National Peace Essay - 1334 Words

From every time period and across the globe, nations have overthrown the rule of factitious dictators to gain freedom and economic stability. Revolutions have paved pathways for renaissance and creation. However, if the country does not set a firm pathway outlining rights and rules, it may find itself back in a similar situation. That is precisely why security sector reform plays such a huge role in a countries well-being. Many security sectors in dictating countries are used to macabre displays of superiority to maintain control. Turning the security sector into trustworthy and approachable is no menial task, but it is essential to sustainable peace. New governments cannot be truly trusted unless the security sector protects its people instead of turning on them. For new and unstable governments, this control could tip the iceberg from chaos to stability. Security Sector reform contributes to sustainable peace by; allowing the people to have a fair say in the dealings of their gover nment, uniting the government and the people, transforming the way that citizens view the government, enabling a stable economic growth. To reform a government in transition, and achieve stable peace, the people must be trusted and have a fair say in the dealings of the security sector. This leads to long lasting peace because citizens are very influential in the structure and success of their governments. If the people feel like they know the doings of their government, they will be less likelyShow MoreRelatedNational Peace Essay1078 Words   |  4 Pagescorruption; peace between countries is thrown out the window when power takes charge of everything we know. Because of that, there are issues that are more than difficult to solve- fighting, protest outbreaks, slaughters in the streets, rebels, countries turning their backs on their own people - everything is out of control. In some countries, the intensity has been growing for more than two years, and obviously it’s not getting any better. What we want, what everyone wants, is to have peace. But thatRead More We Must Build a Culture of Peace Essay1091 Words   |  5 PagesWe Must Build a Culture of Peace      Ã‚   Think global, act local is an appealing slogan, but the advice falls short. We live in a world where our best friends live on different continents and we converse more with our neighbor in Nigeria than our neighbor next door. No longer is it logical to say, Charity begins at home. Instead, our work for human dignity and human rights must be carried on everywhere at once. To create a global culture of peace, youth of the new millennium must think andRead MoreThe Un Security Council : A Legitimacy Crisis And Reform1378 Words   |  6 Pagesstates have conferred the primary responsibility of maintenance of international peace and security to the Security Council . In this essay, whether or not the UN Security Council is considered to be fit for purpose will depend on whether it is a legitimate institution which maintains international peace and security for all states consistently, and to save succeeding generations from the scourge of war . This essay will consider the op inions of renowned intellectuals such as Ian Hurd who argueRead MoreIb Hl History Ia1632 Words   |  7 PagesRonald Reagan had on ending the Cold War between the United States of America and the Soviet Union during the 1980’s. The use of historian argumentation, primary sources, such as Ronald Reagan’s Address to the Nation on Defense and National Security, and analytical essays by well known professors, such as John Gaddis’s excerpt from Major Problems in American History Since 1945 – titled â€Å"Ronald Reagan’s Cold War Victory† – will be utilized. The origins, purposes, values, and limitations of those twoRead MoreWhy The United States Entered World War I942 Words   |  4 PagesI This essay will examine all nine readings. There will also be insight given to why the United States entered World War I, and whether or not the reasons were persuasive. Other things will also be discussed, including: what America’s war aims were, and how Wilson’s goals were unrealistic, misleading, overly idealistic and moralistic. The fact that Wilson expected too much of international law and international organization. Also, why Wilson’s goals were not achieved. That the national interestRead MoreInternational Politics : Mid Term Exam724 Words   |  3 Pagesapproximately 1 to 1 1/2 page essays each. Be sure to Spell and Grammar check. Use your texts to make citations supporting your essays. No additional research beyond the text is necessary. Each essay is 50 points, total test 100 points. SELECT TWO QUESTIONS ONLY: 1. Explain why it is important to understand the evolution of the world’s international system in order to understand our transition to the twenty-first century. 2. Identify the contributions of realism, Liberaism and peace studies approachesRead MorePlay Analysis : The Realist International System1137 Words   |  5 PagesAs a result, this essay asserts that IOs are powerful independent actors to a small, albeit still significant extent. Whilst IOs do hold some power; the state remains the most powerful actor in international society. To develop this assertion, this essay will establish the principles of realism and liberalism, as these theories are central to this essay’s analysis. Additionally, this essay will explore the role IOs play in the realist international system. Conversely, this essay will examine the roleRead MoreThe Treaty Of The Nonproliferation Of Nuclear Weapons866 Words   |  4 Pagesinternational peace agreements. Similarly, collective security â€Å"has formed the foundation of international bodies such as the U.N. and the League of Nations. The member states of accepted certain limitations on self-defense whic h are the reciprocal of its promise of collective security.†(Essays, UK. 2013). Collective security ensures that self-defense does not escalate to certain level. Both Nuclear non-proliferation treaty and Collective security ensure the safety and security of international peace, butRead MoreThe Democratic Peace Theory954 Words   |  4 PagesThe democratic peace theory was not always seen as the substantial argument and significant contribution to the field of International Relations that it is today. Prior to the 1970’s, it was the realist and non-realist thought that took preeminence in political theoretical thinking. Though the democratic peace theory was first criticized for being inaccurate in its claim that democracy promotes peace and as such democracies do not conflict with each other, trends, statistical data, reports have suggestedRead MoreIs the EU Democratic?1411 Words   |  6 Pagesperiods of development, has been considered one of the most advanced forms of regional integration. It, based on numerous treaties and resolutions, has strived to promote values such as peace, cooperation or democracy, and in 2012 was awarded the Nobel Peace Prize for having â€Å"contributed to the advancement of peace and reconciliation, democracy and human rights in Europe† (Nobel Media AB, 2012). Despite its struggle for promoting democracy, the EU itself has long experienced scholarly criticisms that

Forward the Foundation Chapter 6 Free Essays

15 Cleon was no longer quite the handsome young monarch that his holographs portrayed. Perhaps he still was-in the holographs-but his mirror told a different story. His most recent birthday had been celebrated with the usual pomp and ritual, but it was his fortieth just the same. We will write a custom essay sample on Forward the Foundation Chapter 6 or any similar topic only for you Order Now The Emperor could find nothing wrong with being forty. His health was perfect. He had gained a little weight but not much. His face would perhaps look older, if it were not for the microadjustments that were made periodically and that gave him a slightly enameled look. He had been on the throne for eighteen years-already one of the longer reigns of the century-and he felt there was nothing that might necessarily keep him from reigning another forty years and perhaps having the longest reign in Imperial history as a result. Cleon looked at the mirror again and thought he looked a bit better if he did not actualize the third dimension. Now take Demerzel-faithful, reliable, necessary, unbearable Demerzel. No change in him. He maintained his appearance and, as far as Cleon knew, there had been no microadjustments, either. Of course, Demerzel was so close-mouthed about everything. And he had never been young. There had been no young look about him when he first served Cleon’s father and Cleon had been the boyish Prince Imperial. And there was no young look about him now. Was it better to have looked old at the start and to avoid change afterward? Change! It reminded him that he had called Demerzel in for a purpose and not just so that he might stand there while the Emperor ruminated. Demerzel would take too much Imperial rumination as a sign of old age. â€Å"Demerzel,† he said. â€Å"Sire?† â€Å"This fellow Joranum. I tire of hearing of him.† â€Å"There is no reason you should hear of him, Sire. He is one of those phenomena that are thrown to the surface of the news for a while and then disappears.† â€Å"But he doesn’t disappear.† â€Å"Sometimes it takes a while, Sire.† â€Å"What do you think of him, Demerzel?† â€Å"He is dangerous but has a certain popularity. It is the popularity that increases the danger.† â€Å"If you find him dangerous and if I find him annoying, why must we wait? Can’t he simply be imprisoned or executed or something?† â€Å"The political situation on Trantor, Sire, is delicate-â€Å" â€Å"It is always delicate. When have you told me that it is anything but delicate?† â€Å"We live in delicate times, Sire. It would be useless to move strongly against him if that would but exacerbate the danger.† â€Å"I don’t like it. I may not be widely read-an Emperor doesn’t have the time to be widely read-but I know my Imperial history, at any rate. There have been a number of cases of these populists, as they are called, that have seized power in the last couple of centuries. In every case, they reduced the reigning Emperor to a mere figurehead. I do not wish to be a figurehead, Demerzel.† â€Å"It is unthinkable that you would be, Sire.† â€Å"It won’t be unthinkable if you do nothing.† â€Å"I am attempting to take measures, Sire, but cautious ones.† â€Å"There’s one fellow, at least, who isn’t cautious. A month or so ago, a University professor-a professor-stopped a potential Joranumite riot single-handedly. He stepped right in and put a stop to it.† â€Å"So he did, Sire. How did you come to hear of it?† â€Å"Because he is a certain professor in whom I am interested. How is it that you didn’t speak to me of this?† Demerzel said, almost obsequiously, â€Å"Would it be right for me to trouble you with every insignificant detail that crosses my desk?† â€Å"Insignificant? This man who took action was Hari Seldon.† â€Å"That was, indeed, his name.† â€Å"And the name was a familiar one. Did he not present a paper, some years ago, at the last Decennial Convention that interested us?† â€Å"Yes, Sire.† Cleon looked pleased. â€Å"As you see, I do have a memory. I need not depend on my staff for everything. I interviewed this Seldon fellow on the matter of his paper, did I not?† â€Å"Your memory is indeed flawless, Sire.† â€Å"What happened to his idea? It was a fortune-telling device. My flawless memory does not bring to mind what he called it.† â€Å"Psychohistory, Sire. It was not precisely a fortune-telling device but a theory as to ways of predicting general trends in future human history.† â€Å"And what happened to it?† â€Å"Nothing, Sire. As I explained at the time, the idea turned out to be wholly impractical. It was a colorful idea but a useless one.† â€Å"Yet he is capable of taking action to stop a potential riot. Would he have dared do this if he didn’t know in advance he would succeed? Isn’t that evidence that this-what?-psychohistory is working?† â€Å"It is merely evidence that Hari Seldon is foolhardy, Sire. Even if the psychohistoric theory were practical, it would not have been able to yield results involving a single person or a single action.† â€Å"You’re not the mathematician, Demerzel. He is. I think it is time I questioned him again. After all, it is not long before the Decennial Convention is upon us once more.† â€Å"It would be a useless-â€Å" â€Å"Demerzel, I desire it. See to it.† â€Å"Yes, Sire.† 16 Raych was listening with an agonized impatience that he was trying not to show. He was sitting in an improvised cell, deep in the warrens of Billibotton, having been accompanied through alleys he no longer remembered. (He, who in the old days could have threaded those same alleys unerringly and lost any pursuer.) The man with him, clad in the green of the Joranumite Guard, was either a missionary, a brainwasher, or a kind of theologian-manque. At any rate, he had announced his name to be Sander Nee and he was delivering a long message in a thick Dahlite accent that he had clearly learned by heart. â€Å"If the people of Dahl want to enjoy equality, they must show themselves worthy of it. Good rule, quiet behavior, seemly pleasures are all requirements. Aggressiveness and the bearing of knives are the accusations others make against us to justify their intolerance. We must be clean in word and-â€Å" Raych broke in. â€Å"I agree with you, Guardsman Nee, every word. But I must see Mr. Joranum.† Slowly the guardsman shook his head. â€Å"You can’t ‘less you got some appointment, some permission.† â€Å"Look, I’m the son of an important professor at Streeling University, a mathematics professor.† â€Å"Don’t know no professor. I thought you said you was from Dahl.† â€Å"Of course I am. Can’t you tell the way I talk?† â€Å"And you got an old man who’s a professor at a big University? That don’t sound likely.† â€Å"Well, he’s my foster father.† The guardsman absorbed that and shook his head. â€Å"You know anyone in Dahl?† â€Å"There’s Mother Rittah. She’ll know me.† (She had been very old when she had known him. She might be senile by now-or dead.) â€Å"Never heard of her.† (Who else? He had never known anyone likely to penetrate the dim consciousness of this man facing him. His best friend had been another youngster named Smoodgie-or at least that was the only name he knew him by. Even in his desperation, Raych could not see himself saying: â€Å"Do you know someone my age named Smoodgie?†) Finally he said, â€Å"There’s Yugo Amaryl.† A dim spark seemed to light Nee’s eyes. â€Å"Who?† â€Å"Yugo Amaryl,† said Raych eagerly. â€Å"He works for my foster father at the University.† â€Å"He a Dahlite, too? Everyone at the University Dahlites?† â€Å"Just he and I. He was a heatsinker.† â€Å"What’s he doing at the University?† â€Å"My father took him out of the heatsinks eight years ago.† â€Å"Well-I’ll send someone.† Raych had to wait. Even if he escaped, where would he go in the intricate alleyways of Billibotton without being picked up instantly? Twenty minutes passed before Nee returned with the corporal who had arrested Raych in the first place. Raych felt a little hope; the corporal, at least, might conceivably have some brains. The corporal said, â€Å"Who is this Dahlite you know?† â€Å"Yugo Amaryl, Corporal, a heatsinker who my father found here in Dahl eight years ago and took to Streeling University with him.† â€Å"Why did he do that?† â€Å"My father thought Yugo could do more important things than heatsink, Corporal.† â€Å"Like what?† â€Å"Mathematics. He-â€Å" The corporal held up his hand. â€Å"What heatsink did he work in?† Raych thought for a moment. â€Å"I was only a kid then, but it was at C-2, I think.† â€Å"Close enough. C-3.† â€Å"Then you know about him, Corporal?† â€Å"Not personally, but the story is famous in the heatsinks and I’ve worked there, too. And maybe that’s how you’ve heard of it. Have you any evidence that you really know Yugo Amaryl?† â€Å"Look. Let me tell you what I’d like to do. I’m going to write down my name on a piece of paper and my father’s name. Then I’m going to write down one word. Get in touch-any way you want-with some official in Mr. Joranum’s group-Mr. Joranum will be here in Dahl tomorrow-and just read him my name, my father’s name, and the one word. If nothing happens, then I’ll stay here till I rot, I suppose, but I don’t think that will happen. In fact, I’m sure that they will get me out of here in three seconds and that you’ll get a promotion for passing along the information. If you refuse to do this, when they find out I am here-and they will-you will be in the deepest possible trouble. After all, if you know that Yugo Amaryl went off with a big-shot mathematician, just tell yourself that same big-shot mathematician is my father. His name is Hari Seldon.† The corporal’s face showed clearly that the name was not unknown to him. He said, â€Å"What’s the one word you’re going to write down?† â€Å"Psychohistory.† The corporal frowned. â€Å"What’s that?† â€Å"That doesn’t matter. Just pass it along and see what happens.† The corporal handed him a small sheet of paper, torn out of a notebook. â€Å"All right. Write it down and we’ll see what happens.† Raych realized that he was trembling. He wanted very much to know what would happen. It depended entirely on who it was that the corporal would talk to and what magic the word would carry with it. 17 Hari Seldon watched the raindrops form on the wraparound windows of the Imperial ground-car and a sense of nostalgia stabbed at him unbearably. It was only the second time in his eight years on Trantor that he had been ordered to visit the Emperor in the only open land on the planet-and both times the weather had been bad. The first time, shortly after he had arrived on Trantor, the bad weather had merely irritated him. He had found no novelty in it. His home world of Helicon had its share of storms, after all, particularly in the area where he had been brought up. But now he had lived for eight years in make-believe weather, in which storms consisted of computerized cloudiness at random intervals, with regular light rains during the sleeping hours. Raging winds were replaced by zephyrs and there were no extremes of heat and cold-merely little changes that made you unzip the front of your shirt once in a while or throw on a light jacket. And he had heard complaints about even so mild a deviation. But now Hari was seeing real rain coming down drearily from a cold sky-and he had not seen such a thing in years-and he loved it; that was the thing. It reminded him of Helicon, of his youth, of relatively carefree days, and he wondered if he might persuade the driver to take the long way to the Palace. Impossible! The Emperor wanted to see him and it was a long enough trip by ground-car, even if one went in a straight line with no interfering traffic. The Emperor, of course, would not wait. It was a different Cleon from the one Seldon had seen eight years before. He had put on about ten pounds and there was a sulkiness about his face. Yet the skin around his eyes and cheeks looked pinched and Hari recognized the results of one too many microadjustments. In a way, Seldon felt sorry for Cleon-for all his might and Imperial sway, the Emperor was powerless against the passage of time. Once again Cleon met Hari Seldon alone-in the same lavishly furnished room of their first encounter. As was the custom, Seldon waited to be addressed. After briefly assessing Seldon’s appearance, the Emperor said in an ordinary voice, â€Å"Glad to see you, Professor. Let us dispense with formalities, as we did on the former occasion on which I met you.† â€Å"Yes, Sire,† said Seldon stiffly. It was not always safe to be informal, merely because the Emperor ordered you to be so in an effusive moment. Cleon gestured imperceptibly and at once the room came alive with automation as the table set itself and dishes began to appear. Seldon, confused, could not follow the details. The Emperor said casually, â€Å"You will dine with me, Seldon?† It had the formal intonation of a question but the force, somehow, of an order. â€Å"I would be honored, Sire,† said Seldon. He looked around cautiously. He knew very well that one did not (or, at any rate, should not) ask questions of the Emperor, but he saw no way out of it. He said, rather quietly, trying to make it not sound like a question, â€Å"The First Minister will not dine with us?† â€Å"He will not,† said Cleon. â€Å"He has other tasks at this moment and I wish, in any case, to speak to you privately.† They ate quietly for a while, Cleon gazing at him fixedly and Seldon smiling tentatively. Cleon had no reputation for cruelty or even for irresponsibility, but he could, in theory, have Seldon arrested on some vague charge and, if the Emperor wished to exert his influence, the case might never come to trial. It was always best to avoid notice and at the moment Seldon couldn’t manage it. Surely it had been worse eight years ago, when he had been brought to the Palace under armed guard. This fact did not make Seldon feel relieved, however. Then Cleon spoke. â€Å"Seldon† he said. â€Å"The First Minister is of great use to me, yet I feel that, at times, people may think I do not have a mind of my own. Do you think that?† â€Å"Never, Sire,† said Seldon calmly. No use protesting too much. â€Å"I don’t believe you. However, I do have a mind of my own and I recall that when you first came to Trantor you had this psychohistory thing you were playing with.† â€Å"I’m sure you also remember, Sire,† said Seldon softly, â€Å"that I explained at the time it was a mathematical theory without practical application.† â€Å"So you said. Do you still say so?† â€Å"Yes, Sire.† â€Å"Have you been working on it since?† â€Å"On occasion I toy with it, but it comes to nothing. Chaos unfortunately interferes and predictability is not-â€Å" The Emperor interrupted. â€Å"There is a specific problem I wish you to tackle. Do help yourself to the dessert, Seldon. It is very good.† â€Å"What is the problem, Sire?† â€Å"This man Joranum. Demerzel tells me-oh, so politely-that I cannot arrest this man and I cannot use armed force to crush his followers. He says it will simply make the situation worse.† â€Å"If the First Minister says so, I presume it is so.† â€Å"But I do not want this man Joranum†¦ At any rate, I will not be his puppet. Demerzel does nothing.† â€Å"I am sure that he is doing what he can, Sire.† â€Å"If he is working to alleviate the problem, he certainly is not keeping me informed.† â€Å"That may be, Sire, out of a natural desire to keep you above the fray. The First Minister may feel that if Joranum should-if he should-â€Å" â€Å"Take over,† said Cleon with a tone of infinite distaste. â€Å"Yes, Sire. It would not be wise to have it appear that you were personally opposed to him. You must remain untouched for the sake of the stability of the Empire.† â€Å"I would much rather assure the stability of the Empire without Joranum. What do you suggest, Seldon?† â€Å"I, Sire?† â€Å"You, Seldon,† said Cleon impatiently. â€Å"Let me say that I don’t believe you when you say that psychohistory is just a game. Demerzel stays friendly with you. Do you think I am such an idiot as not to know that? He expects something from you. He expects psychohistory from you and since I am no fool, I expect it, too. Seldon, are you for Joranum? The truth!† â€Å"No, Sire, I am not for him. I consider him an utter danger to the Empire.† â€Å"Very well, I believe you. You stopped a potential Joranumite riot at your University grounds single-handedly, I understand.† â€Å"It was pure impulse on my part, Sire.† â€Å"Tell that to fools, not to me. You had worked it out by psychohistory.† â€Å"Sire!† â€Å"Don’t protest. What are you doing about Joranum? You must be doing something if you are on the side of the Empire.† â€Å"Sire,† said Seldon cautiously, uncertain as to how much the Emperor knew. â€Å"I have sent my son to meet with Joranum in the Dahl Sector.† â€Å"Why?† â€Å"My son is a Dahlite-and shrewd. He may discover something of use to us.† â€Å"May?† â€Å"Only may, Sire.† â€Å"You’ll keep me informed?† â€Å"Yes, Sire.† â€Å"And, Seldon, do not tell me that psychohistory is just a game, that it does not exist. I do not want to hear that. I expect you to do something about Joranum. What it might be, I can’t say, but you must do something. I will not have it otherwise. You may go.† Seldon returned to Streeling University in a far darker mood than when he had left. Cleon had sounded as though he would not accept failure. It all depended on Raych now. How to cite Forward the Foundation Chapter 6, Essay examples

Legal Issues in the Cloud IEEE Cloud Computing

Question: Describe about the Legal Issues in the Cloud for IEEE Cloud Computing? Answer: Introduction Every organization is trying to cope up with the modern world to meet their client expectations which increase their enthusiasm to look for solutions to work in a competitive environment. Information technology equipmentand services are essential for efficient functioning of enterprise. Significant capabilities from IT attract both the customers and providers of the solution. Though to attract new business opportunities the company has to invest in innovative direction to conduct business. The invention of cloud computing is a revolutionary change in IT system and IT implementation. This technology completely changes the way in which an IT companyscale, deploy, , develop, , update,invent and maintain. This service will provide the company with many added benefits like on demand, efficiency, broad network access,self-service, elasticity, measured service and also business agility. Findings And Analysis Cloud Computing Cloud computing is a model which enableseasy on demand network access to the shared pool of customizable computer resources like, service, storage,networks, application and services which can be provided instantly and developed without the requirement of a large number of resources. In cloud computing the enterprises outsource their information to cloud storage providers at a very minimalistic rate rather than maintaining own servers which are an expensive liability to the companies and hence saves a lot of financial investment(Tari, 2014). Depending upon the service they provide cloud computing has three different broad categories Software-as-a-service provides single application to the clients through the web browser and hence the requirement to invest in software license or servers is reduced and from provider side only one application is required. Therefore a lot of money is saved in the investments. Platform-as-a-service provides the providers with a cloud environment where the customers develop application which runs on the providers environment and then delivered to the user via the internet. Infrastructure-as-a-service provides the organization to outsource the hardware equipments used to construct a support operation including storage devices, servers processors, coolers and networking components. The service provider who owns the equipment and is responsible for the maintenance of it. The clients just pay as per the usage(Sill, 2014). There are different types of model of cloud computing depends upon their usage the user and the service provider shares over the IT resources used. In the traditional model the user had almost total control over the service but in the other models it is shared limitedly due to the dependency of internet connection providers(Ranjan, 2014). There are mainly four deployment models of cloud computing Private cloud- this is for exclusive use by a single organization consisting of a multiple number of consumers. Services are available within the organization via intranet. It is safest but also the most expensive one. Community cloud- this cloud is shared by a group of communities of the same organization. Public cloud- it is provisioned for open use to the general public. Hybrid cloud- it consists multiple cloud establishment that are kept as separate entities but are bound and connected by technology that enables data and application portability(Rana, 2014). The choice of deployment model is largely based on the technological and monetary holdings of the investor and the might for risk. If the company has a setup already it can manage to build its own cloud. If the company does not have the setup but it has the financial means then also the hybrid model is suitable. But if the company doesnt have the setup as well the financial means then it should go for the public model(Martin-Flatin, 2014). Comparison Of Traditional Model With Cloud Computing Traditional Model In traditional model when any company decided to operate on its own IT infrastructure. It was forced to bear all the expenses of servers, networking, software etc. the model may not even be used up to its full capacity in the cases of companies starting in a new business venture and starting to setup clients, so the company had to bear all the expenses throughout this period. Studies have shown that companies who adapt to fast changing conditions in short time will always be more successful than its competitors. Sometimes due to traditional models requiring more time for up gradation it is not able to suffice the increasing business needs of the enterprise due to development and growth and hence it depreciates the demand factor of the companies(Khan, 2014). Cloud Based Model In the cloud based model the organization does not has to invest in the expensive infrastructure at the beginning of their venture which in turn is cheaper and saves a lot of investments for the company. During the increasing demand of clients the servers are highly flexible and provide allocation of assistance whenever required and hence further investment of time and money is saved from up gradation of infrastructure. Therefore investment in cloud computing reduces the risk of losing money on development of additional revenues and loss of customers(IEEE Transactions on Cloud Computing Call for Papers, 2014). Economics Of Cloud Computing The main reasons for companies to shift from traditional techniques to cloud computing is the economic advantage. The main advantage is that one can use only what is required and pay for that itself. Building ones own IT infrastructure is very expensive and time consumable project and hence it is unbearable by most companies. For a small company to invest so much money at once is huge risk as it also decreases the financial liquidity of the company. The application of cloud computing decreases such chances by paying for only the services you need and depreciates the chances of high amount of monetary outflow during initial stages of development of the company(IEEE Transactions on Cloud Computing, 2013). The absence of up-front capital allows capital to be re-directed to core business investment. The absence of incurred CapEx means that there will be no increase in balance sheet and therefore no decrease in return on investments. Assessment The companies can determine the total cost of a new product or system by the help of Total Cost of Ownership (TCO). It involves the total cost of acquisition, installation, operation, maintenance, and disposal of the assets of a company. To present the application of TCO application we can undertake a case study where a fashion store retailer with 12 stores spread across New Zealand. They used to host their own server infrastructure to provide retail environment and point to point business which required a private network, which created problems in keeping the stores in sync. Then they decided to migrate to a cloud based solution and moved point to point sale to an online application sale backed by a cloud provider, thus gaining cost saving and no requirement of an IT infrastructure. Before using the cloud service their investment per annum excluding the hardware was about 30k $. The cloud provider would also provide them with a number of business activities like to manage email, calendar and contacts by google apps. Circulating and sharing documents by drop box. Accounting entrusted to zero. All sales platform, including back office and distribution office production is carried by platform provided by Vend(Collins, 2014). Business agility is the ability of a business to get used to rapidly and cost efficient manner according to the business ventures. Business agility is the greatest cloud benefit. Self service provisioning, workload mobility management and automation are all results of cloud computing. Though there are certain things which have to be kept in mind before investing in cloud computing like reducing operational risk, cloud management is moving the business from own management to a third party management and quality and safety is crucial. There has to be precise terms of contract made with the service provider as customers give up some control to the vendors (Choo, 2014). Conclusion This paper depicts that cloud computing idea of IT implementation has number of benefits. The model is a viable alternative to traditional management techniques. One should also go through the pros and cons of cloud computing before investing as it also has some negativities of data security and relinquishing part of operations to vendors. Cloud computing means increased economic efficiency and less control means greater economic benefits and vice versa. Still cloud computing technology should be widely investigated and based on risk analysis. References Choo, K. (2014). Legal Issues in the Cloud. IEEE Cloud Computing, 1(1), pp.94-96. Collins, E. (2014). Intersection of the Cloud and Big Data. IEEE Cloud Computing, 1(1), pp.84-85. IEEE Transactions on Cloud Computing Call for Papers. (2014). IEEE Cloud Computing, 1(4), pp.87-87. IEEE Transactions on Cloud Computing. (2013). IEEE Transactions on Cloud Computing, 1(2), pp.229-229. Khan, S. (2014). Elements of Cloud Adoption. IEEE Cloud Computing, 1(1), pp.71-73. Martin-Flatin, J. (2014). Challenges in Cloud Management. IEEE Cloud Computing, 1(1), pp.66-70. Rana, O. (2014). The Costs of Cloud Migration. IEEE Cloud Computing, 1(1), pp.62-65. Ranjan, R. (2014). The Cloud Interoperability Challenge. IEEE Cloud Computing, 1(2), pp.20-24. Sill, A. (2014). Cloud Standards and the Spectrum of Development. IEEE Cloud Computing, 1(3), pp.15-19. Tari, Z. (2014). Security and Privacy in Cloud Computing. IEEE Cloud Computing, 1(1), pp.54-57.

Year 2000 Problem Essays - Calendars, Software Bugs, COBOL, Hazards

Year 2000 Problem The millennial sun will first rise over human civilization in the independent republic of Kirbati, a group of thirty low lying coral islands in the Pacific Ocean. Kirbati straddles the equator and the International Dateline halfway between Hawaii and Australia. "For those who live in a world that relies on satellites, air, rail and ground transportation, manufacturing plants, electricity, heat, telephone, or TV, when the calendar clicks '99 to '00, we will experience a true millennial shift (Peterson)." As the sun moves westward on January 1, 2000 and the date shifts silently within millions of computerized systems, we will begin to experience our computer dependent world in a new way. At the stroke of midnight, the new millennium heralds the greatest challenge to modern society that we have yet to face as a planetary community. Whether we experience this as chaos or social transformation will be influenced by what we do immediately. What is theY2K (Year 2000) problem? When computer systems were built in the 1960's and 1970's computer hardware was too expensive. To reduce costs, programmers looked for ways to reduce data storage requirements. It was common for year to be stored in databases in two digit fields rather than four digits. Why is this a problem now? The systems built during this period were not very user friendly, but the computers were most critical to business operations. Because these systems of the 1960's and 1970's were not designed to run in multiple centuries, most will either produce incorrect information or simply fail at the end of the century. It may not sound like much effort to fix these machines, but in fact, it involves a great deal of time and expense. The Gartner Group, a respected information technology researcher, estimates that it will cost as much as $600 billion worldwide. If the problem is not addressed in time, the consequences could be catastrophic. There is currently widespread awareness that Y2K involves more than the failure of an individual's personal computer, or an incorrect date in a spreadsheet. "It is now widely understood that Y2K could affect the lives of individuals, but exactly in what manner is unknown (Associated P 1)." Today computers are used to operate most mechanical equipment that affects every aspect of our lives. In 1991 the IRS has 88,000 programs on eighty mainframe computers to debug. By the end of 1997 they had cleaned up only two thousand programs. At that rate it would take the IRS 264 years to debug all 88,000 programs. Y2K is a technical problem that cannot be solved by technology, the first ever non negotiable deadline, a systematic crisis that no one can solve alone, a crisis that transcends boundaries and hierarchies, and an opportunity to simplify and redesign major systems (Peterson 1)." How bad is the Y2K problem? Many studies have been done to estimate the cost of addressing this problem. The Y2K problem would not be as serious today had business and government leaders dealt with the situation earlier. Consequently, a race against the clock is underway. For many organizations work has not even begun! Why isn't the Y2K being addressed? The biggest problem today is the lack of concern by many businesses and governments to take this problem seriously, in spite of literature available. Many people do not understand how a simple computer glitch could affect the world. Some business owners are aware of the problem but may be keeping silent in hopes of not spooking their stock. It is possible that many of our elected leaders do not see the potential of social and economic disaster. What could happen? Your telephone service is terminated because of errors in data calculations, your driver's license expires because the motor vehicle department cannot recognize dates after December 31, 1999, the department store rejects your credit card because your payment is 100 years overdue, your bank's automated teller swallows your card, thinking it has expired and your Social Security payments are cut off because the agency's computers miscalculate your age. "While elsewhere, bank vaults refuse to open, building security systems fail, refusing to read coded cards or keys, and airline flight schedules are thrown into disarray because of flaws in the air traffic control system computers (The Year 2000)." How can you prepare? Try to make all possible preparations as soon as you can. It would be a good idea to keep extra cash hand, perhaps enough to live on for an entire week. "Plan to spend a fair amount of time checking, upgrading and preparing your home

Reflections on Federal Immigration Policy essay

Reflections on Federal Immigration Policy essay Reflections on Federal Immigration Policy essay Reflections on Federal Immigration Policy essayThe major current federal immigration policy issues include illegal immigration, overcrowding, investment policy issues, national security and terrorism, and other issues. As the United States is considered to be the nation of immigrants, the federal immigration policy should be well-developed to address the needs of American citizens (Theodoulou    Kofinis, 2013).   Moreover, the federal immigration policy is closely connected with employment issues because those people who come to the United States with the intention to work and stay there should be useful to our state. In addition, racial and religious biases are linked to immigration policy. I feel concerned about related issues that relate to current federal immigration policy.Undoubtedly, if anything is changing in the current federal immigration policy, it will affect me personally because I am an American citizen and any changes in the governmental policies may have either po sitive or negative consequences for me, my family and the whole American society. For example, the permission to continue illegal immigration may have negative impact on my employment, security and even my health.My thoughts prior to reading this week’s reading assignments were vague about the nature immigration policy. Now I realize that it is necessary to understand the complexity of the immigration policy making process. The U.S. government should address the needs and requirements of citizens, providing the proper opportunities for the development of the nation in today’s global context. Immigration issues should not lead to economic decline of the country. As a result, it is necessary to follow current federal immigration laws. In general, my perspective has been reinforced now that I am more informed. I realize that illegal immigration is an issue of public concern that requires adequate response of the U.S. government.

Case study #1 HRD #394 Example | Topics and Well Written Essays - 500 words

#1 HRD #394 - Case Study Example tance of repairing the machines and also improve the conditions and the equipments that would help reduce the cases of accidents and injuries in the work. The programs of behavioral based safety focus the employees as the main cause of accidents and injuries at workplaces. In this, many employees blame their employees for most of the accidents at workplaces, in most cases; however, behavioral based safety targets improving the safety behaviors in the workplaces by the use of employee involvement. It involves identifying the employees practices and behaviors that would help in reducing the risk of injury. Management accountability and engineering control both affect safety issues at workplaces, managers should understand that the safety of their employees also fails in their hands. They should understand that they have the responsibility to provide a safe and healthy workplace for their employees. Management should also ensure that the organization has adequate resources focused towards ensuring that the organization meets the safety and health implementation strategies and objectives. With this in mind then the management is accountable to all its employees in regard to health and safety. Engineering control also affects safety issues at the workplace; regular fixing of the engineering systems in an organization reduces the incidences of accidents and injuries at the workplaces. This fixing of the engineering systems helps improve the hazardous conditions and equipments that help eliminate the potential causes of accidents. This paper concurs with the critics of behavior based safety, the critics of the BBS state that the employees are not always responsible for the accidents and injuries as the advocates put it. Injuries and accidents in the workplaces mainly rise from the unsafe conditions with bad designs, the failure of the organizations to provide the safeguards required and the failure of the organizations to take the best preventive measures. This proves

Internet and Social Networking Privacy Essay Example | Topics and Well Written Essays - 250 words - 1

Internet and Social Networking Privacy - Essay Example use privacy settings, social networks have agreed not to reveal any personal details with a third party unless the user provides consent, which authorizes the use of the information in question (Barras 1). On the other hand, the social network community have become private-sensitive to the extent of ensuring that they always use their privacy settings. In other cases, social sites ensure the utilization of private settings by providing default private settings for users (Hawkins 1). The social sites have also message alerts, which are sent to the user any time the private settings are changed to public settings (Hawkins 1). Teenage users should be cautious and choose the social networks, which have registered with independent privacy firms that guarantee the privacy of their personal details, and do not have any privacy flows. Social networking sites give priority to their users while overlooking on third parties. It is in this case that the social networking sites will strive to maintain the privacy of their users. Social sites will block any third party who wishes to access user’s private information. In essence, Teenage users should be cautious and choose the social networks, which have registered with independent privacy firms that guarantee the privacy of their personal information, and do not have any privacy

Case study 2 Coursework Example | Topics and Well Written Essays - 2250 words

Case study 2 - Coursework Example Taking into account the inferences drawn from the SWOT analysis, a comparative analysis of Zara and H&M have been conducted so as to provide Caifu with rational suggestions and recommendations to select either Zara or H&M, when opting for collaboration in the targeted European market. Table of Contents Executive Summary 2 Introduction 4 Company Profile 5 Zara 5 H&M 6 SWOT Analysis of Zara and H&M 7 Zara 7 H&M 9 Comparative Analysis of Zara and H&M 11 Conclusions and Recommendations 12 References 13 Introduction Since the past three years, globalisation has evidently ignited a more advanced and internationalised fashion sense and has diverted the customers towards the fashion industry by a substantial extent. Consequently, cultural values, consumer changing purchasing behaviours, consumer preferences, and willingness of purchase towards fashion merchandises has been the most critical issues faced by the contemporary managers today, in the retail sector of the industry. Based on the fa ct, the contemporary organisations have been largely observed to implement customer-centric market strategies to improve and attract the purchase behaviours of the consumers on the way to the fashion products (Bianchi & Birtwistle, 2010). In addition to these contributing factors, fashion shows in television, fashion advertisements, promotion of fashion apparels by celebrity models and superstars, in-store displays of fashionable clothes and organising fashion events in urban shopping malls have developed the consumer fashionable behaviours among consumers and thus can be regarded as another driving force in the industry since the past three years. Such kind of interactive and attractive marketing strategies of fashion apparels have shown junction of traditional and contemporary values (Rajagopal, 2012). Another the prime driver of the consumer behaviour towards the fashion apparels is the dominance of the social interactions. The relationship between the apparels and identity has c ome out as the result of various social interactions. In other words, apparels have become an opportunity and medium to represent individuals as a new identity of the person within the past few years (Pentecosta & Andrewsb, 2010). Additionally, the strategy of the younger generation of fashion fanship and impulse buying to stand apart from their predecessors and other fellow consumers also act as a driver towards the divergence of the fashion industry (Holmberg & Ohnfeldt, 2010). Also the buying patterns of the consumers have shifted from low-pricing brands to high brand fashion markets that have been established in to family environment, which also act as a few noteworthy driving forces in the industry to change consumer behaviour (Pentecosta & Andrewsb, 2010). It is worth mentioning in this context that the way an organisation manages these driving forces, determine their strengths and weaknesses in the current fashion retailing industry context. Accordingly, in this paper, a comp arative evaluation of Zara and H&M will be conducted with the intention to suggest Caifu regarding its further initiative of collaboration with either of these retail brands to penetrate the European market. Company Profile Zara Zara was founded in 1975 by Amancio Ortega Rosalia Mera as a Spanish company situated in Arteixco, Galicia. It is one of the largest international fashion retailers, which operates under

Tale of Cinderella compared to the movie Essay Example for Free

Tale of Cinderella compared to the movie Essay Everybody has already heard about tales during their childhood and everyone has liked them. One of the most known tales is of course the PerraultsCinderella. The movie industry still continues today to make films inspired from this popular tale. In this essay, the tale of Cinderella will be compared to the movie, Ever After. This comparison essay will show two common aspects: the male superiority to women and the importance of feminine beauty. First of all, in both films the male is superior to women. In Cinderella, the Prince is the hero who is wealthy and future king. He is the alias who only wants to find a woman to become his wife. Cinderella is the poor weak and passive girl who has to obey to the orders given by her stepmother. Her alternatives are to stay miserable or marry into happiness; the Prince is her rescuer. In Ever After, it is the same thing because the young girl has to obey to the order of her cruel stepmother and sisters. She has no power like Cinderella and while her stepmother gives her to the cruel baron, the Prince rescues her. In the movie and the story, the deprived girl marries the Prince. Secondly, in the movie and the tale the feminine beauty is very important and high-classed clothing gives identity like the Prince, the King, the stepmother and the stepsisters. Cinderella has an identity only at the moment that her godmother changes her into a princess for the ball. In Ever After, the girl has identity in front of the Prince only when she wears beautiful clothes. The beauty is not only on the physical side but also the psychological side. In contrast to the move and the tale the girl forgives her stepmother and stepsisters because she is without resentment even though they have been cruel to her. Both girls are a sweet, innocent, nice people even when they dress poorly. Also, the women with power and beauty are cruel in these situations. To sum up, in the movie and the tale, males like the Prince and the King are superior to women because they are wealthy and powerful. Also, Cinderella has only the alternatives to stay miserable or marry the Prince to be happy. Beauty is something very important in Cinderella and Ever After:Â  high-classed clothing gives beauty and identity and without this, you are nothing.

Effects of Smoking :: Argumentative Persuasive Example Essays

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The effects of smoking cigarettes  Ã‚  Ã‚  Ã‚  Ã‚   Smoking is involved in most of all lung cancer deaths. An individual with chronic bronchitis, which is caused by smoking, is more likely to get a bacterial infection if he or she is a smoker. A smoker gets more nose and throat infections, respiratory infections, and bronchitis. Cigarette smoking accounts for a third of all heart disease deaths. The carbon monoxide in the cigarette smoke increases the amount of cholesterol clogging the arteries. Smoking causes stiffness in the walls of the arteries, which are, is harmful to the artery and increases the risk for the artery to rupture. The nicotine in cigarettes can raise your blood pressure, heart rate, and the oxygen demand for muscles, especially the heart. Cigarette Smoking is the major cause of cancer of the lips, tongue, salivary glands, mouth, and esophagus. The development of stomach cancer can be directly associated with smoking. Smoking is known to cause bladder cancer. Quitting smoking will not result in a high reduction in the risk of getting bladder cancer. A strong association exists between smoking and leukemia. Women who smoke are at an increased risk of osteoporosis. Second Hand smoking can also be harmful. Infants and children have tender tissues and are more sensitive to second hand smoke. Many develop cancers when they get older. It is about 53,000 deaths per year as a result of passive smoking in the United States. 37,000 of these deaths come from cardiovascular disease.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Culver2 The effects of tobacco smoke are just as bad, if not worse, in nonsmokers as in smokers. All of the risks for smokers also hold true for exposure to second hand smoke. Tobacco smoke is made up of many hazardous vapors and particles that when inhaled are harmful to both the smoker and to others around.

Theories and goals of education don’t matter a whit if you don’t consider your students to be human beings

The book entitled, A Loss for Words, by Lou Ann Walker, tells the wonderful tale of how a child deals with the disabilities of her parents (Walker 1987).The protagonist of the tale, Lou Ann Walker, narrates her experiences of how she acted as the ears and was the voice for her deaf parents.   While the family setting was warm, loving and typical of most happy families, the challenges that Lou Ann Walker and her parents had to face outside the house constantly challenged their character (Walker 1987).The story revolves around the experiences of Lou Ann Walker who was born in the American Midwest in 1952 and recounts the experiences she has as one of the three daughters who were capable of hearing of Gale and Doris Jean Walker who were both deafened as infants due to illnesses.The inspiring tale of how she served as the â€Å"medium† for interactions for her parents with the outside world.   â€Å"I’d seen plenty of families where there was more communication and les s love, (Walker 1987)† as the author declares when she recalls how warm it was in their home despite the hearing disabilities of her parents.The book is not above the frustrations that people have to deal with when they are outcast and misunderstood and Lou Ann Walker is able to show this through the lighthearted narration of just how crude and condescending the reactions of people were to the plight of her parents.The manner of education that her parents got, while seemingly different for those who are unaware of the circumstances of the hearing impaired, showed just how difficult yet heartwarming it was.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The beauty is in the narration of the tale as it seeks to embed itself in the hearts of its readers and finds a way to bring the comfort and warmth of the author’s own family to the reader.References:Walker, Lou Ann (1987) Loss for Words: The Story of Deafness in a Family Harper Perennial ISBN: 0060914254   

Young Goodman Brown Analysis

The gloom Young Goodman Brown is feeling from the truth he discovers during the night is completely justified. How could it not be after such a traumatic experience? His entire image of the world around him was shattered. The people he new and looked up to, were not what he spent his life believing them to be. There are many passages by Young Goodman Brown that portray these thoughts, feeling, loss of innocence, and changes to his perception in the short story by Nathaniel Hawthorne. What immediately stood out to me was the sweet exchange of words Goodman and Faith had, at the train station before his departure.Faith had bad dreams and negative thoughts about Goodman’s trip and does not want him to leave. Goodman replies, â€Å"My love and my Faith, of all nights in the year, this one night must I tarry away from thee. † This line was the best. I have never heard a better way to tell a woman that I can not spend time with her. This line will be used by me at some time i n my life. I wonder how much better Goodman’s life would have been if he would have listened to faith. Goodman regarded Faith as his anchor to everything that is right in the world.Faith, with her pink ribbons, is what could right any of the wrongs that might happen to him on his trip. â€Å"After this one night I’ll cling to her skirts and follow her to heaven,† he tells himself in the fashion of a silent prayer, pleading to make it through the night. I see this concept, of using Faith as a prayer, when he meditates on the phrase, â€Å"what calm sleep would be his that very night, which was to have been spent so wickedly, but so purely and sweetly now, in the arms of Faith! Amidst these pleasant and praiseworthy meditations. † It seemed as if everyone from the village had a relationship with the devil.â€Å"I helped your grandfather, the constable, when he lashed the Quaker woman so smartly through the streets of Salem: and it was I that brought your f ather a pitch pin knot, kindled at my own hearth, to set fire to an Indian village, in King Philip’s war,† said the devil. One of the first moments of truth occurred when Goodman witnessed Goody Cloyse speaking to the devil. Hawthorne portrays Goodman’s shock by having him repeat the phrase, â€Å"That old woman taught me my catechism. † Once you start on the road of behavior that makes you lose your innocence, the easier it becomes to travel down that path.The devil said, trying to comfort Goodman, â€Å"You will think better of this by and by. † The moment the Devil plucked the maple branch and it withered was a metaphor of how evil corrupts the innocent and a representation of what was in store for Goodman’s life after that night. Goodman was so shocked that the very leaders of his faith, the Deacon, would venture out into the night to meet the man with the snake cane. Then Goodman heard the cry of grief and held the pink ribbon in his han d crying out, â€Å"my Faith is gone,† was the end of his trying to withstand the devil.He gave up stating, â€Å"there is no good on earth; and sin is but a name. † In this moment of despair he calls out to the devil stating, â€Å"Come, devil; for to thee is the world given. † When he felt he lost is anchor (Faith) to everything that was Holy and pure to him he gave up. In Goodman’s mind he had no other choice to follow the Devil and after being apart of that ritual of initiation and the devil’s sermon, there was no coming back for him. Young Goodman Brown will forever be gloomy and withdrawn.

The voices of silence by Bel Mooney Essays

The voices of silence by Bel Mooney Essays The voices of silence by Bel Mooney Paper The voices of silence by Bel Mooney Paper The novel The voices of silence by Bel Mooney is set in the country of Romania during the last months of the regime of the dictator Nicolae Ceausescu. The story is told from the viewpoint of Flora Popescy, a thirteen-year old school girl who lives with her parents Rodika and Constantin in the capital city of Bucharest. In chapters one to three we are given an immediate insight into the harshness of life under an oppressive government. Floras family lives in great poverty. We realise from Floras dream that even bananas are a delicacy, and a seven-year-old boy requested a banana for his big birthday present. Floras family lives in a twenty-story block, which was due to have new lifts fitted but as the government ran out of money they left the shafts on view. Between each block theres only rough terrain as there is no gardens or even grass. When rain falls puddles collect easily, as there is no drainage system just unfinished ground. Flora describes her flat as tiny with only two rooms, a tiny kitchen and bathroom. The sofa in the flat is her parents double bed at night. It is a damp flat which was evident from Floras description of the dampness that bubbled and sprouted on the walls. Also they have an old wooden draining board which is cracked down the middle. They heat the flat with paraffin but it isnt enough to keep the flat warm. Each day at dawn they have to queue for bread and milk. Sometimes Tata would return with an old bag containing four/five apples, or bacon or just a lump of cheese, which made any of these things a real feast and by our standards shows how what a poor state they really live in. For Floras birthday it was such a treat for her to be served fresh bread and in addition she had two pieces of salami and a little strip of cheese and a fried egg. Flora had one birthday card, which was obviously appreciated because she took great care looking at the decorations the pictures and colours. Also Flora had one present rapped in the same paper their food was wrapped in, yet her mum had drawn and painted moons and stars on it. Flora had a scarf as her only present, she really appreciated it because it was an extravagance not a necessity. Daniel Ghiban had joined the school on the first day back. At lunchtime everyone crowded round him because of what he had on his sandwiches which was proper meat on soft bread and cake. On that day Floras school bag had broken again, she mentioned her mum had already mended it five times before, another example that they cant afford new possessions. Daniel Ghiban stopped to help her pick her stuff and sharpened her pencil with a real sharpener. Flora told Daniel that usually she sharpens with a knife. Daniel wore real jeans, a blue jumper with the schools badge on and trainers, he really stood out from the others because Flora described everyone in school looked the same Drab dark clothes From the opening chapters of the book we also learn a great deal about the political regime. President Ceausescu is a cruel dictator who lives in luxury, while keeping his people in poverty. In chapters two, on Floras birthday, she and her parents go into the city to look at the presidents dreadful, lavish, giant new palace, Her father Constantin seethes anger but dare not voice his opinions aloud in public. We learn very quickly that the citizens of Romania are spied on and that the government tries to control their thoughts and actions. Floras account of how the pupils chant their loyalty to Romania and the beloved president on a daily basis is evidence of the political indoctrination in school. From a early age Flora tells they learned from songs that the president was the father and his wife Elena was the mother. Some examples of characters been nervous of talking about the government are when mama tried shushing Tata from explaining why they are deprived from having certain things. Also Flora was worried when Alys called Old Ceausecu an old monster. This was evident because Flora tried shushing Alys and looking over her soldier to see if anybody had heard. Another point about this is the fact that Daniel was not supposed to tell his friends how he had managed to have decent food, he told his friends in a whisper, which later made Flora nervous of running footsteps behind her. Constantin was suspicious that Daniel had arrived unexpectedly at their flat bringing MMs for Floras birthday. Father said It was not Right because even though he was a school friend he was a stranger, adding people in Romania have to look after themselves and it wasnt normal to send presents to others unless they wanted something in return. From my reading of the novel so far, I understand life in a country like Romania must be very miserable. I think that the thing I would hate most of all would be the fact that you couldnt have any real friend or someone to trust as you have to live a life of secrecy and whispers because you never know who might be listening in on you.

(Business Negotiation) Select any two countries or World regions (like Essay

(Business Negotiation) Select any two countries or World regions (like Asia, Europe, or North America) and using the academic li - Essay Example There is a significant contribution made by culture during international business organizations, and this has an influence on the transactions (Jiachu, Shifi & Li, 2000). Nevertheless, the paper will explore substantial factors that affect the business negotiations between America and China, which will be based on an evaluation of the cultural differences between these countries. CULTURE Interdependence between countries, people and businesses establishes the significance of national cultures. In fact, culture refers to a pattern of behaviors, norms, convictions, values, which are socially transmitted among the community members. Therefore, culture has a substantial influence on people’s thinking, communication and behaviors; thus, becoming a serious source of influence to the aspect of negotiations (Salacuse, 2004). Moreover, culture and nationality among different countries are not the same, while culture is distinct; thus, the paper will focus on the Chinese and American cu lture. There is an immense influence on Chinese culture by traditional philosophies such as Confucianism and Taoism. These philosophies focus on virtual like patience, harmony in relationships and instincts of survival (Faure, 1999). Americans have been identified by their individualism, though they are also known for their value for networking and information. WAYS CULTURE CAN AFFECT NEGOTIATIONS Negotiating Goal People of different culture have varying objectives of engaging in negotiation, there are those who focus on reaching a deal and singing a contract, while others perceive this as a commencement of a long-term association and this emanates to a contract. For instance, in China, there is a focus on creating an interpersonal relationship before establishment of a commercial transaction. In fact, these behaviors are attributed to values of Confucianism; thus, Chinese people have a conviction that a business relationship should be based on interpersonal relationship (Graham & L am, 2003). Establishment of interpersonal relationship is aimed at fostering a relationship attributed to trust during pre-negotiation stage in China. On the other hand, Americans are known to lay lot of emphasis on the signed contract, since numerous negotiators in America are lawyers (Demers, 2002). In fact, there is a virtue acquired by the law students from their schools, which entail engaging in a negotiation with an objective of acquiring a signed contract. Moreover, the Americans consider reaching at an agreement as the final stage of the negotiation; thus, they have a great adherence to the details. Furthermore, Americans have a tendency of rushing to the preliminary stage of a negotiation, which creates a high chance of misunderstandings, and it leads to adverse effects to the process of negotiation. Negotiating Attitude There are forms of attitudes attributed to parties engaging in a negotiation, which are a win-lose or win-win attitude. However, negotiators with a win-win attitude have a perception of a negotiation being a collaborative effort aimed at ensuring that parties have established a mutual beneficial arrangement (Bazerman, Curhan, Moore & Valley, 2000). However, negotiations with parties having a win-lose attitude are focused on ensuring that at the end of the negotiation one party has lost. Nevertheless, Americans and Chinese share a

Chikita Banana Essay Example | Topics and Well Written Essays - 500 words

Chikita Banana - Essay Example In pursuit of better business climate including, for instance, lower taxes, Chiquita engaged in payment of bribes to government officials. For instance, in 1975, it was disclosed that the company paid a Honduran official an excess of US $ 1.25 million bribe in order to reduce taxes paid on banana exports (Schotter and Teagarden 5). The company also employed underground tactics to discourage governments from developing infrastructure so as to retain a grip on transportation monopoly. By promoting coups against perceived hostile governments, Chiquita perpetuated injustices borne out of disrespect for sovereignty of the people. In doing so, the company’s corporate interests got entangled with the foreign policy of America. For instance, in 1954, the directors of United Fruit Company lobbied the U.S. government for a coup in Guatemala on the allegation that the incumbent government was rooting for communism (Schotter and Teagarden 9). This was undertaken to conceal the company’s fear of losing 40% of its land owing to supposed agrarian reform and new labor code. United Fruit Company was notorious for subjecting its farm workers to long working hours in dangerous conditions. Prior to its restructuring, Chiquita engaged in unsustainable wide scale cultivation of bananas by allowing agrochemical runoff water to flow into water sources, as well as massive deforestation of tropical forests to create land for expansion (Schotter and Teagarden 6). Chiquita employed guerilla tactics in order to retain its market share such as controlling the distribution of banana lands. The uncontrollable appetite for land and market dominance made United Fruit extend its reach and influence over governments and lives of its employees. United Fruit extended its influence to prevent governments from distributing banana lands to locals wishing to have a share for the banana business. The

Music Mid-Term Essay Example | Topics and Well Written Essays - 1000 words

Music Mid-Term - Essay Example The concert lasted from 7:30 pm to 9:30 pm. The live performance included 14 professional musicians of the Denver Brass. The performances include Salsa, Day of the Dead Suite, Tango, and Sense Maya (Valencia, 2012). The performers played different classical songs that included Day of the Dead. Denver Brass constitutes of 14 professional musicians (The Denver brass, 2014). Denver Brass’s universal appeal defines its success and prominence. I enjoyed the magnificent surround sound and the entertaining and relaxing fresh musical styles that added vigor to the classical music live concert. I also enjoyed the fact that a diverse audience attended the concert thus denouncing the misconception that classic music is for elite, racist, and educated audience. Indeed, the live concert made me love attending another classical music live concert in the near future. Notably, the performance of the Drever Bass corresponds to the classical stylistic period learnt in class. The Colorado Fiesta: Dances with Brass depicted a classical musical genre as the band sung various classical songs. The programming of the music sought to share the Colorado history in an entertaining manner. The performance sought to bring a musical excursion from Spain to America. The live concert evoked emotions, images, and ideas. Indeed, the fiery dance, cool music, and sensual Flamenco guitar evoked happy and entertaining feelings. The live concert also evoked passionate and romantic feelings courtesy of the romantic song Day of the Dead. The Colorado Fiesta: Dances with Brass was equally colorful thus evoking a beautiful feeling. Some of the most Memorable features of the live concert included the fiery dance, sensual Flamenco guitar that evoked instrumental effects, and the entertaining dancing styles by Fiesta Colorado and Steve Mullins (Valencia, 2012). Additionally, I cannot forget the harmonious melodies and rhythms of the Drever Bass that motivated the audience to sing along to each song

How do economic recession affect people's behavior Essay

How do economic recession affect people's behavior - Essay Example However, as the theory points out, the knowledge is never complete and this imperfection leads to economic growth. This may not always be so. In times of economic recession, the more the awareness of bad news, the greater is its impact on human behavior and the economic crisis. According to Charles Hodge, if a human being is assumed to behave out of necessity, he loses his identity as a rational person capable of deciding based on his thoughts and analysis (Hodge as cited in Cleveland, 2000). He becomes a mechanical person and can not be held responsible for the consequences of his behavior. Similarly if he is assumed to base his actions on the contingencies, he is imbibed with irrational and autocratic power of determination, acting even against his own will. Hodge rejects both these patterns of behavior that emerge from the utilitarianism theory. In the third behavior pattern viz., certainty, the individual behavior is explained by the individual’s own rational analysis of a situation and determination of what is best in his own interest, and is embraced by Hodge as the more appropriate explanation of human behavior. The subprime crisis in the USA led to large scale defaults in the mortgage industry and its contagion effect soon engulfed a host of other sectors like the financial institutions, banks and manufacturing industries. Bank failures dried up the credit available for the business and industry and this has in turn led to significant loss of jobs and consumer confidence. All the major economies of the world are facing a downturn due to globalization. Mass communications media ensures that individual behavior is influenced and aggravated by the frenzy of collective disaster. Loss of consumer confidence and credit squeeze are the major factors impacting human behavior in these circumstances. US economy which is characterized by a high degree of consumer spending, is witnessing consumer

The Effectiveness Of The Jigsaw Approach

The Effectiveness Of The Jigsaw Approach The purpose of this research was to study and analyze the effectiveness of the jigsaw method and other cooperative learning strategies for students with learning disabilities. A 20-question survey about cooperative learning strategies, including the jigsaw, was used to determine educators knowledge of the jigsaw approach and the effectiveness they have had using it with students with and without a disability. Research findings indicate that educators believe cooperative learning does have a positive impact on their students learning new material. Concerns still exist with educators knowledge of cooperative learning strategies and how to properly implement them in the classroom setting. Cooperative learning strategies have been used to improve student achievement for many years. The effectiveness of these strategies, for students with and without disabilities, has been debated. The jigsaw method is a specific strategy that involves students working together and teaching their peers new material. Educators knowledge of cooperative learning is an important aspect for implementing specific strategies, like the jigsaw method. This study is focused on educators knowledge and their opinion on the effectiveness of cooperative learning for students with and without disabilities. The concern of a need for professional development was also examined as a way to increase knowledge of cooperative learning strategies. Review of Literature Cooperative learning is a strategy that has been a part of the education world for many years. It was developed out of the theory of constructivism. It has expanded from its original design of just having students work together with a partner or small group. The effectiveness of cooperative learning has been demonstrated through numerous studies as an effective strategy to increase students comprehension (Bigge Stump, 1999, Law, 2011, Santos Rego Del Mar Lorenzo Moledo, 2005). Law (2011) found, that students higher-order reading performance could be enhanced through engaging in cooperative learning activities with well-planned scaffolding by their teachers (p. 416). Cooperative learning has traditionally been looked at in the general education classroom, but it can also be used for working with students with special needs. Numerous strategies fall under the category of cooperative learning. One particular research-based strategy that has demonstrated effectiveness for increasing student understanding is the jigsaw method. The jigsaw falls under cooperative learning because it allows students to work together to learn new material. According to Bigge and Stump (1999), for cooperative learning to be effective, students need ample opportunities to solve problems as a group first and then resort to teacher assistance (p. 121). Gà ¶Ãƒ §er (2010) suggests the jigsaw approach should be used mainly in teaching grammar and literature. The jigsaw approach is just one of many cooperative learning strategies that has demonstrated effectiveness, but does have weaknesses as a strategy for students in general education as well in special education. The jigsaw approach was first developed by Elliot Aronson (1971) to help students develop their social and cooperative skills. The original purpose was to deal with desegregation issues in Texas, but as it was being implemented, it was discovered that students were gaining a better understanding of the content. There have been numerous studies since then to demonstrate its effectiveness in increasing student understanding. To implement the jigsaw approach, a step-by-step process needs to be followed. Step one is that each student must be a member of two groups. The first group is the home group where students will begin and end the activity and there should be no more than five students in each group. The main responsibility of each member in home group is to teach a portion of the assigned reading/work. Once students are assigned their section they will move to a second group called the expert group. During this step, students discuss the reading/work and gain an understanding until they feel comfortable with presenting the material to their home group. In the final step, students return to their home group and take turns presenting the information they became experts on and listen as other students present their material. In the end, all students have been taught the reading/work without having to do all the work on their own (Fisher, Brozo, Frey, Ivey, 2007). Research provides guidelines for how long students should work in their expert group before they return to their home group. Most studies support part of a given class period, but one study suggests much longer. Young, Hadgraft, and Young (1997) support using shorter periods of time between bringing the expert groups back to their home groups because when the time was expanded they encountered more problems in getting all the material together. The jigsaw approach has also been evaluated for use in the online setting, which is becoming more important to the educational system due to an increase in online education. Weidman and Bishop (2009) found mixed results when using the jigsaw in an online classroom. The struggle came with the individual accountability component of the assignment that was amplified in the online setting. One positive was that it demonstrated increases in student understanding. Benefits of the Jigsaw The jigsaw approach has demonstrated numerous benefits for students of multiple ability levels. Santos Rego and Del Mar Lorenzo Moledo (2005) indicate that the jigsaw technique improved academic performance with students at the beginning of secondary school (ages 12-14 years). The authors connect this finding to students having a higher self-esteem and self-efficacy. They demonstrated that the jigsaw method can be effective at the high school level with both general education and special education students. A similar strength of the jigsaw is that it can do more than just teach students content material. It can help motivate them and teach them to enjoy learning which can increase self-esteem and self-efficacy. Mengduo and Xiaoling (2010) concluded that, The jigsaw classroom reduces students reluctance and anxiety to participate in the classroom activities while increasing self-esteem and self-confidence (p. 122). This is important to learn at the high school level because students are preparing for their future and need to learn how to participate in group activities. Efe and Efe (2011) analyzed how students assigned as group leaders in the jigsaw helped motivate the rest of the group. Results suggested that when given the title of group leader students worked to motivate other students to complete their work. Education is not just about learning the four core content areas (math, science, English, and social studies), it is also about learning how to interact in society and be a produ ctive citizen. In addition to helping students learn new material, the jigsaw helps build social skills. Anderson and Palmer (2001) reports that the jigsaw approach is backed by research showing it to motivate students to work together, share ideas, pursue common goals, and develop self-esteem. Learning the material, being able to work in groups, and knowing how to motivate people are all positive attributes for success in the work place. Whether it is learning material, building self-esteem, or knowing how to motivate, the jigsaw can be utilized to help students with and without disabilities. A final strength of the jigsaw is that it can decrease students anxiety levels. Many students deal with anxiety throughout their educational careers either in a specific subject, in all subjects, or with test anxiety. Oludipe and Awokoy (2010) examined students anxiety levels in relation to participation in chemistry class. Students were divided into two groups; one in a cooperative learning classroom that used the jigsaw approach and the other using a traditional lecture approach. The results showed that students in the cooperative classroom had lower levels of anxiety due to the positive interdependence attribute of the jigsaw method. Positive interdependence allows students to see that success is dependent on their effort and the contributions of the group. Oludipe and Awokoy (2010) conclude that students became more confident and felt secure participating actively in chemistry lessons (p. 35). The jigsaw method also provides a way to help students become active in classroom activities and/or lessons. When students are anxious or sometimes even afraid to contribute, they are going to miss information that is needed to fully understand the material. The jigsaw allows students to work with one another and develop a sense of being needed. When students are needed by their peers, they are more likely to do the work and contribute to the group, and when they do the work, they are less anxious to become involved in future activities. It can also be used early in the school year to help students get to know one another, as it is useful for social skill development as well. Limitations of the Jigsaw The use of the jigsaw approach does have several limitations as well. The first relates to the teacher. A jigsaw is dependent on a teacher explaining how to properly implement the approach and if not done properly, the likelihood of success is limited. Souvignier and Kronenberger (2007) aimed to determine the effectiveness of the jigsaw approach at the elementary level by comparing three conditions of instruction (i.e., jigsaw, jigsaw with a supplementary questioning training, and teacher guided instruction). The results showed that students used the jigsaw method with average results. The authors determined that younger, elementary-aged students could benefit from the jigsaw, but only if certain conditions were met. The authors suggest that, cooperative learning in younger children needs as well explicit (preparing experts as teachers; questioning and explanation training) as implicit (fostering interdependence by adequate learning materials) support (p. 769). The jigsaw seems to be limited in its use with elementary students due to the fact that it requires more specific training for the students before it can be used as successfully as it is for older students which can be a deterrent due to time limitations and classroom demands. Another limitation of the jigsaw approach is the actual data that supports the use of the jigsaw method. As previously noted, the jigsaw approach can be time consuming and difficult to implement. A study examined the jigsaw approach and found that students using the jigsaw performed better than students using a traditional teaching method (Dollard, Mahoney, 2010). Then results showed only a 0.9% increase on a test favoring the jigsaw method. Thus Dollard and Mahoney (2010) concluded, 0.9% is not enough of a difference to conclude with certainty, that the Jigsaw Method is a stronger academic tool than the traditional method of lecture and note taking (p. 12). The participants were in the 8th grade, supporting the finding that the jigsaw method may not be as effective with younger students. A final limitation is related to the findings of Souvignier and Kronenberger (2007), in that it deals with the proper implementation of the jigsaw steps by younger students. This study involved a group of seventh graders who, according to their science teachers, had experience using the jigsaw approach. The purpose of the study was to determine the effect on student learning of the jigsaw approach and another cooperative learning approach. Results showed that neither approach enhanced students understanding of specific science concepts (Zacharia, Xenofontos, Manoli, 2011). However, a major component of the jigsaw approach was left out by the students involved in the jigsaw method. According to Zacharia and colleagues (2011), In particular, after the students returned to their home groups from their expert groups, they engaged in a working mode similar to the TCA one, in which students visit together all the websites, discuss and take notes, rather than teaching each other about the portion of websites they were assigned to them for study (p. 417). These results again support the idea that younger students have a more difficult time following the precise steps involved in the jigsaw method. Teachers in the study reported that students knew the jigsaw method, but when put into action, they skipped the important step of teaching the other members of their group about the area they became an expert on. The step of teaching information to the other students is the main component in the jigsaw approach. If this step was left out, it is clear the students in this study were actually not comfortable or skilled in using the jigsaw approach. Cooperative learning has its roots in the constructivist approach, which entails using experience-based activities. The jigsaw approach allows students to experience learning and contribute to their learning. Tamah (2007) states, Students are encouraged to learn from their fellow students in their expert team and when they go back to their home team they are encouraged to teach one another the material they have worked on in the expert team (p. 13) which describes exactly how the jigsaw approach should work in a classroom. This approach sounds ideal for teachers because it allows the students to be actively engaged in teaching one another. The jigsaw also allows the teacher to be a facilitator, not a director in the classroom, which is a trend in schools today. As outlined, the jigsaw has multiple strengths and limitations. The overall strength is that it is most effective with older students and effective in motivating students to learn as well as to become more confident in their abilities. The jigsaw is an approach that needs to be taught by the teacher and even modeled to ensure every student fully understands the process. A major limitation of the jigsaw is that if it is not fully and properly implemented, students will not gain an understanding of the material they need and perhaps even miss information because it was not taught to them by their other group members. This weakness tends to be amplified when dealing with younger, elementary students. Current research on the jigsaw approach has mainly been done at the middle to high school level with a balance in learning abilities. However, there are many questions that still exist with regard to the effectiveness of the jigsaw approach. Students with Disabilities One remaining question that is becoming more important to schools, relates to the effectiveness of the jigsaw approach for students with learning disabilities. McMaster and Fuchs (2002) concluded that, studies conducted in special education classrooms were associated with smaller effects for cooperative learning (mean effect size = 0.27), than those implemented in regular education classrooms (mean effect size = 0.44) (p. 115). McMaster and Fuchs (2002) study supports the premise that cooperative learning can have an impact on student achievement for both students with and without disabilities. The aforementioned question can be answered with research focused on teachers knowledge of cooperative learning, specifically the jigsaw approach. Additional questions focus on the use of jigsaw in co-teaching environments, whether the jigsaw is as effective for students with disabilities as it is for those without disabilities, and whether teachers understand cooperative learning strategies a nd if not, is there a need for professional development. There are several questions that need to be answered before an absolute answer can be given regarding the effectiveness of the jigsaw approach. Current literature supports and questions the jigsaw, but the questions posed above may become more important to the future of education as the wave of inclusion continues to change the way students are educated in the United States of America. Method The principle issue investigated in this study was how effective cooperative learning could be for students with learning disabilities. The knowledge educators have about cooperative learning strategies is key to proper implementation leading to increased student achievement. This study assessed educators knowledge of cooperative learning, specific strategies (jigsaw, think-pair-share, and numbered heads together), and the need for professional development. Participants This research was conducted with teachers in a Southeastern Ohio school district and with members from a cohort of masters level preservice teachers. Participants were recruited through email invitations sent to a Southeastern Ohio school district (n=98) and members of a masters level cohort of preservice teachers (n=20). A total of 54 surveys were submitted for a response rate of 46%. All participants were currently educators or working on licensure to enter the field of education with years of teaching experience ranging from 0 to 35 years. The participants reported a variety of teaching experiences, ranging from elementary to college. Eighteen of the 53 participants reported having experience teaching special education and 47 of the 53 participants (87%) reported they work with students with special needs daily. Instrument The aforementioned survey (Appendix A) was constituted of 20 questions, both open-ended and forced-choice, including demographic information, educators knowledge of cooperative learning and specific strategies, and opinions regarding cooperative learnings effectiveness for students with and without disabilities. The fourth question asked educators to define cooperative learning. This information was important because of the varying definitions of cooperative learning. The survey asked how often participants used cooperative learning in general, and then for specific cooperative learning strategies. The survey asked about their understanding of the jigsaw method. Additional questions related to preferred cooperative learning strategies and their opinion regarding how effective cooperative learning is for students with and without disabilities. The survey concluded with a question to determine the need for professional development in the area of cooperative learning. Procedures After receiving approval from the universitys Internal Review Board, the researcher obtained approval from the school districts superintendent to distribute the survey via email. One email was sent to the educators in the school district, while another email was sent to the members of the masters level cohort of preservice teachers. The participants were informed that the online survey (created using Qualtrics, an online survey tool) would take no longer than 10 minutes to complete and were completely anonymous. Two reminder emails were sent asking those that had not completed the survey to do so. Results After the survey was closed, the researcher analyzed the qualitative and quantitative data collected with the survey. The qualitative data was used to determine educators definitions of cooperative learning and the jigsaw approach, as well as educators preferred strategy they used in their classrooms. Quantitative data determined how often specific cooperative learning strategies were used in the classroom, as well as ratings for how effective teachers believe cooperative learning is for students with and without disabilities. The results from 54 surveys are reported, but not every question was answered by each participant so the response rates vary by question. The results demonstrated a variety of responses in how educators defined cooperative learning as well as in their understanding of the jigsaw method. Overall, educators agreed that cooperative learning strategies are effective for helping both students with and without disabilities. Table 1 shows how often participants use cooperative learning in their classroom. The mean value is 2.26 (between 1-2 times per week and 3-4 times per week), with the majority of participants (53%) using cooperative learning 1-2 times per week. Table 2 shows how often participants use the jigsaw method in their classroom. The mean value is 1.31 (between 0 times per week and 1-2 times per week) with the majority of participants (69%) choosing 0 times. Table 3 shows how often participants use the think-pair-share method. The mean is 2.00 (1-2 times per week), with the majority (51%) of choosing 1-2 times per week. Table 4 shows how often participants use the numbered heads together method. The mean score is a 2.4 (between less than once a month and once a month), with the majority (45%) of participants choosing never. Table 5 shows how effective participants think cooperative learning is for students without disabilities. The mean score is 4.10 (between somewhat effective and very effective), with the majority (59%) of participants choosing somewhat effective. The participants were asked to give an explanation for their rating and there were several similarities in their wording. Many referred to it being dependent on the type and age of the students. There was also a common response that not all students are able to learn in groups and need the opportunity to work independently. Table 6 shows participants perceptions of the effectiveness of cooperative learning for students with disabilities. The mean score is 3.96 (between neither effective or ineffective and somewhat effective), with the majority (51%) choosing somewhat effective. The participants were asked to give an explanation for their rating and resulting in several similarities in their responses. Several participants indicated the effectiveness was dependent on students willingness to work with others. Others indicated it was effective because it helped build students social skills through interaction with other students. Defining Cooperative Learning Each participant was asked how he/she defined cooperative learning. Fifty-one out of the 54 participants (94%) completed this question. Of the 51, 34 mentioned that cooperative learning was focused on student grouping or students working together, while three participants defined it as teachers working together. The remaining responses did not specify who was involved in working together, but just that it involved working in groups or together to solve a problem. Understanding the Jigsaw Method. Educators were asked to explain their understanding of the jigsaw method. Forty-four educators answered this question, and off the 44, 17 (39%) explained the jigsaw as putting students into one group to learn material and then join another group to teach the material they learned in their first group. Nine of the 44 (20%) responded as not knowing what it is. The others explained the jigsaw as group work, but did not specify the nature of the groups. Why Some Do Not Use Cooperative Learning Educators who responded that they do not use cooperative learning were asked to explain why. Nine participants responded that they do not use any form of cooperative learning strategy. Four of the nine mentioned time as being the main reason for not using cooperative learning strategies. Other responses included lack of skills by students and forgetting to use them. One response indicated the individual was not familiar with enough strategies and how to implement them. Professional Development for Cooperative Learning. The remaining survey questions dealt with the need for professional development in order to learn more about cooperative learning. Fifty-one participants responses to a question asking whether they would benefit from professional development. Twenty-eight responded, yes (55%), 17 said no (33%), and six responded that they might benefit from professional development. This question was followed by another asking why or why not they would want professional development. Many responses indicated participants have learned about cooperative learning, but forget the specific strategies. Other responses indicated that there is always room to learn new ideas and methods for the classroom. The final question asked participants to indicate where they would like to receive professional development. Of the 34 participants who completed this question, 24 would prefer a workshop with the remaining respondents indicating a webinar as the preferred method of delivery for professional development. Discussion The results indicate there is a concern with educators knowledge about cooperative learning and how to implement specific strategies. The educators had a basic understanding, but did not fully understand cooperative learning. Many explained it as simple group work, when it involves more of an understanding that it is student-led and student-centered instruction. The participants were also asked to give their preferred cooperative learning strategy and only 14 of 49 or 29% were able to identify a specific strategy outside of normal grouping. The participants also had a basic understanding of the jigsaw method, but did not all fully understand the idea of creating a home group and an expert group and students are focused on learning new material. The other area that demonstrates a weakness in their knowledge is the fact that 32 of the 51 or 63% of the participants indicated they would benefit from professional development in the area of cooperative learning. Several participants responded that they know they need to learn more and want to have a better understanding of how the different cooperative learning strategies work. The majority of the participants would also like to attend a workshop to learn about the different cooperative learning strategies. The results also demonstrated that educators believe cooperative learning is effective for students with and without disabilities. Forty-four of the 51 or 86% of the responses indicated that cooperative learning is either somewhat effective or very effective for students without disabilities. This demonstrates that educators have confidence in these strategies for students without disabilities. The results also show that 41 out of 51 or 80% of the participants believe cooperative learning is somewhat effective or very effective for students with disabilities. The study demonstrates the effectiveness of cooperative learning, but there is still the concern of the participants not fully understanding what cooperative learning is and how to implement the different strategies. The primary purpose of this study was to determine the effectiveness of cooperative learning for students with disabilities. The researcher believes that cooperative learning strategies can have a positive effect on student achievement, but educators need to fully understand the strategies and how to properly implement them. Many of the participants (80%) support the idea that cooperative learning is effective for students with disabilities. Some participants cited social skill development and self-esteem building as reasons why they think cooperative learning can be effective for students with disabilities. The results from this study also indicate participants (86%) believe cooperative learning is effective for students without disabilities as well. The researcher believes this is important and demonstrates why educators need to understand cooperative learning and how to implement the different strategies. The results did not show the effectiveness of the jigsaw method specifically, as only 17 out of 44 participants were able to define the jigsaw method. The researcher believes this indicates that the jigsaw cannot be effective if educators are not even sure what it is or how to implement it correctly. The literature supports the idea that the jigsaw method is more effective for older students, but this study does not support that by the fact that the majority of respondents in this study did not know what or how to implement the jigsaw method. The research does show and support the study by Santos Rego and Del Mar Lorenzo Moledo (2005) that the jigsaw can create a higher self-esteem and self-efficacy for students with disabilities. Several participants stated that cooperative learning helps students develop social skills and build self-esteem. The researcher believes this is important and supports the effectiveness of cooperative learning for students with disabilities. Implications for Practice The implications for this study show that there is a need for educators to gain a better understanding of cooperative learning and the variety of strategies that it entails. Professional development would benefit educators in the area of cooperative learning. The best form would be a workshop to provide them with an interactive approach that allows them to learn the strategies firsthand. Recommendations Further research of a larger sample might provide a better insight into the need for professional development. This could result in more generalization for teachers nationally to receive professional development on cooperative learning. Due to the small sample, this study is only able to determine the needs of one high school. Conclusion In conclusion, this study provides evidence that educators knowledge of cooperative learning is adequate, but there is a need for professional development on specific strategies. Educators realize cooperative learning can have a positive impact on students with and without disabilities, but they are not confident in implementing a variety of strategies. It would be to the benefit of the students for educators to attend a professional development workshop on different cooperative learning strategies.