Human Resources Planning Development Assignment 1 - Free Essay Example

Sample details Pages: 3 Words: 955 Downloads: 8 Date added: 2017/06/26 Category Management Essay Type Narrative essay Did you like this example? Main Objectives of Unilever: The main objective is to ensure that Unilever managers across the globe are equipped with a consistent set of skills and a common language that enable them to effectively tackle the business challenges they face. Prior to the initiative there were as many as 650 different suppliers providing management training, so the achievement of consistency was a key driver. Following a complex selection process TACK International was selected by Accenture as a key partner to develop the management capability for Unilever globally over a 5-7 year period. TACK was one of the few partners able to offer the consistency, breadth and depth of training portfolio Unilever needed. TACKs proven track record with global blue-chip companies and a robust infrastructure and delivery capability in close to 40 markets and 25 local languages was vital to managing this global solution. HRM Models in Unilever: For any social group to perform its tasks efficiently and achieve its common objectives, the management of its most important resources the people is of utmost importance. Until about the 1970s the task of lsquo;finding and controlling people was handled by Personnel Management which was largely an administrative function, dealing with the management and control of subordinates. The concept of Human Resource Management developed with a more strategic level of thinking about the nature and role of people (as total 24hr per day human beings) working in organizations which are lsquo;cultures in their own right. Don’t waste time! Our writers will create an original "Human Resources Planning Development Assignment 1" essay for you Create order Recent thinking has moved from the control-based model to the compliance model. The soft edge of the latter involves eliciting employee commitment and expecting effectiveness and efficiency to follow. The hard edge of the latter involves ridding the organization of unnecessary layers of middle management which, when stripped of control functions, have very little by way of value added. Like every other MNCs Unilever follows partial policies of both models. They are discussed as follows: Job Design Principal: a. Divide their operations into different subdivisions. b. It follows both specific job accountability and combined planning Implementation according to the need of their operation. c. The tasks operated by the employees are both in team and individually. Management Organizations: a. The employees are assigned into different hierarchies. It varies from country to country. b. As there remains strong hierarchy in Unilever so top-down control and coordination is practiced in this MNC. c. Status symbol is also visible in Unilever. But it does not create any confusion among the employees of different countries or cultures. Compensation: a. The employees of different position in the hierarchy are paid compensation according to their job performance. Salary is paid monthly. Other packages such stock options, bonus, etc are also provided during special occasions like religious festivals, companys progress etc. Employee Voice: a. Unilever follows Unionized policy to ensure the highest employee benefits like control damage, bargaining. Labor Management Relations: a. Joint problem-solving and planning policy is practiced in Unilever to encourage the willingness of the workers towards the company. Management Philosophy: a. Management is responsible to the stakeholders for their performance. Top level management discuss with other managers and related officials to reach in a decision. It believes that fulfillment of employees needs is a goal rather than an end. Key HRM activities in Achieving Organizational goal of Unilever: The key HR activities performed by Unilever to achieve its organizational goal are described as follows: Organization structuring It refers to developing an organization which caters for all the activities required, groups them together in a way which encourages integration and co-operation. HR is very helpful for Unilever to achieve its goals. As we said before that Unilever managers across the globe are equipped with a consistent set of skills and a common language that enable them to effectively tackle the business challenges they face. The complete structure of Unilever made by its HRM department is very much effective and efficient to meet this goal. HR professionals follow different structure methods to select and choose the best option for structuring. Job design and role specification It refers to deciding on the contents of the jobs- their duties and responsibilities and the relationships that exist between job holders and other people in the organization. The job designed by the HRM department are very much straight forward for meeting the goal and purposes. On the other hand the role specification of each employee are so organized that the partners like TACK are able to offer the consistency, breadth and depth of training portfolio Unilever needed. Organizational development It refers to stimulating, planning and implementing programs designed to improve the effectiveness with which the organization functions and adapts to change. The market is changing every moment. Like other companies Unilever has to cope up with this change to remain and fight with its competitors in the market. The development made by HRM department is so structured that it describes a perfect way to meet its goals. Reference: https://www.tacknederland.nl/index.php/onzeklanten?7ad88924ca3d24beb8651ffe4c48a5c6=489755574542486226ff2ac267a703ad https://www.unilever.com/aboutus/purposeandprinciples/?WT.LHNAV=Purpose__principles After Lundy O (1994) From Personnel Management to Strategic Human Resource Development, International Journal of Human Resource Management Vol 5 pp 687-720 Beer, M., Spector, B., Lawrence, P.R., Quinn-Mills, D., Walton, R.E. 1984. Managing Human Assets. New York, USA. Free Press Pilbeam, S., Corbridge, M. 2002. People Resourcing: HRM in practice, 2nd ed. Harlow, England. Pearson Education Ltd. Prahalad, C. K. and Hamel, G, 1990. The Core Competence of the Corporation, Harvard Business Review. Vol. 68, No 3, pp 79-91. Mullins L.J., Management and Organisational Behaviour (7th edition, Prentice Hall, 2005) ISBN: 0-273068876-6 The arrangement (formal system of relationship) which is necessary to pursue goals (Perrow, 1965).

The Importance Of Professional Standards And Institutional...

The Importance of Professional Standards and Institutional Ethics A Review of Two Medical Cases Lisa Martinez HA570: Healthcare Ethics Kaplan University 01 September 2014 The intention of this paper is to analysis two medical cases and respond to the questions at the end of each scenario, explain the appropriate ethical course of action and legal requirements for actions in each case. Throughout this paper, professional standards and institutional ethics will be discussed and this writer propose that further studies should be considered in order to fully identify with the ethical/legal relationship between physician and patient in regards medical treatment or procedures. For the purpose of this paper and before reviewing both each medical case, professional standards and institutional ethics will be defined in order to discuss the following medical cases. The Importance of Professional Standards and Institutional Ethics A Review of Two Medical Cases Professional standards has traditionally established standard of conduct that administrates its members. It is the traditional understanding of the healthcare profession that they are supposed to control entry and monitor themselves. This responsibility is twofold: first, there is the responsibility to maintain and improve quality of care and secondly there is a responsibility to monitor the profession in order to protect society from unqualified professionals (Garret et al., 2010). Moreover,Show MoreRelatedMy Ethical Principles Of The Student Affairs Profession Essay1476 Words   |  6 Pagesstudent affairs profession is the importance and involvement of ethics within your daily life and within the workplace. From personal experience I believe that autonomy, faithfulness, doing no harm, and the ability to be just are extremely important. I also believe that there are many important expectations found in NASPA’s Standards of Professional Pr actice. These expectations include, equal consideration and treatment of others, assessment, agreement with institutional missions and goals, and conflictRead MoreTaking a Look at Special Education879 Words   |  4 Pages Special education is an ethically and politically complex area of professional education (Paul, French, Cranston-Gingras, 2001). Critics have claimed that special education does not benefit student with disabilities and should be renounced for ethical reasons (Gartner Lipsky, 1989). Others assert that special education is unethical because it stigmatizes and segregates minority students and violates the rights of children (Grossman, 1998; Granger Granger, 1986). 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This essay attempts to discuss what business ethics are for improvement of business behavior to the satisfaction of the â€Å"constituents† of business, i.e. the major stakeholders. In addition, the essay describes how similar ethics can be applicable to a University setting, especially playing a role in the society. It also explains the concept of integrity and its importance is our careerRead MoreMy Experience With Parenting And Home Schooling1642 Words   |  7 Pagesparenting and home schooling children. In this paper, I will reflect on my experiences in collecting and interpreting data . I will also reflect on my social location, my academic and professional position, my emotional response, my academic and professional position and my emotional response as well as institutional and interpersonal context and epistemological stance influenced the interview, the data collection and the interpretation of the data. 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These professionals work together to assure quality patient care in their facility. To achieve their goal the members must work together with open communication, mutual respect, and shared decision making. I will discuss three points related toRead MoreHome Health Care1390 Words   |  6 Pagesfactors that influence client’s ability 3. Identify the client’s ability to manage healthcare within the home 4. Explain the major areas of assessment by homecare nurse 5. Describe the nurse’s roles and responsibilities. 6. Identify the importance of community resources for the clients KEYTERMS Aesthetics Facilitation Home health care Hospice Patient education advocacy Case management coordination HOME HEALTH CARE: It is characterized by a range of healthRead MoreAnalysis Of The East Los Angeles College Transfer Center1702 Words   |  7 PagesThe department that I reviewed using the Council for the Advancement of Standards (CAS) was the East Los Angeles College (ELAC) Transfer Center. I am currently doing my graduate assistantship at the ELAC Transfer Center. Therefore, I thought it would be a more meaningful experience to choose this department to review using the CAS standards because it offers the opportunity to learn more about the department and probably provide my supervisor suggestions that can help improve the department to beRead MoreCode of Ethics Paper1044 Words   |  5 PagesCode of Ethics Team B HCS/335 June 6, 2011 Code of Ethics Introduction Code of ethics is very important with all the different organizations and businesses that are in the world today. This paper will explain why the code of ethics is important to the organizations, what the relationship between the organization’s culture and ethical decision making is, and is it important that the organization’s ethical values support an individual’s personal ethical values. Code of ethics help an

The Heart of Change Organizational Behavior free essay sample

Introduction Change is one of the most basic and consistent basis of life, it is constant throughout every aspect of our lives. Even with its consistent nature and ever presence, it is our human nature to avoid and resist it. The Heart of Change, by John Kotter and David Cohen (2002), shows the processes by which all the negative atmosphere around change can be made to be positive and change can be effective. Kotter and Cohen focus on redirecting attitudes about change and minimizing the disruptions and aberrations caused by change. The pair lay out an eight step method of effectively creating organizational change. These steps run a great parallel to the text, Organizational Behavior and Management, by Ivancevich, Konopaske, and Matteson, (2011). The two methods are not the same, but are a great study for to gain an understanding of different approaches and outcomes of change. Discussion The Heart of Change (Kotter, Cohen 2002) begins with a reminder that change is not driven by spreadsheets, numbers, and calculations, rather are driven by emotion, feeling, and passion. When change is needed within an organization, it driven by unanimous feelings among employees and staff and these feelings are driven by emotional drivers that convince people that change is absolutely needed. For example managers may look at a financial statement, with a very poor sales margin, which evokes feelings of disappointment, frustration, and a desire for more. No one likes those feelings and therefore decisions are made that may prevent those feelings. These decisions or changes are not made because the sales margin was 15 percent, but were instead made because of the emotions and feelings that 15 percent evoked. That number could have been 10 or 20 percent could have still evoked the same feelings, therefore the number itself did not cause the change. Just as Kotter and Cohen explain, the authors of the text Organizational Behavior and Management state that change is absolutely necessary, especially because of the ever developing business environment. Things such as globalization, technology, shifting demographics, new markets and more are emotional stimuli that evoke the need for change, and that change must be fast and people must be able to change and adapt to that change as fast as it happens. The authors feel that change is absolutely necessary in order to advance within a career, improve productivity, and manage several different roles within an organization at just about a nonstop pace. This analysis of change runs a very close parallel to that described by Kotter and Cohen. (Ivancevich, et al, 2008) Creating a sense urgency is the first step in Kotter and Cohen’s initiative for creating effective change within an organization, which can be used in any facet of life. A feeling of urgency catapults employees toward a common goal. It encourages team building and the development of camaraderie, as well as lending itself to spotlighting potential future leaders. The authors liken it to pushing a large boulder up a very large hill, where everyone must come together and work together in order to get the task accomplished, as a team. (Kotter Cohen, p. 15, 2002). This sense of urgency will aid in facilitating the creation of the leading group and develop the teamwork needed to create the change. The text parallels creating a sense of urgency, but instead addresses it as energizing employees throughout the organization. It states that if all employees, no matter their rank, are energized about a project or a goal there is a much higher prospect of success. (Ivancevich, et al, p. 522, 2008). Energizing refers to the emotion or attitude, set by internal or external forces, toward a change that is already in motion. Internal forces are those such as management and employees who lack the efficiency or adequacy to effectively do their job causing a need for change. External forces include economic and global changes and others that are out of our control. This differs a bit from Kotter and Cohen, who use urgency to create change. Once a sense of urgency has been established, the next step begins, which is Team Building. Team building begins with the formation of a group. The Authors of both readings clarify that a team is a well-developed group with a sense of cohesion which allows team members to rely on one another and work both independently and dependently. Kotter and Cohen add that a team must also develop a sense of trust, which is accomplished through the interdependence of the team. (Kotter Cohen, p. 50, 2002). Once a cohesive team has formed, a vision must be developed. This vision sets the plan for the change strategy. The vision is what sets the first two steps in motion. The vision may be influenced by many different factors, but Kotter and Cohen lay out four possibilities, including budgets, plans, strategies, and visions. These are all features that may not necessarily be defined only by the team itself. The team must be able to delegate certain tasks to other groups in order to facilitate change. Kotter and Cohen explain that people outside the team may be critical in providing information and in creating the best process. (Kotter Cohen, p. 68, 2002). The use of teams in the change process is the first area where Ivancevich, et al, stray from parallel to Kotter and Cohen. The text, here on in, approaches change a bit differently than in â€Å"The Heart of Change. † The text puts a higher emphasis on the structural approach to change. The structural approaches are those such as task and technology, people, multifaceted, and appreciative inquiry. The text approaches insure that the manager remains in the primary roles, delegating and maintaining. It seems as though these approaches would work well when paired with other aids, such as â€Å"The Heart of Change. † After the vision is established, employees must now accept and fully believe in the reality of the change. Employees must be able to understand and relate to the need and process of the change in order to buy into it and all the change to occur. This step is the one that most often leads to failed change. It fails primarily because the vision is not clear or well communicated. After the vision is set, the text refers to a charismatic leader, used to instill the vision and lead the steps of change. This leader is able to express what the future could hold and what it will be like once the change occurs. This leader is able to use different communication techniques to tie the needs and goals of individuals to those of the organization. (Ivancevich, et al, p. 459, 2008). Kotter and Cohen give a list of characteristics needed to successfully lead a team, which are very similar to those of a charismatic leader. The list includes features such as communication, vision, and motivation. (Kotter Cohen, p. 46, 2002). The people within the team who possess these characteristics are referred to as change leaders, and unlike in the text, there is often more than one. It is agreed that personality plays a huge role in communicating the vision and getting people to buy into the change. Empowerment is the next step on the road to change. For empowerment to take place, the vision must be unanimously accepted. Here the two sets of authors once again parallel, barriers must be removed before activities and behaviors can be empowered. (Ivancevich, et al. p. 346. 2008) (Kotter Cohen. p. 108. 2002). Barriers can be any number of things, including the shared experience of failed empowerment between employees, poor decision making, unruly managers, the fear of inadequacy or failure, and barriers of the mind. Barriers of the mind, as explained by Kotter and Cohen, are those which cause employees to disempower themselves with bad experiences, failures, and self-defeating attitudes and concepts. There are also knowledge barriers, which cause employees to hold back in fear of negative feedback. (Ivancevich, et al p. 346; Kotter Cohen, p. 112). The purpose of the empowerment step is to be able to navigate these barriers and remove them as they appear, to create a nearly resistance free path. Kotter and Cohen report that people empower one another best when they identify clearly what the obstacles are between them and their goal (Cotter Cohen, p. 120). As soon as barriers are removed and action begins, the measures established during the planning and vision stage must be utilized. Actions and progress alike must be measureable in order to recognize the movement toward, or away from, the goal of change. Successful change efforts consist of an empowered team of people who are very deliberate and concise with their time and planning. The main focus is on tasks that can be done and quickly gain unambiguous, visible, and meaningful developments. Attaining these quick developments are important because they provide a sense of validity when presented to change leaders and to the team and all those involved in the change process. It also helps to establish a sense of certainty for those who may not yet be convinced that the change is good or needed. (Ivancevich, et al, p. 539). Implementing the Method suggests that the appropriate time to implement, and what scale or amount of change is introduced at one time, plays a key role during the action stage. How critical the change is needed is a big consideration to make, and whether it can be implemented in phases or through the entire organization at once should be gauged. Also, can it be phased into the organization level by level or department by department; all mentioned efforts suggesting a short-term win strategy (Ivancevich, et al). Throughout implementation, no matter if it is done in phases or collectively, employees must remain fully informed and momentum maintained to insure their efforts. The more relevant the wins are to the employees’ issues, concerns, and values, the easier it is for them to get behind the process and allow it to continue and grow. (Kotter Cohen, p. 130). Another aspect that often causes failure is calling it quits too early. It is easy for employees to lose their sense of urgency once they begin to see a bit of change. Urgency is a factor that must be maintained within an organization, and may be done so at different levels. It should be maintained at a level in which employees are still alert and recognize when change should continue. (Kotter Cohen, p. 143-144). â€Å"The twenty five page monthly report can be reduced to two. †(Kotter Cohen. P. 154), this idea would allow the delegation of more to those who may even do the job better. The alleviation the delegated work allows the manager to fully manage a team of employees and fight the egotistical self- fulfilling prophecy that only you can do the work, which in turn ultimately undermines your employees and they begin to believe you don’t let them because they actually can’t (Cotter and Cohen, p. 154). The text offers another tool to maintain momentum, which is to offer and acquire consistent feedback throughout the company. (Ivancevich, et al, p. 540). Management needs to receive feedback from employees, as much as, employees need feedback from management. This will also help to keep employees engaged and thinking about change and it’s ever presence, as well as that change should be continual throughout the life of the company in order to contend with economic evolution. (Ivancevich, et al, p. 540-542). The biggest challenges in creating lasting change are overcoming barriers and getting employees to â€Å"buy in† to the change. As set by Kotter and Cohen, in â€Å"The Heart of Change,† there are four general behaviors that obstruct needed change. These behaviors are as follows, complacency, immobilization or self-protection, deviance, and pessimistic attitudes. These behaviors are all actions that create barriers of fear and resistance. People are more apt to look at evidence given for needed change and hold back or complain about initiated action, rather than carefully looking at the evidence and starting to move, which results in the needed change effort not starting at all, or not starting well. (Kotter Cohen, p. 17, 2002). Kotter and Cohen encourage a see-feel-change analysis rather than a think-change process. This process has proven to work through cognitive behavior studies and is seen in an order of operations, thought or perception leading to feeling or emotion, and ending with action or behavior. This process allows for evaluation of actions before any are taken and encourages substandard responses and actions, which aids in change. Conclusion Through this analysis it can be seen that the authors of the text and the authors of â€Å"The Heart of Change,† have taken different but relatable approaches to instilling change within an organization. Kotter and Cohen, of â€Å"The Heart of Change,† use an innovative and almost therapeutic approach; whereas the text takes a process and authoritative approach. Both have their place and may not be appropriate for every change situation, and could also work well together. â€Å"The Heart of Change† gives wonderful examples, testimonials, and the chance to learn from others’ mistakes, but as a manager one must still be able to adjust his path toward and through change to best fit the needs and goals of his company and employees. It also takes the right personality and management style to be able to use Kotter and Cohen’s process. Both the text and â€Å"The Heart of Change† have similar basis and have the same fundamental goal, but different approaches to reach that goal. There is less structure and step by step action in Kotter and Cohen’s method, which alleviates the likelihood that managers and leaders will get stuck in trying to follow step for step in situations where the step for step does not fit, but can allow for some floundering on the same token. The text takes a scientific, step by step action method which also has its share of advantages and disadvantages.

Niccolo Machiavelli Essays - Italian Politicians, Machiavellianism

Niccolo Machiavelli Machiavelli wrote this book, The Prince,which is about becomming a political leader from examples of his own life. Niccolo Machiavelli lived from 1469 to 1527, saw what we now consider the height of the Italian Renaissance- a period that produced some of Italy's greatest achievements in the arts and sciences, but that also produced horrible scandals and the establishment of foreign domination over the peninsula. Brought up while members of the powerful Medici family were masters of Florence, he studied the classics and learned to read and write in Latin. He also showed a keen interest in, and the ability to learn from, the world around him. He was a diplomat, a student of history, and a writer of comedy, and his sharp and unique insights changed the face of political science forever. Machiavelli was born in Florence on May 3, 1469. We first hear of him playing an active role in the affairs of his native city in 1498, when the government dominated by Girolamo Savonarola, the Dominican friar whose puritanical views had influenced Florence for the preceding four years, fell from power. Therefore, the post was left unoccupied, but after a short delay the little known name of Niccolo Machiavelli was put forward as a possible replacement. He was only twenty-nine years old at the time and apparently had no previous administrative experience. His nomination was confirmed, however, and he was appointed second chancellor of the Florentine Republic. It was an enormous opportunity, and the experiences and insights he would gain in the post would be used later in writing The Prince. At the time Machiavelli entered public service, there were already well-established standards for filling major administrative positions in Florentine government. In addition to exhibiting diplomatic skill, civil servants were expected to display competence in the humane disciplines. These disciplines had been derived from ancient Roman sources especially from the orator and statesman Cicero, who had written about the need for formal study of Latin, rhetoric, history, moral philosophy, and politics to prepare a student for professional service to the community. Ultimately, they were the ancestor of the humanities, or liberal arts curriculum in contemporary education. The popularity of the humanistic ideals in Florentine government help explain how Machiavelli came to be appointed to a responsible government post at such an early age. His family, though neither rich nor aristocratic, were closely allied with the city's leading humanists. Machiavelli's father, Bernardo, a lawyer, had acquaintance with several distinguished humanist scholars. According to his father's diary, Machiavelli began formal education at the age of seven, which included the study of Latin, the language that was the passport to the world of humanistic learning. By the time Machiavelli was twelve he had graduated from primary school and was enrolled in private classes. Later, he was accepted at the University of Florence, where he received training in the humanities, literature, and sciences from Marcello Adriani, who succeeded Scala as first chancellor of Florence. During the next fourteen years, Machiavelli was sent on numerous diplomatic missions to France, Switzerland, and Germany. His observations abroad resulted in many of the ideas that form the basis for the major statements found in his political works. In The Prince, for example, Machiavelli comments at length on Germany's well-fortified cities and evaluates the weak leadership of the French king, Louis XII. History Reports

Church Going Essays - Philip Larkin, Church Going, Persona

Church Going Essays - Philip Larkin, Church Going, Persona "Church Going" In Philip Larkin's poem, "Church Going," Mr. Larkin depicts the confusion of an individual, the persona, who is compelled to enter the churches he sees on his bicycle rides. His problem is, that every time he comes away feeling as if he has wasted his time. Larkin uses the persona to describe his feelings toward religion. The persona is split between two ideas of religion. The holy, "ceremonious," view the church takes, versus the belief in the pure spirituality. The persona although drawn to the church seems to be mocking it once inside. His descriptions of the hymnals as "little books," and the altar as "the holy end," demean the sanctity of the church. Ironically, he doesn't think twice about removing his "cycle clips" in place of his hat to show his "reverence." This acts show that for some reason the persona has some respect for at least a part of the church. Larkin uses irony in this situation possibly to depict how the persona's manner at Church has been drilled into his head, most likeliy as a child. The reason he is conflicted is because he grew- up under certain ideals, and although his views may have changed, he can't break his old habits. The act that epitomizes his confusion is when he drops the "Irish sixpence" in the collection box. He continues his old habit, while he also mocks the church by contributing what is essentially nothing but a circular piece of metal. Drawing on conclusions reached from one of Larkins other poems, "Aubade," one can see that Larkin perceives religion as a "vast moth eaten brocade," or in simplier terms, a covering with no inside, much like a twinkie with no creamy filling. He thinks of religion as a phony created to protect man from realizing their true fate. Knowing the prior knowledge one can comprehend that the persona, like Larkin believes that the "phoniness" will eventually be understood by all the people and the parishoners will slowly disapear until the idea of Sunday mass is a memory of long ago. However the persona feels that there is something special about the church something greater than the decorations,something on the spiritual level.

6 Easy Ways to Make Studying Fun

6 Easy Ways to Make Studying Fun No matter the course one thing is for certain, studying for tests will be a key part of passing the class. While there are classes that you excel at and find studying for easy and intriguing, otherswell not so much. Some find equations and math-related studying hard to retain, others find difficulty memorizing dates and facts in history or art, and there are those who hate anything that has to do with writing. And when you have one of those classes that where the subject matter is boring or dense, studying can be at the very least, unmotivating. Typically, people avoid studying by: Procrastinating Avoiding Dropping a Class Getting Abridged Notes and Guides These â€Å"solutions† dont help you get ahead in your academic career and can lead to graduating late, not having the credits you need, or even dropping out of school entirely. But studying doesnt have to lead to stress, procrastination, or anxiety. There are many ways to pump energy and fun into studying. Lucky for you we have created a handy guide to this common issue with The Best Ways To Make Studying Fun! The Fun Studying-On-Your-Own Ways When you have a lot of work that needs to be done and its just you and your books, it might seem like there is no way to make studying fun. The dullness of the material is enough to put you to sleep, but, if you want to get a good grade on the test, you have to come up with a way to get (and stay) in the mood to study. Get Cool Stationary This may sound like a strange way to start the list but trust us, we know what were doing. Most would agree that for the best results in anything, you need the right materials and tools for the job. Studying is no different. Using supplies that make studying visually attractive is a great way to make it fun! With the number of options in real world and online stationery stores these days, you will have no problem finding a fun to use and cool looking set of stuff to study with. Consider purchasing: Glitter Pens Mini Sharpies Decorative Paper Colorful Post It Notes Graphic Notepads Hi-Tech Rulers and Calculators White Out Mice Note Cards Shaped Like the Subject It doesnt matter what you are studying, having fun stationary to work with can make all the difference between a boring study session and a fun one! Break It Up With Another Task If you know that studying is going to take a while and the idea of spending the day studying instead of handling your other tasks is unappealing, then why not do both? Choose a simple manual task that allows you to break up your studying so that you can accomplish more and give yourself time to process and retain the information. Simple tasks that make studying more fun can include: Doing Your Laundry Cleaning Your House Organizing Your Collections Cooking a Complicated Meal These things are all tasks that require you to go back and forth between them and studying. The sense of accomplishment you get from getting things done and studying at the same time can be a great way to make studying fun! Surround Yourself With Everything You Need Most people try to remove all distractions when they want to study. No music, no phone, no people, no fun. Period. Though this can be an effective way to focus on the task at hand, it lends itself in no way to making studying fun. Consider for a moment that studying is a lot like binge-watching a tv show. You are absorbing information for long periods of time without being able to tear yourself away, mostly for fear of not getting all the information you need. In the same way you would prepare for hours of binge watching, we say surround yourself with all of the food, entertainment, and other necessities you need: Music Snacks Charger Pets Toys Comfy Blankets Pillows At the very least, these things will give you a nice distraction from your studying for a few moments. Allowing yourself to have what you want around you is a great way to make studying fun! Make It Funky If the traditional way of sitting down in a quiet space like a library or home office is not conducive to your desire to study, then make your own rules! Try these tips for making studying fun and funky: Change your location Coffee Shop, Bar, Pillow Fort, Somewhere in nature Turn it into a song Retain information through mnemonic devices that make it fun and easy to remember Costumes! If no one is around why not dress up as your subject of study? Or try out the accent of whoever invented the theories that you are studying The Fun Studying-With-Other-People Ways Sometimes studying with other people is the best way to verbally absorb, exchange, and clarify information. With others around you can bounce ideas around, break up the work, and, if your study group is nice, have some good people to talk to in between the cramming session. In these situations, creating ways to make studying fun is an easy task that just requires a group effort! Make It a Game You are not the only one that thinks studying can be boring. Chances are your whole study group feels the same about the material. So why not make it fun for all of you? Get together and turn the material into something that lets you move around, shout, yell, and score points! This includes: Treasure Hunts Trivia Games Drinking Games (This one might not help you remember the material the next day, but it sure does make studying fun) Word Search Games These games make it fun to study in ways that traditional methods are lacking. There are a ton of already well-established study games online that make studying easy and fun! Turn It Into an Event If you are going to get together with a group of people to study then why not make an event out of it? Instead of meeting at the library or workroom to study, try: Changing locations to different venues Take turns hosting at different houses Make every study session a potluck Plan an activity to do after studying to give you something to look forward to Start the study session with an activity While the subject matter may be boring, turning it into a creatively engaging and entertaining event is a great way to make studying fun! The Takeaway You might not have control over WHAT you study, but with the tips in this article, you can control HOW you study. Taking the advice above will allow you to improve the enjoyment and pleasure you get out of studying in ways you have never dreamed of. Dont let boring subject matter detour you on your road to educational success! Crack open those books and make studying fun again!

Marriage and Love Essay Example | Topics and Well Written Essays - 1000 words

Marriage and Love - Essay Example What is important to note, for purposes of this essay, is that fact that romantic love was associated with marriage and marital fulfillment as a growing trend in an increasingly individualistic world rather than love itself. Love, in short, is more than a romantic or idealistic state of mind; indeed, as pointed out by Duby and Dunnet, love has, throughout history, been associated with such notions as respect, admiration, and a sense of security (1994: 37). The preliminary step, therefore, is to define love as it has been understood historically rather than to rely on unnecessarily inaccurate and narrow definitions as commonly portrayed in the mass media. This essay will argue that love is more comprehensive than lesser notions such as romantic love and that it can therefore function as the basis of a successful and enduring marriage; more specifically, this essay will argue that the media has idealized the notion of love more than is true of the concept itself and that the marital institution, as it has evolved over time, is more than capable of being founded and sustained about this broader concept of love. As an initial matter, there is no question that marriage has been sustained by a variety of different factors and motivations throughout history; these motivations have varied and differed according to cultural contexts, local conditions, and sociological stages of development. Although often portrayed negatively y the western media, arranged marriages have been the historical and cultural norm historically; this is true not only in cultures and countries traditionally associated with arranged marriages, such as in India, but in embryonic western nations and cultures as well. These arranged marriages were frequently motivated by such notions as pooling family wealth, maintaining social status or cementing political alliances, nurturing the continuation of certain religious or ideological communities, or simply continuing well-established cultural or local traditions (Shumway, 2003: 118). The arranged marriage was characterized by an oversight function performed by the older generati on and the opinions or the preferences of the younger generation were subservient. This is not to say that the opinions of the people to be married were wholly irrelevant, though is many cases they were definitely of lesser value, but that the older generation relied upon considerations that were not consistent with modern notions of romantic or erotic love. It cannot be argued, however, that love as it was more generally known was irrelevant to marriage; more particularly, as noted by De Munck, men and women have fallen in love for reasons more compelling than an erotic attraction or a sudden physical or emotional impulse (1998: 78). Those whom would reduce love to the romantic concept exploited by capitalist media companies would do a great disservice to love and marriage, to people's individual judgment and reason, and to the sociological sciences. The marital institution did not become a prisoner of sudden irrational impulses; quite the contrary, as outlined by Wexman By the early twentieth century the emergence of a public sphere fostered the development of a youth culture centered on courtship rituals largely cut off from supervision by the older

Analysis of NCLB and IDEA 2004 Research Paper Example | Topics and Well Written Essays - 750 words

Analysis of NCLB and IDEA 2004 - Research Paper Example Schools that fail to meet the AYP objectives for two or more years are categorized as the institutions â€Å"in need of improvement†. Schools under this category may face various consequences (Thomas, Brian, J., Caroline, & Helen, 2010). The NCLB plan demands states to base tests on academic standards and start examining students in Math and reading in grades 3 through 8, on an annually basis. Furthermore, students should receive such tests at least once in grades 10 through 12. The most recent guideline recommends 100% proficiency in Mathematics and reading. NCLB argues that each child must test on grade level in Math and reading. Furthermore, NCLB authorizes school districts to hire educators designated as â€Å"highly qualified† to teach major academic subjects in Title 1 plan. Lastly, the accountability section demands states to describe their strategies for closing the achievement gap and ensuring that all students including the disadvantaged ones attain academic p roficiency (Beekman, 2009). IDEA 2004 targets building equity, responsibility and excellence in education for individuals with disabilities. The plan demands special education teachers to be highly qualified. Furthermore, the plan guides that all students with disabilities should participate in state or district testing in alternate examination (Beekman, 2009). IDEA also states that short-term goals and standards with the exception of the category under alternate assessment should be placed in a temporary alternative setting for involvement in violence, weapons and drugs. In summary, IDEA guides that administrators and policy makers should run customized systems that accord special attention to students with disabilities. The NCLB and IDEA provisions generate a serious controversy because they involve various sensitive aspects. Some scholars believe that the provisions provided by these plans are important for developing better education systems. However, critical observations argue that some provisions are vague and unattainable. For example, critics emphasize that the idea of 100% participation is unachievable because of the challenges associated with the disabled students. Furthermore, the idea of hiring â€Å"highly qualified† teachers may be unrealistic because students’ performance is not entirely dependent on teacher’s competence (McCaffrey, 2004). NCLB and IDEA provisions are likely to affect my activities in the classroom. This is because; my actions must fall within the provisions’ guidelines. It is apparent that as a special education teacher, I have a major duty of ensuring successful implementation of NCLB and IDEA proposals. Often, attaining the plans’ objectives may be challenging because of the great gap between regular students and students with disabilities. However, being a special education teacher, I must devise strategies for handling all controversial concerns within my classroom (Thomas, Brian, J., Car oline, & Helen, 2010). Initially, NCLB and IDEA provisions oblige me into presenting high degrees of professionalism and competence when handling my students. This highlights that with the presence of the plans’ guidelines, the special education teacher career is likely to be a sensitive duty. For example, a provision of the NCBL plan emphasizes the need of hiring â€Å"highly qualified† teachers. This means that I should present commitment towards conforming to the standards of the

Development Phase Essay Example for Free

Development Phase Essay In our group we started to develop the life of Billy Johnson and his triumph to becoming a war hero. Billy is an over confidante young man whom decides to join the war due to all the advertisement and belief form his father. Billy is convinced by propaganda that war will bring him loads of girls, fame and fortune and is gullible enough to take the risk and put his life on the line for un-thought of consequences. Unfortunately for Billy, little does he know that this decision will lead him to his cowardly death in the depth of the war. In my group we focused on showing how serious war can be and how you can be extremely hyped up and all of a sudden, that hype is shattered at the sounds of bullets blazing overhead. We used many elements of drama to express and enhance our piece. We started off our piece by having the whole family at the dinner table and the father (Umar) hands out the notice to Billy (me). This automatically kick starts Billys thoughts of becoming a hero and makes himself believe that he is unstoppable. Billys mum (Zeynap) and his younger sister (Marion) are shocked at the thought of Billy going into war especially at a young age of 16. This scene develops many emotions because the family are shocked but also disappointed at the father for filling Billys head with false hope. This starts off the reality of war because people dont think about the casualties war can bring upon us. In Billys eyes it is a chance to become a real man and prove his mother and sister wrong that he can succeed and become a war hero. To show the different emotions flowing through each characters mind, we used thought tracking. We used this technique because we felt it is the best way for a character to express their feelings. Each member of the family expressed how they felt about Billy going to war so it was a good idea because the audience could get some information about the current mood of each character. In the second scene Billy went over to his mate Jamess (Umar) house to try and convince him to join the army as well. This scene shows how Billy is too over confidante at the thought of war and it makes James see that Billy has his head in the clouds. James tries to remind Billy how dangerous war can be but Billy is too consistent on becoming a war hero. After a matter of convincing, Billy eventually manages to get James to agree a chance to become famous and join Billys side on the battlefield. This scene shows how people can be peer-pressured into activities and how your friends word isnt always correct than your gut feeling. In the third scene we have Billy and James signing up for war. This scene was rather interesting because you can clearly see that Billy is really excited but James is rather doubtful at the thought of survival. Billy has to lie about his age to get signed up but it doesnt really matter to Billy because his cockiness seems to get the better of him as he lies through his teeth. When he sees how nervous James is he decides to wait and encourage James to sign up. Then as Billy urges James forward, James has a monologue, which explains to the audience that James only wants to help people, not kill them. I think that Umar played this part of the scene very well because he reaches out and really touch the audience with his emotions towards war. In the monologue James shows how he is scared and nervous about going to war and is really re-thinking signing up. Unfortunately for him Billy is too focused on getting them both to war so poor James doesnt really have a chance to tell Billy his feelings. The forth scene was a very intense scene. This scene takes place on the boat, which our brave soldiers are heading off to war. We introduce a new character in this scene. Matthew (Zeynap) is a rather brave and confidante character, mostly a resemblance to Billy. Matthew approaches the free seat next to James but is rudely told to go away by a very frustrated James. Billy lets him sit down and Matthew and Billy begin to talk about how Great War will be. Then suddenly James snaps back to reality and starts to state the obvious about how dangerous war can and will be. Billy tries to calm James down but to no avail. This scene was very affective because the scene was quite to start of with then James starts to shout and it livens up the tempo. As James exits the scene, both Matthew and Billy are left awkwardly deep in their thoughts. In our fifth scene we were situated in a crosscutting dill-lemma. In one scene we had James and Billy back to back in the trenches showing how scared they were and how terrified they both looked. On the other hand we had the mother and little sister back at home thinking about the two boys and how reminding themselves how safe they will be. This scene helped to emprise our true emotions towards war and how war can literally make or break you. The family scene was focused on how positive the war will be and how both family members had full faith In Billy and his courage to succeed. The mother was reassuring the little daughter that Billy will be safe and he will come back a real man. Then we go and look at the two boys in the trenches. You can see that both of them are terrified at the thought of war and will become emotionally depressed. We tried to use the technique of limiting words to try and make the scene more affective because the audience would see my the facial gestures that these two boys are really terrified and may regret the thought of joining the war. Throughout this scene it is clear the audience that everybody is human and even the strongest soldier can even get scared at the sight of men screaming and dieing before their very own eyes. Our sixth scene was the most emotional and exciting scene. In the scene Billy falls to his cowardly death. We tried to make this scene as emotional and touching to the audience because they see the fear in Billy. This scene starts off by Billy asking his fellow soldiers, was it the right decision going to war. James shoots back at him by reminding Billy that this was all his idea and he should face the music. As the cornel (Marion) notifies that its time to shape up and head into the battlefield, every soldier holds their breath, and charges for what could be their last few minutes on this Earth. But then all the focus turns to a whining, shameless Billy Johnson. After all his courage able talk, Billy whimpers in the corner of the trench, unwilling to charge. His cornel shouts at Billy and tells him to get up immediately. Billy refuses and back talks. This shocking coward ness form a soldier leads to Billys cowardly death. This scene proves to the audience that even the most cockily people can be overpowered by fear. It made me really feel for Billy as I played this scene because his father encouraged him that war will make him a hero. It made me realise that Billy was just a young boy trying to impress his family and make a small difference in this world. As Billys life ends, the next scene shows the after shock of this disgusting news. Our final scene shows how the thought of never hearing a family members voice, touching their skin or even smelly their scent can make you wish death upon you. This scene was very emotional because you can see how upset and distraught the familys reactions were towards Billys death. These sorts of moments will always be remembered as emotional crashes in out lives. It makes us realise that you got to hold onto and be grateful for what you have because you dont know what you have until its gone. In this project I have learnt a lot about the affects of war, the ups and downs and most importantly the way the human mind functions. This play made me realise that not everything is as exciting or rewarding as its said to be and we should think fully through our decisions before we make them.

Comparing Cyrano de Bergerac and the Movie, Roxanne Essay -- Compare C

Comparing Cyrano de Bergerac and the Movie, Roxanne   Ã‚  Ã‚  Ã‚  Ã‚  Isn't it easier to accept the idea that a main character would be engaged in a fist fight, rather than a sword fight? Aren't fire fighters, as characters, more believable than a bunch of olden day French cadets? I certainly think so. To me it is just more real to have the setting of a story in modern times and in the United States. Rostand's Cyrano De Bergerac is written about a time that no one alive now has experienced. There is the same plot idea that an ugly man wants the pretty girl, but she is too busy being infatuated with the pretty boy to notice the intellect of the man she truly comes to love. Steve Martin's Roxanne and Rostand's Cyrano De Bergerac are similar in the sense that they both appeal to the people of the same time period in which each one was written and performed.   Ã‚  Ã‚  Ã‚  Ã‚  Ever been to Paris, France in the year 1640? No? Well neither have I, but I have been residing in the United States in modern times. I related more to this version of Cyrano de Bergerac because the settings are familiar. In the original version there is a sword fight at a theater. Well for one, most people nowadays have the mind set that sword fights are for the aristocrats and Romeo and Juliet. Roxanne has fist fights and many events happen in a bar. I?ve seen fist fights and I have been in a bar and grill which is why I can relate to Roxanne. Another modern twist to Roxanne is the occupations of the characters. The fire figh...

A Task at Hand Essay

Learning is an experience that requires some mode of transfer of knowledge from the source of the learning experience to the learner. More often learning is not automatic, that is, it is not a guarantee that learning experiences will be acquired automatically once they are presented to the learner. Sometimes learning experiences are gained thorough some repetitive actions. Assigning a task to a learner requires an understanding of the learner’s needs and then an appropriate articulation of these needs with the learning experiences and resources. Learning can be academic or physical (Peter, 1994). Learning activities for the chosen tasks. In trying to assess the learner, some two tasks were performed where one is a physical activity and the other is an academic activity. And therefore two different lesson plans were prepared for the tasks. The lesson plans are prepared in an essay format. Jumping rope. The specific objective of this learning activity is that by the end of the lesson the learner should be able to perform the activity of jumping perfectly using a rope, that is, given a rope, the student should be able to use the rope and perform the task of jumping. This is how the lesson will be developed. During the first five minutes, the teacher provides definitions of the available resources and the lesson in general. Then the next ten minutes, the teacher shows by teacher shows the student by using teacher demonstration method on how to hold the rope and go on jumping using the rope. Then the next ten minutes the teacher should ask the student to perform the task of jumping using the given rope. If the student fails to perform the task as expected, then the teacher should use the next five minutes repeating the instructions. Then the last part of the instructional objective should be that the teacher should ask the learner which areas the learner felt were so tough on grasping the ideas. During this instructional session the following resources can be used. A rope, nice fitting and flat sole shoes preferably sports shoes, and relevant pictures of people jumping using the rope depending on the level of the learner (Abbey, 1996). Solving a two digit math problem. By the end of the lesson the learner should be able to solve a given two digit math problem. The teacher should start the lesson by introducing numbers and digits and use the concept of addition of math problems using single digits, and then defining these terms to the student. During the five minutes the teacher should start by asking the giving the learner a simple single digit additional math problem to solve. Then using the next fifteen minutes using chalk and board method, the teacher should vividly show the learner how to go about in the process of solving a two digit math problem. Then using g the next fifteen minutes, the teacher should give an assignment to the student involving the solving this kind of problem. Then lastly the teacher should ask the learner to identify the areas the learner felt were quite hard to understand. This instruction uses the following resources. A textbook recommended in the syllabus on solving simple math problems, pen and paper for the student, a chart showing the demonstrated problems and chalk and board for the teacher.

Brand ‘You’

Every person in this world has some abilities which make him unique and make him distinguishable from everyone else. That’s the main idea behind brand ‘You’. I have some abilities which make me different and add to my value in the market. This feature of distinctiveness is observed by many HRD’s when they induct fresh workforce from the market. There are so many ways to promote oneself and that’s how the demand for brand ‘You’ builds up in the market. In order to promote oneself, first step is to analyze one’s abilities and capabilities.This can be done by regular sessions of intra-personal communication. A person should know what he is good at and he should list down his unique features and ponder over them once in a while. For example, I have good communication skills, therefore I would capitalize on this particular skill of mine. Similarly if I am good at teaching, I would publicize teaching as my special feature. If I am good at communication skills, I would take part in discussions. If I am good at influencing people around me, I would promote my leadership skills.These qualities can be found out by one’s self-feedback and the results obtained from self-feedback should be compared to the actual prospective outcome to keep at a check at reality. â€Å"If you don't take control of your brand, you'll be forever stuck with how the world judges you† (Brandy, 2007). Knowing about oneself is the key to success in brand ‘You’. A brand is always unique because of its style, its organizational culture, its adjustment with its environment.Same applies to brand You, a person should have a unique style of his own, he should have his unique ways of carrying out his work and he should commensurate with the external environment as well. To increase the value of my brand ‘You’, I would analyze my abilities, publicize my unique capabilities and capitalize on it. This is how I will create my own position in the market. References Brandy, D. (2007). Creating Brand You. Bloomberg Businessweek. Retrieved August 22, 2010 from http://www. businessweek. com/magazine/content/07_34/b4047419. htm

Effects and Solutions to the Eradicating of Illiteracy Essays

Effects and Solutions to the Eradicating of Illiteracy Essays Effects and Solutions to the Eradicating of Illiteracy Paper Effects and Solutions to the Eradicating of Illiteracy Paper Words: functional literacy, earnings determinants, Ghana, Sub-Sahara Africa Abstract This article analyzes the determinants of literacy and earnings in Ghana. It links literacy and earnings with a variety of factors, including age, gender, family educational background, distance to school, and income. Literacy and age are negatively correlated, suggesting that efforts at strengthening the supply and quality of basic education programs in recent years have been successful in raising literacy rates. Females are less literate than males, controlling for other actors. Parents education is positively associated with literacy. Distance to the nearest primary school, residency in a rural area, and poverty affect literacy negatively. Functional literacy appears to be a prerequisite for entering the labor market, Which may partly explain the lack Of return to education Other than middle school and technical/professional training. The policy implication of the study is that basic education and literacy programs should target females and poorer households, especially in rural areas. We would like to thank Rosemary Bellmen and Helena Rib for invaluable support. We are also indebted to Rocco Castro; Ronald Reneging; Nicolai Christensen; our discussant, Inhabitant Data Guppy; and the other participants at the conference on the Economics of Education and Human Capital, held by the Centre for Labor Market and Social Research and the Argus School Of Business, Denmark, in June, 1399, for helpful comments and suggestions. The views expressed here are those Of the authors and should not be attributed to the World Bank or any of its member countries. Addresses: Department of Economics, The George Washington University, 2201 G street, Washington, DC 20052, USA and world Bank, 1818 H street, NW, Washington, DC 20433, USA E-mail: [emailprotected] Org, [emailprotected] Org. 1. INTRODUCTION Significant and rapid increases in earnings and education have taken place over the past hundred years in industrial economies. In developing economies the picture is different: High illiteracy rates and very low incomes, and thus widespread poverty, are realities for large parts of the world. Literacy and income are closely linked. Establishing and assessing the nature of these links may help increase both literacy rates and earnings, thereby eradicating poverty. In this article, we analyze the determinants of literacy and earnings in Ghana based on two household surveys. Our results link literacy and earnings with a variety factors, including age, gender, family educational background, distance to school, and income. Literacy and age are found to be inversely correlated, implying that younger generations are more literate than older generations. This relationship indicates that recent efforts to strengthen the supply and quality of basic education programs have been successful. Females are found to be less literate than males, controlling for Other factors. Parents education is positively correlated with their childrens literacy. Distance to the nearest primary school and residency in a rural area, are negatively correlated with literacy rates. Poverty and literacy are also negatively correlated. Our analysis Of the determinants Of earnings reveals no significant returns to education other than middle school and technical/professional training. This result may indicate that the quality of education in Ghana generally is poor. Alternatively, it could suggest that education is not serving as a signaling device in Ghana. Functional literacy affects selection into the labor market. In evolving countries, jobs are rationed (that is, demand-side determined). We therefore interpret this result to indicate that functional literacy is a prerequisite for entering the labor market. This interpretation may partly explain the lack of returns to education. The policy implications of these results are that greater efforts should be devoted to developing functional literacy skills and basic education. Policymakers should aim to increase both the supply and the quality of basic education and literacy programs. Basic education and literacy programs should target females and poorer households, especially in rural areas. The article is organized as follows. Section 2 describes changes in and determinants of literacy. Section 3 describes the Ghanaian economy. Section 4 presents the economic model and the econometric methodology underlying the analysis. Section 5 presents the data and descriptive statistics, and section 6 presents the regression analysis. Section 7 summarizes the articles findings and draws policy conclusions. 2. CHANGES IN AND DETERMINANTS OF LITERACY opinions differ widely over how best to define literacy. Unesco defines a functionally literate person as any person 15 or older who can read and write a simple statement on his or her everyday life (Unesco 1993, p. 24). The World Development Report (1997) also adopts this definition of functional literacy. Others propose a broader and more explicitly political definition. Paulo Ferrier, the Brazilian educator, sees literacy as a process of concentrations that involves reading the world rather than merely reading the word (Ferrier and Macedon 1987). Widespread literacy is a twentieth century phenomenon. Before the nineteenth century, when public school systems were developed, education was reserved for the few. School systems developed in industrial countries largely in response to increased and more peccadillo industrialization, which in turn lead to increased economic growth and demand for an even more educated labor-force. Over the past decade, education worldwide has exploded, as a result of the overstraining demand for still more specialized labor. Attitudes toward education have also shifted. Less than 50 years ago, education, especially higher education, was reserved largely for men. Today people in industrial countries believe the entire population has the right to education. 2. 1 Developments in Literacy in the United States Literacy progressed in stages in the united States. Initially, according to Has (1996), literacy spread because radical Protestants wanted to read the Bible. Their need for literacy lead to agitation for general public education in the nineteenth century. Literacy rates later rose as a result of several societal changes, beginning with Reconstruction (Coy 1988). Immigration during the Industrial Revolution and the Progressive reform movement increased literacy later in the nineteenth and early twentieth centuries. World War and the Depression forced the federal government into a more active and direct role, and literacy rose even farther. The civil rights event of the 1 *ass shifted the focus to minority groups, broadening efforts to fight illiteracy. Coy believes that the concept of functional literacy developed during this period and that the formalization of that concept helped increase the number of adult literacy programs. 2. 2 Developments in Literacy in Great Britain In Great Britain literacy also progressed in stages, Street (1995) identifies three distinct stages in the modern development of adult literacy programs. First, the recognition of adult illiteracy being a widespread phenomenon in the sass lead to increased focus on the issue. Government grants were provided, a national Right to Read Campaign was launched, and local practice and experience Vass developers During the sass and early sass the government-funded agency Adult Literacy and Basic Skills Licit emerged. The unit provided materials and guidelines for good practice and funded small research projects. Since the late sass there has been a shift in policy and focus, aiming at adjusting education toward changing national and economic needs. 2. 3 Rates of Literacy in Developing Countries Substantial regional differences in illiteracy rates exist. The rate of illiteracy is relatively low in Latin America and the Caribbean (13. 4) and very high in South Asia (50. 6 percent) (table 1). Ghana is in the middle of the spectrum, with an illiteracy rate of 35. 5 percent. Regions with high illiteracy rates also tend to have low per capita GNP and high philanderer ratio. Within Sub-Sahara Africa, substantial differences exist between Anglophone and Francophone countries (table 2). Illiteracy rates in Anglophone countries are 16 percentage points lower than in Francophone countries. Average per capita GNP in Anglophone countries is more than twice as high as in Francophone countries, school enrollments are higher, and pupil teacher ratios are lower (37. 8 pupils per teacher in Anglophone countries versus 47_3 pupils per teacher in Francophone countries). Table 1. Selected Social and Macroeconomic Indicators, Ghana and Six Regional Groups, 1995 Middle East Latin Europe Cubans America and North South Sahara and the East Asia Central Africa Asia Caribbean Africa Asia Ghana and Pacific Indicator Adult illiteracy rate (percent) 35. 16. 9 -? 13. 4 38. 7 50. 6 44. 0 GNP per capita 350. 0 807. 8 -? 3,419. 8 -? 354. 1 485. 6 Gross primary enrollment ratio 76. 0 1154 99. 6 Ill . 5 96. 5 egg. C 74. 6 (percent) Ratio of primary school pupils to 27. 6 24. 2 20. 0 24. 5 27. 8 62. 7 40. 6 teachers Notes: -? Not available, gross primary enrollment ratio and ratio Of primary school pupils to teachers for Ghana are for 1993. Source: World Bank Detests database. Table 2. Selected Social and Macroeconomic Indicators, Ghana and Anglophone and Francophone Countries in Substandard Africa, 1995 Indicator Ghana Anglophone countries Francophone countries in Sub-Sahara Africa in Sub- Sahara Africa Adult illiteracy rate (percent) 35. 5 36. 1 51. 9 GNP per capita 350. 0 675. 7 333. 4 Gross enrollment ratio (percent), primary 76. 88. 8 64. 4 Ratio of pupils to teachers, primary 27. 6 37. 8 47. 3 Notes: Gross primary enrollment ratio and ratio of primary school pupils to teachers for Ghana are for 1993, Source: World Bank Detests database. 2. Worldwide Increases in Literacy For the world as a whole, illiteracy rates have declined significantly, falling from almost 40 percent in 19/0 to just AS percent in 1990. Rates of illiteracy fell even more dramatically in developing countries, declining from SO percent in 1970 to AS percent in Gigs (Limb; 1996). Wide differences across gender, geographical region, and age exist within countries, however. Or the most part, m ales have higher literacy rates than females, urban areas have higher literacy rates than rural areas, and younger generations have higher literacy rates than older generations. Limb (I egg) also draws attention to the fact that while total illiteracy rates have been falling, the proportion of women in the Worlds total illiterate population has been rising. Three reasons for this tendency are suggested: the technologies of goods production, the nature Of human reproduction, and institutionalizing Of violence in the state. 2. 5 Literature on the Determinants of Literacy Little has been written on he determinants Of literacy. Law, Sprat, and Laborer (1995) analyze the determinants of literacy in Morocco. They find that illiteracy is more widespread among females than among males, higher in rural areas than in urban areas, and inversely correlated with age. The negative relationship between age and literacy may reflect both deteriorating literacy skills over time and improvements in the quality of education. Cavy, Sprat, and Laborer also find that parents literacy and household expenditure level positively affect the level of childrens literacy, suggesting that poverty and family background are important determinants to literacy. Verne (1999) analyzes the determinants of worldwide literacy rates by applying a human capital framework. She finds that enrollment rates, average years of schooling of adults, and life expectancy at birth are the main determinants of literacy, Income affects literacy in a nonlinear fashion, with a negative impact until a threshold of about $2,000 income per year per capita, after which the effect is positive, Institutional and regional variables are not very important in explaining literacy across countries. Literacy rates differ widely across regions, a finding that can be explained by social and economic notations 3. AN OVERVIEW OF THE GHANAIAN ECONOMY Ghana is a low-income country, With per capita income Of 5406 in 1998 (World Bank 199%). It relies heavily on the agricultural sector, in particular cocoa, which accounts for almost half of GAP (World Bank Bibb). From the mid. CSS to the mid. sass, declining cocoa production and trade restrictions stalled economic growth in Ghana. The return of more than a million Ghanaian from Nigeria in 1982-83 and a prolonged drought in 1982 caused growth rates to fall to laetrile low levels by about 1984 In conjunction with the MIFF and the World Bank, the Ghanaian government initiated he Economic Recovery Program (ERR) in 1983. The program implemented a number of policy reforms aimed at restoring macroeconomic stability, encouraging savings and investment, providing an enabling environment for the private sector, and improving public sector management, including prevarication of some of the many publicly owned enterprises, The ERR places significant emphasis on education. The Education Sector Reform Program, established in 1987, improved the efficiency, quality, and relevance of education. The program also increased access to education and shortened the length of pre-university schooling from 17 to 12 years. As a result of the reform program, spending on education rose from 1. 4 percent of GAP in 1983 to 3. 8 percent of GAP in 1934. The governments plans for additional reforms are outlined in its development starter, Ghana-vision 2020 (Republic of Ghana 1935). A substantial part of the programs social agenda is aimed at basic education. Specific goals include achieving universal basic education and adult literacy, increasing access to secondary and tertiary education, and strengthening laborer skills by increasing technical and vocational training. To achieve these goals, the overspent, With the assistance Of the World Bank and Other donors, launched the Basic Education Sector Improvement Program in 1996. The program plans to increase investment in school facilities and teacher housing in rural areas and to strengthen science and math in the curriculum by raising education expenditures from 3. 8 percent of GAP in 1998 to 4. Percent in 2001. 4. THE ECONOMIC MODEL AND THE ECONOMETRIC FRAMEWORK The framework tort the analysis is standard human capital theory, in which individuals build up knowledge and skills through education and experience specific on-the-job experience as well as general experience (Becker 1975: Minced 1974). According to the theory, individuals who invest in human capital are subsequently rewarded with higher earnings. Formally, the economic model may be derived from the theory of either household or individual demand for schooling, both of which view education as an investment in human capital. In industrial economies, in which subsidies for education are common, the investment decision may be viewed as an individual decision; in developing economies the relevant decision unit may be the household (Chandler, Lava, and Filmier 1994; Mason and Chandler 1997). Households will invest in education up to the point at which the marginal benefit from an additional year Of schooling equals the marginal cost of an additional year of schooling. In the traditional human capital literature, earnings are determined by education and Other individual, household, and, possibly, community characteristics. Earnings are observed, however. Only for individuals who have positive earnings (that is, who actually supply labor). To take this into account, we specify a labor supply function. Our model then becomes: (1) (2) Ii Is E(lie, HI, Chi) S(lie, Hair Chi) This implicitly assumes that the household decommissioned possesses perfect information and that capital markets are perfect. Both assumptions are very restrictive and appear unrealistic in developing economies. Where Ii (earnings of individual i) and Is (the labor supply of individual i) are the dependent variables; is a vector of individual characteristics, such as age and age squared (to capture possible nonlinearities), gender, the individuals level of education, and the level of education of the individuals parents; H is a vector of household characteristics, such as the wealth of the household: and C is a vector f community variables, such as urban versus rural location. Literacy, L, is then determined by the following simple model: (3) Lie = L(lie, Hi, Chi) The explanatory variables are similar to those in the earnings equation, with some differences. In order to investigate the possible link between poverty and literacy, we include earnings and the poverty quintile of the household in H. We also include a measure Of the distance to the nearest primary school in C To analyze the determinants of earnings, we use a Hickman selection model (1976, 1979), which can be briefly described as follows. Consider the earnings regression: (4) In Wi = Xi; * Ii here In Wi is log-earnings for individual i, Xi is a vector of explanatory variables for individual i, is a vector of parameters, and Ii is an error term capturing unobserved variables, The problem in estimating equation 4 is that we implicitly apply a sample selection rule because we observe only earnings of individuals who work; potential earnings of people who do not supply labor are not incorporated. If the sample has characteristics that dieter from those of the underlying population in a nonrandom fashion, it will suffer from a selection bias, which, if not taken into account, will lead to biased parameter estimates. Hessians solution to this problem is to incorporate the labor supply choice in the earnings equation. The earnings and labor supply choice equations thus become: In Wiz = Uzi where equation 5 is the earnings equation (equivalent to equation 4), in equation 6 is a latent variable that reflects the excess utility from participating in the labor market, and Uzi is a vector of variables explaining the labor supply decision of individual i. The latent variable l* corresponds to the indicator variable: lie- 1 if > 0, 0 otherwise The model is estimated by first estimating the inverse Mills ratio and then including it as an additional regresses in equation 5: (7) In Wi Kip -t- Ii where ski is an estimate of the inverse Mills ratio for individual i. The Hickman model views labor supply as an individual choice. This view may be inappropriate in a development context, where the absence of (public) safety nets means that there is not likely to be much of a choice involved in the labor supply decision. The labor actually supplied to the market is likely to be determined more from the demand sid e than from the supply side. This contrasts with industrial economies, in which the labor supply decision is likely to be made in a different Skilled workers are more likely to supply their labor than unskilled workers since they forgo more income than do skilled workers by staying idle (given that there is a social safety net whose benefits are high enough not to force them into working). We applied the maximum likelihood version of the Hickman selection model -? rather than the Two-Step version in order to be able to weight the data. We view the Hickman model as the general model, the validity of which must be tested against the reduced model, The reduced model here is the standard earnings equation, which is nested within the selection model. That is, the standard earnings equation is a special case of the selection model in which the selection correction terms, Ai, are statistically insignificantly different trot zero. S. THE DATA AND DESCRIPTIVE STATISTICS We test the model using data from two household surveys, the 1931192 Ghana Living Standards Survey (GILLS) and the 1997 Core Welfare Indicators Questionnaire (CSCW). GILLS aims at obtaining measures of the living standard in Ghana on several dimensions, including health and education/literacy_ The survey is very extensive and includes 4,565 schooled. The CSCW aims mainly at providing data applicable for analyzing factors affecting poverty, education, and labor markets issues. It contains a much smaller number of questions (questions about earnings, for example, are not included) but a larger sample of households (14,514) and individuals (60,686). 5. Results on Literacy Investigating literacy and its covariates for the GELS data enables differentiating between several types Of literacy and reveals that being able to read and write in English is associated with higher earnings than is being able to read and write in one or more Ghanaian languages (table 3). The various measures of literacy are highly correlated, however. A problem that is likely to cause collinear in the regression analysis of the next section. To circumvent these problems, we comb ine the various literacy variables into a single composite measure of functional literacy.

45 Synonyms for Food

45 Synonyms for Food 45 Synonyms for â€Å"Food† 45 Synonyms for â€Å"Food† By Mark Nichol Food means â€Å"a substance we eat for nutritional and/or gustatory purposes,† but that word is bland. For a tastier experience, use one of its synonyms listed below to convey the connotation you desire your readers to digest: 1. Aliment: food as nourishment 2. Bite: a bite’s worth of food, but also a small amount of food, such as a snack, or a casual reference to a larger amount 3. Board: the food laid out on a table, from the association of board with table; also denotes the part of the housing arrangement known as room and board, where room refers to lodging and board to meals 4. Bread: a synecdochic reference to food (synecdoche is a rhetorical device in which a part stands for a whole, as in â€Å"All hands on deck† for â€Å"All sailors on deck†) 5. Chow: food (slang); also a verb, as in â€Å"Chow down† 6. Comestible: food (formal or mock-formal); also a synonym for the adjective edible 7. Comfort food: food that satisfies nostalgic yearnings for traditionally prepared meals 8. Cooking: food, especially as specifically prepared, as in â€Å"I like her cooking† 9. Cuisine: food prepared in a specific fashion, as according to cultural tradition, or the manner or style of cooking 10. Diet: the particular combination of food for a person, group, or society, or a combination of food specified for or by a person for health reasons and/or weight loss; also a verb referring to the process of improving or maintaining health and/or losing weight 11. Dish: a preparation of food served in a single container as part of a meal; also, a container or piece of dinnerware for cooking, serving, or eating food, or an attractive person, or a verb meaning â€Å"to gossip† 12. Eatable: food; also a synonym for edible 13. Eats: food, especially convenient or simple food (slang) 14. Entrà ©e: the main course of a meal 15. Fare: food, in the sense of what is available or what is traditionally eaten 16. Fast food: food prepared rapidly, especially in restaurants that serve food quickly and at a high volume; also, used as an adjective in this sense or in that of something produced with little regard for quality 17. Feed: food for livestock; also used to describe an informal fund-raising event such as a crab feed in which a featured food is served with other dishes 18. Fodder: see feed; also refers to material in general that is readily available for use or consumption (â€Å"cannon fodder†) 19. Foodstuff: something used as food, especially as a raw ingredient in a food product 20. Goodies: edible treats 21. Groceries: food purchased at a store 22. Grub: see eats 23. Handout: food given free for charitable purposes 24. Home cooking: food prepared at home in a traditional manner, with the nostalgic connotation of comfort and familiarity 25. Larder: a supply of food, from the synonym for pantry 26. Meal: the food served at a particular sitting 27. Meat: see bread, or food consisting of the flesh of an animal other than a fish 28. Menu: the food served during a meal, or a list of food to be served; also, any list of offerings or choices 29. Mess: a meal served to a group of people who routinely eat together, as a ship’s crew; also, that group of people or the location where they eat, or a certain amount of food 30. Nourishment: food in the sense of something that satisfies the need to eat; also, the act or state of nourishing or being nourished, or something other than food that provides a corollary benefit 31. Nutriment: something that satisfies the need for nutrition 32. Pabulum: food prepared in a semiliquid state for ease of eating and/or digestion; also, communication of minimal value or sophistication thought to be acceptable to lowest-common-denominator consumers, or, rarely, communication thought to be intellectually stimulating 33. Provender: see feed, or food in general 34. Provisions: a supply of food made available for specific use, as by an expedition 35. Ration: a supply of food made available for a specific person, as a member of a military unit, or, in plural form, such food in general; also, a supply of another commodity as dictated by availability 36. Refreshment: a snack or small meal intended to sustain until the next meal 37. Slop: low-quality food, or leftovers given to livestock; also, garbage, excrement, or slush, or effusive communication 38. Store: see larder 39. Subsistence: the minimum amount of food necessary for survival; also, the equivalent in nonedible commodities 40. Sustenance: see aliment 41. Table: see meal and larder 42. Take-out: food obtained from a restaurant to be eaten elsewhere 43. Viand: see dish, or a piece or item of food, especially a particularly delicious one, and, in plural form, see provisions 44. Victuals: food, or see provisions; as victual, a verb synonymous with provision in the sense of supplying with provisions 45. Vittles: food (a dialectical spelling of victuals) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:100 Mostly Small But Expressive InterjectionsThe Writing ProcessAdvance vs. Advanced

The Board of Education Decision Research Paper Example | Topics and Well Written Essays - 1000 words

The Board of Education Decision - Research Paper Example The ruling immediately saw African-Americans begin to attend the schools that were a preserve of the whites (Irons 46). To demonstrate the importance of the decision was the admission of the nine black American students commonly referred to as the â€Å"Little Rock Nine† into a purely white segregated school known as the Little Rock’s Central High school (Levine 13). Desegregation laws then began spreading all over the country despite the cry from the whites who were very much opposed to Brown’s ruling. In fact, at the beginning, violence was very high in schools when whites attempted to bar the Black Americans from attending their schools, as they still perceived blacks as secondary citizens who dis not deserve to sit with them in the same school.Whitman reveals that the impacts of the National Association for the advancement of Colored People (NAAP) soon grew, fighting for the implementation of Brown’s rule in all schools (91). This became a reality as t he whites bowed down to pressure from the civil rights movement led by people like Martin Luther King junior and his colleagues. Whitman notes that it is through this landmark ruling that the U.S. is now free of racial segregation in schools (91). Probably segregation could still be in existence if this important ruling could not have been made Brown’s ruling is also considered very significant because it acts as a precedence for subsequent court rulings since it created American was arrested in 1955 for refusing to give out his seat to a white passenger (Kluger 48).

More perfect union speech Essay Example | Topics and Well Written Essays - 500 words

More perfect union speech - Essay Example The problem was first caused by the white race subgroup in the United States as against other racial subgroups, especially the African-American subgroup. No matter what side it is, having and spreading resentments does not help alleviate conflicts and sharp differences. Anger and resentment does not solve any problem. In fact, sentiments and notions of anger and resentment add more fuel for problems to escalate. Anger and resentment only encourage animosity and division among people and groups. Conflicts arise when anger gets in the way of better judgment, and clouds rationality and logic. The world is already rife with too many prejudicial tendencies by groups that espouse ambivalent notions. Even religious leaders are guilty of preaching such messages, basing their sermons and teachings on personal beliefs and experiences. In relation to that part of his speech, Obama quoted William Faulkner by saying that, â€Å"the past isnt dead and buried. In fact, it isnt even past". What Obama is trying to say is that issues of the past regarding race relations are still ongoing, and have never been put to rest. This was especially visible and expected during Obama’s campaign for presidency, in which the likeliness of him winning the post was unexpected. Take into consideration the fact that all the United States presidents before Obama were Caucasians. This implies that American society still considers race as a factor and issue in national decisions. That being the case, the question that arises is whether a trans-racial society is possible and desirable in the United States. It is possible for such a society to exist, but only if the people learn and are educated to see society and state beyond the differences of race. There needs to be a change in cultural awareness, which plays a significant role in social activities. Differences in

Managing strategy Case Study Example | Topics and Well Written Essays - 2500 words

Managing strategy - Case Study Example Starbucks Corporation is a global coffee retailing organisation headquartered in Seattle of United States (US). It was established in the year 1985 by three English partners named Jerry Baldwin, Zev Siegl and Gordon Bowker (Smith, 2007). It is one of the leading coffee house conglomerates in the world with a substantial reputation and corporate brand image (Bigboardnews.Com, 2012; Thompson & Shah 2010). Apart from beverage sector, it also deals in restaurants and entertainment division. Starbucks is the market leader in beverage sector in global market with annual revenue of $10.7 billion at the end of the year 2010 (Starbucks Corporation, 2009). Starbucks mainly attempts to offer most delicious coffee to its customers in order to inspire individuals in the targeted market (Starbucks Corporation, 2011). Hence, from the SWOT analysis, it can be clearly depicted that even though Starbucks is a renowned organisation with a sustainable corporate image in international market, it includes certain limitations as mentioned above. Besides, it can also lead to varied threats as well due to alternative market trends and preferences amid the targeted customers. This might also result due to globalisation. Hence, from the above PESTEL analysis, a detail overview about varied external factors which are most likely to have a substantial impact over Starbucks’ international operations can be evaluated in an appropriate way in order to understand the impact of these aspects on Starbucks. Thus, from this investigation, it can be clearly determined that there are higher prospects of expansion and development of Starbucks in future years. With reference to the PESTLE analysis, the prime factors which can offer a significant impact on Starbucks can be identified which is described below: Starbucks is one of the leading coffee retailing brands in the global context which positions itself as the market leader in food and beverage sector.

Distributed Denial Of Service DDOS Attack Computer Science Essay

Distributed Denial Of Service DDOS Attack Computer Science Essay Information technology is an exciting and emerging day by day technology which requires communication systems for data and services exchange. As nowadays every services and products uses computer and internet as a medium to interchange data or money in an open internet, hence prone to vulnerabilities. Distributed Denial of Service (DDoS) attack is an attack to the availability of the resources available, so that authenticated users do not use those resources. This paper intended to explore the existing threats and vulnerabilities of DDoS with possible solutions and recommendations plus overview and architecture methodology of this kind of attack. Confidentiality, Integrity and Availability are the three main features of the any computer network communication systems. DDoS which is a subset of Denial of service (DoS) attack, which result in overwhelming the victim machine and deny the services to its legitimate users results in Unavailability of the resources and services for concern clients. Some examples are smurf attack, SYN UDP floods and ping of death. DDoS is a type of DoS attack but uses distributed computers from different location to attack on a particular victim may be a server or client which results into the stopping of its functionality to provide services, hence unavailability of the server ultimately results loss in monetary plus status of the organization. It works by flooding all the network of the given organization with unwanted traffic, the first well known DDoS was identified in 2000 on yahoo.com which goes down to around two hours. The DDoS is a result of weakness of internet which prone to several vulne rabilities as internet was designed only for functionality but not concern about any security. As internet is an open network everything is open and is shared among authenticated users. Another big problem is that it is not centralized network different organization, different countries have their own rules and regulation regarding internet. DDoS Layer Involved The DDoS attack mainly occurs in three layers of the OSI model which are layer 3 (Network) layer 4 (transport) and layer 7 (application). In transport layer what exactly happens is that attacker uses a forged IP address to request for connection so in typical connection, 3 way TCP handshake is done but in this attack it does not complete 3 way handshake but send connection request over and over server reserves resources for each attempt and results in out of connection requires for the legitimate users. In network layer it includes ping of death and ICMP requests, where as in application layer is kind of effective DDoS attack and hard to detect because it passes the 3 way handshake and treated as authenticated user to the concern server, so attacker requests a large amount of data continuously through HTTP and results in avoiding its legitimate users as got busy with those false requests. In DDoS attack a combination of those three layers results in an effective attack that results i n some really drastic effects. Application Layer Presentation Layer Session Layer Transport Layer Network Layer Data link Layer Physical Layer Fig: 1-Layers Involved in DDoS DDoS Architecture The main purpose of DDoS attack is to overwhelm the related server and makes it down, it can be for benefit or for fun only but in both case legitimate clients suffered as bandwidth, resources, memory and CPU got wasted. DDoS attack architecture consists of hierarchy pattern to attack; the four main components of DDoS are as follows: Attacker Master Machines/Handler Zombie Machines Victim First of all attacker scans thousands of computers on the internet independent of the origin of the systems for known vulnerabilities that is which have minimum security aspect on the computer and makes Master machines or handlers, its consists of more than two systems to many depends upon how sophisticated is attack, after making handlers rest scans for the vulnerable systems is done by these handlers, which results in thousands of zombies across the globe without knowledge of concern users and when these zombies are ready attacker can execute for attack and makes the victim down. Attacker Master Machines/Handlers Zombie Machines Victim Fig: 2- DDoS Architecture As seen from the above figure attacker takes control of one or more than one masters which then take control over thousands zombies and when triggered at a specific time these zombies flood the victim. These attack results with the use of some tools (software or malware) which to be install on the masters and zombies so that attacker can take controls through these tools and monopoly the systems. Here above the communication between attacker and master machines is done through TCP protocol whereas between master machines to zombie and zombie machines to victim use UDP protocol for communication, as UDP is unreliable protocol so does not hold any state and results in no trace back, it uses TCP for initial communication because it needs to organize other subordinates with master machines. DDoS Tools The tools used by DDoS attack are very sophisticated as it runs in background or in foreground with the systems program name and is not visible or very hard to detect by administrators. Trin00, tribal flood network, stacheldraht, tribal flood network 2000, trinity, wintrin00, MStream and etc are the examples of such kind of tools used in DDoS attack, by this tools attacker installed and executes accordingly. It also helps him to facilitates co ordination between masters and zombie, and execute timer also to bombards at a fixed time, so that all zombies attacks the victim. Trin00 scans for buffer overflows in systems and install attack shell daemon through remote shell, it communicate through unencrypted UDP. In tribal flood network, it installs the daemon which carries out the multiple attacks like ICMP flood, UDP flood, SYN flood, communication done through ICMP ECHO and REPLY. List of zombies daemon IP address is encrypted in later version of TFN. Stacheldraht uses the combination of trin00 and TFN. Encryption takes place between attacker and masterà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s communication and attacks are similar to TFN. Trinity floods through UDP, SYN, and ACK through Internet Relay Chat (IRC) has a backdoor program which monitors TCP port. MStream uses forged TCP packets with ACK flag set, it uses TCP and UDP floods with no encryption in between but master machines are kept password protected. Beside these tools various other program and tools are readily available for such kind of attack which leaves no residue to trace back. DDoS Types DDoS are acts differently but mainly classified in two main categories according to their attack pattern which are as follows: Bandwidth Depletion attack Resource Depletion attack In bandwidth depletion attack the main targeted area is the bandwidth of the concern victim by overwhelming with unwanted traffic more than 10 Gbps (It depends) and prevents the legitimate users from gaining access for the services. Some examples of such attacks are UDP flood, ping flood, Smurf and reflection attacks which bombards with unwanted traffic to make unavailability of the services. Whereas in resource depletion attack, the main concern area are the resources available. This attack leads to the out of resource available for the concern users by TCP SYN attack, PUSH ACK attack, Teardrop attack. These attacks through the requests like SYN to the concern server which in return reserves resources for this request, but attacker bombards the same again and again and hence server goes out resources. DDoS Detection The very first question about this attack is that, how to know if DDoS attack happened in any organization or in any machine. So following are some ways to know if it occurs: Performance of CPU, Memory and bandwidth degrades abnormally. Services become unavailable or partially available. Cannot access given resources properly. These above are preliminary steps to know the DDoS attack. It can be monitor through the continuously analyzing of the systems. DDoS Defense Practically speaking it is impossible to prevent DDoS attack but what we can do is to reduce its effect or tries to make security strong as much as possible. The following are very basic defense mechanism against DDoS attacks are: Prevention Detection Classification Justifying Tracing back The first phase called prevention which means to prevent from DDoS attack as much as possible that is to prevent itself to be part of the attack architecture, so not to become handler. It is done through the continuous monitor of the systems but every user is not aware of the security issues. The second phase describes to know that if the systems are under attack by verifying abnormal activities like CPU or bandwidth uses, it can done through firewalls or routers. The third phase is classification of the detected attack according to its prototypes like IP Addresses, protocol used and packet type used; it can be done through the use of Intrusion Detection System for future countermeasure. The fourth mechanism is justifying the detected attack that is how to deal with the known or detected attack one way is to block the whole traffic from those addresses by using access control list on gateways or react accordingly another approach is to trace back the detected packet so that source ca n be identified. The final part of our defense mechanism is trace back which will be covered in later section of this paper. DDoS trace back DDoS trace back is possible to zombies only but may be if done in proper way can leads to the attacker, chances are very rare as it is independent of the location. Some of the methods are as follows: Link Testing Controlled Flooding ICMP Trace back IP Trace back In link testing, when attack is in progress routers can co ordinates with each other to determines which router originated the attack traffic and can trace to the upstream but requires inter ISP co operations as different connections are maintained by different ISP. Whereas in controlled flooding it floods each incoming links of the router to determines the source but needs router co operation and better network map, similarly in ICMP and IP trace back a reverse path is generated to identify the source but path can be long and packet format space is limited to cope. DDoS Security measures As currently various research are going on to stop DDoS attack and it may takes time but DDoS becoming deadly day by day and is considered second in financial losses due to attack after viruses but comparison to virus it is very new and have vast effect with no remedy. So only option we got is to make it harder for attacker to penetrate into the systems, and following are some security precaution we should follow: Install and update continuously antivirus and spyware software from trusted authority and run regularly. Patches the security components of the systems continuously and be always ready for up gradation of systems. A well set network infrastructure with proper installation of firewalls and routers with appropriate policies, so that unwanted traffic and organization traffic can be separated clearly. Filters incoming traffic on routers or rate-limit certain types of traffic like ICMP and SYN packets. Monitors continuously incoming and outgoing packets and if some abnormality seen then react accordingly. Use Network Address Translation (NAT) to hide internal IP addresses. Use Intrusion detection systems (IDS) implement host based IDS plus network based IDS in a mix pattern to filter and detect abnormalities in the network. Egress and Ingress filtering, these are filtering mechanism implement on IP traffic. Egress sets the ranges of IPs leaving the organizationà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s network whereas in ingress a set of IP address ranges are allowed to move into the network. Using of SYN and RST cookies to verifies both communication parties with the help of cookies, so that legitimate clients can access the resources. Use a proxy server in between the network so that a request goes via proxy to server and proxy filters it according the rules implemented on it. Implement Honeypots systems, these are the systems in an organization with open security and are separated with internal network to know the attack pattern. At last but not least literate the users or clients about the security concerns. Conclusion DDoS Attack is an attack on availability of the resources and services which results in financial losses, loss of organization reputation, and disturbance in work flow environment. The bitter truth is that the security technologies like firewall, routers and IDS are very week to prevent DDoS as it cannot differentiate between original and fake traffic. Another factor is that it uses IP spoofing, difficult to verify with original packets plus the routing involved is stateless. Hence results in very strong attack. In this paper we have gone through the DDoS overview with its architecture layouts plus types and tools involved in DDoS attack. We have highlighted the DDoS detection part and visualize the security aspects and implementation to safeguard the assets against such attack plus a brief summary to how to trace back. To compete with DDoS one way effort cannot prevent or defeat it, it needs all round support to tackle with it like among different internet communities, different countries to enforce such laws and regulation strictly to cope with it. suggestions DDoS is a newer and disastrous attack, so to prevent it I would suggest that very carefully implement DDoS security measures which are defined above. Beside these IPSec and SSL/TLS protocols implementation can helps a lot to prevent. VPNs can be added for secure channel communications. Use Mozilla Firefox as browser instead of others.