Logistics of Humanitarian Aid in Iraq and Afghanistan Essay

Logistics of Humanitarian Aid in Iraq and Afghanistan - Essay Example 2003, including $1.6 billion worth of oil industry spare parts and equipment.† (Office of the Iraq Programme  Oil-for-Food, 2003) â€Å"Afghanistan is in the midst of a profound humanitarian crisis resulting primarily from long†standing armed conflict, a devastating drought, and massive population migration. The economy, government, and health care system are in shambles. Currently, as many as 5 million Afghans are in camps either as refugees in neighbouring countries or as internally displaced persons within Afghanistan. â€Å"(Challenges and Opportunities for Humanitarian Relief in Afghanistan, 2002) Even though both countries have American supported governments now, the reconstructions work and humanitarian aid were marred by so many problems. The relief works were not coordinated well in these countries. The lack of organizing and centralized control over relief work made the things further complicated Looting and burglary is a common issue in both the countries. The humanitarian workers don’t have enough protection to execute their mission. The supply chain of the humanitarian aid Because of lack of funding most of the aid works are slowing down in these countries. Though humanitarian aids coming from both public and private organizations, because of the heavy damages caused by the fights, nothing seems to be enough for the affected people. Moreover the availability of relief workers to work in these countries is also less. Nobody wants to risk their lives in these countries. Most of the relief agencies offering special pay scale for the relief workers in order to make them work on these countries. â€Å"Currently, the United Nations (U.N.) and international aid organizations such as the International Committee of the Red Cross (ICRC), including nongovernmental organizations (NGOs), are coordinating and providing humanitarian assistance to the Iraqi people. (Coipuram, 2003) The logistic issues surrounding such large-scale humanitarian aid efforts in countries

Junk food is killing America Essay Example | Topics and Well Written Essays - 250 words

Junk food is killing America - Essay Example nderstand how exactly the food has been made, but more importantly, a person should consider making personal food from clear ingredients other than consuming anonymous junk products. Most junk food contains an excessive amount of sugar that lacks no nutrients other than a large amount of energy. The above causes demoralizing effect and increases the rate of metabolic reaction beyond the required amount of calories. Excursive calories thus increase chances for Triglycerides and the indigestible amount of cholesterol that accumulates around the liver and the abdomen, which in turn create avenues to chronic diseases that claim numerous life’s for American citizens. Besides, junk foods are often processed from a centralized processing plant that is susceptible to spreading of germs and bacteria. Health practitioners in the United States argue that majority of citizens in the United States often fall sick after contracting pathogens associated with junk food outlets such as ground beef of, which 15% do not survive. Therefore, it is recommended that that fresh food from gardens, salad restaurants and positive eating habit is critical to improved performance and a positive, healthy impact in the future (Smith

Functional Areas Of Business Essay Example for Free

Functional Areas Of Business Essay There has been an ongoing debate between enlisted members and commissioned officers of the United States Military about effective leadership and the scope of control. Enlisted Service Personnel are usually the worker bees, are not managerial in nature, with combat and field experience. Commissioned Officers are the leaders of the enlisted members. Commissioned Officers usually are the ones that can be personified as managers, with little to no field or combat experience. This debate stems from Commissioned Officers executing their managerial roles, how it affects the enlisted member, and how it effects the overall mission. Leadership, strategic planning, law, human resources management, will be utilized to analyze the role of a manager within the functional areas of business. Leadership Most employees will follow an effective leader if the manager exudes confidence, is not a hypocrite, and believes in the organization’s mission statement wholeheartedly. The adage, If a manager has to claim to be a leader, it almost seems as though he or she is trying to convince themselves that they are a leader, instead of showing that the manager is capable of leading. Motivation, inspiration, and being levelheaded are great attributes in being a great leader. Managers do not have to be an efficient leader in order to get things done, however, they should know how to manage those effective and efficient leaders in order to see the project or mission through. Most effective leaders are effective by being prepared and knowledgeable with some strategic planning. Strategic Planning As the adhesive that was so meticulously put there to hold up that model ship which is encased in a glass bottle, there is a plethora of minutia detail that goes into planning. With regards to the military, it takes an almost insurmountable amount of planning just to execute even the smallest of missions. This component is imperative to have in the manager’s toolbox, in order to maintain the survivability of the organization. A person that fails to plan, he or she plans to fail. Managers have to stay on top of planning, even if it means that sometimes coming into the organization on weekends, or coming in earlier than their standard start time. The organization also depends deeply on the legal department to ensure that the organization will not fall privy to legal troubles. Read more:  Functional Areas Of Business Law There are legal boundaries that dictate what can or cannot take place in the business world. Businesses hire witty, educated, and self-starting legal individuals to interpret the laws. There is a ton of small laws that can get an organization in or out of legal calamity. It could be a zoning law issue, or a morality issue, or what is common with big organizations is an environment issue. Managers have to be cognizant and stay on top of these issues in order to be a successful manager. In order a successful manager, there have to be some exceptional employees. Those employees hire through Human Resources. Human Resources Management Filtering out among the mass applicant pool to hire the best employees that are most suited for the position, rectifying current employees pay if needed, ensuring equal opportunity to the employees are all components of what it means to be in the human resources department. Managers have a few components to deal with when it comes to human resources. According to an a Forbes article, administrative director at a law-firm wrote that she needed some advice. The administrators employee was pregnant and she wanted to find a way to fire her before the employee tells anyone. She further stated that the pregnant woman would cost the organization a temporary hire, adding that after the baby is born the pregnant woman is sure to miss work due to baby illness. (Ryan, 2014) Managers have to be aware that it is illegal to fire someone for pregnancy, and need to have the wherewithal to be firm, but understand that employees have a choice of motherhood as well as having a  career. Managers in hu man resources can sometimes be the epitome for the managers throughout the entire organization that set the tone for the organization. When a manager from human resources has to fire an individual, if they are not careful the methods that are used can be detrimental to the entire organization. If the manager calls, emails, or texts the individual that in two weeks time that the person will be fired or laid off, that individual now has time to sabotage, slack-off, give trade secrets to competitive organizations or do something physically harmful to himself or the people at the organization. If the manager tells the individual that is to be fired to come into the office and let’s discuss some of the options that a person may have face-to-face, makes that terminated employee somewhat at ease. The terminated employee will not have to tackle this daunting situation alone. Supply Management In order to stay relevant in business, managers understand that they must have quality products at a reasonable rate from their suppliers. However, when the rates are unreasonable, managers should seek out other suppliers that will accommodate the organization’s budget. â€Å"Mooney agrees that managers will usually be keen on a purchasing department that is good at finding savings. But, he warns, even this can be a double-edged sword, because they can be expected to be much less enthusiastic when it is their area of spend that is being touched upon.† (Wheatley, 2005) Managers have to be diligent and understand that the purchasing department, if not fully understood, can break the financial infrastructure of an organization. Conclusion Being a great leader will comprise of attributes such as not being temperamental, inspirational and having the ability to motivate. Being able to strategically plan has to be in the managers repertoire, in order to efficiently run the organization. Laws are meant to be interpreted by the legal team to ensure the organization does not end up in legal trouble. Human resource managers have to be careful with the way they handle terminating employees. Finding the best supplier with a quality product, for a reasonable price is what managers should reach for in order to have a thriving organization. References University of Phoenix. MBA Overview Module. Retrieved from University of Phoenix, MGT/521 Website Wheatley, M. (2005, May). Supply Management. 10-11. Ryan, L. (2014, April). You Think Your Manager is Slimy? Check Out These Guys. Forbes, (), . Retrieved from http://www.forbes.com/sites/lizryan/2014/04/08/you-think-your-manager-is-slimy-check-out-these-guys/

Research on Science Essay Example for Free

Research on Science Essay ABSTRACT The study explores ways in which students who have participated in a curriculum innovation, Science ALIVE! acquire Science process skills and perceive the relevance of Science in everyday life. It investigates whether students have, after the programme, perceived an improvement in applying Science process skills. Four classes of Secondary 2 Express students attended one of four modules in the Science ALIVE! programme and responded to a pre- and post-course survey to measure their perceived skill competency for each process skill. They also responded to questions on whether the programme enhanced their awareness of the relevance of Science in everyday life. Five students from each module were selected to provide written feedback at mid-course and write a journal after the course. The content of their feedback and journals were analysed to provide deeper insight of the results of the perception surveys. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. The findings show significant increase in students’ perception of skill competency while a high percentage of students indicated that the programme has made them more aware of the relevance of Science in their lives. INTRODUCTION Traditional learning approaches in which students are passive recipients of knowledge are inconsistent with the call for Singapore schools to Teach Less, Learn More (TLLM). There is a need to allow learning to occur in settings that are relevant to students’ experiences and real world problems. In Clementi Town Secondary School (CTSS), Project Work was used as a platform for students to transfer their learning and apply in authentic applications. However, teachers who had conducted Project Work for Science at Secondary 2 observed that students’ projects lacked depth in the specific content area, and the skills needed for scientific investigations. This spurred the need to cover content knowledge relevant to the projects assigned. It also raised the concern that Science process skills, as stipulated in the MOE Lower Secondary Science (LSS) Syllabus, were not sufficiently emphasised compared to acquiring scientific knowledge. Teachers also indicated that students were una ble to appreciate the relevance of Science in solving problems in their lives after past Project Work tasks. Science Process Skills â€Å"Science process skills† is commonly used to describe a set of broadly transferable abilities that are reflective of what scientists do. These skills are grouped into two types – basic and integrated. Basic process skills provide a foundation for learning the integrated skills, which are more complex skills for solving problems or doing Science experiments. In this study, reflecting is listed as a process skill to be investigated, though it is usually considered part of thinking skills which is a broader category that subsumes process skills. Some Science educators have argued that â€Å"teaching students Science facts is not as important as developing their Science process skills so that they can learn this knowledge on their own† (Young, 1995). Studies in the United States have shown that elementary school students who are taught process skills, not only learn to use those processes, but also retain them for future use. In Singapore, the MOE Primary Science syllabus also emphasises the teaching of basic process skills and some integrated skills, while the LSS syllabus emphasises the use of process skills for planning investigations and creative problem solving, and other thinking skills. Curriculum design plays an important role in the acquisition of Science process skills. The MOE Assessment Guidelines for LSS recommends an explicit teaching of the process skills, followed by the integration of these skills by students in experimenting or carrying out investigative projects. Padilla (1990) pointed out that â€Å"when Science process skills are a specific planned outcome of a Science programme, those skills can be learned by students Teachers need to select curricula which emphasise Science process skills.† These basic skills are learnt more effectively if they are considered an important object of instruction and if proven teaching methods are used. There must be a deliberate effort to focus on teaching process skills through a modified LSS curriculum. Young (1995) recommended that if teachers have the freedom to select their own topics, they should choose topics of direct interest to themselves and which would excite students. Science knowledge serves as background for lessons but should not take up the whole lesson. Instead, more time should be spent on activities that enhance the understanding of Science concepts and improve Science skills. Some studies have shown that instead of using the didactic approach, teaching Science through the use of activity-based approaches significantly improved students’ achievement in Science process skills (Beaumont-Walters, 2001). Berry et al (1999) suggested a few crucial factors that influence the acquisition of process skills used in laboratory work. Firstly, students need the relevant content knowledge that is assumed by the task to be mentally engaged. For example, a more knowledgeable student would be able to explain an observation, which in turn â€Å"validates† his knowledge and gives him a certain amount of intellectual satisfaction. The ‘doing’ of Science has to be coupled with ‘learning about’ Science, if students are to appreciate the value of scientific inquiry (Haigh et al, 2005). A second factor suggested by Berry et al (1999) is students’ ownership of laboratory tasks. Ownership would be more apparent in open laboratory tasks, where the student has to design his own experiment than in closed laboratory tasks, where the â€Å"correct† experimental procedure is written out in a â€Å"cookbook† style and the student is likely to carry out the tasks unthinkingly. Another effective strategy to enhance students’ process skills would be to let students keep a â€Å"scientific journal† (Tomkins Tunnicliffe, 2001). It was observed that diary writers tend to build more confidence in their own interpretations, engage in intellectual debates with themselves over the plausibility of their explanations and ask questions that are more quantifiable. Relevance of Science in everyday life Research studies conducted in recent decades on students’ perception of school Science have consistently shown that they perceive Science as not relevant (Bennett, 2001). Similar findings have raised a serious concern in several countries. For instance, a report by the Dutch Ministry of Education in 2002 observed that secondary school students did not see a connection between what they learnt in Chemistry lessons and the chemistry happening around them (Van Aalsvoort, 2004a). A subsequent report recommended teaching Science in context. However, a study carried out on a contextualised Science curriculum introduced to Swaziland students highlighted some shortcomings (Campbell et al, 2000). The findings showed that less than half of the sample students could draw on Science concepts to explain everyday experiences or solve everyday problems. It was suggested that contextualised learning could be made more effective through student-initiated project work on everyday problems. Van Aalsvoort (2004b) suggested using activity theory to address the issue of the relevance of Chemistry in chemical education, where reflection plays a key role in evaluating and developing an activity. Reflection could be carried out through writing reflection journals, which also helped enhance the acquisition of process skills, as mentioned earlier (Tomkins Tunnicliffe, 2001). According to Van Aalsvoort (2004a), relevance can be defined in four aspects: (i) personal relevance – Science education makes connections to students’ lives; (ii) professional relevance – Science education offers students a picture of possible professions; (iii) social relevance – Science education clarifies the purpose of Science in human and social issues; and (iv) personal/social relevance – Science education helps students develop into responsible citizens. This study considers relevance in three aspects – personal, professional and social. INTERVENTION Project Work aims for students to transfer the learning of concepts into applications in authentic settings. To address the areas of concern raised by teachers teaching Project Work, the Science ALIVE! programme was conceived to integrate Project Work and the LSS syllabus. This 13-week programme was conducted during Semester 2 of the Secondary 2 Express Science curriculum and used alternative assessment to replace the traditional end-ofyear examination. In this programme, a team of teachers crafted four modules which covered a variety of topics from Biology, Chemistry and Physics. As a motivating factor, students could choose from one of the four modules offered: Aroma Chemistry, Biodiversity, Life Science and Water Rockets. In each Science ALIVE! module, specific content knowledge was taught using hands-on strategies such as laboratory work, field trips, journal writing and group discussions. These strategies were intended to promote student engagement. Most importantly, the programme addressed the three key issues of concern in the following ways: 1. Content knowledge covered was specific to each module and relevant to the projects that students were assigned. This enabled students to better transfer the concepts to the projects. 2. Science process skills could be applied by students through journal writing, laboratory work and investigative project work. Science process skills were used as criteria for assessment to emphasise their importance and focus. 3. To enhance the relevance of Science, students were given a choice of the elective module to study, and to decide on the problem to work on for their projects. Contextualised learning, which draws on scientific understanding to explain everyday situations, was consciously infused into the curriculum design for each module. Reflection journals were written after selected activities, which according to activity theory helped students evaluate their learning (Van Aalsvoort, 2004b). RESEARCH QUESTIONS The two research questions are: (1) How does the Science ALIVE! programme help students to apply their Science process skills? And (2) How can the Science ALIVE! programme enhance the relevance of Science in students’ lives? METHODOLOGY Participants 147 students from all four Secondary 2 Express classes attended the Science ALIVE! programme and participated in the study. Pre- and post-course perception surveys were conducted for all students to measure their perception of their skill competency and their awareness of the relevance of Science in their lives through the programme. In addition, five students were selected from each module to give written feedback in week 8 (mid-course) and write a journal in week 13 (at the end of the course). To provide maximum variation, the five students from each module were selected based on their Science grade in Semester 1 and their reasons for selecting the module which reflected their motivational level. Instruments In the pre- and post-course surveys, students were asked to rate their perception of their Science process skills using a four-point Likert scale. The post-course survey included an item to measure students’ perception of increased awareness of the relevance of Science in their lives. Data Analysis For survey items on Science process skills, the mean value of each skill was calculated for the individual module (Table 2) as well as across all modules (Table 1). Skills with ratings of less than 3 (out of 4) were identified and analysed. The differences in mean values for pre- and post-course surveys were compared. The differences were considered significant if there was an increase or decrease of at least 0.3 in value (or 10% of the range of scale used). Journals and mid-course written feedback of the 20 selected students were used to surface possible reasons for these perceptions. The data was triangulated with teachers’ feedback, which was used to provide insight of the factors that affect the acquisition of the process skills. For the survey item on the relevance of Science, the total percentage of students who indicated an â€Å"Agree† or â€Å"Strongly Agree† was computed for each module. Content analysis of the journals and written feedback from the selected students were carried out. Frequency counts of the responses were based on three categories: personal, professional and social relevance. Teachers’ feedback was used to provide depth to the findings. RESULTS Acquisition of Science process skills The perception of all students on the level of their skill competency before and after the Science ALIVE! programme was measured through surveys. The survey results were compared using the mean values for each process skill, as shown in Table 1. Table 1: Comparison of students’ perception of skills before and after Science ALIVE! Mean value (scale 1 – 4) Pre-Course Post-Course 3.1 3.2 2.4 2.5 2.6 2.7 3.1 2.8 2.6 3.0 3.0 2.7 3.1 3.2 Process Skill (a) Elaborating (Research) (b) Conducting scientific investigations (Planning investigations) (c) Conducting scientific investigations (Using scientific apparatus) (d) Conducting scientific investigations (Analysing data) (e) Communicating (Writing scientific reports) (f) Reflecting (g) Questioning (Learning by asking questions) In the pre-course survey, the items which scored less than 3 are the skills of ‘planning investigations’, ‘using scientific apparatus’, ‘analysing data’, ‘writing scientific reports’ and ‘learning by asking questions’. Students’ perception rating increased in the following skills ‘using scientific apparatus’, ‘analysing data’ and ‘learning by asking questions’ suggesting that the Science ALIVE! programme had benefited them in these areas, with the exception of ‘planning investigations’ and ‘writing scientific reports’ where there was marginal increase or no change between the pre- and post-course rating. This revealed that in general, students still did not have much confidence in these skills and suggests that more could be done in the next cycle to guide students in these aspects. The changes in the rating for items (b), (c) and (d) in the pre- and post-course surveys suggest that students’ perceptions that their skills in handling apparatus and equipment have improved. This could be attributed to the fact that students were introduced to various new apparatus or equipment during project experiments in all modules. For example, the Biodiversity module used dataloggers which was equipment new to students. Skills in items (b), (c) and (d) are all part of the process of conducting scientific investigations. However, there was only a marginal increase in the rating for (b) ‘planning investigations’ after the programme. This could be because planning investigations is a higher order process skill which encompasses making hypothesis, identifying variables and writing the experimental procedures. Analysis of Science process skills by skill category The results were further categorised to compare and study the changes in students’ perception of skill competency for the individual modules, as shown in Table 2. Table 2: Comparison of perception of skill competency by module Mean value (Scale 1 – 4) BioLife diversity Science Pre Post Pre Post 2.9 3.2 3.0 3.3 2.3 2.4 2.6 2.9 3.3 2.9 2.4 2.9 2.8 2.4 3.3 3.3 2.4 2.9 2.7 2.5 3.1 2.9 2.8 3.0 3.1 2.9 3.2 3.0 Module Process Skill (a) Elaborating (Research) (b) Conducting investigations (Planning investigations) (c) Conducting investigations (Using scientific apparatus) (d) Conducting investigations (Analysing data) (e) Communicating (Writing scientific report) (f) Reflecting (g) Questioning (Learning by asking questions) Elaborating Aroma Chemistry Pre Post 3.3 3.2 2.6 2.4 2.6 2.7 3.1 3.0 2.7 3.1 2.9 2.7 2.8 3.2 Water Rockets Pre Post 3.1 3.1 2.3 2.4 2.6 2.5 2.9 2.6 2.5 3.0 2.9 2.7 3.0 3.2 The results of item (a) in the pre- and post-surveys showed an increase in rating for this skill for the Biodiversity and Life Science modules. This could be because these modules are more content-based topics, which require greater use of such skills. It should, however, be noted that for Aroma Chemistry module, the pre-course survey score was already high and it might be difficult to make further significant improvement. From the written feedback of selected students in the 8th week of the programme, half indicated that they had learnt to research to look for more information. All five students from the Biodiversity module wrote that they had learnt to assess â€Å"how reliable the sources are†. For example, one student from the module wrote in her journal that â€Å"before creating our ecosystem, we need to do research on the organisms that we choose, on what they feed on and their suitable habitat† (Student S8). Teachers conducting the programme felt that most students were still at the developmental stage of doing research, as they could not extract relevant information from sources. They also observed that some students lacked the initiative and discipline to do research work, though teachers had provided a list of resources. This could be seen in project reports, where the evidence of research is lacking. A likely explanation for this observation is the past practice of didactic teaching, resulting in students â€Å"so used to being given all materials and information by teachers that they do not know how to get started† (Teacher T3). Teacher T1 recommended the need to balance between providing students with information and allowing them to be independent in their learning. Conducting Scientific Investigations For item (b) on ‘planning investigations’, the Life Science module had the largest increase in perception rating (more than 10%). Here the Life Science teacher explained that students were taught how to design experiments step-by-step with given examples. The importance of planning in investigations is stated by one of the students in the module: When we need to choose something, we need to think about all its aspects. After everything is ok, we can start work (Student S14). However, Teacher T2 commented that students still needed a lot of hand-holding and practice to be competent. A student from another module echoed this: â€Å"I am not sure how to design an experiment on my own†. Item (c) on the practical skill of ‘using scientific apparatus’ or equipment had the largest increase for all modules, except Life Science where the initial pre-course rating was already high (mean 2.9). All modules were designed to include more hands-on activities, which required the use of apparatus and equipment. One student wrote about the importance of using the right procedures as he â€Å"learnt how to use steam distillation by setting up the apparatus correctly and doing the extraction properly† (Student S2), while another student shared her new skill of using â€Å"dataloggers to measure the different abiotic factors from the †¦forests† (Student S7). Teachers observed that the students were excited and enjoyed themselves when using new apparatus. On their part, teachers also sought to infuse rigour by ensuring that students perform the experimental procedures accurately. The enjoyment of Science through hands-on activities, particularly laboratory work, was a motivating factor in learning Science. The rating for the skill of analysing or inferring from experimental data in item (d) increased more for three modules than for the Biodiversity module. This could be the result of students being given more opportunities to handle experimental data in their projects and make conclusions for the Aroma Chemistry, Life Science and Water Rockets modules. On the other hand, the investigative project for Biodiversity was of a smaller scale, and students’ main form of project assessment was a conservation proposal. One factor which attributed to the increase in perception rating was group collaboration. As students did their projects in groups, they could discuss how to analyse the data obtained from the investigations. Students analysed their data in various ways depending on the type of data collected in each module. For example, Student S11 commented: â€Å"I got a chance to compare and compile the results of surveys, test the reliability of our product, put into tables and identify the similarities and differences present. Others learnt to analyse the cause of problems in their projects, as noted by Student S16: â€Å"†¦ our rocket failed in launching and we realise that the problem is due to the leaking of our rocket†. Teachers however concurred in their observations that though students could comment on their data, their analysis lacked depth. Besides these investigative skills, many students also reflected in their journals that they had developed observation skills during practical work and investigations. One student wrote: â€Å"In the past, I would have just used my eyes. Now I have learnt to use all of my five senses to know more about the subject I am observing† (Student S10). Communicating In item (e), ‘writing scientific reports’ was the focus in the skill of communicating. Though there was no change in overall student perception (see Table 1), Table 2 showed a significant drop in the rating for Biodiversity module compared to an increase in Life Science module. The Biodiversity teacher attributed the drop in rating to students’ â€Å"realisation and shock† in receiving feedback on their first report draft, as they â€Å"did not anticipate scientific reports to be of slightly different nature and demands though they were briefed†. But she noted that the provision of formative feedback and the re-drafting of reports helped students in this skill. The Life Science teacher linked the increased rating to having provided illustrative examples and templates for students, but she felt that they were still lacking in the skill and could be given more practice. Students’ journals hardly mentioned this skill, except Student S10 who wrote that he â€Å"learnt to sieve through the report for important points to put in the abstract†. Reflecting Generally, students felt that they were able to reflect on their lessons. Item (f) in Table 2 showed an initial high rating which was unchanged after the programme. Students saw their journals as an â€Å"opportunity to clarify and reflect upon their learning† (Student S3). At the end of the programme, a few students said that the reflections helped to monitor their understanding of lessons, and one student mentioned that she would research on the internet to address questions she had (Student S1). Teachers believed that â€Å"journal writing and providing consistent formative feedback help(ed) the students develop reflection skills† (Teacher T1). However, specific journal prompts are necessary to guide students so that they do not simply give a detailed account of the activities and concepts covered without reflecting on the learning points (Teacher T2). Questioning The survey results of item (g) showed more significant increase in the Biodiversity and Water Rockets modules. For each module, students acquired this skill through reflecting on their lessons in their journals and then asking relevant questions to find out more. One student reflected that she dared to ask more questions in class after learning to ask questions through journals (Student S6). Students had opportunities to generate questions when they were verifying the reliability of information. They also formulated questions prior to industrial visits and field trips, and posed them to the experts. At the mid-course feedback, a few students mentioned that they learnt to â€Å"raise questions in class† through ways such as â€Å"being a questioner in group discussions† (Student S13). The Biodiversity teacher attributed this improvement to conducive â€Å"lesson environment and delivery (that) promotes questioning†. Such lesson delivery may include guiding questions in class activities and journal prompts that encouraged further questioning, and peer evaluation where students critiqued the projects of other groups. The Water Rockets teacher reflected that in comparison to traditional Science lessons, â€Å"there was more chance for students to ask questions as things are now less predictable† as in most real world situations. The post-course survey included an item which required students to state whether â€Å"Science ALIVE! lessons have made them more aware of the relevance of Science in their lives†. Table 3 shows the percentage of students who â€Å"agreed† or â€Å"strongly agreed† with the statement. Table 3: Percentage of students who indicated that the programme had made them more aware of the relevance of Science in their lives Module Aroma Chemistry Biodiversity Life Science Water Rockets % Agree 73.5 47.2 64.1 73.0 % Strongly Agree 17.7 50.0 23.1 10.8 % (Agree + Strongly Agree) 91.2 97.2 87.2 83.8 The results in Table 3 show a very high concurrence with the statement for all modules. This is consistent with the programme objective of enhancing the relevance of Science in students’ lives. Students’ journals were analysed for indications of the relevance of Science in three areas: personal, professional and social. A frequency count of the responses showed 82% for personal relevance, 24% for professional relevance and 65% for social relevance. This revealed that students perceived the relevance of Science as mostly related to their personal lives. Only a handful of students could relate the relevance to their future career prospects. Further probing into students’ definition of personal relevance showed an extensive range of interpretation depending on the modules taken. Enhancing one’s quality of life is frequently mentioned in terms of personal relaxation and cure for illnesses. Students from the Aroma Chemistry module stated that they â€Å"could use essential oils to calm a person if he feels nervous† (Student S2). Life Science students surfaced the use of medicines when they fall sick and the growing of genetically modified food (GMF) for convenience (Student S15). Students also stated the importance of process skills in their lives, such as questioning the reliability of information sources. The majority of students could not appreciate Science as having professional relevance. Those who were able to see career possibilities were students who had gone for field trips, where they were introduced to experts in the related field. They saw the knowledge and skills gained through the programme as relevant to their â€Å"future education and working career† (Student S11). Others used the knowledge gained to better understand the requirements of various jobs. A student stated that she â€Å"could understand how people designing furniture, buildings and other things require this knowledge (of centre of gravity)† (Student S16). Three out of five students could relate Science to social relevance, which included how Science affected interaction between people and the environment. One Biodiversity student wrote: â€Å"This also taught me that in school or at work, we have to depend on one another for a living† (Student S10), while another could â€Å"understand nature better† and learnt not to pollute the environment (Student S7). Life Science students pointed out various applications in social and ethical issues, such as the use of forensic Science by police to solve crime (Student S11), knowledge of DNA in cloning (Student S15), and even checking via blood tests whether a child is biologically conceived or adopted (Student S12). Teachers’ feedback indicated that students were generally able to â€Å"connect Science to reality and †¦ in explaining happenings in their lives† (Teacher T2). These observations were made through students’ group discussions and written journals. Examples quoted by the teachers were mostly related to personal and social relevance. It showed that students had an increased awareness of scientific discovery (e.g. antibiotics, genetics) and technology (e.g. making of soap and sweets) that were directly related to their lives and the lives of those around them. The main catalyst that enhanced their awareness was personal experiences through engaging them in experiments that relate to real life and exposing them to more field trips (e.g. Yakult factory, flavour and fragrance industry, nature reserve). DISCUSSION Key features in Science ALIVE! that have helped students acquire Science process skills include scaffolding, group collaboration and journal writing. Scaffolding guides students in learning new or complex skills. Nelson (2004) pointed out that more scaffolding is required for students to be able to do research independently. To illustrate this, the increase in rating for skills on ‘planning investigations’ and ‘writing of scientific report’ in the Life Science module was attributed to â€Å"a lot of hand-holding† and exemplars provided by the teacher. Scaffolding in the form of specific journal prompts can also be adopted to ensure greater depth in student reflection. Teachers, however, will need to balance between providing students support and allowing them to be independent learners. Group collaboration is deployed extensively in the programme, where students worked in groups of three on projects, laboratory work and group assignments. This concurs with findings of a study conducted by Hofstein et al (2004), where cooperative learning in laboratory work helped students construct knowledge. Hofstein et al argued for more time to be spent on laboratory tasks, so that students could reflect on findings and also discuss with their peers. This would be one way to further improve students’ analytical skills, which they are still lacking. Journal writing in Science ALIVE! proves to be very useful in informing teachers of students’ conceptual understanding, acquisition of skills such as reflecting and questioning, and how students relate Science to their everyday life. It allows teachers to give regular feedback as part of assessment for learning. It is also of considerable value to students as it promotes greater ownership to their learning (Tomkins and Tunnicliffe, 2001). This leads to independent learning and moves students to a higher level of thinking, according to the principle on ‘Experience of learning’ in the Principles of Engaged Learning (MOE, 2005). Science ALIVE! lessons are different from the didactic traditional Science lessons, as they focus largely on the application of Science process skills. Hence there is a need to prepare students for the change, for example, from structured experiments to partially open investigations (Haigh et al, 2005). The need for such preparation was evident in the Biodiversity module as students were surprised to learn that scientific reports were different from other project reports, but they managed to overcome it after a few rounds of re-drafting. After the pilot run of Science ALIVE! programme, the teachers recommended that process skills be explicitly taught first followed by opportunities â€Å"created on purpose† for students to practise the skills. This is consistent with Padilla (1990) who suggested the need to provide students with â€Å"multiple opportunities to work with these skills in different content areas and contexts†. To enhance students’ investigative skills, Haigh et al (2005) proposed that teachers provide ‘refresher’ courses to cue students in the planning and conducting of their investigations .On completion of the investigation, students should be given the opportunity to evaluate their work so as to make it more meaningful. In Aroma Chemistry, students were asked to compare the quality of two batches of soap that they had made from different laboratory sessions and analyse the possible causes for the difference, while Biodiversity students had to reflect on the additiona l learning gained after a second trip to the nature reserve. Besides using appropriate strategies to help students adapt to the shift, it is also crucial to rectify students’ mindset on the importance and relevance of acquiring Science process skills. This is because students will be more motivated if they consider process skills an important object of instruction (Padilla, 1990). Thus teachers need to make explicit the â€Å"why† of teaching process skills (Haigh et al, 2005). The deliberate infusion of relevant Science applications in the curriculum of each module has succeeded in enhancing students’ awareness of the usefulness of Science in everyday life. Personal and social relevance dominated students’ ideas of the relevance of Science, though exposure to related industries and appropriate working environments could further promote an awareness of professional relevance. CONCLUSION Going forward, the Science ALIVE! programme would be refined in the next cycle to enhance students’ acquisition of Science process skills. Successful strategies such as the use of reflection journals, activity-based learning, group collaboration and contextualised learning will continue to be used. There would be more emphasis on the explicit teaching of process skills. In addition, more opportunities would be provided for the application of process skills in the core curriculum. RECOMMENDATION Further research on the Science ALIVE! programme could focus on the process skills which students found more difficult to master. With explicit teaching of these skills in the core curriculum prior to Science ALIVE!, the impact could be investigated. The usefulness of Science process skills acquired through the programme could be studied in terms of its impact on Upper Secondary Science, for example, the sustainability of student motivation in Upper Secondary Science. The findings in these research areas will help to inform the effectiveness of future Science ALIVE! programmes. REFERENCES Beaumont-Walters, Y. (2001). An analysis of high school students’ performance on five integrated Science process skills. Research in Science Technological Education, 19(2), 133-145. Bennett, J. (2001). Science with attitude: the perennial issue of pupils’ responses to Science. School Science Review, 82(300), 59-67. Berry, A., Mulhall, P., Gunstone, R., Loughran, J. (1999). Helping students learn from laboratory work. Australian Science Teachers’ Journal, 45(1), 27-31. Campbell, B., Lubben, F., Dlamini, Z. (2000). Learning Science through contexts: helping pupils make sense of everyday situations. International Journal of Science Education, 22(3), 239-252. Haigh, M., France, B., Forret, M. (2005). Is ‘doing Science’ in New Zealand classrooms an expression of scientific inquiry? International Journal of Science Education, 27(2), 215-226. Hofstein, A., Shore, R., Kipnis, M. (2004). Providing high school chemistry students with opportunities to deve lop learning skills in an inquiry-type laboratory: a Case Study. International Journal of Science Education, 26(1), 47-62. Ministry of Education (2005). A toolkit for engaged teaching and learning. Curriculum Planning and Development Division, Ministry of Education, Singapore. Nelson, T.H. (2004). Helping students make connections. The Science Teacher, 71(3), 32-35. Padilla, M.J. (1990). The Science process skills. Research Matters – to the Science Teacher, No. 9004. Retrieved December 1, 2006 from http://www.narst.org/publications/ research/skill.htm Tomkins, S.P., Tunnicliffe, S.D. (2001). Looking for ideas: observation, interpretation and hypothesis making by 12-year-old pupils undertaking Science investigations. International Journal of Science Education, 23(8), 791-813. Van Aalsvoort, J. (2004a). Logical positivism as a tool to analyse the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(9), 1151-1168. Van Aalsvoort, J. (2004b). Activity theory as a tool to address the problem of Chemistry’s lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635-1651. Young, R. M. (1995). Hands-on Science. Westminster, CA: Teacher Created Materials, Inc.

Economic impact of tourism in the Mauritian economy

Economic impact of tourism in the Mauritian economy 4.1 Introduction Tourism is a major pillar of the Mauritian economy. According to estimates for 2010, the tourism industry has contributed Rs 39,456 million to the Mauritian economy and has provided direct employment to 27,161 workers. The contribution of tourism to GDP at basic price stands at 7.4% in 2010. This fact is indicative of the importance of the tourism sector to the Mauritian economy. To evaluate the impact of tourism on economic growth in Mauritius, a log-linear model will be estimated. However, economic growth may not be influenced only by tourism, but there are also other macro economic factors which may have an effect on growth. As such, these factors will be taken into consideration in the model. The model consists of standard variables such as Investment (INV), Exports (EXP) and Inflation (CPI), as well as one variable (TRP) which will be used to quantify the impact of tourism, such as tourism receipts. Real GDP per capita is used as a reference variable in order to demonstrate the impact of tourism on economic growth. 4.2 Types of Data 4.2.1Primary Data Primary data is collected on source and is not been subjected to processing or any other manipulation. The most common methods to collect primary data consist of surveys, interviews and focus groups. As such, primary research entails the use of immediate data and is collected by the researcher particularly to meet up the research objective of the subsisting project. Making use of primary data implies that researchers are collecting information for the specific purposes of their study. As such, the questions the researchers ask are tailored to extract the data that will help them with their study. However, it is time consuming and costly to collect such data. 4.2.2 Secondary Data Secondary data consists of pre-existing information which is not gathered for the purpose of the current research. Secondary data is readily available and inexpensive to obtain. In addition, such data can be examined over a longer period of time. Secondary data includes information from the census, a companys financial position and safety records such as their injury rates, or other government statistical information such as the number of workers in different sectors. In secondary data, information relates to a past period and as such, it lacks aptness and has unsatisfactory value. The drawback is that often the reliability, accuracy and integrity of the data is uncertain. However, it is easier to collect such data and longitudinal study may be possible. 4.3 Model Specification A simple log-linear Cobb-Douglass production function is used to measure the impact of tourism on economic growth in Mauritius. The equation is as follows: GDP = f (INV, TRP, CPI, EXP) Consider the following model, known as an exponential regression model: GDPt = ÃŽ ²0 INVt ÃŽ ²1 TRPt ÃŽ ²2 CPIt ÃŽ ²3 EXPt ÃŽ ²4 e ÃŽ µt (4.2.1) which may be expressed alternatively as lnGDPt = lnÃŽ ²0 + ÃŽ ²1lnINVt + ÃŽ ²2lnTRPt + ÃŽ ²3lnCPIt + ÃŽ ²4lnEXPt + ÃŽ µt (4.2.2) where ln is the natural log (i.e log to the base e, and where e = 2.7183) Equation 4.2.2 can be written as: lnGDPt = C + ÃŽ ²1lnINVt + ÃŽ ²2lnTRPt + ÃŽ ²3lnCPIt + ÃŽ ²4lnEXPt + ÃŽ µt (4.2.3) where C = lnÃŽ ²0 Therefore, the transformed model is: ln GDPt = C + ÃŽ ²1 ln INVt + ÃŽ ²2 ln TRPt + ÃŽ ²3 ln CPIt + ÃŽ ²4 ln EXPt + ÃŽ µt Where ln GDP: Log of real gross domestic product per capita ln INV : Log of investment ln TRP : Log of tourism receipts per capita ln CPI : Log of consumer price index used as a proxy for inflation ln EXP : Log of exports C : Constant term ÃŽ µt : White noise disturbance term In the above log-linear model, the dependent variable, GDP, is expressed as a linear function of four other independent variables, also known as the explanatory variables, namely INV, TRP, CPI and EXP. It is often assumed for such log-linear model that the causal relationships which may exist, flow only in one direction, namely from the explanatory variables to the dependent variable. The parameters of the model can be estimated by using the Ordinary Least Square method, if the assumptions of the classical linear regression model are fulfilled. As such, GDPt* = C + ÃŽ ²1 INVt* + ÃŽ ²2 TRPt* + ÃŽ ²3 CPIt* + ÃŽ ²4 EXPt* + ÃŽ µt where GDPt* = ln GDPt, INVt* = ln INVt, TRPt* = ln TRPt, CPIt* = ln CPIt, EXPt* = ln EXPt The coefficient of each of the four explanatory variables measures the partial elasticity of the dependent variable GDP with respect to that variable. As such, each of the partial regression coefficient ÃŽ ²1, ÃŽ ²2, ÃŽ ²3 and ÃŽ ²4 are the partial elasticities of GDP with respect to variables INV, TRP, CPI and EXP respectively. 4.4 Explanation of Variables 4.4.1Gross Domestic Product (GDP) Gross Domestic Product is used to assess the market value of all final goods and services produced during a given period of time within an economy. It also measures the total income of an economy and as such, it is often correlated with standard of living. GDP is used as a reference variable in order to assess the impact of tourism on economic growth in Mauritius. GDP is an important factor used to analyse the development of the tourism sector. As such, in case the tourism sector brings huge foreign earnings, there will be an increase in GDP, suggesting that the economy is flourishing. The GDP figures that are used for the regression have been adjusted for inflation using the GDP deflator. 4.4.2 Investment (INV) Investment, which is a major component of the gross domestic product of an economy, refers to the acquisition of new capital goods. A positive change in investment may lead to a positive change in income and output of an economy in the short run. Higher level of investment may contribute to aggregate demand while higher level of income may indirectly impact on consumer demand. Investment, which is an injection in the circular flow of income, is a useful tool to analyse the impact of tourism on the economy of Mauritius. Investment is expected to have the same impact on economic growth as propounded by empirical literature, such as Sargent and James (1997) who found a positive impact of physical capital and investment on growth in Canada over the period from 1947 to 1995. 4.4.3 Tourism Receipts (TRP) Tourism receipt is a major indicator of the contribution of the tourism sector to the local economy. Tourism receipt represents an inflow of foreign currency in the economy. Such receipts account for a major contribution to the gross domestic product of the Mauritian economy. As such, an increase in tourism earning is expected to have a positive impact on GDP. Most governments in developing countries encourage international tourism because such tourists bring capital to the country. Earnings of currencies permit governments to finance, at least in part, their development efforts. Tourism receipt is expected to impact positively on economic growth as postulated by Balaguer and Cantavella-Jorda (2002) or Dritsakis (2004) who claimed that economic growth and tourism are interrelated and established tourism as a driver of economic growth. 4.4.4 Inflation (CPI) Inflation is defined in economics as a rise in the general level of prices of goods and services in an economy over a period of time. As such, it is a sustained increase in the price level and it may be the consequence either of constant falls in aggregate supply or recurring increases in aggregate demand. As a result, inflation erodes the purchasing power of money, that is, there is a loss of real value in the internal medium of exchange and unit of account in the economy. An important measure of price inflation is the inflation rate, which can be calculated by taking the annualised percentage change in a general price index over time. This is referred to as the Consumer Price Index (CPI). In Mauritius, the Consumer Price Index is measured by computing the average change over time in the cost of a fixed basket of consumer goods and services. It represents changes over time in the general level of prices of goods and services acquired by Mauritian consumers. Inflation is then calculated by comparing the average level of prices during a 12-month period with the average level during the preceding 12-month period. One of the most fundamental objectives of macroeconomic policies of many countries, whether industrialised or developing, is to sustain high economic growth together with low inflation. Inflation can bring about uncertainty about the future profitability of investment projects particularly when high inflation is also linked with increased price variability. This would in turn generate more conservative investment strategies, which would ultimately result in lower levels of investment and economic growth. Inflation is expected to have a negative effect on growth as claimed by Barro (1995) who explored the inflation-economic growth relationship using a large sample covering more than 100 countries from 1960 to 1990. 4.4.5 Exports (EXP) Export entails the sale of goods and services produced in one country to other countries. There are two types of exporting: direct and indirect. For national accounts statistics, exports consist of transactions in goods and services from residents to non-residents. As such, an export of a good represents a change of ownership from a resident to a non-resident; this does not necessarily imply that the good in question physically crosses the frontier; while an export of services consists of all services rendered by residents to non-residents. The relationship between export growth, foreign direct investment and economic growth in both developed and developing countries is a question that continues to be of considerable interest. Cross-country trade and capital flows and interpreting the significance of these activities towards economic growth lie at the heart of the debate on economic development policy since the early literature on export and economic growth. Export is expected to impact positively on growth as postulated by Feder (1982), who mentioned that exports contribute to economic growth in a variety of ways: economies of scale and incentives for technological improvement. Thus, marginal factor productivities are expected to be higher in export industries than in non-export industries. 4.5 Data Sources For the purpose of this study, time series data has been used. A time series is an ordered chain of values of a variable at equally spaced time intervals. Time series analysis is used for economic and sales forecasting, budgetary analysis, inventory studies or stock market analysis. It encompasses techniques to investigate data in order to extract meaningful statistics and other characteristics of the data. A time series model indicates that observations close together in time will be more closely correlated than observations further apart. As such, time series models use the natural one-way ordering of time so that values for a given period can be expressed as deriving in some way from past values. Data has been collected for the period 1976 to 2009. Figures for the explanatory variables namely investment and exports and that for the dependent variable real gross domestic product were obtained from the Central Statistical Office. Data for inflation and tourism receipts was obtained from annual reports of the Bank of Mauritius. 4.6 Software The analysis of data will be done using the Microfit 4.0 software. Before carrying out the regression, the stationarity of the variable should be tested in order to avoid spurious results and invalidity of the model. The ARDL model will be evaluated. Furthermore, a co-integration test shall be performed to determine if an Error Correction Model (ECM) must be used.

Essay --

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Freedom of Speech in Cyberspace -- Argumentative Persuasive Internet E

Freedom of Speech in Cyberspace: Government Restrictions on Content in the United States of America (this essay is missing the url of each source cited) "Information wants to be free. The Internet fosters free speech on a global scale."[1] Introduction The Internet provides a gateway for an individual to speak freely and anonymously without being targeted to what he or she said. With this said, one of the biggest issues concerning the Internet today is freedom of speech. The issue of free speech on the Internet has been a topic of discussion around the world within the past years. It is a unique communication medium and is powerful than the traditional media[2]. Because the Internet can not be compared equally to other mediums of communication, it deserves the utmost freedom of speech protection from the government. The restriction of speech on the Internet takes away from individual's rights and freedom from experiencing the Internet's benefits and uses. Information found on the Internet is endless and boundless and this poses the question, "should the government be allowed to regulate the information and content being transmitted or posted online?" Free Speech on the Internet Free speech on the Internet is a very controversial subject and has been the key problem surrounding the Internet today. The attempt to regulate and govern the Internet is still pursued by government officials. This subject has been intensified due to terrorist attacks against the United States and around world within the past years. The government believes that by regulating the Internet, it will protect the general public from criminal actions and eliminate the exposure of children to pornography or vulgar language. Senator Jim Exon of ... ...eved 27 April 2004. Rosenthal, Elisabeth. "China Lists Controls To Restrict the Use Of E-mail and Web." The New York Times, 27 January 2000. Retrieved 26 April 2004. Smith, Craig, "Tough New Rules Don't Faze Chinese Internet Start-Ups," The New York Times, 4 October 2000. Retrieved 26 April 2004. Stewart, William. Key Internet Features - Freedom of Speech. Living Internet. Retrieved 20 April 2004. Unknown Author. An Overview of the Communications Decency Act (CDA). Center for Democracy & Technology. Retrieved 26 April 2004. Unknown Author. Communications Decency Act. Electronic Privacy Information Center. Retrieved 26 April 2004. Unknown Author. Communications Decency Act. Wikipedia. Retrieved 25 April 2004. Unknown Author. Introduction to Ethics. Engineering Handbook. Retrieved 20 April 2004.