The Squeaky Horn

| The Squeaky Horn| Assignment A| Company Overview The Squeaky Horn is a musical instrument repair store which specialized in all major and minor repairs for band and orchestra instruments. Over the past ten year, The Squeaky Horn has established a great customer relationship with the music professionals from all over the country, and has been operated in a relatively less competitive environment as there were no many similar stores in the town.However, as the new store Best Instrument Repair opened across the town recently, the Squeaky Horn faced a lot pressure on lowering the price for minor repairs in competing with the new price that the Best Instrument Repair offers for the similar services. Eugene Decker, one of the three owners of The Squeaky Horn, was trying to figure out the reason for losing $50745 in their planned profit from the actual operating results, with the information that the store has been going through significant changes within the year.In order to explain the change in profit, it is necessary to have a good understanding of the musical instrument repair industry from both macroeconomic and microeconomic aspects first. Industry Background Macroeconomic Analysis Canadian GDP has been showing an increase trend from 2001 to 2010 as showed in Appendix 1, even though between 2008 and 2009, GDP had a negative growth rate of 2. 8%, the 3. 3% of increase in GDP at 2010 pull up the figure again to make an overall increase trend. Because of the significant increase in GDP over the past decade, consumers have more money spend on entertainment and education.Thus, more people tend to go to watch art shows and learn to play musical instruments. If looking at Appendix 2, the first chart shows clearly that the average household spends more money in entertainment outside home in 2003 than 1998. For example, people spend $20 more on performing arts on average per year. It implies that an increasing number of people will go listen to a concert, which stimul ates performers to keep a peak condition of their instruments for better performances. The musical nstrument repair industry therefore, attracts more repair jobs and technicians in order to satisfy the increasing demand on musical instrument repairs. The average Canadian music technician’s salary is $48,000, which is $9,000 higher than the other instrument repair technician’s as showed in the Appendix 3. Beside the facts that music technicians needs spend a lot of time work on the music repair certificate in order to perform their jobs, $9,000 difference in salary makes the musical technician jobs more attractive than others. As a result, the musical instrument repair industry is competitive.At the last, the industry is also affected by researcher’s studies. According to a cross-sectional study of Canadian school children, E. Glenn Schellenberg (2006) as referred in Appendix 4, kids who play musical instrument perform better in both cognitive tasks and general i ntelligence tests. Therefore, more parents would like to have their kids learn one of the musical instruments in order to explore the kids’ IQ potential. As a result, the musical instruments repair business is much more prosperous than before. Microeconomic Analysis The musical instrument repair industry is competitive.As a pure repair store, The Squeaky Horn faces competition not only in its own town, but also across the province. Because musical instruments are fragile, long distance travel increases the possibility of instrument breaking, music professionals prefer to have their instruments repaired in the local area. Therefore, there are not so many competitions outside the province. Since a lot of musical instruments retailers and individual music technicians also provide the similar services, the overall competition The Squeaky Horn is facing is heavy.Appendix 5 offers 3 of the most popular musical instrument repairs store in Ontario. The first two stores specialized in difference instruments repairs (guitar and violin); the last one is basically covering repairs and restorations for all instruments. Appendix 5 also shows the instrument repair price that another store in the industry offers. The average major repair (overhaul and refinish) is priced over $300 for band instruments (trumpet, trombone and horn) compare to The Squeaky Horn, which shows that The Squeaky Horn is cost efficient.The Squeaky Horn has various suppliers for musical instruments parts. Appendix 6 provides all the musical instruments manufacturers across Canada, and over half of the suppliers are from Ontario. Various supplier choices make The Squeaky Horn a price maker, which allow it to lower the repair price to attract more clients. The Squeaky Horn has customers all over the country. The customer line spreads from the music professionals to amateur players, from orchestra to individual household.Since the store has been operated for more than 10 years, a lot of old customer s prefer to have their instrument repaired there because of the already-established reputation. In addition, because of the musical instrument repairs need very specific skills, and technicians normally needs to obtain certain music degree and musical instrument repair certificate in order to perform their jobs, it is relatively hard to become a musical instrument repair technicians than others. As a result, the musical instrument repairs industry has a barrier to entry. There are not so many substitutes for musical instrument repairs.Since musical instruments is considered to be expensive goods, and most individuals and families can only offered one piece of the musical instrument (ex. piano), periodic repair and examination become the most popular method to keep a peak condition of their instruments. Unless the price of music instruments become so cheap that an average music player can offer to pay a new one when they found problems with the instruments, or the second hand market become so popular that the selling price of the instrument are enough for getting a new one, people will stick on instrument repair.If comparing The Squeaky Horn’s operating result with the maintenance and repair industry’s average (Appendix 7), we will find that The Squeaky Horn’s actual revenue of $664,170 is almost as twice as much of the industry average of $334,900. However, the total actual expense is $354,070 higher (calculation is provided at the end of Appendix 7), which results the overall profit fall below the industry average of $28,100 in 2008. Therefore, The Squeaky Horn is an absolute industry leader in revenue sector, but did not do well in maintaining high profitability through expenditure control. Appendix 1: GDP and GrowthBetween 2001 and 2010, GDP for all industries in the Canadian economy increased from $1,041 billion to $1,234 billion. In each year of the period, GDP growth has been positive with the exception of 2009 in which we saw a decl ine for the Canadian economy. The compound annual growth rate of GDP between 2001 and 2010 measured 1. 7%. Gross Domestic Product (GDP) and GDP Growth: 2001-2010 Canadian Economy (NAICS 11-91) GDP growth in 2001 and 2002 was much slower, with annual growth rates below the 10 year compound annual rate. However, in 2003, annual GDP growth slipped to 2. 1, corresponding with a down-turn in the United States economy.GDP growth rates went on to rebound and remained steady around 2% and 3% until 2008, when a global recession trimmed annual GDP growth to 0. 6% falling again in 2009 to an all time low of 2. 8%. In 2010, we begin to see another rebound with the GDP growth increasing to 3. 3%. Source: Statistics Canada, http://www. ic. gc. ca/eic/site/cis-sic. nsf/eng/h_00013. html Appendix 2: Consumer Demand for Entertainment Services Outside the Home In recent years, Canadians have spent more on entertainment. For their homes, demand has risen for such goods as home entertainment systems an d computers.Expenditures on these services comprised 0. 44% of the average household's overall spending budget in 2003, up from 0. 41% in 1998. This shift in preferences and growth in incomes, population and prices caused the consumer market for entertainment services to expand from $2. 3 billion in 1998 to $3. 2 billion in 2003, an increase of 41%. The chart below shows the household spending on entertainment services outside the home in 1998 and 2003, respectively. Chart 2 at the right shows the average household spending on entertainment services outside the home in both 1998 and 2003.Source: Yusu Guo and Don Little, Analytical Paper Series, Consumer Demand for Entertainment Services Outside the Home. http://publications. gc. ca/Collection/Statcan/63F0002XIE/63F0002XIE2006050. pdf Appendix 3: Comparison of Average Music Technician Salaries and Average Instrument Technicians Salaries The average salary for music technician jobs in Canada, KY is $48,000. Average music technician sa laries can vary greatly due to company, location, industry, experience and benefits. Source: http://www. simplyhired. com/a/salary/search/q-Music+Technician/l-CanadaThe average salary for instrument repair technician jobs in Canada, KY is $39,000. Average instrument repair technician salaries can vary greatly due to company, location, industry, experience and benefits. Source: http://www. simplyhired. com/a/salary/search/q-instrument+repair+Technician/l-canada Appendix 4: Study of Music and Intelligence Musicians perform better on cognitive tasks A study of 4 to 6-year olds found that musically-trained kids performed better on a test of working memory Other research indicates that musicians perform significantly better on tests of †¢ Spatial-temporal skills Math ability †¢ Reading skills †¢ Vocabulary †¢ Verbal memory †¢ Phonemic awareness Musically-trained people perform better on general intelligence tests. In a cross-sectional study of Canadian school chi ldren, E. Glenn Schellenberg (2006) found that kids who took music lessons had slightly higher IQs. The effects were general, cutting across several different intellectual abilities (e. g. , verbal, mathematical, and temporal-spatial). Music lessons were associated with abilities associated with fluid intelligence, such as †¢ Working memory †¢ Perceptual organization Processing speed They were also associated with increased verbal comprehension and better high school grades. These differences remained significant after controlling for a child’s age, nonmusical activities, family income, and parent’s education. Source: http://www. parentingscience. com/music-and-intelligence. html Appendix 5: Competitors * Folkway Music Repairs ; Restorations  · Fine Fretted Instruments Folkway Music is Canada's premier acoustic guitar shop. We specialize in the sale, repair and restoration of fine vintage, new and used guitars, mandolins, and banjos.There are always many vi ntage Gibson guitars, vintage Martin guitars, vintage Gibson mandolins, and other vintage guitars for sale in the store, as well as a large selection of new C. F Martin & Co. Guitars, Taylor Guitars, Santa Cruz Guitars, National Guitars, Larrivee Guitars, and others. C. F. Martin & Co. Authorized Warranty Repair Centre. World-wide shipping. 163 Suffolk Street West, Guelph, Ontario, Canada N1H 2J7 Source: http://www. folkwaymusic. com/ * Armenious Violins In our workshop we do any kind of instrument repairs/restorations such as crack repairs, bridge, sound post, fingerboard planning, peg fitting, etc.After all we are violin, viola, and cello makers ourselves. The following are some highlights of instrument related works. Bridge Cutting, Sound Post , Fingerboard, Nut & Saddle, Install/Improve Pegs, Neck Repairs, Bass Bar, Internal Table Patches, Various Crack repairs and Anatomic Corrections, Clean and Polish the Varnish. Locations: 903 Willowdale Ave, Toronto, Ontario, Canada, M2M 3C 2 Source: http://www. armenious-violins. com/instrument_services. html * Cosmo Music – A Music Instrument Superstore Cosmo Music operates one of the largest and most prestigious instrument repair shops in Canada.Each year hundreds of schools, students and professional musicians trust Cosmo Music to restore their instruments to like-new playing condition. In addition to customer repairs the shop also maintains a fleet of well over 10,000 rental instruments which are used by students across Ontario each year. Led by its original technician, Kevin Rohm, the shop now employs 18 technicians and specializes in all types of wind instruments, guitar and electronic repairs. Cosmo Music has made a significant investment in equipment so that its technicians have access to all of the latest and best tools and techniques to service your instrument uickly and properly – the first time! Location: 10 Via Renzo Drive, Richmond Hill ON L4S 0B6 Source: http://cosmomusic. ca/contact-us. h tml Source: http://www. heidmusic. com/PDFs/repairs. pdf Appendix 6: Suppliers Source: http://www. profilecanada. com/category. cfm? cat=3931_Musical-Instruments Appendix 7: Industry Average Source: Statistics Canada, http://www. ic. gc. ca/cis-sic/cis-sic. nsf/IDE/cis-sic811bece. html#bec1 Total Expense for the average industry = $165,800 + $137,300 = $303,100 Total Expense for the Squeaky Horn = $664,170 – $7,000 = $657,170 $657,170 – $303,100 = $354,070

Research Reflection

If I had one Job to choose in this world it would be a veterinarian specializing in equine. When I was little this was what I knew I wanted to grow up and do, even knowing I would have to go to school for what seemed to be forever to receive my doctorate. Since before I was walking I was riding horses, which lead into the rodeo route when I turned eleven and was the main focus point my whole life and if there's passion I had, it was rodeo.The environment and passion rodeo provided me made me want to become a vet so much more; I wanted to know everything possible. When I was about sixteen is when I realized how much I wanted to pursue being a veterinarian. I was on the rodeo road hard core at this point in my life, it even took me out of normal high school to be home schooled while on the road. My main horse was getting hurt on a regular basis which led me to develop a close relationship with a vet who was an equine specialist.When you're a vet you can work for yourself and if it is s omething you enjoy and want to have the knowledge and willingness to learn, you will be successful by the knowledge and the fact that people will trust you with their animals that they hold lose to their hearts. The hours may be long and tiring but when you enjoy your work the hours don't seem as long as they are. When someone puts their trust into you, you appreciate that and don't want to let them down. Its not Just an animal to people, it's like a child and for some people they can have up to half a million dollars invested.The work environment is so amazing as you are inside and outside helping what you love, for me its horses. When you walk into the office to advise you're there for your appointment your greeting with smiling faces to make you comfortable owing you're in good hands. You have places to unload and place your horses while your waiting so they are not uncomfortable if they are in pain or sick. My goals in this role of life would first to be to finish school top in the class showing the knowledge and education provided to me.I would want to have an internship with a well-known and trusted equine vet to establish and create the knowledge of someone who has been in the business and established. I would want to open my own business after I have created a small knowledge for the customers for myself. Once my business was opened I would want to have another veterinarian on board to handle the over boarding of many customers and emergency services for patients. I would want to create and share knowledge with customers and establish for the long run of the work place.I would want to be trusted and a well-known place to go when you're in need of any help with your equine. My interest were much conformed into a lot of different major categories, unfortunately my dream Job of a veterinarian was not on there. The closest thing to my interest would be animal caretaker. With my dream major not being listed, it Just wows me that my interest are more geared to creating of animals. The education level needed for an animal caretaker is only a high school diploma and previous work experience. The annual salary is only about $21 ,OHO.O which is another reason to me that sometimes the things you enjoy Just are not good ideas for the economy the way it is. Currently before completing my education that is less than half of my annual salary. My prior knowledge I was very well aware that unless you can struggle, or make it through school you cannot follow your heart to a small time Job that satisfied our needs; when it is that situation makes that your hobby not career. Parker, Heather M. â€Å"CUFF. Org – Interest Profiler. † CUFF. Org – Interest Profiler. College Foundation, 14 July 2014. Web. 4 July 2014 My dream Job of a vet compared to an animal caretaker differs in a few different ways from the salary to structure. The salaries vary greatly from a five figure annual salary to up to six. The Job satisfaction would be t he same but as an animal caretaker you will not be able to provide care to heal or verify an illness. You will not have the same petition and the status in the community of the equine world; more of a barn hand to the owner on the supply chain. As a vet you have the same legal liabilities as a doctor with humans, you have to care and be passionate.Ethical values are a moral code each of us has grown into as a personality; it has become part of you good or bad. The NAVA has established a set of principles and they are available online as well, they are well rounded values everyone should stand up to. You never want to portray unprofessional; you want to uphold your profession. You want to treat your customers as if you wanted to be rated. You never want to take advantage of them or withhold the truth or information. You are resuming the obligation of your clients to make decisions for the health of the animal.The purpose of ethical codes is to ensure that everyone is getting treated fairly and the same, with respect. If you go to the doctor and they diagnose you with this terminal illness or something serious, you believe them and take them serious. The question comes in if you go through a lot of test and understanding to only find out that you have wasted your money because there is nothing really wrong with you. That would upset anyone, even to be glad to know you're okay but you have been betrayed by someone you have trusted that's not ethical or morally right.There are many consequences from actions from you performing unethical acts, you can never gain the trust of clients and create new customer relationships. As I stated earlier you want to establish a great patient and client base, they need to trust you and understand that you're going to help; without that you may never make it in your profession. They can also range to legal issues; it is illegal to perform necessary medical acts without the patient and client understanding consent.Acting ethically is something that should be a natural act for you, as when you were a kid treats others how you would like to be treated. If you're in the medical field think that you want your doctor to treat your mother how he/she would treat their mother. Same thing applies in the veterinarian world; there is a lot of investment and love in an animal like a child. If you are in it for the money or position on the pole of hierarchy your already thinking unethically. When it comes to the care and health of there and others loved ones you should naturally want the best.

Apartheid in South Africa Essay

The Apartheid legislation was a system of governance that made a huge impact in South Africa in the 20th century. It was introduced by the national party after they were elected in the 1948 election. It was a form of segregation that discriminated against the races in South Africa. It was the law in South Africa for 46 years. The Apartheid sparked lots of internal resistance with violent riots and protests taking place by groups of people. Nelson Mandela was a leading force in the opposition on Apartheid and did everything in his powers to destroy it. His voice was heard all over the country when he was the leader of Anti Apartheid movements and when he was in jail. Apartheid Legislation had a detrimental impact on society in South Africa. It was pioneered in 1948 by the newly appointed national party of South Africa when they came to power. The struggle for the end of Apartheid was long lived as it lasted until 1994 when the National party lost the election. Apartheid was the segregation of the South African people into different race groups such coloured, white, Asian and Indian. Residential areas were segregated as well as Education, medi-care, beaches, and other public areas. Although the residential areas and other public facilities were separated, the quality of living for the blacks was substantially less than that of which the whites enjoyed. Sports in South Africa were also majorly affected as South Africa was banned from some international sports such as cricket. Women weren’t left out of the equation as they struggled to gain proper rights and freedoms as most of the men experienced. Black people or natives, over time, were deprived of their citizenships and forced to live in tribes with their own people away from the city. Numerous laws were made that affected the black people immensely and stripped them of their rights and freedoms. Apartheid struck society hugely at the time of its induction and changed the way life was lived. Many factors contributed to the severity of Apartheid, no more so than the new laws that were created shortly after its introduction. These laws were made to discriminate directly against the blacks of South Africa and create white supremacy. As a result of these laws many black people in the community struggled for basic rights and freedoms. The first powerful law to be created was the  Preservation of Separate Amenities Act 1953. This law separated all parts of society from blacks and whites. The separation wasn’t equal and as a result of this the black people got the inferior side of every facility. This was the separation of every aspect of society from beaches and parks to toilets and shops. The main aim was to exclude citizens from Premises, vehicles or services based on their race. The best facilities were reserved for the white people. Education was not spared as another law was made (Bantu Education Act 1951) that restricted black children from receiving the same education as the white children. The government at the time thought that the career opportunities for black kids were limited and they were best to learn skills that would help their families in their tribes. As of that day, the black children received a substantially lower level of education than the white children of South Africa. The government spent six times as much money on white education which only made up about 20% of the country at that time. Nelson Mandela valued Education so highly in his views and once said that â€Å"Education is the most powerful weapon which you can use to change the world. [1] Both of these laws helped to create a large gap in society between the black and white people, one being very much better off than the other. Apartheid in South Africa aimed to strip the black people of all their rights and freedoms. This was achieved by two controversial laws. The Abolition of passes act 1953 and the Bantu Homeland act 1952. The abolition of passes act forced black people to carry identifica tion with them at all times. A pass included a photograph, details of place of origin, employment record, tax payments, and encounters with the police. It was a criminal offence to not be carrying a pass when encountered by a police officer. Africans were frequently harassed for their passes and countless numbers were arrested for it. Local citizens burned them or didn’t carry them as a sign of protest. Mass protests by blacks by not carrying their passes lead to the murder of 69 in the ‘Sharpeville Massacre’. The Bantu Homeland act was the second law that took everything away from the blacks. Through this law, the white government declares that the lands reserved for black Africans are independent nations therefore, not being a part of South Africa. In this way, the government was able to strip millions of blacks of their South African citizenship and force them to become residents of their new homelands. Blacks were then considered foreigners in white-controlled South Africa, and needed passports to enter. Blacks only entered to perform jobs that assisted whites. The law was made to ensure that the White people of South Africa would inhabit most of the main areas of the country leaving the Blacks to live on the outskirts in shocking conditions. A quote by an influential student leader Steve Bantu Biko â€Å"The blacks are tired of standing at the touchlines to witness a game that they should be playing. They want to do things for themselves and all by themselves. â€Å"[2] suggests that the blacks were sick of having no place in society and want their own rights and freedoms which was the obvious feeling at the time. This law is a huge violation of human rights and really emphasised the affects of the new government regime at the time. The Anti Apartheid movements were influential movements that fought for the destruction of Apartheid legislation in South Africa. They were a worldwide movement that aimed to abolish South Africa’s government system of Racial Apartheid. The anti Apartheid movement came into action both within and outside South Africa. The ANC was the first movement to be created. A second organization Split from the ANC and called themselves the Pan Africanist Congress (PAC). They used civil disobedience, strikes and protest marches to oppose the apartheid legislation. After the ‘Sharpeville Massacre’, when police opened fire and killed 69 protestors, the direction of the movement changed. The ANC decided to adopt armed resistance against the state. This sparked many protestors to speak out. Both Organisations were banned after this Massacre and it forced them to move into hiding and continue their operations in private. They created an armed military wing ‘Umkhonto we Sizwe’ lead by Nelson Mandela and planned attacks on the state. After their first attack, their leader Mandela was sent to jail for life along with a few other leaders. At the trail to his sentence Mandela he said â€Å"We are not anti-white, we are against white supremacy †¦ we have condemned racialism no matter by whom it is professed. [3]This quote shows that Mandela wasn’t racist and just wanted quality and proper human rights. Many bouts of protest broke out in South Africa after the massacre and trial, mostly by school students, and groups were made to speak out against the Apartheid legislation. The movement were starting to gain momentum and there voices were being heard further around the world. The Anti Apartheid movements were the cornerstone to the destruction of Apartheid legislation. The movements are the reason for the popularity loss of Apartheid and the rise of Nelson Mandela as a civil rights activist. The Arrests and killing of influential members of the movement only sparked up a bigger, more aggressive reaction and more people wanted to get involved in the cause. The black conscientious movement was made by black tertiary students in 1971 and represented black pride. This idea of black pride empowered many South Africans to believe that they are a strong people and can fight for their rights. Students in Soweto in 1979 rose up against Apartheid inspired by many around them. While in protest 29 were killed and many injured by police opening fire. This sparked more and more people to rise up against the state. Labour unions played a massive role in the struggle against apartheid. In 1979 as a result of the protesting, black trade unions were legalized which was a massive win. At the same time church groups also spoke out against the evils of Apartheid. All of these people were inspired by the actions of the Anti Apartheid movements that went before them. Thabo Mbeki a South African Politian summed up the views of many South Africans at the time by saying â€Å"South Africa belongs to all who live in it, black or white. [4] This view was felt across the country by the struggling black people. The ANC and PAC affected most of the population of South Africa in some way and help get rid of the Apartheid legislation. They were the cause for the changes that took place in society over the years. Nelson Mandela played arguably the biggest role in the destruction of the Apartheid legislation in South Africa. Working with the ANC he S poke out against Apartheid and the injustice to his people. Mandela worked hard as the leader of the ANC and planned many protests on the state to help push for the abolishment of Apartheid. He was one of the most influential speakers of his time and many oppressed people heard his voice loud and clear. Under apartheid Mandela served nearly 27 years in prison but he never gave up the fight. When Mandela was imprisoned at Robben Island he continued his work and teachings. In South Africa and around the world, Nelson Mandela’s anti-apartheid messages gained in popularity. This meant that his voice was heard by more and more people. Many tried to free him when he was in jail. Support for Mandela was so immense that he was able to be equitted of his charges and released in 1990. Before he was released the PM of South Africa at the time said â€Å"As soon as he renounces violence and undertakes not to start violence in South Africa, government will release him. â€Å"[5]The quotes suggest that the government did not want any further violence from his demonstrations in the near future otherwise he would be kept in jail and if he showed no signs of violence he would be let out. This shows trust between the two. He was able to become the leader of the ANC once again and was a leading force in South Africa. He was able to negotiate a multi-racial election in 1994 where his party won. He became prime minister and with this he abolished Apartheid legislation. In his Inaugural speech as prime minister he says â€Å"Today we are entering a new era for our country and our people. Today we celebrate not the victory of a party, but a victory for all the people of South Africa†[6]. This optimism really highlighted his attitude towards life and freedom and is why he was such a loved and influential leader. Without his voice throughout the country and the world, South Africa would have struggled to get out the Government legislation that was Apartheid Apartheid legislation in South Africa was immensely influential on society. It was one of the worst legislations to ever be put down by a government. The black community of South Africa was severely affected by this legislation with most of their rights and freedoms stripped off them. As a result of the laws and other factors, the majority of the native South Africans lived a lift without the freedom and rights that most enjoy today. Nelson Mandela with the help of the Anti Apartheid organisations pushed to stop the legislation in its tracks. He was eventually successful with his peruse of freedom and because of this he is one of the most influential men to have ever lived.

Elicitation as One of the Most Critical Activities in Business Analysi Case Study

Elicitation as One of the Most Critical Activities in Business Analysis - Case Study Example The analysts need to be absolutely sure about the information collection tool as this will pave way for the analyst to formulate the necessary questions. It is extremely important for the researcher to ensure that the questions prepared for the elicitation encompass every crucial detail regarding the business. The analysts will also have to prepare a full list of stakeholders who are to be interviewed. Upon preparation of the stakeholder list, a schedule needs to be prepared according to the convenience of the participants. The analysts will also have to arrange for the transportation facility for the stakeholders in order to ensure that the information elicitation is conducted in a timely manner. The interview has been chosen as the primary data collection instrument for conducting the elicitation activity precisely because of the fact that it will provide the analyst as well as the stakeholders to counter question each other. The subjective research driven by an elaborate interview process will enable the analyst to create a learning environment. In that way, the analyst will be able to identify the needs and requirements of the stakeholders in details (Walters& Rainbird, 2011). One of the major advantages of the interview process is that it is a one to one communication. The analyst will be able to give equal emphasis on every individual stakeholder by adjudging their attitude towards a particular question. The interview will also allow the analyst to probe the participants in order to extract crucial information from them. By doing so, the analyst will be able to identify any weaknesses in the business model employed by Greens Electrical Store. In addition to that, the ana lyst will also be able to evaluate if the participants are satisfied with the business model or not. This, in turn, will enable the analyst to learn about the expectations that the stakeholders have from the organisational managers.  Ã‚  

Hospitality Management Essay Example | Topics and Well Written Essays - 500 words - 10

Hospitality Management - Essay Example The purpose of communication is to clearly understand people and for the other people to understand me. The different background and personalities along with the different perceptions present great challenges in comprehending people and things. If my communication are, thus, improved, then the benefits are overly broad. Excellent communication skills will help be achieve a successful response from individuals, as well as the surroundings. It will help me build sound relationships in a personal and business setting. It will help me develop efficient problem solving plus decision making skills and improve my level of productivity. Effective communication skills will also improve my work flow and my personal and professional image. Finally, proper communication skills will help in compelling my advocacy. The reality is that proper communication skills are significant to peoples growth. It has to be among the areas which people must give consideration if they are having a personal develo pment plan. I have three areas of communication, which I feel I need to be good at in order to achieve my personal development plan. These areas include listening skills, writing skills and oral communication skills. In writing communication, it is significant that people know my English position, as well as my business English. In both of these views, my writing must be overly effective. I should know these diverse styles in writing and also when to apply each of the style. In listening communication, it is advisable to listen to what my heart and mind tells me. In order to achieve the effective listening skills, I have to maintain eye-contact with the people who speak or listen to me and never interrupt the speaker. I should learn to express my understanding through nodding instead of just interrupting the speaker like I used to do in the past. If I

Michael Collins movie Review Example | Topics and Well Written Essays - 1000 words

Michael Collins - Movie Review Example The British government had ruled the country for over 700 years and the cruelty with which it subjected the rule in the country made them revolt into armed resistance. However, what aggravated the situation more was the killing of a group of Irish rebels who had staged a six-day siege at Dublin’s General Post Office. Among the rebels in the group, only one of them survived the attack, De Valera who was an American citizen of Irish blood. All the other rebels succumbed to shootings in the execution. When a number of De Valera’s supporters are arrested and imprisoned, one of them, Michael Collins walked out of jail with the belief that a new approach was needed to free Ireland from the British rule. He and several other volunteers organized armed resistance by using a combination of terrorists’ acts of violence and guerrilla warfare. The movie is based at the first and fourth stages of insurgency. The first stage of insurgency is characterized by initial use of ter rorism acts in fighting before their increase in numbers to get the capacity to stage a guerrilla fight. If the rebels succeed with their terrorism, they receive support from other angry men and women who form similar groups and join in the fight. The reaction of the dominant government is disruption of lives and hurting the innocent people. This stage is marked in the movie by the use of a combination of terrorism acts of violence and guerrilla war tactics. The various groups attacked the British military in the regions where it showed signs of weakness. The rebels also used informants, with Collins having a key inside informant who gave them crucial information on the plans of the British military. Despite the violent war that they faced from the British, the rebels remained focused and fought with undeterred determination to secure their freedom. Stage four of an insurgency is characterized by the departure of foreigners, while the local surrogates give-up power. The guerrilla fi ghters become superfluous while the leaders of the insurgency become leaders of the government. In the movie, this stage is demonstrated by the announcement of the British government’s willingness to negotiate with the fighters. This lead to the group led by Collins to consider negotiations and bring the war to end. When the negotiations began, radicals such as Collins loosened their view of the war and rebellion when they realized that the violence was causing numerous deaths to innocent people. Collins himself wanted negations to start while the likes of De Valera felt that negotiations were not the best way to go in the struggle to secure Ireland’s freedom. The agreement was that the final political control would be left in the arms of the British, which was an indication of a crucial journey, according to Collins, in achieving true freedom of the people. The rivalry between the two rebel leaders caused violence among the pro-and anti-treaty group factions. The movi e used a guerrilla type of insurgency, where the rebels used armed rebellion against the British authority instituted in Ireland. The rebels organized themselves into groups of volunteer guerrilla fighters, who staged armed war against the dominating British rule. They opted to attack the weakest points of the British military, thereby weakening its forces the country. With the help

SmartPhone Security Essay Example | Topics and Well Written Essays - 1000 words

SmartPhone Security - Essay Example Hackers, who know the default setting, can gain access to wireless network. In this way the network fails to require identification and verification of all users. This paper deals with the security issues in Smart phone. We will start our discussion with a brief introduction of Smart phone. Smart phones, as name implies that it is small device. It is small device but it has more functionality of mobile phone and computer. It use used for communication like mobile phone and computing functionality like computer. With the help of smart phone, a user can interact with different application at same time. It is so small you can put in your pocket. You can install more software in your smart phones (Kenneth, 1996). Smart phones combine the functions of pagers, cellular telephones, and personal digital assistants into a small single device. A smart phone is a wireless phone with text and Internet capabilities. It can handle wireless telephone calls, voice mail, email, and faxes, save addresses, and access information from Internet. Wireless networks can be more expensive, slower, and more error prone than wired networks. Bandwidth and energy supply in wireless devices require careful management from both hardware and software standpoints (Imielinski and Badrinath, 1994). Security and privacy will be more difficult to maintain because wireless transmission can be easily intercepted. Data cannot be transmitted seamlessly between different wireless networks if they use incompatible standards. The entire point of computer security is to eliminate or protect against threats. A threat is anything that can cause harm. A threat can be simple error, burglar or virus. A threat is not harm full unless it exploits an existing vulnerability. Vulnerability is a weakness, any thing that has not been protected against threats. Threats to your smart phone hardware involve incidents that have effect on the operation or maintenance of the smart phone. The smart phones are using

Internship Report Assignment Example | Topics and Well Written Essays - 2000 words

Internship Report - Assignment Example It facilitated me to gain valuable insights about me, my community and various aspects related with the community in the most positive and effective way: Communication and Team work: The exposure to the real situation familiarized me in enhancing my communication capability and it also facilitated in increasing my competencies of working within the team as a team member. Problem Solving: The community internship enabled me to understand all the community associated needs and facilitated me to transform community actions by working together based on the knowledge, strengths and capabilities of the individual involved in the voluntary service. In relation to my learning and growth through the involvement in the community internship, the learning material consisting of lectures have facilitated in answering many of the questions such as why I was engaged in the community internship and what degree of insights and knowledge are required by me to effectively perform the requisite tasks of internship. It also facilitated me to make valuable judgment regarding my personal and professional capabilities. Before the inception of this course, I was apprehensive but every staff in Red Cross supported me and made me feel at ease and facilitated me to easily acquaint with it. The module 3 and module 4 significantly aided me rigorous understanding of the community and its various aspects. I also created a poster which reveals the mission statement of Red Cross service as well as the poster depicts the purposes of the activities that they are engaged in. The poster depicts the pictures that familiarize with stressful life of disabled people as well. My engagement in the community internship delivered me valuable insights about the changing community environment. While dealing with the changing community environment, it required me to be flexible enough to consider

Creative writing Essay Example | Topics and Well Written Essays - 750 words

Creative writing - Essay Example Seeing that I had noticed her presence, there appeared a strange shine in the depth of the blackness of her eyes. "Do you know who I am" I sat there mutely surveying her. It was strange how I did not feel much fear at her presence, only a slight eeriness. I was overpowered by the urge to shout, not out of fear, but simply because there was something about her that sent a numbing chillness coursing through my veins. "So you still have not recognized me Look closely Shoba. Look really carefully." Seeing its reflection, standing right behind my back, it suddenly dawned on me what it was that she was trying to say. There was an eerie resemblance between her and me! It would have been grossly incorrect to say that she was my mirror image or my twin but the fact that there existed a resemblance could not be denied. "See what you will look like after decades of torture, self-denial. See what you will become once you are chained, once you barter your freedom at the hands of centuries of mind less conventions and traditions." "You lie!" I half-hissed, too weak to even shake my head with any vehemence. She made a small guttural noise, which I suspected to be a chuckle. "Think Shoba, even if my words do lie, can your eyes lie too Can what you see before yourself be denied You know deep down, this is what life will bring you. You know deep down that it will bring exactly what it brought your mother and to all those before her." I reeled from the onslaught of her words, knowing full well that my denial, no matter how forceful will not be able to erase the truth of her words. Being unable to bear it any longer I turned back, hoping against hope that it will disappear. God, it seemed, was not listening to my prayers that day, as she stood there facing me. "What did you think would happen to you" she asked, her tone turning harsher. "You thought you could buy yourself a newer and a better life without any reason or rhyme You though you were entitled to more Life is not a genero us goddess Shoba. It takes away much more than it gives. It has just received another sacrificial lamb at her altar. You have just become another Unspoken." She said retreating slowly, the sinister smile, never for one moment leaving her lips. I saw her dissolving into the wall like a delicate tendril of smoke. In a moment, the room was as silent as it was before. Only the sound of my heavy breathing punctured the heavy fog of silence. I limped, broken and dejected, to my bed, resting my head on the mattress, gazing absently at the bedstead whose floral patterns blurred into shapes of huge serpents right before my eyes. The silence only served to aggravate the hysteria mounting inside me till it became a huge ball, growing in the pit of my stomach, ready to burst out any moment. My life raced in front of my eyes like a motion picture. My school, my friends, all my precious hopes and dreams, all my intricate daydreams that I had kept hidden in some corner of my heart. What will I be now A faceless entity Existing only for the pleasure and convenience of my lord and master, who might or might not reciprocate my feelings of love and respect. My sole purpose in life is to be a good and dutiful wife - it was taught to me long ago. Is it possible that centuries of wisdom could be so wrong Or is it just my own mind, my own soul rebelling Suddenly I heard footsteps coming up the stairs. Were those the footsteps of the man in whose hands my life and my destiny will be till the time of my death The door

Homelessness Essay Example | Topics and Well Written Essays - 500 words - 1

Homelessness - Essay Example His name is John Doe and I have seen him before near Wal-Mart about five blocks away. I have read somewhere that the homeless tend to shy away from public contact. So I was a bit hesitant to approach John. I was, hence, quite surprised and thankful that he was accommodating to my pleasantries. And so, after introducing myself and declaring my intentions, I immediately asked him about his attitudes about other people, if it’s true that they avoid contact or that if he asked for help. He replied that it was obvious: â€Å"You see us, yes? I am not exactly proud of my condition. Even if I am like this, I am ashamed to ask for help. Being homeless is bad enough but being refused help is worse. Dignity is all I have left.† He added that the other homeless he knows have experienced being driven out by relatives and friends while there are those who have simply lost contact with them or that some have simply died. â€Å"Just gone, and we’re alone. That’s the fact.† We chatted further and I found that he has a daughter living in San Diego. He was not keen on talking about her and from the most I could understand from bits of information he was willing to share was that she doesn’t know about his plight and he does not want to trouble her with the new family she’s starting. There was this faraway look in his eyes that perhaps again saw the past regrets. So I asked about more mundane things such as how they eat, sleep and socialize with other homeless people. He told me it depends. Since he is constantly on the move, there is no opportunity for friendship or socialization. â€Å"It is sad that most of the time the only relationship I have with them is driven by competition.† He was referring about food. Also, it appears that there is no social hierarchy among the homeless and that the closest to this would be the kind of territoriality that comes in foraging food and in asking for alms. The

Incident of National Significance Essay Example for Free

Incident of National Significance Essay Whenever an event of disastrous impact threatens any place in the country, various emergency responses from different government units are mobilized. The National Response Plan (NRP) was designed so that the way in which these kind of events are addressed are done effectively and in an organized manner. As an extensive response plan, it also provides ample support mechanisms that would aid in preventing further damage and facilitate recovery. The NRP is applicable to all real and possible â€Å"Incidents of National Significance. † These incidents, according to the Homeland Security Presidential Directive (HSPD-5), are those situations which have potentially deep and far-reaching effects that necessitate a â€Å"coordinated and effective response† from these resources. All calamitous situations under the Stafford Act are considered Incidents of National Significance. Aside from this, the NRP could be utilized for any event that requires federal intervention. The aforementioned criteria also distinguish Incidents of National Significance from other events being handled by other agencies or are under a different response program. These criteria are qualitative in nature, and it usually applies when division authorities are overwhelmed with a particular situation. For example when the state, local, or tribal authorities need more resources or could not cope with the existing demand in services, they would request assistance from the   Department of Homeland Security. This is also applicable whenever an incident concerns a number of federal agencies or departments. In addition, the countrys President can request this program anytime when it is deemed necessary. Discuss the term, â€Å"ESF† as described in the National Response Plan. In your discussion, be sure to address the basic composition of each ESF. The Emergency Support Functions (ESFs) is a system of coordinating and facilitating response whenever situations of Federal authority arise. It defines the â€Å"mission, policies, concepts of operation, and responsibilities of primary and support agencies† participating in the execution of the National Response Plan (NRP). Basically, the ESF defines the responsibilities and roles of these Federal agencies and   departments. It can be activated due to Incidents of National Significance and other similar situations under the Stafford Act. However, it is possible that these Incidents of National Significance, can already be addressed by other Federal agencies and may not necessarily require the aid of ESFs. The current ESF design framework includes â€Å" economic stabilization, community recovery, and mitigation. â€Å"   It provides the staffing and necessary resources for emergency situations. The NRP includes 12 core ESFs,   each of which is comprised of primary and support agencies. Thes e agencies have their own scopes and obligations. The ESFs come from different management areas that includes emergency management, police and law enforcement, public works, fire, rescue, and medical and health services. Each ESF is assigned support agencies depending on their capabilities and resources in a particular field or area. Though each ESF provide these services based on their given scope or responsibility, they are also expected to assist other ESFs in accomplishing their goals. How does the ESF relate to an â€Å"Incident of National Significance? † Incidents of National Significance are those situations which have potentially deep and far-reaching effects that necessitate a â€Å"coordinated and effective response† from â€Å"Federal, State, local, tribal, private-sector, and nongovernmental entities. † Each day there are situations that require special and emergency response from the authorities. When a local jurisdiction feel that Federal Intervention is needed because of insufficient resources or if a greater expertise is required to address a certain event, they will call on help from the National Response plan (NRP). This is done in order to â€Å"save lives, minimize damage, and provide the basis for long-term community recovery and mitigation activities. † The NRP uses a functional approach to define the roles that each ESF plays in response to emergency situations, each agency or department being assigned to an ESF based on their capabilities or the services they are able to provide whenever this emergency happens. It takes into account those practices that each department does best. The appropriate assignment of services and responsibilities to any situation, such as those Incidents of National Significance, is crucial so that different agencies can work together effectively, whether they are local or Federal agencies. This ensures that the communications between them are facilitated accordingly and that they can effectively help each other when the time arises.

Native Americans in the United States and African Americans Essay Example for Free

Native Americans in the United States and African Americans Essay Introduction Joel Spring’s Deculturalization and the Struggle for Equality examines the educational policies in the United States that have resulted in intentional patterns of oppression by Protestant, European Americans against racial and ethnic groups. The historical context of the European American oppressor is helpful in understanding how the dominant group has manipulated the minority groups. These minority groups include Americans who are Native, African, Latin/Hispanic, and Asian. Techniques for deculturalization were applied in attempts to erase the oppressed groups’ previous identities and to assimilate them into society at a level where they could be of use to the oppressors. Techniques include isolation from family, replacement of language, denial of education, inclusion of dominant group world view, and provision of inferior teachers and poor facilities. Relationships between educational policy and instances of racism and patterns of oppression are explored in the following. A section will also compare my prior education to the one presented in Spring’s book. Formatting Understanding how European Americans have been able to perceive themselves as superior in psychological, spiritual, racial, and cultural terms is integral to seeing how cultural genocide has occurred in the United States. The basic program is taken from the Roman Imperium which delegates the authority to civilize others by erasing their laws and culture and simultaneously or subsequently installing new laws and mores from the dominant group into the minority group. This plan has been applied by U. S. educators and politicians in an attempt to carry out a perceived upgrade from an inferior cultural program to the superior Anglo-Saxon mixed with Protestantism point of view. This civilized versus uncivilized and Christian versus Pagan viewpoints reveal themselves throughout the history of U. S. education. Native Americans In the Indian Citizenship Act of 1924, Native Americans were granted citizenship by the descendants of European immigrants who invaded their territory over 400 years ago. In the years before and after 1924, Native Americans have experienced cultural genocide, deculturalization, and denial of education (Spring, 2010, pp. 8-9). For example, the Naturalization Act of 1790 excluded Native Americans from citizenship, thus preventing them from having a political voice in their rapidly changing world. In 1867, the Indian Peace Commission made 2 requirements for U. S. citizenship: 1) rejection of native religions and 2) acceptance of middle-class American Christianity. The bases of a philosophy that uses superiority and inferiority include racial, linguistic and cultural differences. For European American educators, the â€Å"civilizing† of Native Americans included the installing of a work ethic, the creation of desire to accumulate property; the repression of pleasure, particularly sexual pleasure; the establishment of a nuclear family structure with the father in control; the implementation of authoritarian child-rearing practices; and conversion to Christianity (p. 14). The U. S. government’s program of Native American deculturalization was developed in part because it was less costly than fighting and killing them. Thomas Jefferson’s civilization program called for government agents to establish schools to teach women to spin and sew and men farming and husbandry (p. 18). Educational policies such as this set the stage for purchasing land and avoiding costly wars. In 1830, the Indian Removal Act authorized the President to set aside lands west of the Mississippi for exchange of Indian Land east of the Mississippi (p. 28). Cultural-ecological theory puts Native Americans in the category of involuntary minorities. They were conquered and forced into European American customs and beliefs. Replacing the use of native languages with English, destroying Indian customs and teaching allegiance to the U. S. government became major educational policies of the U. S. government toward Indians in the latter part of the 19th century. An important part of these educational policies was the boarding school designed to remove children from their families at an early age and thereby isolate them from the language and customs of their parents and tribes (p. 32). The Carlisle Indian School in Carlisle, PA became the first boarding school for Native American children in 1879. Here deculturalization methods were employed. From this methodology and perspective, the patronizing term cultural deprivation has come to imply that a group is without culture altogether (Nieto and Bode, 2008, p. 176). One of the perceived deficiencies of Native Americans was their propensity to share which caused the European Americans to label them as socialists which was anathema to the dominant group’s philosophy. Richard Pratt, the founder of the Carlisle School, sought to instill individualism and self responsibility in order to break Indians from a socialist style of sharing. All boarding and reservation schools taught in English with exceptions including some Choctaw and Cherokee schools that utilized bilingual education. In 1928, the Meriam Report reversed the philosophy that isolation of children was required. The new view was that education should occur in one’s family and community. Several decades later, from 1968 to 1990, a number of legislative acts addressed the mistakes of deculturalization. It was not until 1974 that Indian students were granted freedom of religion and culture by the Bureau of Indian Affairs. Later, in 1978, Congress granted all Native Americans religious freedom. The Native American Languages Act of 1990 commits the U. S. government to reverse its historic position which was to erase and replace Native American culture. However, the No Child Left Behind Act of 2001 reverses attempts to preserve usage of minority languages (Spring, 2010, p. 135). The destruction of cultural self determination for Native American Indians is saddening. By breaking their connection to their native culture through reeducation camps, European Americans justified a world view that saw color of skin and dogma as beacons of superiority. African Americans. Historically, Africans have been involuntary immigrants who were brought to the U. S. to be slaves. They have faced numerous forms of educational oppression based upon perceived racial differences. For example, from 1800 to 1835, education of enslaved Africans was banned. Spring notes that plantation owners were in constant fear of slave revolts and consequently denied their workers any form of education (p. 43). Furthermore, because of the need for children as farm laborers, planters resisted most attempts to expand educational opportunities for black children (p. 57). Schools for African Americans were underfunded after the Civil War (Nieto and Bode, 2008, p. 44). Segregation of blacks and whites was the order of the day for most of the nineteenth and twentieth centuries. This resulted in a racial divide, unequal school funding, and inferior facilities. An exception to segregated schooling occurred in 1855 in Massachusetts when it became a requirement to integrate schools. In 1868, the Fourteenth Amendment included a clause that appeared to disallow segregation. However this clause has been used to implement segregation in schools also. African Americans from northern states helped those in the transition from slavery to freedom. However there was a division between the philosophies of Booker T. Washington and W. E. B. Du Bois. Washington negotiated for segregated schools while Du Bois, in 1909, formed the National Association of Colored People (NAACP) which worked for desegregation (Spring, 2010, p. 52). Washington established the Tuskegee Institute in 1881 after attending the Hampton Institute which was founded by General Samuel Armstrong. The Hampton Institute was an educational model designed to keep blacks subordinate. The primary purpose of the Tuskegee Institute was to prepare freed slaves to be teachers who could instill work values in other freed slaves (p. 33). The Tuskegee Institute received support from Industrialist Andrew Carnegie who saw the apartheid model in South Africa as a format for educating black southerners. Conversely, Du Bois and the NAACP fought against the status quo of a permanent African American underclass in education and the economy (p. 62). It was not until 1954 that the Supreme Court ruled that segregated schools were unconstitutional in Brown v. Board of Education. The court ruled that separate but equal has no place in education. The separate but equal legislation was from the Fourteenth Amendment to the Constitution. Title 6 of the Civil Rights Act of 1964, established the precedent for using disbursement of government money as a means of controlling educational policies (p. 117). Additionally, much credit is given to Martin Luther King Jr. for helping move forward civil rights legislation of 1964. The Voting Rights Act and the Civil Rights Act, in the 1950s and 1960s respectively, gave African Americans political equality as well as the right to vote. African Americans have made significant gains in the past 100 years; however, the pace of change has been painfully slow. The election of a part African American President is a strong indication that we as a country have come a long way. Hispanic/Latino Americans After the conquest of Mexican and Puerto Rican lands, the U. S. government instituted deculturalization programs to ensure that these new populations would not rise up against their new government (p. 84). As with other groups, the Naturalization Act of 1790 blocked them from attaining citizenship because they were not white. Despite the Treaty of Guadalupe Hidalgo 1948, Mexican Americans were not given actual citizenship. Citizenship rights were abridged throughout the Southwest through limitations placed on voting rights and segregation in public accommodations and schooling (p. 89). Moreover, in many instances, U. S. farmers did not want the children of Mexicans to go to school, because they wanted them to work longer hours. Mexican students were forced to speak English in schools. In the last half of the nineteenth century, Mexican Americans tried to escape the anti-Mexican attitudes by attending Catholic schools. Here linguistic diversity was respected. Puerto Rico became a colony of the United States in 1898. Again, as with Native American Indians, government policy concluded that it was less costly to instill and replace culture in Puerto Rican schools than it was to employ force with the military. Teachers who only spoke English came from the U. S. to teach students who mainly spoke Spanish. U. S. educational policy in Puerto Rico attempted to replace Spanish with English as the majority language and to introduce children to the dominant U. S. culture (p. 100). Examples of deculturalization methods included U. S. flag ceremonies and studies focusing on the traditions of the dominant white culture of the United States. In 1912, the Puerto Rican Teachers Association resisted the educational policies of the U. S. and defended the use of Spanish in school. One’s native language is the foundation for future learning (Nieto and Bode, 2008, p. 235). In 1951, after 50 years of struggle, Puerto Rico became a commonwealth. Subsequently, Spanish was once again used in the schools without the dogma of English only laws. Additionally, in 1968, the Bilingual Education Act was passed. It was not until 1974 that the Equal Educational Opportunities Act gave protection to the language rights of students for whom English is not their native language (p. 243). Presently, there are many voluntary immigrants from Latin America. These students are often faced with an assimilation policy which is aimed at Americanizing them. Frequently hybridity is the order of the day for these students. Only blind arrogance could make a dominant group believe that they could go to an island of Spanish-speaking people and teach them a new culture in a new language. As with other groups, the denial of schooling or segregation was maintained in order to continue subordinating the minority. Asian Americans Asian Americans, many of whom were voluntary immigrants, include persons from China, Philippines, Japan, Korea, India, Viet Nam, Laos, Thailand and other counties. The combination of racism and economic exploitation resulted in educational policies designed to deny Asians schooling or to provide segregated schools (Spring, 2010, p. 68). In 1872 the California school code provided no public education for Asian Americans while in 1906, the San Francisco School Board created segregated schools for Chinese, Japanese, and Korean students. Finally, in 1974, the Supreme Court ruled in favor of Chinese American parents in Lau v. Nichols. The decision required public schools to provide special assistance to non-English-speaking students to learn English so that they could equally participate in the educational process (p. 124). Each group of minority Americans has pushed for improvements in the educational system. By persevering, they have been able to move toward a more equitable educational system. However, there is still the dominant European American paradigm in place. As the percentage of minority Americans rises in the coming decades, I believe we will see a movement toward a more multicultural paradigm. Personal Comparisons My early education took place in an environment of white teachers and students. The furthest my exposure to different cultures went was going to school and growing up with my Catholic and Jewish neighbors. My elementary school and middle school were 100% white and my high school had 2 Hispanic students. For me, this was normal; I knew little of other cultures. When I reflect on my American History and Social Studies classes, I recall a sanitized story presented with many stories about honorable white men. Although I finished my high school education in 1977, I do not believe that Martin Luther King Jr. or Civil Rights was mentioned once. Moreover, a great deal of social upheaval obviously was occurring; however, the only topic related to the turmoil of the era that made it to my awareness was the war in Viet Nam. After high school, I attended a small private college in Pennsylvania where approximately 30 African Americans and 10 Hispanic students attended. I was acquainted with one of the Hispanic students who had a poster of Che Guevara in his room. All of my professors were apparently European Americans and I continued to study mostly dominant culture stories. Recognizing my own lack of personal direction, I dropped out of school and entered into my own version of home schooling. I purchased a bus ticket for Tucson, Arizona; however, I first stopped in Washington D. C. to visit my Aunt. She took me to a book store where I bought some philosophy books. I explored different philosophies and literature. I travelled, worked, read and explored my values and beliefs. I returned to my home town, Lancaster, PA, and decided to return to formal University life at Millersville State University. From 1984-1987, I again had European American professors. In 1991, I reentered Millersville University to take some graduate courses. I looked into getting a graduate assistantship and found an opening in a program called Upward Bound. I interviewed with the director, whom I knew from earlier years, and with a Filipino and African American student. I got the position and subsequently was working in a multicultural enterprise. I prepared lessons for high school children from multiple ethnic groups. The reason Spring’s history of minority Americans was not part of my education was because I was raised in a racially homogenous region. I think that I could have driven east 20 miles, south 15 miles or north 5 miles and everybody would have been white. Going west 2 miles would take me into the middle of Lancaster city where many African Americans and Puerto Rican Americans live. However, I lived a provincial life and did not interact much with people from other cultures in my youth. Furthermore, it was standard policy at that time to teach from a Eurocentric point of views. The effect on White Americans of an Anglocentric and Eurocentric perspective, which does not include minority Americans, is an incomplete and inaccurate understanding of self and world. The effects on minority Americans also leads to an incomplete and inaccurate understanding of self and world include, as well as increased dropout rates and resistance to education. Additionally, cultural discontinuities may contribute to negative academic outcomes (Nieto and Bode, 2008, pp 181-182). Another effect on minority Americans is clearly a net feeling of not being included in the past and possibly being excluded from present and future events. Exclusion’s result is well described in Ralph Ellison’s Invisible Man. In this book, the narrator is unable to be seen or recognized because he is black. From Spring’s book I learned about the many minority groups that were mistreated and intentionally harmed at personal and cultural levels. Furthermore, I was ignorant about the attempts at deculturalization of Puerto Ricans. Additionally, I knew little about the detailed history of denying education to Asian and Mexican Americans. While I knew about reeducation and denial of education of Native and African Americans, I did not know the extent to which political, economic, and social forces combined to prevent these groups from experiencing their historical culture or from participating in the dominant, European American culture. Conclusion European Americans have quashed cultures in the United States through education. Native American, African, Hispanic, and Asian minorities have witnessed a persistent attack on their beliefs, values, and languages by those who either 1) thought that they were better or 2) wanted to deprive others of their pursuit of happiness in order to support economic and political position. Consistent deculturalization efforts were made toward Native Americans by government agents establishing schools for Native Americans and by boarding schools. By controlling the content and context in which education took place, U. S. educators suffocated Native American Culture and resuscitated it with the European mores. The multiple cultures of Americans from African descent were hollowed through denial of education, physical intimidation, segregation, and inferior facilities. Persistent attempts to correct the status quo by the NAACP, Martin Luther King Jr. , and several other organizations and individuals have moved the U. S. government to redress some inequities in the educational system. Mexican Americans were also placed in English-only schools or no school at all. During the twentieth century, Puerto Rican students faced the same threats of deculturalization as did Asian Americans in nineteenth and twentieth centuries. Legislation in the latter part of the twentieth century has also redressed some inequities in educational opportunities for these groups while, the No Child Left Behind Act has reduced some of the multicultural gains in education which disappoints many in the teaching profession. References Nieto, Sonia and Bode, Patty (2008). Affirming diversity: The sociopolitical context of multicultural education. Boston. Pearson Education Inc. Spring, Joel (2010). Deculturalization and the struggle for equality. New York. McGraw-Hill.

The Concept Of Charity In Islam Religion Essay

The Concept Of Charity In Islam Religion Essay The paper which I am going to right is about Islamic concept of charity. The concept is not new for so many people because every religion of the world preached that charity is a way of bringing justice to society. But here I would like to explain different forms of charity in Islam, their differences and its impact on society. Charity is for those in need. This is general principle which enjoins us to help people in need, be they good or bad, on the right path or not, Muslims or non-Muslims. No one should judge in these matters. The foremost ends in charity should be Gods pleasure and our own spiritual good. The concept of charity in Islam is thus linked with justice. It is not limited to the redressed of grievances. It implies apart from the removal of handicaps, the recognition of the right that every human being has to attain the fullness of life.   The definition of charity in Islamic tradition differs somewhat from its interpretation in other contexts. The Quran states: And be steadfast in your prayer and pay charity; whatever good you send forth for your future, you shall find it with Allah, for Allah is well aware of what you do . Charity is central to a Muslims life. Prophet Muhammad (PBUH) said No wealth (of a servant of Allah) is decreased because of charity. There are misconceptions by some people regarding Islamic concept of Charity. They think that Islam is taking Charity by force in the name of Zakat. But this is not reality. Islam does not force anyone to give charity. This is third pillar of Islam and its reward will be given in after world. The following five words are the most frequently used words to describe charity in the Noble Quran: 1. Infaq fi Sabil Allah (spending in the path of Allah).    Infaq Meaning spending benevolently 2. Ihsan Meaning the doing of good or (kindness and consideration) 3. Zakah  Ã‚   Meaning growth or purification 4. Sadaqah Derived from the root sidq and meaning truth, and comes to signify charitable deed 5. Khayrat Meaning good deeds Here two basic concepts will be explained that is Zakat and Sadaqah where Zakat is obligatory charity and Sadaqah is voluntarily Charity. DEFINITION AND IMPLICATION OF ZAKAT (ALMS GIVING) Zakat, is derived from the verb zaka, (which means to thrive, to be wholesome,[to be pure) and signifies purification. The Noble Quran referring to the purification of wealth states: Of their wealth take alms to purify and sanctify them ZakÄ t or alms giving, one of the Five Pillars of Islam, is the giving of a small percentage of ones possessions (surplus wealth) to charity, generally to the poor and needy. It is often compared to the system of tithing and alms, but it serves principally as the welfare contribution to poor and deprived Muslims, although others may have a rightful share. It is the duty of an Islamic community not just to collect zakat but to distribute it fairly as well. Zakat is a multi facial concept. In one form it is an act of worship while in other form it is the carrying out of social service. It is thus not just the payment of a tax as it is generally understood but is rather an act of religious significance. Muslims fulfil this religious obligation by giving a fixed percentage of their surplus wealth. Zakat has been paired with such a high sense of righteousness that it is often placed on the same level of importance as offering Salat. Muslims see this process also as a way of purifying themselves from their greed and selfishness and also safeguarding future business. In addition, Zakat purifies the person who receives it because it saves him from the humiliation of begging and prevents him from envying the rich. Its importance and centrality to Islam results in the punishment for not paying when able are very severe. Muslim jurists agree that zakat is obligatory on the Muslim who has reached puberty, who is sane, who is free, and who owns the minimum assigned nisab throughout Islamic history; denying Zakat equals denying the Islamic faith. However, Muslim jurists differ on the details of zakat, which may include rate, the exemptions, and the kinds of wealth that are zakatable. Zakatable refers to assets subject to zakat according to Islamic examples and directives. Some scholars consider the wealth of children and insane individuals zakatable. Some scholars consider all agricultural products zakatable; others restrict zakat to specific kinds only. Some consider debts zakatable. Similar differences exist for business assets and womens jewellery. Some require certain minimum nisab for zakatability. THE PAYMENT OF ZAKAT Zakat is obligatory on every sane adult Muslim who is malik al-nisab, i.e., who possesses wealth equivalent to the monetary value of 20 Dinar of gold or 200 Dirham of silver. In the case of Muslims below the age of puberty and those Muslims who are insane, Zakat is obligatory on their wealth and their guardians are entrusted to pay it on their behalf. The law stipulates that once a year (after the completion of one lunar year) Zakat must be calculated and 2.5% is to be deducted from a malik al-nisabs wealth (cash, savings, investments, gold and silver) and donated as Zakat. ZAKAT AS AN ACT OF WORSHIP Zakat is in spirit an act of worship and in its external form the discharging of a social service. It is, therefore, not a levy or a tax, but is rather an act of worship. That is why the Noble Quran often mentions the observance of Salah alongside the giving of Zakat: ÙˆÙÅ ½ÃƒËœÃ‚ £Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬Å¡Ãƒâ„¢Ã‚ Ãƒâ„¢Ã…  Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã‚ Ãƒâ„¢Ã‹â€ ÃƒËœÃƒâ„¢Ã¢â‚¬â„¢ ØلؠµÃƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ËœÃƒâ„¢Ã¢â‚¬Å¾ÃƒËœÃƒâ„¢Ã… ½ÃƒËœÃ‚ ©Ãƒâ„¢Ã… ½ ÙˆÙÅ ½ÃƒËœÃ‚ ¢ÃƒËœÃ‚ ªÃƒâ„¢Ã‚ Ãƒâ„¢Ã‹â€ ÃƒËœÃƒâ„¢Ã¢â‚¬â„¢ Øلؠ²Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬ËœÃƒâ„¢Ã†â€™Ãƒâ„¢Ã… ½ÃƒËœÃƒËœÃ‚ ©Ãƒâ„¢Ã… ½ ÙˆÙÅ ½Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã… ½ÃƒËœ Ø ªÃƒâ„¢Ã‚ Ãƒâ„¢Ã¢â‚¬Å¡Ãƒâ„¢Ã… ½ÃƒËœÃ‚ ¯Ãƒâ„¢Ã‚ Ãƒâ„¢Ã¢â‚¬ËœÃƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã‚ Ãƒâ„¢Ã‹â€ ÃƒËœÃƒâ„¢Ã¢â‚¬â„¢ لؠ£Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã‚ Ãƒâ„¢Ã‚ ÃƒËœÃ‚ ³Ãƒâ„¢Ã‚ Ãƒâ„¢Ã†â€™Ãƒâ„¢Ã‚ Ãƒâ„¢Ã¢â‚¬ ¦ Ù†¦Ãƒâ„¢Ã‚ Ãƒâ„¢Ã¢â‚¬ËœÃƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã¢â‚¬â„¢ Ø ®Ãƒâ„¢Ã… ½Ãƒâ„¢Ã…  Ãƒâ„¢Ã¢â‚¬â„¢ÃƒËœÃ‚ ±Ãƒâ„¢Ã‚  Ø ªÃƒâ„¢Ã… ½ÃƒËœÃ‚ ¬Ãƒâ„¢Ã‚ ÃƒËœÃ‚ ¯Ãƒâ„¢Ã‚ Ãƒâ„¢Ã‹â€ Ãƒâ„¢Ã¢â‚¬ ¡Ãƒâ„¢Ã‚  Ø ¹Ãƒâ„¢Ã‚ Ãƒâ„¢Ã¢â‚¬  ÃƒËœÃ‚ ¯Ãƒâ„¢Ã… ½ ØللّÙ†¡Ãƒâ„¢Ã‚  Ø ¥Ãƒâ„¢Ã‚ Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬Ëœ ØللّÙ†¡Ãƒâ„¢Ã… ½ Ø ¨Ãƒâ„¢Ã‚ Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã… ½ÃƒËœ Ø ªÃƒâ„¢Ã… ½ÃƒËœÃ‚ ¹Ãƒâ„¢Ã¢â‚¬â„¢Ãƒâ„¢Ã¢â‚¬ ¦Ãƒâ„¢Ã… ½Ãƒâ„¢Ã¢â‚¬Å¾Ãƒâ„¢Ã‚ Ãƒâ„¢Ã‹â€ Ãƒâ„¢Ã¢â‚¬  Ãƒâ„¢Ã… ½ Ø ¨Ãƒâ„¢Ã… ½ÃƒËœÃ‚ µÃƒâ„¢Ã‚ Ãƒâ„¢Ã…  ÃƒËœÃ‚ ±Ãƒâ„¢Ã…’ And be steadfast in your prayer and pay charity; whatever good you send forth for your future, you shall find it with Allah, for Allah is well aware of what you do Moreover, the Noble Quran emphasizes the importance of Zakat as follows: By no means shall you attain righteousness, unless you give of that which you love RECIPIENTS OF ZAKAT Allah (S.W.T) has mentioned paying of Zakat on multiple occasions like. Zakat is for the poor and the needy and those who are employed to administer and collect it, and for those whose hearts are to be won over, and for the freeing of human beings from bondage, and for those who are overburdened with debts and for every struggle in Gods cause, and for the wayfarers: this is a duty ordained by God, and God is the All-Knowing, the Wise. According to the Noble Quran, the lawful recipients of Zakat must be Muslims who belong to either one or more of the eight categories: (1) The poor (2) The needy (3) Those whose hearts are to be reconciled (4) Securing the freedom of those who are captives (5) Those that are genuinely in debt (6) Muslim employees (7) Those who engage in the cause of Allah I (8) The wayfarers DEFINITION OF SADAQAH The word Sadaqah is derived from the Arabic root verb sadaqah which means to be truthful and hence Sadaqah implies engaging in any righteous act in order to earn the mardat (pleasure) of Allah. SOME RULES PERTAINING TO SADAQAH There are three basic rules involved for Sadaqah to be divinely rewarded. Firstly, it must be donated in the name of Allah alone. Secondly, all monies donated must be from a legitimate source. Money that has been stolen or earned unethically is rendered void by Allah . Thirdly, all excess wealth is seen being owned by Allah and Muslims hold the wealth as trustees. Therefore, it is left up to individual Muslims to determine as to how much they are willing to give back to Him in the form of charity. SOME MITIGATING CONSEQUENCES OF SADAQAH According to the teachings of Islam, the giving of Sadaqah serves a number of functions. First and foremost is the expiation of sins. The believers are asked to give Sadaqah immediately following any divine transgression. It also serves to compensate for any shortcoming in any past payment of Zakah. Moreover, it also gives protection against falling victim to calamities. Furthermore, it wards off affliction in this world, and punishment on Day of Judgment. It is therefore recommended to give Sadaqah, irrespective whether it is at night or during the day, in secret or in public in order to seek God Almightys pleasure (Al-Baqarah, 2:274). Finally, it is generally believed that the constant giving of a little charity pleases God Almighty more than the occasional giving of much charity. DIFFERENCE BETWEEN ZAKAT AND SADAQAH It is important to differentiate between Zakat and Sadaqah. Zakat is the obligatory annual almsgiving which is determined on the basis of the value of ones wealth. Sadaqah on the other hand is superogatory charity, given by Muslims over and above their Zakat contribution. Moreover, every Muslim irrespective of his/her financial status can in actual fact participate in Sadaqah in view of the fact that Sadaqah is not necessarily restricted to monetary contributions, but can also be given in kind as specified in the Noble Quran, for example, feeding the poor (69:34; 90:11-16; 107:1-3), extending any form of support to the orphans (17:34; 76:8; 89:17; 90:15; 93:9, 107:2) and widows, advising or counselling, and volunteering ones services in the community. CONCLUSION Thus charity, on a generic level, plays a major role in Muslim society. One of the key purposes of the religion is grounded in a sense of community, which is fostered by charity. The Noble Quran reassures those who engage in voluntary charity would be amply rewarded: Those who believe, and do deeds of righteousness, and establish regular prayers and regular charity, will have their reward with their Lord: On them shall be no fear, nor shall they grieve. From the Islamic point of view, wealth belongs to God and is held by human beings in trust; so for those whom Allah has blessed with wealth, it is a test; and Muslims should strive to pass this test by not becoming worshipers of hoarded wealth. They should rather use the wealth only in ways God has permitted and realize that the amount to be given is not really their money but, rather, it belongs to those who have less than they do. Islamic charity is one of those unique forms of worship that bring out both the individual and the social aspects of ibada worship. Consider its sociopolitical effects: it frees society from the ill feelings arising out of class hatred. It opposes an individualism that is blind to the travails of ones neighbors and stands against a socialism that shackles individual freedom. It fosters neither selfishness nor renunciation. It also strengthens a sense of brotherhood and establishes social cohesion. Islamic charity represents the unbreakable bond between members of the community, whom Prophet Mohammed described as like the organs of the body, if one suffers then all others rally in response. We are fortunate to have sufficient means to live a quality life, but there are millions of people who are less fortunate than ourselves. Many millions of children, women and men live in abject poverty. Things that we take for granted-regular meals, housing, education and healthcare-are considered luxuries in some of the worlds poorest countries. It is our duty to help them-because helping the poor and destitute is emphasized again and again in the Quran and in the other Holy Scripts and traditions. By working together we can help make a real difference and bring about positive change to many peoples lives. The rewards for being charitable are also manifold: charity purifies our wealth and God has promised us a great reward for being charitable towards our fellow human beings.

The Story Of Isaak :: essays research papers

The story of Isaac . In telling the story of Isaac it is very important to tell about his father Abram . Once Lord ordered Abram to leave his country , his people and his father's household and to go to the land that God was going to show him . After that God made promises which were fulfilled inthe rest of the Genesis. The first was making Abram into a great nation . Naturally question arises : how can man be made into a great nation ? The answer is that through one's heir that in it's term will give more and more heirs (children) one can be made into nation . Than God promised that he would bless Abram , making his name great, that he would bless those who bless him , that he wold curse those who curse him and finally that through Abram all nations would be blessed. At that time Abram was seventy five years old , so he followed the Lord's will and took his wife Sarai , nephew Lot and moved to Canaan. While Abram was travelling at the site of the great tree of Moreh at Shehem , God appeared to him and told that through his offspring he would receive that land . Because there was a famine in that land Abram went to Egypt. But there was a problem . Abram knew how beautiful his wife Sarai was, also he knew what would happen to her if Egyptians saw her ; moreover he knew what would happen to him if they would have learned that Abraham was her husband- he would be dead . So they decided to pretend as if she was his sister . But once Pharaoh's officials saw her so they took her to the palace . Sarai became Pharaoh's wife , Pharaoh in his term treated well to Abraham(he gave cattle, sheep, different servants).But the Lord inficted serious deseases on Egypt , Pharaoh understood that that was all because of Sarai and he gave back her to Abram . Then he made orders about them to his men and they sent him on his way . All that time Lot was with them . They came to Negev , after that they moved to Bethel, there Abraham called on the name of the Lord . Land could not support allof them while they stayed together , for their posessions where so great .

Peaceable Conflict Resolution through Open Markets :: Business Essays

Peaceable Conflict Resolution through Open Markets Scarcity is the condition where human wants exceed the means to satisfy those wants. Human wants seldom reveal their bounds while the means to satisfy human wants are indeed limited. As a result scarcity's enduring legacy is conflict and one of the conflict issues is: who will have use rights to goods and services. A tiny example of conflict, amongst millions, is California's coastline. California might have thousands of acres of beachfront property but there might be tens of millions of families who want to reside on those beachfront properties. Given that there is not enough beachfront property to satisfy the wants of all of those tens of millions of families, some will have to make do with their wants not being satisfied. It also means there will be conflict, namely who will have their wants satisfied and who will not. Whenever there is conflict, there must be conflict resolution, in our example a mechanism for deciding who will have the right to reside on beachfront property. It so happens that conflict over who shall have the right to reside on California's beachfront property is resolved through the market mechanism. Whoever is willing and able to bid the highest price wins the right to reside on beachfront property. The conflict over who shall reside on beachfront property is resolved so peaceably that it goes unnoticed by the rest of us. There are no demonstrations, court battles, political lobbying, not to mention armed conflict by people disgruntled by the outcome. The market mechanism is not the only way to resolve conflict. Another method of conflict resolution is government fiat where the government decides who has the right to reside on beachfront property. Government officials could employ selection criteria such as age, family composition and size, length of state citizenship or most any other selection criteria. Since it is not economic criteria that decide who has the right to reside on beachfront property, of necessity it must be non-economic criteria. As such it will pay people to organize to lobby government to use selection criteria that favors them the most. Homogeneous groupings are often the most effective coalitions to lobby politicians and government officials. These groupings may be based on class, race, religion, region, age and most any other non-economic attribute. Coalitions created on these bases have been some of the most violent and divisive known to mankind.

The notebook Essay -- essays research papers fc

Outline I.  Ã‚  Ã‚  Ã‚  Ã‚  About the author A.  Ã‚  Ã‚  Ã‚  Ã‚  The author of The Notebook is Nicholas Sparks B.  Ã‚  Ã‚  Ã‚  Ã‚  Sparks was born in Omaha, Nebraska, on New Year’s Eve. C.  Ã‚  Ã‚  Ã‚  Ã‚  He has been on the New York best seller’s list. II.  Ã‚  Ã‚  Ã‚  Ã‚  Characters A.  Ã‚  Ã‚  Ã‚  Ã‚  Noah Calhoun 1.  Ã‚  Ã‚  Ã‚  Ã‚  He is not a very wealthy person. 2.  Ã‚  Ã‚  Ã‚  Ã‚  He loves to read poetry because of his shudder problem when he was smaller. B.  Ã‚  Ã‚  Ã‚  Ã‚  Allie Nelson 1.  Ã‚  Ã‚  Ã‚  Ã‚  She is very wealthy. 2.  Ã‚  Ã‚  Ã‚  Ã‚  She loves to paint pictures. III.  Ã‚  Ã‚  Ã‚  Ã‚  Plot Summary A.  Ã‚  Ã‚  Ã‚  Ã‚  In North Carolina, Noah is haunted by images of the girl he loved and lost along time ago. B.  Ã‚  Ã‚  Ã‚  Ã‚  Allie is about to marry a wealthy lawyer, but she cannot stop thinking about the boy who long ago stole her heart. The Notebook   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Just after Graduation 1932, the opening night of the Neuse River Festival, Noah met his friends Fin and Sarah there. Fin and Sarah were talking to a girl that Noah thought was beautiful, her name was Allie. They hung out at the festival and drank some cherry Cokes until it closed. After that Noah and Allie could not be kept apart. They spent the summer days falling in love and h...

Effects of Internet on Child Development

180 to learn was reported in 65 cases, to play was reported in 57 cases, to browse in 35 cases, and to communicate in 27 cases. Thus, the five indices of child home Internet use in cluded: 1) the continuous variable years of home Internet access and the dichotomous (report ed-unreported) variables of child home In ternet use to 2) learn, 3) play, 4) browse, and 5) communicate. Family Socioeconomic Characteristics The parent questionnaire assessed five family characteris tics commonly used to determine socioeconomic status (Bradley & Corwyn, 2002; Sirin, 2005).Two items queried father’s and mother’s employment status. Approximately 70% of mothers and 96% of fathers were employed, full-time or part-time. Two questionnaire items requested father’s and mother’s level of education, coded as: elementa ry = 1, junior high school = 2, high school incomplete = 3, high school complete = 4, technical school/college (complete or incomplete) = 5 and university (complet e or incomplete) = 6. The mean educational level of mothers was 4. 79 (SD = 0. 95) suggesting that many mothers had post-secondary education; the mean educational level of fa thers was 4. 45 (SD = 1. 2) suggesting that some fathers had post-secondary education. The final socioeconomic item on the questionnaire asked parents to indicate annual family income by selecting one of the following options: < $20 000 = 1, $20 000 to $40 000 = 2, $40 000 to $60 000 = 3, $60 000 to $80 000 = 4, $80 000 to $100 000 = 5, > $100 000 = 6. Annual income for participating families was approximately $60,000 CD (M = 4. 07, SD = 1. 48). Table 2 presents a summary of measured constructs which includes: four tests of children’s cognitive development, five indices of children’s home Internet use, and five fa ily socioeconomic characteris tics. Which are the better predictors of cognitive development during childhood, — el ements of the microsystem or elements of the techno- subsystem? Two series of stepwise regression analysis we re conducted with the four c ognitive development scores as the dependant variables. In the first regression analyses , family socioeconomic characteristics (elements of the microsystem) were the independent variables. In the second analyses, indices of home Internet use (elements of the techno-subsystem) were the independent variables. Tab le 2 Description of Constructs and Measures Ecological System System Elements Specific Measures Bioecology Cognitive Development Expressive Language Metacognitive Planning Visual Perception Auditory Memory Techno-Subsystem Home Internet Use Years of Internet Access Online Learning Online Playing Online Browsing Online Communication Microsystem Family Characteristics Father Employment Mother Employment Father Education Mother Education Annual Family Income Results Results of analyses revealed that fa mily socioeconomic characteristics (eleme nts of the microsystem) explained a odest (but significant) amount of the variation in children’s cognitive deve lopment scores. As presented in Table 3, adjusted R 2 values indicated that father’s level of education accounted for approximately 7% of the variation in children’s level of expressive language (as measured by the WISC-IV vocabulary subtest), 5% of the variation in children’s visual perception and auditory memory (as measured by the CAS nonverbal matrices subtest and CAS 181 word series subtest, respectively). Whether or not moth ers were employed, part-tim e or full-time, accounted for pproximately 6% of the differences in children’s capacity to execute metacognitive functions such as planning (as measured by the CAS matching numbers subtest). While the other measures of familial socioeconomic status (e. g. , mother’s education and family income) explained some of the variance in children’s cognitive development, such measures did not improve upon the predictive utility of fa ther ’s education or maternal employment; variation is prerequisite to prediction. Almost all fathers were employed and almost all mothers had finished high school. For participating middle-class families, father’s education a d mother’s employment were more sensitive to children’s cognitive development scores than were family income, father’s employment, and mother’s education. Tab le 3 . Stepwise Regression Analysis: Family Characteristics Predicting Child Cognitive Development Cognitive Score Predictor Beta Weight t value R 2 (adj) F value Expressive Language Father Education . 292 2. 70** . 074 (1, 78) = 7. 29** Metacognitive Planning Mother Employed . 270 2. 46* . 061 (1, 77) = 6. 05* Visual Perception Father Education . 244 2. 22* . 047 (1, 78) = 4. 93* Auditory Memory Father Education . 258 2. 6* . 054 (1, 78) = 5. 55* *p < . 05; **p < . 01 Results of analyses further revealed th at indices of home Internet use (elements of the techno-subs ystem), in general, explained more of the variation in children’s cognitive de velopment than did family socioeconomic characteristics (elements of the microsystem). Summarized in Table 4, specific types on online behavior (i. e. , learning, communicating, and playing) and years of home In ternet access combined to predicted child cognitive developmental outcomes. Indicated by adjusted R 2 , children’s online communication, ears of home Internet access, and online learning (as reported by parents) accounted for ap proximately 29% of the varia tion in children’s level of expressive language as measured by the WISC-IV vocabulary subtest. Online learning and communicating (reported- unreported) combined to explain 13. 5% of the variation in children’s metacognitive planning. Online learning and playing (reported-unreported) combined to explain 10. 9% of the variation in children’s auditory memory. Years of home Internet access explained approximately 3% of the diffe rences in children’s visual perception scores. With the xception of visual perception, indices of home Internet use (elements of the techno-subsystem) were better predictors of children’s cognitive development than were family socioeconomic characteristics (elements of the microsystem). Tab le 4 . Stepwise Regression Analysis: Home Internet Use Predicting Child Cognitive Development Cognitive Score Predictor/s Beta Weight t value R 2 (adj) F value Expressive Language Online Communication . 344 4. 00*** Years of Internet Access . 263 3. 12 ** Online Learning . 256 2. 99** . 287 (3, 101) = 14. 97*** Metacognitive Planning Online Learning . 287 3. 03** Online Communication . 201 2. 12* . 35 (2, 101) = 9. 06*** Visual Perception Years of Internet A ccess . 192 1. 99* . 028 (1, 104) = 3. 98* Auditory Memory Online Learning . 242 2. 60* Online Playing . 228 2. 46* . 109 (3, 101) = 14. 97*** *p < . 05; **p < . 01; ***p < . 001 Discussion A variety of mechanism s linking family socioeconomic status to child cognitive development have been proposed including parenting (Petrill, Pike, Price, & Plomin, 2004 ; Mistry, Biesanz, Chien, Howes, & Benner, 2008) and 182 resources (Bradley & Corwyn, 2002). For the current samp le of middle class children, paternal education and maternal employment were associated with measures of hild cognitive development. More educated fathers tended to have offspring who scored high on three of the four cognitive measures (expressive language, visual perception, and auditory memory). Mothers who were employed tended to have children who scored high on the measure of metacognitive planning. Educated fathers and employed mothers may genetically transmit to their offspring some neurological processing advantage (bioecology). Simultaneously, educated fathers may provide enhanced language models and stimulating environments that facilitate the cognitive development of their children (microsystemic influence). Employed mother may provide models of organization and place increased demands on children to self- regulate thereby enhancing the metacognitive planning abilities of their offspring (microsystemic influence). Family socioeconomic status (as measur ed and for the current sample) accounted for 5% to 7% of differences in child cognitive development scores. In contrast, indices of home Internet use (as measured and for the current sample) accounted for 3% to 29% of differences in child cognitive development scores. Me ta-analysis confirms that the impact of socioeconomic status on academic achie vement is eroding over time (Sirin, 2005). Increasingly ffective structures of social equali zation (e. g. , public education, quality daycare, preschool intervention, and prenatal programs) and the expanding middle class create the need for more precise description of home environments. Current results suggest th at indices of home Internet use (i. e. , elements of the ecological techno- subsystem) pro vide more useful information regarding cognitive development than do family socioeconomic characteristics (elements of the microsystem). Only two of five family socioeconom ic characteristics added to the regres sion equation, suggesting that some measures (i. e. , family income father employment, and mother education) did not differ in relation to children’s cognitive development. In contrast, four of the five indices of home Internet use during childhood added to the regression equation, suggesting that these measures differe d in relation to children’s cognitive development. In the context of the current investigation, soci oeconomic status is a crude construct re lative to home Internet use. Internet use includes both organized (e. g. , search) and disorganized (e. g. , browse) interactions with both human (e. g. , chat) and nonhuman (e. g. , database) elements in online environments (Johnson & Kulpa, 2007).Internet use is a complex set of behaviors that vary widel y across individuals and th at is influenced by cognitive and personality characteristics (Joinson, 2003). For the current sample of children, patterns of home Internet use explained more of the variation in cognitive development than did family socioeconomic characteristics. In the context of middle class families, elements in the techno-subsystem (e. g. , Internet access) may not necessarily facilitate child cognitive development; effective use of those elements, highly dependent upon parent behavior, may promote development.For example, Cho and Cheon (2005) surveyed families and found that parents’ perceived control, obtained through shared web activities and family cohesion, reduced children’s exposure to negative Internet content. Lee and Chae (2007) reported a positive relations hip between parental mediation techniques (website recommendation and Internet co-use) and children’s educa tional attainment. In the current investigation, the cognitive experienc es provided to children by employed moth ers may include Internet skills instruction (e. g. , sending email) and models of information management (e. g. acc essing websites for informa tion). Such experiences, over time, may provide children with enhanced opportunities to direct their own cognitive development via increasingly sophisticated uses of the Internet. According to Livingston and Bober (2005), â€Å"a new divide is opening up between those for whom the internet is an increasingly rich, diverse, engaging and stimulating resource and those for whom it remains a narrow, unengaging, if occasionally useful , resource of rather less significance† (p. 2). Bruner (2005) recen tly reiterated that â€Å"our minds ap propriate ways of representing th world from using and relating to the codes or rules of available technology† (p. x). Cognitive abilities prerequisite to utilization of Internet applications constitute an implicit component of contemporary notions of intel ligence (Maynard, Subrahmanyam, & Greenfield, 2005). The ecological techno-s ubsystem furthers our understanding of environmental influences on child development by emphasizing the impact of digital technologies on cognitive growth during childhood. The techno- subsystem provides precise description of microsystemic mechanisms of developmental influence which lead to intervention strategies.According to Livingston and Bober ( 2005), many parents lack the skills to guide and support their children’s Internet use and Intern et-literate parents have Internet-litera te children. Subsequent research may evaluate the effectiveness of techno-subs ystem interventions for elementary school children at-risk, for example, the provision of home Internet access and pa rent Internet literacy training. As stated elsewhere, â€Å"current anxiety surrounding children’s Internet use should be for those whose cognitive processes are not influenced by the cultural tool† (Johnson, 2 006, p. 570).