Sunday, December 22, 2019

The Global Public Health Issue - 2091 Words

1. Background information 1.1 The outline of the global public health issue Cigarette smoking has been well documented to cause a wide range of health conditions such as heart diseases and respiratory problems and it is a major risk factor for getting various kind of cancers (Simpson Nonnemaker, 2013). Besides illness and death, there are several research evidences presenting that cigarette smoking results in less productive life years and for mounting needless health care costs. Globally, the preventable deaths caused by tobacco smoking accounts for over 5 million deaths yearly (Wilson et al., 2012). Currently, there are over 1 billion smokers in the world and over 80% of these smokers are living in low and middle income countries†¦show more content†¦Since then, countries around the world has taken a wide range of initiatives and programs at national and state level such as tax and price measures, banning advertisement, promotion and sponsorship, educational efforts and providing cessation assistance in line with the WHO FCTC (Weishaar et al., 20 12). These policies are have resulted in significant reductions in the prevalence of smoking besides decreasing death, diseases and effect of health care cost towards economies caused by tobacco use. 1.2 The outline of the national issue Bhutan was among the first 40 countries that ratified WHO FCTC. The ratification of WHO FCTC in August 2004 by the National Assembly of Bhutan was a momentous event for tobacco control nationally and globally. But the National Assembly not only ratified the FCTC; it believed that a stronger stance must be taken on tobacco control. They issued a ban on the sale of tobacco products that became effective from 17 December 2004. In so doing, Bhutan went beyond the obligations outlined under the FCTC. Bhutan became the first and, thus far, the only country to have ever embarked on such a course of action. The FCTC requires member states to fulfill a number of obligations including periodic reporting of the implementation of measures adopted. Bhutan is among the nine member states in WHO South-East Asia Region that have developed and engaged in implementing comprehensive tobacco control policies,

Saturday, December 14, 2019

Kinesiology Free Essays

The movement that the paper shall discuss is the ‘hammer throw’ â€Å"The modern or Olympic hammer throw is an athletic throwing event where the object to be thrown is a heavy steel ball attached with wire (maximum 4 ft (1.22 m) to a handle.† (Farlex Inc. We will write a custom essay sample on Kinesiology or any similar topic only for you Order Now , 2007, p.1) The objective of the feat is throwing the steel ball at the farthest distance. â€Å"The two most important factors for a far throw are the angle of release and the speed of the ball.† (Farlex Inc., 2007, p.1) For an athlete, it is important for them to be aware of every muscle movement that happens during the process of hammer throw. These phases are important for a smooth transition of muscles from one stage to another to execute a correct and efficient movement. The next part will highlight the five phases involved in hammer throw. In particular, the following phases will determine the relevant muscles involved in the process. The first phase involves the stance phase. There is minimal amount of movement in this phase that is why muscles remain at status quo. â€Å"Due to the minimal amount of movement in this phase, the majority muscle position maintenance throughout the body should be accomplished through isometric contraction.† (www.mhhe.com/floyd16e, p.196) The next phase involves the preparatory phase. In hammer throw, â€Å"concentric contractions occur in their anatagonist muscles in this phase.† (www.mhhe.com/floyd16e, p.196) The joints involved are the shoulder and elbow in which their actions represent a horizontal hyperextension and extension respectively. In addition, the agonists muscles involve in the process are posterior deltoids and latissiumus dorsi and triceps brachii (shoulder and elbow) The third phase talks about the movement phase. â€Å"It is the phase in which the summation of force is generated directly to the ball, sport, object, or opponent, and is usually characterized by near-maximal concentric activity in the involved muscles.† (www.mhhe.com/floyd16e, p.197) With hammer throw, this is the process wherein the person starts rotating the body which is called ‘turns’. â€Å"You must try to utilize inertial forces of the hammer in the single by riding the ball and being passive with the ascending hammer, while avoiding activity with the pelvis and legs.† (Larry, 2000, p. 1) In addition, â€Å"After running through the high point of the hammer, you must complete the turn on the ball of the left foot by actively driving back to double support as soon as possible.† (Larry, 2000, p.1) The next phase involves the follow-through phase. â€Å"In this phase, often referred to as the deceleration phase, the velocity of the body segment progressively decreases, usually over a wide range of motion.† In the process of hammer throw, the joints involved are the shoulder and elbow. The actions involved are a horizontal flexion and flexion for the shoulder and elbow respectively. The agonist muscles involved in the process are (1) anterior deltoids and Pectoralis major for the shoulder and (2) biceps brachii for the elbow. The last phase is the recovery phase. â€Å"The recovery phase is used after follow through to regain balance and positioning to be ready for the next sport demand.† (www.mhhe†¦, p.197) For hammer throw, the individual after the follow through stage slowly goes back to status quo as both muscles in the elbow, shoulder, hips, and legs relax to prepare for the next throw. In the process of hammer throw, an individual might sustain an injury due to lack of stretching or failure to follow the proper process in hammer throw. Injuries related to hammer throwing include (1) strains, (2) cramps, (3) calf muscle injuries, (4) sprains and (5) elbow and shoulder muscle related injuries. Thus, it is very important for a hammer thrower to constantly warm up for the sport and at the same time follows effectively every step mentioned by the coach for injuries to be prevented. References Brainmac. Movement Analysis in Sports Coach. Retrieved October 21, 2007 from http://www.brianmac.co.uk/moveanal.htm Farlex Inc. (2007) Hammer Throw in The Free Dictionary. Retrieved October 21, 2007 from http://encyclopedia.thefreedictionary.com/Hammer+throwing Judge, L. (2000) A Technique Analysis of the Hammer Throw for Men Women. Retrieved Kinesiology. Retrieved October 21, 2007 from http://www.mhhe.com/floyd16e How to cite Kinesiology, Essay examples Kinesiology Free Essays Al Reyes married and has a step child and I child of his own has done a lot in his lifetime. His jobs vary from working in a cubicle in his early year to coaching high school sports teams to now teaching and coaching the water polo team at Santa Ana College. His life stories have had a vastly large impact on me, he made me realize that life is not always about money, although with it life would be a lot easier, but all you really need is people and things you love and your set. We will write a custom essay sample on Kinesiology or any similar topic only for you Order Now What I really enjoyed bout having him in the class was that he made you listen but not in the way an average teacher would he made you intrigued in whatever it was he was talking about. Although I don’t want to become a teacher later in life he made me rethink this. Response to Brian: I agree with Brian I have put a lot of thought into becoming a teacher/coach but never knew what to teach/coach and who for. Mr. Reyes has shed some light and has really been making me think hard, asking myself if teaching is actually what I want to do with my life. Have little money but be content with what I’m doing, impacting kids lives in such a way that they don’t even know, it sounds just about equally awarding to me. My high School basketball coach/Spanish teacher has changed my life in so many ways, from being captain of her basketball teaching me the importance of teamwork, dedication and hard work can take you a long way to my teacher making me work hard. She was also very close to me I considered her more as a friend in ways she was always looking out for me, driving me to go to college, finding me a place to live. If I change someones life the way she has changed mine I know life will be amazing. How to cite Kinesiology, Essay examples

Friday, December 6, 2019

Naked Economics Essential Questions Essay Example For Students

Naked Economics: Essential Questions Essay READ: Naked Economics: Undressing the Dismal Science, Charles Wheeland, W. W. Norton, 2003. Completely- cover to cover. Directions: Create a time management plan for your reading schedule to ensure you have ample time to read the book. Set due dates for each chapter and each part of the assignment. Review your schedule with a parent or guardian. Expectations: Work must be typed, 12 point font, double-spaced. Label each section appropriately with each number. Please check your work for complete sentences and grammatical errors. The answer for each section should be about a half to full page. Due Date: The first day of the semester. No points will be awarded for late work. Be prepared to participate in a class discussion on the first day of school. Questions: 1. Chapter one: In a paragraph, summarize the main points of chapter one. Note that simply listing the bolded statements will get you zero points. There are key ideas and assumptions in this chapter. 2. Chapter two: Explain why incentives matter. What you think about the author’s ideas on black rhino conservation? Explain what perverse incentives are and give examples from a high school student’s life. . Chapter three: Summarize this chapter in 1-2 paragraphs. Why might government regulations and lawyers be a good thing? Include specific examples. 4. Chapter four: Summarize this chapter in one paragraph. Include specific examples of government involvement as needed. In another paragraph, be sure to discuss the government’s â€Å"grabbing hand† as it licenses and regulates businesses in thi rd world countries versus Capitalist nations. 5. Chapter five: a. What does information asymmetry have to do with the hiring process, in regards to gender? What does the author feel about this discrimination? Do you agree with him? Explain. What do you feel about his long term solution to this problem? b. Explain the problem of private health insurance? Why do the costs continue to rise? What is the problem with public health insurance? Discuss adverse selection, as it relates to this chapter. 6. Chapter six: The author discusses the symptom of being poor, and the illness of being poor. What does the author mean? Do you agree with him? Explain. How does the poverty line right now compare to 100 years ago? Why is America like a real life version of â€Å"Revenge of the Nerds? † What’s so important about Human Capital? 7. Chapter seven: What does the efficient market theory have to do with Financial markets? Discuss the positives and negatives of the theory. Why do Wall-Street types not like it? Explain the coin flipping experiment, as it relates to investment diversification. 8. Chapter eight: Why have mohair farmers earned a subsidy from the federal government for decades? What can you derive that economics tells us about politics? 9. Chapter nine: Explain how the average American is three times as rich as they would have been in 1950. Explain the most effective â€Å"knock† on GDP. What does the author think about the effectiveness of fiscal policy? Explain how a current account surplus/deficit can be good and bad. 10. Chapter ten: What is the drastic consequence of poor monetary policy the author discusses at the start of the chapter? Do you agree with this argument? Explain. What is the relationship between governments who owe money, government polices to fight inflation, and monetary policy? Does this change your opinion of how monetary policy is used by the US Government? 11. Chapter eleven: What is the relationship between specialization and productivity? Discuss, in two paragraphs or less, your opinions on globalization after reading this chapter. Cite data from the book to prove your point. Finally, discuss the problem of â€Å"good intentions† on globalization and â€Å"sweatshops. † What do you propose to solve this problem? 12. Chapter twelve: After reading this chapter, explain and discuss what we can do to help developing nations. What do these nations need to do to help themselves?

Friday, November 29, 2019

Mars Essays (2035 words) - Shield Volcanoes, Mars, Pavonis Mons

Mars Mars is the fourth planet from the sun and orbits the sun at a distance of about 141 million mi. Mars is named for the Roman god of war because it appears fiery red in the earth's night sky. Mars is a small planet that has about half the diameter of Earth and about one-tenth Earth's mass. The force of gravity on the surface of Mars is about one-third of that on Earth. Mars has twice the diameter and twice the surface gravity of Earth's moon. The surface area of Mars is almost exactly the same as the surface area of the dry land on Earth. The Martian day, or the time it takes Mars to rotate once on its axis, is about a half an hour longer than an Earth day. Its year, or the time it takes to revolve once around the sun, is about two Earth years long. Mars has two moons, Phobos and Deimos. THE INTERIOR OF MARS Scientists believe that Mars's interior consists of a crust, mantle, and core like Earth's interior, but they do not know the relative sizes of these components. Because no spacecraft has ever brought instruments that can study Mars's interior to the planet, the only real data that scientists have about the planet's structure are its mass, size, and the structure of the gravity field. Compared to Earth, Mars probably has a relatively thick crust. Beneath the surface is an area of volcanic activity in the northern hemisphere, it may be as thick as 80 mi. Beneath the landing site of the United States spacecraft Viking 2, it may be as thin as 9 mi. The core is probably consists of mostly iron, with a small amount of nickel. Other light elements, mainly sulfur, could exist in the core also. If so, the core may be quite large. Mars does not have a significant magnetic field, so scientists believe that Mars's core is probably solid. Mars does not, and probably did not ever, have active plate tectonics. Because Mars is so much smaller than Earth, it must cooled quickly after formation and the crust thickened, forming one solid piece and eliminating any possibility of plate tectonics as it was on and still is on Earth. Though the Martian crust is not broken into separate plates, Mars's liquid mantle has sculpted the planet's surface. The molten rock has broken through the crust to form volcanoes and its motion has cracked the crust to form large rifts. THE SURFACE OF MARS The surface of Mars would be a harsh place for humans, but it is more like the surface of Earth than any other planet. The temperature on Mars does not get much cooler than the temperature at Antarctica. At the surface it ranges from about -140? C to 15? C (about -225? F to 60? F). During most of the year wind speeds are normally low around 4.5 mph, but during dust storms they can approach 40 to 50 mph. These winds often originate in large basins in the southern hemisphere and carry large volumes of dust from the basins to other regions, sometimes covering the entire planet in the storm. The dust is not sandy, as in a sandstorm on the earth, but has the consistency of flour. The northern and southern hemispheres of Mars have different characteristics. The southern hemisphere has many impact craters and has a generally much higher elevation than the northern hemisphere. The southern highlands are probably the oldest ground on Mars. The northern hemisphere of Mars contains a much wider variety of geologic features, including large volcanoes, a great rift valley, and a variety of channels. The northern hemisphere also contains large expanses of relatively featureless plains. Mars has the largest volcano in the solar system, Olympus Mons. It is 16 mi high (almost twice as high as the earth's Mount Everest) and covers an area comparable to the state of Arizona. Near it, three other volcanoes almost as large-Arsia Mons, Pavonis Mons, and Ascraeus Mons-form a line running from southwest to northeast. These four volcanoes are the most noticeable features of a large bulge in the surface of Mars, called Tharsis. Another volcano, Alba Patera, is also part of the Tharsis bulge, but is quite different in appearance. It is probably less than 4 mi high, but has a diameter of 1000 mi. None of Mars's volcanoes appear to be active. The Tharsis bulge has had a large effect on the appearance of the surface of Mars. The Tharsis bulge

Monday, November 25, 2019

hiv affected parents Essays

hiv affected parents Essays hiv affected parents Essay hiv affected parents Essay Lapriah Morrison soc 482 Dr. Donna Cole December 4, 2013 HIV-lnfected Parents and Their Children in the United States HIV has an insightful influence not only on the people it infects, but also on their families. Children who are dependent on their parents are particularly vulnerable. Because of the effects of HIV disease and the social conditions that are often associated with it, parents living with HIV may have limited financial, social, and emotional resources to draw upon in raising their children. Additionally, if parents become incapacitated or die, others need to take over the role of caring for the children. Children and families of people with HIV may depend on public and charitable resources that cover such services as income supplementation, health care, child care, housing, bereavement support, foster care, and adoption. These services are not always available, and the dishonor associated with HIV can complicate access to such services. To address the needs of children and families affected by HIV, they needed to know the extent and importance of the problem. Analysis Nationally representative data have not previously been available to describe this population, although the percentage of HIV infected adults with hildren has been reported for regional and convenience samples. 10-12 studies have estimated the number of children with vertically acquired infection and the percentage of childbearing women who are HIV infected. 4-16 several researchers have used modeling techniques to estimate the number of children in the United States who have lost or will lose their mothers because of HIV. These studies have drawn attention to the fact that HIV affects more than Just those who are infected. To gain a better understanding of parenthood and family responsibilities among HIV nfected adults in the United States, they used data from a national probability sample of men and women who are receiving health care for HIV to dete rmine who had children the ages of the children, and with who the children lived with. Methods The HIV Cost and Services Utilization Study used multistage national probability sampling to select a random sample of adults with known HIV infection who had at least one visit for health care at a facility other than a military, prison, or emergency department facility during a two month population definition period in 1996. They also sampled geographical areas, medical providers, and then patients. In the first stage of sampling, they sampled metropolitan statistical areas with the largest AIDS caseloads, along with an additional 20 metropolitan statistical areas and 24 clusters of rural counties. In the second stage of sampling, they sampled 58 urban and 28 rural known providers from list of all providers known by local informants to sampled 87 urban and 23 rural other providers who had affirmed caring for HIV patients in a screening survey of approximately 4000 physicians randomly selected rom the physician master file maintained by the American Medical Association. In the third stage of sampling, they sampled patients from anonymous lists of all eligible patients who had visited participating providers during the population definition period. Women and members of staff model health maintenance organizations were oversampled. Data collection began in January 1996 and ended 15 months later. Their overall rates were 68% for full interviews and 87% for people with abbreviated interviews or information supplied by others. In total they gained 2864 full interviews. Living Arrangements for Children Fifty-two percent of children lived with the respondent, and 28% lived with their other parent, for a total of 80% living with at least one parent. The remaining children lived with their grandmother (9% of all children), with another relative (5%), with an unrelated foster or adoptive parent (4%), or in another situation. Living situation varied a lot by the sex of the respondent. Sixty-nine percent of children of a female respondent lived with the respondent and 6% lived elsewhere with their father, whereas 32% of children of a male respondent lived with the respondent and 53% ived elsewhere with their mother. There was no significant decrease in the proportion of children who lived with their parent. Infected Adults Living With Their Children HIV- Women were much more likely than men to be living with their children: 76% of women with children (and 45% of all women) and 34% of men with children (and 6% of all men) lived with at least 1 child. Among women and men living with children, 15% and 21%, respectively, had at least 1 child living elsewhere. The possibility that a respondent lived with his or her children varied by household income for women and en and by the respondents level of education. Percentages of Children Younger Than 18 Years in Various Living Arrangements, by Sex of Respondent: HIV Cost and Services utilization study, 1996-1997 Living Arrangement Female Male Respondent parent 69 32 Other parent 6 53 Grandmother 10 8 Another relative 3 Unrelated adoptive/foster parent 2 Other Health of and Available Support for Parents Living With Children Many parents were at a fairly advanced stage of illness that could have been affecting their ability to take care of their child. Twenty-three percent of parents living with children eported that their lowest CD4 count was 50 to 199, and 22% reported less than 50. Sixty percent of parents living with their children had symptomatic HIV, and another 30% had AIDS. Many of the parents may have been too sick to tend to their childrens needs or may have had other conditions that interfered with their ability to take care of their children. For example, 21% of parents living with children had been hospitalized during the previous 6 months, including 10% who had been hospitalized for 7 or more days. 0% of parents who had been hospitalized during the previous 6 onths were also living with a spouse or partner. Eighteen percent of parents living with children had needed home health care in the previous 6 months; 45% had symptoms consistent with a psychiatric disorder; 10% showed evidence of probable past drug dependence; 5% had been heavy alcohol drinkers in the previous 4 weeks; and 10% had needed drug or alcohol treatme nt in the previous 6 months. Although many parents appeared to have resources available to draw upon, some parents lacked social networks that could pick up the slack if they were unable to take care of heir childrens needs, and some had limited financial resources. Twenty percent had no close friends, and 16% saw family members once a month or less. Twenty-five percent had no one to lend them money, and 16% had no one to help with chores. Thirteen percent had gone without needed health care at least once in the previous 6 months, because they needed the money for basic necessities such as food, clothing, and housing, and 8% had gone without basic necessities because they needed the money for health care. Some put off going to the doctor because they were too sick 19%), they were taking care of someone else (16%), or they did not have a way to get there (23%). Twenty percent had had to find a place to live in the previous 6 months. Sixty-seven percent were participating in 1 or more government supplemental income programs and 31% received Supplemental Security Income, 31% received Social Security Disability Insurance, and 39% received Aid to Families with Dependent had private insurance, and 17% had no health insurance. Conclusion In this sample of HIV-infected adults in care, we have shown that many throughout the country have children and some continue to conceive and have hildren after diagnosis. HIV-infected parents generally continue to live with their children even as their disease progresses. If there are any future plans of the epidemic they will need to consider the impact on parents of having responsibility for children and the impact on children of having parents with a chronic, stigmatizing, and potentially fatal condition. Parents may need support in meeting conflicting responsibilities of looking after their own health needs while also taking care of their children. 51 the children, as well having needs related to their parents HIV infection, ncluding financial assistance, emotional support, and supervision when the parent is incapacitated or dies. HIV-infected adults could also benefit from counseling and support when making decisions about having children. Unfortunately, even if transmission rates decrease many parents are already infected, and the disease will continue to have a large impact on families and on how society treats them. Reference Page 1 . Caldwell MB, Mascola L, Smith W, et al. Biologic, foster, and adoptive parents: care givers of children exposed perinatally to human immunodeficiency virus in the United States. Pediatrics. 199Z90:603-607. 2. Carten A], Fennoy I. African American families and HIV/AIDS: caring for surviving children. Child welfare. 3. Cohen FL, Nehring WM. Foster care of HIVpositive children in the United States. Public Health Rep. 4. Forsyth BW, Damour L, Nagler S, Adnopoz J. The psychological effects of parental human immunodeficiency virus infection on uninfected children. Arch Pediatr Adolesc Med. 5. Mark A. Schuster, MD, PhD, David E. Kanouse, PhD, Sally C. Morton, PhD, Samuel A. Bozzette, MD, PhD, Angela Miu, MS, Gwendolyn B. Scott, MD, and Martin F. Shapiro,

Thursday, November 21, 2019

Perception Assignment Example | Topics and Well Written Essays - 250 words

Perception - Assignment Example In addition, we continue to modify our schemas as we experience new events or situations and learn from them, which enable our ideas and perceptions to evolve with time (Kesteren et al, 2012). Generally, schematic perceptions are based on events that we compare to other events, running the risk of oversimplifying events. Indeed, due to all the information that we take in, coupled with the need to simplify events and experiences, people tend to categorize events, which allows for immediate response based on established perceptions about these events (Kesteren et al, 2012). As a result, we do not need to perceive each football player whether from Spain, England, or Italy as unique categories, for example, instead identifying them as members of the football player category, which enables us to respond accordingly. Similarly, when one encounters other people, they tend to perceive them in terms of category, instead of unique individuals they have not encountered before, based on nationality, religion gender, or race. These categories are referred to as schemas and constitute cognitive or knowledge structures that organize incoming information, hence influencing how the individual perceives further information about events and people and responds to them (Kesteren et al,

Wednesday, November 20, 2019

BUSINESS MODEL INTERROGATION & DEVELOPMENT Case Study

BUSINESS MODEL INTERROGATION & DEVELOPMENT - Case Study Example The company owns four business subsidiaries, Enterprise Solutions Group (ESG), End User computing (EUC), Dell Services and Dell Software. The EUC unit caters to the end users with laptops, notebooks, tablets and third party software applications along with other computer equipments and peripherals (Marketline, 2014). The rapid growth of technology over the past two decades has opened up prospective business opportunities for the company. The usage of computer devises in the global perspective has increased exponentially over the years and is likely to increase further in the coming five years (Census Bureau, 2013).The global revenue generated from the personal computer industry has increased to $427.12billion as of 2013 from $410.04 billion in 2012 (Morningstar, 2014). This indicates that the overall personal computer market is likely to grow in the near future. Over the years, the computing devices have evolved and the advent of mobile computing devices has changed the global usage of computers. Therefore, Dell has changed its product development strategies and has focused on laptops and tablets. The stock prices of Dell over the last 10 years suggest that the company has been quite profitable till 2008. However, the decline of stock prices started to accelerate after 2008. The stock price took a deep down turn in the first quarter of 2009 and again in the last quarter of 2012 (Google, 2015). After the last decline in the share prices, Dell has managed to restore its business, thereby increasing its share prices. The decline in the stock prices was mostly due to the increasing competition in the personal computer market. The growing usage of computing devices has attracted a lot of player in the market like Lenovo, Asus, HP, etc. This as a result had drastically increased the challenge for Dell, thereby degrading its sales volume which in turn decreased its share prices (Statista, 2014a; Myers, 1977). The organizational structure is characterized by a

Monday, November 18, 2019

Pandemic Flu Essay Example | Topics and Well Written Essays - 750 words

Pandemic Flu - Essay Example Symptoms of avian influenza differ from those of other common types of influenza, and they also can change dependant on the cause of infection. There is a danger that avian flu virus mutation can lead to mass spread of pandemic among humans, so intensive studies and research of the virus are being held. HHS, the World Health Organization and other establishments are working hard to prevent avian flu spread around the world. Federal, state and local governments give clear information about avian flu which can help people to held appropriate measures to prevent it. Business activity can also play appropriate role in pandemic infection prevention. People should be ready for appropriate actions in case of pandemic flu: strict plans for schools, community organizations, individuals, families are developed. The WHO and European Commission are providing global monitoring of the situation: they give statistics, rapid response information, official reports on test results and many others. USG S, National Wildlife Health Center and U.S. Department of Agriculture are also providing United States Monitoring of the situation. Specific groups of the population, such as workers, travelers, hunters, health professionals are informed about possible action in appropriate cases. Full range of appropriate measures is clearly determined. Different situations are concerned which would occur in case of pandemic flu, such as impossibility to work, social disruption, schools closure, transportation services disruption; people should be well informed and be ready for possible inconveniences. HHS has developed a detailed instruction for people traveling abroad - it will help them to prevent infection. But one of the most important issues concerning an effective protection from pandemic flu is vaccination. Everybody can take appropriate information from State Departments of Agriculture, Wildlife and Public Health. Unfortunately there is no sufficient vaccine which could prevent pandemic fl u development in human body and its spread around the world, but the U.S. President George W. Bush has allocated great amount of financial resources which will help to conduct appropriate studies and research in this field. But the virus is constantly changing its own structure, and its mutations are rather resistant against current drugs - so, intensive medical research should be conducted for testing and approbation of new antiviral means. It needs to note that current medications testing should be held and accurately evaluated - it should help to estimate possible effects of these means and have a clear notion about possible consequences of these medicines for human body. In addition to that, infection mechanism should be attentively studied: humans are rarely infected by H5N1, but pandemic flu can be a serious threat for people with weakened immunity. So, it is necessary to study the wildfowl and poultry avian flu mechanism. The virus spreading threatens poultry farming and many agricultural sectors connected with poultry and mammals. So, Interagency Screening Plan was adopted to monitor birds' migrations throughout the United States. Appropriate measures for protecting poultry, pets and people exposed to animals are adopted. It is planned to investigate disease-outbreak cases in birds, to increase monitoring of live wild birds and birds

Saturday, November 16, 2019

Mobile Phone Distribution Comparison: US and Myanmar

Mobile Phone Distribution Comparison: US and Myanmar INTRODUCTION It is not only the lives of individuals had been changed since the introduction of mobile phones, but also the future of the telecommunication sector. From a person informs his or her friends about changing in plans or dealing an international business with client or even a victim ask for help when something bad happens. Mobile phones are really important in today’s society. The boundaries of space, time and size had been narrowed down through the growth of the wireless communication sector. In the Americas region, there is a continuous growth and more than 50 percent of penetration rates in the South and Central America in mobile sector. While there are about 30 percent penetration rates in Peru, Honduras, Costa Rica, Bolivia and Nicaragua. On the other side, Argentina and Chile had 80 and 76 percent of penetration rates respectively. While in Asia-Pacific region, Myanmar and Kiribati had extremely low mobile phones penetration rate, which is 1 percent. In Taiwan, Singapore, Macao, Hong Kong and Australia, the penetration rate are 90 percent. There is average of 6.3 million new mobile subscribers in India every month in 2006. Moreover, 43 percent of Asia- Pacific mobile market is belongs to China with a penetration rates of 35 percent. The purpose of this paper is to find out why there is a big gap between the mobile network system of the United States and Myanmar. Myanmar was chosen because it has a very low mobile penetration level and Myanmar has only 9% out of 60 million people have mobile phones. This research question will emphasis on the distribution and segmentation of the medium in both United States and Myanmar, ownership, national regulatory structures, socio-economic origins and functions of mobile phones in today’s society. MAIN BODY DISTRIBUTION AND SEGMENTATION OF MOBILE NETWORK IN MYANMAR AND UNITES STATES Distribution of mobile network in Myanmar The telecommunications sector in Myanmar is under developed. Figure 2 shows that the mobile phone coverage serves just 10% of the population in Myanmar. There are more than 55,000 villages in Myanmar are still without mobile service. The government targets to reach 75 to 80 percent of mobile penetration in 2016. Figure 3 illustrates that only 0.8 per 100 habitants have a mobile phone subscription in Myanmar. Distribution of mobile network in United States While in United States, the biggest mobile network provider – Verizon had covers over 95% of the population by 4G LTE. Figure 4 illustrates the coverage of 4G LTE of Verizon in United States. There is a very big difference between the mobile network coverage of United States and Myanmar. Myanmar has a very low mobile phones penetration rates due to the poor mobile network coverage. Segmentation of mobile phones in Myanmar Nandar said that â€Å"two foreign firm Ooredoo and Telenor has tap in Myanmar has invested to improve their communication. While other country is enjoying the technology of cameras, trendiness and personalizing their own phone, Myanmar is still concern of their phone keyboard for Myanmar language.† Maierbrugger stated that Myanmar is still the stage to expand their mobile services. Based on the latest statistic, stated that only 5.4 million of Myanmar’s 60 million populations have cell phones. SIM cards used to be $160, but are now slowly being reduced with the help of foreign mobile companies. Segmentation of mobile phones in United States Based on comScore Networks research, their national panel survey concluded that there are three age-related segments. First is â€Å"The Cellular Generation†. They are aged from 18 to 24; this generation was born with mobile phone awareness, growing up with mobile phones. Second age-related segment is called â€Å"Transitioners†. They are mainly aged from 25 to 34 because this group falls into two particular segments which are those who grew up with mobile phone awareness and those who did not. Finally the third group is known as â€Å"Adult Adopters†. This group is aged 35 or older and they are not aware of phone until adulthood. They showed the least interest in emerging technologies. Figure above showing the result for cell phone attitudes by consumer segment for the year 2006. OWNERSHIP Ownership of mobile networks in Myanmar There are only two mobile network providers in Myanmar, they are the Myanma Posts and Telecommunications and Yatanarpon Teleport. â€Å"The Myanma Posts and Telecommunications (MPT), is the main provider of telecommunication services in Myanmar. MPT is operating under the Ministry of Communications, Posts and Telegraphs.† â€Å"In order to fulfil the demand for data communication services for the business and IT industry, Yatanarpon Teleport (YTP) was established in September 2002.† Song stated in International Business Times that â€Å"MPT and YTP only cover less than 10 percent of the network coverage in Myanmar. In June 2013, Qatars Ooredoo and Norway’s Telenor won contracts to develop the mobile network in the country†. Chun and Mahtani stated in the Wall Street Journal that â€Å"Ooredoo and Telenor will become the first foreign telecommunications operators in Myanmar. After decades of military rule in Myanmar, it welcomes the foreign investment to its once tightly controlled telecom sector by awarding the telecom licenses.† Ownership of mobile networks in United States While in United States, there are 14 mobile network providers. The four main providers are Verizon Wireless, ATT Mobility, Sprint Corporation and T-Mobile US. â€Å"Verizon Communications Inc., based in New York City was formed on June 30, 2000, with the merger of Bell Atlantic Corp. and GTE Corp.† â€Å"ATT Mobility is a wholly owned subsidiary of ATT Inc. ATT provides wireless services to 109.4 million subscribers in the United States.† â€Å"Sprint Corporation is a major global Internet carrier and also provides wireless service. SoftBank Corporation owned majority shares of the company.† â€Å"T-Mobile US, Inc. is an American wireless networks operator, headquartered in Bellevue, Washington. Deutsche Telekom AG maintains a 67% ownership of T-Mobile US, Inc. common stock.† NATIONAL REGULATORY STRUCTURES Spectrum scarcity is the main regulatory issue arising from the mobile network markets. Regulators have to allocate the spectrum rights with care to ensure the growth and efficiency in the market. The mobile network markets of United States and Myanmar are different as they have different number of operators and regulatory structures. National regulatory structures in Myanmar â€Å"The Telecoms Law in Myanmar stated that â€Å"access and interconnection provided by a licensee†¦ shall be on an equitable and non-discriminatory basis and shall not be of lower technical standard and quality than the technical standard or quality provided in the licensee’s own network facilities or network services†. The regulator have the power to negotiate interconnection with the licensees or even share the facilities that cannot be proficiently replicated. The interconnection agreement and the procedure for referring and resolving disagreement are being concluded when the draft regulations go on to specify period. However, it is unseen that how Myanmar practice these rules, but in writing Myanmar will have an international regime with other countries which are in best practice. The next concern is the public availability of licensing criteria. Myanmar had awarded two national mobile licences to Ooredoo and Telenor. The process was open and transparent with more than 90 bidders participating. In both the draft licensing guidelines and the law, the outline for the additional licences is clearly stated. The draft regulations had provided the licensing criteria, timeline and licence terms and it meet the requirements.† National regulatory structures in United States In United States, the mobile service started as a government-licensed duopoly with licenses extending over urban areas and later to rural service areas. The Federal Communications Commission (FCC) achieved this by transferring the 115 MHz of spectrum into mobile uses. There are many operators owned the licenses but soon consolidation happened within the industry by mergers and acquisitions. FCC gives the permission to Fleet Call, a new company to penetrate the market by selling the special mobile radio licenses and convert them to cellular use in 1992, because Fleet Call offered to make better use of the spectrum. Then, an advance mobile communication- Personal Communications System (PCS) was invented. The licences for PCS con only be obtained through a government auction. SOCIO-ECONOMIC ORIGINS AND FUNCTIONS OF MEDIUM IN TODAY’S SOCIETY Socio Economic Origins in Myanmar Ever since Ooredoo and Telenor invested in Myanmar, there are numerous benefits which the country obtained. The overall economic effect of mobile sector in Myanmar is estimated to increase by 1.5-7.4 percent of gross domestic products (GDP) in the first 3 years after the licenses are issued. There will be an impact on the employment rate in Myanmar for mobile sector, estimated over 66,000 will be employed as full-time employees. Figure above explains both direct and indirect employment rate of mobile value chain. Productivity of workers increased for the past 3 years because of the effect of mobile communication. This is mainly caused by the information flow between seller and buyer, decrease in time for travelling, and the possibility to access in new areas in Myanmar. For example, agriculture sector, fisherman or farmers could quickly be notified about the price change in the market so that they could alter their plans. It is forecasted that Mobile Network Operator (MNO) gives various benefits to the supply side of economy in Myanmar via the direct impact of their outflow. As for the social impacts of mobile phone in Myanmar, the development of Myanmar’s community interpersonal and family communication will be improved. Moreover, isolated areas could be reached with the support of mobile phones. Hence isolation will be reduced. Socio Economic Origins in United States The mobile phone sector for United States brought a deep impact in the economy. Figure 6 shows that United States mobile phone industry has created 3.8 million directly and indirectly. An increment of 200,000 employments and this could conclude that an increase of 2.6% of all US employment. Furthermore, the phone industry with its direct and indirect workers has paid over $88.6 billion in taxes, as well as the federal, state and local fees. Moreover, mobile phone sector, it contributed $1.739 billion to US GDP from year 2011 to 2012. Moreover, an increase in government revenues as much $468 million and the employment rate also increased by 7,000. Figure 6 shows that the employment created by wireless industry in the United States in year 2011. Function of medium in today’s society The mobile phones clearly shows the priorities and values of our culture. Firstly, the mobile phones reveal the culture of constant communication. It is important for today’s society to stay connected with their family, friends and colleagues. People are able to call anyone with a mobile phone no matter where it is except for those areas that do not have mobile network coverage. Another concern of people purchase mobile phones is for safety reason. Mobile phones keep people feeling safe through being connected. Imagine someone stuck on a dark road with an empty gas tank or a flat tire and the person does not have a mobile phone to ask for help. The person might have wait for someone that pass by or start walking in the dark. Besides, this is a dangerous world, anything could happen. A mobile phone is needed for us to get help when we need it most. Another cultural priority of today’s society is reflected by the mobile phones, which is technology. We are living in a society that continuously searching for the â€Å"new and improved† technology. Mobile phones was very big and clunky objects that got very poor reception and not reliable. And now it transformed to a mobile phones that able to fit in our pocket and have many technological abilities that are important to todays society. After all, mobile phones are really extremely important in today’s society. CONCLUSION The purpose of this paper is to search for the reason why there is a big gap between the mobile network system of the United States and Myanmar. After the analysis, the main reason that the weak mobile network system in Myanmar is because of the military has the control of the whole telecommunications system. Myanmar did not open to other countries to invest in the telecommunications sector until 2013. However, the main concern of people getting a mobile phone is to look for safety, status, or service. Both United States and Myanmar need to invest in its infrastructure with proper regulatory measures to ensure they the people in the country could enjoy the best facilities.

Wednesday, November 13, 2019

Personal Narrative: My Favorite Noncompetitive Activities :: essays research papers

My Three Favorite Noncompetitive Activities The three different activities I like is bicycling, camping, and hiking. I got interested in camping because, you get to see the outdoors, and see the stars, and eat burnt marshmallows. This is very fun. Also, because this is a group activity. I also got interested in hiking because, it keeps you in shape, and its just plain fun and it is a dual activity. I got interested in bicycling because, you get to travel around in it, and it keeps you in shape, and it is very fun. And, because it is an individual activity. When I went to camp I got to fish, swim, and tell scary stories, and sleep in tents. It was a lot of fun. We got to pick our camp grounds. We got to make camp fires, so we can cook our food. We are also able to see the stars at night. We can?t really see the stars in the cities, because there is too much light. But anyways we had a lot of fun camping. Bicycling is also a lot of fun. You can travel anywhere on a bicycle. It keeps you in shape, and it is fun. But you have to be careful of glass or nails, or else your tires might become flat. But other than that, it can be a lot of fun. You can get a really strong workout with a bicycle. You can have races against other people. You can take it with you camping and to the beach. Hiking is a lot of fun. It keeps you in good shape. It exercises your body. It helps your brain to think and learn. You can also race against other people. You can see the great out doors if you are hiking in the woods. You can see different kinds of birds and trees and people. Well I can tell you this much, hiking is a lot of fun.

Monday, November 11, 2019

Partnership and Its Types Essay

A partnership arises whenever two or more people co-own a business, and share in the profits and losses of the business. Each person contributes something to the business — such as ideas, money, or property — though management rights and personal liability will vary. In Pakistan the partnership firms are registered under the partnership act 1932 which defines the partnership as â€Å"The relation between persons who have agreed to share the profits of a business carried on by all or any of them acting for all† There should be at least two or maximum twenty partners in a firm with the exception of banking where maximum of ten partners could make the partnership A partnership may be registered with the Registrar of Firms of an area where the office of the firm is situated or proposed to be situated. A statement in prescribed form must be delivered to the relevant Registrar stating: †¢Firm name †¢Place or principal place of business of the firm †¢Names of any other places where the firm carries on business †¢Date when each partner joined the firm †¢Names in full and permanent addresses of the partners †¢Duration of the firm †¢Foretasted statement signed and verified by each partner Types of partners Active or working partner: Such a partner contributes capital and also takes active part in the management of the firm. He bears an unlimited liability for the firm’s debts. He is known to outsiders. He shares profits of the firm. He is a full-fledged partner. 2. Sleeping or dormant partner: A sleeping or inactive partner simply contributes capital. He does not take active part in the management of the firm. He shares in the profits or losses of the firm. His liability for the firm’s debts is unlimited. He is not known to the outside world. 3. Secret partner: This type of partner contributes capital and takes active part in the management of the firm’s business. He shares in the profits and losses of firm and his liability is unlimited. However, his connection with the firm is not known to the outside world. 4. Limited partner: The liability of such a partner is limited to the extent of his share in the capital and profits of the firm. He is not entitled to take active part in the management of the firm’s business. The firm is not dissolved in the event of his death, lunacy or bankruptcy. 5. Partner in profits only: He shares in the profits of the firm but not in the losses. But his liability for the firm’s debts is unlimited. He is not allowed to take part in the management of the firm. Such a partner is associated for his money and goodwill. 6. Nominal: Such a partner neither contributes capital nor takes part in the management of business. He does not share in the profits or losses of the firm. He only lends his name and reputation for the benefit of the firm. He represents himself or knowingly allows himself to be represented as a partner. He becomes liable to outsiders for the debts of the firm. A nominal partner can be of two types: 7. Minor as a partner: A minor is a person who has not completed 18 years of age. A minor cannot become a partner because he is not qualified to enter into a contract. But he may be admitted to the benefits of partnership with the mutual consent of all the partners. On being so admitted, a minor becomes entitled to a share in the profits of the firm. He can inspect and copy the books of account of the firm but he cannot take active part in the firm’s management. His liability is limited to the extent of his share in the capital and profits of the firm. He cannot file a suit against the firm or its partners to get his share except when he wants to disassociate himself from the firm. After becoming a major, the minor must give a public notice within six months if e wants to break off his connections with the partnership firm. If he does not give such a notice within six months or if he decides to remain in the firm, he becomes liable to an unlimited extent for the debts of the firm from the date he was admitted to the benefits of partnership. He also becomes entitled to take active part in the management of the firm’s business. 8. Sub partner: He is a third person with whom a partner agrees to share his profits desired from the firm. He does not take part in the management of the firm. He is not liable for the firm’s debts.

Friday, November 8, 2019

Free Essays on Analysis Of Adverts In Various Newpspapers And Magazines

ANALYSIS OF ADVERTS IN VARIOUS NEWSPAPERS AND MAGAZINES The average length of a television commercial is 30 seconds. In this short period of time, one would expect a presentation with a clear, concise or simple message that provides us with enough information to be able to begin forming an opinion of the product. Adverts in newspapers and magazines, however, take a different approach. Everything that the manufac-turer wants to say about the product has to be captured in one image. Press advertising is, however, a more suitable media for providing more detailed information about the vehicle such as the details of dealers and telephone numbers, prices and finance deals. Different newspapers and magazines also have their own particular target audiences, so adverts can be tailored to the expected reader. Broad sheet newspapers and the weekend supplements Looking at the newspapers in their entirety, the articles tend to be based on fact and do not rely on titillation to sell stories. The target audience is a generally more educated and aware sector of the population; those who make time at the weekend to catch up with the news and can ponder over the articles and advertisements in the supplements. The adverts in the glossy weekend supplements to these newspapers are plentiful and prominent, for cars as well as other luxury items including jewellery, perfume and designer clothes. The inside cov-ers of one Telegraph supplement were adverts for cars. A range of cars are advertised includ-ing the Ford Ka and Zetec and the Peugeot 106 at one end of the price spectrum and BMW, Lexus, Jaguar S type and Land Rover at the other end of the spectrum. However, there were no adverts for typical family cars such as Vauxhall and Ford saloons. The signals from most of the adverts are quality, drive and handling. The prices are given for some of the vehicles but it is not used as the primary selling signal. Tabloids Tabloids are mainly direc... Free Essays on Analysis Of Adverts In Various Newpspapers And Magazines Free Essays on Analysis Of Adverts In Various Newpspapers And Magazines ANALYSIS OF ADVERTS IN VARIOUS NEWSPAPERS AND MAGAZINES The average length of a television commercial is 30 seconds. In this short period of time, one would expect a presentation with a clear, concise or simple message that provides us with enough information to be able to begin forming an opinion of the product. Adverts in newspapers and magazines, however, take a different approach. Everything that the manufac-turer wants to say about the product has to be captured in one image. Press advertising is, however, a more suitable media for providing more detailed information about the vehicle such as the details of dealers and telephone numbers, prices and finance deals. Different newspapers and magazines also have their own particular target audiences, so adverts can be tailored to the expected reader. Broad sheet newspapers and the weekend supplements Looking at the newspapers in their entirety, the articles tend to be based on fact and do not rely on titillation to sell stories. The target audience is a generally more educated and aware sector of the population; those who make time at the weekend to catch up with the news and can ponder over the articles and advertisements in the supplements. The adverts in the glossy weekend supplements to these newspapers are plentiful and prominent, for cars as well as other luxury items including jewellery, perfume and designer clothes. The inside cov-ers of one Telegraph supplement were adverts for cars. A range of cars are advertised includ-ing the Ford Ka and Zetec and the Peugeot 106 at one end of the price spectrum and BMW, Lexus, Jaguar S type and Land Rover at the other end of the spectrum. However, there were no adverts for typical family cars such as Vauxhall and Ford saloons. The signals from most of the adverts are quality, drive and handling. The prices are given for some of the vehicles but it is not used as the primary selling signal. Tabloids Tabloids are mainly direc...

Wednesday, November 6, 2019

Exceptions for Hyphenating Compound Adjectives

Exceptions for Hyphenating Compound Adjectives Exceptions for Hyphenating Compound Adjectives Exceptions for Hyphenating Compound Adjectives By Maeve Maddox Sometimes readers ask for posts that would require superhuman powers on my part: Kindly produce an article containing all the exceptions for hyphenating compound adjectives, with examples. Hyphenation is not an exact science, and not all style guides agree on the rules. The chief purpose of hyphenating compound adjectives is to avoid ambiguity. Most modern usage authorities opt for what The Chicago Manual of Style calls â€Å"a spare hyphenation style†: 7. Spelling, Distinctive Treatment of Words, and Compounds In general, Chicago prefers a spare hyphenation style: if no suitable example or analogy can be found either in this section or in the dictionary, hyphenate only if doing so will aid readability. When Grammar Girl was chided for writing â€Å"noise canceling headphones† instead of â€Å"noise-canceling headphones,† she pointed out that leaving out the hyphen in that phrase â€Å"causes no ambiguity.† When one of my own readers called my attention to the unhyphenated phrase â€Å"19th century standardization of time† in a recent post, I decided to change it to â€Å"nineteenth-century standardization of time†- not because I think it ambiguous without a hyphen, but because Chicago is the style guide I’ve chosen for these posts. I failed to note that Chicago offers an analogy for hyphenating nineteenth-century before a noun: fourteenth-century monastery (7.85). Note: Chicago recommends spelling out numerals below 100, so I must also change 19th to nineteenth. The AP Stylebook, on the other hand, requires the spelling out of numerals ten and below. For AP, 19th century is correct. Still another stylebook, The Blue Book of Grammar and Punctuation) offers this advice about hyphenating constructions like â€Å"nineteenth century standardization†: As important as hyphens are to clear writing, they can become an annoyance if overused. Avoid adding hyphens when the meaning is clear. Many phrases are so familiar (e.g.,  high school, twentieth century, one hundred percent) that they can go before a noun without risk of confusing the reader. Examples: a high school senior a twentieth century throwback one hundred percent correct Because practice varies, I wouldn’t begin to attempt to list â€Å"all the exceptions for hyphenating compound adjectives.† The best advice I can offer the reader who asked for such a list is this: Choose a style guide and follow its recommendations- advice I shall try to follow more carefully in future posts. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Awoken or Awakened?Empathic or Empathetic?

Monday, November 4, 2019

ASTON MARTIN BRAND AUDIT Assignment Example | Topics and Well Written Essays - 3000 words

ASTON MARTIN BRAND AUDIT - Assignment Example Moreover, the company holds various elements, which constitute its success factor in the highly competitive automobile industry. Such strengths define the resilience of the grand logo of the company, despite the weathering challenges in the markets. The founders of the corporation were Lionel Martin and Robert Bamford, both of United Kingdom. However, over the years, it changed ownership with various parties buying shares in the company including the Ford brand among others. Today, the leading individual shareholders and owners are David Richards and Baimler AG (Dowsey, 2010). The other shareholders are companies with shares in Aston Martin. Aston Martin is a company whose existence now spans 100 years of operation. The company was established in 1914 and has been operating since its institution (Dowsey, 2010). Further, this forms a heritage factor for the company, which makes it a preferable choice for many of its consumers. Aston Martin is an automobile company whose operations focus solely on the manufacturing of vehicles and wares of vehicles. The company products feature in the motorsport industry, as well as, the personal car industry. The company also factors the production of cars for luxury purposes, a leading service that it facilitates to its consumers (Dowsey, 2013). The operational elements of its products and services entail the highly competitive automobile industry, where the company products feature as leading operator and identifiable market share leader. The company Aston Martin has its base in the UK market. The head office operations are in the UK. However, it also features its operations in other sections such as America and Asia. The notable market leader in the UK has its products across the globe; hence, its scope is global (Dowsey, 2013). The company utilizes its networking ability to venture into markets across the continent accordingly, incorporating its strategic marketing features and management

Saturday, November 2, 2019

Assessment and Evaluation in Higher Education Local plagiarisms Essay

Assessment and Evaluation in Higher Education Local plagiarisms - Essay Example Therefore many institutions have laid out guidelines and rules concerning these vices, and even stipulated the penalties for anyone who does not comply. The issue of intertextuality is addressed, which involves the author borrowing and transforming a text or a reader referencing one text in reading another one. Transgressive intertextuality involves the breaching of acceptable borrowing practices. The interpretation of the concept of improper intertextuality varies from one lecturer to another, according to interviews conducted on lecturers from various disciplines. The reasons for this disparity include the unique expectations and practices of each discipline. The results of these interviews showed certain areas where students experienced problems in citing sources. These include poor paraphrasing, students’ identities as the authors, improper understanding of common knowledge, information contained in many sources such that it is difficult to pinpoint its source, and the uni que expectations and practices of each discipline. Therefore it is suggested that there should be a different definition of inappropriate intertextuality for each discipline in order to address various disciplinary perspectives. This paper seeks to evaluate how the problem of plagiarism and collusion is viewed and attempts to curb it in various academic institutions. The paper mainly focuses on the lecturer’s views about transgressive intertextuality in various disciplines like the humanities, history, languages, engineering, law and fashion. The paper has successfully tackled a number of issues. The lecturers’ responses mostly comprised of their own personal interpretations of intertextuality and the experiences that they had encountered while dealing with their students, therefore they were able to give a picture of the real situation that was taking place in the institutions. The paper also highlights the opinions about transgressive intertextuality in various disci plines; therefore the students can get to know what is expected of them in writing academic papers in their respective disciplines (Worton and Still 1991). Suggestions are also given on how to deal with transgressive intertextuality. The lecturers who were interviewed gave details about how they had punished the culprits and other steps that they had taken to reduce the misconduct. The study also highlights the future repercussions of indulging in plagiarism and collusion. Some of the interviewees expressed the feelings of anger and sympathy for those students who were practicing plagiarism because they felt that they were jeopardizing their careers. Cases of plagiarism can also lead to termination of grants. According to Maier (2011), plagiarism tarnishes the professional reputation of an individual and may make it hard to secure a job in the future because the prospective employers may view you as dishonest and lazy, and therefore not fit to work for them. The study also clarifies that it is not possible to treat the issue of transgressive intertextuality in the same manner across all disciplines because different disciplines have varying demands. For instance, a history student is expected to come up with an account from an existing text while a literature student tries to interpret and react to written works. Therefore any copying in literature is not tolerated while historians do not deal with it severely because they understand that students will always use other peoples work in writing

Thursday, October 31, 2019

Summary of chapter 1 Essay Example | Topics and Well Written Essays - 250 words

Summary of chapter 1 - Essay Example If these two forces are equal, where (F in –F out =0), then the particle will be found to move at a constant velocity. Mechanism and machines are terms that have been consistently used more so in the field of engineering and technology. The term mechanism is used to refer to the chemical, physical and fundamental processes that are accountable for the occurrence of an action or a reaction. On the other hand, the term machine refers to the assembly of various parts that can transmit or convey forces, energy and motion in a programmed manner. In kinematics, mechanism can be seen as an ideal means of controlling, transmitting or compelling relative movement through rigid bodies which are connected together by joints. Kinematics has been widely applied in various subjects in order to reduce workload and describe certain complex scientific concepts. For instance, in the field of astrophysics, kinematics has been used to describe the movement of astronomic bodies and systems such as the solar system. In addition, it has also been used to explain the functioning of the various machinery parts more so in the fields of biomechanics, robotics and in mechanical engineering. This chapter therefore generally surveys the theoretic basis and the existing applications of kinetic and kinematic synthesis for the appropriate functioning and design of machinery. In addition, the chapter has an organized presentation which aims at critically and scientifically illustrate the mechanical advantage in the kinematic synthesis

Tuesday, October 29, 2019

Review Questions Essay Example for Free

Review Questions Essay Answer the following questions: 1) What is the difference between a task dependency and a task constraint? When it comes to the differences between a task dependency and task constraint, it depends on the time. A task dependency joins two tasks by saying that one task begins relative to a different task. A constraint just puts the correlation directly to a time rather than base it off the time another task is done. 2) Give a real-world situation when you might used the following task constraints: a) Start No Earlier Than – An example could be with government related projects. Many of these projects take years to complete and have to require a specific amount of the year’s budget to be used for the project. You could put a constraint on a project so that the government won’t go over budget and just start tasks the next year. b) Start No Later Than – A project’s resources can be requisitioned ahead of time, and then can be paid for and picked up later from the company who are selling the resources. These people might require the money by a certain date. This can assure that setting a start no later then constraint pays the resources before the hold on the materials is lifted. c) Finish No Later Than – This can happen if there is a set date for a project to finish it would be wise to set up milestone tasks with finish no later than constraints as to increase the importance of keeping on time. A Christmas party would be a good example, because you it has no room to finish late. d) Finish No Earlier Than – This can happen if a company wants to roll over a project to have it be part of a second year’s budget, and putting this constraint on it can do that. e) Must Finish On – This can happen if there is a set date for something like gathering materials that cannot be changed. This would be a good example of when to add this constraint to that task. f) Must Start On – This can happen when wanting to set up a project that involved a rigorous time constraints like when planning a wedding where it is important to make sure that the beginning stages must have enough time to make sure that everything wasn’t taken taken. g) As Late As Possible – There can be a situation where an employee is paid hourly, but that person works better under pressure so it would be beneficial to start his tasks as late as possible. With this constraint, you can get the most work done for the least amount of money. 3) What is the importance of a baseline? The project baseline is an original overview of the project in terms of schedule, cost, and scope. The main importance of the project baseline is that it can be used to see how much, throughout the project, we are deviating from the original schedule, cost, and scope. 4) What is an interim plan? An interim plan is known as a set of current project data that a user saves after the project begins. A user can then compare the interim plan against the baseline to assess the progress of the project. Turn in this sheet with your MS Project file to the Week 6 iLab Dropbox.

Saturday, October 26, 2019

Malaysian Education And Malaysian Science Curriculum

Malaysian Education And Malaysian Science Curriculum CHAPTER 5 5.0 Introduction This chapter will mainly discuss the generic aspects in Malaysian education system and will give more focus on Malaysian science curriculum. In discussing Malaysian science curriculum, I will be looking at the four main aspects of a curriculum which are the objective, content, implementation and assessment. However, I would prefer to give more focus on the implementation and the assessment which are basically the aspects that influence students performance and the effectiveness of a curriculum. I will highlight the strengths and the weakness of this curriculum or system from the data gathered and the analysis of related documents. 5.1 Brief History on Malaysian Education System In conducting this research, I do believe that one needs to understand the Malaysian education system as a whole, in order to understand how this system develops and works. The development had so many influences from internal and external namely religion, colonialism, integration among races, science and technology, political view and others. However the establishment of Malaysian education system became significantly enhanced after World War II as a result of the rise in awareness among the intellectuals in Malaya. Therefore, to explain brief history of Malaysian education, I would to discuss education in Malaysia, previously known as Malaya, post World War II. 5.1.1 Towards A National Education System In order to help the government to decide the best education system, an Advisory Committee on Education was established in 1949 by British government in Malaya. The government intended a system which could be implemented and on the same time could unite the races in Malaya. Due to that reasons, British believed that a standard type of education could help British to foster the aims in Malaya. Hence, an education system was established which this system used one medium of instruction. On the subsequent year 1950, Barnes Report proposed of the conversion of primary vernacular schools into national schools which using Malay and English languages. In secondary schools however, supposed to maintain the use of English as medium of instruction (Rosnani, H., 2004). From the Barnes report, there were subsequent reports produced with attempts to view the education system in Malaya such as Fenn-Wu report in 1951 and Razak Report in 1955. Razak report was the one which really gave tremendous effect in Malaysian education. The committee was chaired by Dato Abdul Razak Hussein and was given the task to review the education system of Malaya. Based critical analysis and deliberation on 151 memorandums which received, Razak Committee recommended the following; (Rosnani, H., 2004). Two types of primary school National schools and National-type schools with a common content syllabus. Use of Malay language as medium of instruction and English as compulsory subject. In 1960, the Rahman Talib committee was established to investigate the acceptance of Razak Report among the Malaysians. It also aims to strengthen the implementation of Razak Report and the use of Malay as the medium of instruction. Report by Rahman Talibs commitee later was served as the basis for the Education Act 1961 and the act was subsequently approved by the Parliament. 5.1.2 Development of Malaysian Science Education during Post-Independence In Malaysia, science education started under the British colonialism period. At that time, education was received only by the elite groups and only a small group of people in Malaya pursued their study in secondary level where formal science education was provided. During that era, students were used imported textbooks and sat for the examination that was set up by Cambridge Universities. The examination is exactly the same as the ones sat by students in England. After independence, and the establishment of the new state of Malaysia in 1963, a more comprehensive system of education was developed. The system use Malay language as the main medium of instruction and a national curriculum together with examination system (Wong Ee, 1975). Later in 1973, the National Curriculum Development Centre (CDC) was established to oversee matters pertaining to curriculum adaptation and adoption. According to Zainal (1988) curriculum reforms at secondary level were very much influenced by the British education system. In 1960s and 1970s, the reforms (Nielsen, 1985) emphasized the following: integration and relevance of the science curriculum, and science process skills However, research found that the implementation of these reforms at classroom level was very minimal (Zainal, 1988). Even though the reform supposes to change the pedagogy of teachers, studies conducted reported that teachers modified or ignored the inquiry strategies proposed by the reformed courses. There were cases where teachers keep using the traditional pedagogy in teaching. Most of the reasons cited were (Lee, 1992); Lack of confidence and competence on the part of teachers to try out new teaching techniques, probably due to their poor grasp of the subject-matter and poor training; Physical constraints in terms of class size and facilities; Social pressure to teach towards examinations; and A cultural context where respect for authority inhibits independent and critical thinking. Due to the factors listed, the reform process did not met its expectation which to provide a better education for Malaysian citizens. Thus, in 1988, a further wave of reform was carried out. This time the reform was led by the establishment of the Integrated Curriculum for Secondary School (ICSS), which serves to provide the better basis for secondary schooling science programs. Alongside development of scientific knowledge and skills, ICSS Science also emphasizes the inculcation in students of social values and positive attitudes to science. 5.1.3 Implementation of the National Education System The National Philosophy of Education was released in year 1989. The philosophy is as follows: Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large. 5.1.4 Education towards Vision 2020 To achieve the status as a fully developed country is the ultimate goal for Malaysia by the year 2020. The definition of Malaysia as a fully developed country is: By the year 2020, Malaysia can be a united nation, with a confident Malaysian society, infused by strong moral and ethical values, living in a society that is democratic, liberal and tolerant, caring, economically just and equitable, progressive and prosperous, and in full possession of an economy that is competitive, dynamic, robust and resilient. In order to reach as fully developed country, it is important for Malaysia to put sufficient effort to overcome nine challenges in Vision 2020. Following are the challenges that are believed to be related to the role of education in Malaysia (Malaysia as a Fully Developed Country, 2010; p.2) The third challenge we have always faced is that of fostering and developing a mature democratic society, practicing a form of mature consensual, community-oriented Malaysian democracy that can be a model for many developing countries. The fifth challenge that we have always faced is the challenge of establishing a matured, liberal and tolerant society in which Malaysians of all colors and creeds are free to practice and profess their customs, cultures and religious beliefs and yet feeling that they belong to one nation. The sixth is the challenge of establishing a scientific and progressive society, a society that is innovative and forward-looking, one that is not only a consumer of technology but also a contributor to the scientific and technological civilization of the future. The ninth challenge is the challenge of establishing a prosperous society, with an economy that is fully competitive, dynamic, robust and resilient. In the history of Malaysia, it is evident that the education policy over the past years has been consistent and in line with Vision 2020. Vision 2020 emphasizes Malaysia as a fully developed country, one which is developed in every aspect economically, politically, socially, spiritually, psychologically and culturally. The challenges in Vision 2020 which related to education will only be overcome by ensuring that adequate supply of human resources in the area of science and technology are provided. This is done through increasing the intake of science students, encouraging the use of technology in among the teachers and students. Critical reviews on the National Education system from time to time ensure that the present curriculum is in line with the progress and needs of our country. The needs include restructuring the society, achieve racial unity and fulfill the aims of the Vision 2020. 5.2 Objective The objective of Malaysian science curriculum lies in its philosophy which is extended and based on the National Educational Philosophy (NPE); In consonance with the National Education Philosophy, science education in Malaysia nurtures a science and technology culture by focusing on the development of individuals who are competitive, dynamic, robust and resilient and able to master scientific knowledge and technological competency Therefore in general, aims of science education in Malaysia are to develop the potentials of individuals in an overall and integrated manner. It also intended to produce Malaysian citizens, who are scientifically and technologically literate and competent in scientific skills. In line with the National Educational Philosophy, the individual produced is believes to practice good moral values and has abilities to cope with the changes of scientific and technological advances. He or she also be able to manage nature with wisdom and responsible for the betterment of mankind. Educational Development Plan for Malaysia (2001 2010) stated that, the aims of the development in secondary education are to enhance students critical and creative thinking skills; emphasize science and technology; provide adequate and quality teaching and learning facilities. By giving focus on science and technology, the prescribed curriculum by means will ensuring the workforces who are knowledgeable and skillful in various fields especially in science, technology and ICT can be produced. From the aims that highlighted, one can see that the philosophy of Education in Malaysia works as a reference or guide for the system in producing the intended products. This can be seen from the following lines; The aspiration of the nation to become an industrialized society depends on science and technology. It is envisaged that success in providing quality science education to Malaysians from an early age will serve to spearhead the nation into becoming a knowledge society and a competitive player in the global arena. Towards this end, the Malaysian education system is giving greater emphasis to science and mathematics education. Dr.Sharipah Maimunah, Director of Curriculum Development Centre (CDC) The focus in the teaching-learning approach in the science curriculum in Malaysia at all levels is the mastery of scientific skills among the students. Since science subject stress on inquiry and problem solving, therefore scientific and thinking skills are need to be utilized. Scientific skills are important in any scientific investigation such as conducting experiments and carrying out projects as it comprises process skills and manipulative skills. Process skills are mental processes that encourage critical, creative, analytical and systematic thinking while manipulative skills are psychomotor skills used in scientific investigations such as proper handling of scientific equipment, substances, living and non-living things. Thinking skills comprise critical thinking and creative thinking, which when combined with reasoning lead to higher order thinking skills such as conceptualizing, decision making and problem solving. In the science curriculum, it is recommended that the scientific and thinking skills are infused through science lessons in various stages. These stages range from introducing scientific and thinking skills explicitly, applying these skills with guidance from teachers and finally applying these skills to solve specific problems independently. The infusion of desirable values and attitudes is also emphasized in the teaching approaches. Such values include showing interest and curiosity towards the surroundings, honesty and accuracy in recording and validating data, flexibility and open-mindedness, perseverance, being systematic and confident, cooperation, responsibility for ones own and friends safety, and towards the environment, appreciation of the contributions of science and technology, thankfulness to God, appreciation and practice of a healthy and clean life style and the realization that science is one of the ways to understand the universe. Hence, to achieve the targeted objectives and aims of the stipulated education,, the Integrated Curriculum for Secondary School (ICSS) or Kurikulum Baru Sekolah Menengah (KBSM) for all subjects including science is are supposed to subscribe lifelong learning among the students, inculcate moral values across the curriculum, and promote students intellectual, spiritual, emotional and physical development. Form the interview that I carried out on an expert in science education, she views KBSM as; I think the philosophy of the Kurikulum Bersepadu Sekolah Menengah (KBSM) science is good. To ensure a scientist that is not only good in the field but also knows the limit of science in understanding the phenomena and knowing science to know God as well. Also the science curriculum is to educate science for all and not specifically to train students to be scientists. (personal communication) 5.3 Content Science education in Malaysia offers wide range of topics arranged in accordance to its theme. The topics are arranged thematically to help students conceptualize and understand how concepts are related to one another. However, lack of effort or perhaps in some cases, failure, among teachers to relate previous chapter from the next caused students to perceive knowledge as detached instead of connected and complete. For example, when students are in form one, they will learn about Matter which covers the details on solid, liquid and gas. When the students move one form higher the following year, two of the chapters on Water and Solution and Air Pressure taught in form two are built on the previous topic on Matter. Later at the upper secondary level, the students will learn about matter in two separate subjects, namely chemistry and physics. The difference is that at upper secondary level, the topics are covered in more depth in comparison to what was leant at the lower secondary level. For chemistry, topic related to Matter focuses more forces that exist between particles while in Physics, learning and discussions are geared towards energy and its influence on matter. In forms one to three, students do general science where certain aspects of biological, physical and chemical sciences are integrated into a subject. The general science subject that students learn, in other words, serves as foundation to prepare them for more advanced science specific subjects such as biology, chemistry, physics and additional science at upper secondary level. In the Malaysian science curriculum, each science subject has its own objectives and focus. The focus of science subjects at primary to secondary levels of schooling change as students ability changed in accordance to their increasing age. However, moving from one stage to another, the focus of the curriculum still intended to achieve the aims and target of the national curriculum. The curriculum in primary school is less critical and serves more as basic or foundation for the students. As students move from primary school to upper secondary school, the designed curriculum undergoes gradual transformation and changes on its level of difficulty whereby the curriculum in secondary schooling is more critical and wider. The science curriculum in secondary schooling is supposed to nurture and reinforces what was learnt at the primary level. At the secondary level, particular emphasis is given to the acquisition of scientific knowledge, and mastery of scientific and thinking skills. The em phasis was given throughout the syllabus designed and the teaching and learning process. At the end of the day, the curriculum that the students had went through, whether in primary or secondary will make them to be all-rounded, balanced, knowledgeable and possess high morality. Therefore, as means of ensuring the development of holistic and ethically upright citizens or possess high morality those who would develop yet manage and preserve the environment the science (and other curriculum for that matter) curriculum has been infused with moral values as indicated by Director of Curriculum Development Center herself; The Science curriculum has been designed not only to provide opportunities for students to acquire science knowledge and skills, develop thinking skills and thinking strategies, and to apply this knowledge and skills in everyday life, but also to inculcate in them noble values and the spirit of patriotism. It is hoped that the educational process en route to achieving these aims would produce well-balanced citizens capable of contributing to the harmony and prosperity of the nation and its people. Dr.Sharifah Maimunah Syed Zain Even though the content of Malaysian science curriculum seemed exceptional on paper, it has, nonetheless, been criticized by students and teachers alike. In fact, there were also experts in education who indicated that the content of Malaysian science curriculum is too ambitious and burdening teachers and students. Some of the interview responses on the content and implementation of Malaysian science curriculum are as follows: It is burden in the sense that the content is still abstract and conceptual in nature, less relevance to the need of their daily life. The content is still subject based rather than societal based. Expert However, sometimes the contents are too much. Not all the experiments or topic that teachers are able to do or show to the class. Teacher ..the syllabus is quite a lot and the teacher must finish it because it will be asked in examinationà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Teacher .I reckoned Malaysian science syllabus as a mile wide, an inch deep. There is too much too cover, and yet all those topics are being covered at only at a superficial level. There are many repercussions due to thatà ¢Ã¢â€š ¬Ã‚ ¦. Teacher ..I observed teacher making extra effort on teaching important topics in class using up extra period of time, and it ended up with no time left to teach the last topic. Teacher The content of Malaysian science curriculum to some extend failed to address the importance for the students to learn the content and how the content relates to their life. With the feature of Malaysian science curriculum which content-laden, this directly affect on how the curriculum is implemented in school by the teachers. Implementation In order to discuss on the implementation of Malaysian science curriculum effectively, I have divided this section into three subheadings, namely; teaching strategy, textbook and overall conclusion on the curriculum implementation. Teaching Strategy Based on the documents provided by Curriculum Development Centre (CDC) on Malaysian science curriculum, there are various effective methods suggested for science teacher in Malaysia to teach the subject. Among the recommended teaching practices in science classrooms are; constructivist, mastery learning, science process skills, thinking skills and metacognition, student-centered learning and the integration of information and communication technology. However, it can be observed the most common method used by teacher is the traditional teaching or direct teaching which is basically known as chalk and talk method. When teaching science, teachers in Malaysia usually use textbook as their main source of references together with other materials provided by the Ministry of Education (MOE). This is supported by interviews conducted on the students; ..most of them (teacher) using traditional method, chalk and blackboard and cd-rom provided by government and experimental as stated in the text books, absolutely they are using 100% text book .to save time, teachers prefer to use chalk and talk only.. teach something based on textbook. No other source. All teachers are aware that they are responsible for covering all topics in the syllabus. However due to time constraint, it is commonly observed and reported that science teachers in Malaysia tend to cover parts of the syllabus with high probability of appearing in examination only. Since other methods like inquiry learning and constructivism usually consumes much time and energy to carry out, the easier way out is to use the didactic approach that captures the majoritys attention. With that approach, more often than not, many students will ask questions, Hence teachers can pace lessons to quickly cover all topics within the syllabus. Effendi and Zanaton (2006) highlighted the two pedagogical limitations that have been identified as major shortcomings in traditional secondary education: lecture-based and teacher centered instruction. These two types of pedagogical approach actually do not support most of the aims and the outcomes intended by the curriculum. The direct teaching method tends to encourage low-cognitive, surface level learning outcomes such as to define, to list and to state. This is in contrast to the intention of the curriculum which expected students be taught to be creative, critical thinkers and proactive problem solvers who not only master the science process skills but also adapt scientific thinking and attitudes in their daily lives. The mismatch between intended curriculum and the way teaching is carried out in class have been reported by many, including in research conducted by Nor Aishah, et al.(2007) whom proposed inculcation of entrepreneurial skills in science as a method to make the cur riculum moving away from being exam-oriented. A student whom I interviewed also claimed: According to my experience, teacher just tries to make science as something static, no expanding, so they actually promote science is just like a history. Just memorizing the fact without knowing the truth behind the sceneà ¢Ã¢â€š ¬Ã‚ ¦. Amongst the recommended approaches in science teaching, I observed that many teachers are integrating technology in their lessons. However, the integration of technology into teaching only applies to schools which are equipped with the required facilities such as computer, LCD and transparency projector. Most teachers who are not familiar with technology prefer to use transparencies to teach since they are easier to use and can save time. For those teachers who are competent in technology, using power point is their best option. However, integrating technology in the teaching of science has its disadvantages. There were teachers who took advantage by playing the CD provided by MOE throughout the lesson instead of using the CD to support teaching and learning in class. There is also small number of teachers who do not get students to carry out experiments; instead they just demonstrate science experiments to students. On the other hand, there were also those who got students to carry out experiments following procedures stated in textbooks, and make conclusions for the students without much deliberation and discussions. Neither do the students given room to discover science for themselves. These classroom realities are so against the whole notion of science which supposes to be an empirical subject that encourages students to explore and inquire in order to gain knowledge and make conclusions. The way science lessons are carried out in class has seriously affected the students interest in science and their ability to engage in scientific inquiry. Report of Public awareness of Science and Technology Malaysia (2004) throughout the survey conducted revealed that about 43% of Malaysians think that science subjects are difficult and 32% of them think that the approaches that use to teach science and technology are too academic in sense of emphasis only be given on the delivery of the content. However, Kamisah and Lilia (n.d) discovered that Malaysians students have high attitudes in learning science and the attitudes are so much influenced by the students level of educational experiences. Therefore recommended by the Public Awareness Report of Science and Technology Malaysia (2004), Malaysian science teachers should also emphasize on fostering for science among the students. The recommendation also supported by Kamisah and Lilia (n.d) whereby they suggested that teachers should reflect on their content knowledge so that teachers could bring changes in students attitudes in learning science. In relation to enhancing students attitude and interest in learning science, supposedly more practical works should be conducted by students in learning science. However, based on the interviews conducted, it is observed that practical work is often conducted in groups rather than individually or in pairs. Such practices limit active work to two to three students while the other members tend to be passive observers. In some cases, this occurs due to the large number of students in a class (especially in urban schools) and limited apparatus and equipments. These are the factors that prohibit practical work to be conducted in small group or as individual work. Worse than that, there are teachers who did not conduct experiments with their students at all and only learn the theories in science. The following opinions supported the situation described earlier; teacher always refuses to conduct experiments, even when students ask for it Student not all the experiments or topic that teachers are able to do or show to the class Teacher 5.4.2 Textbook Textbook for science subjects are provided to all students in Malaysia. As earlier highlighted, the specified textbook is the main source of reference for local science teaching. In past ten years, science textbook in Malaysia underwent many reformations in order to make it up-to-date with the existing educational and situational needs. At present, the school textbooks are generally more interactive and comprehensive; they are not as thick as the textbooks previously used, with more pictures and diagrams. There is also a CD accompanying the text as means of integrating content with technology. The CD consists of exercises and short notes for students as well as internet links for students to look for extra sources and reading materials; as well as to search for applications of the topic learnt. Even though there were improvements made by the government on the textbook, the improvements somehow did not so much significant changed to Malaysian science classroom. This wide area of content covered by the syllabus make the science textbooks in Malaysia as a source of reference which covers superficial information. Although provided in the textbook internet link for additional information of the topics, it is not fully utilized neither by teachers nor students. This is happened mostly due to the problems such as time constraint, existence of digital gap between schools, the lack of facilities and other reasons. In term of applications of a topic in textbook, its often to be placed at the end of each topic. Mostly only small part provided for application such it usually covers quarter of a page. Even worst, this part always neglect by teachers since it will not appear in examination. All in all, my analysis of the overall implementation of the Malaysian science curriculum revealed numerous issues that both teachers and students encounter, ranging from the teaching approach used in classroom, the need to cover the required syllabus, students perceptions and attitudes towards science, and related issues pertaining to textbook. What could probably be concluded here is that while the documented curriculum appear to be well planned, covering all topics deemed crucial to prepare students prior to entry to tertiary institutions, the execution of lessons somehow do not take place as it should be as highlighted by Curriculum Development Centre, a local expert in science education: Implementation of the science curriculum is always a problem. The visions of the curriculum developers are not fully shared by the teachers who are the implementers. The intended implementation is also restricted by the assessment that is employed currentlyà ¢Ã¢â€š ¬Ã‚ ¦. Assessment Assessment of student learning in Malaysia has, for the past decades and perhaps will continue to be, exam-oriented. This is evident as the most important aspects/criteria people look for when applying for entry into boarding schools, for scholarships, and entry into universities are the number of As students obtained in examinations. In fact, the main method to assess what school students learn and know is via written and/or oral examination. Nonetheless, the problems with examination-dependent assessment have been pointed out by the following parties: it is just for examination, just forget it only excellent people will be produce but they are not able to survive in real world. Knowledge just for sake of exam and later will be forgotten. our curriculum in Malaysia is not too good because only stressed on the examination But, the beauty of the curriculum did not appear because the application or the integration of the curriculum is not effective. Since in Malaysia, the system of education is too exam oriented. revamp the current exam based oriented teaching in schools. Students should be taught how to think, especially when it involves science theories. In Malaysia, examination can be classified into two types which are the national level and internal examination (examination carried out by school). There are two main examinations carried out at secondary level. There are Penilaian Menengah Rendah (PMR) which conducted for form three students and Sijil Pelajaran Malaysia (SPM) for form five students. Both examinations offer science subject. However in SPM, there are more science subjects being offered as compared to PMR which offer only one science subject. The major science subjects sat by students in their SPM are biology, physics and chemistry. Often students who scored excellent result in science subjects will have greater probability of being offered critical courses in higher education such as medical and engineering courses. Internal examinations are examinations carried out in schools. It is compulsory for school administra