Benedict Arnold Essay -- essays research papers fc

Benedict Arnold was conceived in Norwich, Connecticut. Arnold got his tutoring at Canterbury. While away at school, a couple of Arnold’s kin died from Yellow Fever. Arnold was an irksome child that would attempt pretty much anything. As a 14-year-old kid, he fled from home to battle in the French and Indian War. Afterward, Benedict Arnold left and got back through the wild alone to work with his cousins. The military had pardoned him without punishment due to his young age. In 1762, when Benedict was only twenty-one years of age, he went to New Haven, Connecticut where he dealt with a book and medication store and continued exchange with the West Indies. (B Arnold) In 1767, he wedded Margaret Mansfield, a little girl of a sheriff of New Haven County. They had three children together. At the point when the Revolutionary War was simply starting to break out, Benedict Arnold turned into a prosperous boat proprietor, shipper, and merchant. Inside days, Arnold turned out to be extr emely inspired by the war by and by and joined the American Army. The entirety of the fights Arnold instructed over indicated massive fearlessness and grit, yet he was before long known as America’s most noteworthy backstabber because of his selling out of the American’s. As the Revolutionary War broke out, Benedict Arnold chose to elect to head more than 1,000 men up to Maine. He requested extra men from his organizations to join the military. Arnold at that point turned into a chief in the Connecticut Militia. General George Washington had his top choices, which Arnold was among the not many. Along these lines, Benedict Arnold was sent on a fiendish 500 mile walk to Maine by Washington, otherwise called "The Rock". (Macks 72) Benedict Arnold and just around 50% of his unique fighters made it to the St. Lawrence River where they got together with General Montgomery. Their arrangement was to assault the British Army unsuspecting Quebec City, Canada. B oth Montgomery and Arnold orchestrated to begin the grandiose mountainsides of Quebec. Arnold and his warriors wound up caught by the British. An individual from the British Army shot a black powder gun ball legitimately towards Arnold’s leg. His leg was severely broken and he must be taken to a medical clinic bed very nearly a mile away from the assault. The assault had endured fifty days and the mystery venture brought about a fiasco for the volunteer warriors who walked away. The conditions were horrible. It was said that just about 50% of the men solidified, starved... ... furthermore, the other three were from his first union with Margaret. His four children at that point became individuals from the British military. America presently has their first wretched double crosser! Book index Works Cited Benedict Arnold on Lake Champlain. The Battle of Valcour Island. On the web. Web. 7 March 2000. Accessible: http://www.heroswelcome.com/Arnold.htm Connecticut SAR. The Connecticut Society of the Sons of the American Revolution. On the web. Web. 28 Feb. 2000. Accessible: http://www.ctssar.org/ Flynn, J. Michael. Benedict Arnold: The Traitor Who Saved America. On the web. Web. 18 March 2000. Accessible: http://www.magweb.com/test/scry/sch23ben.htm Memorable Valley Forge. Benedict Arnold. On the web. Web. 19 March 2000. Accessible: http://www.ushistory.org/valleyforge/served/arnold.html Kenneth, Dave C. "Say You Want a Revolution." Don’t Know Much About History. U.S.A: Avon Books, 1995. Freedom. Account of the Revolution. Benedict Arnold’s Leg. On the web. Web. 7 March 2000. Accessible: http://www.pbs.org/ktca/freedom/account/ben.arnold.leg.html Mack, Stan. "Redcoats and Guerrillas." Real Life American Revolution. USA: Avon Books, 1994.

Tragedy of Tess of the DUrbervilles Essay Example For Students

Catastrophe of Tess of the DUrbervilles Essay Thomas Hardys (1840-1928) novel Tess of the DUrbervilles (1891) was Hardys endeavor to investigate the goals of his time, and through Tess and her story, scrutinize it. Solid himself said of disaster; It might be placed therefore in a nutshell: a disaster shows a situation in the life on a person which unavoidably makes some common point or want of his end in a calamity when done. There are numerous approaches to see a book as a disaster, starting from Aristotle who was the first to characterize the term and idea of catastrophe as the impersonation of an activity which is not kidding, total and significant and by summoning compassion and dread it achieves the purgation of those feelings. During the Renaissance, in any case, the idea of disaster encountered a reconstruction and was fitted to communicate the characteristics appreciated by the general public, and later, England during the Victorian time additionally changed Aristotles thoughts to suit their strict just as to a great extent acknowledged social standards and perspectives. We will compose a custom article on Tragedy of Tess of the DUrbervilles explicitly for you for just $16.38 $13.9/page Request now This article will investigate those thoughts at disaster raised by Aristotle, a portion of the occasions when catastrophe experienced renewal, and Hardy himself, all in association with Hardys Tess of the DUrbervilles and the inquiries, and thoughts, raised inside the novel that makes Tess torments a catastrophe. Catastrophe of Tess Tess can be seen as a catastrophe only because of the conspicuous reasons, for example, how she is being exploited by her folks who in their covetousness and bogus pride upon a recently learned precursors play Tesss blame to get their foot in to a superior life, and the ensuing control and maltreatment of Tess by he cus Alec DUrberville, and the different unfortunate occasions that happen from there on. Strong utilized his books to get more consideration drawn towards the false reverence of English society just as manage the progress of the start of Englands move from antiquated, socially denouncing, horticultural country towards to a progressively present day and modern one. The trials looked by the Durbeyfield family can be viewed as a purposeful anecdote to the blurring in significance of privileged and old cash just as the significance of a name when enterprises began to bloom, shortening the hole between classes into indefinite quality. The appalling occasions and plot can be separated into four significant parts, or rather, purpose of perspectives; that of Tess herself, and the lamentable lives and encounters of Alec DUrberville, Angel Clare and afterward John and Joan Durbeyfields make their own deplorable story lines other than Tesss. John and Joan Durbeyfields disasters are deliberate, as subsequent to learning of their honorable heritage, their pride administers over their better judgment and considerably over their affection for little girl, whom they are prepared and ready to forfeit to be recognized. John Durbeyfields pride that achieves his own demolition (as he turns out to be too honorable to even think about working hard and rather sits and thinks about his extraordinary inheritance) is represented through his affection for the dead pony; I wont sell his old body. At the point when we DUrbervilles was knights in the land, we didnt sell our chargers for felines meat. Let em keep their shillings! Such is their pride that in any event, when Tess comes back from Alec DUrbervilles house and brings forth a child, they won't get the infant appropriate consideration, and leave Tess pretty much all alone with her plummeting distresses. Tess, however, is more grounded than she may initially give off an impression of being. While nursing her kid by the yield throughout a break from hands on work, she contemplates internally; the past was past; whatever it had been it was no more within reach. Whatever its outcomes, time would close over them; they would all in a couple of years be as though hello had never been, and she herself grassed down and overlooked. Tesss disasters are clear as the entirety of her awful occasions get from her being persuasively lured by Alec, and this prompts the deplorability of Angel Clare also, as he in his distress and learned impression can't acknowledge Tesss sin. From the start Tess was inclined to acknowledge the transgression was hers and hers alone, till the acknowledgment hits her that she is as a rule wrongly rebuffed, guaranteeing; Never in her life she could swear it from the base of her spirit had she at any point expected to foul up; yet these hard decisions had come. Whatever her wrongdoings, they were not sins of expectation, yet of coincidence, and for what reason would it be advisable for her to have been rebuffed so industriously? Tesss admission achieves the deplorability of Angel Clare, who can't see past the wrongdoing submitted, without understanding that Tess has been the person in question, and subsequently Clares disaster originates from the differentiation he has among conviction and practice, as; so delicate and friendly as he was by and large, there lay concealed a hard and consistent store, similar to a vein of metal in a delicate soil, which turned the edge of everything that endeavored to navigate it. Clare doesn't understand his own shamefulness till its past the point of no return, until he sees Tess again and; [ his unique Tess had profoundly stopped to perceive the body before him as hers permitting it to float, similar to a cadaver upon the current, toward a path disassociated from its living will. This impression of Tess is a long way from his unique thoughts of an animal not to play with and excuse; yet a lady carrying on with her valuable life. Alec DUrbervilles disaster originates from his own doings, his powerlessness to think about others, and from his contemptible and shallow transformation to confidence when he didn't have anything else left. .ua456bf48c98a441b9188573830ce19ab , .ua456bf48c98a441b9188573830ce19ab .postImageUrl , .ua456bf48c98a441b9188573830ce19ab .focused content territory { min-stature: 80px; position: relative; } .ua456bf48c98a441b9188573830ce19ab , .ua456bf48c98a441b9188573830ce19ab:hover , .ua456bf48c98a441b9188573830ce19ab:visited , .ua456bf48c98a441b9188573830ce19ab:active { border:0!important; } .ua456bf48c98a441b9188573830ce19ab .clearfix:after { content: ; show: table; clear: both; } .ua456bf48c98a441b9188573830ce19ab { show: square; progress: foundation shading 250ms; webkit-change: foundation shading 250ms; width: 100%; darkness: 1; change: obscurity 250ms; webkit-change: mistiness 250ms; foundation shading: #95A5A6; } .ua456bf48c98a441b9188573830ce19ab:active , .ua456bf48c98a441b9188573830ce19ab:hover { murkiness: 1; change: haziness 250ms; webkit-change: obscurity 250ms; foundation shading: #2C3E50; } .ua456bf48c98a441b9188573830ce19ab .focused content zone { width: 100%; position: relative; } .ua456bf48c98a441b9188573830ce19ab .ctaText { fringe base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: intense; edge: 0; cushioning: 0; content enhancement: underline; } .ua456bf48c98a441b9188573830ce19ab .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ua456bf48c98a441b9188573830ce19ab .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; outskirt: none; fringe sweep: 3px; box-shadow: none; text dimension: 14px; text style weight: striking; line-tallness: 26px; moz-outskirt span: 3px; content adjust: focus; content improvement: none; content shadow: none; width: 80px; min-tallness: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/basic arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .ua456bf48c98a441b9188573830ce19ab:hover .ctaButton { foundation shading: #34495E!important; } .ua456bf48c98a441 b9188573830ce19ab .focused content { show: table; tallness: 80px; cushioning left: 18px; top: 0; } .ua456bf48c98a441b9188573830ce19ab-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ua456bf48c98a441b9188573830ce19ab:after { content: ; show: square; clear: both; } READ: What is British Culture? EssayAgain, Tess realizes a destruction, despite the fact that in opposite as it was Alec who begun the chain of sad occasions, as Alec after observing Tess again after all the years, turns his back to religion. Tess takes a blow at Alec about his bad faith; You, and those like you, take your fill of delight on earth by making the life of, for example, me harsh and dark with distress; at that point it is a fine thing, when you have had enough of that, to consider making sure about your pleasure in paradise by getting changed over! Alec gets fixated on Tess and this time it is something beyond a rich young men extravagant; he follows her and weights her into turning into his darling and live in wrongdoing, despite the fact that Tess fearlessly attempts to oppose and remain dedicated to her wayward spouse. Alecs temper shows signs of improvement of him more than once, and he goes even similarly as recognizing his own wrongdoing upon Tess in a shout; Remember, my woman, I was your lord once! I will be your lord once more. On the off chance that you are any keeps an eye on spouse you are mine! At long last, Alecs control protests Tesss obstruction. What makes Tesss catastrophe harder towards the end, is that she realizes she is going to yield to Alec once more, as her confidence in Angel Clare is blurring, until Angel Clare returns. Clares unexpected return tosses Tesss life topsy turvy so rapidly that she can't deal with it and in flashing alarm she shouts at Alec; And my wrongdoing will slaughter him and not murder me! Gracious, you have destroyed my life all ade me a casualty, a confined rapscallion before executing Alec and fleeing. In Aristotelian sense, the second Tess kills Alec ought to be the snapshot of reclamation of occasions, however it isn't. Tesss and Angels disasters are not yet finished. The reclamation is just reestablished once; Justice was done, and the President of Immortals had finished his game with Tess. Furthermore, the DUrberville knights and ladies dozed on their tombs accidental. Catastrophe of Aristotle As indicated by Aristotle, in his Poetics, the main thought of a catastrophe is the Plot, which is the most significant auxiliary perspective; it is Plot that shows how the impersonation of the real world and how the activities lead the story line and the characters in it, as a disaster isn't I

Starting a Business by Buying an Insolvent Business

Starting a Business by Buying an Insolvent Business When it comes to starting a business, the options are endless. There is not just a single way to become an entrepreneur and building a successful business doesn’t always involve starting from scratch. In fact, the high number of failing businesses can offer entrepreneurial minds the option of buying a failing business and turning it around. This guide will look at what insolvency is and what options exist to buy an insolvent business. We’ll also look at the benefits and risks associated with buying an insolvent business and provide you with tips for taking an efficient approach to starting a business by buying an insolvent business.WHAT IS INSOLVENCY?Starting a business is never a trouble-free task to accomplish and it can be especially challenging when you buy an insolvent business. Therefore, you need to understand what an insolvent business is, as well as grasp the full process before you venture on this path to entrepreneurship.Investopedia’s definition of insolvency states,“When an individual or organisation can no longer meet its financial obligations with its lenders as debts become due”Under those circumstances, insolvency proceedings are started. This process involves legal actions against the insolvent entity, individual or business, and the entity’s assets could be liquidated in order to pay off any outstanding debt.During the process, the entity will strike informal arrangements with creditors, which often means alternative payment arrangements.Entities could find themselves faced with insolvency in a number of ways. Often, the business suffers from poor management, which has led to cash problems, either as cash inflow slows or cash expenses increase. The process of insolvencyFurthermore, the entity isn’t able to simply announce insolvency. Before an entity is declared insolvent, it has to be tested to certify it can’t deal with its debts. The test often involves:The cash flow test, which measures whether the entity’s current and future debts cannot be paid as they fall due.The balance sheet test, which measures whether the entity’s assets are less than its liabilities. The test accounts both the present and future liabilities.The final declaration involves a court ruling, which begins the process of insolvency. It is important to note, insolvency procedure can start at the request of the business director, the shareholders, current creditors or the court.The process will involve an appointed person, who’ll need to be licensed to carry out insolvency procedure, and they will take control of the business. The legal name of the person varies from country to country. The person is often referred to as the ‘Administrator’ or ‘Insolvency Practitioner’.An insolvent company can undergo three routes.AdministrationAdministrative receivershipLiquidationThe difference of insolvency and bankruptcyThe most common misunderstanding around insolvency involves a mix up with another similar term, “bankruptcy”. There’s a tendency to assume these two terms are interchangeable.In fact, the terms have a different meaning. The difference between insolvency and bankruptcy is that:Insolvency is a financial state of being â€" the inability to pay off debts, while,Bankruptcy is the process that resolves the issue of insolvency â€" the legal declaration of the inability to pay debt.Therefore, declaring bankruptcy can solve insolvency, but there are other routes to follow as well. One of these, which involves the selling of the insolvent business.Where to buy an insolvent business?Running a business is not easy and the changing economic circumstances can challenge even the cleverest entrepreneurs. As mentioned, inefficient management often causes insolvency, but failure of management isn’t the only reason behind financial problems.Nonetheless, there are thousands of businesses each year facing insolvency. While insolvency can be the end of an era for some, insolvent businesses can offer opportunities for other business-minded people.Finding an insolvent business will require proper planning and searching. Whilst choosing the right business can take additional time, finding a selection of insolvent businesses shouldn’t be too difficult.You can find insolvent businesses simply by doing an Internet search. You can use search terms suc h as “Insolvent business”, “failed companies” and “businesses in administration”.  You could even contact legal firms, which handle insolvencies, directly. For example, Grant Thornton and BegbiesTraynor are accountancy firms that could help you find a selection of insolvent businesses.Finally, in some instances, people simply buy an insolvent business they have been personally involved with. You might be working in a company that’s facing financial hardships and you feel better equipped to manage the business.Check with your local business service and legal services to find out more about the opportunities around your area. Since the process can be quite demanding, it’s advisable to consult a lawyer with expertise on insolvent companies.THE BENEFITS AND RISKS OF BUYING AN INSOLVENT BUSINESSSimilar to any method of starting a business, buying an insolvent business has its advantages and disadvantages. Understanding the benefits, together with the risks, can help durin g the purchase proceedings and guarantee you are prepared for the process.The benefits of buying an insolvent businessFirst, the biggest benefit is all about the cost of starting a business. Buying an insolvent business, a business that is in financial difficulties, is naturally cheaper than trying to purchase a business, which is performing efficiently.Furthermore, it can be cheaper to starting from scratch. An insolvent company will have benefits such as existing customer base, acquired assets and so on. These can all finish boosting your chances of success, as you won’t necessarily need to spend much initial capital on them.The administrators are already hoping to get the business to new hands, either by selling it off or liquidating its assets, and therefore, your approaches to buy will generally be met with enthusiasm. The process of buying, while involving plenty of paperwork and legal procedures, will typically be swift, as the administrators don’t want to hold on to thes e companies for too long.Furthermore, there are certain situations that make buying an insolvent company even more beneficial. For example, if you are buying from an insolvency administrator then the old liabilities are often left with the insolvent debtor. Therefore, you don’t always need to worry about the liabilities, but can start relatively afresh.The risks of buying an insolvent businessWhilst buying an insolvent company can seem cheaper compared to starting from scratch, there are certain significant risks involved with the process. Although you can limit these risks by approaching the process with due diligence, you need to understand the risks fully before committing to the process.Firstly, you need to keep in mind the fact that you are essentially buying a failing business. This means you cannot guarantee your approach will solve these issues. Furthermore, it adds the financial risk layer to the equation. Depending on the deal, you might be liable to pay off certain aspe cts of the business, which could hurt your short-term gains.The administrators are expecting for immediate credit payment in most cases. Therefore, you don’t often have the luxury of searching for further investment or loans. You must be able to pay your share as soon as you start.Furthermore, you need to be aware of which parts of the business asset and liabilities are transferred to you. For example, the majority of insolvent companies require the new owner the responsibility of controlling the existing employment contracts. This means you won’t be able to simply lay off staff immediately or you might have employees in your company, which were partly behind the downfall of the previous business.Many of these risks can boil down to not having enough time to conduct proper checks. As mentioned above, insolvency process involves very short timeline and decisions need to be made relatively swiftly. This increases the risk factors, as you might not have enough time to carefully wei gh in every aspect of the business.THE BEST APPROACH TO BUYING AN INSOLVENT BUSINESSSince time is of the essence when you are considering buying an insolvent business, you need to approach the process with the right mind-set and game plan. Starting a business by buying an insolvent business will involve plenty of quick thinking and research, but the following steps will help you deal with the process correctly.Consider the timingThe first aspect is all about the timing. The process of insolvency tends to be swift and if you are aiming for the best deal, you need to be able to act quickly. Therefore, you must have made the decision to buy and narrowed down the type of business you are thinking of buying before you begin searching. Once you find a promising company, you won’t have time to start thinking whether you are ready to buy or not.Waiting for a long time can also increase the risk of the company deteriorating further. If the business remains in the hands of the insolvency pr actitioner for long, it will cause nervousness and jitters among employees, debtors and even creditors. Therefore, not only can the business suffer further damage, the deal might be financially less rewarding for you, as the buyer.You should approach the insolvency process with a clear set of goals and objectives to ensure you quickly identify the business you need to buy. Furthermore, any legal paperwork from your side should be ready, or available within days, once you begin your search.In addition, you must also be aware of the process used in the case of the business you are thinking of buying. As mentioned in the section explaining the processes of insolvency, each process can impact on the kind of sale available.In short:When the company is in liquidation or administration, the directors of the business won’t have much say and the insolvency practitioner has the power to negotiate and conclude a sale.If the business is in administrative receivership, the insolvency practitio ner won’t have the authority to pay your unsecured creditors.Consider carefully what process appeals to you and which offers you the most advantages. Make sure you understand the legal definition of each process and the way it influences what your rights and responsibilities are.Understand what is included in the saleWhen you’ve identified an insolvent business in a desired insolvency process, you must check what is included in the sale. This includes understanding the three key areas of:Liabilities â€" these include anything from financial liabilities to contractual liabilities. For example, you want to check whether you are required to continue working with the same third party operators and for how long.Warranties â€" the lack of warranties can be a big risk when buying an insolvent business. You generally won’t receive many warranties from the administrator. Therefore, proper due diligence, which is discussed later, is crucial.Assets â€" depending on the insolvency process and the business, you might have limited access to assets. You need to check all of the assets, not just financial assets, and create an appropriate list of what is part of the sale. For example, you might not be entitled to the business premises, but just the equipment within the premise and so on.When it comes to understanding the liabilities and assets, employee contracts can be among the most important. It can add a financial burden to your new business, if the contracts are directly transferred to your new business. On the other hand, if the employment contracts cease to exist immediately after the sale, you need to have a plan to hire new employees.Overall, you should check each asset and liability carefully and notice what other responsibilities, financial or otherwise, it might bring to your business. For example, if the business property is included in the sale, you want to check whether you are able to sell it at some point and whether certain liabilities come with the pr operty.Check what happens to the company nameWhilst it’s easier to remember to check tangible assets such as the business premises or employment contracts, you also need to pay attention to intellectual property. Most importantly, you need to ensure you understand the rules around the company name.Overall, the ability to use the name depends closely on country-specific legislation. In many instances, the use of an insolvent company name is unavailable, unless one or more of the limited available exceptions apply. For example, in the United Kingdom, the Insolvency Act 1986 restricts the re-use of an insolvent company.Furthermore, if a number of the insolvent company’s directors continue to work at your business, the law could impose fees on them for improper use of the name. Therefore, you want to make sure you understand whether you can continue to trade under the company name and under which circumstance.Undergo proper due diligenceDue diligence can be hard to conduct when you don’t have much extra time on your hands. Nevertheless, you shouldn’t forget about the usual checks you need to make in order to start a new business.When it comes to buying a business, whether it is an insolvent business or not, three aspects of due diligence require your attention. These are:Legal due diligence â€" this clears most of the points discussed above. It deals with the legality of the sale and addresses all of the litigation and regulatory issues you might have.Financial due diligence â€" since you are dealing with a company in financial difficulty, you want to understand what parts of the finances led to the failure. Make sure you understand the liabilities that may transfer to you, while also focusing on the finances that worked and didn’t work in the business.Commercial due diligence â€" it is crucial to understand what type of market is available for the business, while also mapping out the competition. You must be able to identify the market share you can aim for and pay attention to the problems the company might have had in the sector.Make sure you are aware of all the responsibilities you have after the business is transferred to you. This might include legal paperwork to ensure you have the rights to do business; for example, if the business operates in the food industry, you would need special paperwork. But also in terms of the employees and previous clients. You don’t want to have any surprises as you start building up the business.Construct a plan to turn the business aroundFinally, you should always approach the process with a proper plan for once you acquire the company. Essentially, you can’t start a business by buying an insolvent business without a proper business plan in place.An efficient plan is especially important in cases of acquiring an insolvent business. When you are faced with a company that has already failed, you need to know how to avoid the previous management did. Therefore, take time to understand what h appened in the business and the decisions and routes that led to its downfall.You are likely going to implement some changes to the way the business operates. Some of these ideas you might have prepared before you start searching for the company. Even if you are buying an insolvent business, you shouldn’t shy away from implementing your own vision.Additionally, you’ll learn more about the specific business as you research it and conduct due diligence. Make sure you implement these findings in your business plan as well. Some aspects of the business are unlikely going to be broken and it can be sensible to take advantage of things that work in the business.If you’ve found during the due diligence that previous contracts will dissolve, you need to check with the third parties whether they’d be willing to continue working with you. Understanding what your client and subcontractor base consists of after the sale can be the key to success.

Visions of The Primitive in Langston Hughes’s The Big Sea...

Visions of â€Å"The Primitive† in Langston Hughes’s The Big Sea Recounting his experiences as a member of a skeleton crew in â€Å"The Haunted Ship† section of his autobiography The Big Sea (1940), Langston Hughes writes This rusty tub was towed up the Hudson to Jonas Point a few days after I boarded her and put at anchor with eighty or more other dead ships of a similar nature, and there we stayed all winter. ...[T]here were no visitors and I almost never went ashore. Those long winter nights with snow swirling down the Hudson, and the old ships rocking and creaking in the wind, and the ice scraping and crunching against their sides, and the steam hissing in the radiators were ideal for reading. I read all the ship’s library. (Hughes,†¦show more content†¦Moreover, The Big Sea provides a trenchant commentary on writers such as Carl Van Vechten, whose novel Nigger Heaven (1926) promoted the associations of Harlem as an atavistic enclave for a disenfranchised black population.1 Indeed, Hugh M. Gloster describes Nigger Heaven as â€Å"a sort of guide book for visitors who went uptown seeking a re-creation of the primitive African jungle in the heart of New York City† (Gloster, pp.113-14). This Manhattan neighbourhood north of Central Park, with its growing population of Southern immigrants, would serve the Nordic author Van Vechten in much the same way that Africa did Conrad or India did Kipling: as an alien territory, forbidden, dangerous yet compelling in its intensity. It is ironic that this very conception of Harlem was one of the key reasons why it was overrun and exploited by sensation-seeking white outsiders. Hughes makes implicit comparisons between the colonial despoliation of African natural resources and the whites’ frivolous engagement with Harlem’s â€Å"exotic† cabaret nightlife in the 1920s. Hughes’s gesture of throwing his own personal collection of books overboard at the start of The Big Sea before embarking for Africa as a merchant seaman on the S. S. Malone offers an immediate and provocative challenge to the

Physical Education In Higher Education - Free Essay Example

Sample details Pages: 8 Words: 2401 Downloads: 2 Date added: 2019/06/13 Category Education Essay Level High school Tags: Physical Education Essay Did you like this example? Abstract The purpose of this research paper is to discuss the importance of having physical education in higher education for students to be successful by having a mandatory PE courses. Physical education is a requirement of most K-12 programs, but by the time a student enters their first year of college it is no longer required. Students are more worried about grades, and the courses the students need to graduate, but the students forget their own health issues and the benefits of PE course can provide which students will be overwhelm and get health issues as young adults. Don’t waste time! Our writers will create an original "Physical Education In Higher Education" essay for you Create order This research paper wo;; explain the benefits and the need for a physical education requirement, the implication and contributions that the universities will impact if physical education classes are part of the curriculum. This research paper has taken other studies and research then selecting the importance of having courses in college for students. All the studies and research are showing the benefits of having a physical education program required for college students. Introduction Is physical education courses valuable in college curriculum? There are many studies that suggest that physical education can improve the well being of a young adult in college. Adams, Graves and Adams (2006) suggest that higher education curriculum offers a valuable opportunity for improving the level of health-related physical fitness knowledge of students and providing them support to more successfully develop lifestyle wellness behaviors, including exercise. In the early 1920s, all U.S. college students was required to take physical education and exercise requirements; today that number is at an all time low of 39 percent. The research shows the benefit of this in the curriculum for college students and that all young adults should be informed but also be active during this stressful time in their education career. The researcher in this paper has also included the implication and contribution for the PE in higher education that can benefit students in college. The curriculum that involve knowledge and physical activity can keep young adults healthy and safe during the college years. HRF (health related fitness) levels influence not only health conditions, but also productivity, workday loss, mood, and performance but since college students are the future workforce, it is important to ensure that they have a sound health condition to be productive (Liu, J., Shangguan, R., Keating, X. D., Leitner, J., Wu, Y. 2017). It is found that PE programs will help students improve internally (feeling good with themselves) and externally (fit and fighting obesity) for students that attend college. This type of course can promote not only an improved understanding of concepts such as energy balance and proper nutrition, but also the characteristics and practices of optimal health, thereby aiding students in exerting healthful behavior change (Williams, S. E., Greene, L., Satinsky, S., Neuberger, J. 2016). The PE curriculum is valuable for college and should be a mandatory. Physical education course mandatory to assure students are being healthy and active throughout the students stayed at the university. Higher education is believed to have the potential to require to recommend students to master the knowledge and skills needed to establish a healthy lifestyle (Masksymchuk, I., Maksymchuk, B., Frytsiuk, V., Matviichuk, T., Demchenko, I., Babii, I., Savchuk, I. (2018). Many young adults will increase in physical health benefits of regular moderate physical activity and exercise are numerous including a decreased risk of cardiovascular disease, some forms of cancer, non-insulin-dependent diabetes, osteoporosis (a condition in which bones become weak and brittle), and early mortality, as well as improved weight management, performance, stamina, and quality of life (Blair et al., 1996; Blair, Kohl, Barlow, Paffenbarger, Gibbons, 1989; Blair et al., 1995; Calfas et al., 2000; Leslie et al., 2001; Paffenbarger, Hyde, Wing, Hsieh, 1986; Sailors et al., 2010; HHS, 1996, 2000, 2008, 2010). Exercise is also associated with improving other aspects of health including psychological, intellectu al, and social dimensions (Wankel Bonnie, 1990; Warburton, Crystal, Bredin, 2006). In fact, young college and university adults may stand to benefit the most, given their transitional stage of growth and development as they embark on their independent lives (Williams, S. E., Greene, J. L., Fry, A., Neuberger, J., Satinsky, S. (2018). Literature Review The purpose of this research was to determine whether university students who participated in conceptually based physical education (CPE) would achieve greater positive improvements in their physical fitness level, compared to students in traditional activity- and skills-based physical education (ASPE). Method: This was a pilot study based on an experimental (Williams, S. E., Greene, J. L., Fry, A., Neuberger, J., Satinsky, S. 2018). The results of the studies prove to all be beneficial for physical education programs. Most of each research shows that there was a higher outcome when participants were involved with the studies from physical activity than the participants that were not involved. A conceptual physical education course and college freshmenrs health-related fitness and other studies in this paper showed great outcomes and proven that having knowledge with healthy lifestyles and being physical activity can improve a student lifestyle and success academically. Benefits In one of the research studies the researchers examined the effect of a new physical education program that aimed at improving social skills for new university students. There was an experimental group and two control groups. The social skills is for companionship, self control, self disclosure, and adaptation. Students social skills increased after the new PE program. Specifically, the researchers found that after PE lessons, it was easier for students to engage in social contact with others, independently problem-solve, and introduced themselves to others (Wang, X., Sugiyama, Y. 2014). Students were more likely to apologize immediately after they made mistakes. In contrast, the control group showed almost no change. The researchers suggest that the new PE program was effective in improving social skills. PE provides an opportunity to improve students social development. In the research with Williams, Greene, Fry, Neuberger, and Satinsky it was found that the physical health benefits of regular moderate physical activity and exercise are numerous including a decreased risk of cardiovascular disease, some forms of cancer, non-insulin-dependent diabetes, osteoporosis (a condition in which bones become weak and brittle), and early mortality, as well as improved weight management, performance, stamina, and quality of life, the study is to prove the benefits of the health knowledge and physical activity (Blair et al., 1996; Blair, Kohl, Barlow, Paffenbarger, Gibbons, 1989; Blair et al., 1995; Calfas et al., 2000; Leslie et al., 2001; Paffenbarger, Hyde, Wing, Hsieh, 1986; Sailors et al., 2010; HHS, 1996, 2000, 2008, 201). Implications and Contributions The researchers, Liu, Shangguan, Keating, Leitner, and Wu discuss the importance of physical education course should be recommended as a mandatory for college students. One of the statements the researchers all discuss is that physical education course instructors should provide students with highly individualized interventions while taking into considerations of students background such as sex, majors, previous lifestyles and HRF (health related fitness) levels. Implementing knowledge based lectures alone may not be sufficient to enhance HRF levels. Assignments and activities that lead to behavior changes such as goal setting, PA planning, and PA assessment may be utilized to help students enhance or maintain HRF levels (Liu, J., Shangguan, R., Keating, X. D., Leitner, J., Wu, Y. (2017)). In higher education it will further prevent adulthood obesity by educating and promoting a healthy lifestyle for students. Considering the design and setting in which the PE course will be conduct to many other large universities in US, it is likely that many universities could achieve the above goal by offering CPE (conceptual physical education) courses credit as a degree requirement. The highly individualized interventions in CPE courses are essential in enhancing college freshmenrs health related fitness levels and will be successful. Methodology The researcher methodology will be collecting surveys and questionnaires into the university of Kean students. The study will be two different groups, athletic students and normal non athletic students. The athletic students will have to be students who are into physical activity and health conditions (students who go to the gym 3x/week, students who play sports, weight training, conditioning, and any other students into physical activity or knowledge or nutrition and health). The study will contain their GPA, active on school campus, and social skills with other students for both different groups of the research. Another contribute to determine the if physical education will benefit the higher education to improve college studentrs life is having 10 students who is physically activity and knowledge of health and nutrition (five female and five male students) and the other 10 students who is not physical academic (five female and five male students) in total 20 subjects. They both will be around the ages of 18 to 26. The end of the research we will compare and contrast the results, or being successful in both physical activity and health is beneficial. If the research wants to advance in study, she will collect both groups and do studies for attention span, stress, and other components that can benefit a student successfully in college other than academically. Conclusion There is more needed research to determine all the benefits for every student will be able to receive physical education but it is believed that PE courses should be mandatory for all college students. In the research it is proven that physical education courses are beneficial for the young adults and will help the students to become successful later in life as well. College is a stressful place and can cause lots of issues with students, PE will become the outlet and help relieved students from health diseases, obesity, and stress instead of making it worse for the students. Students who work and also go to school might have the problem of having a healthy nutrition and a healthy physical activity, those students are usually the ones struggling the most with this issue. These courses will remind them to importance of their body and health. These courses can also informed the students on their sexual activity for a protective way of intercourse and interactions with other students or other young adults. Physical education is very important for college students as much as it is for K-12 students. References Allar, I., Baek, J.-H., Taliaferro, A. (2014). Addressing Inclusion in Higher Education Physical Activity Programs. JOPERD: The Journal of Physical Education, Recreation Dance, 85(9), 36â€Å"41. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=99077596site=ehost-live Bjerke, W. (2013). Health and Fitness Courses in Higher Education: A Historical Perspective and Contemporary Approach. Physical Educator, 70(4), 337â€Å"358. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=aphAN=98591093site=ehost-live Keating, X. D., Wallace, J., Schafer, J., OConnor, M., Shangguan, R., Guan, J. (2012). Analyses of Higher Education Conceptual Physical Education Courses. ICHPER SD Journal of Research in Health, Physical Education, Recreation, Sport Dance, 7(2), 38â€Å"44. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=84960344site=ehost-live Liu, J., Shangguan, R., Keating, X. D., Leitner, J., Wu, Y. (2017). A conceptual physical education course and college freshmenrs health-related fitness. Health Education (0965-4283), 117(1), 53â€Å"68. https://doi-org.kean.idm.oclc.org/10.1108/HE-01-2016-0002 Maciulevien—, E., Gedvilien—, J. (2014). Subjective Perception of the Realities of Modern Physical Education Classes among Physical Education Teachers and Students in Higher Grades. Baltic Journal of Sport Health Sciences, 95(4), 9â€Å"15. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=102132948site=ehost-live Maksymchuk, I., Maksymchuk, B., Frytsiuk, V., Matviichuk, T., Demchenko, I., Babii, I., Savchuk, I. (2018). Developing pedagogical mastery of future physical education teachers in higher education institutions. Journal of Physical Education Sport, 18(2), 810â€Å"815. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=130654900site=ehost-live Wang, X., Sugiyama, Y. (2014). Enhancing Social Skills Through College Physical Education. Journal of Physical Education Sport, 14(2), 158â€Å"163. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true AuthType=cookie,ip,url,cpidcustid=keaninfdb=s3hAN=99030636site=ehost-livescope=site Williams, S. E., Greene, J. L., Fry, A., Neuberger, J., Satinsky, S. (2018). A Study of Conceptually Based Physical Education in Higher Education. Physical Educator, 75(3), 471â€Å"497. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=130439574site=ehost-live Adams, T. M., II, Graves, M. M., Adams, H. J. (2006). The effectiveness of a university level conceptually-based healthrelated fitness course on health-related fitness knowledge. Physical Educator, 63, 104â€Å"112. Blair, S., James, B., Kohl, H., III, Barlow, C., Macera, C., Paffenbarger, R., Gibbons, L. (1996). Influences of cardiorespiratory fitness and other precursors on cardiovascular disease and all-cause mortality in men and women. Journal of American Medical Association, 276, 205â€Å"210. https://doi.org/10.1001/jama.1996.03540030039029 Blair, S., Kohl, H., III, Barlow, C., Paffenbarger, R., Gibbons, L. (1989). Physical fitness and all-cause mortality: A prospective study of healthy men and women. Journal of American Medical Association,262,2395â€Å"2401.https://doi.org/10.1001/jama.1989.03430170057028 Blair, S., Kohl, H., III, Barlow, C., Paffenbarger, R., Gibbons, L., Macera, C. (1995). Changes in physical fitness and all-cause mortality: A study of healthy and unhealthy men. Journal of American Medical Association, 273, 109 Leslie, E., Sparling, P. B., Owen, N. (2001). University campus settings and the promotion of physical activity in young adults: Lessons from research in Australia and the USA. Health Education, 101, 116â€Å"125. https://doi.org/10.1108/09654280110387880 Paffenbarger, R. S., Hyde, R. T., Wing, A. L., Hsieh, C. C. (1986). Physical activity, all-cause mortality, and longevity of college alumni. New England Journal of Medicine, 314, 605â€Å"613. https://doi.org/10.1056/NEJM198603063141003 Sailors, M. H., Jackson, A. S., McFarlin, B. K., Turpin, I., Ellis, K. J., Foreyt, J. P., . . . Bray, M. S. (2010). Exposing college students to exercise: The training interventions and genetics of exercise response (TIGER) study. Journal of American College Health, 59(1), 13â€Å"20. https://doi.org/10.1080/07448481.2010.483712 Williams, S. E., Greene, L., Satinsky, S., Neuberger, J. (2016). Content Analysis of Conceptually Based Physical Education in Southeastern United States Universities and Colleges. Physical Educator, 73(4), 671â€Å"688. Retrieved from https://kean.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=truedb=s3hAN=119741598site=ehost-live 7 Tips for Including Kids with Autism in Physical Education | Inclusion Lab. (2018). Retrieved from https://blog.brookespublishing.com/7-tips-for-including-kids-with-autism-in-physical-education/

Oopk Free Essays

string(65) " meetings and interviews taking place in business organisations\." THE CERTIFICATE OF ADMINISTRATION TRAVEL, TOURISM HOSPITALITY (CATTH) CERTIFICATE OF ADMINISTRATION IN TRAVEL, TOURISM HOSPITALITY (CATTH) 1. Philosophy The Certificate in administration in Travel Tourism and Hospitality is designed to develop young Namibians to effectively manage the countries tourism resources to ensure sustained growth of the industry. The course appeals to staff already working in the field and those aspiring to join the industry as employees or operators to its relevance and practical approach. We will write a custom essay sample on Oopk or any similar topic only for you Order Now The course prepares students for a role that will ensure adequate human resource to manage the growing tourism industry in Namibia and abroad. The course will give the student the necessary skills to work or operate in a very demanding environment. It will enable graduates to advance to the Higher Certificate in Travel Tourism and Hospitality or gain meaningful employment, start own operation or act as a tourism consultant. 2. Programme Outcomes By the time the graduate finishes the Certificate of Administration, he/she will be equipped with knowledge, skills and requisite attitude to effectively operate to work in the tourism industry. . Objectives (Purpose) ? By the end of the course, the student will be expected to appreciate tourism industry and the context in which it operates. ? To get the student to understand concepts in Travel Tourism and Hospitality. ? Understand the role of marketing and communication in travel tourism and hospitality. ? To give students the theory and pra ctice of administration and accounting systems in travel tourism and hospitality. ? Appreciation of the role of government in managing tourism resources. 4. Enrolment Standards (Admission Requirements): To be registered for any of the courses, candidates must: Hold HIGCSE senior certificate in four subjects with 1- 4 symbols OR Hold a Grade 12 senior certificate (IGCSE) with a minimum of C symbol in English Language, a pass in Mathematics and a C symbol in three other subjects totaling twenty five points or more OR Enter through flexible learning path – mature age/prior learning with five years relevant experience in various fields of world of work. Apart from a valid IGCSE 22 certificate, applicants must also have attained a minimum of 25 points on the IUM evaluation scale. Please note that achievement of these requirements will not automatically guarantee a place on the degree course, it will be subject to a successful interview/aptitude test (as required) and availability of places. OR The equivalent of any of the above as determined by Senate. 5. Teaching Methods The students will be expected to be responsible for their own learning, nobody can learn for somebody else. Emphasis will be placed upon the need for a student to read extensively in each of the subjects. The role of the lecturer is to stimulate learning and to support and guide that process. Programmed reading will support these endeavours. A wide range of teaching methods will be employed by lecturers from traditional lectures through to small decision-making groups, as well as the use of training films and videos, and advanced business simulations. 6. Learning Standards Class contributions by the students will be encouraged and the extent to which these contributions conform to the teachings of the Certificate of Administration in Travel, Tourism and Hospitality will be an important facet in the success of the student. Individual assignments will be set by the lecturer every two weeks and should usually exceed the standard of the exam. Like the group assignments these will normally take the form of a duplicated handout, that should be returned with the finished assignment. The student will be expected to carry these out without help. It is in the student’s interest to carry out these tests with integrity. They will be marked anonymously by their fellow students against a given marking plan. The tutors will use these results to monitor student progress and to make decisions as to whether the student is ready to sit exams when the time comes. (Students may not sit exams unless the lecturer feels he or she has a good chance of succeeding). 7. Credits System As per international acceptable formula, one (1) credit equates ten (10) notion hours (learning). These hours do not include the hours spent by a student in a class. A first year degree IUM student will, therefore, attract one hundred (100) credits. 8. Course Outline Certificate of Administration (100 Credits) ? Mathematics for Business 33 ? ? ? ? ? ? ? ? ? Spoken and Business English Computer Literacy Professional Presentations Report Writing Namibian and Regional Economics Introduction to Business Accounting I Business Communications I Introduction to Travel, Tourism and Hospitality 9. Assessment Evaluation The assessment system comprises two components: ? Continuous Assessment (CA) attracts 40% of the final grade ? Formal Exams (FE) attracts 60% of the final grade. The evaluation system comprises two components: ? Students will be asked to complete evaluation sheets for each subject studied ? An external evaluator will evaluate the course in terms of course content, teaching methods, course resources and assessments. 10. Articulation IUM subjects articulate from Certificate/Diploma to Certificate/Diploma as per the statement in course contents Faculty will decide if and how course work from qualifications from other institutions will articulate with IUM courses. Appeals may be submitted to Senate 11. Credit Transfer Internal students that apply for advanced standing or credit accumulation or credit transfer will have their cases considered by the relevant faculty. Students from outside IUM will have their cases considered by the relevant faculty. Credit from outside institutions may be awarded up to fifty percent of total credits for any qualification conducted by IUM. Appeals may be submitted to Senate 44 ENG – 111- Professional Presentation NQF Level 5 Module Outcomes: ? ? ? Credits 10 Demonstrate good communication skills: Speech, Listening, written. Apply appropriate visuals in business communication. Employ investigative and interview skills in business situations. Course Content ? Analysing the importance of good speech and associated characteristics in business. Appreciating the values of listening and acquiring useful techniques to make a better listener. ? Learning how professional speeches and presentations are planned and delivered. ? Understanding how to use the telephone effectively and efficiently. ? Learning about the reasons for meetings and interviews taking place in business organisations. You read "Oopk" in category " Papers" ? Appreciating the steps that need to take place for planning successful meetings and interviews. ? Studying different documents required for formal meetings. ? Analysing the types of interviews that take place and the types of questions asked. Learning how to prepare advertisements, job descriptions and press releases. ? Creating advertisements, job descriptions and press releases. ? Appreciating the different types of visual aid equipment that can be used in business communication. ? Studying the use of visuals in business communication. ? Considering how written communication can be enhanced through the use of colour and lettering styles. ENG – 112 – Spoken Business English NQF Level 5 Credits 10 Module Outcomes: ? Explain linguistics concepts and principles. ? Describe communication. ? Explain the purpose and role of seminars. Course Content Linguistics: ? Applied Linguistics ? Pronunciation ? Enunciation ? Grammar 55 Tutorials ? Selection and formulation of tapes ? Effective deliberation tapes ? SWOT Analysis Perception and Application ? ? ? Seminars ? ? ? Purpose of seminars Acceptable conduct in a seminar Seminar presentation How to illustrate communication Barriers to effective communication How to achieve success in communicated speech MTH – 132 – Mathematics for Business NQF Level 5 Module Outcomes: ? ? ? Credits 10 Calculate basic mathematical models and algebraic computations. Apply BODMAS acronym and its full application. Calculate basic business and financial transactions. Course Content ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Applying the four rules of whole numbers, fractions and decimals Multiplying and dividing negative numbers Comparing numbers using ratios, proportions and percentages. Obtaining values for simple financial transactions involving purchases, wages, taxation, discounts. Converting foreign currencies Making calculations involving roots and powers Evaluating terms involving a sequence of operations and use of brackets. Approximating data using rounding and significant figures. Solving linear and simple simultaneous equations Determine the equations of a straight line through two points. Determining the gradient and intercept of a straight line Drawing charts and diagrams from tabular data Applying general rule and principles of graphical constructions including axes, choice of scale and zero. Identifying points of importance e. g. maximum, minimum and break-even. Calculating and interpreting summary statistics, namely measures of location 66 mean, mode, median) and measures of dispersion (range, interquartile range and standard deviation) ? Applying the laws of probability to mutually exclusive, independent and dependent events. ENG – 113 – Report Writing NQF Level 5 Module Outcomes: ? ? ? Distinguish and employ various reports. Demonstrate and use clear and concise language. Practice proper report writing skills. Credits 10 Course Content Nature and Purpose of Reports ? ? ? Necessity of reports Formats for writing reports Use of clear and concise language Informative Reports ? ? ? Purpose Situations where used Case studies Analytical reports ? ? ? Purpose Situations where used Case studies Practical Report Writing ? ? ? ? Formulation of Assignment Report presentation Assessment Correspondence ? ? ? ? Letters Memos Faxes Orderly in expression of requested opinion 77 Field Activity ? ? Practical like report writing Assessment and evaluation CSE – 135 – Computer Literacy NQF Level 5 Module Outcomes: ? ? Credits 10 Demonstrate computer literacy skills. Illustrate Information Technology appreciation in problem solving. Course Content Introduction to Microcomputers ? Overview of the development of computers ? Multi-user computers – mainframes and minicomputers, personal computers and their configuration. ? Essential PC Hardware, peripherals and software. ? Introduction to the main types of Software. ? Binary codes and the microprocessor ? Types of PCs – their uses and strength ? Introduction to Operating Systems (DOS Windows) ? Information processing – online, offline processing, real-time, batch processing, single tasking and multitasking ? Current IT issues – open proprietary systems and compatibility, information systems security. Data communications – Introduction to Networks, central and distributed computing, wide area and global networks. Microsoft Windows ? Navigating the desktop, customising the desktop, file and folder management, installing and de-installing a program ? Logging onto an internet Service Provider or Online service provider, managing the mailbox, email security, using a browser and sea rch engine effectively and downloading pages, refining searches Microsoft Word ? Open a blank document and type text, recognise the toolbars, Ruler Bar, Scroll Bar, Status Bar ? Spell checking, search and replace, thesaurus ? Page set-up, styles and general Formatting 88 ? Creating a tab set, Columns, Tables and Borders/Shading/Page ? Use word Processor Wizard to create a document such as a fax, an invitation or a CV ? Print preview and printing Microsoft Excel ? Start a blank spreadsheet and navigate between workbooks and sheets ? Enter data, change column widths and row heights, Formatting values, Calculating, creating and understanding formulae, using Math and statistical functions ? Creating and editing charts ? Auto Form Introduction to Presentations ? Create and present a simple show. Keyboarding ? Introduction to the keyboard and basic typing skills ? Introduction to touch typing to be able to acquire at least 35wpm. FIN – 111 – Namibian and Regional Economics NQF Level 5 Credits 10 Module Outcomes: ? ? ? Demonstrate basic economics concepts and principles. Describe economic problems and corresponding economic systems. Explain Namibia’s economic competitive edge over SADC countries. Course Content ? ? ? ? ? ? ? Analysing the Namibian economic structure (namely, Mining, Agriculture, Fishing, Tourism) infrastructure (Transport and Telecommunication), Banking, Insurance. Analysing the Namibian government structure namely Legislation, Judiciary and Executive. Understanding government development plans of government (NDP 1 NDP 2) Describing the economies of Southern Africa (Angola, Botswana, South Africa, Zambia, Zimbabwe, Swaziland, Lesotho, Mozambique, Malawi, Tanzania and Democratic Republic of Congo) Examining Namibia’s competitiveness in the region and beyond A case study of Namibia’s industrial policy and the export processing zone initiative in particular. Explaining Namibia’s stake in SACU, SADC, COMESA, WTO, and AGOA. 99 SBM – 115 – Introduction to Business I NQF Level 5 Credits 10 Module Outcomes: ? ? ? Distinguish between different types of business in public and private sectors. Compare the processes and strategies used by businesses. Analyse business financials. Course Content ? ? ? ? ? ? ? To investigate the purpose and nature of business, looking at the different types of organisations within the Public and Private Sector. Including the activity, size, advantages and disadvantages of a business. To describe the hierarchy and the external influences of both Private and Public Sector companies including conducting a PEST analysis. Researching the services available to organisations including financial services, consultancy services and local government funding. Demonstrate an understanding of how to market a business taking into account the location, marketing mix, product lifecycle, customer needs and relating this to the overall business objective. Demonstrate knowledge of the production processes, quality, stock control and the factors internal and external that affect production within an organisation. Human resource management within a business, to include recruiting, payroll, training and development of employees and health and safety issues. Business finance; being able to demonstrate an understanding of balance sheets and profit and loss accounts within a Public and Private sector organisation. FIN – 1129 – Accounting I NQF Level 5 Credits 10 Module Outcomes: ? ? ? ? Demonstrate basic appreciation of accounting theory and practice. Calculate and use appropriate costing methods to specific business transactions. Practice and illustrate preparation of books of accounts. Interpret financial statements. Course Content ? ? Prepare a trading, profit and loss account, balance sheet and cash flow report for sole trader, partnerships and limited liability companies, after taking into account a normal range of adjustment to the trial balance necessary for such preparation. Recognise and apply appropriate accounting conventions to a range of transactions within the context of the accounting regulatory requirements. 10 10 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Explain and describe the appropriate of account for different types of accounting transactions and be able to prepare a trial balance from these books of account. To prepare and maintain a range of control accounts appropriate to the books of account. To prepare journal entries and deal with the treatment of suspense account items. Operate, calculate and interpret a range of basic financial ratios appropriate to a set of financial statements, particularly in the key areas of profitability, solvency liquidity, asset utilization and investment ratios. Employ the basic principles of cost behaviour cost ascertainment and to be able to: Classify direct overhead allocation summary Prepare an indirect overhead allocation summary Calculate overhead recovery rates by a variety of techniques and to apply these for the purpose of cost compilation. Explain the difference between fixed and variable costs. Calculate the difference between fixed and variable costs. Calculate break-even points of activity and prepare break-even charts. Appreciate and explain the limitations of break-even analysis. Understanding the basic principles of different costing techniques and to be able to: Define the different costing techniques Explain and understand the differences between each technique, and Calculate cost using any of the techniques. Understand the basic principles of capital investment appraisal and be able to calculate and interpret figures using the pay back, accounting rate of return or discounted cash flow methods of investment appraisal. BAN – 1117 – Business Communication I NQF Level 5 Credits 10 Module Outcomes: ? Illustrate the purpose of Business Communication. ? Explain the communication process using the Communication Theory. ? Demonstrate the communication process in Business Communication. ? Describe the various tools used in Business Communication. Course Content ? ? ? How to write business correspondence including letters, memos and advertisements. The use of business English in written form looking at spelling, paragraphs, presentation of information and appropriate business language used. To learn and understand the basic principals of communication, including learning how to overcome barriers of communication, appropriate channels of communication, the purpose of communication and presentation of self when communicating. 11 11 ? ? To be able to communicate information in the form of graphs, this also includes identifying trends from the data. To learn and understand the different types of technology used within communication and the effects of it on business and the organisation. TTH – 1217 – Intro to Travel, Tourism and Hospitality NQF Level 5 Credits 10 Module Outcomes: ? ? ? Recognize the importance of Travel, Tourism and Hospitality in relation to National Economic Development. Describe and explain the contribution of Travel, Tourism and Hospitality to the National Gross Domestic Product. Comprehend the economic, social/cultural and environmental impacts of Travel, Tourism and Hospitality. Course Content ? ? ? ? ? ? ? ? ? ? ? ? The interrelationship and interdependence between leisure, recreation, travel and tourism. The significance of economic, social, cultural, political and environment trends of patterns of leisure and tourism. The characteristics of different types of tourists and their motivational behaviour. The supply and demand of tourist travel. The dimensions of the travel system in relation to tourism The main motivational factors that influence the tourist’s choice of travel. Evolution of international travel and transport developments that have affected tourism. The relationship between the development of the inclusive package tour and mass tourism. The basic requirement to development of a tourism destination. The roles of, and the relationships between, the main intermediaries within a simple tour distribution system. Government’s interest and involvement with main public tourism organization at both national and international levels. Future trends within the travel and tourism sectors. Upon successful completion of this course, the student is awarded a Certificate of Administration in Travel, Tourism and Hospitality. 12 12 How to cite Oopk, Papers

Carbon dioxide free essay sample

In our lab this week we tried to see how different amounts of substrates affect our organism, yeast, in its fermentation process. Yeast (Saccharomyces cerevisiae) is an organism that is cultured for the cells themselves, as well as the end products that they produce during fermentation. Yeasts are commonly known for the ethanol fermentation due to their ability to produce ethanol for industrial purposes (Collins et al. , 2004). Yeast is also well known for their role in the manufacturing of beer, wine and liquors. Another important aspect of yeasts is that their fermentation process is anaerobic so they are able to complete their process without the presence of oxygen (Collins et al. , 2004). There are two different forms of respiration for organisms that either require or do not require oxygen. The first form is cellular respiration which is aerobic, meaning oxygen is required to complete the process and at the end, lactic acid is produced. For organisms that do not have the capability of going through cellular respiration, they must use a process called fermentation which is an alternative source of enabling energy throughout an organism. The dominant difference between the two sources is the amount of ATP that is produced. Fermentation produces an extremely low amount of ATP compared to cellular respiration (Mader 140-41, 2013). The reason why fermentation produces less ATP than cellular respiration is because fermentation fails to utilize oxygen with the pairing glucose. In cellular respiration 1 mole of glucose is combined with oxygen and produces 34-36 ATP. However, it fails to produce high amounts of carbon dioxide unlike fermentation. Fermentation lacks the source of oxygen with the 1 mole of glucose and is only able to produce 2 ATP. Fermentation would have to cycle through 17 times to produce the same amount of end products that cellular respiration produces. In this experiment, we are tried to find out how to maximize the production of ethanol by evaluating different variables that are associated with fermentation. We hypothesized that by increasing the sugar concentration, it would provide more food for the yeast. As the yeast consumes more food, more CO2 (as seen through bubbles), will be produced which ultimately leads to a higher increase in the production of ethanol through fermentation. Materials and Methods: We filled a plastic bottle with 100 mL of warm tap water and added a 1% concentration of yeast (1gram) and a 3% concentration of glucose (3 grams) to the water. A manometer was used to seal the bottle and measure the number of bubble that was given off by the mixture. A warm water bath was used to maintain a temperature of 43-46 degrees Celsius. The mixture went into the warm water bath and remained there until experiment was completed (See diagram 1). We recorded the number of CO2 bubbles that were produced in five minute time increments for a half hour using an electronic bubble counter. The experimental part of the procedure was performed the same way as the controlled experiment, except the yeast to sugar ratio was changed to support our hypothesis. Instead of having a 3% concentration of glucose (3 grams), we used a 6% concentration of glucose (6 grams). Figure 1 Figure 1. The set up that was used to conduct the experiment for both the controlled and the experimental groups of the lab experiment. Results: In the controlled part of the experiment we found that in a thirty minute time span, recorded in five minute increments, sixty-one carbon dioxide bubbles were produced (See Table 1). According to the results, as time passed and the decrease of temperature, the production of carbon dioxide bubbles decreased from a starting total of fourteen to a final total of seven (See Figure 2). In the experimental part of the lab, the numbers of bubbles were recorded in the same amount of time as the controlled experiment. Throughout the entire thirty minutes, the experimental group produced a total of 206 bubbles. For the first half of the observation time, the experimental group peaked by producing forty-one carbon dioxide bubbles during the ten-fifteen minute observation time. In the second half the observation time, the production of carbon dioxide was decreased from forty-one bubble to thirty-eight. (See Figure 2). With the results we were able to see that our experimental group produced the most carbon dioxide and thus the most ethanol. Our experimental group was able to produce 206 total bubbles while the control group was only able to produce sixty-one (See Figure 3). Table 1: Number of Carbon Dioxide Bubbles Produced Table 1 reflects the number of carbon dioxide bubbles produced in the experiment. The chart provides a side by side comparison between the two different experiments. The chart also shows which lab procedure had a higher success in producing the most amount of carbon dioxide. Figure 2 In figure 2 reflects the amount of carbon dioxide bubbles produced over a thirty minute time period between a controlled lab experiment ( 1% yeast, 3% glucose) and the experimental part of the procedure (1% yeast and 6% glucose). Figure 3 Figure 3 visually represents the total number of carbon dioxide bubbles that was produced in the 30 minutes time period. The comparison is between the controlled group (3% glucose) and the experimental group (6% group). Discussion and Conclusion: For this lab experiment, we hypothesized that if we increased the amount of glucose in solution, it would result in a higher rate of fermentation, which means that it would produce more ethanol and carbon dioxide. After the two parts of the lab were conducted, we were able to find that our hypothesis held true. In the controlled lab we were only able to produce 61 bubbles of carbon dioxide. When the experimental procedure was completed, we were able to produce 206 bubbles. Thus, we can conclude from our results that due to the increase of glucose, we were successfully able to increase the rate of fermentation and thus increase the production of ethanol and furthermore carbon dioxide. When looking at other fermentation labs involving glucose and yeast, the results were almost identical with the controlled experiment but differed with the experimental. In the lab, â€Å"Fermentation, Respiration Enzyme Specificity: A Simple Device Key Experiments with yeast†, they started with a higher concentration of yeast and lower concentration of glucose. With their experiment they found that as the yeast consumes the glucose, CO2 production was increasing at a steady constant rate (Reinking et al 1994). This was different from our findings because we obtained the same results as they did, however we had a higher glucose concentration than yeast. For this lab to accurately determine which variable controls the higher rate of fermentation, multiple variables (yeast, glucose, temperature, etc. ) needed to be tested at the same time. Instead of just choosing one variable to experiment, we should have tested two or three different variables which would have given us a much wider variety of data to compare and utilize in our hypothesis. Along with multiple test substrates, multiple test runs of each substrate should have been conducted. The more tests conducted on the same substrate, the more accurate results we would have found. Being able to test different substrates for yeast fermentation at the same time is extremely important due to yeast’s industrial purposes as well as tying to utilize different fermentation techniques such as cell recycle and vacuum fermentation. . Yeast fermentation is used industrially specifically for their production of ethanol. Any industries such as the beer, wine, and liquor industry are constantly trying to determine an economically efficient way of producing ethanol (Cysewski et al 1978). If they could determine the fastest way of producing ethanol, it would give them a higher profit and be beneficial to the industry.