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The Process And Problems Of Land Clearing Environmental Sciences Essay

The Process And Problems Of Land Clearing Environmental Sciences Essay Land clearing is a movement of cleaving down trees, stumps, and different obstructions from a region as required to build the size of the harvest delivering land base of a current ranch, to get logs or for urbanization. Australia local backwoods spread around 164 millions hectares which is about 21% of the mainland (WWF 2007). Consequently, 50-100 plant and creature species are vanishing. Australia has the fifth pace of land clearing and clears more shrub every year than neediness stricken nations. It tends to be said that the main danger to the endurance of plants and creatures in Australia is the enormous scope freeing from develop bushland. Science A backwoods is a territory with a high thickness of trees. The Food and Agriculture Organization (FAO) characterizes woodland as a land with trees spread the territory of more than 0.5 hectare. 5 meters is the base tallness the trees ought to have the option to reach at development in situ (FAO 2006). Timberlands are additionally partitioned into developed region and common backwoods. Characteristic woodlands are backwoods made basically out of unique trees and not purposely planted. The backwoods floor is every now and again secured with rotting leaves, twigs, and different garbage where reusing happens. Herbaceous plants, for example, grasses and greeneries cover the herb layer and get less. Bush layer is sorted as woody vegetation that becomes somewhat near the ground. Little youthful trees and trees that are shorter than the primary overhang level of the tree prevalent the understory of backwoods which give cover for various creatures. Shelter is the place the greater part of the woods trees meet and structure a thick layer and finally emergents layers are trees that crowns develop over the shade (Klappenbach 2007). Reasons the grounds are cleared Some local vegetation networks in the Southwest Australia area has been cleared, fundamentally for food creation as much as 90%. Most landowners are monetarily worried to put more land all the more seriously. In Tasmania, more than 100000 hectares of local backwoods across open and land have been changed over to manor during the most recent 10 years (WWF 2007). Another consistent weight on Australia㠢â‚ ¬Ã¢â€ž ¢s woods is domesticated animals brushing and furthermore fires. The worldwide timber exchange is as of now the significant explanation of worldwide backwoods devastation that contains the most elevated levels of biodiversity (WWF 1997). Territories of high biodiversity is probably going to contain the most established, hence in many case the biggest and most monetarily important, trees. The worldwide timber exchange will in general get spoke to backwoods with high biodiversity and endeavor it. The transformation of non-backwoods lands from woods territories for settlement and agribusiness is lead by fast populace and lodging zone improvements along with urbanization. More individuals need more timber to build houses, shopping centers and business focuses. This assumes an extraordinary loss of timberland lands for gathering backwoods items. Moreover, street developments through the timberland make the rainforest available for transportation and development of timber delivered from the woodland. Additionally, huge hydroelectric ventures have prompted broad woodland misfortune. This is because of huge territories of the woodland are overflowed to develop dams. Impacts of land clearing One of the awful effects of land clearing is the nursery impact. The consuming and degeneration of cleared vegetation, and the ensuing oil discharges causcausedhe nursery impact. from the whole vehicle division each cleared vegetation, e Australia㠢â‚ ¬Ã¢â€ž ¢s absolute carbon dioxide discharges delivered to be and the resulting oil emanations. over 13%. This equivalents to emanations from the whole vehicle area in Australia. More than 5 million honeyeaters, parrots, robins and other land flying creatures are executed each year because of land clearing. Almost half vertebrate species, including wallabies, wombats and bandicoots, are either compromised with eradication or wiped out due to land clearing. Australia has lost a larger number of well evolved creatures and plants to elimination than some other nation and has more imperiled creatures than 98% of the universes nations (Bush Heritage Australia 2002). A report (The University of Queensland 2007) indicated that 150 years of land clearing added altogether to the drying and warming of eastern Australia. Mean summer precipitation declined by somewhere in the range of 4% and 12% in eastern Australia, and by 4% and 8% in southwest Western Australia. Spillover quickly streams into waterways when timberland spread is lost, along these lines rising waterway levels and exposing downstream regions to flooding. During the dry season, such zones can prone to have long dry spells that keep going for a considerable length of time which upset waterway route, unleash annihilation on crops, and disturb mechanical tasks. 5.0 Solutions It is perfect to replant the cleared terrains rapidly to stay away from soil disintegration and soil notably as opposed to freeing enormous regions from land all at once and leaving the dirt open to the components, to help keep up normal environments. Economical Commercial Logging Options is a push to control logging to guarantee it is done in a reasonable and ecologically inviting manner by approving logging at an insignificant rate. Government additionally needs to blast laws with the goal that cutting trees in timberland turns into a significant wrongdoing. Other than its stream might be turned around, it will likewise prompt deforestation being controlled in a significant manner. All urban communities must be overseen appropriately, have enough green spread and new trees must be planted any place conceivable. Other arrangement is by building up Good Wood. Great Wood is timber gathered from very much oversaw woodlands or ranches or reused, reused or rescued wood. It permits purcha sers to keep utilizing wood items without causing backwoods devastation (Greenpeace Good Wood Guide 2009). In addition, the improvement of a complete, sufficient and agent (CAR) arrangement of stores for Australias woodlands has been pushed by Australias National Forest Policy Statement. The points of the national CAR save framework are to defend old-development, biodiversity, wild and other common and social estimations of the backwoods (Australian Bureau of Statistics (ABS) 2003). 6.0 Conclusion Land clearing can prompt the pulverization of regular living space and eradication and different atmosphere issues. The designers need to adjust among suburbanization and situations. Everybody assumes a significant job on this planet to spare the earth from being demolished.

How to Beat Test Anxiety Test Preparation Ritual

How to Beat Test Anxiety Test Preparation Ritual EP 38: How to Beat Test Anxiety: Test Preparation Ritual EP 38: How to Beat Test Anxiety: Test Preparation Ritual Even the most seasoned of exam takers gets test anxiety. Test anxiety will never completely go away, however there are tools to help you manage it. If you have the right tools in place you can actually use your anxiety to fuel your performance on an exam. One of the ways you can beat test anxiety is to develop a pre-test ritual. On Episode 38 we discuss test anxiety and the pre-study strategies you can develop to manage it. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne: and this is Episode 38 of The Homework Help Show by Homework Help Global. Cath Anne: [00:00:16] You may have experienced test anxiety before. Maybe you get the pre-test jitters and it ends up affecting the outcome of your test. Perhaps youre racking your brain about ways to figure out how to manage test anxiety. Well today that is what we hope to discuss testing anxiety is completely normal. You are human and you are always going to experience anxiety when you are faced with a stressful situation and tests are a stressful situation. They are based in the unknown which can stress the body out . Even most seasoned exam takers get test anxiety so dont worry if this is something that you also experience. Test anxiety will never completely go away, however there are some strategies and tools that you can use and implement into your study routine that will help you to manage test anxiety. So lets talk about how to effectively manage test anxiety for an upcoming test. Cath Anne: [00:01:25] First: always make sure you are getting a lot of rest. Although you may have the urge to cram before your test or study as much as you can getting at least 8 hours of sleep before your test is essential. Sleep is an active process where the brain works to heal the body and it produces hormones which are beneficial to repair and growth. This is obviously a major component of learning and processing. This is also time for the brain to reconsolidate memories and things that weve learned or studied during the day. So particularly when you are studying for a test youre going to want to make sure you are getting a good amount sleep so that your body can process everything that youve learned. Rapid eye movement sleep, or REM, which happens in the last part of the night appears to be associated with learning and memory. So making sure that you get at least that 8 hours of sleep is essential so that you do get to that REM stage of sleep. The night before the exam, turn o ff all electronics at least 30 minutes before you go to sleep because the blue light on electronics can affect your sleep and how deep you get into a sleep. Get 8 hours of sleep or more and avoid stimulants like coffee late in the afternoon or before bed because they will affect your ability to sleep. Cath Anne: [00:02:55] Second: when you wake up in the morning from your really good sleep make sure you are having a healthy breakfast but nothing that is too heavy. You want something a bit lighter because when you are digesting a heavy breakfast this can actually take blood flow away from the brain and youre going to need all the blood flowing to your brain so you are able to ace that test. Also if you are a coffee drinker try to avoid drinking caffeine right up until the exam time. This will give you the jitters before the test and you are also already full of jitters. So you dont want to increase that in your body. Its fine to have a cup of coffee but maybe limit it to half a cup and make sure youre having it with your breakfast early in the morning and not right up until when your test is happening. Cath Anne: [00:03:44] Number three: write down your anxieties and fears. Do a bit of a brain dumb. Research has shown that when you do this you can actually free up space in your brain and it will improve the grade that you get on your test writing things down will help you to understand your fears and manage them more effectively. Cath Anne: [00:04:03] Number four: arrive at the test ahead of time. Give yourself lots of time to be there and be present for the test. You will want time to mentally prepare and rushing or running late to the exam will certainly increase anxiety because you wont feel as prepared and your body wont be settled and ready to take a test. Cath Anne: [00:04:25] Number five: make sure all your materials are ready to go. For example make sure that your computer is working properly that your calculator has batteries and then its turning on. You want to make sure that all of your pencils are sharpened and that your pens are working well as it will ease your mind when you are entering into the task and it will free up space in your mind so that you can focus on just taking the test. Cath Anne: [00:04:51] Number six: develop some pretest rituals. Consistent habits and behaviors can put you at ease in a stressful situation. So when your body is ready to be stressed out some of these habits that youve developed on the way can help to put your body at ease for example go for a short walk listen to some of your favorite music and visualize your success on a on an exam are all strategies that you can use to put your mind and your body at ease before you go into a test. Cath Anne: [00:05:23] Number seven: do a short meditation. It doesnt have to be anything long just close your eyes breathe deeply and relax your muscles. This might not be for everyone however it is an effective strategy. Ive used it myself before going into an interview and I can tell you that it truly does work. Do this for about five minutes you can do it for up to ten minutes. Set a timer on your phone. Think back to a time when you did really well on a test. You aced the test and you scored well that was you in your zone free capture the feelings of what it felt like to be in your zone and experience that by recalling how you actually felt in that situation. Think about how you are calm your muscles were relaxed and your motivation to succeed was very high. By visualizing success and by putting your body into that state you were actually helping to manifest a better grip on your test and youre putting your body into a state to be prepared for success. Cath Anne: [00:06:24] Finally, avoid sitting or standing around anxious people. Were all familiar with the group of people prior to an exam who are standing outside the gymnasium or the classroom and they are not prepared for the test so they are evidently swamped with stress. However standing around these people is not going to help you in the least. If you know the room is crowded and you know that people are particularly anxious dont worry about being a loner find yourself a spot to go and just chill there. Think positive thoughts take deep breaths do your basic meditation and focus on your own preparation and your own future success in the exam. Cath Anne: [00:07:08] Okay I hope that was a benefit. That is it for me for this week. Good luck on those exams and listen guys if you do have any comments I would love to hear what you guys do, what kinds of things you implement into your life to increase your success on exams. Do you have any pre study rituals that you use in your life and have they been successful. Have you done anything like meditation. Do you listen to a certain song to pump you up. I would love to hear a little bit more about what you guys do and maybe we can do a future episode on that. As always if you like this video please give it a thumbs up and subscribe to our channel so you dont miss out on any of our content. If you have any questions pop them in the comment box below. We always love to hear from you as well. If youre interested in checking out any more of our content all of our social media platforms are linked in the description box below. So certainly check those out. Have a great week guys. Take ca re and good luck on those exams. How to Beat Test Anxiety Test Preparation Ritual EP 38: How to Beat Test Anxiety: Test Preparation Ritual EP 38: How to Beat Test Anxiety: Test Preparation Ritual Even the most seasoned of exam takers gets test anxiety. Test anxiety will never completely go away, however there are tools to help you manage it. If you have the right tools in place you can actually use your anxiety to fuel your performance on an exam. One of the ways you can beat test anxiety is to develop a pre-test ritual. On Episode 38 we discuss test anxiety and the pre-study strategies you can develop to manage it. Looking for study tips, help with essay writing, or advice on how to be a better student? Welcome to The Homework Help Show, a weekly show where we teach, assist, and offer valuable insights for student life. From study hacks to writing tips, discussions about student mental health to step-by-step guides on academic writing and how to write a resume, weve got you covered. Want your questions answered? Write them below or join the conversation on social media using the hashtag #askHHG TRANSCRIPT: Cath Anne: [00:00:00] Hi guys and welcome back to our channel. My name is Cath Anne: and this is Episode 38 of The Homework Help Show by Homework Help Global. Cath Anne: [00:00:16] You may have experienced test anxiety before. Maybe you get the pre-test jitters and it ends up affecting the outcome of your test. Perhaps youre racking your brain about ways to figure out how to manage test anxiety. Well today that is what we hope to discuss testing anxiety is completely normal. You are human and you are always going to experience anxiety when you are faced with a stressful situation and tests are a stressful situation. They are based in the unknown which can stress the body out . Even most seasoned exam takers get test anxiety so dont worry if this is something that you also experience. Test anxiety will never completely go away, however there are some strategies and tools that you can use and implement into your study routine that will help you to manage test anxiety. So lets talk about how to effectively manage test anxiety for an upcoming test. Cath Anne: [00:01:25] First: always make sure you are getting a lot of rest. Although you may have the urge to cram before your test or study as much as you can getting at least 8 hours of sleep before your test is essential. Sleep is an active process where the brain works to heal the body and it produces hormones which are beneficial to repair and growth. This is obviously a major component of learning and processing. This is also time for the brain to reconsolidate memories and things that weve learned or studied during the day. So particularly when you are studying for a test youre going to want to make sure you are getting a good amount sleep so that your body can process everything that youve learned. Rapid eye movement sleep, or REM, which happens in the last part of the night appears to be associated with learning and memory. So making sure that you get at least that 8 hours of sleep is essential so that you do get to that REM stage of sleep. The night before the exam, turn o ff all electronics at least 30 minutes before you go to sleep because the blue light on electronics can affect your sleep and how deep you get into a sleep. Get 8 hours of sleep or more and avoid stimulants like coffee late in the afternoon or before bed because they will affect your ability to sleep. Cath Anne: [00:02:55] Second: when you wake up in the morning from your really good sleep make sure you are having a healthy breakfast but nothing that is too heavy. You want something a bit lighter because when you are digesting a heavy breakfast this can actually take blood flow away from the brain and youre going to need all the blood flowing to your brain so you are able to ace that test. Also if you are a coffee drinker try to avoid drinking caffeine right up until the exam time. This will give you the jitters before the test and you are also already full of jitters. So you dont want to increase that in your body. Its fine to have a cup of coffee but maybe limit it to half a cup and make sure youre having it with your breakfast early in the morning and not right up until when your test is happening. Cath Anne: [00:03:44] Number three: write down your anxieties and fears. Do a bit of a brain dumb. Research has shown that when you do this you can actually free up space in your brain and it will improve the grade that you get on your test writing things down will help you to understand your fears and manage them more effectively. Cath Anne: [00:04:03] Number four: arrive at the test ahead of time. Give yourself lots of time to be there and be present for the test. You will want time to mentally prepare and rushing or running late to the exam will certainly increase anxiety because you wont feel as prepared and your body wont be settled and ready to take a test. Cath Anne: [00:04:25] Number five: make sure all your materials are ready to go. For example make sure that your computer is working properly that your calculator has batteries and then its turning on. You want to make sure that all of your pencils are sharpened and that your pens are working well as it will ease your mind when you are entering into the task and it will free up space in your mind so that you can focus on just taking the test. Cath Anne: [00:04:51] Number six: develop some pretest rituals. Consistent habits and behaviors can put you at ease in a stressful situation. So when your body is ready to be stressed out some of these habits that youve developed on the way can help to put your body at ease for example go for a short walk listen to some of your favorite music and visualize your success on a on an exam are all strategies that you can use to put your mind and your body at ease before you go into a test. Cath Anne: [00:05:23] Number seven: do a short meditation. It doesnt have to be anything long just close your eyes breathe deeply and relax your muscles. This might not be for everyone however it is an effective strategy. Ive used it myself before going into an interview and I can tell you that it truly does work. Do this for about five minutes you can do it for up to ten minutes. Set a timer on your phone. Think back to a time when you did really well on a test. You aced the test and you scored well that was you in your zone free capture the feelings of what it felt like to be in your zone and experience that by recalling how you actually felt in that situation. Think about how you are calm your muscles were relaxed and your motivation to succeed was very high. By visualizing success and by putting your body into that state you were actually helping to manifest a better grip on your test and youre putting your body into a state to be prepared for success. Cath Anne: [00:06:24] Finally, avoid sitting or standing around anxious people. Were all familiar with the group of people prior to an exam who are standing outside the gymnasium or the classroom and they are not prepared for the test so they are evidently swamped with stress. However standing around these people is not going to help you in the least. If you know the room is crowded and you know that people are particularly anxious dont worry about being a loner find yourself a spot to go and just chill there. Think positive thoughts take deep breaths do your basic meditation and focus on your own preparation and your own future success in the exam. Cath Anne: [00:07:08] Okay I hope that was a benefit. That is it for me for this week. Good luck on those exams and listen guys if you do have any comments I would love to hear what you guys do, what kinds of things you implement into your life to increase your success on exams. Do you have any pre study rituals that you use in your life and have they been successful. Have you done anything like meditation. Do you listen to a certain song to pump you up. I would love to hear a little bit more about what you guys do and maybe we can do a future episode on that. As always if you like this video please give it a thumbs up and subscribe to our channel so you dont miss out on any of our content. If you have any questions pop them in the comment box below. We always love to hear from you as well. If youre interested in checking out any more of our content all of our social media platforms are linked in the description box below. So certainly check those out. Have a great week guys. Take ca re and good luck on those exams.

Chinese Market Entry Strategies Tentative Guide For MNES - Free Essay Example

Sample details Pages: 12 Words: 3478 Downloads: 1 Date added: 2017/06/26 Category Statistics Essay Did you like this example? Purpose and research methodology The Chinese market is a very wide and attracting one to all sorts of businesses. This was the main factor that drove me to choose the topic of entry strategies to china. In order to do so, I identified the subsequent keywords: entry modes, MNEs (multinational enterprises), investment, FDI (Foreign Direct Investment) and China. I used those keywords to search for relevant articles in peer reviewed journals. The latter were accessed through the databases provided by the Grenoble ecole de management. The databases used are the following: ABI inform global (ProQuest) Don’t waste time! Our writers will create an original "Chinese Market Entry Strategies Tentative Guide For MNES" essay for you Create order Business source complete (Ebsco) Science direct (Elsevier) Emerald management plus (Emerald) Proper filters were applied along my search in order to correctly direct the results. A concrete example to this procedure was to limit the search to a certain period of time: from 1995 till the present. My search resulted finally in 15 articles from which I selected 8 to include in the systematic literature review (SLR). Please check appendix A for a more detailed explanation concerning the inclusion/exclusion criteria. Following the choice of the articles, I thoroughly read the chosen articles and drew a table summarizing the topics and their presence in the different articles. Please check appendix B for the detailed table generated. The table was a very useful tool that allowed me to trace easily the topics and write the relevant information in the following literature review. Literature analysis Introduction Chinaà ¢Ã¢â€š ¬Ã¢â€ž ¢s growth rate during the past decades is appealing to MNEs to set up operations in the Chinese market. However, the cultural, social, political and economical environment is difficult to handle from the international firmsà ¢Ã¢â€š ¬Ã¢â€ž ¢ perspective. This point is crucial for international corporations Vis as Vis the choice of their entry mode to that particular market (Luo 2000). Since it opened up to the international market in 1979 and then entered the WTO in December 2001, the FDI rules in the popular republic of china are constantly changing. Multinational enterprises that are willing to invest in china have a lot of conditions and factors to take into consideration when studying their entry strategy. Entry modes and different strategies Equity joint ventures, EJV According to the EJV law, the foreign investorà ¢Ã¢â€š ¬Ã¢â€ž ¢s share must be at least 25%. Each partner is supposed to supply tangible (cash, material, facilitiesà ¢Ã¢â€š ¬Ã‚ ¦) assets and intangible (intellectual property rightà ¢Ã¢â€š ¬Ã‚ ¦) assets. The duration of the EJV according to Sino-foreign agreements is unlimited. Practically set to 50 years and extendable upon the mutual agreement of the multiple parties in the EJV (Luo 2000). According also to Luo and Chen(1995), this mode has many benefits: risk reduction, economies of scale and scope, improved local acceptance. The EJV assures a long-term relation between the foreign firm and the Chinese market. From the Chinese government perspective, EJVs helps the transfer of technology to the domestic partner, and thus this mode is favored from the Chinese authority point of view. The mentioned above authors state that these benefits are challenged by several factors: China is a really hard market, different in every location and extremely changing: the marketplace is dynamically changing and becoming more and more competitive. Also the distribution channels in china are not as developed as in the west, thus making it hard to supply correctly your product in China. Also, the negotiations with the Chinese present several difficulties and become a burden to foreign companies (demanding the state-of-the-art technology when the adequate infrastructure is nonexistent) and the domestic partner often tries to avoid cash funding, presenting land and existing facilities instead (Luo 2000).According to Luo and Chen (1995), EJV are faced by several difficulties: these complexities are relevant especially in the field of operation and management since the outcome of the company depends heavily on intangible variables (personalities, cultures, etc). Establishing a joint venture in china means that you established a legal local entity (Cheung and Leung 2007). This entity will allow you to conduct business. Cheung and Leung (2007) also agreed that for MNCs to have business growth in china, they should have a physical presence in the Chinese market. But the licenses for a joint venture are difficult to obtain; hence even if they are preferred over some entry modes, it is difficult to be eligible for a JV. Wholly foreign-owned enterprise, WFOE Luo (2000) stated that this entry mode offers the foreign investor more flexibility and more expandability potential, avoiding the drawbacks of an uncooperative domestic partner. WFOE are established faster than EJVs since the Chinese authorities are bound to reply to a proposal within 30 days. This type of entry mode is offering little technology advancement for china and is therefore we see that the Chinese authority is always in favor of an EJV over a WFOE. In order to fight it, the Chinese set up several rules and regulations in order to complicate the process, especially in some sectors like the automotive and telecommunication sector. Despite the regulations that are making it the setup of a WFOE in china difficult, the rules can be tailored depending on what the foreign company is offering of value to the Chinese government. Some sectors totally forbid the setup of a WFOE; however the Chinese are opening up more and more and will therefore allow WFOE in some new industries. An other drawback is that the Chinese are reluctant to the idea of foreign companies taking over their country. Adequate decisions like appointing locals in managerial positions are crucial to the success of the setup of the WFOE: Motorola employs only Chinese managers. Moreover, a foreign company will rarely succeed in a foreign environment, especially like in the surroundings of china, and therefore will have to cooperate in a certain way with the locals which will make the situation more viable for the WFOE. (Luo 2000) Puck, Holtbrugge and Mohr (2007) concurred with the same definition concerning the joint ventures and the WFOEs. According to Luo and Chen (1995), a WFOE offers is better seen as a mode that restrict opportunistic behavior and is therefore more controllable than an EJV. The holder of a WFOE has a greater bargaining power over the domestic government. For Luo and Chen, a WFOE is more probable to do better than the EJV concerning financial risk aversion. Contractual joint ventures, CJV Luo (2000) explained what differs between EJV and CJV is that the profits and other responsibilities are assigned to each partner according to what is agreed upon in the contract and not necessarily proportional to the total capital contribution by the partners in the EJV. The CJV is often used in joint exploration projects (oil exploration is an example). Concerning liability, a CJV has the choice between having limited or unlimited liability (Vis a Vis the capital invested in by the partners) versus the EJV that is bound to the limited liability. CJVs with unlimited liability do not require the foreign investor to contribute a minimum of 25% of the total registered capital. For Luo (2000), both CJV and EJV have import tax exemptions on imported equipment used as part of the capital invested in. CJV has a greater flexibility versus EJV regarding managing assets, production and operation. This is a great advantage for foreign investment since it gives the MNEs greater flexibility. A CJV may allocate profits in cash and in operation output (petrol in the case of oil exploration) versus the EJVsà ¢Ã¢â€š ¬Ã¢â€ž ¢ restriction to cash distribution. It is a great advantage to build-operate-transfer businesses and will keep its advantage in the foreseen future (Luo 2000) For Zhang, Zhang and Liu (2007), joint ventures are the most adequate entry strategy from the perspective that it minimizes the environmental risk and helps acquiring the resources of the domestic associate. But also according to Zhang, Zhang and Liu (2007), this method has its drawbacks from the perspective of that the foreign investor takes the risk of having opportunistic behavior from the domestic partner. Shapiro, Tang and Ma (2007)à ¢Ã¢â€š ¬Ã¢â€ž ¢s article talks about three main categories of FDI in china. They defined EJVs, CJVs and WFOEs the same way that Luo (2000) did.Teng (2004) argued that joint ventures have been the way of entering the Chinese market. However he states that wholly owned subsidiaries are becoming more and more appealing because of the fact that the foreigners are in more control that the Chinese compared to a joint venture. Umbrella companies Luo (2000) explained that the proliferation of MNCsà ¢Ã¢â€š ¬Ã¢â€ž ¢ operation in china has led to the necessity of a sort of simplifying structure. The MNCs opted for what is called an umbrella enterprise or also known as investment company or holding company. The advantage of such structure over the traditional structures is that the holding is able to combine all existing investments (sales, procurement, manufacturing and maintenance) under one umbrella; it also eases the establishment of new investments. This model is mostly effective for multi-disciplinary companies that are using several entry modes adequate to each division. For Luo (2000), the model eases profitsà ¢Ã¢â€š ¬Ã¢â€ž ¢ transfer among the different business units of the same company for strategic purposes and also transfer of the profits outside the host country. The holding model helps the foreign investor centralizing the management of his various businesses and this helps in removing several operating barriers. The facilities for the strategic business units (SBU) provided by this model can be used without special approval from the Ministry of foreign trade and economic cooperation provided that the investment company hold at least 25% of the SBUà ¢Ã¢â€š ¬Ã¢â€ž ¢s equity capital. However this model does not entitle the company to do whatever business it wants. And to establish such holding, foreign companies should have at least two foreign-invested enterprises (FIE). In order to benefit from the holding model, companies are subject to various criteria and conditions according to Luo (2000): minimum total asset value of US$400 million in the year prior to its application established one or more FIEs in which it has contributed at least US$10 million in registered capital A minimum of 10 FIEs in China established whose activity is based on manufacturing or infrastructure construction and that contributed at least US$30million in registered capital. The Chinese tax authority treats the holding company and its several FIEs as independent companies. Acquisitions According to Luo (2000), it is a relatively easy method, consisting of acquiring local or foreign businesses. This method has its advantages in entering sectors that were exclusive to the government. China acknowledged its lack of technological advance, satisfactory capital and management expertise. The acquisition of companies in the mentioned sectors by foreigners is seen as a complementary activity to what the Chinese are doing for their development. This policy is a long-term plan. Luo (2000) argues that this strategy is considered advantageous for the foreign investors since these acquired domestic companies have a great profitability potential with the right management and proper technology usage. The profitability of such companies if existent or will be existent has the tendency to come faster than in an EJV or WFOE; the reason for that is fairly simple: the companies have an already built capacity and are not startups. Such companies are mostly attractive when their market i s a niche market. Proper information concerning the company and its liabilities should be well researched and investigated in because the ownership procedure can be an obstacle. The Chinese corporate law does not let a minority shareholder to have a say in the management of the company. Attention should be taken in all cases since the Chineseà ¢Ã¢â€š ¬Ã¢â€ž ¢s culture of state is very strong and privatization by foreigners may be clear on paper but the practicality of this transfer is not well under control (Luo 2000). Zhang, Zhang and Liu (2007) stated that the acquisitions of domestic firms are the fastest way to set foot in the domestic market, but is burdened by several factors including cultural clash and overpayments due to reluctance of the authorities regarding this entry strategy of foreign firms into the Chinese market since it means that the foreigners fully own the firm. For Teng (2004), the acquisitions have numerous appealing benefits: fast entry strategy that allows the foreigners to acquire the already existing resources of the firm and it means that the foreigners do not start from scratch. These benefits are challenged by the potentially very high cost of the operation of merger or acquisition. Exporting Exporting is a way of reaching the Chinese market with minimal cost regarding the exit strategy in case of the occurrence of some problem. (David, Yigang and Kevin 1997). According to Teng (2004), exporting is an entry strategy that allows the MNE to operate in the domestic market without having the trouble of a setting the business in china: it is fast, has a limited entry cost and risk and allows the total control of the foreigners concerning the operations they wish and can undertake in the Chinese market. Representative offices According to Luo (2000), if a certain foreign investor is risk-averse, depending on his business, he can choose the strategy of opening representative offices. This entry mode helps getting acquainted with the domestic market, building the firmà ¢Ã¢â€š ¬Ã¢â€ž ¢s connections and reputation. Several conditions bound this type of entry strategy: its activities are fairly limited to non-commercial, product promotion, market research and negotiations on behalf of the headquarters of the company abroad. For Luo (2000), with these limitations come advantages such as flexibility, non bounding commitments with domestic partners and openness towards multiple sectors that are not as easily available when using different entry modes. Since the structure is moderately simple compared to other strategies, it is easier to close the office if a reason to do that occurred. Several disadvantages should be taken into account: startup cost might be difficult to preserve. It is a relatively small office whose business is quite big, and with little resources is hard to sustain, especially that the office cannot issue invoices to his domestic customers. Quick review on some other options Branch offices: the action of opening branches in several regions of the country (Luo 2000). Build-operate-transfer (BOT): useful in the utilities sector, to do a certain project and then move on (Luo 2000). Franchising and licensing: to profit from a large market without committing large funds, giving the subsidiary in the host country a package of resources and rights to exercise the business (Luo 2000). Greenfield investments are also a way to enter a market according to Zhang, Zhang and Liu (2007) and this mode consists of investing in virgin lands from scratch. It also means that the foreigners are the exclusive owners of the firm and that is why the Chinese authorities are reluctant vis a vis this foreign strategy. Conclusions and results The authors mostly agreed regarding their results and conclusions. Before 1997, joint ventures were the predominant entry strategy used by MNEs to enter the Chinese market. After 1997, MNEs preferred to establish WFOEs: it is explained by the fact that the Chinese authorities changed their regulations concerning numerous sectors and hence facilitated the creation of WFOEs that are more beneficial to the foreign investors. (Puck, Holtbrugge and Mohr 2007) According to the table below, provided by Zhang, Zhang and Liu (2007), we can see that the entry strategy of companies in china has changed from joint ventures to WFOEs also known as FIE. This conclusion is concurring with what the other authors are saying about the current situation of market entry in china. The entry mode choice depends on a choice affected by the tradeoff between the amount of risk affordable versus the return expected proportionally to that risk, and mostly firms tend to minimize the risk. The authors also point that that the entry mode should be dynamic and not static to one strategy (Zhang, Zhang and Liu 2007). It is the strategy of using sequential FDI, i.e. the strategy changes dynamically in response to what is more adequate to the firm. This approach agrees to what Cheung and Leung (2007) said. WOFEsà ¢Ã¢â€š ¬Ã¢â€ž ¢ share in FDI rose to 35% in 2000. CJVsà ¢Ã¢â€š ¬Ã¢â€ž ¢ share decreased until 1995 and EJVsà ¢Ã¢â€š ¬Ã¢â€ž ¢ share is more stable but declining a bit declining: it had 43% of FDI in 2000 (Shapiro, Tang and Ma 2007). Companies at first try to open a representative office, to test the waters of the market and then attempt a joint venture for a better exploitation of the Chinese market (Cheung and Leung 2007) According to Luo and Chen (1995), the mo de of entrance is correlated to the strategy of the firm. If the foreign investors are aiming to reduce the risk and are opting for an optimal asset management, a WFOE is more adequate to their goals than a JV. However if their goal is pursuing local market share, a JV is more conventional. For David, Yigang and Kevin (1997), on a statistical approach, examining 2998 foreign operations in the Chinese market they found that 35% of the companies relied on exporting for their entry mode, 20.8% on licensing, 41.5% on joint ventures and 2.7% on wholly owned subsidiaries. Teng (2004), is agreeing with Luo and Chen (1995): JVs are better if the foreigners are in need of the local resources. However if they are aiming a better control of the firm, they ought to opt WFOEs. He also adds that the fastest solutions are exporting and acquisitions. The latter is more costly and in more need of commitment than exporting. Appendices Appendix A: References Included articles Luo, Y, (2000), Entering China today: what choices do we have?, Journal of global marketing, vol. 14. 1/2, 2000, pp.57-82. Puck, J. Holtbrugge, D. Mohr, A, (2007), Beyond entry mode choice: explaining the conversion of joint ventures into wholly owned subsidiaries in the peoples republic of China, Journal of international business studies, vol. 40. , pp.388-404. Zhang, Y. Zhang, Z. Liu, Z, (2007), Choice of entry modes in sequential FDI in an emerging economy, Management Decision, vol. 45. 4, pp.749-772 Luo, Y. Chen, M., (1995), Financial performance comparison between international joint ventures and wholly foreign-owned enterprises in Chinaà ¢Ã¢â€š ¬?, the international executive, vol. 37. 6, pp.599-613 David, K. Yigang, P. Kevin, Y, (1997), How MNCs choose entry modes and form alliances: the China experience., journal of international business studies, vol. 28. 4, pp.445-474 Cheung, F. Leung, W. , 1st Initial, (2007), International expansion of transnational advertising agencies in China: An assessment of the stages theory approach., international business review, vol. 16. , pp.251-268 Shapiro, D. Tang, Y. Ma, C, (2007), Mode of Entry and the Regional Distribution of Foreign Direct Investment in China, journal of Chinese economic and business studies, vol. 5. 3, pp.261-277 Teng, B, (2004), The WTO and Entry Modes in China, international business review, vol. 46. 4, pp.381-400. Note that the article are numbered for the sole purpose of the comparison table in appendix B Excluded articles and reasons of exclusion Zou, P. Wong, A., (2008), Breaking into Chinaà ¢Ã¢â€š ¬Ã¢â€ž ¢s design and construction market, journal of technology management in China, vol. 3. 3, pp.279-291. Reason: this article is focused on a certain industry and do not bring relevant value to the studied topic. Claver, H. Quer, D., (2005), choice of market entry mode in China: the influence of firm-specific factors., journal of general management, vol. 30. 3, pp.51-70. Reason: this article was addressing the issue of characteristics of firms and was not stressing on the entry strategy Ling, F. Ibbs, W. Cuervo, J, (2005), Entry and business strategies used by international architectural, engineering and construction firms in China, construction management and economics, vol. 23. , pp.509-520. Reason: this article is focused on a certain industry and do not bring relevant value to the studied topic. Beamish, P. Jiang, R., (2002), Investing Profitably in China: is it Getting Harder?, long range planning, vol. 35. , pp.135-151. Reason: this article discusses profitability and not entry strategies. Gaba, V. Pan, Y. Ungson, G, (2002), Timing of Entry in International Market: an Empirical Study of U.S. fortune 500 firms in China, journal of international business studies, vol. 33. 1, pp.39-55. Reason: this article discusses too specific firms and is not tackling the entry modes in a deep manner Burgers, W. Padgett, D., (2009), understanding environmental risk of IJVs in china, management international review, vol. 49. 3, pp.337-358. Reason: this article is tackling only one entry mode which is joint venture. It does not help the purpose of this SLR. Bontempi, M. Prodi, G., (2009), Entry strategies into China: The choice between Joint Ventures and Wholly Foreign-Owned Enterprises An application to the Italian manufacturing sector., International Review of Economics and Finance, vol. 18. , pp.11-19. Reason: this article is focused on a certain industry and do not bring relevant value to the studied topic Appendix B: comparative table of included articles This table represents the article included and the topic discussed in the article, i.e. every topic that is ticked means that it is discussed in the respective article Article Topic 1 2 3 4 5 6 7 8 EJV X X X X X X X X CJV X X X X X X X WFOE X X X X X X X Umbrella X Acquisition X X X X Exportation X Other* X X X X *other can include: branching, representative offices, Greenfield investment, BOT, franchising, licensing, etc.

Company Analysis Canada Chemicals Corporation Essay

Production Line Staff Production line workers are the employees who are usually doing their work by hand or in this day and age, running the machine or equipment to make the products. In this particular case, Canada Chemicals Corporation utilizes their production employees by producing industrial chemicals. These production worker’s jobs are a lot more complete then other production level workers employees as they usually have plenty of skill, knowledge and experience, and have high educational background. In order to reverse recent challenges with production and sales, I have composed a compensation package for these employees that will motivate them intrinsically, and focus on rewards that are extrinsic. First off, I have chosen to select a 48% distribution for the base pay section of the compensation package. As the CEO, I am taking into consideration the nature of the work, and the external forces that surround our company such as market pricing and and competition. In ord er to assure that our employees feel that as a company we are committed to our employees, and that they are financially secure, we are putting all of our base pay into the well-known system, Pay for Knowledge. This means that we are compensating our employees for the knowledge, value of skills, and competencies that our employees hold. As noted before, our production line workers have to acquire a high-level of skill and experiences, and also have multiple certificates from technical schools.Show MoreRelatedA Report That Analysis Integrated Practices1299 Words   |  6 Pagesbring the company in the competition. The process of strengthening the good and understanding relationship between the employer and their members of staff is the main goal of any company. Management theories are known for their ability to achieve all these while at the same time ensuring that firms remain in competition. 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Role of Internet in Reducing Plagarism

Question: What is the Role of Internet in Reducing Plagarism? Answer: Introduction This paper aims at analyzing various articles that focuses on the role of internet to reduce plagiarism. This article mainly demonstrates the important ideas related to quantitative methods. This paper consists of 3 different sections that would discuss on various research methods and literature review of the articles. Section 1 Songsriwittaya, A., Kongsuwan, S., Jitgarun, K., Kaewkuekool, S., Koul, R. (2009). Engineering students attitude towards plagiarism: A survey study.Education,69, 9-97 Dishonesty in academic areas has become one of the major issues in higher education. This paper investigates the attitude and perspective of undergraduate Thai students about plagiarism towards achieving their goals. This paper discusses the opinion of Merriam-Webster who says that plagiarism is theft; that represents a new idea from an already existing source. The article mainly demonstrates the disciplinary differences among the students and investigates prevalent rates and differences in plagiarism rates that they have adopted to reach their goals. There is no separate section for literature review in this article. However, in the introduction part the authors have different views of scholars about plagiarism among undergraduates. One-way Anova is used to understand the major differences of plagiarism across the faculties and goal orientation of the students. This method helps the authors to understand the significant differences among the students about the plagiarism. Using the post-hoc test, the paper finds that the differences exists more in Faculty of Liberal Art compared to other faculties. This permits the students to examine the effects of individuals of ach variable separately and then also helped the authors to understand effects of other variables like faculties and goal orientation on students about plagiarism. Schrimsher, R. H., Northrup, L. A., Alverson, S. P. (2011). A survey of Samford University students regarding plagiarism and academic misconduct. International Journal for Educational Integrity,7(1). The aim of this study was to understand and explore the opinions and attitude of Samford University with respect to academic misconduct and plagiarism. In order to conduct this research, the authors used the internet-based survey system that mainly included No/Yes questions and also Likert Scales. There was not such section naming literature review, however, the study mainly focused on why do students cheat? The literature review mainly focused on various factors like, increasing pressures from peers and parents and also the complexity in the material being taught. The literature review mainly concentrated in the academic misconduct that included the plagiarism and also various other situational ethics. Further, even the peer related factors also influence the students to cheat. However, it is to be noted that the literature review or the discussion on plagiarism in this article do not address the issue or question related to unintentional plagiarism. To conduct this study, the Samford plagiarism survey used the likert scales ranging from strongly disagree to strongly agree. This survey was completed using internet through PHPESP, a web-based survey tool which help the non-technical people to develop and administer the surveys, collect the results, download the information and collect the data and also view statistic. Internet based system is both cost and time effective method which helped the survey to generate results without much effort. Ryan, G., Valverde, M., Pmies, M. M., Casals, A., Gorjup, M. T. (2011). Dont be a copycat! Lecturers perceptions of plagiarism among university students. InIX Jornades de xarxes d'investigaci en docncia universitria [Recurso electrnico]: Disseny de bones prctiques docents en el context actual= Jornadas de Redes de Investigacin en Docencia Universitaria: Diseo de buenas prcticas docentes en el contexto actual(p. 176). Universitat d'Alacant In this article, the main purpose of the study was to determine the perception of the lecturers about plagiarism. The research methodology section lacks in proper description of the research methodology. But, going through the section it is observed that the study follows a qualitative data collection. The qualitative data collection has helped the researcher to offer a deeper understanding of the various social phenomena which cannot be obtained from the quantitative methods. In the current research, the focus group interview was decided to be conducted including 10 people who are of similar characters or common interests. However, it is to be noted that the focus group method is a qualitative data collection that means the data collected is descriptive in nature. The focus group data collection survey permits the researcher to collect feelings or express clear ideas that helps the researchers to interpret and understand the plagiarism issue. The present study focused on grounded th eory approach using the subjective and exploratory research. This helps the research to obtain cues. Article 1- Engineering students attitude towards plagiarism: A survey study and Artilce 2- A survey of Samford University students regarding plagiarism and academic misconduct uses the quantitative data and the article 3- Dont be a copycat! Lecturers perceptions of plagiarism among university students use the qualitative data. The main differences between the two methods are as follows: Qualitative Methods Quantitative Methods Methods involve in-depth interview, focus groups and also document review for understanding the theme Observation, structured interviews and survey and reviewing documents is used for gathering numeric information Here, the inductive process is mainly used for formulating the hypothesis and theory Here, the deductive process is mainly used to test pre-specified concepts, hypotheses and construction of theory. This method is more subjective in nature. This helps to describe the condition and problem through experience This method is more objective in nature. This method helps to observe the effects of the condition or problem. It based on text It is based on numbers In few cases the researcher can receive more in-depth information This method has less in-depth, however have more breadth of information No statistical tests are used in this method Statistical test are mainly used to analyze the cases. Less generalized method More generalized method The comments given on each of the articles above, aligns with the literature review. This because, literature reviews specifically helps to address the research problem. This helps the researcher to get to the proper point quickly using the peer reviewed previous journals for outlining the problem area. Aligning the comments with the literature review helps to demonstrate the preparedness of the whole research and also helps to effectively justify the proposed qualitative o quantitative methodology. Further, he literature review has helped to compare the research with the existing proposed theories. This literature review has helped the author to identify the gaps in the research methods and also gave the idea to justify the validity, reliability and originality of the proposed research. Although, all the three articles discussed above is mainly intended to help the students and the academic professionals to understand the impact of plagiarism in their career and also approaches that can be used to reduce plagiarism. There exists some gap between the methods that the researchers have used in all the three articles. In two of the articles discussed above the researchers have used quantitative methods and in the third article, the researcher have used the qualitative research. However, it is to be noted that the mixed research approach would help to reduce the issues of plagiarism. Mixed methods use both qualitative and quantitative methods. Through this process they can help the students to understand the concept of plagiarism, impact of plagiarism and also outcome of practicing plagiarism. Further, paraphrasing techniques, proper citations and use of formative feedback can be taught to the students to understand the issue. Additionally they must be shown a tutorial v ideo related to Turnitin tool or other plagiarism tool that can be used to avoid plagiarism. Section 2 The five different journal articles are chosen to complete this section are: Lfstrm, E. and Kupila, P. (2013). The Instructional Challenges of Student Plagiarism.J Acad Ethics, 11(3), pp.231-242 Anderson, I. (2009). Avoiding plagiarism in academic writing.Nursing Standard, 23(18), pp.35-37 Klimaszewski, A. (2012). Preventing Plagiarism.Oncology Nursing Forum, 39(6), pp.525-527 Zimerman, M. (2012). Plagiarism and international students in academic libraries.New Library World, 113(5/6), pp.290-299 Heckler, N., Rice, M. and Hobson Bryan, C. (2013). Turnitin Systems: a deterrent to plagiarism in college classrooms.Journal of Research on Technology in Education, 45(3), pp.229-248 Brief discussion of the articles: The aim of this article is to understand the perspective of students and universities teachers about plagiarism and also utilization of software to detect plagiarism. For data collection the researchers uses the inductive analysis and T-tests to analyze the data collected from the students and the teachers. It is identified that contextual, unintentional and intentional are three reasons for plagiarism. Thus, the study suggests that detection software systems should be used for detecting plagi and also need to focus on conceptions and attitude. This article aims at understanding the meaning of plagiarism. Here the article defines plagiarism as the means of taking somebody elses work and copying it in own work without proper citation. This practice results in potential upset of the real writer and also disgrace the professional who is involved in this process. Thus, this article further aims at exploring the plagiarism issue and also different mechanism for avoidance and detection. According this article, nurse scientists have to submit their professional journals. Thu, the professionals need to include few appropriate steps that would help to prevent plagiarism. Reference styles can be used to appropriately credit the individuals original work. This article demonstrates that the statement of work is the main contribution of nursing towards patient. Therefore, the purpose of this article is to define plagiarism in various general terms. The purpose of this article is to demonstrate the concept of plagiarism and also detect the plagiarism in education of international students. This article encompasses on the plagiarism issues and its impact on the international students. This study explores the use of plagiarism detection system to detect plagi. Internet and computer technology is helping the organization to handle plagiarism more effectively. Therefore, the faculties need to be more attentive to mitigate this practice or issue to maintain integrity in higher education and also give proper support to the students. The findings of the study suggest that making the students aware of the detection system would help them to get less inclined towards plagiarism. Gap Analysis: Two different questionnaires were used for teachers and the students to collect the data. However, the researchers used the open-ended question to collect the data. Answering the open ended questions makes it difficult for the respondents to answer sometimes. It needs lot of time and effort to answer the questions and sometimes the researcher may yield unnecessary information. Thus no identifying data can be collected. This paper lacks in proper research methodology to avoid plagiarism. Absence of proper research practices makes the paper ineffective. The paper only focuses on the secondary information, based on which the Turnitin software has been discussed that can help to detect the plagiarism. This report has discussed only the concept of plagiarism and how to detect plagiarism. This paper lacked in understanding where the Nursing professionals are already aware of this plagiarism or not. Determining this information, would have helped to understand their knowledge and then make proper conclusion to reduce their inclination towards copying or plagiarism. This research of detecting plagiarism among the international students lacked in proper reliability, as the research did not use any survey to collect the data to make a proper conclusion on the research problem. The information gathered and used in this article focused only on secondary surveys, which might not be truly answered despite anonymity. Thus, there is dearth of data related to plagiarism affect on the international students. Observing two classes crosswise over back to back years presented clear confinements postured by evaluating diverse understudies at distinctive time periods. This leaves open the likelihood of superfluous and obscure variables influencing the reactions. The utilization of Turnitin identification programming has the natural limit of yielding an original score as opposed to a duplicating without attribution score. Furthermore, the teacher did not assign a particular discipline for unoriginality, which could have adjusted the outcomes. Section 3 This section emphasizes on literature review of two different articles chosen from section. One is Lfstrm, E. and Kupila, P. (2013), The Instructional Challenges of Student Plagiarism and another is the Zimerman, M. (2012), Plagiarism and international students in academic libraries. According to Lofstrom and Kupila (2013), Plagiarism is one of the most controversial issues in academic writing. Students plagiarism can be defined as copying work of somebody elses and including it in own writing without paraphrasing or using citation. The reason behind the plagiarism is absence of proper concept of plagiarism in academic writing. They often lack in competencies and often view the academic conventions as normative prescriptions. Further, they also express frustration towards the process of learning and also academic writing. To avoid such frustrations, they believe that copy-pasting generally helps them to complete their writing without putting much effort. In order to evaluate the quality of the learning and writing of the students, it is important for the teachers to use plagiarism detection software. There are various reasons behind plagiarism and it is important for the university teachers to identify the reasons and allocate proper resources needed to tailor in terventions that would help to address the root cause of the problem. The three main reasons behind plagiarism are contextual plagiarism, intentional plagiarism and unintentional plagiarism. The contextual plagiarism can be reduced by guiding the students with various components, identifying and assessing the resources, giving more time and peer support. Further, the unintentional plagiarism can be addressed by giving proper instruction in academic writing and also giving opportunities to the students to practice own voice as writers. Through this research, the researcher also highlights that the students have raised their concern towards accidental plagiarism. Further, in order to address the intentional plagiarism, the students must be taught with academic integrity and also ethical principles. They should be encouraged towards good learning. According to Zimerman (2012), in the educational system, the plagiarism has become one the main pillars in the academic misconduct. Due to globalization, there has been some conjecture towards plagiarism among the international students. This paper defines plagiarism as a method of utilizing ideas or words from anothers works and copying it in own work without proper citation. It is found that the sophomores, freshmen and college students are cheating compared to seniors and juniors international students. The main reason behind the beginning of plagiarism is nothing but the internet. The usage of internet has encouraged the students to practice cheating. This paper discusses that the students who are not caught, practicing plagiarism, never take plagiarism seriously, they feel it is a victim less crime. From this it is quite clear that it is important to make the students aware of plagiarism and also make them aware that it is an unethical behavior. Further, this paper also emphasiz es that the perspective about plagiarism changes with the different culture of students. Few students feel that they lack in proper writing styles thus, copying the work would help them to come out of this issue, Chinese students feel that it is traditionally discover by rote, similarly, UK students say that deliberately copying various material is substantial plagiarism. Plagiarism is very common in Russia as, the medical libraries serve as a substitute by importing the foreign books. Thus, it is the responsibility of the academic libraries to reduce the damage that might happen due to plagiarism in academic writing. They should help the students to make use of proper citation methods and also support the students who need one to one assistance. Further, writing workshops can be held to make the students aware of different styles of referencing like APA or MLA etc in their writing. Additionally, the students need to be taught or made aware of anti-plagiarism software like Turnitin software that can even detect a minor plagiarism. This is a win-win situation and also a unique strategy. Conclusion In conclusion, the paper focuses on plagiarism in academic writing, which is the most dishonest practice and growing issues in colleges and universities. With the rise in the latest technology and internet, the students are found to be copying the whole texts in their writing leading to plagiarism in their writing. This paper has given a brief idea using various journals about the concept of plagiarism and also discusses the use of software like Turnitin that can help them to understand their weakness and also lower down their inclination towards plagiarism. This paper has covered various aspects of plagiarism by discussing different research methods that the researchers have used o detect the issues in academic writing. References Anderson, I. (2009). Avoiding plagiarism in academic writing.Nursing Standard, 23(18), pp.35-37 Heckler, N., Rice, M. and Hobson Bryan, C. (2013). Turnitin Systems: a deterrent to plagiarism in college classrooms.Journal of Research on Technology in Education, 45(3), pp.229-248 Klimaszewski, A. (2012). Preventing Plagiarism.Oncology Nursing Forum, 39(6), pp.525-527 Lfstrm, E. and Kupila, P. (2013). The Instructional Challenges of Student Plagiarism.J Acad Ethics, 11(3), pp.231-242 Ryan, G., Valverde, M., Pmies, M. M., Casals, A., Gorjup, M. T. (2011). Dont be a copycat! Lecturers perceptions of plagiarism among university students. InIX Jornades de xarxes d'investigaci en docncia universitria [Recurso electrnico]: Disseny de bones prctiques docents en el context actual= Jornadas de Redes de Investigacin en Docencia Universitaria: Diseo de buenas prcticas docentes en el contexto actual(p. 176). Universitat d'Alacant Songsriwittaya, A., Kongsuwan, S., Jitgarun, K., Kaewkuekool, S., Koul, R. (2009). Engineering students attitude towards plagiarism: A survey study.Education,69, 9-97 Zimerman, M. (2012). Plagiarism and international students in academic libraries.New Library World, 113(5/6), pp.290-299

Remembering Mike Essays - 1159, Nelle A. Coley, David Meece

Remembering Mike Remembering Mike The death of my friend Mike Walker taught me the true meaning of the clich?, ?Life does not last forever, so live each day like it is the last.? I treasure my friends and family more than anything in the world. A good friend is hard to find. I thought this was true until the first day I met Mike. I remember the day perfectly and I will always remember it for as long as I live. To me Mike was a great person. He was always laughing and telling jokes. Of course he had his down times like everyone else, but he did not allow himself to stay down for long. He was the type of guy to just walk up to anybody and say, ?Hi, I am Mike Walker.? The first time I met him, I was sitting down to lunch with my friend, Andrew. We were not there long when another guy sat down. He immediately looked at me and said, ?Hi, I am Mike Walker.? I was so surprised by his welcoming smile that I was left speechless. After a slight nudge from Andrew, I responded with my name and was greeted by yet another charming smile. It was not long before I realized I had sat down to lunch with the golf team. They were all talking and goofing off while I quietly ate my lunch. When I looked up, Mike was staring at me. He looked right at me, as if he were reading my mind. He looked around the table before saying, ?All right guys, subject change. What do you want to talk about, Stacy I never got the chance to answer because lunch was over. As we left the cafeteria Mike turned to me and said, ? Don't worry we will talk about what you want next time.? With a smile on his face (as well as mine), he was gone. From then on Mike and I had a friendship. We talked in the halls and after school. Mike was a great person and could always make me happy. One day I was talking to Mike before school let out. We were laughing and joking as usual. He told me he was going to be around after school and to find him later. So, I went happily to band practice. The next thing I knew, my teacher was telling us practice was cancelled. So I got up ready to find Mike. When I walked out of the school, I saw nothing but people and an ambulance. It was so quiet; I never thought there could be so many people in one place and not a single sound. I could not hear anyone move, cough, or even breathe. It was as if the world was holding its breath. I started walking and asking people what was going on. At first they said someone had hit their head, but they were ok. The farther down the hill I got, the more the story changed. They said it was Mike who fell off his four-wheeler and hit his head. I started walking faster and faster in a panic to see Mike. Someone then suddenly stopped me. It took me a minute to realize it was my best friend Mat. I knew as so on as I saw him Mike was dead. His eyes said it all. I stayed a little while staring at the ambulance hoping that maybe Mike would get up and the ambulance would drive away. But it did not happen. That night I cried so hard. I could not sleep due to the tragic sight I had just seen. I had awful mental pictures in my mind. I called Mat for comfort. I was so upset that words just flew out of my mouth. I said, ? Why did I even have to know Mike. This would be easy if I had not ever met him.? Mat put me on hold and when he came back a song was playing. It was Garth Brooks ?The Dance.? I never really listened to the message of the song. It is about the dance of life. It says that he wished he could have missed the

Online Options for German Lessons for Beginners

Online Options for German Lessons for Beginners The German language is much easier to learn than you might have heard. With the right course structure, a little discipline, and some online tools or apps, you can master your first steps into the German language quickly. Heres how to get started. Set Realistic Goals Make sure to set a solid goal like e.g. I want to reach German level B1 by the end of September with 90  minutes of daily work and also consider booking an exam about six to eight weeks before your deadline (if you stay on track, of course). For more about what to expect from German exams,  take a look at our exam  series: How to pass an A1-ExamHow to pass an A2-ExamHow to pass a B1-Exam If You Want to Focus on Writing If you need help with your writing,  Lang-8  offers a service where you can  copy and paste a text for the communityusually native speakersto edit. In return, you just need to correct another members text, which will not take you long. And its all free. For a small monthly fee your text will be featured more prominently and get corrected faster but if time doesnt matter to you, the free option is sufficient.   If You Want to Focus on Pronunciation and Speaking Looking for a conversational partner is the very best way to hone your speaking skills.  While you can try to find a tandem partner, with whom you could arrange a free language exchange, its often simpler to just pay someone for this job. Sites like  Italki  and  Verbling are places where you might find someone suitable and affordable. Those dont necessarily have to instruct you, although that might be helpful. Thirty minutes of practice a day is ideal, but any amount will improve your skills rapidly. Basic German Concepts and Vocabulary Below youll find a number of resources on this site that are suitable for beginners. Grà ¼ÃƒÅ¸e: Common greetingsDas ABC: The German AlphabetAll About the German  Personal PronounsHow to Tell if a German Word is Masculine, Feminine, or NeuterLearning the German Verbs Haben  (to have) and  Sein  (to be)German verbs in the present tenseCommon adjectives and colors How to Stay on Track and Get Motivated Programs like  Memrise  and  Duolingo  can help you stay on track and make your vocabulary learning as efficient as possible. With Memrise, while you could use one of the ready-made courses, I strongly recommend that you create your own course. Keep the levels manageable  with approximately 25 words each.  Tip: If you are better at setting goals than you are at following through (and who isnt?), try the motivational platform  stickk.com.

Complete Study Guide SAT US History Subject Test

Complete Study Guide SAT US History Subject Test SAT / ACT Prep Online Guides and Tips Alexander Hamilton, Lucretia Mott, Frederick Douglass, and Rosa Parks- these are a few of the important historical figures you might encounter on the SAT US History Subject Test. This complete study guide will tell you everything you need to know for SAT US History, how you can prepare, and where to find the best practice questions to start prepping. To help you find the exact info on the US History Subject Test that you're looking for, here's a table of contents so you can easily jump to the section you want: Format of US History Subject Test Types of Questions on US History Subject Test Concepts Tested on US History Subject Test Where to Find Practice Questions and Tests How to Study for the US History Subject Test Test-Taking Tips When to Take the US History Subject Test What Is the Format of the US History Subject Test? Like all Subject Tests, SAT US History is 60 minutes. Within that hour, it asks you 90 multiple-choice questions. Clearly, you'll have to develop your skills in answering questions quickly and efficiently! There are five answer choices per question, and the questions generally fall into three main types. What Types of Questions Are On the Test? The three main types of questions on the SAT US History are Recall questions, Analysis questions, and Using Data questions. Recall Questions Recall questions are relatively straightforward. They test your knowledge of specific facts, terms, and concepts. The following is a typical example of a "recall" question: One purpose of the Marshall Plan of 1948 was to A) rebuild European economies to make communism less appealing. B) aid the depressed agricultural economies of Latin American nations. C) aid communist nations that would agree to embrace democracy. D) give military aid to those nations resisting communist subversion. E) help the peoples of Asia establish heavy industries. This question doesn't ask you to analyze or use data- either you have knowledge about the Marshall Plan of 1948 or you're out of luck (though you might be able to use the year, 1948, to make an educated guess). The correct answer is A) rebuild European economies. Analysis Questions Analysis questions also require your knowledge of a time period, important figures, or notable events, but they go one step further by asking you to apply that knowledge to analyze or interpret presented information, such as a quotation, map, graph, or cartoon. For instance, the following question gives a quote from the 1840's and asks you what idea it expresses, rather than simply asking for a description of the idea itself. "If the Creator had separated Texas from the Union by mountain barriers, the Alps or the Andes, there might be plausible objections; but He has planned down the whole [Mississippi] Valley including Texas, and united every atom of the soil and every drop of the water of the mighty whole. He has linked their rivers with the great Mississippi, and marked and united the whole for the dominion of one government, the residence of one people." This quotation from the 1840s can be viewed as an expression of A) The New Nationalism B) popular sovereignty C) Manifest Destiny D) the Good Neighbor policy E) the frontier thesis You can see how this question requires you to interpret a quotation and place it in context of a historical trend. The correct answer for this (wildly outdated) quotation is C) Manifest Destiny. Using Data Questions The third type of question asks you to relate given data to history or to evaluate it. Data can be anything from a chart to a graph to a picture, like this famous image: Rosie the Riveter is, of course, referring to A) the contribution of women to the defense industry. Answering these recall, analysis, and data questions on the SAT US History calls upon the following skills. Anticipated Skills on the SAT US History These anticipated skills go along with the three types of questions. They are Historical concepts, cause-effect relationships, geography, and other data that you need for understanding major historical developments Concepts of historical analysis Ability to use knowledge to interpret data in maps, graphs, charts, and cartoons You can probably see how these skills will be applied to recall, analysis, and using data questions. Now that you're familiar with the types of questions you'll see and the skills you need to answer them, what about the content on the test? Just how much US history do you need to know? What Does the US History Test Cover? The US History Subject Test ranges over several hundred years, from pre-Columbian history to the American Revolution to the Industrial Revolution to the present. Most of the focus is on the years after 1790, though there is a small portion that has to do with earlier history. The exam includes political, economic, social, and cultural history, as well as foreign policy. Political and social history are emphasized more than the others. The College Board gives the following breakdown of material and time periods: Political history 31–35% Economic history 13–17% Social history 20–24% Intellectual and cultural history 13–17% Foreign policy 13–17% Periods % of Test Pre-Columbian history to 1789 20% 1790 to 1898 40% 1899 to the present 40% US History Subject Test Prep Materials Now that you're familiar with the content and format of the test, let's talk about where you can find high-quality practice questions. Then we'll discuss the best ways to study effectively and strategies for succeeding on the test. Test Prep Books Official practice questions are always the gold standard when it comes to books for SAT test prep, so you can immediately look to the College Board. Their book includes two previously administered full-length practice tests, along with detailed answer explanations. While this book is a good review, it's definitely not a replacement for staying focused throughout US History class. You'll need a solid foundation of historical knowledge in order to use this book effectively. Books that offer a more detailed review of US History are Barron's and Princeton Review. Barron's has three full-length tests and a diagnostic test at the beginning to gauge your starting point. Its 40 or so chapters are divided by historical era. Two cons about Barron's: it gives so much information that you might be studying needless facts and figures, and a lot of students say its questions are unnecessarily complex. Since you probably don't have a ton of time for Subject Test prep, you want to make sure you're getting the best results from your study time. Princeton Review also gives a solid comprehensive overview, along with two full-length SAT US History practice tests in the book and an additional one online. It's a good resource in conjunction with your history class- just watch out for any questions that seem outdated. Starting out with official practice questions might help you develop your eye for this. Kaplan is another option, but it's not your best resource. A lot of the questions are just too easy, so you'll probably get an unrealistic idea of your score from using its practice tests. I would recommend Kaplan the least for truly preparing for the US History Subject Test. Finally, if you're taking AP US History around the same time as the SAT US History, you might want to check out No Bull Review: For Use with the AP US History Exam and SAT Subject Test. Keep in mind this book is not specific to the SAT Subject Test, but offers you strategies for combining your test prep, along with a review of history that will show up on both tests. To sum up, if you're studying with books, check out College Board first, then Barron's and/or Princeton Review. Kaplan is not that helpful. For those of you also taking AP US History, No Bull Review can be a good supplemental resource. What about online practice questions? Online Practice Questions Again, your first go-to should be College Board. Here it has 29 official practice questions and answer explanations. It also gives you some more practice questions and general advice in this PDF, though you'll have to self-correct and self-score them. This site, 4tests.com, has 34 decent practice questions. They are a good, quick review that you can do and see them scored automatically. Another site with a lot of online practice questions can be found here. It also has some helpful PDF downloads with key term glossaries and general review study guides. Finally, you can check out US history practice questions at Varsity Tutors which consists of several diagnostic tests for the US History Subject Test. Study Tips and Techniques for the US History Subject Test Whether you're using test prep books, online practice questions, or a combination, you want to make sure you're studying in the way that's most effective for you and your learning style. The following are some study techniques that will help you be truly ready for the SAT US History. #1: Keep Up in Class SAT US History covers a huge time period. It requires knowledge that spans several hundred years, and this knowledge takes time to learn, an entire year or more of studying US history in class. Keeping up in class is essential to building a strong foundation of knowledge, as well as the skills of analysis and data interpretation that will be called upon in the Subject Test. One way to keep yourself accountable would be to get an SAT US History test prep book in the beginning of the year, and use it for review as you go along through the course. This way you can reinforce the information and ensure that you can recall or apply it when answering Subject Test practice questions. Gradual review over the year will be hugely helpful, and then you can do some more focused studying a couple months before the test, and really ramp up your studying two to three weeks before. #2: Befriend the Practice Test Practice tests are the best way to get ready. They don't just help keep you sharp and able to recall content and apply your skills, but they'll also help you develop your time management and pacing. Remember, the test asks 90 questions in only 60 minutes! The Subject Tests don't change a huge deal from year to year, so any and all practice questions you can find will be helpful in some way (keeping in mind the recommendations I gave above). There's a huge difference between passive studying and active test-taking. Taking practice tests will put your knowledge into action, as well as help you gauge your progress and identify which areas you need to focus more on. #3: Score Your Practice Tests Make sure to score your tests and understand the answer explanations. If you make a mistake or don't know a question, you should write that one down in a notebook so you can go back to it and fill in the gaps in your knowledge. By periodically checking in throughout the year with SAT US History practice tests, you can gauge your progress and see your improvement over the year. Then you can really ramp it up in the weeks before the test. #4: Analyze Your Wrong Answers To repeat the point, you don't want to just score your test and move on. This score is a signal to you and what you know and what you need to learn. You should figure out why you missed the question. Was it lack of knowledge, a wrong guess, or carelessness? If the first, you should brush up on your understanding. Reread that section of history and take notes on it. If the second, work on refining your process of elimination skills. If you find yourself overly rationalizing or justifying an answer, it's probably a "distractor"- there's only one 100% correct answer choice. Figure out what was distracting you and get to the core of what the answer choices are communicating. Finally, if the error was due to carelessness, continued practicing will help you improve your ability to read and comprehend a question and answer it quickly and efficiently. That's why timing yourself is such a good idea when taking practice tests. Which leads me to my next suggestion... #5: Simulate Testing Conditions Practice tests will give you the best "real test" experience if you simulate the testing conditions you'll encounter on test day. Give yourself exactly 60 minutes, no more, no less, and sit in a quiet space with few distractions. After all your studying, you want to make sure you'll be able to get to all the questions and answer them thoroughly in the hour you'll be given. Apart from practice tests and class materials, are there any other approaches you can take to learning the material? #6: Get Creative In Your Studying History involves a ton of reading and note-taking. If you find yourself feeling disengaged, you might want to try other approaches to make history come to life and engage with it in ways that are interesting to you. Reading aloud or watching documentaries, like on American Experience, could be a good way to supplement your understanding throughout the year. Of course, these shouldn't be your main focus in the weeks leading up to the test, but try to find creative ways that will keep you interested in the people, places, and events of American history. Test-Taking Strategies for the US History Subject Test Beyond these study techniques, let's talk about some other important strategies you need to know to master the US History Subject Test. #1: Note the Chronological Order of Questions Questions on the US History Subject Test are grouped into 8 to 12 questions that go in chronological order. When a new grouping starts, you'll see a sharp change in the time period. Understanding the time frame will help you comprehend the question, so pay attention to these groupings to make sure your head is in the right era. #2: Use Process of Elimination The US History SAT Subject Test deducts 1/4 of a point for every wrong answer, so you want to be strategic in how you answer the questions. If you can eliminate even one answer as incorrect, then I would recommend making your best educated guess. Even if your mind goes blank after reading a question, you can generally apply your knowledge to eliminate wrong answers. While they are designed to all sound plausible, keep a sharp eye and look for "distractors" or answer choices that are irrelevant to the time period or content at hand. #3: Take Time to Comprehend the Question On a similar note, you want to make sure you really comprehend what the question is asking. Look for key words like EXCEPT or NOT, as well as superlatives like best, worst, all, none, always, or never. As you get better with time management, you'll be able to quickly get to the root of a question and its accompanying answer choices. Finally, now that you know where to find practice materials, how to use them, and these test-taking strategies, when exactly should you take the US History Subject Test? When to Take the US History Subject Test The SAT US History Subject test is offered in August, October, November, December, May, and June, and the College Board recommends that you have at least a year of a college prep US History class before taking the exam. If you're taking AP US History, then you should be well prepared to take the test at the end of the year, and can combine your studying for both the AP test and the SAT. However, you can definitely do well even if you haven't taken AP. It's best to take the test at the end of the school year. Remember, you can't take the Subject Tests on the same day as the SAT, but you can take up to three Subject Tests on one test date. My recommendation for US History would be the June test date. You can read more about out other considerations for when to take the SAT Subject Tests and the full list of test dates here. By keeping up in class, identifying and filling in your knowledge gaps, and prepping with practice questions, you'll be well prepared to conquer the US History Subject Test. What's Next? What's a good score for an SAT Subject Test? Actually, that depends on the Subject Test. Read about the good scores for each one here, along with what you need to know to get ahead of the curve. Want to learn more about specific US History topics? We have discussions of Ida Lewis, the Platt Amendment, checks and balances, and how the executive branch checks the judicial branch. For some quirkier topics, check out our articles about the histories of the 3-hole punch and hip hop and the story of the Loomis Fargo heist. Are you also prepping for the SAT? Use these free official SAT practice tests as you get ready for the test. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Chronic Conditions Prevention and Management Assignment - 1

Chronic Conditions Prevention and Management - Assignment Example Secondly, cancer has many causative agents which include viruses like the human papilloma virus, radiations, and unprotected sex among other factors. Cancer has a long latency period implying that it can take along period before the effects are seen. Latency period depends on factors like degree of exposure to the risk, causative agent and immune competency of an individual and the site of inoculation of the causative agent (Pories, Moses and Lotz, 2009) Cancer is a disease known to affect all segments of the Australian population. However, the older people are primary the biggest victims. As such, the framework targets people aged between 50 years and 70 years. Greene & Heniford (2010) state that incidents of cancer increase exponentially with advancement in age. It is for this reason that different scholars like McVie (2006) and Pories, Moses & Lotz (2009) have come up with studies that are focused on mitigating the effects of the disease among the elderly. Members of the targeted population are not only at higher risk of contracting the disease but also face various challenges in recovery from the condition. When determining the treatment procedures for the group, care givers are always required to focus on the overall health of the individuals in question as well as their ability to keep up with their family activities. Different sets of conditions influence how the people aged between 50 and 75 cope with cancer. Most of the sta ccatos are related to their physical health. Age is not only a cancer risk factor but also an aspect that influences the probability of suffering from other related conditions and injuries. The aging process among this target population is a very complex issue. Foot & Sanson-Fisher (2005) notes that the actual age and the physical wellbeing of the members of this sample affects how they respond to cancer and their mental wellbeing. The other major characteristic of this group is their physical ability to respond to the