power. Back place. the US economic system was sustained by military disbursement – the injection of fresh capital was necessary to resuscitate an economic system that would go on to deteriorate if left to the free market ( Barona. 33 ) . But the Iraq war proved to be black for the US economic system. The US spends $ 200 million daily merely to be able to go on its military operations in Iraq ( Wolk. n. pag. ) . Even if the US eventually decides to draw its military personnels out of Iraq within another three old ages. entire direct and indirect costs to US taxpayers will probably by more than $ 400 billion†¦the entire economic impact at up to $ 2 trillion ( Wolk. n. pag. ) . Economist and Nobel Prize victor Joseph Stiglitz ( a well-known castigator of the Iraq war ) claimed that the entire cost of US military intercession in Iraq is a staggering $ 1 trillion to $ 2 trillion. including $ 500 billion for the war and business and up to $ 300 billion in future wellness attention costs for hurt troops ( Wolk. n. pag. ) . Stiglitz added that farther disbursals include a negative impact from the lifting cost of oil and added involvement on the national debt ( Wolk. n. pag. ) . These astronomically immense amounts of money came from revenue enhancements – financess that should hold been diverted to basic societal services such as instruction. wellness and lodging. While ordinary American citizens were enduring from the economic calamity brought approximately by the Iraq war. a few persons and corporations cahsed in on the said struggle. In 2007. Lockheed Martin ( the taking arms maker in the US ) had a net income addition of 22 % ( Scheer. n. pag. ) . In the same twelvemonth. the net incomes of its rivals Northrop Grumman and General Dynamics rose by 62 % and 22 % . severally ( Scheer. n. pag. ) . Boeing’s net incomes. meanwhile. increased by 61 % ( Scheer. n. pag. ) . Below are some personalities who were said to hold besides profitted from the Iraq War: a ) Former US President George W. Bush. Sr. – Shareholder and former Senior Advisor in the Carlyle Group. a defence contractor with ties to the Saudi royal household and the Bin Ladens. B ) Former Defense Secretary Frank Carlucci – Member of the RAND Board of Trustees and co-chair of the RAND Center for Middle East Public Policy Advisory Board. Besides the president of the Carlyle Group. degree Celsius ) Former Secretary of State and Secretary of Treasury James Baker – Former Carlyle Senior Counselor. vitamin D ) White House Budget Advisor Richard Darman – Carlyle Managing Director vitamin E ) US Vice President Dick Cheney – Head of Halliburton Co. . an oil endeavor that traded with Libya and Iran through foreign subordinates ( Lynch. n. pag. ) . Thankss to the craze brought approximately by the War on Terrorism and the Iraq war. taxpayers were swindled into funding the War Economy that made millionaires out of Bush and his like. And every bit long as the absurd propaganda of The War on Terrorism and the Iraq war continues to be. ordinary Americans will pass their full lives paying revenue enhancements non for basic societal services. but as a tribute to Bush and his kind for them to be able to populate like male monarchs. Plants Cited The Oil Equation in the US Bid against Iraq. Education for Development October 2002: 15-16. Barona. Caesar. Technology. Power and the War against Terrorism. The National Guilder July 2002: 32-33. Cline. Austin. Economic Benefits of War. n. d. About. com. 18 February 2008 lt ; hypertext transfer protocol: //atheism. about. com/library/FAQs/phil/blphil_eth_wardef_econ. htm gt ; . Lynch. Colum. Firms Iraq Deals Greater Than Cheney Has Said. 23 June 2001. Global Policy Forum. 19 February 2008 lt ; hypertext transfer protocol: //www. globalpolicy. org/security/sanction/iraq1/oilforfood/2001/0627chen. htm gt ; . Moffatt. Mike. Are Wars Good for the Economy? n. d. About. com 18 February 2008 lt ; hypertext transfer protocol: //economics. about. com/od/warandtheeconomy/a/warsandeconomy. htm gt ; .

Issues of Justice Essay Example | Topics and Well Written Essays - 1000 words

Issues of Justice - Essay Example For theorist John Rawls, â€Å"Justice is the first virtue of social institutions† ( 1999). But today it is faced by many issues. And so, it is timely that the concept of justice and its impact on issues be clarified. Definition of justice Seen as a foundation stone of morality, justice is nominally described as â€Å"the constant will and disposition to give each one his due† (Montemayor 101). More properly, it is defined as â€Å"†the principle of rectitude and fairness in men’s relation with each other†(101). From the aforesaid, two essential attributes of justice may be observed, namely universality and equality. Universality requires justice for all without bias. Meanwhile, equality demands justice equitably distributed regardless of class or position. These attributes require the application of laws without discrimination or without playing favorites. It is noted by moralists that all laws, either human or divine, are reducible to the universal principles of justice. Giving God His due through love is a summary of the Ten Commandments. The right to life, liberty and security of person is ensured by the UN Declaration of Human Rights. Killing, stealing, adultery are violations of justice owed to life, property and integrity. Types of justice The concept of justice is not simple, and so there is a need to list its classification based relationships among individuals, as well as individuals with institutions such as the state. Commutative. This is justice based on mutuality of rights and duties. Everyone should give to others what belongs to them. For example an assault to honor through libel, that ruins someone’s good name, is a violation of commutative justice (Oswald, 1). Distributive. This is justice assigned to the state, which must fulfill certain duties to its citizens. For example, government should provide support for free education, promote social justice, protect workers, etc. Organizational. This relates t o justice for people in organizations, such as on matters of wages, promotions and privileges. (Tabibnia, et al., 339). Restorative. Offenders are urged to take responsibility and repair the damage done through apology, return of stolen items, community service, etc. (Parade, 6) Retributive. There must be appropriate punishment for a crime. Utilitarianists look forward for benefits for those who amend for their crimes; retributionists look back with an eye for atoning damage done, e.g. law of an eye for an eye (Cavadino, 39). Social. Sparked by labor movements, a just society is viewed to be based on equality and solidarity, e.g. giving quality of work life to workers (Zajda, et al. 4721). Spatial. There is a need to achieve socio-spatial--geographical distribution of the workers’ needs, e.g. access to healthcare, good air quality, rest period, etc. Dynamics of justice and issues How do issues affect justice, and how does justice respond to issues? Issues create an impact on the justice system. For example, since the 60s, gays sought dignity owed to them. It was a hide-and-seek affair especially in the military. The dent, however, was made with the â€Å"Don’t ask, don’t tell† policy of the Clinton administration. Subsequently in 2012, President Obama allowed openness for being gay and the right of gay soldiers to serve without encountering bigotry in the U.S. military. Due to its dynamism, justice responds to issues. This is done by the justice system processing

Voting and Turnout Essay Example | Topics and Well Written Essays - 250 words

Voting and Turnout - Essay Example But personally speaking, I don’t agree to their argument. Cost factor of $25 on the registration of voters is a one time cost. If the general opinion favors abolition of the cost that should be considered for exemption by the government and voter IDs should be provided at the government expense so that those who speak against these laws could not find an excuse due to the cost factor of $25. I do not agree with the analysis of the New York Times that the number of 120 fraud cases filed by the Justice Department is not a big enough number. On the contrary, I agree with the opinion of Texas Attorney General Greg Abbott, that voting frauds are a genuine threat, and only voter IDs can help check it (Lee, 2012). Any step taken by the government to leak-proof the voting process will help the democratic process in the long run. It is the ethical responsibility of the federal government, irrespective of which party is in power, to provide voter ID cards to the poor classes, senior citizens and minorities at its own cost Lee, S. (2012, Nov. 5). Everything you’ve ever wanted to know about voter ID laws. ProPublica.org. Retrieved from

Attitudes of Saudi speakers toward learning English language Term Paper

Attitudes of Saudi speakers toward learning English language - Term Paper Example From the research, it is evident that motivation tends to play a key role in the attitudes of Saudi speakers towards learning the English language. This is because the investigations carried out reveal that attitude and motivation play essential roles in learning a foreign language like English. Investigations carried out among the students in the university depict that the lack of motivation for Arabic speakers cause the learners to lose interest in leaning the foreign language. From this research, it is evident that the lack of motivation tends to affect the success of the speakers in learning the English language. Research depicts that motivation also affects the rate at which Arabic speakers are likely to learn the language. For instance, investigations carried out among the students revealed that motivation played a key role in the failure or the success of the students in learning the language. It is also evident that motivation normally affects the attitudes of the speakers to wards learning the language. From this research, it was clear that lack of motivation is likely to cause learners to develop negative attitudes towards learning English. However, when Arabic speakers are motivated to learn the languages then they are likely to develop positive attitudes towards learning English (Amin, 2009). The replies in the questionnaires revealed that it was difficult for the low motivated Saudi speakers to learn the English language. This unequivocally implies that motivation was a determinant that was essential for Saudi speakers to learn English. From the research it evident that some of the Arabic speakers may be demotivated to learn the English language because of negative external factors such as school (Arani, 2004). The other factors that affected the attitudes of Arabic speakers towards learning the English language were pedagogic factors. These refer to factors related to the teaching of English in Saudi Arabia. An examination of the responses in the q uestionnaires reveals that teaching English, which is considered a foreign language in Saudi, is normally a challenge. One of the reasons for this is because the language is considered to be of very limited purpose to the Arabians. From this research, it was evident that the teaching of the language started at school level. However, the students who were interviewed attributed the negative attitudes of Saudi speakers to the English language to factors such as; the lack of qualified teachers and the use of integrated textbooks. The other pedagogic factor causing negative attitudes towards English among Arabic speakers is the purposive curriculum. It is also thought that the achievements made by the speakers who speak the language are normally below their expectations causing them not to want to learn. In the questionnaires, those interviewed recommended that diagnostic studies be carried out in the different language areas. This was to enable the teachers identify the problems associ ated with the pedagogic factors. The students interviewed thought that the evolution of compatible strategies would have helped the students to yield maximum output when learning the language. Some of the students interviewed stated that to enable the learners change their attitudes towards learning the English language, it was essential that pedagogic factors such as the

Teaching Method For Environment Education

Teaching Method For Environment Education Abstract :This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activiti es are not changed Keywords: Neuroscience cognitive learning, brain based learning, problem based learning, environmental education INTRODUCTION More than 30 years have passed since the appearance of Environmental Education in Malaysia, however expert still encounter difficulties integrating Environmental Education into academic programs the classroom. The existing curriculum should not only provide environmental awareness to students, but to prepare students to act on environmental problems (WWF, 2008) Education is an essential tool for achieving a sustainable future. Environmental education is one of Sustainable Development agenda implemented through the education system. Various definitions of Environmental Education (EE) produced by several parties. UNESCO (1999) defines Environmental Education as a form of education or knowledge which includes such as physical aspect; environmental impact directly and indirectly; and interaction between the local communities and the impact of activities in a given time. In Malaysia, the definition of the concept of Environmental Education is based on the definition issued by the Division of Teacher Education (1997) and Department of Environment and the Institute for Environment and Development University Kebangsaan Malaysia (UKM SUSTAINABLE) (2004). According to both of these organizations, Environmental education involves learning to understand the interaction humans and the environment and how the environment is managed in a wise and responsible to the sustainability of life on Earth. It involves education about the environment to increase awareness, knowledge and understanding about environmental management wisely. While the process is said to involve education about the environment, through the environment and for the environment. byPalmer(1998), interaction between these three components can be seen as the Figure 1. Attempts are now being made by environmental educators to fully become interdisciplinary and reach beyond just the Science classro om. To become fully interdisciplinary, environmental education needs to reach out into all subjects; Math, English, Fine Arts and Social Studies, to mention a few. To leave the topic of the environment merely in the Science classrooms is to ignore the interdisciplinary nature of the issues involved with the environment. Students need to learn how to write about the environment, understand how environmental issues are dealt with in other countries, learn how historically the environment was treated, and the actual mathematical side of environmental problems, like the impact of oil spills on local ecosystems. There should be a greater emphasis on teaching about the environment, for the environment, and in the environment. Figure Palmer, A model for blending together these components in environmental education. This paper will discuss how during teaching and learning in environmental education using a neuro-conservation approach is useful to promote active learning and the students ability to integrate knowledge, as well as effectively motivate students; promote learning curiosity and develop creative abilities. This study will focus on postgraduate science education students. who enroll for The Environment and Its Sustainability course. This focus age group is chosen because according to neurobiological development, during this post-puberty stage, the individual is ready to discuss heavy issues of ecological degradation(Puk, 2012) ENVIRONMENTAL EDUCATION IN MALAYSIA EDUCATION SYSTEM In the Malaysian school system, Environmental education was introduced through the infusion and integration approach; as well as introduced in relevant subjects such as English Language, Malay Language, Geography, Science, Local Studies, Civics and Citizenship. It was also infused through co-curricular activities such as Nature Clubs. The Curriculum Development Centre in the Ministry of Education has also developed and distributed a Teachers Guide Book to infuse Environmental education across the primary and secondary school curriculum. However researches indicated that these approaches were generally not coordinated and not implemented effectively. Researches showed that till 2005 although Malaysians in general know and realize that the environment need to be taken care of, however most of them are not oriented to translating their knowledge into action. Environmental Education allows every human being to acquire the knowledge, skills, attitudes and values necessary to shape a sustainable future. It also requires participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for sustainable development. Education for Sustainable Development consequently promotes competencies like critical thinking, imagining future scenarios and making decisions in a collaborative way. Environmental Education requires far-reaching changes in the way education is often practised today. Environmental Education, is not simply about giving students information, but ensuring that education and schools specifically is mobilized to re-orient society towards sustainable practices ENVIRONMENTAL EDUCATION APPROACH PROBLEM Previous studies have shown that students in primary, secondary and higher education institutions in Malaysia have knowledge about the environment but possess low awareness of the environment (Daniel Shafiee, 2006). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. To engage diverse students actively in classroom is to understand and interact within their unique worlds. Traditional teaching methods tend to neglect active student involvement, and so fail to tap their rich wells of diversity in class. When lessons do not accommodate students interests and abilities as tools to achieve, learners lose interest and feel disengaged (Ronis 2008). Some related literature states that, low knowledge and awareness is due to failure to appreciate the values of the environment itself. The problem arises from the difficulty of students to master the concepts of abstract environmental teaching. Students who do not understand the basic concept of the abstract environment is always looking for short cuts to memorize a concept but did not understand what was said. By just memorizing the concepts, meaningful learning environment does not occur. When meaningful learning does not occur, knowledge and awareness of the environment relatively will be low. This opinion is based on the Model of Responsible Environmental Behavior (Hungerford Volk, 1990) which states that individuals with high knowledge and awareness of environmental will showed positive behavior towards the environment Hence, environmental education should incorporate elements that promote thinking and problem solving skills. Environmental education also having the difficulty o f empowering students into meaningful action, the challenge of using innovative methods, the difficulties associated with values education, and deficiencies in teacher preparation (Thomas 2005). Recognising the importance of the responsibility to protect our environment cultivated, the Environmental Education in Malaysia education system should be able to function efficiently to form a community that are sensitive and concerned about environmental issues and acquire the knowledge, skills, values and commitment to work and act individually or together toward solving environmental issues. Many will have positive attitude and knowledge about the environment but fail to reflect environmental values in terms of their commitment towards environment (Kollmuss Agyemen 2002). However, knowledge about environmental issues per se cant be the only determinant for pro-environmental behavior, other factors also play an important role (SitiNurDiyana Mahmud Kamisah Osman 2010). Teaching and learning approaches adopted in Environmental Education was also found to be less effective in generating optimum learning potential of students with learning style preferences vary. This is because generally practiced method is just give priority to certain groups of students in the classroom. Teaching often emphasizes linear information processing approach (Lourdusamy, 1994). This method is found only in favor of the students who have left brain dominance and less able to attract students who are dominated by the ability of the right brain (Sousa 1995). Consequently, only students with specific learning styles benefit from teaching while the others were less keen to learn. When subject areas are taught in a conventional format, they are taken out of their natural context and presented to learners as independent and isolated units. Unfortunately, this traditional format operates in opposition to the brains natural way of integrating and processing new information (Ronis 2008). According to that problem, therefore various approaches in teaching and learning have been explored for the purpose to enhance learning environmental education. Recently one of the areas have been concerned by the educational communities is the potential of Problem-based Learning with consideration of neuroscience cognitive elements to promote environmental education. Problem-based Learning approach appears to be a potential method to inculcate students with sustainable knowledge, since it require action on the ground, to provide students with opportunity to apply their knowledge into practice (Steinemann, 2003). NEURO-CONSERVATION APPROACH Proposed neuroscience cognitive approach is one of the suitable methods to overcome problems as described earlier. This approach taking into account relevant aspects of the principle of the brain capacity to generate meaningful learning. With different primary structures (reptiles brain, midbrain/ limbic system and neocortex), the brain requires specific approach to operate at its optimum. Neuro-conservation approach which taking into consideration the emotional climate, teaching strategies and reinforcing strategies can enhance the brains learning. The changing nature of the neuroplasticity of the brain may also have implications for lifelong ecological literacy and provides direction towards the restructuring that schooling may require in order to influence global efforts to deal with ecological degradation. This involves the manner in which internal representations (the content of neural networks) are laid down in human beings during childhood and the resulting resistance to chang e during adulthood(Puk, 2012). Neuroscientists are just beginning to understanding how brain development is related to aspect of adolescence such as risk taking, decision making, and managing impulsive behaviours. It is the job of the prefrontal cortex to control these impulses through reason, planning or delay of gratification. But the impulse inhibiting capacities of the brain are not present at birth. Research now indicates that it take at least two decades for the biological processes of brain development to produce a fully functional prefrontal cortex (Weinberger, 2001). Thus middle and high school students still lack the brain development to balance impulse with reason and planning. Figure 2 visualizes the neuro-conservation approach. The approach integrates principles of brain-based learning and problem based learning. The Brain Based Teaching Approach advocates three instructional techniques: Orchestrated Immersion (creates a learning environment that fully immerses students in many educational experiences), Relaxed Alertness (eliminates fear in the learners while maintaining highly challenging environments) and, Active Processing (allows the learner to consolidate and internalize information by actively processing it). According to this theory, each education should integrate all of these elements: a) Relaxed Alerteness i. The brain learns best in its optimal state. ii. The brains cognitive cycle influences the learning process. iii. Emotions are critical to the brains patterning process. iv. Learning is enhanced by challenge and inhibited by threat. v. Positive climate stimulates brain function. vi. Appropriate environment, music and aroma exvite brain activity. b) Orchestrated Immersion i. The brain is a parallel processor it able to perform multi activities in the same time. ii. Search for meaning comes through brain patterning process. iii. The brain processor works in wholes and parts simultaneously iv. Complex and active experiences involving movements stimulate the brain development. v. Learning engages the whole physiology. c) Active Processing i. Learning involves both focused attention and peripheral perception. ii. Learning involves both conscious and unconscious processes. iii.Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. iv. The brain can easily grasp and remember facts and skills embedded in its memory space. Figure Neuro-conservation approach model Figure The PBL learning principles (Based on the works of GraaffKolmos 2003, KolmosGraaff 2007) In this neuro-conservation approach these three instructional techniques (orchestrated immersion, relaxed alertness and active processing) are implemented across the entire process of learning. The integration of these learning optimum state elements is believed to be able to fulfill various learning requirements whilst fostering interest among students to learn. This is due to the fact that the shift from teaching to learning is considered the most important innovative aspect of this educational concept, and consequently, the task of the teacher is altered from transferring knowledge into facilitating the learning process of the students (Kolmos 2006). This approach is expected to stimulate and generate conceptual understanding and motivation to learn, 21st century skills and environmental awareness among students and hence increase their learning potential of a learning style preferences vary. In neuro-conservation approach, the PBL principles suggested by de Graaff and Kolmos (2003) is adopted. In general, de Graaff and Kolmos (de Graaff and Kolmos 2003, Kolmos and de Graaff 2007) summarize the main learning principles in three approaches: cognitive learning, collaborative learning and contents (See Figure 3). (1) The cognitive learning approach Learning is organised around problems and will be carried out in projects. It is a fundamental principle for the development of motivation. A problem provides the starting point for the learning process, places learning in a context, and bases learning on the learners experience. (2) The contents approach This approach especially concerns interdisciplinary learning, which not only stresses but also spans traditional subject-related restrictions and techniques. It is exemplary practice in the sense that the learning outcome provides a good example of the overall objectives. Furthermore, it supports the relation between theory and practice by demonstrating the fact that the learning process involves an analytical approach using theory in the analysis of problems and problem-solving methods. (3) The social approach is team-based learning. The team learning aspect shows the learning process as a social act in which learning takes place through dialogue and communication. Furthermore, the students are not only learning from each other, but they also learn to share knowledge and organize the process of collaborative learning. The social approach also covers the concept of participant-directed learning, which indicates a collective ownership of the learning process and, especially, the identification of the problem. Stonewater (2005) argues that the best way for teachers to equip learners with the skills and attitudes they need is through problem solving and inquiry learning. Learning should involve the use of inadequately structured problems, problem that provide only minimum amount of information, just enough to guide the investigation. In relation to Environmental Education in Biology, this theoretical background paves the way for the employment of neuro-conservation approach as an innovative strategy for subsequent educational design (See Figure 3). By its very nature, the problem-based approach requires an organizational framework which is similar to detective work. By first identifying specific focus questions and then proceeding through systematic research for answers, students learn the discipline of logic along with the excitement of mental connection that click, resulting in insight and epiphany. The urgent need for and emphasis on interactivity in the learning process is directly linked to the idea that each learner actively creates his or her own knowledge through direct and meaningful experience (Ronis 2008). When students explore information through a variety of different instructional approaches, they often become more interested in and receptive to the subjects they are studying. Because the brain is functioning with greater efficacy through these varied approaches, students are able to invest more of their mental energy in learning and thereby commit concept to memory with greater comprehension (Cowley Underwood 1998). Additionally, using neuro-conservation approach allows teachers to help their students become successful in most of these areas, including learning/innovation skills; information, media and technology skills; and life/career skills. Depending upon the PBL scenario, many of the core subjects and themes can also be included. As students work together to define the problem, find and evaluate evidence and reconsider the problem from multiple angles, they develop higher order thinking, problem-solving, collaboration and communication skills. These skills are transferable to all contexts, in school settings as well as in real-life. Research indicates that the use of PBL enhances problem-solving skills and effective reasoning strategies, while increasing long-term student retention and application of knowledge (Goodnough Cashion, 2006; Strobel van Barneveld, 2009). PBL also has the potential as an effective learning approach in Environmental Education (Clara Vasconcelos 2010). In PBL, sce narios relating to real life are used as a point of departure for the learning process. In this learning approach, the ill structured nature of the problems not only personally relevant to the students, but address timely community issues and thus establishing a valid connection with the learners themselves. PHASES OF IMPLEMENTATION A neuro-conservation intervention program will be implemented for postgraduate science education students. Students will work in small groups of five, heterogeneous in terms of gender and age. This study will be restricted to global warming issues. The big idea for this intervention program is quite broad. At the end of this experience, students will describe how human activity can alter climate and the environment. They will study climate changes and how these changes correlate with human behaviour in relation to the changing earth. Students will generate conclusion based on their findings and predict future problems that could occur if human activities are not changed. In addition, students will suggest possible solutions to change current patterns in the climate change. The focus will be to create solutions that are fact based and practical. Solutions should span personal, local and global changes that could decrease global warming. The program will comprise six lesson (45 minute each) and one field trip. The instruction will be implemented within a period of approximately 6 weeks. The seven week course will be based on the three main phases considered as the compulsory axis in PBL program: a) Involvement in the program, b) Solving the problem within group work and c) evaluation of the learning process. A field trip will be organised in order to present the problem within an appropriate context. Prior to beginning this neuro-conservation learning lesson, respondents will be given pre-test of global warming conceptual understanding. This provides the researcher with one summative assessment that compare the repondents growt and learning prior to the lesson experience and following the activity. This study will evaluate respondents motivation to learn, environmental awareness, conceptual understanding about global warming and also respondents 21st century skills. In neuro-conservation approach, teacher needs to help learners build their own problem-solving skill and thinking abilities while teaching the content necessary to apply those skills. . Table 1. Phase of Implementation Neuro-Conservation Approach Phase Activity Features PBL Phase Brain Based Learning Principles Involvement in the program Activity 1: Class Discussion and Hyphothesis Generation Task: Students are given a real-life problem statement. Students brainstrom and suggest the kind of infromation or data that they would need to answer the question posed. Activate the memory processor system and students prior knowledge to stimulate the transfer process. Problem Design The teacher begins the learning process by developing a real world open ended problem. This problem is related to the unit that is being taught in that it should involve the application of the content skills and concepts covered. Learning is enhanced by challenge and inhibited by threat. Emotions are critical to the brains patterning process. Solving the problem within group work Activity 2:Field Sampling Task:The choice of the field site should be based on easy of sampling. The student guide gives the students a brief outline of the bioassessment physical parameter procedures that they will perform in the fiels. Acivity 3: Class Meeting Task:Each team will meet and with the help of the instructor, decide what the data they have collected may mead to their hypotheses and what information yet needs be obtained. Activity 4:Class Meeting Task: Students are encourage to discuss and form a plan of action especially in regard to the laboratory data they need. Some students may have already done this and may begin actual laboratory work. Activity 5:Action Items/ Laboratory Work Task:Instructor needs to be available to consult with the students before they begin their work so they have a clear idea of what they need to do and advise. Activity 6: Class Meeting Task:Students share information and draw final conclusions concerning their assignment. They begin planning their posters and position papers. Activate the right brain processor prior to the left brain. Alleviate anxieties over accessibility and relevance material. The stage for brain active processing The stage for digesting, thinking about, reflecting on and making sense of experience utilizing visualization, auditory, kinesthetic in multiple context. Locating and Identifying Resources The second phase, the resources phase refer to the stage when students gather data as well as acquire learning resources and engage in experiences. The brain is a parallel processor it able to perform multi activities in the same time. Search for meaning comes through brain patterning process. The brain processor works in wholes and parts simultaneously Complex and active experiences involving movements stimulate the brain development. Learning engages the whole physiology. Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes. Learning always takes place in two memory approaches to retain facts, skills and procesures and making sense of experience. The brain can easily grasp and remember facts and skills embedded in its memory space. Evaluation of the learning process Activity 7: Final Assessment Task: In this activity, students will be asked to present their posters and conduct a formal evaluation of the posters of the other groups. Additionally, each student will hand in the position paper that support his/her conclusion to the problem. The activity stimulates working memory to summarize the lesson Problem Analysis In the final phase, the problem analysis phase, the teacher role is to encourage students to offer answers, hypotheses and reflection that may consist of either closed or open activities inquiries. The brain is a parallel processor it able to perform multi activities in the same time . Learning involves both focused attention and peripheral perception. Learning involves both conscious and unconscious processes The purpose of neuro-conservation approach is to help educators make sense of current research in the neuroscience and the resulting implication for environmental education and science instruction. Research indicates that an integrated approach to learning aligns with the way brain naturally processes and internalizes new information. However, problem based learning alone is no guarantee that learning will take place. Students also need reflection and interpretation to make sense of learning activities and for locating activities in a wider framework of meaning and purpose., CONCLUSION This paper seminally highlights the integrative principles of brain-based learning and problem-based learning that were previously studied independently. The integration of these two theories becomes a basis for neuro-conservation approach. Arguably, neuro-conservation approach is also capable in enriching the idea of teaching and learning methods based on the architecture of the brain that can be implemented in accordance with holistic learning strategies. To say the least, neuro-conservation approach is expected to increase the students motivation to study Environmental Education and instill environmental awareness. This will lead to subsequent improvement of their understanding of Biological concept and nourish their 21st century skills.

Organizing Function of Management Essay

The purpose of this paper will be to evaluate the organizing function of management. The organizing function of management develops internal organizational structure. A key role of the organizing function is to address how people interact in various business environments. Management uses organizing activities to allocate resources, define responsibility, establish expectations, and group employees. â€Å"At high-tech firms such as Google that rely on employee skills, knowledge, and creativity to remain competitive, the importance of people is evident as well† (Bate & Snell, 1, 2009). Human Resources Management at Google Human resources management is a formal system used to manage people in a business environment (Bate & Snell, 2009). Human capital is a source of competitive advantage that is irreplaceable. According to Bate & Snell, â€Å"human resource planning occurs in three stages: planning, programming, and evaluating† (2009). Perfecting the art of human resources management can provide strategic value to organizational performance. The Google Company has secured its place as one of the world’s leading employers. Goggles strategy for effective human resources management is providing employees with unparalleled benefits, perks, and opportunities. Lazlo Bock, Google’s vice president of people operations states freedom, curiosity and highly trained employees has forged Google’s success (HR Focus, 2008). Planning requires Google to forecast future job trends based market fluctuations and company growth. In 2005, Google was hiring about â€Å"10 people a day, adding to a workforce of more than 5,000† (Lohr, 2005). Currently, Google employs approximately 20, 000 people with various backgrounds and skills. Closely monitoring economic trends and labor supply forecast allows the company to manage all available resources. The following rules of engagement with employees, outline by Lazlo Bock, have contributed to Goggles effective human resources management. * Hire learners. They are inquisitive, and when they fail, they will ask how they can do better. * Give people the tools and resources to succeed; then let them. * Work on small projects in small teams. * Keep structures flat. Especially as the company gets big, information needs to flow up. * Discuss everything you can publicly. * Give performance-driven raises. This is helpful in controlling turnover and enhancing retention. * Reward success, don’t penalize failure. â€Å"If you don’t fail, you’re not doing your job well.† Quarterly goals are set and performance evaluations are based on these; the company aims for a 70% success rate. Technology at Google Google was founded on the principle of â€Å"organizing the world’s information and make it universally accessible and useful† (Google, 2009). The company original began as a search engine provider. The company quickly expanded products and services to include software, e-mail service, advertising platforms, desktop products, mobile devices, and mapping tools. Google’s list of services and products are too extensive and increasingly expanding. Google’s success can be attribute to the company’s’ expansion of technological services. Google recent advancement has been the development of a new operating system, Chrome, designed to rival its biggest competitors. â€Å"Unlike Windows, Chrome OS is an open-source project like the Linux operating system that’s popular with techies, which means outside software developers are welcome to work on it† (Graham, 7, 2009). The release of Chrome OS as a free open source operating system creates competition with Microsoft’s Windows. Google Assets Google’s ability to control the search engine markets has allowed the company to prosper from advertising campaigns. According to Schonfeld, â€Å"of the 137 billion estimated total searches performed in the U.S. last year, 85 billion were done on Google; nearly 90 percent of all the growth in search volume was also captured by Google (2008). Google’s profits should spike as the country climbs out of recession â€Å"because the company has weeded out a lot of frivolous expenses during the recession† (Liedtke & Girard, 2009). Google went public at $85 dollars a share 2004; current estimates place Google shares at $430 a share (Liedtke & Girard, 2009). The statistics indicated that Google has effectively organized companies assets during difficult economic time. Conclusion  Human resources management and technology play a crucial in business success. Google has perfected work environments that keep employees happy and provides the necessary resources to remain competitive as a company. â€Å"David MacDonald, who joined Google as an account manager in October 2001, says, It wasn’t groundbreaking – search engines had been around for years – but it had a different approach and was all about the people† (Smith, 6, 2008). Google remains one of the world’s leading companies engrossed in the technological revolution. Much of the organizations success arises from Google’s ability to venture into multiple applications. Google refuses to rely on the company’s search engine capabilities to sustain growth. The ability to adapt to economic demands and competition has facilitated Google’s organizational structure.

American Civil War and Amendment Source

It explains the basics about why the 14th Amendment was passed. It also does give many other cool facts that you could find useful. This Includes the fact that the congress had to vote for the amendment to be passed. It also does explain how the 14th Amendment did not completely free slaves. When I say this, I mean that In some places, the 14th Amendment was not active. That means that the slaves In that area, were not free. Evaluation: I did not find the source useful AT ALL. The entire book was Just text, no pictures or anything. This dad It hard to visualize what was happening In the book.Also, the fact that only a fraction of the book was about the 14th Amendment, did not help on the Informational side. I would not recommend this book to someone that Is Just researching about the 14th Amendment. Source 3: Online weapon http://w. NM. Impermeableness. Gob/]b/recon/]b_recon_reveled_l . HTML, by: Web Guides Summary: This Is a weapon created by Web Guides. They go over everything you need to know about the 14th Amendment. They say that the amendment was ratified on July 9th, 1868 and granted excellently to everyone. The senate voted yes by 33 to 11 votes.The House of Representatives voted yes by 120 to 32 votes. Overall, It granted freedom to many African-American slaves. This was for reconstruction purposes for the aftermath of the call war. Evaluation: I found this website page very useful. It had many pictures and links to give you extra facts and Information. It also showed me about what happened after It. I would recommend this weapon/website to everyone.

Differences in Spanish and English Spelling

Differences in Spanish and English Spelling If you can spell in English, you have a head start with spelling in Spanish. After all, thousands of words are English-Spanish cognates, words in both languages that are spelled identically or similarly because they share common origins. For the English speaker learning Spanish as a second language, most of these words pose little problem in spelling, as the differences between the two languages usually follow regular patterns. Below are listed the most common regular differences in spelling as well as a selection of words whose differences dont fit these patterns. The emphasis here is on words that are likely to cause spelling problems, not ordinary differences in the languages such as radio for the English radium and dentista for dentist. Differences in Prefixes and Suffixes English -tion as the equivalent of Spanish -cià ³n: Hundreds of words fit this pattern. The English nation is nacià ³n in Spanish, and perception is percepcià ³n. Use of inms include inmadurez (immaturity), inmaterial, and inmigracià ³n. Use of trass include trasplantar and trascender. However, there are many Spanish words where both tras- and trans- are acceptable. Thus both trasferir and transferir (transfer) are used, as are both trasfusià ³n and transfusià ³n. Differences in Specific Letters Avoidance of k in Spanish: Except for a few Greek words (such as kilà ³metro and some words of other foreign origin such as kamikaze and various place names), Spanish cognates of English words with a k usually use a c or qu. Examples include quimioterapia (chemotherapy) and Corea. Some words are spelled both ways: caqui and kaki are both used for khaki, and both bikini and biquini are used. Lack of th in Spanish: Cognates of English words with a th usually use a t in Spanish. Examples are tema (theme), metano (methane), ritmo (rhythm) and metodista (Methodist). Avoidance of y as a vowel: Except for some recently imported words such as byte and sexy, Spanish usually doesnt use y as a vowel except in diphthongs, so i is used instead. Examples include hidrà ³geno (hydrogen), dislexia , and gimnasta (gymnast). Use of cua and cuo instead of qua and quo: Examples include ecuador (equator) and cuota. Dropping of Englishs silent letters: Commonly, the h in English words is dropped in the Spanish equivalents, as in ritmo (rhythm) and gonorrea (gonorrhea). Also, it is common in modern Spanish to not use ps- to start words. Thus sicolà ³gico is used for psychologist, although the older forms such as  psicolà ³gico are still used. (The cognate of psalm is always salmo.) Use of ess include especial, està ©reo, escaldar (scald), escuela (school), and esnobismo (snobbery). Use of f for the English ph: Examples include elefante, foto, and Filadelfia. Other Common Differences Avoidance of double letters in Spanish: Except for recent words of foreign origin (such as express), the use of rr and, less commonly, the use of cc (where the second c is followed by i or e), Spanish generally doesnt use double letters in English cognates. Thus the English libretto is libreto in Spanish, possible is posible, and illegal is ilegal. Examples of rr or cc in cognates include accià ³n, acceso, and irrigacià ³n. One Spanish word that doesnt fit this pattern is perenne (perennial). Avoidance of hyphenation in Spanish: Hyphens arent used as much in Spanish as they are in English. An example is that while some styles of English uses hyphens in words such as re-edit and re-encounter, Spanish does not in the equivalents: reeditar and reencontrar (the latter of which can also be spelled as rencontrar). Simplification in Spanish: A number of words, particularly ones whose English spellings come from French, have more phonetic spellings in Spanish. For example, bureau is burà ³ and chauffeur is chà ³fer or chofer, depending on the region. B and V: B and V have identical sounds in Spanish, and there are a few words where the English and Spanish cognates use opposite letters. Examples include govern and gobernar, and Basque and vasco. Words that dont fit other patterns: Following are some other easy-to-misspell words that dont fit any of the above patterns. The Spanish word is in boldface followed by the English word in parentheses. Note that in a few cases the Spanish word doesnt have the same meaning, or has other meanings, than the English word listed. abril (April)adjetivo (adjective)asamblea (assembly)automà ³vil (automobile)billà ³n (billion)caà ±on (canyon)carrera (career)circunstancia (circumstance)confort (comfort)coraje (courage)coronel (colonel)diciembre (December)à ©nfasis (emphasis)erradicar (eradicate)espionaje (espionage)etcà ©tera (et cetera)femenino (feminine)garaje (garage)glaciar (glacier)gorila (gorilla)gravedad (gravity)huracn (hurricane)Irak (Iraq)jamà ³n (ham)jeroglà ­ficos (hieroglyphics)jirafa  (giraffe)jonrà ³n (home run)lenguaje (language)mensaje (message)millà ³n (million)(canyon)mà ³vil (mobile)noviembre (November)objeto, objetivo (object, objective)octubre (October)pasaje (passage)proyecto (project)septiembre or setiembre (September)siniestro (sinister)subjuntivo (subjunctive)tamal (tamale)trayectoria (trajectory)vagabundo (vagabond)vainilla  (vanilla)yogur or yogurt (yogurt)