Characteristic Development in Primary Education Research Paper

Characteristic Development in Primary Education - Research Paper Example Suggestions aim towards complete personality development of the child and the role that teacher training and parental observation plays in making these new approaches a success. Children are the main assets of the country and when the community is sure of educating its children right, it can be sure of a secure future. There is no doubt that although the position of child education is at topmost priority in our country, the quality of education needs to be optimized for best developmental growth. Characteristic development is a major field in children’s education today. It deals entirely with the chances of a child being able to recognize, nurture and flourish in characteristics which come naturally to him or her. While parents and teachers (Burchinal et al, 2008, p.141) play a major role in identifying these characteristics, it is the main responsibility of the education system to create opportunities for the growth and development of characteristic in students right from their early ages. The main aim of the present study is to highlight the various aspects of characteristic development in school curriculum and approach and also develop suitable propositions that will bring in new dimensions to existing characteristic development protocols in primary education. The study is based on literature review found in the past ten years and correlating the findings with the present scenario and probable requirements that may come up in the future. Whether it is related to child centered play or developmentally appropriate practice, the approaches in characteristic development will have to be re-evaluated to create the right combination for children of today’s world. Findings in sub-fields of child centered play have shown a definite growth in certain tracks over the past couple of years. Several educationists agree that focusing on child centered play is good for the community as it

Reinforcement Research Paper Example | Topics and Well Written Essays - 750 words

Reinforcement - Research Paper Example mber Scholarship Program introduced in the year 1973, which has now been renamed as the Leadership Scholarship program encourages the restaurant employees to participate in community activities and enhance their leadership skills. The company has so far offered over $32 million in financial assistance to team members (Chick fil A, 2014). At McDonalds the positive reinforcement strategy is used in tune with its pay and rewards program whereby the employees are rewarded based on their performance. The "pay for performance" management philosophy incorporated by the management ensures that the employees are motivated to perform better in order to earn greater pay opportunities (McDonalds, 2014). McDonalds uses both short-term as well long-term incentives, over and above the base pay, to motivate employees to perform better. The short-term incentives refer to incentives offered to the employees based on their annual performance while the long term incentives refer to LTI stock awards that are granted to eligible employees who are likely to continue working at McDonalds for a long-term and contribute to its growth and development (McDonalds, 2014). The company offers various recognition programs whereby the strong performers are recognized and reward for their contribution. The awards are offered to both - individuals as well as teams for their effort. For instance, the Presidents Award is given to the top 1 % of individual performers worldwide, thus providing a strong incentive / motivation to work harder and perform better. The company also gives away the Circle of Excellence Award to top teams for the efforts and contribution in helping the company achieve its desired goals and objectives (Mcdonalds, 2014). The Company Car Program is a type of incentive offered by the company to its eligible employees whereby the selected employees are afforded an opportunity to choose from a range of vehicles, based on their designation and level at workplace, to be used for

Effects of Fossil Fuels

Effects of Fossil Fuels Every year, 5.5 million people die prematurely because of air pollution (Lelieveld et al 367). In fact, that number is more than the deaths caused by malaria and HIV/Aids combined. By 2050, the number is projected to double if the problem cannot be tackled properly (Carrington). When asked how to address this problem, a common answer is to reduce our fossil fuels productions. But how can we the world together solve this problem? In the recent book This Changes Everything, the author, Naomi Klein describes how the world is struggling to reduce carbon emissions, and we are approaching the point where climate change is soon to be out of control. The author expresses her indignation about the machinations of big polluters and their collaborators, and concludes with a hope of a revolution when societies suddenly decide they have had enough (Klein 464), so only mass social movements can save us now (Klein 450). To do so, she urges people to act and apply comprehensive boycotts, divestments , and penalties against lobbied politicians, parties, countries and corporations that are destroying our resources and future. One of the remedies she mentions is the divestment movement which can stop the intention of pushing the planet beyond the boiling point of big oil companies (Klein 354). Divestment def: Divestment is considered as one of the few remaining practical strategies likely to awaken organizations and individuals around the world to the powerful necessity of massive and immediate action to fight against climate change and extractivsm because it is morally, strategically and financially important. Greenhouse gas emissions in the world are continuing to increase rapidly, yet the climate is worse than anticipated. Scientific evidence suggests that, with the absence of significant progress to slow emissions, the climate of the earth will warm up at least 3 degrees Celsius, if not more. Stern Review on the Economics of Climate Change conclude that if future temperature increases two or three more degree, one-sixth of the worlds population would face floods or droughts and reduce crop production in Africa enough to put several hundred million people at risk of starvation (Lockwood). In order to keep the world safe, international commitments based on scientific evidence have committed to keep warming around 2 °C of the pre-industrial baseline. However, the earth is currently at about 0.8 °C above this pre-industrial level (IPCC). Without strong and meaningful solutions to slow down emissions, the dangers of warming at higher levels such as 3 °C or 6 °C wi ll likely result in the sea level rise up to three feet by 2100 and ten feet by 2300 (World Bank). Hundred millions people will have to seek for new settlements. Catastrophic fires will take place in Amazon forests more often, which is responsible for ten percent of the worlds oxygen supply. Yet, the Himalayan ice sheet will melt, causing 2 billion people in Asia losing water supply for drinking and farming. However, fossil fuel extraction companies rely on extracting resources that are incompatible with the 2 °C warming threshold. Carbon budget has been estimated at 565 gigatons of carbon dioxide in 2012, but fossil fuel companies hold reserves that are estimated at 2795 gigatons which is five times as much compared to the carbon budget. In other words, only 20 percent of their reserves can be exploited and burned without exceeding the 2 °C warming threshold, and the other 80 percent must be kept intact in the ground. Despite the truth that burning fossil fuel will ca use the world to reach the limit of warming, they continue to extract and also pour billion of dollars every years into finding new resources, about 674 billion in 2012. Furthermore, they have spent billion on exploring unconventional fossil fuels which are more harmful to the environment such as coal seam gas and tar sand. These activities are considered as unscrupulous behaviors, regardless of whether these extraction and exploration companies are putting money into research and development methods related to cleaner harnessing methods and alternatives, and alsotheir activities have contravened local laws or jeopardized indigenous peoples health by causing water contamination and releasing emissions during the exploitation process. To smoothen those exploitation processes, fossil fuel companies have funded climate change deniers and influenced politicians to ensure legislations that limit environmental rules can be passed. They also advertise campaigns against proposed initiatives , exaggerating the potential job losses and imbalance of energy security. Therefore, fossil fuel companies have shown a lack of integrity and accountability, so continuing to invest in these companies does not fit social morality any more. As in Bill McKibbens words, If its wrong to wreck the planet, then its wrong to profit from that wreckage. However, fossil fuel companies and opponents argue that the world is so dependent on fossil fuels, and any abrupt change will impact on the poorest countries and communities because only fossil fuels can lift them out of poverty. In fact, the world has seen that alternative energy has brought benefits to the worlds poor. For example, in Bangladesh and Mongolia, more than 3.5 million solar homes systems have been installed in rural Bangladesh, creating 70,000 direct jobs (World bank). The solar homes system has been changing their lives by not only lighting up their homes with low-cost energy, but also provide a safer energy source to cook rat her than burning coal and wood because indoor air pollution is one of the main causes of death in these countries, due to the use of dirty oil or coal plant to cook (Varma). If we perceive that destroying the climate in which humanity evolved by promoting fossil fuel emissions is wrong, then making profit from investing in these companies is also unethical. Divesting may not prevent fossil fuel companies from continuing their activities. It will, however, put the pressure on them to behave responsibly and make them not to continue acting with impunity. Although there is a widespread agreement that institutional investors leaving their funds will not directly harm fossil fuel companies, there may be a direct financial impact on the areas where funds are reinvested. Renewable energy and other clean technology companies are widely recognized as under-capitalized, meaning that greater investment in these sectors could help push the development of alternative and renewable energy. In a report in 2014, the IEA confirms that global financial support for fossil fuels in which exploration is only a portion, was estimated at $ 550 billion in 2013. That was four times the subsidies for renewable energy. Because of the huge costs for exploring reserves and the fluctuation in prices of coal and oil, these generous public subsidies are deemed uneconomic, holding back investment in renewable. But if billion of dollars are withdrawn from fossil fuels companies, what are the sectors where the investments could yield high returns and also facilitate the transition to renewable and clean energy system? A recent report from the Sustainable Conservation Alliance found that colleges investing in lighting and heating energy efficiency at their facilities earned an average return on investment of 28 percent. Renewable electricity generation such as wind, solar and biomass, not only reduces emissions but also creates jobs. Some investors argue that fossil fuels companies promise to make fossil fuels become a cleaner source of energy, so divestment is not necessary. The fact that large fossil fuel companies often have some activities in the field of renewable energy makes the divestment movement become complicated. Some observers also argue that shareholder involvement may motivate fossil-fuel companies to convert into renewable energy providers. However, renewable energy accounts for only a small proportion of activities, reaching a peak of 6% by 2015), and there is currently no sign that the transition will occur. As Klein asserts, And even as the demand for renewables increases, the pe rcentage the fossil fuel  companies spend on them keeps shrinking by 2011, most of the majors were spending less than 1 percent of their overall expenditures on alternative energy, with Chevron and Shell spending a deeply unimpressive 2.5 percent. New reserves are still being exploited and explored although in most cases further development is incompatible with the limits of safe climate change. Historically, companies and industries that have not been able to grow fast enough to transform their underlying business operations tend to become outdated and then replaced by new ones. Divestment can facilitate the transition to clean economy. That a massive global transition away from fossil fuels and towards renewable energies, led by solar, also means that there are and will continue to be competitive investment returns earned from carefully selected investment exposure to renewables. The movement is criticized when it gets more attention. It is described as an empty strategy: When you sell your shares, new investors will take your spot. They also have the same influence. Therefore, some investors claim that the divestment from fossil fuel companies is a symbolic act. But what the emergence of this networked, grassroots movement means is that the next time climate campaigners get into a room filled with politicians and polluters to negotiate, there will be many thousands of people outside the doors with the power to amp up the political pressure significantly with heightened boycotts, court cases, and more militant direct action should real progress fail to materialize. And that is a very significant shift indeed. (Klein 355) History shows that divestment campaigns do work by removing the social license of the companies and casting them as social pariahs that run counter to social values. This results in a country or industry running into serious difficulties. As Nelson Mandela and Bishop Tutu have insisted, the divestment campaign in the 1980s was critical to the overthrow of apartheid in South Africa. In the 1990s a divestment helped bring major changes in the tobacco industry after decades of denial. à ¢Ã¢â€š ¬Ã‚ ¢ As a recent Oxford University study has shown,1 even when divestment has no direct, substantial financial impact on companies, it helps to remove the social license of companies pursuing highly destructive practices. In doing so it helps build a movement that harms the public image of these companies, reduces their political support, and thus impacts their financial interests. Such a campaign can thus help convince the companies to act in a more socially and environmentally responsible way. The campaign can also help convince governments to restrict the GHG emissions of the fossil fuel industry. True, fossil fuel is not in itself a social evil the way apartheid or tobacco addiction are. However, the impact or global warming caused by fossil fuels is far more extensive than apartheid and tobacco. And that impact will be hardest for developing countries and the poor, and the devastating social injustice that will result outstrips the terrible consequences of apartheid. Similarly, the health impacts of global warming will be more deadly than tobacco addiction. à ¢Ã¢â€š ¬Ã‚ ¢ Fossil fuel companies are aware of the devastating harm they are causing and will cause. Yet they are working very hard to continue profiting from the use of fossil fuels and they are fighting against the promotion of renewable energy that we need. While the production of energy itself is a social necessity, to knowingly continue the production of energy that will cause vast pain and destruction for the financial gain of a few is indeed evil. If you own fossil fuels you own global warming. You own the most likely cause of global economic and possibly even civilization-level failure, and moreover, you own a power source that is having an increasingly tough time competing economically. The human community has never faced such certain and devastating consequences if action is not taken. Apart from nuclear war, climate change dominates all previous threats to humanity in its scope and extent. The magnitude of the threat in itself represents a powerful argument in favor of divestment. The movement will send an important message to the world that climate change is happening and immediate actions are needed through reducing greenhouse gas emissions and shifting rapidly to the carbon-free world. Such changes can be considered disruptive and difficult, but necessary and will benefit human health and wellbeing in the short run and in the years and decades to come.  There are strong moral and financial reasons for organizations an d individuals to divest from fossil fuels. Also, divestment is an opportunity for organizations to align their investments with their values and show leadership on climate action. It is not only a political issue or something to be handled by big organizations. Anyone can do something to contribute and to convince institutions to divest. Maybe there is a local divestment group you could join or simply support the international campaigns of 350.org. Ask your bank if they are still investing in fossil fuels. It is up to us to decide where our money is working for.

Jurassic Park Summary :: essays research papers

Michael Crichton's Jurassic Park Alan Grant and Ellie Sattler were among many people paleontologists that were funded by a wealthy man by the name of John Hammond. The two of them were visited by a man named Morris who was very interested in Hammond. Apparently he had leased an island of the west of Costa Rica. He had some kind of big development going on for the past ten years. He also had been buying large quantities of Amber which seemed useless due to it's low value. And Morris, being from the government, was very suspicious. Shortly after this visit the two dinosaur diggers were called by this man called Hammond. He wanted the two of them to visit him on his island. It was some type of biological preserve that would change the world in science and Hammond needed all the opinions he could get on if it would be safe. He called it, Jurassic Park. Meanwhile there was a young man by the name of Dodgson who worked with a rival company of John Hammond. He knew Hammond was on to something big having to do with dinosaurs. He met up with one of Hammond's employee's named Nedry who was the design of there park's computer system. Dodgson knew that they're company was some how recreating dinosaurs by making embryos. There was just one problem, they're company was ten years behind and would never catch up. Nedry ended up taking the million dollar offer from Dodgson for the embryo's that would change there whole company and update them on ten years of research. When Sattler and Grant arrived at the island they met up with other acquaintances of Hammond. There was the famous mathematician, Ian Malcolm. The big and rather rude man, Dennis Nedry. The intelligent scientist that was behind the whole park, Henry Wu. And the lawyer, Ed Regis. Soon later the rest of the visitors arrived. It was Hammond's grandchildren. And then, it was ready for the tour to begin. The tour consisted of six people. Hammond's grandchildren, Lex and Tim, Malcolm, Dr. Sattler and Dr.Grant, and Ed Regis. On the tour they saw many interesting things. There was real live moving dinosaurs! The walk around tour briefly explained how the scientists did it. First off they had to find amber which was tree sap that hardened a long time ago when the dinosaurs lived. In this amber contained many bugs such as mosquitoes which drank the blood of dinosaurs millions of years ago. This blood was then used to capture the DNA which would recreated an actual embryo that would soon turn into a live growing dinosaur.

Mars Attacks! Review

January 24, 2013 Review of Mars Attacks! Mars Attacks! is Tim Burton’s clever thought at a martian invasion on the United States of America. After their landing, they easily took advantage of the governments trust, understanding, and compassion. Human beings, especially Americans, show just how ignorant and unpredictable they can be. However, their stupidity paves the way to their survival with a little bit of a population remaining. Source Materials: The constant struggle between war and politics makes this movie a classic bumbling mess of emgo fighting over what they consider to be right.The 1950’s science fiction focuses on how these peoples egos were created in a time of growing personalities. Genre: Parody Science Fiction portrays humility at the expense of American’s under the superior mind of the martians. Ultimately giving the upper hand to the human race for a reason that could not even be fathomed by mankind. Star Personas: The film is shown through the eyes of powerful figures from Nevada to Washington D. C. Everyone has an opinion and the best idea with how to deal with the martian invasion.A poor kid from that gets no attention within his society turns out to be the hero of the film. Technology/CGI: Used strongly throughout the entire movie, because anything that had to do with the martians was created by CGI. It was used to give a feel of abstract science fiction and not just a battle for superior intelligence. Plot: Told from a variety of different viewpoints and the advantages and drawbacks that went along with them. Everything comes together in the end to make it a bittersweet happy ending for all of those still left alive.

Independence Day of India Essay

A moment comes, which comes but rarely in history, when we step out from the old to the new†¦India discovers herself again.† – J.L.Nehru On the eve of India’s independence, Pandit Jawaharlal Nehru famous speech â€Å"Tryst with Destiny† marked the beginning of a free India with words symbolizing hope and triumph. India got its independence from the clutches of British rule on 15th August 1947. It was this day when India’s tricolor flag was unfolded by Pandit Nehru on the barricades of the Red Fort at Delhi. Each and every patriotic soul watched with excitement and paid tribute to thousands of martyrs who sacrificed their lives for India’s freedom. The Independence Day of India is a moment of delight and grandeur but to achieve it the nation had to put up a long battle for over two centuries against the British Empire. At last on 3rd June 1947, the last British Viceroy of India, Lord Mountbatten of Burma, declared the separation of the British Empire in India into India and Pakistan. The announcement was made under the terms of the Indian Independence Act 1947. Significance of Independence Day The significance of the Independence Day in the existence of a nation is of greater value. The day is much more than merely celebrating the anniversary of India’s free statehood. On this day India attained a major part of Asian subcontinent’s 562 extensively spread territories besides British owned states.

The Best AP Environmental Science Study Guide

The Best AP Environmental Science Study Guide SAT / ACT Prep Online Guides and Tips Are you studying for your AP Environmental Science class and/or the end of the year AP exam? Reviewing for any AP exam is tricky, and many students who take AP Environmental Science aren’t sure how they should be studying. This AP Environmental Science study guide will walk you through how to develop a review plan for AP Enviro, give study tips, and provide links to notes and practice exams to make your review more effective. How to Use This AP Environmental Science Study Guide As mentioned above, this guide can be used both for reviewing for the final AP exam as well as preparing for regular class tests and quizzes throughout the year. I’ll begin by walking you through the steps you need to take to develop a solid review plan regardless of when you begin studying. Once you have your plan set in place, I’ll go over tips you can follow to give your review an extra boost and make sure you’re getting enough out of it. After you’re clear on how to review for AP Enviro, you need to make sure your review covers each of the topics you’ll be tested on, so the next section links to notes you can use to review course content. Finally, I’ll end by linking to and evaluating different practice resources so you can be sure you’re using high-quality materials for when you begin reviewing for the AP exam, if you haven’t already started. Creating a Study Plan for AP Environmental Science This section walks you through how to study for AP Environmental Science for both semesters of the class. In the next section, I’ll give you some tips to help make your studying more effective. First Semester The best way to prepare for AP classes is to do regular studying throughout the year. Get into the habit early by beginning the process your first semester. #1: Start Early Be sure to start your studying early (by the middle of the first semester) and review regularly throughout the year. Doing regular review will help you stay on top of the material, keep you prepared for class exams, and make reviewing for the final AP test less overwhelming in the spring. #2: Begin Reviewing Material During your first semester, you’re still learning the majority of the material you need to know for the exam, so your study plan should focus primarily on reviewing content you’ve already learned and starting to familiarize yourself with the format and content of the AP exam. Early on in the semester, you should create a schedule for when you will review the course material. You can choose to do this once a week, once every two weeks, or whatever works best. You may also want to purchase a review book at this time. Review books can be particularly helpful because they condense the information and focus exclusively on what you need to know for the AP exam. Read reviews before you purchase a review book to make sure other people have found it helpful and it’s the kind of book that you want. When reviewing the course material, use your class notes and review book (if you have one). If you’re missing notes or want to look at them in an organized way, we’ve collected some of the best AP Enviro notes out there (see the AP Environmental Science Notes section below). These notes include links to topics from each of the course’s seven main topics, vocab definitions, overviews of major environmental laws, and more. When reviewing your notes, it’s very important to study them actively and not just drag your eyes across the page. Every few minutes, stop and mentally review what you’ve just read to make sure you’re retaining the information. Underlining and jotting down your own notes can also help. #3: Answer (Select) Practice Questions During the first semester, taking a full-length practice exam won’t be that helpful because you haven’t covered enough topics at this point. For this semester, focus on answering free-response questions from the College Board (look through them to find ones that focus on information you’ve already covered) and unofficial quizzes that focus on specific content areas (the Environmental Science and Learnerator quizzes are good resources for this. To find these resources, read the practice materials below, and you can also review our dedicated guide which has the full list of collected practice materials for AP Environmental Science. Second Semester/AP Exam Review Since you’ve now covered a majority of the material, second semester is when you should begin to really focus on reviewing for the AP exam. Here are the steps you should follow this semester. #1: Take a Complete Practice Test You now know enough material to take a complete practice exam. Doing this will give you experience for the actual AP test and let you know where your strengths and weaknesses are and what you should focus the rest of your review on. Take the test under realistic testing conditions (90 minutes each for multiple-choice and free-response sections, no calculator, and taken in one sitting). I recommend taking the Barron’s exam as your first complete practice exam since it is high-quality but allows you to save the official complete practice test for later in your review. After you’ve completed the exam, score it and see how well you did. Official practice materials come with scoring guidelines, and many unofficial resources are automatically scored, but if you need help estimating your score, use this score calculator. (It’s based on 2008 results so it won’t be completely accurate, but it’ll give you a good estimate.) Your score on this test will help you figure out how well you’re doing and how much studying you need to do. Most students should aim for a 4 or 5 on this exam since it isn’t overly difficult, but if you’re scoring very low or know you won’t be able to devote much time to studying, you may want to aim for a 3 instead. If you’re close to the score you want, you may only need to do light review, but if you’re two points away or more, you’ll likely have to put in some significant time to meet your goal. #2: Review Your Mistakes After taking and scoring your first full-length practice test, look to see where you got questions wrong. Look for patterns in the questions you answered incorrectly. Did you do well on the free-response questions but missed a lot of multiple-choice? Did questions that required calculations trip you up? The primary reason for taking practice tests is to find where your weaknesses are and improve in those areas, and the only real way to do that is to start by figuring out exactly why you got certain questions wrong. #3: Strengthen Your Weak Areas Don’t just immediately move on to your next practice test, spend time strengthening areas you need to improve on. Perhaps you need to learn how to complete your essays faster, or you realized you really don’t know anything about the nitrogen cycle. Get these gaps taken care of before you take another practice test, otherwise, you won’t see your scores improve. Strengthening these areas may include reviewing relevant notes, answering practice questions, and/or altering your test-taking strategies (for example, you may frequently make careless mistakes, which means you need to slow down and read questions more carefully). #4: Take and Score a Second Practice Exam After you feel you’ve reviewed sufficiently, take another practice exam, either the official released test or Varsity Tutors’ multiple-choice section with official free-response questions added to it (see the Practice Materials section for links to these resources). If you’ve improved a lot and are close to or have met your score target, you may only need to do some light review until the AP test. If you’ve improved somewhat but still haven’t met your score target, repeat the above steps again to continue working on your weaknesses. If you’ve seen little or no improvement, you’ll have to alter your review methods. Think about how you’ve been reviewing and where you can make improvements. For example, you may not have been paying close enough attention to your notes or just passively read through them instead of engaging with them. Make a list of things you’ll change (such as studying more actively, paying closer attention to your notes etc.) and implement those changes as you go through the above steps again. Here’s a brief recap of the process you should be following: Take and score your first practice exam (4 hours) Evaluate your mistakes (1.5 hours) Improve your weak areas by doing focused content study and completing practice problems (2.5 hours) Take and score a second practice exam (4 hours) Repeat the steps above as often as you need to in order to make sure you’ve eliminated your weaknesses for the AP exam and are ready when it comes time to test day. Tips and Strategies for Reviewing AP Environmental Science Below are three top tips you should keep in mind as you study for the AP Enviro course and final exam. Implementing these tips will make your studying both more effective and more focused. #1: Keep Up on Current Environmental Issues Environmental science is an area where we are constantly learning new information. Much of what we know on this subject has only been discovered in the past few decades, and sometimes just the past few years. This means that there are many important environmental developments that recently occurred and/or are still going on now. While the AP exam won’t ask you about some environmental finding that appeared on the news last week, it does frequently reference recent environmental news and events. You can help yourself stay updated on environmental science by reading environmentally-focused articles, following environmental organizations or people on social media, and following current environmental issues being debated by politicians. Doing so will help reinforce the events and concepts you learned about in class, and it can make the subject much more interesting. #2: Make Connections Between Topics AP Environmental Science strongly emphasizes the fact that all systems on Earth are interconnected, and nothing exists in independent of everything else. As a result, many questions on the exam focus on making connections between two or more concepts. This means that learning about each topic in isolation won’t help you much on the exam; you need to know how that topic affects and is affected by other parts of the Earth. You can help yourself make connections between concepts by drawing diagrams or webs that show how different topics are connected (such as the nitrogen, carbon, and water cycles, for example), and regularly asking yourself how whatever concept you’re learning is connected to other topics you’ve covered in the class. #3: Brush Up on Your Math Skills There are questions on both the multiple-choice and free-response sections of the exam that require calculations. However, you are not allowed a calculator for any part of the exam which means you will have to complete all these calculations by hand. None of the calculations you’ll be asked to complete will be particularly long or complicated, but if it’s been a long time since you’ve done long-division and the like, you may want to get some practice in. Taking a long time to complete calculations can prevent you from answering other questions on the exam, so get some practice in so that these questions don’t trip you up. Check out the Environmental Science Formulas in the Notes section below to get an idea of some of the formulas you might be asked to complete. Doing practice multiple-choice questions that require calculations and data set free-response questions can also help you brush up on your skills. AP Environmental Science Notes As mentioned above, you can use these notes to supplement your studying as you review for the class and the final AP exam. The notes are organized by the seven major topics that AP Environmental Science covers. Within each major topic are more specific areas of focus. The vocabulary links are organized by chapter from the 13th edition of the Living in the Environment textbook. The vocabulary notes give brief definitions for each of the major keywords you need to know for AP Environmental Science. Remember to actively read these notes while studying. Underlining, drawing diagrams, and rewriting parts of the notes in your own words will help you much more than simply moving your eyes across the page. For more information on these notes and how to use them, check out our special dedicated guide for AP Environmental Science notes. #1: Earth Systems and Resources Notes Earth Science Concepts The Atmosphere Environmental Philosophies Vocabulary Chapter 1: Environmental Issues, Their Causes, and Sustainability Chapter 2: Environmental History, an Overview Chapter 10: Geology #2: The Living World Notes Energy Flow Ecosystem Diversity Biological Communities Biomes Vocabulary Chapter 3: Science, Systems, Matter, and Energy Chapter 4: Ecosystems Chapter 5: Evolution and Biodiversity Chapter 6: Biogeography Chapter 7: Aquatic Ecology Chapter 8: Community Ecology #3: Population Notes Population Biology Concepts Human Population Vocabulary Chapter 9: Population Dynamics, Carrying Capacity, and Conservation Biology Chapter 12: The Human Population #4: Land and Water Use Notes Agriculture Water Global Economics Vocabulary Chapter 13: Food Resources Chapter 14: Water Resources Chapter 15: Geologic Resources #5: Energy Resources and Consumption Notes Conventional Energy Sustainable Cities and Personal Action Sustainable Energy Vocabulary Chapter 16: Energy Efficiency and Renewable Energy #6: Pollution Notes Pollution Types Air Pollution Water Pollution Impacts on the Environment and Human Health Vocabulary Chapter 11: Risk, Toxicology, and Human Health Chapter 17: Air and Air Pollution Chapter 19: Water Pollution Chapter 21: Solid and Hazardous Waste #7: Global Change Notes Pests Vocabulary Chapter 18: Climate Change and Ozone Loss Chapter 20: Pesticides and Pest Control Chapter 22: Sustaining Wild Species Chapter 23: Sustaining Terrestrial Biodiversity AP Environmental Science Formulas These short guides (also from CourseNotes) include many of the common formulas you’ll use and need to understand in AP Environmental Science. Acid Rain Air Pollution Control and Prevention Air Pollution Formulas Ozone Formation and Destruction Photochemical Smog The Carbon Cycle The Nitrogen Cycle This looks pretty, but you probably shouldn't do it to your notes. AP Environmental Science Practice Materials Even now that you have a study plan you can use, it can be difficult to find high-quality practice materials. Luckily, we’re here to help! You can check out a comprehensive guide to all practice materials for AP Environmental Science, but below are the best quizzes and tests for you to start using. All of these resources are free to access. There is one complete and official practice test available from the College Board. While unofficial, Barron’s has a high-quality complete practice test. If you’re looking for free-response questions, there are dozens of examples from previous AP exams that you should use. For multiple-choice questions, there’s 17 official practice questions you can look at in the official Course Description for AP Enviro. Varsity Tutors also has a 100-question multiple-choice test. You can combine these multiple-choice questions with a set of official free-response questions above in order to create a complete practice test. Summary: Key Strategies for AP Environmental Science AP Environmental Science covers a lot of topics, but if you know how to properly review and set up a study plan early, you greatly increase your chances of getting a great score on the AP exam. During the first semester, you should focus primarily on reviewing content you learned in class and practicing relevant free-response questions. Second semester is when you’ll start focused review for the AP exam. Taking an initial practice test, evaluating your score, and targeting your weaknesses will help you minimize your weak areas and be strong across the board. Use the notes and practice materials linked in this guide to help supplement your review. What's Next? Looking for more details on what to expect from the AP Enviro class? Check out our complete guide to the course. Want some more practice tests and quizzes to enhance your studying? You've got it! We have a ton of practice resources for you to use to study for the AP Enviro exam, and, in the guide, we tell you what each resource is best for. Wondering when you should start studying for AP Enviro and other AP exams? In our guide, we help you figure out exactly when you need to start cracking open those review books. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Tailoring Your Strategy To Fit The Cult Essays

Tailoring Your Strategy To Fit The Cult Essays Tailoring Your Strategy To Fit The Cult Essay Tailoring Your Strategy To Fit The Cult Essay In this article, I will discuss three aspects of global strategy: the companys mission, villous and Identity, brand strategies, and ammunitions. Drawing upon Egger Hypotheses dimensions of national culture (see Five Cultural Dimensions) and my own extensive research and consultancy work, I will consider ten convergence Ana Leverage AT consumer behavior across countries, in order to help managers better understand the relationship between culture and strategy. Recognizing the differences will lead to increased efficiency in a companys global marketing effort and will ultimately condition the success of any multinational enterprise. Mission, Vision Corporate Identity A crucial element in the strategic planning of any organization starts with its mission statement, an explicit formulation of what a company stands for, and linked to this, a vision statement indicating where the company wants to be in the future, sometimes expressed as its strategic intent. Mission and vision should give focus to everyone who is involved with the company, be it directly (employees) or indirectly (shareholders). This document is authorized for use only by Nail Wises at until May 2014. Canons corporate philosophy of kisses. Apart from the collectivist values such statements express, they also indicate a high degree of power distance, as in the case of Toyota, whose mission is headed: Message from Top Management. Also, contrast Microsofts mission, To help people and business throughout the world to realize their full potential, with Philips to Improve the quality of peoples lives through timely introduction of meaningful innovations. The former reflects the Anglo-Saxon value of self-actualization, while the latter reflects the quality-of-life preferences ore in keeping with the Dutch character. In all these cases, it is vital that a company review its mission statement in light of its own cultural Dallas. A companys blew AT Itself ultimately rennets ten values AT Its leaders and if these values are not shared across cultures, then stakeholders elsewhere may have difficulties identifying with the company. A truly global company would include values that are shared by more cultures than Just its own. Based on its mission and vision, a company then distills its corporate identity, which also reveals its core values. Usually the task of creating a corporate identity begins with the election of an appropriate corporate name. Other factors that contribute to corporate identity include the logo of the organization and marketing communications. All this, including language, lettering and associations, is logically a reflection of the home country of the organization. The British communications consultant Nicholas Mind has defined corporate identity as an organizations identity in its sense of self, much like our own individual sense of identity. Consequently, it is unique. If we consider this definition carefully, we see that it is, in fact, a culturally bound concept. First, the quality of uniqueness resonates primarily with individualistic cultures. Furthermore, the insistence by many organizations that there be worldwide consistency of all the elements of corporate ID, so that the company is perceived universally, again derives from Western notions. In reality, corporate identity translates differently in different parts of the world. Sticking to uniqueness and consistency in corporate identity can be counterproductive, YOU Although the concept of the mission and vision are Western inventions, the practice has been universally embraced by companies worldwide. Providing a statement that expresses a companys strategic intent, its philosophy, values, ethics or operational effectiveness has become standard global management practice. Yet closer analysis of such statements reveals telling differences in content and form across the world.

ACT Math Strategy

Plugging in Numbers A Critical SAT/ACT Math Strategy SAT / ACT Prep Online Guides and Tips As we mentioned in our math strategy article on plugging in answers, neither the SAT nor the ACT measures how you arrived at your answer. On standardized tests, all that matters is whether your answer is correct or not. There is no such thing as partial credit on a standardized test and no one is looking over your shoulder to see if you solved the question the â€Å"proper† way. This means that finding the right answerno matter the processis the only thing that matters. And there are plenty of short-cut techniques you can use to find that correct answer without the need to create and solve complex equations. This guide will take you through the strategy of plugging in your own numbers, one of simplest processes for working out the answers to several different kinds of standardized math questions. In this guide, we’ll give you a complete walk through on the strategy of plugging your own numbers (PIN) for math questions.We’ll go through the whys, hows, and, most importantly, whens of using PIN your standardized test(s), as well as take you through several real SAT and ACT practice problems. The other best strategy for working around problemsplugging in the answersis covered in a separate guide. Why Use Plugging in Numbers? Sometimes you may find yourself confronted with a problem that you have no idea how to approach. Sometimes you may just think it will take too long to solve the problem algebraically. And other times,you maybegiven so many different variables in a single problem that you want to make absolutely sure you have the correct solution. When this happens, plugging in your own numbers can often help get you to the right answer. It can be intimidating to begiven a question or answer choices with multiple variables, especially when you are on a strict time crunch. But if you use real numbers in place of x or y or a or k(or any other variable), it can make a previously obscure problem turn into one that it quite simple. Using numbers in place of variables can make the more theoretical questions become more practical and easy to visualize, which will allow you to solve them much more easily. For example, (We'll walk through how to solve this question in the next section) It can be very easy to forget that you have the power to replace variables with your own numbers while you’re taking the test. So remember to relax and know that solving a question via complex algebra is not your only option; you have other avenues available that are often much easier to work with. Use any and all advantages you have when battling standardized testing. How to Use Plugging in Numbers So now that you know why plugging in numbers can come in handy, let’s go through exactly how to do it. The basic idea of plugging in your own numbers is that you provide real numbers in place of variables or unknowns in your problem. This technique can work for any problemalgebra or geometryin which you are presented with several unknowns, or variables. The best way to tell if you can use PIN on a question is to look and see if the question, the answer choices, or both involve variables. When the question and/or answer options include variables (especially multiple variables), you can most likely use PIN. Because these kinds of questions are asking about the relationships between numbers (or objects or degrees, etc.), these relationships will be constant, no matter what actual numbers are used. As long as your numbers follow the rules you are presented with in the question, then you can find the right answer using your own numbers. Then, once you’ve picked a number to represent a variable, use that number to solve the original equation. Then use the number you chose for your original variable to replace that same variable in your answer options. By doing this, you can test your answer options and see which answer choices match the result you got for your original equation when you plugged in your own numbers. Don’t worry if this doesn’t make any sense to you yet. We’ll break down the steps using an actual math problem example: We are told that themathematical relationships described above work for all numbers $x, y, z$. This means we are allowed to pick any numbers we would like for $x, y, z$ because any and all numbers must work. We have multiple variables and a complex series of equations. Let's make life easier on ourselves and give each of these variables a number. Let's say that: $x = 2$ $y = 3$ $z = 4$ Now, let's solve our problems in accordance with the rules we were given and see if the equations are equal. The first is: $x⊕y = y⊕ x$ Let's take the left half of the equation first and replace our variables with numbers. $x⊕y$ $2⊕3$ Well, according to our rules, this would be: $2⊕3 =(2)(3) + 2 + 3$ $$ The left half of our equation is. Now let's look at the right half to see if it is equal. $y⊕x$ $3⊕2= (2)(3) + 3 + 2$ $$ Both sides equal , so option I is correct. This means we can eliminate answer choices B and C. Now let's try the equation for option II, using our same numbers for our variables. $(x - 1)⊕(x + 1) = (x⊕x) - 1$ Again, let's take the left side of the equation first. $(x -1)⊕(x + 1)$ $(2 - 1)⊕(2 + 1)$ $1⊕3$ $1⊕3= (1)(3) + 1 + 3$ $7$ So the first half of the equation equals 7. Now let's see if the right half is equal. $(x⊕x) - 1$ $(2⊕2) - 1 = ((2)(2) + 2 + 2) - 1$ $7$ Both sides equal 7, so option II is correct. We can eliminate answer choice A. Finally, let's test the last equation. $x⊕(y + z) = (x⊕y) + (x⊕z)$ Looking at the left side of the equation, we have: $2⊕(3 + 4)$ $2⊕7$ $2⊕7= (2)(7) + 2 + 7$ $23$ The left side of the equation equals 23. Now let's test the right to see if it matches. $(x⊕y) + (x⊕z)$ $(2⊕3) = (2)(3) + 2 + 3$ $$ And $2⊕4 = (2)(4) + 2 + 4$ $14$ We are told to addthe two together, which gets us: $ + 14 = 25$ The left half of our equation was 23 and the right half was 25. The two expressions not equal, so option III is incorrect. This means our final answer is D, I and II are the only correct equations for all values of $x, y, z$. Again, we were able to choose all of our own numbers for this problem, but this will not universally be the case. Always pay attention to when you have the leeway to choose your own numbers for multiple (or all) variables, and when you must choose a number for only one variable and solve for the rest. The reason we were allowed to choose numbers for every variable above was because the problem told us the equations were true for all numbers. This meant that any numbers we chose followed the rules as outlined by the problem. You will be able to tell when you can plug in numbers for multiple variables because the problem will specifically tell you that "all numbers" or "all integers" must work in place of yourvariables. This gives you free reign to pick your numbers with impunity. If you don't see the words "all numbers" or "all integers"in the question, then you may only use your own number for one variable and solve for the rest. This will keep the variables following their defined rules and keep the relationships between them intact. Now let's look at a problem where we CANNOT pick our own numbers for every variable: Because we are not told that this problem works for "all numbers," we know we must choose our own number for just one variable and solve for the rest. In this problem, I've chosen to replace$v$ with my own number. Why $v$? Because $v$ shows up in the middle equation and so will be usefulfor finding our other variables. We can also see that $v = 4t$, so let's give $v$ a number that is divisible by 4. (Note: we do not HAVE to make $v$ divisible by 4, but it makes lifeeasier forus, as it means we will bedealingwith integers rather than decimals.) Solet's just say that $v = 8$. If we replace every $v$ with the number 8, our first equation would look like: $x = 3v$ $x = 3(8)$ $x = 24$ So we know now that, when $v = 8$, $x = 24$. Now for our second equation: $v = 4t$ $8 = 4t$ $t = 2$ So, when $x = 24$ and $v = 8$, $t$ will be 2. And finally, let's look at the last equation using our newly found numbers for $x$ and $t$. $x = pt$ $24 = p(2)$ $p = 12$ So $p$ equals 12. But wait! Maybe you think $p$ equals 12only in this this one instance and that it would equal something else had we chosen a different number for $v$. Well let's test it. Let's say that $v = 20$ instead of 8. $x = 3v$ $x = 3(20)$ $x = 60$ And our second equation: $v = 4t$ $20 = 4t$ $t = 5$ And finally, our last equation: $x = pt$ $60 = p(5)$ $p = 12$ As you can see, no matter what value we choose for one of our variables, $p$ will always equal 12 as long as we keep the relationships between the variables intact. So our final answer is 12, $p = 12$ Using PINcan be like having your own personal decoder ring. Tips and Tricksfor PIN Now that you know how PIN works,you can use it more quickly and accurately by using these tips for your ACT and SAT math questions: Tip 1) When using PIN, your best bet is to testeach and every answer choice, even after one of the answers matches the one you got for your original equation. Why should we do this? Because sometimes when we choose our own numbers, we can get multiple answer options that work. Let's say for this problem that you randomly chose 95 to be your two digit number for $x$. If: $x = 95$, then the tens digit $t = 9$, and the units digit $u = 5$. We are told that $y$ is the number found by reversing the digits, so when $x = 95$, $y = 59$. And finally, we are searching for the value of $x -y$. Using our numbers: $x - y = 95 - 59$ $x - y = 36$ Now let us test our answer options using the numbers we have found for our variables and see which one matches 36. F. $9(t - u)$ $9(9 - 5)$ $9(4)$ $36$ Answer F works! (We can also eliminate answer choice K right now, because $36≠  0$). G. $9(u - t)$ $9(5 - 9)$ $9(-4)$ $-36$ Answer G has been eliminated. H. $9t - u$ $9(9) - 5$ $81 - 5$ $76$ Answer choice H has been eliminated. J. $9u - t$ $9(5) - 9$ $45 - 9$ $36$ Uh-oh! We found 36 for both F and J. When this happens, we must choose a different number or set of numbers in order to eliminate the answer that only works sometimes. Our goal is to findthe answer that works always and no matter what. But now that we have chosen a different set of numbers, do we have to test each answer choice again? Nope! We already know that G, H and K didn’t work last time, so they won’t be our final answer. Again, weare looking for the answer that works every time. Only test F and J again. Instead of $x = 95$, let's say that $x = 43$ (Again, this number is entirely random and can be anything you'd like). If $x = 43$, then $t = 4$ and $u = 3$. It also means that $y$, as the reverse of $x$, will be 34. $x - y = 43 - 34$ $x - y = 9$ So now we are looking for the answer choices that match 9. So let us once more test F and J. F. $9(t - u)$ $9(4 - 3)$ $9(1)$ $9$ Looking pretty good for answer choice F. But let's look at J as well. J. $9u - t$ $9(3) - 4$ $27 - 4$ $23$ Success! We can eliminate answer choice J now and feel confident that F (and only F) will work no matter our values for $x$ and $y$. So our final answer is F, $9(t - u)$ Tip 2) When plugging in your own numbers,avoid using the numbers 1 or 0. It can be very easy to get multiple right answers or very screwy answers when using 1 or 0, so it is best to avoid them. For example, let's look again at the first problem we saw: Now let's say that we had said $x = 0$, $y = 1$, and $z = 2$. For the sake of saving time, the first two equations are still correct, but now let's look at the third. $x⊕(y + z) = (x⊕y) + (x⊕z)$ First, let's look at the left half of the equation: $x⊕(y + z)$ $0⊕(1 + 2)$ $0⊕3$ $0⊕3= (0)(3) + 0 + 3$ $3$ Now let's look at the right half of the equation: $(x⊕y) + (x⊕z)$ $(x⊕y)$ $0⊕1 = (0)(1) + 0 + 1$ $1$ And $(x⊕z)$ $0⊕2 = (0)(2) + 0 + 2$ $2$ So when we add them together, we get: $1 + 2 = 3$ This means that both sides of the equation are equal, which would mean that I, II, AND III were all correct. And we already proved when we did this question earlier that III is actually incorrect. (Remember, the answer choices must work every single time.) If we had used 0 and/or 1 in place of our variables, we would have gotten the question wrong. We would have chosen answer E, when really answer D is correct. Tip 3) Good numbers to use when working with percentages are 100 or 10, as most percentages questions involve you having to manipulate them around. Using nice, round numbers can make life easy for you. Alice has been collecting sea shells for many years. From 2009 to 2010, she increased her collection by 30%. From 2010 to 2012, she added another 20% to her collection. But in 2014, she had to move away and get rid of 50% of her collection. What percentage of her original shell collection did Alice end up with? 75 78 100 150 156 Let's say, for the sake of a nice round number and a good one to use with percentages, that Alice started out with 100 shells. If she increased her collection by 30% from 2009 to 2010, then she would have $100 + 100(0.3) = 130$ shells in 2010. If she then increased her collection by another 20% from 2010 to 2012, she woud have $130 + 130(0.2) = 156$ shells in 2012. Now, she must get rid of 50% (half) of her shells. $156 - 156(0.5) = 78$ So she is left with 78 shells. And, since we used 100 for her original amount, we do not have to fiddle with finding percentages. We can simply see that she is left with 78% of her original collection. So our final answer is B, 78. One day Alice may feelthat she has enough sea shells. Today is not that day. When to Use Plugging in Numbers Because it is best to test out each answer option when using PIN, it can often take longer to solve a question this way than by using algebra alone. Sometimes you can check all the answers at a glance, which will save time, but whether or not using PIN will eat up more time than it saves truly depends on the question This question would be a slow PIN. If you don't remember how to FOIL and you are fuzzy on your rules for multiplying and subtracting integers and variables, then go ahead and use PIN here. But if you are at all comfortable with the above mathematical concepts, then simply work with your variables and save using PIN for another occasion. As a demonstration, see how fast it is to use algebra here: $(4z + 3)(z - 2)$ $(4z *z) + (4z * -2) + (3 * z) + (3 * -2)$ $4z^2 - 8z + 3z - 6$ $4z^2 - 5z - 6$ So your answer is J. On the other hand, look how slow the process is using PIN: Let's say our $z$ value is 4. $(4z + 3)(z - 2)$ $(4(4) + 3)(4 - 2)$ $(19)(2)$ $38$ So we are looking for an answer choice that matches 38. F. $4z^2 - 5$ $4(4^2) - 5$ $64 - 5$ $59$ Option F is too large, so we can eliminate it. We can also eliminate option G because we can see that it would be 58, which is still too large. H. $4z^2 - 3z - 5$ $4(4^2) - 3(4) - 5$ $64 - 12 - 5$ $47$ We can eliminate option H, as it is still too large. J. $4z^2 - 5z - 6$ $4(4^2) - 5(4) - 6$ $64 - 20 - 6$ $38$ We have found an answer that matches our original equation. This could be our right answer, but let's look at option K to make sure we don't have duplicate correct answers. At a glance, we can tell that option K ($4z^2 + 5z - 6$) would be too large, because we would be adding 20 to 64. This means we can comfortably eliminate it. So our final answer is J. Though we were still able to find our answer, it took noticeably longer using PIN. Basically, don't be afraid to use PIN to help you through a test, butmake sure you useit in places that will help you the most and get you to the right answer in the shortest amount of time. Now let's look at a quick PIN problem. This is a problem you can mostly do in your head using PIN. For example, give $a$ and $b$ small numbers and then you can work out your answer choicesfairly quickly. Let's say that $a = 2$ and $b = 3$. Using those numbers, we know then that the absolute value of $a - b = 1$. Why? Because $a - b$ = $2 - 3 = -1$ and absolute values make anything contained in them positive. (For more info on this, check out our guides to advanced integers on the ACT and SAT) So we can tell straight away that F is incorrect, as that would be 5. This means G is also incorrect, as it would be -5. H would be an imaginary number, as it is the square root of a negative. J would be a negative number. Only K makes sense and we can see for ourselves that it is correct. $-(2 - 3) = +1$, which is the answer we are looking for. So our final answer is K. See how we were able to solve thesecond questionnoticeably faster using PIN? As you do more and more ACT and SAT math practice problems, you'll better be able to intuit when to use PIN (and when to use algebra or skip the question entirely) as you go through your test. As a general rule, if you have a lot of spare time per section, then go ahead and use PIN! It may even save you time going back and double-checking your work (though it never hurts to be extra sure and double-check anyway). If, however, you find yourself running short on time, you may want to save using PIN for these circumstances only: 1) You cannot find a way to solve the problem without using PIN If you have absolutely no idea how to approach a problem, definitely use PIN! If you forget a math rule or equation, you can still find the answer with PIN. Often, you won’t have to know the rules for manipulating multiple variables or the rules for exponents, etc., if you can circumvent the question entirely by going straight to using your own numbers. 2) You have enough spare time that you can spend the extra using PIN If you’ve gone quickly and accurately enough through earlier sections, go ahead and let yourself have the extra seconds per question that PIN uses. Though the difference between an algebraic solve and a PIN solve may not be more than 30 or 40 seconds, that time can add up fast. Always be sure you are using your time to your best advantage to get the most points possible across the board. If you feel you are completely running short on time, however, check out our articles on how to buy yourself extra time on both the SATand the ACT. 3) You want to double-check your answer PIN can often act as its own question double-checker. This can sometimes help off-set the extra time PIN eats up, but don’t always count on this. Because you found the answer by testing it out using real numbers instead of variables, you don’t have to plug more numbers into the equation to make sure it worksyou already know it works! You’ve both solved your question and double-checked to make sure it was accurate all in one. 4) You feel that you may have found the wrong answer using algebraic methods Maybe you started in on the question right away with algebra and got halfway through before you felt that you had taken a wrong turn somewhere. Maybe you know you tend to get distributing questions or exponent questions wrong. Maybe the algebra equation you set up spit out an answer that didn’t come close to any that were provided (or worsemaybe the answer you found was just slightly off). If questions with multiple variables tend to trip you up, this means it’s probably a good idea to switch your method and try using PIN. 5) The question lies in a question range in which you have previously made several errors If you have taken a practice SAT or ACT and discovered that you generally start to make mistakes around the halfway or three-quarter mark, switch your tactics to PIN instead of algebraic methods in this section in order to increase your score. It can be slower, but it will be more accurate and you won’t have to spend as much time double-checking your work. The more practice you get using PIN, the more you'llknow when to hold 'em (and use PIN) and when to walk away. Can I Always Use Plugging in Numbers? Unfortunately some questions can NOT be solved by plugging in answers. Again, when the question and/or answer options include variables, you can oftenuse PIN. If, however, your answers use numbersintegers, decimals, or fractionsyour best bet is probably to use the strategy of plugging in answers. Most questions (though not all) can be solved using one of these two strategies. To demonstrate the broad range of question types that both PIA and PIN can cover, let us look real SAT and ACT math questions and how to solve them using PIA and PIN. Test Your Knowledge: 1) 2) 3) 4) 5)In the figure above, $z = 50$. What is the value of $x + y$? 90 130 180 210 230 Answers: A, B, D, E Answer Explanations: 1) In this first problem, we are dealing with the costa boat for $x$ amount of dollars split first 3 ways and then 4. To make life easier on ourselves, let's pick a number for $x$ that is divisible by both 3 and 4, so that we do not have to work with decimals. So let's say that the cost of buyinga boat ($x$) is 120 dollars. Now, we are asked how much less it is per person to divide the cost by 4 instead of by 3. So let us divide 120 by both and find the difference. $120/3 = 40$ $120/4 = 30$ $40 - 30 = 10$ So, when the boat costs 120 dollars, each member of the group will pay 10 dollars less when the cost is split 4 ways instead of 3 ways. Now let us test our answer options to see which one matches 10 dollars. A. $x/12$ $120/12 = 10$ Answer A matches the answer we got. But before we celebrate, let us look over the other answer options to make sure there are no duplicate right answers. Options B and C would be too large. Ifour number for $x$ divided by 12 was perfect, then that same number divided by 3 or 4 would be much larger. Option E would also be enormous and far greater than 10 (as it is $x$ multiplied by 7), so that is out as well. We can also and finally eliminate option D. We found our correct answer simply by dividing our $x$ value by 12. If we multiplied and then divided, that number would be much larger. So our final answer is A, $x/12$ 2) We need to find 75% of $m$ and $k$ percent of 25 (which we are told are equal). Instead of using decimals and fractions (and potentially getting ourselves confused), let us assign a number for $k$. If we say, as a random choice, that $k = 60$, then we are finding 60% of 25. $25 * 0.6 = 15$ And we know that this number (15) is 75% of $m$. So, to find $m$, we would say: ${15 * 100}/75 = 20$ So we have: $k = 60$ $m = 20$ Now, we are asked to find $m/k$ $20/60 = 1/3$ So our final answer is B, $1/3$ 3) Here, we need to know the difference between $t$ and $t^2$. So let us say that $t = 3$. (Why didn't we use 2 for $t$? Because, occasionally, using 2 for questions about squares and roots can give us duplicate right answers. For now, we are using 3 to reduce the possibility of needing to start over and select a different number, but we will look over what would have happened had we used 2 at the end of the problem.) So, if $t = 3$, then $t^2 = 9$ The difference, then, between $t$ and $t^2$: $9 - 3 = 6$ So we are looking for an answer option that matches 6. Answers A, B, and C are all eliminated for being too small (answer C $= t = 3$). Answer D is $t(t - 1)$ $3(3 - 1)$ $3(2)$ $6$ Answer D is correct, but let's look at answer E to make sure D is our only correct answer.Answer E is $(t - 1)(t + 1)$ $(3 - 1)(3 + 1)$ $(2)(4)$ $8$ This does not match, which means D is our only possible correct answer. So our final answer is D,$t(t - 1)$ (But what would have happened if we had used $t = 2$ instead of $t = 3$? Well $t^2 = 2^2 = 4$ and the difference between $t^2$ and $t$ would have been $4 - 2 = 2$. So answers B, C, and D would have all been correct. When this happens, simply choose a different number, like $t = 3$ and test B, C, and D again.) 4) PIN can be used for both straight algebra problems and for geometry problems. As long as the numbers we choose follow the rules of geometry, then we should always get the right answer. So here we have a triangle and we know one angle measure ($z = 50$). So let us give a value for each of the other angles inside the triangle. If $z = 50$, then the other two angles have to add up to $180 - 50 = 130$. So let's call the angle next to $x$ 100, and the angle next to $y$ 30. If the angle next to $x$ is 100, and it createsa straight line with $x$, then $x = 180 - 100 = 80$ And if the angle next to $y$ is 30 and it creates a straight line with $y$, then $y = 180 - 30 = 150$ $x = 80$ and $y = 150$ Together, they equal: $80 + 150 = 230$ So our final answer is E, 230. Remember to always give your brain time to rest and recover while studying. You worked hard, so don't be afraid to take a little break. The Take-Aways The strategy of plugging in your own numbers can be invaluable if you find yourself confronted with a problem you don’t know how to solve algebraically, or if you want to make absolutely sure you have the correct answer. The drawback, however, is that PIN can eat up extra time. If you make sure to use your plugging-in strategies wisely and save them for times in which you need them most, you will likely find yourself solving problems you were never able to before. What’s Next? Now that you’ve gone through the ins and outs of PIN, make sure you know the other techniques for navigating standardized math questions. Be sure to check out our article on plugging in answers (PIA) to get a complete picture for how to circumvent using complex algebra on the SAT and ACT. Running out of time on ACT or SAT math? Look no further than how to buy time on SAT math and how to buy time on ACT math. Want to get a perfect score? Check out our article on how to get an 800 on the SAT math section and how to get a 36 on the ACT math section, both written by a perfect scorer. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Professional Development Essay Example | Topics and Well Written Essays - 5000 words

Professional Development - Essay Example Systems’ thinking is a management paradigm, an organizational analysis tool, and holistic institutional management paradigm. From this perspective, its use contributes to the informed shortcomings in the education system and designs strategies in overcoming these shortcomings. The component also investigates the relationship of systems thinking with education, and professional and institutional development. In conclusion, this approach has the potential to overcome the gap between teachers - student development. To understand K - 12 educators’ professional development literature, terms relevant to the topic must be understood. Speck and Knipe (2001) suggest that the 1980’s saw the emergence of professional development as a term preferred for its emphasis on teaching as a profession. However, Fenstermacher and Berliner (1985) assert that staff development was the buzzword for that decade, and appears more burdened with traditional notions of teacher growth plus one-time workshop, whereas professional development resonate more with the contemporary notions connecting teaching to the professionalism. Others continue to use the terms staff development and professional development interchangeably (Richardson, 2003). Professional development is defined in many ways. Guskey (2000) defines it as processes and activities to enhance educators’ professional knowledge, skills, and attitudes, thus improving students’ learning (p. 16). In his earlier work, Guskey (1986) defined staff development as student learning improvement, a systematic attempt to bring about changes among teachers’ practice, beliefs, attitude, and learning outcome among students (p. 5), and lately, he proposed that professional development involves intentionally designed and systematic efforts to effect change. Evans (2002) contends that lack of concept clarity and literatures impoverished

Summary of the article Assignment Example | Topics and Well Written Essays - 250 words

Summary of the article - Assignment Example Few years after 1612, tobacco sale in the London market competed with imported Spanish leaf and commanded steep prices. Virginia discovered tobacco production to be profitable. The tobacco shipment registered a drastic increase between the years 1680 and 1627 despite an Indian attack that killed nearly 400 of Virginia’s colonists (DeFord 1). According to Robert’s history, tobacco culture dominated the region between the southern boundary of Pennsylvania and the northern tidewater area of North Carolina. Seek for a more productive and fertile land steered America’s westward expansion. Human resource became an essential requirement in Maryland and Virginia with increasing hard work in the fields. In 1660, legal slavery appeared for the first time in Maryland and Virginia. Tobacco production continued to rise despite the fluctuating prices. Farmers of Tidewater incurred enormous debts to the British tobacco merchants. After 1750, financial crises abroad forced English merchants to demand payment from the planters. After the revolutionary war, negotiators calculated Virginians to account for millions of pounds of the

The Role of Duty in Morality in Kants Work Essay

The Role of Duty in Morality in Kants Work - Essay Example In fact, other philosophers such as John Locke and Thomas Hobbes agreed with Kant on this perception of morality, especially his basing of morality on the CI standards of rationality. As mentioned, according to Kant, the fundamental of morality as contained in the CI is the law of an autonomous will and a self-governing reasoning in which people are viewed as possessing equal worth and as deserving equal respect. A rather useful work of Kant’s on morality is â€Å"The Groundwork of the Metaphysics of Morals†. This work of his covered morality-related issues such as the aims and methods of moral philosophy, good will, moral worth and duty, and duty and respect for moral law among others (Kant, 1998). He would later refine, develop, modify, and enrich some of his views in this piece of work in later writings such as â€Å"The Critique of Practical Reason, The Metaphysics of Morals, Anthropology from a Pragmatic Point of View and Religion.†Ã‚   In his discussion of good will, moral worth, and duty, Kant insists that describing and defining people as good hearted alone does not make their actions moral, insisting that only ‘good will’ qualifies as moral. Thus, good heartedness in the ordinary sense does not make people or their actions moral. Good will is thus closer to the notion of good person or a rational person. In the opinion of Kant, the possession of a good will is the cornerstone of what makes a person and his/her action moral. In addition, such a good will should make one to base decisions on the moral law.

Assignment 9 Essay Example | Topics and Well Written Essays - 500 words

Assignment 9 - Essay Example Therefore, human relations based on the school scenario are important, as it provides a strong foundation that enables the staff to be able to focus on their self-development thereby enhancing a better and effective working environment. It is through great relationships that most organizations are able to prosper. One major development is the increasing importance of the interpersonal skills in every work setting in all organizations. It is well noted that technical ability in this age of information is not enough in achieving organizational success. Interpersonal skills as well as communication skills are major rating factors when it comes to hiring employees. For example, the school board hired most of their staff based on their interpersonal skills. The board rated their staff’s interpersonal skills because they wanted to know how well the staff will relate to their co-workers and students in terms of their speaking and listening skills (Wiles & Bondi, 2004). Based on the organizational settings of the studies within our textbook, organizational culture simply refers to a collection of shared beliefs, rituals, values, myths and stories that tend to give a feeling of unity among the organizational members(Wiles & Bondi, 2004). It is quite clear that the culture depicted by most organizations is simply a reflection of the beliefs, behaviours and the values that are brought up by a group of individuals. Therefore, the success of any organization is also built on its abilities to portray a good image and outcome of the organization’s objectives. Communication is referred to as the means through which we are able to create a common understanding between others and ourselves. In order to bring out the aspect of self-development, people should be able to learn on how to communicate effectively. It is through the development of communications skills that employees are able to boost the working relationships that exist among them. For

Foundations of Laws and Rules Essay Example | Topics and Well Written Essays - 500 words

Foundations of Laws and Rules - Essay Example As to effectivity, the former takes effect upon the recognition by the court while the latter may take effect at a later date as embodied in the formal instrument. Common law is amended by slow changes over time while statutory laws requires an enactment of either a new law that superceeds, modifies or amends the old law. The parties can move for arbitration or file a suit. In proceeding to an alternative dispute resolution or arbitration the parties present the facts to arbitrators that are trained experts familiar with the industry practices thus their assessment of the issue may affect the nature and outcome of the dispute. The fears of the parties are put to rest since the arbitrators are well knowledgeable in the problems in real estate development. In filing a suit, the court may be appraised of problems in real estate development through the presentation of an expert witness who has special expertise on the matter and can explain it to the court (Daubert v. Merrell Dow Pharmaceauticals, Inc). Fears that the court may not be able to grasp the concept must not be entertained since there are ways of discovery that the court can employ like depositions, interrogatories and requests for production of documents. Aside from these, court processes like direct, cross examination, redirect and recross e xamination open doors for clarifications to give the court a better understanding of the issue at hand. The clause is valid. The Uniform Arbitration Act allows parties to agree in advance that all disputes arising under the contract be submitted to arbitration. Binding arbitration holds parties to respect the decision of the arbitrator as final even if the decision of the arbitrator seems to be wrong. The court will only set aside the decision if â€Å"there is clear proof of fraud, arbitrary conduct, or significant procedural error† (Trans Chemical Ltd. V Chhina Nat. Machinery Import & Export). John can either send the computer

Human Resources Managent - Workforce Diversiity and Labor Supply Essay

Human Resources Managent - Workforce Diversiity and Labor Supply - Essay Example The main task of the human resource management is to effectively recruit and maintain employees while improving the whole organization in the process. According to Jackson and Schuler (238), this department involves â€Å"specific human resource practices such as recruitment, selection, and appraisal; formal human resource policies; and overarching human resource philosophies, which specify the values that inform an organization’s policies and practices†. Moreover, the function of the human resource management is extended to the development, motivation and retention of its employees in order to secure the labor supply of the company. With these goals at hand, human resource professionals continue to discover ways to stabilize the labor supply by mounting ingenious recruitment process, developing attractive employee involvement programs to increase retention percentage, and hiring employees from non-traditional sources which in turn create a diverse workforce (Konrad and Deckop 273). Other programs like â€Å"sponsoring private-public partnerships with schools, offering employees flexible work arrangements, and conducting diversity training and mentoring programs† are also offered by the human resources department (Mirvis 43). Furthermore, work styles and values of employees belonging to different age, sex, beliefs or cultural groups can also affect the organization. As Lawsson (216) noted, â€Å"the demographic profile of the workforce† is changing â€Å"as the representation of generations and the result is that organizations are experiencing a necessity to change as well†. As a result, the increasing trend of workforce diversity in the future will affect the capability of the company to employ and retain people. Thus, human resource experts are responsible to properly answer the conflicts that diverse workforce may bring, to get the

Foundations of Laws and Rules Essay Example | Topics and Well Written Essays - 500 words

Foundations of Laws and Rules - Essay Example As to effectivity, the former takes effect upon the recognition by the court while the latter may take effect at a later date as embodied in the formal instrument. Common law is amended by slow changes over time while statutory laws requires an enactment of either a new law that superceeds, modifies or amends the old law. The parties can move for arbitration or file a suit. In proceeding to an alternative dispute resolution or arbitration the parties present the facts to arbitrators that are trained experts familiar with the industry practices thus their assessment of the issue may affect the nature and outcome of the dispute. The fears of the parties are put to rest since the arbitrators are well knowledgeable in the problems in real estate development. In filing a suit, the court may be appraised of problems in real estate development through the presentation of an expert witness who has special expertise on the matter and can explain it to the court (Daubert v. Merrell Dow Pharmaceauticals, Inc). Fears that the court may not be able to grasp the concept must not be entertained since there are ways of discovery that the court can employ like depositions, interrogatories and requests for production of documents. Aside from these, court processes like direct, cross examination, redirect and recross e xamination open doors for clarifications to give the court a better understanding of the issue at hand. The clause is valid. The Uniform Arbitration Act allows parties to agree in advance that all disputes arising under the contract be submitted to arbitration. Binding arbitration holds parties to respect the decision of the arbitrator as final even if the decision of the arbitrator seems to be wrong. The court will only set aside the decision if â€Å"there is clear proof of fraud, arbitrary conduct, or significant procedural error† (Trans Chemical Ltd. V Chhina Nat. Machinery Import & Export). John can either send the computer

Prejudice in To Kill a Mockingbird by Harper Lee Essay Example for Free

Prejudice in To Kill a Mockingbird by Harper Lee Essay Throughout the novel To Kill a Mockingbird, many different prejudices are revealed. The most prominent being the racial prejudice between the white people and black people in Maycomb, Alabama during the 1930s. However, there are many more subtle and discreet prejudices against other people in Maycomb, also. One of the first prejudices to become known is against the Cunninghams. The Cunninghams are a very poor farming family who were hit hard by the Great Depression. The Cunninghams never took anything they cant pay back no church baskets and no scrimp stamps. They never took anything off anybody, they get along on what they have. They dont have much, but they get along on it. Scout explains to Miss Caroline, their first grade teacher, on page 20. The Cunninghams were hit hardest by the Depression and because of their level of poverty the Cunninghams are discriminated against. The thing is, you can scrub Walter Cunningham till he shines, you can put him in shoes and a new suit, but hell never be like Jem. Aunt Alexandra explains to Scout on page 224. Aunt Alexandra does not want Scout associating with Walter Cunningham simply because of his class. Aunt Alexandra is discriminating against the Cunninghams because they are below the Finches on the social strata. Probably the most prominent prejudice in the novel is the racial prejudice. Tom Robinson was a black man who was accused of raping Mayella Ewell, a white girl. When Tom was put in jail awaiting trial, Atticus, his lawyer, went down one night and sat outside the jailhouse. A mob showed up that night with the intent to beat Tom Robinson but with Atticus there, the mob was stalled and eventually left. This mob was consumed with racial prejudice against the black people. Even Calpurnia, the black housekeeper for the Finches, is discriminated against. Although Calpurnia is treated fairly, it is obvious Calpurnia is considered to be on a lower social level than the Finches. Calpurnia calls Scout maam and Jem sir, although these are titles usually reserved for elders. An example of this is on page 207. Calpurnia addresses Jem after they have been missing at the trial all day with Hush your mouth, sir! When you oughta be hangin your head in shame you go along laughin. If Mr. Finch dont wear you out, I will get in that house, sir! Though it seems that the blacks are the ones who are prejudiced against, when Jem and Scout are taken to Calpurnias church, (their black house-keeper) the black people show hostility towards Jem and Scout. Lula, a black woman at the church confronts Calpurnia on page 119. You aint got no business bringin white chillun herethey got their church, we got ourn. Because the whites shun the blacks the blacks are prejudiced in return. Another prejudice that comes to light is the prejudice against Dolphus Raymond. Dolphus is a wealthy white man but is a victim of isolation because of his relationship with a woman who is black. When Scout meets Mr. Dolphus Raymond during the trial Scout becomes aware that Dolphus is a victim of prejudice and has become an outcast. Dolphus pretended to be a drunk so he didnt have to explain the fact that he was simply in love with a black woman. The alcohol, Dolphus said, gave the people an excuse to say that Dolphus didnt know what he was doing. On page 200, Dolphus says to Dill and Scout When I come to this town, which is seldom, if I weave a little and drink out of this sack, folks can say Dolphus Raymonds in the clutches of whiskythats why he wont change his ways. He cant help himself, thats why he lives like he does. The people of Maycomb are intolerant of the way Dolphus chooses to live. Dolphus is discriminated against because he lives his life with a black woman. This is thought to be wrong in society in Maycomb. Yet another prejudice in Maycomb was that against Arthur Radley. Arthur Radley could see the segregation of the people of Maycomb and the prejudice. Therefore Arthur isolated himself; Arthur didnt want to be a part of Maycombs intolerance. By doing this Arthur became one of the outsiders and was still a victim of the prejudice, as Arthur was different. There were wild rumors circulating the town and the children made up stories and games about Arthur. Because he was virtually unknown, Arthur Radley was discriminated against. The theme of prejudice is explored many ways throughout the novel To Kill a Mockingbird. The different kinds of prejudice explore how deep peoples  hatred of each other can go. It gives the reader good insight as to what makes people intolerant and why people shouldnt be prejudiced just because others are different. From discriminating against the poor to racial prejudice to silly rumors fueling intolerance, very few realize that everyone is different but also equal.

Carl Schmitt: the Concept of the Political

Carl Schmitt: the Concept of the Political The tradition of the oppressed teaches us that the ‘state of emergency’ in which we live is not the exception but the rule. We must attain to a conception of history that is in keeping with this insight. Then we shall clearly realize that it is our task to bring about a real state of emergency (Benjamin: 1999:248) The pinnacle of great politics is the moment in which the enemy comes into view in concrete clarity as the enemy.(Schmitt: 1963:1) The purity of pÏÅ'lemos or the enemy, whereby Schmitt would define thepolitical, remains unattainable†¦ no politics has ever been adequate toits concept.(Derrida: 1997:114) I Why Hegel Died Schmitt begins Staat, Bewegung, Volk by stating that with the rise of the Nazi regime, Hegel died. By this, he did not mean that German Idealist philosophy had died, nor that the idea of the German state had died, far from it. Rather, Schmitt identified Hegelwith the bureaucratic class of the Bourgeois; Hegel died when the bureaucratic state was no longer a possibility, and the total or pure state emerged as a possibility. It is this attempt to find a pure politics upon which to base the coming community that characterises Schmitt’s work. Der Bergriff desPolitischen (1963) is a vital text for Schmitt’s argument. In it, he lays out his fundamental distinction between friend and enemy that hebelieves is the definition of politics. From this basic antagonism,Schmitt argues for a total state, which can provide the obedience andsecurity that liberal contractualist theories are unable to offer. Thistotal state allows the enemy to come into view in ‘concrete clarity.’Thus, the total state for Schmitt offers the transmutation of the enemy: friend relationship in the state of nature into the politics ofthe total state, where the sovereign can command the power over lifeand the power to name the enemy. It is only such a state, Schmittargues, that can resurrect the political from the morbid repetition ofthe bourgeois; only a total state can make clear the nature of sovereignty as an exc eption. This essay will analyse how Schmitt’s thought evolved in the historical context of the Weimar republic. It will lay out Schmitt’s critique of bourgeois thought in the context of the Nietzscheanleitmotif underlying many of the thinkers (Jà ¼nger, Spengler) of theperiod. It will then explain how Schmitt attempts to resolve thisproblem by using Hobbes to rethink the notion of the political, and byrelying on the state of exception to guarantee the power of the law. What is noticeable today is the extent to which scholars of the leftuse Schmitt. When Schmitt republished Der Bergriff in 1963, it was inan intellectual climate dominated by the Frankfurt school and theirreinterpretation of Marx. However, contrary to appearances andSchmitt’s intention, his work shares many characteristics with Adorno:both attack the notion of Enlightenment reason; both see reason as ableto co-exist with myth (though for Schmitt this is positive, for Adornocatastrophic). What is instructive about this convergence is the degreeto which what separated the thinkers of the Left from Schmitt is amatter of degrees. This issue will be explored further in this essay. This essay will argue that Schmitt makes a number of pertinent critiques of democracy, and that his theory of sovereignty is a powerful and subtle account of the exercise of political power. However, Schmitt’s theory in Der Bergriff is fundamentally incoherenton a number of counts. As Derrida notes at the start of the essay,Schmitt’s concept of the political is unobtainable, it is structurallyanalogous to the concept of redemption in Christianity: it can onlyever occur in the future when placed in the present utterance ofspeech. That he has created a ‘pure’ concept of the political is notonly immensely politically unsound, divorcing as it does the notion ofpolitics from the notion of the ‘good life’ that we find in politicalphilosophy since Aristotle, it is theoretically suspect. Schmitt basesthe entire of his political theory on an aestheticisation of violence,which is not born out by the phenomenological experience of violence,and misundersta nds the relationship between sovereignty and the social world. That his concept of politics is unobtainable is tacitly admitted bySchmitt (1996) in The Leviathan in the State Theory of Thomas Hobbes:Meaning and Failure of a Political Symbol. This work is written at theheight of Nazi power, and yet Schmitt reverses his earlier claim about the relationship between the state of exception and the total state.This book could be seen as the epitaph to the argument between Schmittand Benjamin (before Benjamin fled Germany to die at the Spanishborder) on the notion of the state of exception. In the quote from Benjamin that begins this essay he uses a distinction between a realand a fake state of emergency: what he understands is that the use of aconstant state of emergency is where the possibility of a relation between law and that state collapses. Sadly, Schmitt realised this too late. II Was God a Bureaucrat? If there is today still no lack of those who do not know howindecent it is to believeor a sign of decadence, of a broken willto livewell, they will know it tomorrow. (Nietzsche: 1990:3) Schmitt developed most of his ideas in the shadow of the Weimarrepublic, a democracy struggling without an armed forced and without aclear government. In this period, many conservative thinkers lookedback to a time when man used to have God underwriting divine rule. Inthis Mythischer Traum (mystical dream), sovereignty was defined bytranscendence. Thus, it was a sphere separated off from the rest oflife: sovereignty was not a matter for discussion and popular will, itwas the law. Conservatives in Germany at the time thought many of theproblems of the Weimar Republic could be understood as a result of asecularisation that placed man at the centre of the world, and thusturned the idea of sovereignty as an exception to life into an idea ofpopular will: in Schmitt’s terms, transcendence is sacrificed to immanence. In this critique, thinkers like Schmitt borrow a lot fromNietzsche’s critique of the herd mentality of the bourgeois. They seekto rediscover the will, and like Nietzsche in the quote that startedthis section, await the day when people will know their will is beingsapped. One should not believe (a matter of opinion and internalchoice): rather, one should obey. It is the liberal idea of belief thatthey see as central to an age of neutralisations and depoliticisations(to use Schmitt’s terms). In this age, politics fails to have a spherefor itself but is degraded by other considerations like morality andeconomics that fail to understand the absolute nature of sovereigntyand so fail to offer a solution to the state. Thus, Schmitt can see inthe fractured nature of the Weimar Republic a concept of the politicalthat fails to offer people what they require (security and obedience)and threatens to fall back into the civil war of the state of nature. Primarily responsible for this is a liberal bourgeoisie that hasplaced government in the hands of a bureaucracy that depoliticises thesphere of government. The bourgeoisie, Schmitt (1985a: 15) claims, is  Ã¢â‚¬Å"a ‘discussing class’ [that,] wanting to evade the decision†¦[and] shift all political activity onto the plane of conversation.† Thus forSchmitt, the bourgeoisie avoid the importance of the decision: of theauthentic act of politics. They encroach on sovereignty and (ibid: 44)â€Å"aim with undeniable certainty as subjecting the state and politics toan individualistic, and thus private legal morality, partly to economiccategories – and thus robbing it of its specific meaning.† Thus,Bureaucracy tries to dilute the power of the state with individualismand thus creates a state unable to carry out its functions effectively.Schmitt’s dislike here of private legal morality is linked to hisdislike of the idea of the state allowing its cit izens any autonomy: itis here that Schmitt breaks with Hobbes, as we shall see later. ForSchmitt, bureaucracy functions in terms of fixed procedures and therule: such procedures will never encompass the central element ofsovereignty, and will sap man’s spirit by being inauthentic to the truepolitical concept (which is the friend: enemy distinction). In opposition to such apparent decadence, Schmitt postulateautochthonous decision. He argues that the bourgeoisie has sapped healthy German Lebensphilosophie, in an analogous way to the way thebureaucracy saps the notion of the political. He is in agreement withthinkers such as Spengler when they make a vitalist critique of thebourgeoisie. However, for Schmitt this critique also follows from hiswork on sovereignty. Already in Law and Judgment [1912] (see1914:14:ff.1) he noted that one cannot understand the legal order inrational terms alone, as a bureaucrat might understand the law in termsof legal precedent. Schmitt announces that the actual decision (whichmight change the precedent) is always an irreversible particularity.Here Schmitt draws attention to a fundamental distinction in his workthat is little remarked upon: that between constitutive andconstituting power. For Schmitt, power must always be understood interms of its possible constituting function: attempts that place powe rwithin the realm of established constituted power (e.g. a set legalorder) miss the fundamental aspect of law and of power. Thus, Schmittremarks on bureaucratic interpretations of law (1985a: 71) â€Å"everyrationalist interpretation falsifies the immediacy of life. III The Failure of German Democracy The increasing uncertainty and chaos in the Weimar republic led manyto fear a communist revolution. In a true Schmittean spirit (the enemy of my enemy is my friend), the climate of the Weimar republic brought together the conservative revolutionaries with the Nazis. Fearingcommunism, which for Schmitt would be the triumph of the non-politicalsphere (class), and detesting the bureaucracy of democracy, which theycompared to the notion of the content last man in Nietzsche, theywanted an active nihilism to give democracy its last push. They saw aclass of Hero’s emerging in opposition to the bourgeois after thedemise of the democratic state. This democratic state, as was clear toSchmitt from his analysis of the situation, cannot demand to name anenemy from the people and cannot control the enemies that emerge withinits own ranks. However, Schmitt split from many conservatives in how he thoughtthis revolution of will should be brought about. Many conservativesblamed modernism for the bureaucracy and hankered after a return to Godas the sovereign and the hierarchies of aristocracy. While Schmittagreed that modernism gave rise to humanitarian democracy as much astechnology, he did not think we could return to the past. He thoughtthat as politics had lost its lieu propre (proper place), and had beenintruded upon by the realm of economics, anything now had the potentialto be political. Thus, he saw in modernism something that wascompatible with the will. As he noted in Der Bergriff (1963:75): Economics is no longer eo ipso freedom; technology serves not only(the ends of) conflict, but instead just as much the production ofdangerous weapons and instruments: its progress does not further eoipso the humanitarian-moral perfection that was conceived of in the 18Cas progress. Within technology, he saw the possibility for a new state: based ondictatorship. Such a political entity would be able to decide on apublic enemy, and thus subsequently demand that the citizen either killor sacrifice his own life, which for Schmitt was the mark ofsovereignty. Thus, he claims the striking thing about the counterrevolutionaries of state of the 19C is that the moment the monarchycollapsed and they realised it could not be returned, they called fordictatorship. Schmitt claims (ibid: 78): The true significance of those counterrevolutionaries of state liesprecisely in the constituency with which they decide. They heighten themoment of decision to such an extent that the notion of legitimacy,their starting point, was finally dissolved. What such a dictatorship would allow is the return of a true sovereign. IV Political Theology All significant concepts of the modern theory of the state aresecularised theological concepts not only because of their historicaldevelopmentin which they were transferred from theology to the theoryof the state, whereby, for example, the omnipotent God became theomnipotent lawgiverbut also because of their systematic structure(systematischen Struktur), the recognition of which is necessary for asociological consideration of these concepts. (Schmitt: 1963: 36) For Schmitt, the dictatorship of the future would allow again the lieupropre of sovereignty to be regained. This proper place, for Schmitt,is a theological place. This point is much disputed by Schmittscholars, see for example Meier (1995) and Mouffe (1999). In the quoteabove, it can be argued that Schmitt sees politics as theological:which would be to say his politics is a theological one whereby theomnipotent God is an omnipotent lawgiver. Or, it can also be arguedthat for Schmitt, theology itself is political: that theology is thebasis for politics and the two meet at the point of sovereignty. Thisessay will leave aside for the moment the secondary aspect of thisquote, which is that there is also a historical development that makesmodern theories of the state theological concepts: it is enough to notethat in either theory, the democratic notion of the people at thecentre of sovereignty misunderstand the nature of the sovereign. For Schmitt, the sovereign is he who creates law. However, in thiscreation, the sovereign has an interesting ontological characteristic.For (Schmitt: 1963:36) â€Å"although he stands outside the normally validlegal system, he nevertheless belongs to it, for it is he who mustdecide whether the constitution needs to be suspended in its entirety.†Thus, for Schmitt the sovereign is included in the legal order only atthe point of its own suspension. This can be understood as theexception. For instance, in a state of exception, the law is suspendedby an act of law itself: in that act, the exceptional nature of thedecision of sovereignty becomes clear, and one can see that law iscreated by an exceptional decision that can be recalled at any time inthe state of exception. This point is the original point that lies atthe foundation of law, and thus, is the foundation for Schmitt conceptof the political. For Schmitt, the political is preceded in a certainsense by the state. As Agamben (1995:26) explains: The exception does not subtract itself from the rule; rather, therule, suspending itself, gives rise to the exception and, maintainingitself in relation to the exception, first constitutes itself as a rule. . . The sovereign decision of the exception is the originaryjuridico-political structure (struttura) on the basis of which what isincluded in the juridical order and what is excluded from it acquiretheir meaning Is this anarchy? For if it was, then Schmitt would be arguing forreplacing the Weimar republic with a state no better than the state ofnature. This is not the case. For Schmitt (1963:12): What characterizes an exception is principally unlimited authority,which means the suspension of the entire existing order Because theexception is different from anarchy and chaos, order in the juristicsense still prevails, even if it is not of the ordinary kind. Schmitt is keen to maintain a constant relation between the state ofexception and the state of law. It is still the law that suspendsitself through the figure of the sovereign. For Schmitt, it is thisdecision that is at the heart of sovereignty. Rather than sovereigntybeing a matter for popular will, Schmitt understands that underlyingthe founding of any law is a moment where law must be suspended. Thismoment returns in the state of exception. This state of exceptionguarantees the power of the sovereign. It also reveals that sovereigntyis pure immediacy, rather than representation (which is the makingpresent of something which is absent). As Schmitt notes of thesovereign decision (1985b: 31): â€Å"the decision becomes instantlyindependent of argumentative substantiation and received autonomousvalue.† This argument, Schmitt claims, understands the true power oflaw in a way rationalist jurisprudence fails to do.   We see that Schmitt argument about the decision versus the rule is nota new concept in his thought in the 1920’s. The similarity betweenthese statements and those in Law and Judgement indicate this projecthad been there from the very start. In the Political Theology he givesa good definition of his project: (ibid: 22): â€Å"precisely a philosophyof concrete life must not withdraw from the exception and the extremecase, but must be interested in it to the highest degree.† Through thisproject Schmitt attempts to break out of the choice between nihilisticindividualism (the bureaucratic state) and community based politics(communism, as well as regimes based on tradition) by emphasising thesingularity of sovereignty. V Solutions: Sovereign Violence Schmitt now has a critique of the contemporary world, and a desiredworld he would like to go to. He finds his means in violence. Throughviolence Schmitt argues it is possible to break with rule based systemsof sovereignty. As he notes (1985b: 12): â€Å"the norm is destroyed by theexception.† Thus through the exceptional act the possibility of safetyand passive nihilism is destroyed, (ibid) â€Å"in the exception the powerof real life breaks through the crust of a mechanism that has becometorpid with repetition.† There is a strong theological undertone tosuch violence. The exception here functions much like the sacrifice inreligion. It is that which is outside the limits of the rule; thatwhich is offered up to something absolutely interior. Indeed, we couldgo so far as to say that what the miracle is for theology, the state ofexception is for Schmitt. Both are exemplary, singular: and yet bothdefine the basis for the rule: one by proof of God’s existence, theothe r by proof of the existence of sovereignty. When man is attuned to battle, he will once more realise the nature ofexistence and thus the nature of sovereignty. Schmitt here finds astrange bedfellow in the socialist Georges Sorel, who he quotesapprovingly on many occasions. In his essay on Sorel, he notes(Schmitt: 1933:18) â€Å"warlike and heroic conceptions that are bound upwith battle and struggle were taken seriously again†¦ as the trueimpulse of an intensive life.† Both Schmitt and Sorel agree on the needfor swift action and decision, both on the need for man to besubservient to a higher myth. There only point of disagreement is onwhich particular myth needs to be followed. Sorel, as a Marxist, usesthe myth of the proletarian. However, for Schmitt this is anon-political notion, allowing ideas of economics to infuse what shouldbe a pure sphere of sovereignty. The idea of the nation is that onlymyth that can keep such a purity alive. In a staggering display ofblindness to history Schmitt notes (1914:70): â€Å"t he stronger myth isnational. The national myth has until today always been victorious.† Onthe same subject he quotes Mussolini approvingly (ibid: 75-76) when heclaims â€Å"we have created a myth, this myth is a belief, a nobleenthusiasm: it does not need to be a reality.† We should note at this juncture several subtleties of Schmitt’sargument. While he reverses Clausewitz, and claims politics should beplaced in the cause of war, he does so only to the extent that waremerges as a possibility to return to an autonomous notion of thepolitical sphere. Schmitt does not advocate violence for the sake ofviolence, but rather, as a way to bring democracy to its limit point.At this limit point, man will realise the impermanence of his existence(the friend: enemy distinction at the heart of politics) and realisethat only a total state allows for this distinction to be transcendedthrough the absolute notion of sovereignty. Thus, war appears inSchmitt as a constant possibility: which is to say, as a way ofconstantly realising the nature of mans existence. In this, theAusnahmmezustand (state of exception) is not dissimilar from whatHeidegger (1962:312) calls a Grenzsituation, where â€Å"Dasein glimpsestranscendence and is thereby transformed from possible to realexistence.† Further, the relationship of violence to the state of exception shouldbe clarified. The state of exception is not, in and of itself, violent.Schmitt makes two distinct arguments here that are structurallysimilar. He argues that through war man can realise the basic conceptof the political and rise above the bourgeois mentality to become ahero. In this, man is exceptional and breaking through the rules ofpeace time. He also argues that it is in the state of exception that wefind the true nature of sovereignty and only a state that keeps thisabsolutely singular notion of sovereignty will be able to succeed. Itis important to bear in mind these arguments are separate and Schmittis not arguing for violence for itself. However, he does make several errors of analysis it is pertinent todemonstrate here. While Schmitt dislikes the bourgeoisie immensely, itis striking to note the degree to which his thesis on the power ofviolence as a singularity in which being is rediscovered is similar tothe argument of bourgeois artists (most pertinently the FuturistMarinetti, who embraced Italian Fascism) in favour of art for artssake. The problem in this argument is that there is nothing in violenceper se that makes it singular. As a series of ethnographies of war(Richard: 1996) have made clear: war follows cultural patterns and, farfrom being cleansing, can be banal and quite the opposite of aGrenzsituation. Schmitt’s eulogisation of law seems like the yearningsof a bourgeoisie after an authentic existence expressed in anexoticised Other. Despite the fact that the state of exception and the violence/wararguments are separate, their structural similarity should make usaware that for Schmitt, an aestheticisation of politics (politics as apure sphere being equivalent to art for arts sake, or in Schmitt’sconcept of the state, the state is simply that which is for itself)underlies his entire political theory. Moreover, this aestheticisationis a facile one that is at odds with the nature of war and the natureof violence. Following from this, it becomes clear that the exceptionis not a ‘pure’ example of politics: in as much as it is the basis forpolitical order, it is bound up in, for instance, economics. ForSchmitt to claim that it is ‘pure’ requires the assumption that thestate precedes politics, a claim, as we see in the next section,Schmitt cannot sustain. VI Hobbes and the Root of Liberalism The fundamental theological dogma of the evilness of the world andman leads, just as does the distinction of friend and enemy, to acategorization of men and makes impossible the undifferentiatedoptimism of a universal conception of man (Schmitt: 1963:65) Schmitt seeks to return to Thomas Hobbes. However, the Thomas Hobbes hesearches for is not the contractual Hobbes who allows citizens someelement of self-control. Rather, he returns to Hobbes as the theoristof the state of nature. It is here that Schmitt seeks to ground hisnotion of the political. Man is originally living in contingent, riskycircumstances, when any man around him could be his enemy: indeed, ishis enemy. Schmitt notes (ibid: 61) â€Å"all genuine political theoriespresuppose man to be evil, meaning dangerous and dynamic.† It is thisdangerous man that political theory must confront: a man without theillusions of democracy and self-improvement. He notes (ibid: 65) â€Å"forHobbes†¦ the pessimistic conception of man is the elementarypresupposition of a specific system of political thought.† Because man always requires an enemy, it is this conception of manthat can only be assuaged by sovereignty powerful enough the give apublic enemy: to command obedience in return for protection. Toresurrect such a man in Hobbes, it is necessary to remove Hobbes fromhis later work, which ‘taints’ him. In this task, Schmitt performs someinteresting manoeuvres. Normally, Hobbes is criticised today in afacile way by those who argue that there is no state of nature; thatman always presupposes culture, exchange and reciprocity. Hobbes makesclear in a footnote (1997:312) that the state of nature did not need tohave occurred: it is a model for politics. Most interpret this to meanit is a model for human nature. However, Schmitt interprets the stateof nature as the state of sovereignty in some senses. Sovereignty isalso an exception that sublimates the category of friend: enemy ontothe national stage. As Schmitt notes of international politics(1963:69): â€Å"in it, states exist among themselves in a condition ofcontinual danger, and their acting subjects are evil for precisely thesame reasons as animals are stirred by their drives.† What is faulty and interesting about Schmitt’s thesis is partly theextent to which it underlies all his other hypotheses. He argues thatpolitics presupposes the state. What this ignores is that there isalways already an encultured human, an encultured state. This is lessproblematic in Agamben’s formulation of Schmitt because he sees thisstate of sovereignty as reflecting the character of sovereignty itself:it does not require an original sovereignty, merely that the exceptionoccurs every time a sovereignty institutes itself. However, Schmittrequires that we begin from a point of enemy, and without this, thejustification for the total state begins to crumble. The violence of the original friend: enemy distinction is similar tothe violence with which he wants to bring down democracy and allow mento realise their need for dictatorship. Indeed, he makes (1963:58) theexplicit statement: â€Å"the word struggle (Kampf) like the word enemy, isto be understood in its existential primordiality (seinsmà ¤ssigeursprà ¼nglichkeit).† Thus, in the struggle for the nation in the time oftotal mobilisation, we find the true relationship of singularsovereignty and the enemy: friend distinction presents itself. AsSchmitt notes (ibid: 32) â€Å"to the enemy concept belongs the very presentpossibility of combat.† In embracing Hobbes in this fashion, he attempts to attack theproject of Liberalism founded on moderating Hobbes. He disagrees withthe possibility Hobbes holds out for that people can improve themselvesto a degree, and in doing so relinquishes the notion of the ‘goodlife.’ The life in the state is a life for itself: the state becomes aself-sufficient cause for all. To ground this Geist-like state, hetakes as his basis what he finds to be human in Hobbes. Namely (Hobbes:1997:99): â€Å"the passion to be reckoned upon, is fear.† This fear shoulddrive men to accept the singularity of the state. Hobbes claims (ibid:102) â€Å"every man to every man, for want of a common power to keep themall in awe, is an enemy.† For Schmitt, the common awe is the state: andthe reason the state can take this role is because it can designate thecommon enemy and in doing so, command the sacrifice of the personwithin its sphere. Here we see the theological leitmotif in the thought of Schmitt emerge again. The sovereign becomes like God: he who candemand the sacrifice of life. To reformulate this statement inSchmittean terms, the sovereign is he who can demarcate the boundary ofthe rule and the exclusion, and include you within an exclusion. Thisconcept is much more absolute than Hobbes, who holds out forself-improvement. Yet, for Schmitt this later Hobbes misses theabsolutely singular nature of human existence and of sovereignty. As we have already emphasised, Schmitt does not use Hobbes to get toa state of nature. Rather he uses Hobbes to establish the reality ofhumanity without illusions. Hobbes was writing in a time of civil war,which Schmitt liked to think was analogous to the Weimar republic. Insuch a period (Hobbes: 1997:26): â€Å"all legitimate and normativeillusions with which mean like to deceive themselves regardingpolitical realities in periods of untroubled society vanish.† He seesHobbes as trying (1963:52) to â€Å"instil in man again the mutual relationbetween protection and obedience.† This mutual relation finds itsanswer in Schmitt’s total state. VII The Total State Insofar as it is not derived from other criteria, the antithesis offriend and enemy corresponds to the relatively independent criteria ofother antitheses: good and evil in the moral sphere, beautiful and uglyin the aesthetic sphere, and so on. In any event, it is independent,not in the sense of a distinct new domain, but in that it can be basedneither be based on any one antithesis or any combination of otherantitheses, nor can be traced to these.(Schmitt: 1963:45) Schmitt places politics in its own sphere: a sphere that we cannotestablish, as Derrida astutely noted. We might argue that this positionof absolute submission before the state is functionally similar to theposition that a worshipper finds himself before God. We find this inthe Der Bergriff when Schmitt (ibid) states that â€Å"to the state as anessentially political entity belongs to the jus belli, i.e. the realposition of deciding in a concrete situation upon an enemy and theability to fight him with the power emanating for the entity.† Yet, this is not a new development in Schmitt’s thought. Theabsolutist nature of Schmitt’s thought can also be found in his earlywork. In 1914, in The Value of the State and the Significance of theIndividual, he argues (1914:101) that â€Å"no individual can have autonomywithin the state,† and that â€Å"the individual is merely a means to theessence, the state is what is most important.† Here, the state emergesin Schmitt’s work as something essential. As a sociologist, Schmitt wasaware of the temporal formation of the state. Yet he also considered itas a Platonic form that one aspires towards. With the emergence of the Nazi state, Schmitt joined the Nazi party andwrote legal tracts for them. However, increasingly isolated and underthreat as an unconventional thinker, he went into early retirement. TheNazi state did not emerge as the total state, as he tacitly admits inhis work on the Leviathan. Interestingly for a scholar who placed somuch emphasis on the real and the concrete evidence of life: hissolution was a Platonic state. Schmitt tries in vain to exclude allother categories from the political. What he finds is that when, as inthe Nazi regime, the constitutions exists alongside thenon-formalisable decision of the state of exception (the Fà ¼hrer’s ruleis the law, as Goebbels never tired of saying), the one requires ageneralised state of emergency. In such a state of emergency the linkthat Schmitt sees as essential, that which is between law and decision,is broken. This is not to say there is not order in the generalisablestate of emergency, far from it, but to claim that, with Agamben(1995), nomos and animos enter a state of undecidability that breaksthe Schmittean dream of such a state providing security. VIII Conclusion Behind the idea of the total state stands the correct realisationthat the contemporary state possesses new mechanisms of power and possibilities of enormous intensity.(Schmitt: 1963:186) This statement by Schmitt is correct. There are indeed great mechanismsof power and intensity in the idea of the total state. Furthermore,these are weapons of the modern age. Schmitt’s positive legacy is theelucidation of the grounds of sovereignty in a founding violence thatoccurs when law suspends itself in its own creation. Thisunderstanding, while it needs to be nuances, it still useful fordemocracy today. An understanding of the way in which supposedlydemocratic regimes today use and instrumentalise violence and a stateof exception is vital to combating the excesses of sovereignty. We could for example look to the way the Guantanamo bay inmates are placed in a category which is now beyond the friend: en Runaway Children: Causes and Strategies for Protection Runaway Children: Causes and Strategies for Protection Abstract Surprisingly there is less knowledge to our public of the significance of runaway children and their problems particularly in less developed Asian countries which include Pakistan. A general statistics collected by the police department which is not an exact estimate and this wrong data might lead to this problem being intense. Subsequently, with elapsing time this problem is becoming more serious due to deteriorating financial and political condition and coming into consideration of the government. Therefore the government of Punjab with help of UNICEF on 17 March 2003 at Lahore initiated an organization named (CPWB) Child Protection and Welfare Bureau. This is the most renowned organization operating presently in Pakistan dealing with the problems of runaway children quite efficiently with foreign helps on a large scale. It is aimed for the recovery, rescue, and rehabilitation of poor and destitute children involved in abuse, beggary, burglary, neglected and exploitation by adults. A number of institution of CP and WP are being operated in major cities of Pakistan which include 2 branches in Lahore, Gujranwala, Multan ad Faisalabad. Acknowledgements With the name of ALLAH ALMIGHTY we were able to finish our research paper. This research was conducted with the support of the organization named CHILD PROTECTION AND WELFARE BUREAU. We greatly thank the staff members of CP WB for the cooperation. Special thanks is placed to â€Å" Mr. Roa Khalil Ahmad† the â€Å"Assistant Director† for guiding us throughout our visit to the Bureau and arranging a productive interview with â€Å"Muhammad Amin Malik† the â€Å"Child Protection Officer† of the bureau. Responsibility of the research paper remains with the group members which include â€Å"Furqan Fasahat†, â€Å"Kanza Munir†, â€Å"Sana Rizwan†, â€Å"Maliha Zahid† and â€Å"Amna Mahmood†. Problems of runaway children The term â€Å"Runaway Children† is referred to those kids or youngsters who have been found missing from home for about a few days. This is a voluntary act by the children who face miserable financial and family issues which cause them to leave their homes and become a part of public places. Due to lack of knowledge and understanding the concept or idea of lost and missing children is less acknowledged among people of Pakistan, although it is a serious issue which is considerably growing with time. In Pakistan there is less documentation in the relevant department which lead to lack of essential information on this serious social issue. This has been under notice by UNICEF for a long period of time because this problem is quite serious and prevalent in Asian countries especially Pakistan being a less developed nation is a major victim of it. As the financial and political conditions of Pakistan are deteriorating with time this problem has come under notice by the Government of Pakistan from recent years and necessary steps have been taken at a large scale in order to deal with this problem. All the children are in growing process so it is natural that they are emotionally immature. In this developing age appropriate freedom for communication and proper space to express their emotions and views should be provided. When this lacks and no family support is provided a feeling of loneliness cause them to runaway. Runaway is regarded as a serious social issue. The children who leave their homes voluntarily face miserable domestic conditions which are at times intolerable. The experiences faced by these runaway children include neglect ion, physical and sexual abuse, parental disputes which gives a sense of insecurity, sibling rivalry, failure in studies or exams and the fear of parents. The first, foremost subtopics under consideration which are to be researched are the causes and circumstances which cause the young children to run away from their homes. This is assigned to Maliha Zahid. The second subtopic which needs to be discussed is the problems faced by children when they run away and this will be covered by M. Furqan Fasahat. The third domain which is important is the effects on the society and to be done by Amna Mahmood. Moreover, the NGOs are to be researched for this topic, and its role played in the dealing with this issue in Lahore and is worked upon by Sana Rizwan. Lastly, the criminal activities in which these children get involved will be discussed by Kanza Munir. These above stated aspects will be worked upon by us in this research project. This topic is quite vast and more areas can also be covered to enhance the research which includes that do the children desire to go back home, or prefer living in other places. Furthermore, the research can be further enhanced by looking into the struggle of parents in finding their missing children. But these aspects are not to be discussed or researched. Literature Review The topic being focused in our research is â€Å"Runaway Children†. The forces and circumstances responsible for runaway, practice by children, and their rescue and protection against exploitation. According to Rana Asif Habib, convener of initiator, there are around 10000 children in Pakistan who live in the streets. A research conducted revealed that among the runaway children 66% are victim of violence at home, education center and work place. Only in Karachi, 30000 of these children are deprived of homely comfort and are exposed to drug and sexual abuse. In order to protect, the need of legislation on child right is stressed. At least in Punjab there is a Bill of 2004 for â€Å"Destitute and Neglected Children Protection†, whereas other provinces are without any legislation. Therefore shelters and rehabilitation centers must be set up and run by state, health services and education facilities must be provided to the destitute children. On the recommendation of the UNCRC committee drafted a bill which is further waiting for legislation regarding child rights.() The Pakistan Penal Code section 89 has made corporal punishment lawful which rather spoils the confidence of child to exist as a respectable person. It plays rather a negative role and discourages children from going to schools. Humaira Butt, SPARC School Project coordinator, said that there must be other ways besides corporal punishment, which can be effective in making discipline. It is revealed that because of corporal punishment 50% of the children runaway from schools and increases the rate of runaway children. The most common reason why children run away is divorce and parental disputes. The second danger is the pressure of â€Å"predators† present everywhere in our community, and its difficult to recognize them as they look like the â€Å"guy next door†. The next is the abduction of children by their non custodial parents for using them for their own selfish interest. Fourthy many children are abducted and sold for body parts due to the underground business in practice on internet. Young girls are in danger of being kidnapped and sold for prostitution. Many children run away because of abuse and neglect by their foster parents. In developed countries like USA an â€Å"Amber Alert† system in developed. â€Å"Police can act on tips to locate a missing child† which is encouraging. The article deals with an encouraging factor that the director of the film Slumdog Millionaire, Danny Boyle, and the producer, Christian Colson, set up a charity trust Jai Ho for helping poor children in Mumbai, India. The NCRC bill does not enjoy redressal power and same is with NCCWD. Problems in budget allocation in the health and education sector for children also exits. The committee is against the tendency of corporal punishment giving to school going children, because it lowers the literacy rate further in Pakistan. Another tragedy is the non registration of 70% of children at the time of birth, and the bonded labor practices in many industries and informal sectors, affecting the poorest and most vulnerable children prohibiting slavery and all form of forced labor. Though Employment of Children Act 1991 exists yet the awareness is non existent so no one report to the police and judiciary. The Pakistan Penal Code (PPC) is deeply concerned that the minimum age of criminal responsibility continues to remain very low (7 years) therefore government should raise it to an internationally acceptable level. The number of children in prisons is high and number of juvenile courts, trained lawyers and p robation officers is insufficient. Faisal Kamal Pasha and Obaid Abrar Khan, Friday, September 11, 2009. The News It is told that Pirwadhai bus stand provide informations that mostly there runaway belongs to families facing object poverty, illiterate and orphans. These children get involved in drugs and some are addicts of sniffing an adhesive. The city police officer Rao Muhammad Iqbal said that these children are sent to the Child Protection and Welfare Bureau. The CP and WB have recovered 1251 children from March 2008 as reported. Edhi, the social worker of Edhi Foundation, arranged a bus from Karachi to Lahore to recruit children who were lost or had run away. Social worker says that Pakistan has a large population of runaway children or lost children, estimating their number at more than 20,000. Naveed Hasan Khan of Azad Foundation estimates that there are 13,000 to 15,000 in Karachi alone and the number in increasing. The UN, UNICEF estimates that there are 10,000 in Karachi. Due to poverty some parents are reluctant to receive their children from Edhi Homes, and also some children do not want to go back. The articles reviewed in this research give the factual detail regarding the certain barriers which contradict the final solution of the problems. Though the NGOs and social workers work with vigor to eradicate this evil yet the responsibility of the state is the first and foremost demand. Government institutions like Police and judiciary must play its adequate role required for addressing the cases with iron hands. Budget must be allocated to the centers of rehabilitation to let the victims get protection. Social values must be up held, especially at the domestic front. Parents and relatives must perform their duty towards small children. Instead of fighting on their own disputes the must be forced to safeguard the basic rights of their of springs. After all the parents are responsible for the upbringing of children, if they cannot take care of the tender hearts why at all they had the privilege to be called parents. Poverty must be lessened and education be made accessible to all i n order to stop children runaway. Research Questions Domain Questions: What are the causes and circumstances of running away? What are the problems faced by children who runaway? What role is played by the NGOs for supporting runaway children? What are the effects on the society of these runaway children? What kind of criminal activities take place? Subsidiary questions: What are the major reasons for running away from home and family Which is the most common age for running away Description of the abuses and strange experiences faced by children which caused them to runaway Where do the children go after running away? How do these children survive? How are they treated by the people around the outside world? What difficulties are faced by them? How do the bureau contact their parents? What type of background do these children have? How the NGO support them? How is the issue handled by the ngos? What is their behavior when they are rescued by the organization? What problems the organization face in handling such children? From where do these children come from? What are the social effects on the society of street children? Details of the main places in Lahore for runaway children. Description of the psyche of runaway children What are the measures and steps taken for these runaway children Who helps in promoting criminal activities? What incentives are provided to such children? Reasons for being involved in criminal activities? Which sector of the society is involved in exploiting these children? Research and methodology While the research was conducted, the first visit to the bureau was dated 26-03-2011 but it was not much productive. Only a meeting with the assistant director â€Å"Rao Khalil Ahmad† was possible in which the main topic of the research, goals and the purpose of visit was explained. In addition, a copy of interview question which were to be asked by the organization representative and the runaways, were handed over and the date and time of the interview was assigned by the assistant director. In exchange a handout of brief history, background and establishment of the bureau was given. The assigned date of the interview was 02-04-2011 and proved successful. The Child Protection Officer, â€Å"Muhammad Amin Malik† gave a well prepared and satisfactory interview which greatly helped in the research paper. The interview involved all the group members of which four were asking questions and one was busy in recording the movie of the interview. The answers of the interview qu estions were noted on the interview sheets provided by the instructor and were later signed and stamped by the CPO person. Second interview was with the runaway children in the bureau and while moving to the department of children the surroundings of the organization were keenly observed. Each child was asked similar questions, that is reason for running away, strange experiences if any, any involvement in criminal activities etc. Moreover, 20 questionnaires were prepared and filled in by the general public and the sample included students of LSE and family members. The interview with the CPO provided ample information relating to the organization, history and background of the problem plus the bureau. Different experiences quoted by affected children were separated related to each domain and helped in analyzing the topic well. The annual report of bureau provided exact facts, figures, dates and statistical information in detail of the organization. The answers of the filled questionnaires were decoded in Microsoft Excel and statistically analyzed in Stat graphics. Analysis of data and discussion Causes and reasons Children who run away from home are typically fueled by an overload of depression, anxiety, a sense of loneliness and alienation from their families and society. These kids often feel as if they have little support in times of trouble and no where to run when things get tough. Unfortunately for some children, parents realize too late theres a problem and the child ends up a runaway on the streets. Many children run away because their parents or legal guardian abuse and belittle or neglected them. (Anonymous, 2011). The precise number of runaway children in Lahore, or across the country is unknown. Estimates by organizations working with street children suggest there are at least 5,000 in the city at any one time, with the largest number based on Data Durbar or on the railway station. The charitable Eidhi foundation , which houses runaway children and attempts to unite them with parents estimates there are at least 10,000 such children in Karachi alone. By the end of 2003 there had be en 30% increase across the country in children leaving homes. They leave mostly due to domestic violence or acute social economic hardships (focus on runaway children, report, 2004 September, 8). The survey carried out on runaway children in which people where asked that would they leave there home if they have lack of resources and love, approximately 80% children disagreed on this, while 25% agree on this. According to the survey boys run away from home more than girls as boys are more aggressive and its difficult for them to control their anger . most of the children run in the age group between 10 to 16 and the main reason for running is parent dispute (appendix A and C).The first thing which comes in our mind is, who are runaway children and how can a child run from his home. What are the causes and reason due to which a child leaves his home? Home! the place which is known as heaven on earth. How this heaven becomes hell for that child? Are children forced to leave the home or they leave it by themselves. Children are innocent figure how they can be ready to face the difficulties of the evil world outside their home or the home they are leaving in is actually filled with evil people? Where these children go after running from their homes and what sort of difficulties they face. How does NGOs help them and rescue these sorts of children. In which sort of criminal activates these children usually get involved and what sort of impact these children have on society as these children are the future of our nation. To get answer of all these questions our group carried out a research on this topic as its the most important problem which are society is facing. The domain of my topic is causes and reasons due to which children leave their home. Nowadays( Renee, 2000) the reason for leaving home are far more tragic, things such as seriously eroded family condition where children feel neglected or unloved or they are abused. Children feel that if they dont run away they may end up dead. According to Dr Krishna Prasad, (2000) said all children are basically insecure, as they are emotionally immature. This immaturity is a part of the growing process. Each day they become more and more secure if the family is a close knit one with enough freedom for communication and emotional expression. Thus children runaway due to different reasons such as constant quarrels of parents ,causing insecurity and hatred in childs heart , if they feel unloved , fear of physical danger like father beating the child for wrong doing, fear that there would be withdrawal of emotional support for wrong doings.( 2000,runaway syndrome, psychology4all.com ) . Runaway children belong to different classes and have different reasons for running. Most of them belong to lower class. Children run from villages and come to cities as they think they can earn more money and live a better life. But after leaving their homes they get into wrong hands and get involved in criminal activ ities. Poverty is one of the main cause due to which 60% of the children leave their homes as there is no concept of family planning in our country(Pakistan) thats why the budget is more than the income ,so it is not possible for a poor person to fulfill his familys needs. As the person can not fulfill his childrens wants and needs so he forces them to earn many in any case. For this reason the children try to earn money from illegal ways such as they get involved into criminal activities, they start begging, stealing etc. many children dont want to work and so they end up leaving their homes because for them it is the last option. . In a recent interview conducted from a runaway child (Personal communication, March 26, 2011), named Ahmed Raza he told that he left his home due to the bad conditions of his home. He had 3 brothers and 4 sisters, so it was difficult for his father to support such a huge family thats why his father used to beat him and told him to do work and earn money but he didnt wanted to do that, so he left his home. Sometimes a child doesnt want to leave home but he is forced by his family members to do so as they don have enough money to fulfill their basic needs so they leave them to different NGOs. Or sell them to people so they can use the children for illegal things. I witnessed this thing myself when I visited child protection bureau (CPB). A man came along with her daughter to leave her to the government department, that girl was crying and saying that she didnt wanted to stay there his father said that he would come to meet her. The man took some money from the employee of bureau and left her there. When investigated from the people of bureau they said that the girl had ran from the place she used to work and that the man rescued her and came to drop her to the NGO so they can find her parents and send her back. . The organization was double-dealing or not I dont have any idea but I observed it. Many children run due to their father or mothe r mite be ill or having a swear disease which may also be caused due to poverty. Poverty is one thing which can ruin a blissful family just with in no time. In a recent interview conducted from an employee (Mohamed Amin Malik), working in a government department (CBI), told that a child, whom their team rescued, on asking the reason of leaving home he told that her father had cancer and he had three sisters and its very difficult for him to support them so he ran from home to get some work, so that he can help out this family. According the child protection officer (CPO) of CPB, the main reason due to which children runaway from home is due to neglect ion which is caused due to broken family or if the child is orphan and lives with his relatives . A child needs both mother and fathers love and care but if one isnt present they mite not feel secure and would feel unloved and if both are not present then their life becomes miserable. There differen5t cases in broken families, sometime father had done second marriage and doesnt allow the child t o meet his mother and the stepmother can be bad with the child so the child have only one way out that he should leave that hell. In recent interview (Personal communication, March 26, 2011) conducted from a runaway child who was not normal child. He told that he ran from his home because his father used to hit him and didnt allowed him to meet his mother, so he ran from home because he wanted to live with his mother but as he was not normal he was unable to find his mother. the second reason due to which children run from their home is when their parents are no longer in the world to take care of them and they live with there grandparents , aunts or other relatives . What may come relatives can not draw a comparison with parents. If a child lives with his aunt she can never gives her/him proper time , care and love as she gives to her own children due to this the child feel neglected.. Some relatives also take work from the children and also abuse them if they dont do work they abuse them due to these reasons the child end up leaving that place .A.Akbar (Personal communication, March 26, 2011) told that he had three brothers and one sister . His parents were dead and he used to leave with his aunt. His aunt didnt wanted him to live with her; she used to beat him so he left that place .When he was rescued by the CPB ,they informed his aunt that Akbar is with us but she refused to take him back . There are many different reasons due to which children leave their home .Sometimes its not big reason due to which children leave their homes but unfortunately it becomes. children are innocent and if parents only yell at them they get hurt and just leave their home and go to their relatives or friends place its the duty of relatives or friends to report their parents if their child comes to their place other then giving him more liability. Sometimes children run if their parent doesnt give them proper time as they give to their other siblings. In this way the child feel neglected and start hating his parents and run from his home although he isnt aware of the after affects of this. Children may run due to fight between siblings and parent doesnt stop them from doing this. They may take their fight as a normal thing but it can make a huge disaster. Many children run because they dont want to study and their parents beat them if they dont get good results. If a child fails he/she gets scared that his/her parents would beat him/her, so only one option is left for him/her to run away from his home. A person is recognized by the companionship he possesses. One of the reason due to which children run away from home is peer influence. If they belong to a bad company the chances of running increases. Nowadays children listen more to their friends then to their parents. Kasim (Personal communication, March 26, 2011) told that he came to data durbar with his friends to eat rice and the CPB team rescued him from there. He just came to enjoy with his friends from his home town (Jarawaral). When investigated from the bureau people they told that the boy had ran twice from his home and the main reason due to which he ran is that he doesnt want to do work so he ran from home with his friends There are many different cases due to which children run from their homes from which some of the reasons and causes have been explained after research. This problem is still not solved and increasing day by day. Measures should be taken to solve this problem other wise it would become havoc for our society. Though runaway has become a serious problem , we as adults are able to control it by understanding the hearts of children and giving them loving care .it is possible to change the way of thinking, behavior and emotional status of children while they are growing .(runaway children-an overview ,2008) Problems faced after running away The literal meaning of runaway children are the kids who voluntarily are found missing from their homes at least a few days without taking permission from their parents or caretaker usually due to intolerant domestic conditions or violence The topic of research paper is Run Away Children, and the domain on which the research is being conducted is problems faced by these run away children after running away from their homes. According to the Child Protection Officer, Muhammad Ameen Malik (Child Protection Center, Shalamar), there have been thirty two thousand two hundred and eighty four children rescued from 2005 till now. However according to the UNICEF report there are forty thousand still on streets who are either forced or have deliberately left their homes. The runaway ratio is increasing year by year and is around forty to fifty percent. Run away cases are mostly from the cities of Punjab and Sindh. These children are mostly from the lower middle class families who have low family income and are suffering from continuous family problems. The main reasons that force these children to run away can be listed as parental dispute, peer pressure, poverty, siblings rivalry and work pressure. In certain cases parental dispute exceeds to such an extent that the small minds of children get confused. They become victims of fear of the breakage in the parents relationship. The frequent clashes, disagreements and constant turmoil spoil the inner happiness of young hearts, because they demand peace, love and attention which do not exist. Their dream of a happy home shatters and they shun all negative and leave. Work and peer pressure are also a major reason of running away. Often boy at the age of seven or eight years are forced by their parents to work and earn money for their livelihood. Some of them are sent to workshops and others to road side inns, where the heartless cruel owners, the so called â€Å"ustad jee†, treat these innocent souls ruthlessly. Often being punished by these â€Å"masters†, and consistently rebuked. These small bread winners of the house get over matured before time, discuss things with their co-workers about the luxuries and freedom of others boys of their age enjoy. Often they see kids of their own age traveling in large cars and being pampered by their parents. As a result they revolt. They are left with no other alternative and in search of a better life they run away without realizing the true nature of the city life where wolfs are ready to maltreat them. One reason is an unhealthy criticism regarding education and other attributes. This can be classified as siblings rivalry. At times parents start comparing their own children with one another. Often the younger brother feels that he has no importance in the family because he faces discouragement at every spot. In order to prove his strength he decides to go to his own way to at least avoid a situation where he imagines himself as unwanted and disrespected, which gives rise to hatred and the ignorant figure. Poverty is the most imminent reason behind this misfortune. In poverty stricken homes the inhabitants loses human compassion and becomes distrustful for other members of the family unit. Complaint of lack of food, clothes, education and shelter snatches away love and cares of a demanding and eager child. Moreover the constant insult and thrashing contribute in creating a breach and results breaking up the links. Due to the reasons mentioned above children leave their homes. The question now arises that how do these children leave their cities? What mean of transport do they use to do this? And where do these children finally land up? According to the interviews conducted and the information collected from the management of the Child Protection Center these run away children acquired different modes of transport. Mostly they sit in trains from their local railway stations having no knowledge of their next destination. They are often drifted along on different directions, friendless and penniless. In an alien environment these fear stricken ignorant beings, in search of shelter, roam about from one place to another in quest of being recognized and acknowledged by the big citys complex activities. And from here their difficult entourage of life takes a new turn. After leaving homes there is danger awaiting at every step. The basic problem faced by these children is shelter, and then comes the problem of hunger. Both of these create havoc in life of these runaways. In our Islamic God fearing society the problem of hunger can be met by visiting certain center of free food but shelter is next to impossible. This shows these children the truth that they stand nowhere, no identification, no background and devoid of love and affection, they now have to make their own way into life yet threatened by dangers at every step. During day time they stay on roads but long nights are difficult to spend. They sleep on footpaths and outside the garden walls and later make friendship with other vagabonds, and tramps. The pangs of hunger force them to do all sorts of labor sometimes wiping the screen of cars and collecting pennies in return for buying food. Moral and social destructions are the consequences they face, finally one by one entangled by all bad ha bits. Another problem faced by the runaway children is they join the gang of villains who wickedly train these children as street beggars. At every crossing on traffic signals small children comes up asking for money which is not for their own use but to satisfy the whims of the criminal minded gangsters, thus entering into the hideous world of sinful people. Victimized by the wicked people all sorts of abuse they are exposed to and thus pay the price of leaving the security of their homes. Destruction then has no limits, sometimes these children are arrested by police and are sent to prison but police again cannot put a check on their activities. Thus they grow up as criminals and plague the society. Many of these children also get involved in drugs. Most of the beggars turns into hideous sinful criminal and are also found addicted to drugs. They are involved in selling drugs to students and youngsters. This deadly poison destroys the health and becomes the cause of many fatal cons equences. They not only spoil their own life but involve the future of our nation, the youth, by exposing them to drug addiction. The runaway children in the Child Protection Center helped in doing the research properly. The children interviewed were five in number of different ages, different backgrounds and different reason for running away. One of the children was 10 years old; he said that his step mother beats him so he ran away from home. When asked the question of what