Saturday, December 28, 2019

Enthalpy Definition in Chemistry and Physics

Enthalpy is a thermodynamic property of a system. It is the sum of the internal energy added to the product of the pressure and volume of the system. It reflects the capacity to do non-mechanical work and the capacity to release heat. Enthalpy is denoted as H; specific enthalpy denoted as h. Common units used to express enthalpy are the joule, calorie, or BTU (British Thermal Unit.) Enthalpy in a throttling process is constant. Change in enthalpy is calculated rather than enthalpy, in part because total enthalpy of a system cannot be measured since it is impossible to know the zero point. However, it is possible to measure the difference in enthalpy between one state and another. Enthalpy change may be calculated under conditions of constant pressure. One example is of a firefighter who is on a ladder, but the smoke has obscured his view of the ground. He cannot see how many rungs are below him him to the ground, but can see there are three rungs to the window where a person needs to be rescued. In the same way total enthalpy cannot be measured, but change in enthalpy (three ladder rungs) can. Enthalpy Formulas H E PV where H is enthalpy, E is internal energy of the system, P is pressure, and V is volume d H T d S P d V What Is the Importance of Enthalpy? Measuring the change in enthalpy allows us to determine whether a reaction was endothermic (absorbed heat, positive change in enthalpy) or exothermic (released heat, a negative change in enthalpy.)It is used to calculate the heat of reaction of a chemical process.Change in enthalpy is used to measure heat flow in calorimetry.It is measured to evaluate a  throttling process or Joule-Thomson expansion.Enthalpy is used to calculate minimum power for a compressor.Enthalpy change occurs during a change in the state of matter.There are many other applications of enthalpy in thermal engineering. Example Change in Enthalpy Calculation You can use the heat of fusion of ice and heat of vaporization of water to calculate the enthalpy change when ice melts into a liquid and the liquid turns to a vapor. The heat of fusion of ice is 333 J/g (meaning 333 J is absorbed when 1 gram of ice melts.) The  heat of vaporization of liquid water  at 100 °C is 2257 J/g. Part A:  Calculate  the change in enthalpy, ΔH, for these two processes. H2O(s) → H2O(l); ΔH ?H2O(l) → H2O(g); ΔH ?Part B:  Using the values you calculated, find the number of grams of ice you can melt using 0.800 kJ of heat. SolutionA.  The heats of fusion and vaporization are in joules, so the first thing to do is convert to kilojoules. Using the  periodic table, we know that 1  mole of water  (H2O) is 18.02 g. Therefore:fusion ΔH 18.02 g x 333 J / 1 gfusion ΔH 6.00 x 103  Jfusion ΔH 6.00 kJvaporization ΔH 18.02 g x 2257 J / 1 gvaporization ΔH 4.07 x 104  Jvaporization ΔH 40.7 kJSo the completed thermochemical reactions are:H2O(s) → H2O(l); ΔH 6.00 kJH2O(l) → H2O(g); ΔH 40.7 kJB.  Now we know that:1 mol H2O(s) 18.02 g H2O(s) ~ 6.00 kJUsing this conversion factor:0.800 kJ x 18.02 g ice / 6.00 kJ 2.40 g ice melted Answer A.  H2O(s) → H2O(l); ΔH 6.00 kJ H2O(l) → H2O(g); ΔH 40.7 kJ B.  2.40 g ice melted

Thursday, December 19, 2019

Analysis Of Henrik Ibsen s Ibsen - 1459 Words

Henrik Ibsen is a very common and almost an essential person if you where to judge him by his plays. Ibsen plays are a symbolic representation of how to deal with the reality of social issues. Social issues can be manipulated and used as a powerful political weapon. During this period writers would commonly form information in order to gain the attention and support of the public. Henrik Ibsen understood human nature, he played a crucial role in exploring and illuminating society by uniting honesty and the reality of life, through his work. Writing as a psychologist, Ibsen could quickly sway others when it came to understanding his creative work. His relationship with human life formed an intense social and abstract perspective, which is the essence of art. Ibsen s work as a writer mainly symbolized a long writing style that reflection on people s need to live in a more advance mental way. Ibsen wrote about the contradiction between ability and the aspiration between will and possib ility. Ibsen commonly uses a great deal of desperation in his work. Within the darkness of his work the conflict mainly surrounded humanity and the individual tragedy of one s true self. Ibsen would use symbols that represented how the social issues within his work would be part of reality. His plays allowed a combination of the feminist social issues and reality. The subjects were expressed in both â€Å"Hedda Gabler† and â€Å"A Doll s House† is extensive and diverse. Ibsen s â€Å"Hedda Gabler†,Show MoreRelatedAnalysis Of Henrik Ibsen s Ibsen 996 Words   |  4 Pagesrevolutionary act brought international fame to author Henrik Ibsen. In the context of this play the Biographical Response of the author is influenced on the characters, and the way Ibsen interpret this specific play, the Historical Background of this story was influenced by society around the nineteenth century, and the Feminist Critique produces the lifestyle of women who could not fulfill there proper lives. The play, â€Å"A Doll’s House†, by Henrik Ibsen, modifies critiques on a fruitless marriage betweenRead MoreAnalysis Of Henrik Ibsen s Ibsen 1525 Words   |  7 PagesFurthermore, Ibsen points out how men would use their advantage over women and shows how clueless the society was to what women really felt and thought. When Hedda put an end to her own life, the only person who she wasn t content with her situation is judge Brack. While Mr. Tesman was so occupied trying to reproduce the book of Mr. Là ¶vborg - which appears to be much an opportunity for him to take credit on the work of Là ¶vborg - Hedda is in fact debating whether she should submit herself to judgeRead MoreAn Analysis Of Henrik Ibsen s A Doll s House 970 Words   |  4 PagesA Doll’s House Ashleen Kaushal TOPIC: The theme of heredity in the play I. Introduction Henrik Ibsen’s three-act play, A Doll’s House, follows a seemingly typical housewife as she becomes painfully aware of the flaws in her marriage with a condescending, chauvinistic man. Ibsen uses the ideology of a Victorian society as a backdrop to inject the theme of heredity in the play. He employs several characters to demonstrate the different facets of heredity in order to highlight how this conceptRead MoreAnalysis Of Henrik Ibsen s A Doll House 1823 Words   |  8 PagesA Doll House is a play that was written by Henrik Ibsen in 1879. Nora Helmer is a wife and mother who secretly loaned money to save her husband’s, Torvald, life. Torvald views and treats Nora has a doll and she goes along with it. As conflict comes and goes Nora decides that her current life is not what she wants for herself. She no longer wants to be anyone’s â€Å"doll† and decides to leave her family in search of independence. This play was controversial during the time it was written becauseRead MoreAnalysis Of Henrik Ibsen s A Dollhouse 960 Words   |  4 PagesHenrik Ibsen pioneers a unique portrayal of the struggle for personal freedom in â€Å"A Dollhouse.† He uses marriage and gender roles indicative of his era as an example of the constraints placed on people in society. His work is controversial and ahead of its time, and Ibsen is able to show in â€Å"A Dollhouse† morality and societal customs do not always walk hand in hand. Through the use of the character Nora, he shows the necessity of sacrifice is sometimes needed to achieve freedom from culture. TheRead MoreAnalysis Of Henrik Ibsen s The Dollhouse 2229 Words   |  9 Pagesgather by everyone who reads it. Ibsen wrote this play hoping that people would watch it and then consider what their role is in today’s society. With that being what his ultimate goal was. He did his best to create a character that would never be forgotten. This character is Nora. T his story revolves around Nora finding herself. Ibsen hopes that each individual will find themselves, just as Nora does. A very intelligent individual born in 1828, by the name of Henrik Ibsen who is the one who wrote thisRead MoreAn Analysis Of Henrik Ibsen s A Dollhouse1566 Words   |  7 PagesThe Story A Dollhouse, by Henrik Ibsen is a story that portrays the role of Nora, a middle class mother and her husband Helmer Torvald and the drama within their marriage. The Christmas tree could be considered a symbol in the play because of its general representation of family unity and happiness during the holidays. But as it goes on, we see the tree and how the stripping of it foreshadows another layer of meaning. Along with the Christmas tree, the macaroons in the play symbolize nora’s defianceRead MoreAnalysis Of Henrik Ibsen s A Doll House 1152 Words   |  5 PagesHenrik Ibsen’s play â€Å"A Doll House† addresses the importance of the roles women play throughout this time period. Women are thought to be like â€Å"dolls† to their husbands, by obeying their commands and ke eping a good image. We see the main character, Nora Helmer struggle to keep her perfect image of a great wife as troubles start to arise. Throughout the play we begin to see Nora push through her troubles and find her true identity, Nora shifts from being the loving, perfect wife, to being a strongRead MoreAnalysis Of Henrik Ibsen s A Doll House884 Words   |  4 Pageslying, it can transform minor lies such as white lies into something more dangerous. When one works to conceal a lie, a cloud of deception hangs over those involved and can lead to the destruction of friendships, relationships, and even marriages. In Henrik Ibsen’s A Doll House, he uses the motif of lies and deception to illustrate the fragileness of the Helmer’s marriage, which ultimately leads to its demise. Nora Helmer, a naà ¯ve woman who has never been given the chance to mature into an independentRead MoreAnalysis Of Henrik Ibsen s A Doll House995 Words   |  4 Pagesof imagining and guiding the integration of all these elements belongs to the director. One of the toughest tasks of a director is to reinvigorate a socially important and renowned production while maintaining its original message and composition. Henrik Ibsen’s A Doll House is a socially important realistic play that portrays the gender dynamics that plagued the nineteenth century and questions the expectations held for women in a household and society. The play is still incredibly influential because

Wednesday, December 11, 2019

Teachers Role in Entrepreneurship Education free essay sample

This article aims to highlight the crucial and challenging role that teachers have in entrepreneurship education. We will introduce a piece of data gathered during a project â€Å"Measurement Tool for Entrepreneurship Education†. A group of teachers (n 29) in 2008 were asked to describe their aims and results concerning entrepreneurship education. The results indicate teachers were familiar with entrepreneurship education, but, there is a remarkable lack of cohesion in definitions of basic concepts and, most of all, in between the aims and results. Moreover, when describing the aims of entrepreneurship education teachers â€Å"out source† themselves but describe the aims for the pupils / students. We argue, since the learner centred education has been in focus during the last decades, teachers’ role in education might have been neglected and hence we could â€Å"rediscover† teachers’ role again. In order to develop this point of view in research and in implications for practice we would like to stress 1) the development of teachers’ learning in terms of their reflection, 2) developing practical tools for their self reflection, 3) realizing changes of education, like curricula reforms, from the point of view of teachers’ learning and 4) realizing the links between aims and results in the context of entrepreneurship education. Key words: entrepreneurship education, teacher’s learning, teacher’s reflection INTRODUCTION The strategy of the European Union highlights the importance of the development of entrepreneurial culture by fostering the right mindset, entrepreneurship skills and awareness of career opportunities (Commission of the European Communities 2006). Finland in particular has extensively promoted entrepreneurship education mainstreaming at all education levels. This process has been supported administratively. For example, The Ministry of Education 1 announced an initiative entitled The Clarification and the Action Program of Entrepreneurship Education in 2004. The cross-curricular themes represent central emphasis of the educational and teaching work and the educational challenges of the time are met through them (The Finnish National Board of Education 2004). In line, In Finland entrepreneurship education has long been included in the national core curriculum and the latest curricula reforms at all education levels point out the development of entrepreneurship education. The entrepreneurship education theme is called â€Å"Participatory citizenship and entrepreneurship†. The National Core Curriculum is the basis which the local and regional education providers follow but they may put own emphasis in their curricula. (Finnish National Board of Education 2004) However, there is a long distance from the international and national policy making level to the future realization of outcome of entrepreneurship. A journey consisting two different processes: first, from the goal setting in education system, starting from the EU strategies and national curricula, to the altered daily teaching work of all teachers, and secondly, from the teaching to the altered behaviour of the students in the years to come. These processes are illustrated in the following picture. Aims of entrepreneurship education European Union National education systems Schools Teachers Aims Students Teaching Learning Outcomes Increased entrepreneurial activity Time Picture 1: Teacher executing the aims of entrepreneurship education. Nevertheless, teachers have at times had difficulties in identifying contents and means by which to respond to challenges posed by entrepreneurship education 2 (Seikkula-Leino 2006; 2007, Fiet 2000a; 2000b). We propose a view that teachers are in a crossroads of several transformation processes embedded in entrepreneurial education. Teachers are living through the overall aims of entrepreneurship education into increased future entrepreneurial activities in the society as they are transforming the aims of entrepreneurship education into teaching activities and into learning outcomes. Along with teachers having â€Å"hands on† connection to entrepreneurship education, they are also having the best position in evaluating the aims, the actions and the outcomes of entrepreneurship education. Teachers receive always the newest and most accurate feedback about entrepreneurship education. As setting targets into entrepreneurship education contains the idea of guiding the education into desired direction, learning from previous actions is crucial in that process. Therefore we propose that teachers are in a central role in operationalizing entrepreneurship education, and more accurately in finding the best practices. In this paper we will introduce a piece of data gathered during a project â€Å"Measurement Tool for Entrepreneurship Education†. A group of teachers were asked to describe their aims and results concerning entrepreneurship education. The teachers were familiar with entrepreneurship education, but, as the results indicate, there is a remarkable lack of cohesion in definitions of basic concepts and, most of all, in between the aims and the results. This analysis seems to suggest that there is a definite need for a more systematic data gathering and discussion around entrepreneurship education. Studying this phenomenon is warranted, as entrepreneurship education is in central focus concerning the development of social end economical well being. Since teachers are the key factors in promoting it we therefore stress their point of view as promoters. However, there is a lack of relevant studies in this context. Moreover, there is a lack of tools which could enhance teachers’ development as entrepreneurship educators. Entrepreneurship education research is also mainly conducted on adult education and not at basic, upper secondary education and basic vocational training as is the case in the present study. Therefore, this article presents how rather untraditional fields of education can be developed at these levels of education by teachers and what kind of challenges exist in this road. Furthermore, the article presents first steps how to develop practical tools which could empower teachers’ development. 3 CONCEPTS AND THEORETICAL BACKGROUND Entrepreneurship and entrepreneurship education The understanding of the concept of entrepreneurship is fundamental for defining entrepreneurship education. So far there is no agreement of any single theory of entrepreneurship (e. g. Shane – Venkataraman 2000; Davidsson – Low – Wright, 2001) and many notions of many different approaches to conduct research on the subject (e. g. Grebel et al; Grant – Perren 2002). Hunting the Heffalump as theorizing entrepreneurship was launched by Kilby (1971) and after that more seriously pushed forward e. g. by Bygrave and Hofer (1991) as they introduced potential theoretical bases for entrepreneurship. Shane and Venkataraman (2000) reviewed previous writings and defined entrepreneurship as study of sources of opportunities, the processes of discovery, evaluation and exploitation of opportunities and those individuals who discover, evaluate and exploit them. Sarason, Dean and Dillard (2006) continued from that and stated, that, despite entrepreneurship is treated as nexus of individual and opportunity, entrepreneurship is a social undertaking and must therefore be studied within a context of social system. The proposition is that the entrepreneur and social systems co-evolve (Sarason et al. 2006). The contemporary views on entrepreneurship emphasize alternative approaches such as narrative (Hytti 2003; Fletcher 2006) and prosaic (Steyaert 2004) entrepreneurship which carry the idea of entrepreneur as a socially constructed, creative human being. Whereas managerial processes are processes mainly of control, normality, and standardisation, the entrepreneurial is about play, anomaly, and movement (Hjorth 2003, 260). According to Johannisson (1997, 113) entrepreneurship is represented by individuals (inter)acting as complete human beings with their own ambitions in the (inter)organizational setting. Entrepreneurship may be defined as the visualization and realization of new ideas by insightful individuals, who are able to use information and mobilize resources to implement their visions. The emphasis is not on the idea generation but more on the promotion and implementation of change. (Nystrom 1995, 67) Seeing the everydayness of entrepreneurship, means to us that it is constantly present in the actions and talk. Entrepreneurs personify â€Å"action† in its intrinsic sense (that is, intentional conduct), and engage in genuine interaction (that is, in voluntary exchange for mutual benefit and learning) (Johannisson 1997, 113). As Johannisson, Landstrom and Rosenberg (1998) define it, â€Å"entrepreneuring is thinking and acting differently, moving things†, which suggests the action dimension to be inherent to entrepreneuring. It is not merely analysing but also being intuitive and then putting things on the move. 4 To define entrepreneurship education we may consider terms such as enterprising and entrepreneurial. The only major distinction between these two is that entrepreneurial traditionally refers to business activity, whereas enterprising can be used in any context (e. g. Gibb 2005). In order to avoid confusion and to be exact, this article uses both concepts explicitly: entrepreneurial (referring to the business context) and enterprising (referring to general education and learning processes). Teaching younger students’ entrepreneurship education is more about enterprise education. The purpose is for students to take more responsibility for themselves and their learning, to try to achieve their goals, be creative, discover existing opportunities and in general to cope in our complicated society. Moreover, the aim is for them to take an active role in job markets and consider entrepreneurship as a natural career choice. This education involves developing behaviours, skills and attributes applied individually and/or collectively to help individuals and organizations of all kinds to create, cope with and enjoy change and innovation. This involves higher levels of uncertainty and complexity as a means of achieving personal fulfilment and organizational effectiveness. Enterprising education is the process by which such behaviour is practised and supported. These skills, behaviours, and attributes are exhibited in organizations of all kinds ranging from within the family to the wider community context. It may embody elements of learning for the pursuit of some task. Moreover, it involves learning through a particular pedagogy and learning about, which then refers to cognitive learning (e. g. Gibb 2006). According to Kyro (1997), entrepreneurship education deals with three main components: 1) self-oriented, 2) internal and 3) external entrepreneurship. Selforientated entrepreneurship refers to an individual’s self-oriented behaviour. Selforiented entrepreneurship is the basis for developing internal and external entrepreneurship (Remes 2004: 84). Internal entrepreneurship deals with entrepreneurial and enterprising behaviour. External entrepreneurship is about doing business (Ristimaki 2003: 6). Even though self-orientated and internal entrepreneurship resemble each other, the difference between them is in the collectivistic sense which emerges in internal entrepreneurship development and which could be developed in organizations (Remes 2001). If an organization possesses internal entrepreneurship, it realizes its opportunities, makes use of them and demonstrates self-trust (Heinonen 2001). Self-orientated entrepreneurship is basically only about an individual’s development. Kyro (2005: 89) argues concerning self-orientated entrepreneurship: ? In general, entrepreneurial and enterprising behaviour involves the idea that the human being, looking around him and combining different elements, creates holistic realities, which have their consequences in action. Even when the environment is full of paradoxes and events, the entrepreneur chooses what is suitable for him and his ideas. He does not select his elements from a single environment; on the contrary, his ideas can spring from anywhere and this combines different elements and this enhances the creation of something new. ` 5 As in basic education, self-orientated entrepreneurship should be emphasized (Remes 2001). As a consequence, the focus is not only on developing factors related to motivation, self-awareness and creativity (e. g. Menzies and Paradi 2003), and responsibility for learning (Heinonen 2004), but also on co-operation and interaction, which refer to internal entrepreneurship development. In comparison, in the school context, external entrepreneurship education is about developing innovation (see also Gibb 2005: 48), and business ideas as well as strengthening co-operation between schools and work life, including such activities as work experience and study tours. Through these processes we have a chance to develop an enterprising society, which means entrepreneurship and the development of an enterprising mindset in societies. In traditional teaching, the teaching is structured so that one content is studied at one time. The learning situations are controlled and students do not feel insecure during the learning processes (e. g. Gibb 2005). The following working methods could be considered for activating students’ interactive learning and reflections: co-operative learning, problem-based learning, group and peer work, project work, team work, learning by doing, pedagogical drama and learning diaries. This is different from traditional teaching where the teacher gives for example lectures and aims at transmitting his knowledge, the pieces of information that he masters, to students. As Gibb (2005) argues, the pedagogy of entrepreneurship education is focused on students’ activity in learning, and this approach could be considered as a non-traditional teaching method. The learning situations are flexible, interactive and based on multidimensional knowledge development. Knowledge is built together and mistakes are regarded as a part of the learning process. Therefore we may assume that the pedagogy of entrepreneurship education is based on socioconstructivism. Learning communities have a major role in these processes (e. g. Blenker et al. 2006: 99, Jack and Anderson 1999), and experiences are crucial in learning. Therefore in entrepreneurship education and its pedagogical discussion we could rely on Kolb’s (1984) experimental learning theory. As a summary of definitions entrepreneurship education is seen here through three aims that are learn to understand entrepreneurship, learn to become entrepreneurial and learn to become an entrepreneur (e. g. Hytti 2002). Like Gibb (2001, 2005) has stated, entrepreneurship education is about learning for entrepreneurship, learning about entrepreneurship and learning through entrepreneurship. Therefore entrepreneurship education should be considered both as a method of learning as well as a content of learning (see Remes 2003). Teachers’ development and learning processes The success of education and desired implementation is centrally focused on teachers’ learning and reflection processes. Shulman Shulman (2004) have 6 created a model for teachers’ development and learning processes. They say an accomplished teacher should be a member of a professional community and be ready, willing, and able to teach and to learn from his or her teaching experiences. The model then consists of attributes like Ready, Willing, Able, Reflective and Communal. First, we here concentrate on presenting attributes mentioned before and then combine it with the teachers’ development and learning processes and the case here. Teachers in order to become able to develop learning and then produce meaningful teaching all the mentioned attributes should be existed. According to Shulman Shulman (2004) teacher must be ready to teach. That means she or he is dissatisfied with the status quo and is thinking teaching as a process other than telling, and of learning as a process other than repeating or restating. The aim there is a teacher who is ready to develop one’s own teaching and has set goals and visions for that. One can develop new visions of teaching based on different practises. They might work with some groups, but not with others and when it’s time to make changes, she or he can be unwilling and unmotivated to do so. The change is a risk and willingness for changes might depend on where, inside or outside, the pressure for changes came from. An accomplished teacher must understand what must be taught, as well as how to teach it. That means she or he must be able to understand the subject matter of the curriculum and assess the variations in students learning, interaction and development results. Teacher should be, not only ready, willing and able, but also capable of reflecting. Critical examination of how well students have learned and critical analysis of practises used that is leaning and teaching processes is essential to reflect. It is crucial to consider teachers both as individuals and as members of one or more groups that influence on their practices and beliefs. Teachers’ community might supply a shared vision, community commitments, shared knowledge base, established rituals and community practices, so it’s important to create an environment that supports and sustains understanding, performances, motivations and reflections of all its members. Those kinds of aims need resources to become fulfilled. Shulman Shulman (2004) mention resources like venture capital, curricular capital, cultural capital, moral capital and technical capital. Like mentioned before, the elements of the theory of Shulman Shulman (2004) are Ready, Able, Reflective and Communal, but they expanded the frame by adding the existence of the Vision to readiness and willing with having a Motivation. They say an accomplished teacher should become ready to pursue a vision of classroom or school that forms a â€Å"learning community† where teachers understand and have motivation to further develop the forms of pedagogical and organizational practices needed transforming their visions, motives and understandings into a functioning, pragmatic reality. When teachers are forming 7 learning communities and are working as members of such communities they are capable of learning from their own and others’ experiences through active reflection. As an extrapolation of these features, Vision, Motivation, Understandings, Practice, Reflection and Community, Shulman Shulman (2004) created a model of teachers’ development and learning processes (picture 2). Vision Individual reflection Motivation Understanding Practice Picture 2. Features of teacher development and learning process (Shulman Shulman 2004). In the picture (picture 2) of teachers’ learning and reflection processes is essential to notice the double arrows and reflection in the centre. Shulman Shulman (2004) summarize that an accomplished teacher smoothly integrates vision, motivation, understanding and practice into the teaching, and learns to improve that teaching through active reflection. They believe that reflection is the key to teacher learning and development. In fact Seikkula-Leino (2007) points out this same aspect in her study concerning entrepreneurship education development through curriculum reform. According to her results teachers’ reflection does not have the scope for developing visions and even though there are minor elements for enhancing motivation for realizing entrepreneurship education the lack of understanding entrepreneurship education and undeveloped implementation practices restrict the development of teachers’ reflection and as a consequence the development of entrepreneurship education. 8 Other curricula research points out this aspect of teachers’ role and reflection (see e. g. Shulman Shulman 2004; Schwartz 2006; Westbury et al. 2005; van der Akker 2003). In fact, Schwartz (2006) stresses that educational change, like curriculum reform, is more about educating teachers than students. Thus, we may assume, realizing entrepreneurship education is based on the idea of teachers’ learning and their reflection. Therefore, this paper aims at finding out about teachers’ development as entrepreneurship educators. The authors present next a project which focuses on teachers’ development as entrepreneurship educators. The aim of the project is to develop teachers’ reflection skills and their acting as entrepreneurship educators. To fulfill these aims a large scale of research is needed. Research and results found there will lead the way towards the practical measurement tool. A measurement tool project – a frame for the data gathering The project Measurement Tool for Entrepreneurship Education is a three-year (2008-2011) development project during which a measurement tool and a related manual will be prepared for entrepreneurship education. The tool is made for teachers at basic and upper secondary education and basic vocational training. The tool will be built to support the work of teachers, principals and decisionmakers, and to guide entrepreneurship education. As is frequently the case, â€Å"you get what you measure†, and that is a challenge we are aiming to answer with the project presented here. The project is coordinated by Lappeenranta University of Technology and implemented in part by Kerhokeskus – koulutyon tuki ry (Centre for School Clubs). It is a European Social Fund (ESF) project funded by the Finnish National Board of Education, and private funding has been granted by Yksityisyrittajain Saatio (foundation for entrepreneurship). In addition, partners in the project include a number of municipalities and educational organisations from all around Finland. The tool will be made with teachers, for teachers and it will measure teaching, the content of teaching and the methods used. At the beginning of the project, approximately thirty teachers recruited from basic and upper secondary education and basic vocational training. Their mission is to comment on, further develop and pilot the tool at different stages. This helps to ensure that the final measurement tool turn out reliable and wide-ranging. In the final stages of the project, new teachers will be recruited to the group to confirm the intelligibility and transferability of the indicators. The outcome of the project will be a measurement tool for entrepreneurship education and a related manual, which will unfold the concept of entrepreneurship education and support the implementation of the tool. The tool 9 will explain in specific terms the teacher’s work as an entrepreneurship educator, provide guidelines for teaching and its organisation and it’s a tool for school quality management and its development. The set of tested and research-based tool may also be employed by decision-makers as they assess the state of entrepreneurship education (grade, region, and later also international comparison). The tool aims to steer development in the long run, manifest in understanding of entrepreneurship, and the presence of entrepreneurship education as a content and method in education. The measurement tool will serve to establish the role and importance of entrepreneurship education. This project will support the incorporation of entrepreneurship education into the contents of teacher education and the continuing education of teachers. The tool will be implemented during the course of the project through teachers in the trial group. In the trial stage, the tool will be applied by the trial group and their organisations. At the end of the project, the tool and manual will be published for use at the national level. Data gathering The preliminary data was collected in the beginning of the project from twentynine (29) teachers. The teachers represent different levels of education, sixteen (16) of them worked at basic education level (elementary and upper level of comprehensive school), six (6) at upper secondary education and seven (7) at basic vocational training level. Teachers represent ten (10) different municipalities and educational organisation and came from different parts of Finland. Seventeen (17) of the teachers were woman and twelve (12) men. Their average age was forty (40) years and on average they had 10 – 15 years of teaching background. First they were asked to asses how long they have worked as an entrepreneurship educator. Eleven (11) of them informed 1-5 years, three (3) 610 years and ten (10) said they had being in that field more than ten (10) years. After the teachers were named by their organisations they received an e-mail with six (6) questions. Out of these six the following two are dealt with in this paper: 1. What kind of aims do you have for entrepreneurship education? 2. What kind of results have you achieved in entrepreneurship education? The teachers had four (4) weeks time (September 2008) to answer the questions and they all did. 10 This enquiry was the first assignment for the group of teachers. During the threeyear project they will comment on, further develop and pilot the measurement tool. The aim of the first assignment was to discover how entrepreneurship education is described by the teachers and to find its status and practices used as well as orientate the teachers to forthcoming development work. Lower level of comprehensive school (basic education level, elementary school) A12 Aims: My aim is to invoke the enterprising spirit of the students: to make the student: Independent, homing, self-esteeming, committing, adaptable, cooperative, persistent and studious All should master basic skills and capabilities. Students are not taught to be entrepreneurs but given capabilities to get along with working life either as entrepreneurs or workers. Students should also become active citizens. Enterprising means one self’s focused developing as a student. Results: As all education, entrepreneurship education takes time, and the measurement of results is difficult; but as you get to know the students, you will notice the progress. Notably in team working and in responsible behaviour. The more students can influence on their task, the more motivated they are. A3 Aims: I try to create an enterprising spirit into teaching and into all activities in school. Results: All the teachers have a similar idea about the content of entrepreneurship education. We are ready to try new things and have projects with certain level of risk. This attitude has created several projects aiming to develop technological issues and international cooperation. Our committee for the parents has had numerous projects with significant results. A4 Aims: I would like the students to learn to be initiative and learn that one can make out by doing one’s best. It also important to value the work of others. Results: Evaluating the results is really difficult, because, as I believe, the results will be visible after the years to come. But I have noticed, that the kids have â€Å"moved closer† each other and team work and such are easier. 11 A5 Aims: By entrepreneurship education I try to teach my students of managed future, turning points and crises. It is about the capabilities and, most of all, about the attitude to act proactively, to create own targets, to rise to the targets, and to act entrepreneurially as individual and as an active citizen, and feeling the responsibility about yourself and others. It is also about the ability to make decisions, and to communicate in global environment. Results: I am very happy with the results. Our school is much more entrepreneurial. People are more initiative and ability to solve problems is clearly better and the joy of learning is bigger. Also the measurement of well-being shows better results, and most of all, there is a zero level in bullying in our school. I believe that the sense of direction in entrepreneurship education has affected the results. Upper level of comprehensive school Y1 Aims: To help the students to be initiative to have responsibility of their own working. Results: Some of the students are more initiative, some are not. Y2 Aims: An entrepreneurial school. Active networking, knowing one’s capabilities and thoughtful allocation of resources. An entrepreneurial school produces entrepreneurial students. Results: Several good results. Ethically responsible entrepreneurship should be supported. The â€Å"average students† should be considered. The best ones are naturally on the move. Y4 Aims: In short: to teach more active, brave, selfexpressive, responsible, active and focused young people It is more about enterprising than entrepreneurial, but also, if needed, about having a firm. Results: When the teacher can invests energy, there will be results. Comprehensive school (including lower and upper level) P1 Aims. The first basic is about entrepreneurship, I see that responsibility about one’s own behaviour, team working, and trust on one’s own abilities. Results: I think, that these actions have positive results. If there is a shared goal, the kids are very determined. Seeing the result is very rewarding. 12 Upper secondary school L2 Aims: Supporting entrepreneurial activities in school work and in different kind of projects. Results: Difficult to say, but entrepreneurship helps toward good learning results. L3 Aims: Supporting academic entrepreneurship and seeing entrepreneurship as one possible career. Entrepreneurship in all actions. Results: Good team work and project learning. Improved understanding about learning. Courage to take further steps. Some actual start ups. Some students heading to further education in entrepreneurship. L4 Aims: Entrepreneurship education from kindergarten to university. Results: Entrepreneurship has been integrated as an area of interaction into new upper secondary school curricula in 2003. Moreover, starting from the first of August 2008 this theme has been integrated into all subject courses in our school L5 Aims: Creating a picture of entrepreneurship as a larger entity. It is activity, responsibility, innovativeness, and knowing one? s resources and using them. Not only starting up a new firm, but also taking an active role what ever one is doing. That I would also like the teachers to understand and life with. Results: The course on entrepreneurship this year did not fill its goals. Teachers have adopted entrepreneurship rather well. Good projects and successful events, e. g. selling postcard on the evening of traditions. L6 Aims: Entrepreneurship. Results: Several ways of measurement: number of student studying entrepreneurship successful projects increased importance of entrepreneurship in our school future entrepreneurs My development as teacher and as a human being 13 Upper level of comprehensive school and upper secondary education YL1 Aims: Understanding about business and entrepreneurial activities (e. g. risk and surplus) and what does is demand. What entrepreneur need to know and plan. Giving a positive attitude towards entrepreneurship. The educationally justifiable attitudes are: responsibility, hard working and innovativeness. Autonomy individuals, self-directing and responsible actors are there important. Results: Results are difficult to measure, as in education in general. Students get their first experiences about entrepreneurship and business. Generally the students are motivated when they can learn thing by doing, by setting the space of learning and acting. I would also think that they had good time, and they have learned that entrepreneurs are independent. Comments are positive and students like the cooperation with real firms. I feel, that the knowledge and interest on entrepreneurship of our student towards entrepreneurship is increased. It is difficult to say anything about attitudes towards entrepreneurship. The result will be visible during the next years, when the choices by the people shape the world. So I think that measuring results on short time perspective will not give good results. Attitudes alter slowly and students learn about entrepreneurship also outside schools. In short: Knowledge about entrepreneurship and b

Wednesday, December 4, 2019

Mr Essays (458 words) - Taux De La Bce, Zone Euro, Dun, Proportion

LA POLITIQUE DES TAUX DE LA BCE ET DE LA FED FACE A LA CRISE Les Banques Centrales (BC) ont comme principale mission la pr?servation de la valeur de la monnaie, soit la ma?trise de l?inflation et de la masse mon?taire (g?n?ralement l?agr?gat M3). Cette mission se retrouve dans la r?daction des mandats qui leur ont ?t? attribu?s : ?la loi f?d?rale am?ricaine fixe ? la R?serve f?d?rale (la Fed) l?objectif de ? maintenir la croissance ? long terme des agr?gats de monnaie et de cr?dit en proportion du potentiel de croissance ? long terme de lconomie afin d?accro?tre la production et ainsi de promouvoir efficacement les objectifs d?emploi maximum, de stabilit? des prix et de taux d?int?r?t ? long terme mod?r?s ?. ?le Trait? de Maastricht, art. 105 (art. 127 du Trait? de Lisbonne) : ? l?objectif principal du Syst?me europ?en de banques centrales est de maintenir la stabilit? des prix. Sans pr?judice de l?objectif de stabilit? des prix, le SEBC apporte son soutien aux politiques ?conomiques g?n?rales dans la Communaut? [l?Union], en vue de contribuer ? la r?alisation des objectifs de la Communaut? [l?Union] [qui sont] un niveau d?emploi ?lev? et une croissance durable non inflationniste ?. Parall?lement, les BC sont aussi en charge de la stabilit? financi?re (syst?mes de paiement, march? du cr?dit, march? des capitaux), soit la gestion de la liquidit? sur les march?s. Les banques centrales ont en effet une fonction de ? pr?teur en dernier ressort ? (aupr?s des banques commerciales), qui leur permet de maintenir la confiance en la p?rennit? du syst?me en cas de crise. Afin de remplir ces missions, les BC disposent d?un outil principal : les taux directeurs. A savoir : -le taux de refinancement (? Refi ? dans la zone euro) des banques commerciales aupr?s de la BC : c?est ce taux qui est commun?ment appel? ? taux directeur ? et qui permet aux BC de moduler l?inflation ; -le taux de r?mun?ration applicable aux d?p?ts des banques commerciales aupr?s des BC ; -le taux d?escompte (Fed) ou taux de pr?t marginal (BCE), soit le taux auquel les BC pr?tent aux ?tablissements financiers. Face ? la crise, ses origines et ses cons?quences, les BC ont ?t? appel?es ? intervenir comme ? pr?teur en dernier ressort ? et comme soutien ? la relance ?conomique. Il est alors utile de prendre la mesure des politiques de taux de la Fed et de la BCE face ? la crise et d?appr?cier les r?sultats de celles-ci.

Wednesday, November 27, 2019

Inequality and Environmental Goods and Bads Essay Example

Inequality and Environmental Goods and Bads Paper During the course Of this research I used website (USA Today) to look up my old school and found that the chemical most responsible for toxicity around my old school was sulfuric acid. Sulfuric acid is used in the production of fertilizer, which makes sense because the San Joaquin Valley is the states top agricultural producing region, sometimes called the nations salad bowl. Sulfuric acid can cause respiration problems, and irritation. Long-term exposure causes cancer. It was through this experience and others that became interested in environmental justice. In particular this research will explore who receives the majority of toxicity from illusion as well as who stands to benefit from polluting activities. A wealth of literature exists on environmental justice documenting the fact that people with low incomes, and communities with a large percentage of non-whites bear the brunt of the environmental bad. This becomes a real threat to life when you consider people who lack the means or access to healthcare, or to choose where to live. They have little buffer when confronted with a human made or natural disaster. The research have read suggests that it may have more to do with social and cultural explanations rather than strictly income. This research presents a few reasons why this is the case. People dont generally choose to live next to a toxic facility. It is more likely that the person cannot afford anywhere else, works there or the pollution came to them. Through exploring conflict theory, we learn they dont have the social and economic power to stop it. Evidence People of a lower economic status are exposed to a disproportionate amount of toxicity compared to people that make more money, people that have higher education, and whites. We will write a custom essay sample on Inequality and Environmental Goods and Bads specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Inequality and Environmental Goods and Bads specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Inequality and Environmental Goods and Bads specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In addition the exposure to African Americans and Hispanic Americans had statistically significant results showing that they re especially susceptible to toxic exposure, due to where they live, with both air pollution and proximity to solid waste and hazardous materials facilities. In 2002 Michael Ash and Robert Fetter analyzed the social and economic correlates of air pollution exposure in US cities using the 1 990 Census of Population and Housing. They constructed a unique dataset based on the Peas Risk Screening Environmental Indicators model (8). This model was able to account for atmospheric effects of dispersion (19). They found higher rates of pollution and toxic exposure consistently among lower income people and overall with people of color. They found something interesting about Hispanics and Asian/Pacific Islanders. Hispanics tend to live in cleaner cities than whites, but within cities they tend to live in neighborhoods that are more polluted than the white residents in the city (18). Ash and Fetters results suggest that policy makers should seek redress for the disproportionate toxic exposure to black neighborhoods, and that environmental justice should remain a priority (20). Research by John Hip and Cynthia Lagoon quantifies the threat of environmental inequality. This research looks at levels of toxic sate in six populated counties in California between 1990 and 2000. The research explores the link be;en race and toxic environments. Hip and Lagoon found that in areas where there Were more Latino there was 84. 3% more toxicity than in average tracts, and with 15% more Asians there is 33. 7% more toxic waste. This research also found that in areas where some people have higher education (15. 5%) the area is exposed to 88. % less toxic than average. The researchers used census data to look for social disparities in proximity to toxic facilities. They found that those with less education are ore likely to live near these facilities and that this relationship solidified over time. Latino are particularly more likely to be exposed to toxicity and that exposure is likely to be more toxic. In 1997 Andrew Sass and Michael Musses conducted a review of literature that talks about how the movement against environmental racism began. This research reviews one of the first studies. The researchers include Benjamin Chivies groundbreaking research on toxic in African Americans communities. Sass and Musses also review one of the first ever studies in the field conducted in 1970 that looked for a relationship teen economic status (poverty) and greater exposure to polluted air. Overall this study found that the poorer the neighborhood the more polluted the air (1 01 However there were some caveats. For instance, different air pollutants impacted both African Americans and white manufacturing employees. This was the case in particular with sulfur oxide, a carcinogen. However this study also took into account emissions from automobiles. In larger cities such as Chicago all the rich, most of the poor Almost all the black Population resides in areas violating long-term particulate standards 101 This research suggests that people living in larger cities are exposed to more pollutants than people living in rural areas. These preliminary studies were not dominated by race discussion, but rather poverty and specifically urban poverty. The sass saw a number of studies on the topic of environmental inequality. The work from the sass focused on proximity to waste sites and pollutants emitted by operating plants. Race, occupation, education, and home value are the best predictor of the location of wastes sites. In 1994 AAA Gore was quoted saying, Race is the single most accurate redirector of the location of hazardous waste sites (104). Inequality and Conflict Theory The agent of harm is inequality, as much as pollution and polluting corporations. Research by James Boyce in 2007 addressed how inequality is actually harmful to the environment. He defines an environmental problem as harmful to humans. Ultimately, we all live in the environment, we derive the resources from nature to make our livelihoods. If something is a problem for the environment, then it is a problem for humans (4). When one group of people is exploited by another for economic benefit, inequality is allowed to occur. Through the lens of conflict theory, this allows those who have concentrated power on their side to achieve their goals better than their opposition, and they are able to build on their victory and gain advantage over Others. In this manner people in power Stay in power. Major polluters say that they dont deliberately target black neighborhoods, but Sharon says, Eventually those who win are able to create a system of inequality, a social structure where they are at the top, and a culture and set of intuitions works to protect them (163). This translates to environmental racism and we see it s an unequal share of pollution exposure. Environmental racism is defined as the deliberate targeting of people of color communities for toxic waste facilities and the official sanctioning of life-threatening presence of poisons and pollutants in people of color communities (Sass and Musses 114). Bad jobs are a major cause of inequality (Sharon 159). Low paying jobs reduce economic power and exist to allow others to make profit. Low paying jobs rob those who hold them of deciding where to live, Sharon says, it traps them in a life of bare survival (158). Bad jobs also expose people to more toxic absences than do white collar jobs. Environmental externalities are the consequences of an action where the people who bear the negative aspects of the action have no voice in the decision process. Some people benefit economically from pollution, but they are rarely those residents that have to live with the environmental fallout. Therefore, more environmental harm is likely to occur in regions where there is high inequality and most people have less information and social, democratic, and economic power. Boyce says, When the beneficiaries from environmentally harmful activities are more rueful than those who bear the costs, greater inequality can be expected to result in more environmental harm. On the other hand, when those who bear the costs are more powerful than the beneficiaries, we might expect the opposite: greater inequality yields less environmental harm (9). Conflict theory partially explains the reasons inequality exists. Conflict theory was derived from Karl Marx who saw that society is comprised of a number of different groups that compete for resources, whether they be economic resources like money or property, or social such as stature, or political power. Social order then, is attained by domination. The most powerful in terms of economic and social power, dominate those with less, and social consensus only comes in opposition of another weaker group. Historically, the conflicts and opposition in society have been over race, gender, and class. Inequality exists because the group in power uses its economic and social resources to its advantage in protecting its power. This theory is seen in both groups and individuals (Grossman). People who live in polluted communities are the proletariat described in Mars conflict theory. Proletariat are the working lass, that do not own land and do not have ownership of the means of production, so instead, they sell their labor. The bourgeoisie are the class that owns land and the means of production. They try to keep wages as low as possible to increase profits. The people in power do not live in these communities because they can afford not to, and they can afford to move. They have more economical and social power, and they would rather shift toxic exposure to poor communities than in their back yard. Determining the reason for inequality is important because when inequality exits crime, poverty, exploitation, stress, and lack of self-worth are symptoms. Social inequality is not the only cause of misery in the world, but it goes a long way in explaining much of it (Sharon 164). Because these symptoms of inequality increase human misery, they should be minimized. Sharon says that inequality cannot be eradicated, but misery can be limited by working together in a just and democratic society. When alienation between different races in society increases due to inequality the institution of racism and social construction of landscape gives polluters providence to site polluting facilities in poor and black neighborhoods. A paper by Knelt Edwards, an environmental sociology professor at University of Alaska Anchorage, explores the ways people in power euthanize the residents of an area in order to justify harm. This research explores the social construction of landscape at the time of nuclear testing in the mid 20th century in Point Hope, Alaska. The area was described as remote, nonwhite, and sparsely populated. This allowed political powers to justify the testing at the same time dehumidifying the inhabitants of the area. It is easier for a polluter to site hazardous facilities in poor neighborhoods because it is cheaper. There isnt the same amount of community backlash and resistance and the poor communities see corporate development as a benefit, that the new construction will bring jobs to the community. While there are a few salary positions that become available, often times the jobs are the low paying, dangerous, and unstable jobs mentioned earlier. This keeps the proletariat stuck in a cycle Of exploitation. According to Marxism, the system Of capitalism itself is based on exploitation of the proletariat by the bourgeoisie. Conclusion During the course of this research found that the corporation responsible or the most hazardous pollution that threatened my old elementary school is from a facility called Met Poss. Generation (LISA Today). I was encouraged to see on their website that in recent years theyve switched over to a greener form of energy. They are now operating on 100% woody biomass fuel to generate electricity rather than gasoline and coal generation (McPherson Energy Corporation), a move that has reduced the impact on the environment and the surrounding community. This move has taken a waste product and turned it into an economic good, while decreasing the environmental bad. National and community engagement is key to increasing the volume of the voices in this fight, but so is a change in the polluting practices of corporations. Carbon cap and trade, a move towards greener ways of producing energy, employing new technologies that reduce pollution and increasing the utilization of waste products will ease the conscience and raise profits of the bourgeoisie and increase the wages of the proletariat. Building and retrofitting neighborhoods So they are more energy efficient, Waste less, and are more centralized will keep the wages in the hands of community residents and out of the pockets of utility companies.

Sunday, November 24, 2019

Tennessee Vital Records - Births, Deaths Marriages

Tennessee Vital Records - Births, Deaths Marriages Learn how and where to obtain birth, marriage, and death certificates and records in Tennessee, including the dates for which Tennessee vital records are available, where they are located, and links to online Tennessee state vital records databases. Tennessee Vital Records1st Floor, Central Services Building421 5th Avenue, NorthNashville, TN 37243Phone: 615-741-1763 What You Need to Know:Check or money order should be made payable to Tennessee Vital Records. Personal checks are accepted. Call or visit the Web site to verify current fees. A photocopy of a valid government issued form of identification which includes the requestor’s signature, usually a driver’s license, must accompany requests for birth and death records. Web site: Tennessee Office of Vital Records   Tennessee Birth Records: Dates: From 1908 Cost of copy: $15.00 long form; $8.00 short form Comments: Tennessee birth records less than 100-years-old are only available to the individual named on the certificate, or their spouse, parent, legal guardian or child. However, verification of information from the records (a transcription of all available information)  can be provided to any requester with a Verification of Birth Facts request. Birth records are available from the State Office beginning with January 1914 births. Records of births from 1908-1912 were kept by the County Clerk in the county where the birth occurred and are also available at the Tennessee State Archives. Records of some births that occurred in the major cities (Nashville since June 1881, Knoxville since July 1881 and Chattanooga since January 1882) are also available. Although the short form is cheaper, the long form (a photocopy of the original record) is much better for genealogical purposes!Application for Tennessee Birth Certificate * Memphis birth records from April 1874 - December 1887 and November 1898 - January 1, 1914 are available from the Memphis Shelby County Health Department. Online:Index to Davidson County Birth Records, 1908–1912Index to Nashville Birth Records, 1881–1913Index to Shelby County Birth Records, 1874–1906   Tennessee Death Records: Dates: From 1908 Cost of copy: $7.00 Comments: Tennessee death records less than 50-years-old are only available to the individual named on the certificate, or their spouse, parent, legal guardian or child. However, verification of information from the records can be provided to any requester with a Verification of Death Facts request. This is  transcription of all available information from the death record, excluding cause of death.   The State office has had death records for the entire State since January 1914, for Nashville since July 1874, for Knoxville since July 1887 and for Chattanooga since March 6, 1872. Death records are available from the State Vital Records Office for the past 50 years. Older death records can be requested through the Tennessee State Archives. Although the short form is cheaper, the long form (a photocopy of the original record) is much better for genealogical purposes!Application for Tennessee Death Certificate Online:Index to Tennessee Death Records: 1908-1912Statewide Index to Tennessee Death Records, 1914–1933)Index to Davidson County Death Records, 1900–1913Tennessee, Death Records, 1914-1955 (index images)   Tennessee Marriage Records: Dates: From 1861* Cost of copy: $15.00 (state) Comments: Tennessee marriage records less than 50-years-old are only available to the individuals named on the certificate, or their spouse, parent, legal guardian or child. However, verification of information from the records (a transcription of all available information) can be provided to any requester with a Verification of Marriage Facts request. The State office has marriage records for the entire State for the past 50 years. Older records are held by the Tennessee State Archives.Application for Tennessee Marriage Certificate * For Memphis birth records from April 1874 - December 1887 and November 1898 - January 1, 1914, and for Memphis death records from May 1848 to January 1, 1914, write to Memphis-Shelby County Health Department, Division of Vital Records, Memphis, TN 38105. A list of Tennessee marriages before 1861 has been published in six volumes. Copies of entries for a surname can be provided upon request for a small fee from the Tennessee State Archives. Online:Tennessee County Marriages, 1790-1950 (index images)Nashville and Davidson County Marriage Records 1788–1839 (index)Nashville Marriage Records 1864–1905  (index)Nashville and Davidson County Marriage Records 1905–1916  (index)   Tennessee Divorce Records: Dates: From July 1905 Cost of copy: $15.00 Comments: Vital Records Office keeps divorce records for 50 years. Older records are maintained by the Tennessee State Archives. Divorces can also be obtained from the Clerk of Court in the county where the divorce was granted. If youre ineligible to receive a certified copy of the divorce, you can still apply for Verification of Divorce Facts for a transcription of information from the divorce record.Application for Tennessee Divorce or Annulment Certificate * Early divorce requests in Tennessee had to be approved by the Tennessee General Assembly. Search the Index to Names in the Acts of Tennessee 1796-1850 to see if there is a listing for a particular individual. If found, the Tennessee State Archives can provide copies for a fee. More US Vital Records - Choose a State

Thursday, November 21, 2019

Globalisation Essay Example | Topics and Well Written Essays - 1000 words - 3

Globalisation - Essay Example This would require that the nations concerned should open their markets for international trade, international investment, international finance and labour movements – a process which would result in interdependency and lead to integration of the economies of the concerned countries with attendant benefits to all. From an individual country or a business point of view, globalisation is also a matter of strategy in the overall process described above. This strategy is best defined as the attempt to reap the highest benefits from out of the natural endowments of a country / business – be it in terms of raw materials, technology, skilled manpower etc. and reach the world markets with greater competitiveness. Viewed from this perspective, the term globalisation defines both a threat and an opportunity; a threat if a dominant economy or a business house commands the world markets, and an opportunity when even a small player can look at the entire world as his potential market to exploit. the term. Deepak Nayyar puts it best in his words: â€Å"It is, in part, an integration of markets (for goods, services, technology, financial assets and even money) on the demand side, and, in part, an integration of production (horizontal and vertical) on the supply side (Nayyar, 2006). International trade had been taking place for nearly a thousand years both on the land and sea routes. The items of exchange were mainly spices, silks and precious stones; in other words, only a limited number of highly valued exotic items. This trade was being conducted by individual traders. international trade - exchanging finished manufactured goods for raw materials, although Great Britain as the supreme imperial power, controlled the raw materials prices from its colonies as well as the prices of finished goods sold in its colonies. Further, to supplement its work force, it deployed substantial number of indentured labourers from the Indian subcontinent to places like the South