Flow over Weir

Introduction A weir is an opening in the sidewall of a tank at top. The stream of liquid coming out the weir is known as a nappe, sheet or vein. There is no difference between a notch and weir except that the former is a small structure and has sharp edges. A weir generally an overflow structure, with a broad crest, build across an open channel. The terms air and weirs are used synonymously in general. The top of weir wall over which the liquid flows is known as the sill or crest. The head under which the weir is discharging is measure from the crest to the free surface.A weir or notch is generally used for measuring the flow of liquids. In this experiment, we ar using the rectangular weir and triangle weir. Rectangular weir and triangular weir (v-notch) ore often used in water supply, wastewater and sewage system. They consists of a sharp edge plane with rectangular and triangular profile for the water flow. Broad-crested weirs can be observed in dam spillways where the broad edge i s beneath the water surface across the entire stream. Flow measurement installations ith broad-crested weirs will meet accuracy requirement only if they are calibrated. objective To determine the characteristics of open channel flow over; * A rectangular notch * A triangular (v-notch) * To determine values of the discharge coefficient for both notches Method General features of the flow can be determined by direct observation. Discharge coefficient values can be determined from measurements of the height of the free surface of water above the notch base and corresponding volume flow rate Equipment In order to complete the experiment, we need a number of pieces of equipment * The F1-10 haudralics bench which allows us to measure flow by timed volume collection * The F1-13 stilling baffle The F1-13 rectangular and Vee notch * Vernier Height Gauge (supplied with F1-13) * Stopwatch * Spiril level 4 4 2 2 5 5 8 8 7 7 6 6 3 3 1 1 Figure 1: Flow over Weirs – Figure 2: Flow over Weir s – vee notch weir rectangular notch weir 1 1 5 5 2 2 6 6 Hydraulics BenchBasket of glass spheres 3 3 Weir channelVolumetric measuring tank 4 4 (V) Vee notch weir7 7 Rectangular weir Hook & point gauge Hook Gauge and Scale8 8 There are different shapes of weirs that can be used to measure the volumetric flow rate. These shapes with their dimension are shown in fig 3 below. Figure 3: Details of weirsTechnical Data The following dimension from the equipment are used in the appropriate calculation. If required these values may be checked as part of the experimental procedure and replace with your own measurements. * Width of rectangular notch, b= 0. 030 * Angle of vee notch, o=90 degree Theory Because the depth of flow above the base of notch is related to the volume flow rate through it, the notch forms a useful flow measurement device. The classical result for flow over notch are obtained by an application of the Bernoulli equation, from a point well up stream to a point just above the notch.This approach requires a number of very substantial assumptions and it yields the following results: For Rectangular Notch, the formula is given by; Qt=Cd23b(2g)H32 For Vee-notch, the formula is given by; Qt=Cd815tan(? 2)(2g)H52 Where; Qt= Volume flow rate H = height above notch base B = width of rectangular notch ? = angle of the vee in triangular notch; Cd= the discharge coefficient, which has to be determined by experiment These can be rearrange to give; Cd=3Qt2b2gH32 For rectangular notch Cd=15Qt8tan? 22gH52 Foe vee notch. Discussion.From the experiment, we are about to determine the discharge coefficient of the both rectangular and the triangular notches. The discharge coefficient for the rectangular notch are influence by its H and also its volumetric flow rate while the triangular notch are influence by its o, H and also its volumetric flow rate. From the result, we can see that the volumetric flow rate of both notches are increase. This showed show that the w ater outflow increase as the H increased. These is suppose to happened as, the water level increase, the Water outflow from the notch increase over the time.But from discharged coefficient, we can see that the value of both notches are not stable. This may be from the friction at the head of the notches during the starter of experiment. The friction will affect the time taken to collect 1liter of water for V-notch and 5 litre of water for the Rectangle notch. Thus it will effect the volumetric flow rate and also the discharge coefficient as the volumetric flow rate influence the value of Cd. The aim of this experiment is to determine the value of the discharge coefficient for both notches of rectangular notch and also triangular (V-notch).The discharge coefficient values can be determine from the measurements of the height of free surface of water above the notch base and corresponding volume flow rate For discharge coefficient of Rectangular Notch, the formula is given by; Cd=3Qt2b 2gH32 For discharge coefficient of V-notch, the formula is given by; Cd=15Qt8tan? 22gH52 In comparison, for rectangular notch, the theoretical value of its discharge coefficient, Cd, is ——. However, the experimental value of Cd turns out to be 2. 31. Based on experiment that we conducted, the percentage error for rectangular notch is–.This is due to some errors that ccur during experiment. For example parallax error. However, for V-notch, the theoretical value is —, but theoretical value is—. There is not much of a difference between its theoretical value and actual value. This mean that the flow is laminar, and not much energy is loss through friction. The derivation of values are contributed by the error during handing the experiment, if we take it as overall error, most of error occurred when step of taking the height started. First, we have to careful about the height of datum. For convenience, is is advice that to take your first datum as zero .Other than that, it is also advice that th time should be taken 3 times so that we can take the average so that the error can be minimize. Besides, The theory does not put energy loss or viscosity of the water flow into consideration, but it only depends on the flow rate, the width of the notches and height of the notches. However, in reality, water currents or flow rate may not be constant all the time and it is difficult to maintain the water level height above the notches as what he want. The cross section area over the weir with flowing water at lower rates is small compare to high rates.This is because at lower flow rates, the time for collection of water varies a lot compare to higher flow rates. It require a longer time to collect a specific amount of water to measure the flow rate at lower flow rate due to viscosity of water. Moreover, energy is conserved due to slower speed of flow of water. At higher flow rates, water flowing may already have the energy to create a consta nt water flow. Whereas at an even higher rat, water flow is difficult to control in order for it to be in constant height above notch base because the water current is too high.

Liquid Assets in Firm Essay

What will your outlook towards maintenance of liquid assets to ensure that the firm has adequate cash in hand to meet its obligations at all times? Almost every action of company has financial implications, manager responsible for or with oversight of cash flow get directly involved in many functional areas of the business. Cash flow manager although in large company the financial management function may be broken down into various segments and the cash flow management segment may concern itself primarily with short term management issues, or the daily cash flow management task.Examples of these would be the maintenance of only minimum balance in non-interest bearing bank accounts, the movement of excess cash into short-term investment , and the maintenance of adequate cash balance to cover the normal operating expenses of the company that must be paid from day to day. In any event, those responsible for short term cash flow must consider the long term financial management objective of the company. Objectives of the Financial Management 1. To ensure that the company always has enough cash to meet its legal obligations and avoid illiquidity – i.e. to maintain adequate short term financial flexibility. 2. To arrange to obtain whatever funds are required from external sources at the right time , in the right form and the best possible terms. 3.To ensure that the companies assets and liabilities ; current and long term, financial and operating are utilized as effectively as possible. 4.To forecast and plan for the financial requirement of future operations. 5.To make all decisions & recommendations on the basis of one primary criterion, maximizing the long term value of the organization . this objective is attained in a publicly owned corporation through maximization of the wealth of the owner [stakeholders] by maximizing stock price. ‘Liquid Asset’ An asset that can be converted into cash quickly and with minimal impact to the price received. Liquid assets are generally regarded in the same light as cash because their prices are relatively stable when they are sold on the open market. Liquid assets are cash on hand or any tangible or intangible item that can be converted quickly and easily into cash, typically within 20 days, without losing much of their value. These assets are among the most  basic types of financial resources used by consumers, businesses, and investors. Cash and checking accounts are the two most obvious forms of liquid assets. Currency Legal tender for purchases and to settle outstanding debts, currency remains the most common type of liquid asset used consistently by retail consumers. Money that is deposited into a current account is considered to be a liquid asset because it is possible to immediately access the funds in order to settle debts. The debit card offers consumers even greater access to immediate liquid assets. Investments Some interest-bearing investments can be liquidated quickly, qualifying them as liquid assets. Money market fund shares, bonds, mutual funds, and the cash value of a life insurance policy are examples of investments that can provide quick cash when necessary. Certificates of deposit and stocks might also qualify under this definition. While the actual market liquidity of each asset may vary, the key is that there are always people looking to buy these items, so they can be sold relatively easily. In the case of some jointly owned assets, only a percentage of an asset could be considered liquid. Other Assets The final settlement awarded by a court for damages in a lawsuit could also be considered to be a liquid asset, depending on the terms of payment specified by the court. Tax refunds and the balances of trust funds are often included in the working definition of liquid assets. Less Liquid and Illiquid Assets Mortgages are sometimes considered a liquid asset, but they are much less liquid than many other types. Real estate is also more likely to sold at less than its value if it must be liquidated quickly; if the market is unstable, it may be difficult to determine the true value of real estate as well. Since a key part of liquidity is that the asset be sold at or very near its actual value, this means that real estate is often considered â€Å"illiquid† or not easy to sell. Any item for which there is no established  value is not considered to be a liquid asset, even if that item might be sold for a high price. When the market for the item is small or uncertain, a sale could significantly affect its value. Even stock, usually considered a liquid asset, could be illiquid if a large block is put up for sale, which could lower its market value. Business Assets For businesses, liquid assets can include cash, marketable securities, and receivables. Cash equivalents, which can be quickly converted to cash as needed, are also considered to be liquid. A business needs to be liquid enough to meet expenses, but not have so much cash on hand that short-term investment opportunities are not pursued. Companies often divide their assets into net liquid, quick, and current assets. Net liquid assets are what would be left if all of the businesses debts were paid off. Quick assets are those that can be converted into cash immediately, while current assets are those that can be converted within a year. For an asset to be liquid it needs an established market with enough participants to absorb the selling without materially impacting the price of the asset. There also needs to be a relative ease in the transfer of ownership and the movement of the asset. Liquid assets include most stocks, money market instruments and government bonds. The foreign exchange market is deemed to be the most liquid market in the world because trillions of dollars exchange hands each day, making it impossible for any one individual to influence the exchange rate. Liquid assets include items such as accounts receivable, demand and time deposits, gilt edged securities. In some countries, precious metals (usually gold and silver) are also considered liquid assets. Generally speaking, you must limit expenses and ensure that some of your assets are in the form of short term assets. The higher your short term assets and the less your short term debt, the better your ability to pay the debt (short term liquidity ratio / liquidity ratio help you determine this).The ratio analysis will be the guide stick for the liquidity ratio. Maintenance OF LIQUID ASSETS TO ENSURE ADEQATE CASH IN HAND A common problem for small business owners is the struggle to maintain adequate cash flow levels. Without cash, a business must eventually close its doors. Understanding and managing the company’s cash flow will help to measure the amount of cash on hand and prepare for cash flow shortfalls in the future. a. Do the Math :  Cash flow is the movement of money in and out of a business. Cash inflow is the movement of money into your business, and most likely comes from the sale of goods or services to your customers. Cash outflow is the movement of money out of your business, and is generally the result of paying expenses. By projecting the inflow and outflow of your businesses cash, you can determine the amount of cash that will be available during a designated period of time. b. Prepare Your Profit and Loss Statement Your business plan should contain several financial statements. If you’re a start-up businessman, base your estimates of cash inflow and outflow on the rev enues and expenses listed in your profit and loss statements. Complete your profit and loss statement before completing your cash flow statement. Over time, you will be able to base cash inflows and outflows on actual historical data. c. Develop a Cash Flow Statement: A cash flow statement measures cash flow over time. During your first year in business, you should include a month-by-month cash flow statement in your business plan. If you’re seeking a loan, an important feature of your cash flow statement is that it will show the lender exactly how you’re going to afford loan payments. In order for a business to stay afloat, it must maintain an adequate level of cash. These are some which we can apply to improve the cash flow in our organization. Adequate cash means that you can meet your obligations. It is to remember that cash is king and life blood of the organization. The following points help make it easier to maintain the adequate cash level and an improvement in cash position can be seen sooner rather than later: 1. Check Customers’ Credit Histories: Decide the type of customer to whom you want to extend credit. Do you want to have a particular cut-off credit score? If you extend credit to customers with questionable credit histories or low credit scores, you may experience late payments or no payments, which will slow down your cash flow and increase your collection costs. 2. Keep Track of Your Customers’ Payments: Have up-to-date payment records. Keep accurate payments records by using a specialized accounting software program that will keep track of your invoices and when payments are made. If customers are late with their payments, it could cause a cash flow bottleneck for you. Accurate record keeping will help solve this problem. 3. Set Appropriate Credit Terms and Offer a Cash Discount : Make sure your customers understand how long they have to pay their bill. In order to speed  up the cash they pay, you might want to offer a cash discount to any customer that pays in a short period of time, designated by you, or to a customer who pays cash. 4. Extend Your Timetable for Making Cash Payments :: Pay your bills on time and take advantage of any cash discounts your suppliers offer you. However, hold onto your cash as long as possible. Don’t pay bills weeks earlier than they are due. Your company can use that cash balance, rather than letting your supplier use your company’s cash. 5. Cut Back on Spending Wherever Possible : Do you really need to take money out of your business for a Hawaiian vacation right now? Cut back on spending until it is less than your revenue on a month-by-month basis. If an emergency happens, then you will be prepared from a cash standpoint. 6. Increase Your Sales : Make sure you aren’t holding on to obsolete inventory. If you are, mark it down and sell it. Storing it is costing you money and selling it at a lower price is better than not selling it at all. The longer you hold on to obsolete inventory, the less likely it is to sell. 7. Think before investing : The price and value of investments and their income fluctuates: you may get back less than the amount you invested. Remember that how an investment performed in the past is not a guide to how it will perform in the future. We need to project the cash flow statement, and employee the companies fund in short term investment. Along with that we have to check expenses. And maintain the liquid assets. Projected cash flow statement is the guided stick. Our sales, realizations, and fixed and variable expenses need to be kept in mind while judging the balanced need of liquid assets. We may consider the short term investments with reference to interest rate and surplus funds. Generally it is indispensable that we must limit expenses and ensure that some of the assets are in the form of short term assets. The higher short term assets and the less your short Term debt, the better your ability to pay the debt (short Term liquidity ratio / liquidity ratio help you dete rmine this). The ratio analysis will be the guide stick for the Liquidity ratio. The short term creditors of a company like supplies of good of credit and Commercial banks providing short-term loans, are primarily interested in knowing the companies ability to meet its current or short term obligations of a firm can be met only when there are sufficient liquid assets. Therefore, a firm must ensure that it does not suffer from lack of liquidity or the capacity to pay its current obligations due to lack of good  liquidity position, its goodwill in the market is likely to be effected beyond repair. Liquidity refers to the ability of a concern to meet its current obligations as and when there become due. The short-term obligations are met by realizing amounts from current, floating or circulating assets. The current assets should either be liquid or near liquidity. These should be convertible into cash for paying obligations of short-term nature. The sufficiently or insufficiency of current assets should be assessed by comparing them with short term liabilities. If current assets can pay off current liabilities, then liquidity position will be satisfactory. The standard current ratio is 1: 1.33 means any firm / company is having adequate funds to meet its obligation in time. The firm has to maintain core current assets which is easily realizable at all times. The laid down bench mark ratio to maintain the ratio of core current assets to current liabilities is 1:1

A Study On Communicative Teaching Education Essay

Finally, when we learn to pass on utilizing our mark linguistic communication we do it of course because we are involved in a context that uses this linguistic communication so we get used to talk it in a short clip non by larning grammatical regulations but, as Nunan expresses we learn a linguistic communication â€Å" as a dynamic resource for the creative activity of intending†¦ we need to separate between cognizing assorted grammatical regulations and being able to utilize the regulations efficaciously and suitably when pass oning † . ( 1989 ) When we want to larn a new linguistic communication different from the mark one there are many methods or attacks that we can utilize, all of them for the same intent: Communicate. The communicative instruction attack arises from the dissatisfaction of many pedagogues that are non happy with the audio-lingual method because grammar is difficult to larn and pupils get bored in category because they do n’t happen the existent public-service corporation of the new linguistic communication. Since the pupils were larning how to construct a perfect sentence they did n’t hold the opportunity to pattern existent communicating. This method focuses more on the purpose of communicate and less in the perfect manner to talk because the pupils have to happen one manner or another to show what they want to state. This attack uses activities that simulate existent life state of affairss and encourages the pupil to pattern the new linguistic communication speech production it and happening the manner to give significance to their words without the necessity of a perfect grammar. In these activities the pupils can work in braces or groups where they can happen feedback from their schoolmates so they feel less afraid because they find themselves in a friendly context. These activities are more interesting for the pupils because they can utilize their ain thoughts and they do n’t hold to interpret or reiterate words to larn, so they keep motivated. They can take the manner to show their thoughts based on the individual who is listening to them and besides on the context that they are working in. Besides this method is good for the instructor because there is more flexibleness to do activities that seem more like a game giving pupils a relaxed and merriment environment where they can happen replies from their couples. Besides, the appraisal of the pupils is based in measure up the ability to pass on in a right manner. A communicative schoolroom is really noisy because the pupils have to be involved in activities where they can talk and listen to their schoolmates. Besides, they can work stand up and they can be traveling so the category is non deadening. Therefore, they gain assurance and they feel comfy talking the new linguistic communication. The pupils have the duty of their ain acquisition and the instructor acts more like a usher and an perceiver. The communicative method is based on several rules. One of the most used list of rules is David Nunan ‘s ( 1991 ) which describes that: It puts accent in the communicating in the foreign linguistic communication across the interaction. It introduces existent texts in the state of affairs of acquisition. It offers chances to the students to believe about the acquisition procedure and non merely about the linguistic communication. It gives importance to the pupils ‘ personal experiences as elements that they contribute to the acquisition of the schoolroom. It tries to associate the linguistic communication learned in the schoolroom with activities realized out of it. Therefore, the pupils are larning like in the existent life from their experiences and besides from the experiences and feedback from their schoolmates. Besides, they are larning to utilize the linguistic communication in simulations of day-to-day state of affairss, so they are acquiring accomplishments to public presentation in a societal and cultural existent context utilizing a normal linguistic communication non a perfect one like the one used in books. The pupils besides learn to hold coherency when they are talking to do their sentences apprehensible and meaningful. In this sort of schoolroom the pupils work in braces or groups so they can be able to better their interaction whit other people imitating a existent state of affairs holding an interaction that allows them to negociate an discuss uncertainties. Is of import the uninterrupted usage of the mark linguistic communication, here is where the instructor acts as a proctor oversing that the pupils do n’t talk in thei r native linguistic communication in order to hold a existent pattern during the activities. The pupils does n’t hold to act in a specific manner, when a error happens the pupils are non punished, alternatively of that the instructor raters to honor the eloquence and good pronunciation. Besides, in some activities the pupils are free to take what to state and they besides can take the easiest manner to state it. Thus the pupil can develop schemes to larn and measure by themselves. Another of import point is that the pupils have the opportunity to show their feelings and emotions so they feel comfy in category because they feel they are doing an of import part for the acquisition procedure. This method uses an effort to animate the existent communicating but is non precisely the same. It ‘s of import that the pupils use what they learn in schoolroom when they are out of it. In other methods the chief purpose of acquisition is translate words and sentences and larn a perfect grammar that sometimes is sort of useless in existent life, is better to larn how to believe in the new linguistic communication so the pupils do n’t hold to interpret before speak, losing clip and eloquence. At the terminal, the significance is what matters the most. In other words what is of import is the content of the sentence, non the manner to state it. The chief technique in this method is to do activities that promote communicating between spouses. It ‘s of import to hold a desire of communicating doing inquiries and giving replies to advance duologue holding a ground or a subject to speak about. The instructor can put the subject or give the pupils freedom to take it, therefore the pupils have a communicative intent. Sometimes activities in the communicative schoolroom can look unreal because pupils are merely conceive ofing state of affairss and besides because the instructor is largely of the clip following to them which non occurs in existent state of affairss. To avoid this disadvantage, the instructor can seek to utilize more existent stuff like magazines, books, games, etc. I think that this method can be used in a learner-centered schoolroom where the most of import individual is the pupil and all the activities are focused to better the public presentation of the scholar acquiring near to existent life state of affairss. In my personal experience as pupil I have had the opportunity to experiment communicative activities and I truly like them because small by small I ‘m less afraid to talk and to do errors because if I ‘m incorrect normally I have feedback from my schoolmates or from my instructor. Besides this method makes me experience more interested in the new linguistic communication, English in this instance because I like to utilize it non merely in the schoolroom but in my existent life. I would wish to utilize this method in my categories to do them more merriment and interesting and besides to make a friendly environment with my pupils. Mentions: Wikipedia ( 2009 ) Metodo Comunicativo [ Website ] Available from: A ; lt ; hypertext transfer protocol: //es.wikipedia.org/wiki/M % C3 % A9todo_comunicativo gt ; [ December 2009 ] Nunan, David. ( 1991 ) . Planing undertakings for the communicative schoolroom. Cambridge Language Teaching Library [ Online Book ] Available from: A ; lt ; hypertext transfer protocol: //books.google.com.mx/books? id=NSlMZp9XkHoC A ; dq=david+nunan % 2Bcommunicative+teaching A ; lr= A ; source=gbs_navlinks_s gt ; [ December 2009 ] Harmer, Jeremy ( 1991 ) The pattern of English Language Teaching. Longman.Longman Printing New York. Hedge, Tricia ( 2000 ) Teaching and Learning in the Language Classroom. Oxford University Press Library [ Online Book ] Available from: A ; lt ; hypertext transfer protocol: //books.google.com.mx/books? id=VG8NuoGgKJYC A ; dq=hedge+tricia A ; lr= gt ; [ December 2009 ] A Study On Communicative Teaching Education Essay Finally, when we learn to pass on utilizing our mark linguistic communication we do it of course because we are involved in a context that uses this linguistic communication so we get used to talk it in a short clip non by larning grammatical regulations but, as Nunan expresses we learn a linguistic communication â€Å" as a dynamic resource for the creative activity of intending†¦ we need to separate between cognizing assorted grammatical regulations and being able to utilize the regulations efficaciously and suitably when pass oning † . ( 1989 ) When we want to larn a new linguistic communication different from the mark one there are many methods or attacks that we can utilize, all of them for the same intent: Communicate. The communicative instruction attack arises from the dissatisfaction of many pedagogues that are non happy with the audio-lingual method because grammar is difficult to larn and pupils get bored in category because they do n’t happen the existent public-service corporation of the new linguistic communication. Since the pupils were larning how to construct a perfect sentence they did n’t hold the opportunity to pattern existent communicating. This method focuses more on the purpose of communicate and less in the perfect manner to talk because the pupils have to happen one manner or another to show what they want to state. This attack uses activities that simulate existent life state of affairss and encourages the pupil to pattern the new linguistic communication speech production it and happening the manner to give significance to their words without the necessity of a perfect grammar. In these activities the pupils can work in braces or groups where they can happen feedback from their schoolmates so they feel less afraid because they find themselves in a friendly context. These activities are more interesting for the pupils because they can utilize their ain thoughts and they do n’t hold to interpret or reiterate words to larn, so they keep motivated. They can take the manner to show their thoughts based on the individual who is listening to them and besides on the context that they are working in. Besides this method is good for the instructor because there is more flexibleness to do activities that seem more like a game giving pupils a relaxed and merriment environment where they can happen replies from their couples. Besides, the appraisal of the pupils is based in measure up the ability to pass on in a right manner. A communicative schoolroom is really noisy because the pupils have to be involved in activities where they can talk and listen to their schoolmates. Besides, they can work stand up and they can be traveling so the category is non deadening. Therefore, they gain assurance and they feel comfy talking the new linguistic communication. The pupils have the duty of their ain acquisition and the instructor acts more like a usher and an perceiver. The communicative method is based on several rules. One of the most used list of rules is David Nunan ‘s ( 1991 ) which describes that: It puts accent in the communicating in the foreign linguistic communication across the interaction. It introduces existent texts in the state of affairs of acquisition. It offers chances to the students to believe about the acquisition procedure and non merely about the linguistic communication. It gives importance to the pupils ‘ personal experiences as elements that they contribute to the acquisition of the schoolroom. It tries to associate the linguistic communication learned in the schoolroom with activities realized out of it. Therefore, the pupils are larning like in the existent life from their experiences and besides from the experiences and feedback from their schoolmates. Besides, they are larning to utilize the linguistic communication in simulations of day-to-day state of affairss, so they are acquiring accomplishments to public presentation in a societal and cultural existent context utilizing a normal linguistic communication non a perfect one like the one used in books. The pupils besides learn to hold coherency when they are talking to do their sentences apprehensible and meaningful. In this sort of schoolroom the pupils work in braces or groups so they can be able to better their interaction whit other people imitating a existent state of affairs holding an interaction that allows them to negociate an discuss uncertainties. Is of import the uninterrupted usage of the mark linguistic communication, here is where the instructor acts as a proctor oversing that the pupils do n’t talk in thei r native linguistic communication in order to hold a existent pattern during the activities. The pupils does n’t hold to act in a specific manner, when a error happens the pupils are non punished, alternatively of that the instructor raters to honor the eloquence and good pronunciation. Besides, in some activities the pupils are free to take what to state and they besides can take the easiest manner to state it. Thus the pupil can develop schemes to larn and measure by themselves. Another of import point is that the pupils have the opportunity to show their feelings and emotions so they feel comfy in category because they feel they are doing an of import part for the acquisition procedure. This method uses an effort to animate the existent communicating but is non precisely the same. It ‘s of import that the pupils use what they learn in schoolroom when they are out of it. In other methods the chief purpose of acquisition is translate words and sentences and larn a perfect grammar that sometimes is sort of useless in existent life, is better to larn how to believe in the new linguistic communication so the pupils do n’t hold to interpret before speak, losing clip and eloquence. At the terminal, the significance is what matters the most. In other words what is of import is the content of the sentence, non the manner to state it. The chief technique in this method is to do activities that promote communicating between spouses. It ‘s of import to hold a desire of communicating doing inquiries and giving replies to advance duologue holding a ground or a subject to speak about. The instructor can put the subject or give the pupils freedom to take it, therefore the pupils have a communicative intent. Sometimes activities in the communicative schoolroom can look unreal because pupils are merely conceive ofing state of affairss and besides because the instructor is largely of the clip following to them which non occurs in existent state of affairss. To avoid this disadvantage, the instructor can seek to utilize more existent stuff like magazines, books, games, etc. I think that this method can be used in a learner-centered schoolroom where the most of import individual is the pupil and all the activities are focused to better the public presentation of the scholar acquiring near to existent life state of affairss. In my personal experience as pupil I have had the opportunity to experiment communicative activities and I truly like them because small by small I ‘m less afraid to talk and to do errors because if I ‘m incorrect normally I have feedback from my schoolmates or from my instructor. Besides this method makes me experience more interested in the new linguistic communication, English in this instance because I like to utilize it non merely in the schoolroom but in my existent life. I would wish to utilize this method in my categories to do them more merriment and interesting and besides to make a friendly environment with my pupils. Mentions: Wikipedia ( 2009 ) Metodo Comunicativo [ Website ] Available from: A ; lt ; hypertext transfer protocol: //es.wikipedia.org/wiki/M % C3 % A9todo_comunicativo gt ; [ December 2009 ] Nunan, David. ( 1991 ) . Planing undertakings for the communicative schoolroom. Cambridge Language Teaching Library [ Online Book ] Available from: A ; lt ; hypertext transfer protocol: //books.google.com.mx/books? id=NSlMZp9XkHoC A ; dq=david+nunan % 2Bcommunicative+teaching A ; lr= A ; source=gbs_navlinks_s gt ; [ December 2009 ] Harmer, Jeremy ( 1991 ) The pattern of English Language Teaching. Longman.Longman Printing New York. Hedge, Tricia ( 2000 ) Teaching and Learning in the Language Classroom. Oxford University Press Library [ Online Book ] Available from: A ; lt ; hypertext transfer protocol: //books.google.com.mx/books? id=VG8NuoGgKJYC A ; dq=hedge+tricia A ; lr= gt ; [ December 2009 ]

Motorola analysis Essay Example | Topics and Well Written Essays - 4500 words

Motorola analysis - Essay Example In addition, Mr. Reed also helped the Company generate significant cost savings by consolidating suppliers and implementing a comprehensive supply chain strategy. 16 DOUGLAS, Isle of Man - 5th March 2008 - Motorola, Inc. (NYSE:MOT) has been chosen by the Isle of Man Government Department of Home Affairs to supply a fleet of covert TETRA terminals. Motorola will supply the covert devices in mid 2008, which will be used by the Isle of Man Constabulary and Customs & Excise. 16 Motorola worked closely with a number of public safety users including the Isle of Man Department of Home Affairs, Isle of Man Constabulary and Isle of Man Customs & Excise during the design process to ensure it delivered a covert TETRA radio that met the special needs of the users. The new TCR1000 TETRA Covert Radio will help improve operational effectiveness as the small ergonomic design means officers do not feel as though they are wearing a radio, helping them to disguise their equipment during covert operations. "At last Motorola have a covert radio that is fit for purpose," says Robert Williamson, technical director, Isle of Man Department of Home Affairs. ... DOUGLAS, Isle of Man - 5th March 2008 - Motorola, Inc. (NYSE:MOT) has been chosen by the Isle of Man Government Department of Home Affairs to supply a fleet of covert TETRA terminals. Motorola will supply the covert devices in mid 2008, which will be used by the Isle of Man Constabulary and Customs & Excise. 16 Motorola worked closely with a number of public safety users including the Isle of Man Department of Home Affairs, Isle of Man Constabulary and Isle of Man Customs & Excise during the design process to ensure it delivered a covert TETRA radio that met the special needs of the users. The new TCR1000 TETRA Covert Radio will help improve operational effectiveness as the small ergonomic design means officers do not feel as though they are wearing a radio, helping them to disguise their equipment during covert operations. "At last Motorola have a covert radio that is fit for purpose," says Robert Williamson, technical director, Isle of Man Department of Home Affairs. "TETRA is a very appropriate communications technology for policing activity, but until now Motorola have not had a suitable form factor for covert operations. Motorola's innovative TETRA radio design will be of real benefit in everyday covert activities. Our users are delighted with the new covert set." The small, lightweight design of the TCR1000 Covert TETRA terminal incorporates many innovative features to address the unique requirements of covert users such as discrete audio, radio control and battery lifetime. Despite the compact design, the Motorola covert TETRA radio performs to the same high standards as more mainstream Motorola TETRA terminals and offers excellent functionality including options for integrated GPS and end to end

Developing Interdisciplinary curriculum materials Essay

Developing Interdisciplinary curriculum materials - Essay Example guage has resulted in efforts to expand and improve second language education, since knowing only English is as much a disadvantage as is knowing no English at all.2 This must be the basis upon which lessons are designed so that students are convinced of the need to learn a second language within the framework of rapid globalization. Gough has especially highlighted the importance of critical thinking skills in the new era of globalization : â€Å"If students are to function successfully in a highly technical society, then they must be equipped with life long learning and thinking skills necessary to acquire and process information in an ever changing world.†3 The Year level for this test that comprises a written and an oral component is Level 6 – year level of 9 or 10 and will also test cognitive thinking skills. These are group based tasks with three members in each group. The topic for this lesson is â€Å"Tourism and Culture†. Interdisciplinary links will be history, technology, science and environment. The students will see pictures of tourist spots in Sumatra, which will be shown to them through a series of power point slides. The slides will include shots of the volcanic crater, Lake Toba and the island that sits at its centre. Also included will be some slides of the beaches, and the tsunami destroyed area in the north province of Aceh. There are several wildlife reserves in Sumatra such as Bengkulu and Gedung Wani and the students will be shot pictures of tapir and other animals that may be viewed on safari in these parks. The slide show may consist of about 12 slides in total which will be shown three times with appropriate music and sound effects. This aspect will form the written part of the assignment. Once the slides have been viewed, the students will write a short essay listing the things that they have seen in the slide show. They will list the items and provide a brief description of what they have seen, while also relating it to the

Extended definition of risk management Essay Example | Topics and Well Written Essays - 750 words

Extended definition of risk management - Essay Example For instance, engineers can also benefit from risk management in minimizing costs, medical practitioners can be prepared in combating anticipated epidemics and agriculturist can remedy impending food deficiency through risk management. This wide essentiality of risk management brings interest of knowing about it not only to the business world but to almost every individual. According to Michel Ravassard, risk management â€Å"is a systematic approach to managing risks throughout the whole organization by identifying, assessing, understanding, acting on and communicating risk issues† (2010). By saying it is a systematic approach; the author suggests that the process has a set of procedures which needs to be observed. Moreover, it is scientifically founded on research and intense study of the procedures, making the process more reliable in terms of accuracy. Therefore, risk management is not just based on a theory nor is it an instantaneous changing of the mind of the manager but it is a well-established principle that has been tested and tried for years in several organizations. Another aspect of risk management that needs to be defined in order for someone to understand further its meaning is risk. The aforementioned author says that risk is â€Å"the expression and the likelihood and impact of an uncertain, sudden and extreme event that, if it occurs, has many impact positively (opportunity) or negatively (threat) on the achievement of a project or programme objective†. ... For instance, when a company decides to use the internet to expand on its business; there might be problems on delivery, payment, demand, availability of products or materials that would occur. Therefore, these important issues should be determined so that the businessman will be able to prepare solutions to anticipated problems in order for the dilemma to be minimized if not avoided. The act of trying to minimize or avoid problems is actually what is called risk management. The first step in the process is for a manager to identify the risks of a certain project so that appropriate solutions will be later prepared. Once the risk is known, they have to be evaluated, considering all the angles of the issue that they may bring about that will affect the project’s objectives. Consequences may be multi-faceted so that managers should not concentrate only in the obvious or visible effects of the risks but should look deeper into what other results there may be. in doing so, one exh ibits a clear understanding of the project and thereby knows what to expect. Furthermore, risk management serves as a motivation to act on a project optimistically because of being assured that there would be minimal mistakes that will take place. Another important measure in risk management is communicating the likelihood of sudden impact to the people involved in order for them to be able to understand the process. This will greatly affect the project because it determines how people should deal with the expected problems or project and how it will be maintained. In the definition of risk, it should be noted that it does not only consider the negative impact but it also mentions the positive effects. This is so because even

Comparing Nursing Education Research Paper Example | Topics and Well Written Essays - 750 words - 2

Comparing Nursing Education - Research Paper Example Despite Florence Nightingale’s efforts to train women and recruit them in bid to acquire recognition in the professional fields, recognition of such efforts was slow (Basel $ Karger 1971). The fault of views as this concerning profession can be traced to nursing leaders for stating that nursing is based on values as nurturing, thoughtfulness, kindness and being caring. This way technical knowhow and professionalism is left out of question to present the profession as one which does not require any education or advanced ideas of Medicare. Nursing however utilizes advanced technologies in Information technology and cosmetic care in providing comfort to persons. It incorporates use of response technology and technical knowledge in fields of medicine to administer such as analgesics to pain management processes. This recognition led to revolutions for advancement of nursing as a career. As feminism set in, in the 20th century, such ideologies were no just put down by the advocates of professional acknowledgement of women in various fields they were also rejected with such slogan as ‘women should be doctors, not nurses.† The revolution concerning gender has gone further to illustrate that men also should be allowed into such â€Å"feminine† professions without being look down upon by the society. This advancements followed suit of Florence Nightingale’s system of nursing. In China, aspects of nursing go back to tradition. It utilized family members to provide care for sick relatives. As a profession, nursing only developed after the arrival of missionaries to China. The first nurse, Elizabeth Mc kenchie to arrive in China from the Western world in 1884 introduced the Nightingale method of nursing. The first nursing school was then introduced in Fachou by Ella Johnson in 1888. Afterward a training program was set up by Nina Gage (1910). This training was

Obama Care Essay Example | Topics and Well Written Essays - 1000 words

Obama Care - Essay Example This may work toward providing more insight into the functions and actions of a company. The above may result in the lowering of health premium prices, which may work toward improving the quality of health care that individuals receive. To those who cannot afford insurance at the beginning, Obamacare works to provide more widespread and available medical care at reduced prices. An increase in the number of individuals who can receive this regular health care can ensure the happiness of individuals, and the overall utility of society (Sandel 59). This can only work with the cooperation of the private companies with the government regulations, while trying to satisfy the people it is meant to serve. These regulations are not meant to downsize or downplay the insurance companies. They are only meant to ensure the public gets the required premiums for the appropriate amount of capital. Obamacare does not restrict the freedom of individuals as many folks tend to believe. On the contrary, it works to satisfy the happiness of majority of the people in society. Minority groups are known to suffer and bear the full brunt of many policies in the United States. However, this bill in its entirety guarantees that everyone benefits from all the said policy implementation plans. Poor people are protected from private companies and some of the policies that they put in place to profit from society’s health needs (Sandel 63). By claiming that there is no right to choose between whether to have insurance or not, individuals are overlooking the bigger picture. This is only one provision in the whole bill, and it should not be used as an excuse to be against... This essay examines the utilitarianism and libertarianism view on Obamacare, and how this may affect individuals in the United States. The researcher states that it is through subsidizing health insurance for poor and poverty stricken families that Obama bill seeks to assist. The main convictions of the bill revolve around the mandated insurance clauses. This is what many people are having a problem with as there are groups that support the presence of such a bill, while others detest the idea of its existence. Obamacare does not restrict the freedom of individuals as many folks tend to believe. On the contrary, it works to satisfy the happiness of majority of the people in society. As seen in this essay on the view on Obamacare, there are some objections about the policies that the bill proposes. Libertarianism often asks the question as to whether the government should interfere in the matters of an individual’s health insurance. In conclusion, the researcher mentiones that the views expressed by the schools of thought offer an individual time to think of the impact such a bill has on society. The coming up of such a bill may have irreparable consequences to society and the individuals in it. However, the researcher also concluds that it would not be wise to ignore the overwhelming benefits that come with such a bill. It is, therefore, society’s place to dissect both sides of the bill and see what may work for them. They can start working toward addressing these issues for the good of all.

Queer theory with The Beauty and Beast Essay Example | Topics and Well Written Essays - 750 words

Queer theory with The Beauty and Beast - Essay Example Belle, serving as the protagonist of the work, shows a continued distaste towards the masculine, and instead falls in love with the feminine aspects of the beast, hinting at feminine-feminine attraction as an acceptable mode of sexuality. Gender is developed quite early in the film, and defined primarily by two characters, Belle and Gaston. The film depicts both as the pinnacles of their respective genders: an opening song notes that â€Å"Belle’s name means beauty,† while a song about Gaston point out that â€Å"there’s no man in town that’s as manly/ perfect a pure paragon† (Beauty and the Beast) Thus, from the opening of the film the feminine is identified with Belle while the masculine is identified with Gaston. Using this association, it is possible to determine what the film identifies as being feminine or masculine characteristics. Belle, for example, is an incredibly caring person, taking care of her tottering father as well as caring for various animals around her such as her horse. She also enjoys reading and exploring the world of the mind. Physically, the feminine is defined by long flowing hair (as opposed to the tight pony tails often worn by men) and more delicate features. Gaston, on the other hand, demonstrates the film’s understanding of masculinity. The masculine consists of a series of valued behaviors, such as â€Å"drinking †¦ hunting †¦ fighting,† eating eggs and so forth (Beauty and the Beast). Furthermore, the song â€Å"Gaston† enumerates the aspects physical attributes associated with masculinity: incredible size, a thick neck, a cleft chin, strength (â€Å"biceps to spare†) and â€Å"every last bit †¦ covered in hair† (Beauty and the Beast). The problem, however, is that the masculine is incredibly repulsive to Belle. She has absolutely no attraction to Gaston, and has to turn him down as

Job Search process Essay Example | Topics and Well Written Essays - 500 words

Job Search process - Essay Example A curriculum vita offers a detailed portfolio that represents a wide-ranging achievements and competences of an individual. This enables an individual to provide an up to date account of his accomplishment, which explicitly portrays the areas that an individual is suited. This function allows the employer to evaluate and determine the salary of a particular person. A CV provides the pertinent ingredients that enable an individual to secure an interview slot. During the job searching process, the desire to get an interview appointment forms the inherent wishes in every individual. Curriculum vitae act as a tool that facilitates the process of securing a job as it forms part of the agreed rules in job searching process. A Curriculum vita depicts the educational background of an individual that employers gauge in order to determine a qualified workforce (Bunz, 2008). Employers use educational qualifications to classify the work force in various structures within a venture. The last function of a curriculum vita is that helps to augment the marketability of an individual. The portfolio indicates the skills an individual has acquired in history, the educational levels and competencies he or she has attained (Stevens, 1992). The amalgamation of these entire components represented in a concise and elaborate way act as a marketing tool that enables a person to secure a job. The three types of curriculum vitae includechronological, functional and combined curriculum vitae. Chronological curriculum vitae represent a history of experiences acquired in a reverse chronological order. The merits encompass its easier nature of preparation as it constitutes the recent account of experiences. This type provides an easy recount of job history of an employee that helps the employer to acquire the recent knowledge of an individual (Wise, 2013). Chronological curriculum vitae further ensure the marketability of a person as it reflects reputable organization a person

Generation & people Essay Example for Free

Generation people Essay It is interesting to study what makes a generation, before we go into whether generational factors play a key role in making one more willing to do or successful. It is generally accepted that a generation does not necessarily mean the same age people. It is rather the set of influences that worked on them during their formative years that makes their generation distinct. What is more important is that they share the same formative experiences. The whole theme of ‘generation factor’ is based more on observation and theories than on any dependable evidence. Our common sense tells that it is not so much the person’s date of birth that defines them it is rather what influences they were exposed to during their formative years and some time thereafter that is important. According to Rhode and Platteel, formative experiences produce powerful symbols from which arises a sense of a new generation. The plasticity of our brains, besides responding to the people and training to which we expose it, also responds, for good or for bad, to the technology all around us: television, movies, mobile phones, e-mail, laptop computers and the Internet (The New Brain Dr Richard Restak. 2003) The strongest influences on the ‘generation –y’ are the well known world brands and their products. They have successfully created a generation which is prosperous, happy and well adjusted. (By David Plotz. 1999). These influences play a key role in making the minds of the generation. Undoubtedly, all these will create openness in their approach resulting in willingness to do what think right. They are quite different from the previous generations which were more skeptical lacking the much needed information and guidance, reserved and unwilling to take risks. Now, â€Å"the brand touches the mindset and the heartstrings of a large proportion of VG by offering the attitude for living: ‘Just do it†. (David Plotz. ) References David Plotz (1999). The American Teenager. Why Generation Y? http://slate. msn. com/id/34963/ Richard Restak. ( 2003) . The New Brain. Rodale Ltd Rhode Platteel. (1999). Symbol Soup, Thames Hudson, ,

Warnie orr methodology and its disadvantages Essay Example for Free

Warnie orr methodology and its disadvantages Essay Is a bottom up methodology used to model data and procedures where you identify the output and the processes used to generate them and their inter-relations. Its emphasis is on the output. It is analyzed thoroughly. The logic of the program is built around the structure of its data. That structure is obtained by analysis the output and going backwards to find out what the input could have been. The analysis of the output includes: †¢ Output Oriented Comment The output is the core of this system development methodology. We spend all our energy to capture the true picture of the output requirement. This is done even before we think of the physical design. We use rigorous methods to define the data output through a well designed form known as LOS. We capture details of: †¢ Output definition forms †¢ Output frequencies †¢ Data Elements It is assumed the expert can define these requirements with the help of system users who help him fill the mandatory details of these forms. The system users know what they want, but they have little knowledge of computers and computer terms. The software expert knows little about the area to be computerized and can easily misunderstand some concepts. For example computational requirements, the frequency of data use, frequency of data change. Besides when we collect the data from an existing system which is inefficient, the data is inconsistent and unacceptable. The system owners are unhappy with the output generated and that is why they want to change it in the first place †¢ We must obtain the logical output structure first before we think of its physical outlook. The physical problems of the data remain the headache of and hidden by the implementer. Ours is to give the general guidelines on the data and process requirements. This is easy said than done. We cannot claim to be general when we spend all our time worried about our output and its properties. At that level it is difficult to talk about generalities as well. We have to generate dictionaries with specific data structures. Software compatibility with these structures is mandatory. †¢ The approach is data centered, that is the processes are looked at last Take a critical look at the output before any programming activities are undertaken. We break the program into three parts †¢ The middle mapping. also known as the logical output mapping. It deals with how we produce the output and give details of how calculations are done. It assumes the physical mapping will give it the perfect data and in the correct order it is wanted. †¢ Physical output mapping: Formats the data and sends it to the output device. It is the duty of the physical output to know the details of the data format and how to obtain it from the output device. These details should be hidden from the logical mapping. The physical aspect depends on the operating system platform being used. Which tasks are taken by the operating system and which ones are not and that must be a headache of the programmer †¢ Physical input mapping which knows where and how the data is actually stored. If the data gets reorganized or changed in any way the physical input mapping is updated. When changes occur to any part, it is independent of the other parts and carries no ripple effect. Reusable code modules and design elements can be employed. Generic code can be supported to be used by many programs. Having given a summary of the method let us analyze possible problems with this type of method: Obtaining a complete System design before the physical Design This has always remained elusive in most system development methodologies. System design process continues even after implementation because new facts are discovered during actual implementation. Even when prototypes are used, still more facts and faults come into surface. Separating the logical, physical input, physical output mapping Again we need to combine data and processes together, the reason we call them objects, in objects in object oriented systems. How do obtain inheritance, aggregation and software reuse if we separate them. References 1) Ian Sommerville, Software Engineering 2) Aron, J. D. The Program Development Process 3) Booch G. , Rumbaugh J. : The Unified Modeling

History of Education in Afghanistan

History of Education in Afghanistan Early Modernism to Present Day Policies This chapter presents a chronological narrative about the evolution and changes in Afghan national education goals and outcomes and issues related to teacher education in a cultural/historical context. Traditional views regarding education goals and practice provide the basic foundation for understanding the progress and challenges toward universal education in the nation. The historical information in this chapter is well documented in numerous sources, as well as having been part of the authors own education as a child and adolescent in Kabul schools. Important references from which reliable objective information was drawn include the Ministry of Education (1968) report on the last fifty years of education, as well as other books, reports, and documents (Dupree, L., 1973; Poullada,1973: Rashid, 2008; Rotberg, 2007; Rubin, 2002; Sadat, 2004; Samady, 2001 and 2013; Sarvi, 2003; Tomsen, 2011). These sources were consistent in their reporting of events related to education progress or decline. Their general agreement on facts enabled me as author to weave together this history without always attributing the information to a specific source. Other, less central, historical sources are included as citations where appropriate. Although not an Arabic nation, Afghanistan does share the religion of Islam with Arab Muslim nations, as well as the Arabic script essential to reading the Holy Quran. Dari and Pashto, the two main languages of Afghanistan, are derivatives of Indo-European (Indo-Aryan), not Semitic (Arabic/Hebrew) languages. Afghanistan is part of the historical stream of Islamic culture embracing the centuries of advancement of knowledge in science, mathematics, philosophy, poetry and literature during the historical era when Europe was locked in what historians now refer to as the Dark Ages. The writings of Plato, Aristotle, and other Greek thinkers were preserved and expanded by Islamic scholars who made original contributions in scientific and literary fields. Afghanistan, before modern national boundaries were outlined, was the birthplace or home of numerous scholars of renown such as Avicenna and Al-Biruni, as well as the poet, Rumi, whose works are revered even today. This information is offered as a prelude to provide a better understanding of the pride of Afghanistan in its educational and cultural roots, and the determination to restore or reconstruct the educational legacy and intellectual vitality of its people. The study presented in this dissertation explores the responses to present day crises and chaos in a war-ravaged country as it faces the challenges to create a new national system of education that both respects the past and wants to be respected in the global society. Afghanistan now attempts to overcome the overwhelming gap between what is left after massive destruction and what needs to be done to catch up with the rest of the modern world. Before the Modern Era Traditional education and apprenticeships for Afghan children and youth in previous centuries was centered on the home and the mosque. When and where madrassas (religious schools) became available, they were also accessible to boys. Signs of modern education did not appear in Afghanistan until the early 1900s, around 1903, under the reign of Amir Habibullah who founded the first secondary school, Habibia Lycee. This school was modeled after the Indian high school program which itself was adopted from the British who copied it from the French. Habibullah took steps to increase literacy through increases in print media, newspapers, journals, and the support of libraries. Some students from Habibia were sent abroad for study, especially to British India. Habibia high school gained a reputation over the years for its role in providing a large number of leaders for the nation. However, the pace of educational change and modernization was slow. Steps Toward Modernization A method for teaching literacy was developed in 1906 including new textbooks and a teachers guide. This led to the creation of the Office of Textbooks in 1907 in order to provide uniform school textbooks for the increasing number of schools. It became clear that a standard curriculum, with new textbooks, required trained teachers knowledgeable in the text material; therefore, the first teacher training institute, Dar-al-Malimin, was established in Kabul in 1912. In the following year a Department of Education was established to attend to the issues of promoting primary education. Amir Habibullah appointed his son as department head. Education, free school supplies, and a small stipend were available to the male students selected to attend. In 1912, the first normal school was established in Kabul to train teachers for primary schools (Ministry of Education, 1968, p. 6). In 1919, Shah Amanullah became the ruler by succession, and actively supported the movement toward widespread national education. He elevated the Department of Education to the Ministry of Education and appointed his son, Prince Abdur Rahman, as the countrys first Minister of Education. Mahmud Tarzi, a reformist educated statesman and the father-in-law of Shah Amanullah, held an influential position in the Amani (Amanullah) government pushing especially for education reform and for the empowerment of women. Tarzis daughter, Queen Soraya, in 1921 with her mother, Rasmiya, founded the first high school for girls, Masturat. Rasmiya was appointed as the first principal. Between 1921 1928, more than 800 females were enrolled. In 1928, the first co-education classes were introduced at Amaniyya Lycee for grades one and two. Under Tarzis leadership other primary schools were established in major towns, villages, and cities. In addition to schools in each province there were also schools for the countrys nomads, the Kuchis. Several new high schools (Lycee) were founded between 1922 and 1930, some teaching foreign languages such as German or English as an attempt to provide an education comparable to that of Europe and other advanced nations. Two vocational schools were opened in 1924, one for business and administration and another for fine and applied arts. The goal was to have a national system of schools with a modern curriculum. The beginning of a network of government-run intermediate and secondary schools was achieved in 1928; as many as 40,000 students were enrolled. However, since higher education was missing in Afghanistan the government began to allow top male students (sons from elite families) to study outside of the country, for example, in India, Germany, France, Egypt, and Turkey. Ten girls were allowed to go to Turkey in 1928 for university study, but this practice was soon aborted requiring the girls to return home as a conservative backlash grew strong. Unfortunately, conservative sectors in society believed that government schooling was unreligious and if children attended those schools, they became infidels. Conservative traditional sectors opposed changes in the education system they viewed as western, modern, urban, and against Islam. The opposition included clergy, tribal leaders, some rural ethnic groups, and government opposition groups. The unpopularity of Amanullah became so strong, threatening civil upheaval, that in early 1929 he abdicated and sought refuge in Italy. Taking his place as ruler for only nine months was the militia commander, Habibullah Kalakani, who reversed the educational reforms made under Amanullah. Among the first steps taken by the new Kalakani monarchy were the closure of female schools and the disbanding of the Womens Association of Kabul. The Irshad-e Naswan, the only newspaper published for women, also was banned. The government recalled the female Afghan students from Turkey and required them to put on the veil. The government replaced the language of instruction, Dari, with only Pashtu in an attempt to bolster the states claim to Pashtunistan, Pakistans Northwestern Frontier Province. Education returned to traditional practices. Social and economic measures, including education policy, aimed at sustaining a traditional agricultural society. The majority of rural communities had no schools and continued the education of their children, in the traditional way, at home and in the mosques. All government schools were closed briefly during this period in 1929; however, schools were re-opened in late 1929 when Nadir Shah became king after capturing and executing Kalakani. Although he at one time had been Minister of Education, education under Nadir Shah was not a central priority. However, one progressive step was taken in 1931 when women were allowed to take health classes at the Masturat Hospital in Kabul. Nadir Shah did support the establishment of Kabul University in 1931 despite the persistence of the anti-modern conservative resistance. In addition, in 1932, the faculty of medicine was founded. Nadir Shah was assassinated at a high school graduation ceremony in 1933 (Dupree.L.,1973. p. 174). His nineteen year-old son, Prince Zahir, was immediately crowned king, but for many years a proxy rule by older male relatives characterized his leadership. Zahir Shah was king for four decades, from 1933 to 1973, during a period that was relatively free of civil unrest. Some favorable trends started to emerge in the late 1940s. Advances were made in education, the economy, and civil society especially in urban areas during much of his reign, although the conservative Islamic anti-modern element remained strong even as the Communist influence became a dominant disruptive factor. In 1964, a Constitution was created enabling greater citizen participation under a Constitutional monarchy. Higher education introduced in the 1940s included embryonic universities in major cities, most notably Kabul University supported by the United States, and the Polytechnic University founded by the Soviet Union for vocational/technical advanced training. Faculties were established in law (1938), science (1942), and letters (1944). In 1947, Kabul University was formally established. Three years later, the departments of theology, agriculture, and economics were founded. Some departments were affiliated with foreign universities in Germany, France, America, and the Soviet Union University admission gave priority to sons of the ruling aristocracy or sons of top bureaucrats (Sadat. 2004). In 1946, a Womens Institute was started in Kabul to provide classes for a few privileged girls and women. A year later, two girls high schools were created and in 1947, a womens faculty of education was established. Further steps were taken when, in 1949, the first group of girls having the equivalent of a high school diploma began to teach in girls schools. By 1950 there were 368 primary, secondary and vocational schools, and one teacher training school with a national total of 95,300 students. The enrollment of children in primary education was 6% of the entire age group, 6 through 12 years, in an estimated population of 11 million people. (Samady 2001), In the 1950s efforts to expand education and improve its quality were initiated. In 1949, the Afghan government asked UNESCO to send a Mission to study its educational system. In 1954, USAID and Columbia University Teachers College focused efforts on the qualitative improvement of teacher education in Afghanistan. In 1955, the Institute of Education was created and later integrated into Kabul University. According to Wilbur (1962), in 1960 there were 175,600 pupils in 1,110 primary schools of whom 19,000 were girls. Among the 11,300 students enrolled in grades seven to nine, 2,500 (22%) were girls. Approximately 193,000 Afghan students were enrolled in schools in Afghanistan and abroad, a figure double that of a decade earlier in 1950. Nepotism, favoritism, and corruption were common complaints regarding the awarding of foreign scholarships (Wilbur, 1962, pp. 85-87). Soviet Assistance and Intervention By the early 1970s, about 90% of the Afghan armed forces were being trained by the Soviets. Thousands were trained in the Soviet Union as well as more thousands in Afghanistan. Russia also sent arms and military experts to Afghanistan. Afghan university graduates received fellowships for advanced study in the USSR and Warsaw Pact nations. From this aid and experience a growing elite of Afghans emerged with modern ideas as well as social and political sympathies in harmony with Communism. Slowly but surely the Sovietization of Afghanistan was occurring. Prime Minister Daoud enthusiastically encouraged Soviet engagement in Afghanistan, earning himself the nickname the Red Prince. At the time of Prime Minister Daouds reign in the 1970s, three boarding high schools were introduced in Kabul: Ibn Sina (later becoming Lycee), Khushal Khan Khattak Lycee, and Rahman Baba Lycee. Ibn Sina served as a teachers training institution equipping male rural students to return to their villages to become teachers. Khushal Khan Khattak Lycee and Rahman Baba Lycee enrolled students from the tribal areas as part of the attempt to integrate various tribes into the government. In the late 1970s Afghanistan had a functioning education system comprising over a million students including 20% girls in primary, secondary and higher education. Government expenditures on education came to constitute 40% of the national budget. In 1977, the education infrastructure could not support the educational demands. By 1978, there were more than one million students in primary and secondary schools and other educational institutions in Afghanistan. Of there, there were 152,750 girls (about 14%) and 5,070 female teachers in primary schools. In an attempt to reduce pressure on both the education system and the labor market, the government instituted the, Kankurexam (from the French word concours), the university entry test at the end of the 12th grade. The main purpose of the Kankur was to select potentially successful university students from the rest of the student population. This test became a controversial but established screening mechanism for reducing pressure on the overstrained university system. (Other spellings will be found for this exam including Concord, Konkor.) In 1978, the constitutional monarchy was abolished by a palace coup dà ©tat declaring former Prime Minister Mohammed Daoud as the countrys President of the first republican government. The Soviets immediately recognized the new government. Not only was the new constitution of the government styled after that of the Soviet Union but also changes in academia began to resemble the Soviet approach to education including introducing co-education, especially at the university level, but also in the lower schools. However, in April 1978, President Muhammad Daoud was overthrown in what is referred to as the Saur Revolution. Nur Muhammad Taraki, head of the Peoples Democratic Party of Afghanistan (PDPA) replaced Daoud as President. Taraki instituted even broader Marxist style reforms including a rural literacy campaign expanding educational opportunity to masses of uneducated farmers and women. He was not intimidated by the internal conflict between groups supporting traditional systems against the modernization movement. Taraki continued to offend those determined to maintain traditional customs. He pushed forward drastic social and economic measures, including land reform, womens rights and modern education. These ideological conflicts led within the year (in 1979) to his loss of power. Prime Minister Hafizullah Amin ousted him as president. Amin took firm steps to quell any opposition such as imprisoning and executing individuals and groups who were viewed as unsupportive. He did not hesitate to go after his own party members such as former President Taraki or his sympathizers. Opposition, however, and dissatisfaction were broiling up throughout the nation making the Soviets uneasy about the stability of the rapidly changing government. In December 1979 Soviet tanks rolled into Afghanistan. In 1980, President Amin was removed and Babrak Karmal, former 1960s parliamentarian, became the countrys fourth president. The educational system, over several decades, became increasingly influenced and funded by the USSR. After the Soviet invasion of 1979 this trend increased dramatically. Literacy courses and programs educating about health and technology were expanded throughout the country. Part of the reforms included the creation of a pedagogical research center. In 1981, the Central Institute for the Retraining of Teachers was established. In 1982, the Kabul Pedagogical Institute was founded. Further academic exchanges were established with Eastern Bloc countries. American and Western exchanges stopped. Amins presidency lasted six years. In 1986, Dr. Muhammad Najibullah, former head of the Afghan intelligence agency (the secret police), became the countrys fifth president. President Najibullah, a graduate of the school of medicine at Kabul University realizing the need for more higher education throughout the country, opened three new universities; Balkh (1986), Herat (1988), and Kandahar (1991). However, Najibullah, seen to be brutal and ruthless, alienated many Afghan groups including his own army, but in particular the Islamic conservative groups that became united as the party of the Taliban. Najibullah was forced out of office in 1992, taking refuge for four years in the UN compound. His own brutal execution at the hands of the Taliban in 1996 precipitated the Civil War that eventually led to the empowerment of the Taliban. Impact of Soviet Defeat, the Civil War and the Demise of Modern Education Before the civil war in the 1990s, the Afghan higher education system was largely intact and thriving. UNESCO estimated university enrollment in 1990 at more than 24,000, with women making up one third of the student body. Much of the destruction of Kabul in 1992-1994 was in the area around Kabul University; classes were seriously disrupted as virtually all faculties fled Kabul or were killed. During Taliban rule (1995-2001), the provision of higher education was limitedto men only, mainly at what remained of Kabul University, and concentrated on Islamic studies. In April 1992 the Afghan government transferred power to the Islamic Jihad Council (IJC) which was designated by the Peshawar Accords. Within days the various factions collided and Kabul was engulfed in civil warfare cascading throughout the country. To make matters worse, schools and universities, specifically Kabul University, became the stages for warfare and pillage. This had an immense impact on education. With no uniform curriculum, religious education was given priority over all other subjects. Equal education opportunities of boys and girls were ignored while religious schools for boys were encouraged. Due to fighting and the security situation the universities and schools were frequently closed. There was damage to buildings and insecurity, which affected school attendance as teachers, administrators, and students became displaced. Even laboratories, furniture, and the electric wiring from inside the walls of its classrooms were stolen. The rival factions targeted the libraries and thousands of volumes were either looted or burned; rare titles were smuggled and sold off for high prices in the antiquarian book markets outside the country. In an article entitled Raping the Libraries of Kabul details of how the various factions burnt or sold millions of hand written books on religion, history, poetry, and autobiographies of great scholars. From that million-volume collection only 20,000 books survived. (Hussain, 1998). By 1995, the Taliban defeated other fighting groups in the Civil War, and took over the government with pledges of peace and order. However, they introduced strict social policies based on their interpretation of proper practices in Islam. The Taliban completely closed down most government schools, especially those for girls. Only religious studies in religious schools (madrassas) were allowed for boys. Still, many Afghans educated their children, including their girls, illegally and secretly at home using pieces of the modern, already discarded, curriculum. In 1999 the enrolment in primary education was 811,500 with only 7% girls. The enrolments in secondary and higher education were limited and the universities were often closed and did not function effectively. Thousands of teachers and education administrators became victims of war, underwent intellectual apartheid, or left Afghanistan during the Soviet occupation, the Civil War, and especially after the Taliban came to power. The 9/11 Call to Action: The Chase for bin Laden, Defeat of the Taliban, and Western Occupation Then on 9/11/01 Osama bin Laden and his followers known as Al Qaeda planned and carried out a major attack on the United States. Bin Laden was a member of the Saudi ruling family. He had become radicalized against the West, particularly against the United State. He and his armed men used remote areas in Afghanistan (and Pakistan) for hide-away bases. The destruction of 9/11 resulted from carefully planned attacks using commercial airlines as suicide bombers, destroying both of the Twin Towers in New York City as well as a simultaneous attack on the Pentagon in Washington, D.C. A third part of the plan involved the use of another airliner for a third target in the Capitol, probably the White House, but the plane crashed as a result of passenger intervention. These attacks resulted in the deaths of more than 5,000 Americans in one brief morning. By October, 2001 the government of the United States retaliated, seeking revenge on bin Laden. Other sympathetic nations joined to make an allied force that stormed Afghanistan, taking the country from Taliban control. After the defeat of the Taliban in 2001 many Afghans who had fled as refugees during the years of conflict, returned to Afghanistan to help rebuild their country. As the school year started in March 2002, the capacity to supply education had been decimated in both quantity and quality. The situation of the country was described in this way by a joint report of international organizations: The Afghan education system has been undermined by 23 years of war, by widespread physical destruction, by restructuring under a communist regime, and by its use as a political and religious pawn by succeeding governments. The concept of secular education has been under constant attack for decades-first as a source of foreign ideas that led to the communist takeover and then by the Taliban who banned education for girls entirely, and promoted and expanded the system of religious schools at the expense of secular schools (AIA, 2002). The results of the US response, with international support especially from western governments, led to the defeat and withdrawal of the Taliban and the institution of a new western supported (and many believe controlled) interim government. A national Shura (representative convention) was held, a new Constitution for the Islamic Republic of Afghanistan was written, elections were scheduled, and commitments made for a decade of international funding and support in rebuilding the nation as a democratic, modern, technologically equipped participant in the global community. The challenges were overwhelming including rebuilding the entire governmental infrastructure, rebuilding roadways and creating new lines of transportation and communication, restoring and upgrading electrical power as well as water and sanitation systems, rebuilding or removing destroyed structures, establishing a banking system, and modernizing commerce including all types of products imported for human survival and comfort. The biggest challenge was that of re-building the totally destroyed education system from the bottom up and from the top down. The education system reformed by the Soviets to include the masses had never been fully operational. Educational opportunity was left largely to those who had access to urban areas where even girls were allowed to attend schools at the university in Kabul where co-educational classes had been the Soviet policy. However, by the end of the Civil War and certainly by the end of the Taliban rule, the universities had been destroyed and were barely functional when offering classes at all. As described earlier, faculty had fled or were dead, buildings were gutted and marauded. Campuses were denuded either by soldiers trying to eliminate hiding places for opposition forces, or by civilians seeking firewood. Furniture was stolen and broken up to use for home heating; equipment was looted; even the electrical wiring was stripped from buildings still standing and taken for sale in the black market. Libraries and laboratories were ghostly artifacts attesting to the destruction of symbols of learning. As the attempt to re-open universities began in 2002, the flow of citizens from the country began to reverse with many Afghans returning from refugee camps in Pakistan and Iran or from other countries in which they were exiled including the United States, Canada, Iran, Great Britain, Germany and other countries. Some of these returning were able to take positions of leadership in the new government headed by President Karzai in a democratic election, and some were capable of restoring the universities and the schools. Stories from students who began to study again at Kabul University tell of walking across human bones on the tall grasses of the university campus that had earlier been a site of warring groups. The next chapter, relating the efforts to rebuild a nation, provides the heart of the dissertation describing the responses to the enormous challenges to the recruitment, preparation, education, deployment of teachers in post-conflict education in Afghanistan. The specific initiatives, policies, programs and problems in building a national corps of professional teachers for Afghanistan in the face of enormous limitations of human capacity, financial resources, cultural and social value differences, are expanded upon in the following dissertation chapters. References AIA Afghanistan Interim Administration. (2002). Comprehensive Needs Assessment for the Education Sector in Afghanistan. Kabul: Afghanistan Interim Administration. Amin, Sakai. (2012). Modern Afghanistan: A History of Struggle and Survival. London: I.B. Taurus. Baize, Y. (2013). Education in Afghanistanà ¢Ã¢â€š ¬Ã‚ ¯: developments, Influences and Legacies since 1901. Florence, Kentucky: Routledge/Taylor and Francis. Dupree, L. (1973). Afghanistan. Princeton, N.J., Princeton University Press. Hussain, I. (1998). Raping the Libraries of Kabul. Diplomat Magazine.Vol. 8. #6. Ministry of Education. (1968). Education in Afghanistan during the Last Fifty Years I. Primary, Secondary. Kabul: MoE Planning Dept. Poullada, L. (1973). Reform and Rebellion in Afghanistan, 1919-1929; King Amanullahs Failure to Modernize a Tribal Society. Ithaca, NY: Cornell University Press. Rashid, A. (2008). Descent into chaos. New York: Viking. Rotberg, R. I. (ed.). (2007). Building a new Afghanistan. Washington, DC: The Brookings Institution Press, The World Peach Foundation. Rubin, RB. (2002). The Fragmentation of Afghanistan: State Formation and Collapse in the International System. New Haven: Yale University Press. Sadat, M. H. (2004). History of education in Afghanistan. Retrieved from http://reliefweb.int/report/afghanistan/history-education-afghanistan Samady, S. R. (2001). Education and Afghan Society in the 20th Century. UNESCO. Samady, S. R. (2013). Changing profile of education in Afghanistan. Sarvi, J. (2003). A New Start. Manila, Philippines: Asia Development Bank. Tomsen, P. (2011). The wars of Afghanistan: Messianic terrorism, tribal conflicts, and the failures of great powers. Public Affairs: Perseus Books Group. Wilbur, D., (1962). Afghanistan. New Haven: Yale University Press

Balder Essay :: essays research papers

Frigg loved Balder. She loved him so much that she tried to protect him from everything. Balder was the light of this world and everyone loved him. Frigg went around to everyone in the world and asked for their promise that they would never hurt Balder; she asked the beasts and the elements, she asked mother nature and all the other gods. They had all pledged that they would not hurt Balder, but she missed one little plant since she thought that it was too small and young to do any harm. The mistletoe on the very edge of the world was the only plant that she had not asked for his protection from harm.   Ã‚  Ã‚  Ã‚  Ã‚  She also trusted everyone. She trusted a little too much. She told Loki (who was in disguise) about this one plant that she had overlooked. She loved Balder and trusted all the gods not to put him in harm. They tested it, they threw stones and shot arrows at him which always hit the ground before they got near him. But Loki was jealous of Balder because every one loved him so much. So Loki set out to find the mistletoe. He was so jealous that he wanted Balder dead. His jealousy over took him even though he was a god. He set out and found the mistletoe without any trouble; he then came back to where all the gods were testing out Balder by throwing things at him. Loki found Balder’s blind brother and told him that he should be respectful and throw something at Balder too. So because of Loki’s jealousy he helped the blind brother aim the mistletoe at Balder and throw it. It killed Balder instantly. Even though every one knew that Loki had done it, becau se they had lost the one that they loved they were too sad to do anything about it. Frigg thought that she had made sure of Balder’s safety even though she had overlooked this one small plant. Because Frigg trusted Loki she told him about that plant, she never thought that he would have killed Balder.

The Role of African Americans in the Revolutionary War Essay -- essays

The Role of African Americans in the Revolutionary War An estimated 100,000 African Americans escaped, died or were killed during the American Revolution(Mount). Roughly 95% of African Americans in the United States were slaves, and because of their status, the use of them during the revolution was inevitable(Mount). This led many Americans, especially those from the North, to believe that the South's economy would collapse without slavery due to the use of slaves on the front lines. However, only a small percentage of the slave population enlisted in either army. The concept of using slaves as soldiers was hardly revolutionary. Blacks had served our country with honor and bravery since the country's earliest days. Not only did the black troops fight for the United States, but also for England. The British crown used their heads and made an agreement which would help them draft slave troops. This was a chance for emancipation of slaves who fought against their masters. African Americans were active prior to the start of the war. The Boston Massacre was an event which created a want for independence. On March 5, 1770, the British troops stationed on King Street in Boston were confronted with an uprising and began shooting into the crowd(Davis 206). Crispus Attucks, a black man, led the 1770 uprising against British troops that resulted in the Boston Massacre. It is alleged that he cried out, "Don't be afraid!" as he led the crowd of protesters against armed British...

The Divine Secrets Of The Ya Ya Sisterhood Essay examples -- essays re

Rebecca Wells paints a picture of the various roles that women often must encounter in their lives: mother, daughter, friend. As said by Charlotte Observer "She [Wells] speaks eloquently to what it means to be a mother, a daughter, a wife-and somehow, at last, a person." Wells uses a captivating style to create a simple plot, memorable symbolism and a reoccurring theme of friendship. The Divine Secrets of the Ya-Ya Sisterhood teaches about the importance of giving and receiving love and finding joy in everyday life. The simplistic plot of the novel and the overall theme of love allows the author to span the lives of the main characters. The reader sees the span of the life of two of the main characters, Sidda and her mother Vivi, as they struggle to love each other based on their own childhood experiences. The reader also sees our two main characters in parallel encountering love and affairs of the heart; yet the most powerful love throughout the book is the love of four friends who stick together through the good and the bad. Vivi loves the Ya-Ya’s; as adolescents they are looking for love and someone to look up to. Vivi didn’t know how to love Sidda because Vivi’s mother didn’t know how to love her; therefore, Sidda doesn’t know how to love Connor because she has never experienced love and is now afraid to be in love. The simplicity of the novel is that everyone is always looking to be loved. The simplicity is that in real life people are always searching to be loved, or finding love. Near the beginning of the novel when the ya-ya’s are in their adolescence as young girls, going through the normal obstacles of childhood- fighting with their parents, getting into mischief, smoking and breaking curfew- they realize that by sticking together they can get through anything. They formalize this bond with a ceremony early on, "I am a member of the royal and true tribe of the Ya-Ya’s†¦I do solemnly swear to be loyal sister Ya-Ya’s, and to love and look out for them, and never forsake them through thick and thin, until I take my last human breath" (Wells 71). Wells shows the reader that the inability to show love can be passed down through generations: Sidda expresses to Connor why she is afraid to marry him, "She [Vivi] didn’t know how to love me, so I don’t know how to love you" (Wells 284). Sidda is saying that her mother couldn’t ... ...and that it really was their friendship that guided them through their whole life. And that together they really were all one. "I see lightness and ease. I see suffering somewhere in my mother’s [Vivi] eyes, but also I feel the camaraderie, laughter, friendship" (Wells 313). The Ya-Ya’s are very much at ease giving love to each other. That is what helped them to sustain their friendship for so long and helped them throughout their lives to love each other. Through the lives of five extraordinary women: Sidda, Vivi, Caro, Necie and Teensy, Wells uses a captivating style to create a simple plot. Memorable symbolism and the reoccurring themes of friendship and love in the novel The Divine Secrets of the Ya-Ya Sisterhood. Wells shows the reader that love and friendship, even in the smallest form, can sustain through tragedy and triumph-the bonds of the Ya-Ya’s. Works Cited Primary Source: Wells, Rebecca. The Divine Secrets of the Ya-Ya Sisterhood. New York New York: Harper Collins Publishers, 1996. Secondary Source: Wells, Rebecca. The Divine Secrets of the Ya-Ya Sisterhood. New York New York: Harper Collins Publishers, 1996.

De Beers Case Study

Case Study 2 Jason Jerew PEST Analysis Political: Most significance troubles for De Beers are due to government consequences in the United States due to diamond warfare in West Africa, diamonds are commencing to run by the destroyed areas of Republic of Sierra Leone as well as Republic of Angola, along with in Soviet Russia, mines are comprising controlled topically as contrary to together with De Beers. Economic: With a possible increase in diamond gross sales anticipated in the United States, stresses the fact that De Beers be abandoned in company merchandising as well as gross sales endeavor.Diminish in costs can severely hurt De Beers as well as the whole diamond manufacturer. Another problem De Beers is facing is company technique of bracing the diamond cost. Technology: By marketing for diamond merchandisers by the Central marketing company in Greater London, as well as ascertaining the supplying of diamonds provided for these merchandisers, De Beers assure what stones embark t he marketplace at what cost. This exclusive dispersion line has comprised at the center of company power to determine the diamond marketplace. Social:The symbolization of romance with diamonds has been in play for years. With the supply growing diamonds have continued the rise of uncommon and appreciated goods. Legal: Alterations to lawmaking. This might affect work, approach to stuffs, quotas, resourcefulness, consequences or exportations, revenue and so forth. Environmental: What is passing off with reference to ecologic as well as environmental consequences. Numerous of these components would be economical or sociable in nature. SWOT Analysis: Strength: 1. De Beers employs approximately 20,000 people around the world? 2.It is one of the biggest companies in the diamond industry, mining, trading and manufacturing? 3. Offers premium diamond jewelry which include necklaces, rings, bracelets, gifts etc. through 50 exclusive stores globally? 4. Strong brand name and brand equity globa lly? 5. De Beers is known for its association with international celebrities as brand ambassadors? Weakness: 1. Strong competition from other brands means limited market share growth? 2. Preference of people choosing gold over diamond, making it a premium product for occasions Opportunity: 1. It can increase its presence in global markets? . Acquisition of smaller businesses to increase brand position and reach? 3. Tie-ups with corporate and business partners Threats: 1. Trends change quickly, 2. Economic fluctuations mean people decrease their spending? 3. Government policies, taxes etc. also affect the premium jewelry segment Five Forces Substitutes: 1. No substitutes for diamonds 2. Cultural history 3. High cost of entry 4. Social Issues and status New Entrants: 1. Substantial brand name 2. High cost of entry 3. Existing mining relationships 4. Access to new mines 5. Control of output Customers: 1. No substitutes for diamonds . Customs and traditions 3. Quality of product 4. Not a necessity (luxury item) Suppliers: 1. Controls output 2. Alliances 3. Cash on delivery Competitive Rivalry 1. Strong brand 2. Trust already built with customers 3. Expertise 4. Control of output De Beers lost its grip on the market when the Soviet Union collapsed, which weakened their partnership, huge mine broke off from the cartel in Australia, new mines in Canada were discovered, and the rise of popularity with synthetic diamonds. De Beers decided to stop trying to control the market and instead focus on using its brand and marketing.De Beers devised a marketing planned that included public relations, and direct advertising in print and radio. To try and maintain its leading role in the market De Beers carried out monopolized practices. The company used different methods to exercise this control over the market: First, it convinced independent producers to join its single channel monopoly, it overloaded the market with diamonds similar to those of producers who refused to join the cartel and last, it purchased and stockpiled diamonds produced by other manufacturers in order to control prices through supply.