acupuncture :: essays research papers

AcupunctureThe Chinese healing art of acupuncture is one that nominate be dated back at least two thousand years. Some authorities maintain that acupuncture has been practiced in China for level(p) four thousand years. Though its exact age is vague, what is certain is that up until the recent twentieth century, much of the population of the world was uninformed virtu totallyy acupuncture, its origins, and its competency to promote and maintain good health. Even today in relatively "advanced" nations such as the United States there are many who establish acupuncture under the stereotype of a new or radical medicine, one which would almost always be a second choice by and by more familiar Western approaches to handling illness.Acupuncture (and its related Moxibustion) are practiced medical treatments that are over 5,000 years old. Very basically, Acupuncture is the institution of very fine needles, (sometimes in conjunction with electrical stimulus), on the bodys surfac e, in order to influence physiological functioning of the body.The first record of Acupuncture is found in the 4,700 year old Huang Di Nei Jing (Yellow Emperors Classic of Internal Medicine). This is said to be the oldest medical textbook in the world. It is said to have been written down from tear down earlier theories by Shen Nung, the father of Chinese Medicine. Shen Nung documented theories about circulation, pulse, and the heart over 4,000 years before European medicine had any concept about them. As the basis of Acupuncture, Shen Nung theorized that the body had an energy force running throughout it. This energy force is known as Qi (roughly pronounced Chee). The Qi consists of all essential life activities which include the spiritual, emotional, mental and the physical aspects of life. A persons health is influenced by the flow of Qi in the body, in combination with the universal forces of Yin and Yang nothing constantly flows up and down these pathways. When pathways becom e obstructed, deficient, excessive, or just unbalanced, Yin and Yang are said to be thrown out of balance. This causes illness. Acupuncture is said to restore the balance.Acupuncturists croup use as many as nine types of Acupuncture needles, though only six are commonly used today. These needles vary in length, largeness of shaft, and shape of head. Today, most needles are disposible. They are used once and disgarded in accordance with medical biohazard regulations and guidlines. There are a few contrastive precise methods by which Acupuncturists insert needles.

Essay --

Over the years, there have been multiple studies on the stimulation effects on the brain from brain exercises. close to of the more prominent studies atomic number 18 the IMPACT, ACTIVE, and IHAMS studies. First off, the IMPACT study which had 487 participants. It is the monolithicst experiment ever to examine whether or not brain stimulants are able to meliorate cognitive abilities in adults. Led by distinguished scientists from Mayo Clinic and the University of Southern California, the IMPACT study proves that people can make statistically significant gains in memory and processing speed if they do the right kind of scientifically designed cognitive exercises. Studies prove that people can make statistically large gains in memory and processing speed if they do certain brain exercises.The study was conducted on the original Posit Science Brain Fitness Program, which contains 6 of the auditory exercises in BrainHQ Sound Sweeps, which was called High or Low, Fine Tuning, Memory Grid, Syllable Stacks, To-do List Training, and In the Know. Those who participated in the study trained with these exercises for a total of about forty hours.Specifically, the IMPACT study found that the people that used the exercises became more efficient in the exercise tasks. This was an expected result, seeing as how the exercises would make the people think quicker to respond to the tasks. The improvements included better memorization, quicker response, and expert overall increased efficiency. Gold standard memory assessmentstests that are widely known to and accepted by doctorsshowed that the Posit Science exercises genuinely improve memory overall.(Posit Science, 2013) This was a major achievement because it showed that the exercises dont just teach shor... ...ctive control group, who followed a computer-based program of active learning. The IMPACT study proves that cognitive decline is not inevitable and irreversible. Adultsregardless of their education level, IQ, or oth erwise demographic factorscan improve their cognitive abilities. Just as every adult can bring in from physical exercise, every adult can benefit from the right kind of cognitive fitness as well. Using Posit Science exercises available as part of BrainHQ can effectively strengthen and manufacture memory and processing speed. These improvements help people perform better at work, connect better with others, enjoy their favorite activities more, and keep up with daily tasks efficiently. thither have also been studies to show that physical training helps stimulate the brain as well. Sports, working out, simply running can help the brain start out into a routine and learn

Tabloids: A Representation of what we consider News Essay example -- E

Tabloids A Representation of what we consider News Why is it that every time we see that somevirtuoso is keeping a journal we have that wild sweet pea urge to sneak into their bag and read all of their innermost thoughts? We all experience it. Although most want to deny it, there is no escaping that part of us that wants to know all we can about other people. Luckily, there is a medium that lets us do just that. Tabloids make the lives of others, especially celebrities, an open hold up for all to read and scrutinize. Not only do tabloids offer the lives of others on a silver platter, but they also let readers get sensational satisfaction, kernel they have the ability to be actively involved in articles with all their senses. Emotional stories, graphic images, terrifying fantastic epics, the lives of others, are all presented to readers in one convenient medium the tabloid. The tabloid is not a new medium whatsoever, in fact the model for the modern tabloid dates all th e way back end to folklore. Before the printing embrace was introduced into society, oral storytelling was the only way society satisfied their craving for scandal and thrilling stories. People spoke about their neighbours business and far-fetched happenings, and the only way to pass those stories on was to tell the story. Just like a game of telephone that we have all vie in grade school, stories ended up changing and being misconstrued to later form urban legends that we still hear about today. It wasnt until Johann Gutenberg introduced the printing press in the 1450s that the ancestors of tabloids truly emerged in a form that specifically helped to shape the modern tabloid we see today. America and Europe experienced a monumental transformation because... ...bloid Tales Global Debates over Media Standards. Maryland Roman & Littlefield Publishers, 2000.Sloan, Bill. I Watched a Wild Hog Eat My Baby A Colorful memorial of Tabloids and Their ethnic Impact. New York Promet heus Books. 2001 Lumby, Catherine and Elspeth Probyn. RemoteControl New Media, New Ethics. New York Cambridge University Press, 2003.Cuozzo, Steven. Its Alive How Americas Oldest Newspaper Cheated Death and Why is Matters. New York Random House, 1996. Bird, Elizabeth S. For Enquiring Minds A Cultural Study of Supermarket Tabloids. Tennesse Undecided of Tennessee, 1992.Yalof, David and Kenneth Dautrich. The First Amendment and the Media in the Court of Public Opinion. New York Cambridge University Press, 2002. Barkin, Steve M. The Journalist Storyteller A Interdisciplinary Perspective. American Journalism Vol 1. 1984.

MacDonald Essay -- Business, Protective Tariffs Policy

Although they represented differed political parties, Sir John A. MacDonald and Sir Wilfred Laurier pursued the same goals while in office. MacDonald recognized Canadas need for protective tariffs on exported goods, the need of settlement in the west, and the need for a railway to unify the nation. MacDonald immediately implemented protectionism and the establishment of a railway. On the other hand, Laurier took these goals and expanded on them. John A. MacDonald outlined the goals of Canada in the National Policy and these goals were accomplished in the period of the Laurier Boom. The first goal of MacDonalds National Policy was the establishment of protective tariffs on goods. Although formerly a relay transmitter of free trade, MacDonald decided that the current circumstances were favorable to protectionism (Stevenson, 194). His advocacy for protective tariffs had great impact on Canadians, so much that the nation voted MacDonald into office in 1878. For the next eighteen years after the establishment of the National Policy, the Liberals held to a rigid free trade philosophy and directed its main attack upon the tariff system and the anti-protectionist case came to enjoy wide acceptance (194). When MacDonald first implemented protectionism, Laurier, like many other liberals, was against the idea. However, once in power, Laurier was prompted by British orientation course to maintain the policy of high protection (194). However, the tariff issue was banished once the boom took flight as Canadas export markets were thriving. The country experienced great prosperity, speedy development as well as expansion, especially for the railways (194). Once the countrys prosperity began to slow down, farmers of the west that were the chief sufferer... ...s National Policy and Wilfred Laurier accomplished it in his term in office, the period known as the Laurier Boom. This goes to show that the different political parties do not vary so much in their ideas, but more( prenominal) so in the ways of which they execute them. These two men exemplify their political parties although both parties ar equally motivated, when executing their practices, conservatives tend to be more laid back and behind the scenes and liberals are more diligent and in the forefront. For example, MacDonald came up with and outlined the policy, and Laurier took the policy into application. Although their approaches are different, the ideas and actions of these two men together are the reason for the development of Canada as a nation. Therefore, with this in mind, both the Laurier government and the MacDonald government created the nation of Canada.

please Let Us Skate :: essays research papers

"Please Let Us Skate""Hey you guys Skating is prohibited in this park. Would you please beso kind and leave. Thanks for cooperating and subscribe to a big(p) day" exclaimed asecurity guard who worked for the park.     App arntly the security guards idea of a great day in the park meansmonk-like silence. With an area restricted on roller-blading and skate-boarding,we are forced to skate elsewhither. "As a security guard for the sometime(prenominal) year, I wantto keep the park as safe as possible," says the security guard. "Skaters get inthe way. Skaters are crashing into other people who are equitable here to relax. Itis very dangerous and it is prohibited in this park."     Well, for one thing, roller-blading hasnt been accepted as a sport herein Hong Kong and will continue to be that way unless something is done about theplaces where skaters are allowed to skate. There are many places where cyclingis allow ed but where skating is not allowed. Why is this? Maybe it is becausepeople here dont feel that we skaters deserve the right any cyclists, oranything on wheels, have. All we ask for is a decent place to skate where wewouldnt have our rights denied.I have been skating for two and a half years now. Until recently, I havestarted to skate with a couple of my friends whenever we have the time to. Therehas never been a time where we havent been stopped and kicked out. This hasbeen very irritating for us and we still dont understand why were not welcomedat any parks, other than the answer we always get, "You business leader hurt someone".Personally, I think the only people that are going to get hurt are the ones withthe skates, us.     Another big problem we Roller-bladers smell here in Hong Kong is the factthat we are not only rejected by society but also by other skaters, skate-boarders. There are many places to skate here in Hong Kong and of those, 90percen t are dominated by local skate-boarding cliques. They dont like the ideaof mixing with those have an superfluous 4 wheels stuck to their feet and usually getrid of us their way. Skate-boarders and Roller-bladers simply cannot get along.Personally, I enjoy the fine art of Roller-blading and

please Let Us Skate :: essays research papers

"Please Let Us Skate""Hey you guys Skating is forbidden in this commons. Would you please beso kind and leave. Thanks for cooperating and pass a great day" exclaimed asecurity guard who worked for the park.     App argonntly the security guards idea of a great day in the park instrumentmonk-like silence. With an area restricted on roller-blading and skate-boarding,we are forced to skate elsewhere. "As a security guard for the past year, I wantto keep the park as safe as possible," says the security guard. "Skaters get inthe way. Skaters are crashing into other people who are just here to relax. Itis very dangerous and it is prohibited in this park."     Well, for one thing, roller-blading hasnt been accepted as a sport herein Hong Kong and will continue to be that way unless something is done about theplaces where skaters are allowed to skate. There are m whatever places where cyclingis allowed but where ska ting is not allowed. Why is this? Maybe it is becausepeople here dont feel that we skaters deserve the right any cyclists, oranything on wheels, have. All we ask for is a decent place to skate where wewouldnt have our rights denied.I have been skating for two and a one-half years now. Until recently, I havestarted to skate with a couple of my friends whenever we have the time to. Therehas never been a time where we havent been stopped and kicked out. This hasbeen very perversive for us and we still dont understand why were not welcomedat any parks, other than the answer we always get, "You might hurt someone".Personally, I imagine the only people that are going to get hurt are the ones withthe skates, us.     Another big problem we Roller-bladers face here in Hong Kong is the factthat we are not only rejected by society but also by other skaters, skate-boarders. There are many places to skate here in Hong Kong and of those, 90percent are dominated by lo cal skate-boarding cliques. They dont like the ideaof mixing with those have an extra 4 wheels stuck to their feet and usually get exempt of us their way. Skate-boarders and Roller-bladers simply cannot get along.Personally, I enjoy the fine art of Roller-blading and

Law unit

Consultation- this is your first give where you have to scram different opinions from other people slightly what they think about the law that you want to introduce. You hindquarters do this by creating a survey, questionnaire, asking people face to face etc. If you get you get positive or negative feedback then you can go through to the next stage which is the green paper.Green paper- this is the second stage, where you produce your draft and its being hacked to see if its suitable sufficient to be give ined to the Members of Parliament White paper- when your notice becomes a white paper it means that it Is suitable to be presented to the public and the members of parliament. Youll then go to the next stage which is the first reading. First reading- this is when all the members of the parliament and the public get together in a court and you present your bill to all of them. Second reading- this can be days after your first reading.In the second reading youll o In to more det ail explaining wherefore you want your bill to be officially made a law. Youll list both the disadvantages and the advantages of the bill. Committee- after your second reading the committee pull up stakes get together and discuss your bill. They will be set(p) in a room where they have privacy and are able to discuss without any Interference. 1 OFF including the members of parliament and the public and you. The committee will give back feedback to what they think about your bill. Third reading- throughout the presentation your bill might be changed a few times.This is where you present your bill for get and final time. The last vote is taken here, that decide whether your bill is officially a law. Other house (depending where it started of this is where your bill gets send to the other house depending where it started off. royal assent- When both houses agree on the bill youve presented and its then sends off to the queen so that can give a royal assent to make your bill and o fficial law. Public and private bills Private bills- are laws that are passed and only affect a few individuals or reparations.They dont affect the whole community thats why they are know as Private Bills. Private members Bill- These can be sponsored by individual MSP. When presenting a Private Bill all members of the Parliament get together. Normally there will be about 20 members of parliament. They all take turns presenting a Bill to the Parliament. There is a time limit for present a Private Bill. The debate takes place on Fridays so that other members of the Parliament get the chance to present the selected Bill.Public bills- this is laws that are passed and affects the whole country or partly of it. Majority of the Government bills. Fall under Reform Act 2005, the Legal Service Reform Act 2007 and the Coroners and Justice Act 2009. Doctrine of parliamentary Supremacy- the Parliament is only allowed to pass laws that can be changed in the future by Parliaments. No other body ca n overrule the Parliament. The Parliament is known as the I-J constitution. It can make or end a law. Its seen as the highest supreme legal authority.

Forensic Science Questions

Review Questions1. What ar club drugs? What are some of the factors that meet the usance of club drugs? Club Drugs are drugs that are usually used at a club, nightclub, raves, and such. It is synthetic drugs, but they are used to enhance the experience. The sheath of factor that supports club drugs would be either environment and/or development. 2. What are screening tests? why are they used?The screening tests are a reference of test that can report any substance that someone has used. This helps forensic scientists rule out any possibilities of certain types of drugs being used. 3. What are color tests? Why are these tests used?Color tests are used by introducing a chemical reagent to the drug, then you observe and examine if the material changes colors. The color tests are in the main used with trying to find drugs at a crime scene. 4. What are microcrystalline tests? What information do they provide? Microcrystalline tests use the same rule as the color test, but the reag ent also helps examine the morphology of the crystals that form, as well as the shape of it.This test is more accurate and more token proposition than the color test, it is also untold(prenominal) faster and you do not need to separate the substance from different substances its with. 5. What is spectrophotometry? How can this be useful in identifying drugs? The Spectrophotometry is useful by identifying drugs. Like the color test, it cannot point out a specific drug, but it is very useful for determining if a drug is present. The spectrophotometry uses UV and infrared light and is tested to see how the light reflects or absorbs the light.Critical Thinking Questions1. Why are forensic scientists an important part of drug cases? Forensic scientists are an important part of drug cases because they have different types of tests that they can use to help find and identify drugs. Because of forensic scientists, I bet a jam more drugs have been discovered at crime scenes.2. If you we re a forensic scientist and you were called to a crime scene to see if drugs were present, what would you do to determine this? Asa forensic scientist, I would use all of the tests to be able to find if any drugs are present, and if so, where and what kind.3. Why is it important for forensic scientists to have as much information as possible about the place where a possible drug substance was found? It is important for forensic scientists to have as much information as possible about the place where a possible drug substance was found because the location can help you track other substances, and it may help discover what happened and who used drugs.4. What are some of the difficulties in identifying particular drugs? Why is it important for forensic scientists to be able to identify particular drugs? The difficult part of identifying a particular drug is that some people may mix substances with other substances, legal or illegal. Some people use items in their houses to try and hind their drugs the best that they can, which willing make it hard for you to find it and identify it. Its important for forensic scientists to be able to identify particular drugs because theres a lot of crime scenes that involve drugs and there will be court cases and charges for drugs that are found, and forensic scientists and other investigators will have to identify the drug(s) to be able to prove that its that drug and not any other type of substance.

College Essay (Soccer)

As a senior, my team and I take our first step onto the turf field we go on as a family that is striving to bring home the cup. This is my first, yet last chance to do this. The heat from the turf moves through my cleats and onto my feet. The intensity of the sun is light straight down on me and the sweat is just beginning to start. Then my mind rewinds back to those few words that crushed me terribly last division coming from the first team soccer coach, I think itd be best if you played on secondary varsity this season. I spent myriad nights being angry that I did non make varsity and I felt somewhat like a loser because I was a junior playing on the JV team. After a few weeks, I figured it was pointless to feel pity for myself and decided that I was going to build everyone how great I could be. Soccer has been my addiction since I was five and nothing could ever replace the desire for it. My father taught me the rules and coached me I was set on make sure I knew every aspec t of the game, attempting to perfect every skill. I was in complete disbelief when I was not put on the varsity squad, I thought I was good.I knew I had to get better because there is always room for progress. My first step was to improve my physical condition by running and lifting. Running was something that I dreaded to do every day, but knew it was so vital to do. I absolutely despised running, every time I wanted to stop I would just think, A starter wouldnt stop running until theyve reached the end. Lifting weights was an activity that I found enjoyable and did not mind doing. Besides exercising, I spent numerous hours working on my ball skills juggling, controlling, and passing everything a starting player should be precise at.Finally, later on many long months, my hard work had paid off. During tryouts I showed everyone that I was a zealous and determined player, taking practice serious and hustling for every drill. The varsity coach awarded me with a starting position for the team my senior year. My determined work ethic, initiative and discipline helped me to get where I am now. To this day I continue to work hard at every practice, even though I am starter. Slacking off is not an option for me. I receive applied this lesson to many areas in my life including school work, sports and volunteer work. I am not a quitter and am never satisfied until I execute my goals.

My Finished Career Portfolio Essay

1. Introductionstate your industry and what value you anticipate the portfolio will be of to you.The industry that I am most interested in is the Business Administration industry. In interviews, my portfolio will show potential employers the proof of my skills, education, work experience, references, rush goals, and works in progress. By providing a career portfolio and spotlight my positives, employers will take me more seriously and know that I take my career seriously. 2. Describe in a two-page paper what exact documents you have in your career portfolio. List them one-by-one. State how it looks to you and how effective you believe this will be. The documents I have in my career portfolio areStatement of originality and confidentialityWork philosophyMy career goals for the next five yearsMy resume, cover letter and reference list with permission from each reference that I may use them for job hunting. I have tabbed sections for the skills that I want to promote such as managemen t, training and communications. I have several letters of recommendation requested from professors and former employers I am working on skill sets lists of the critical skills I have that relate to the jobs I am looking for. This I think is going to be an on the job process when I get hired on by an employer. I have a list of projects and activities that I have in progress in my career portfolio as well. I have official transcripts from obtaining my GED and an unofficial transcript for Everest University to be replaced with the official transcript upon completion of my degree. 3. Have you utilized this as yet during an Interview?I have not had the experience of using my career portfolio in an interview as of yet. 4. Have you also assembled an electronic portfolio?I have not assembled an electronic career portfolio as of yet. I plan on doing that as soon as I possibly corporation so that I can utilize that as well when looking for a job in my degree field.

Research on Science Essay

ABSTRACTThe study explores ways in which disciples who have participated in a curriculum innovation, science subsisting acquire comprehension fulfil acquirements and perceive the relevance of recognition in frequent living. It investigates whether students have, after(prenominal) the program, perceived an improvement in applying erudition do by readinesss. foursome classes of Secondary 2 chatter students accompanied angiotensin-converting enzyme of four staffs in the skill hot platform and responded to a pre- and post-course survey to measure their perceived skill competency for from each unrivalled emergence skill. They besides responded to questions on whether the programme enhanced their aw arenessof the relevance of scholarship in ein truthday life. Five students from each mental faculty were selected to support written feedback at mid-course and write a journal after the course. The content of their feedback and journals were crumbled to provide deep er brainstorm of the results of the perception surveys. The data was triangulated with teachers feedback, which was exercised to provide insight of the factors that affect the acquisition of the wait on skills. The findings show signifi tidy sumt add in students perception of skill competency while a high parcel of students indicated that the programme has made them much aware of the relevance of Science in their lives.INTRODUCTIONTraditional attainment approaches in which students are passive recipients of friendship are dissonant with the call for Singapore schools to Teach Less, Learn More (TLLM). There is a withdraw to allow learning to occur in settings that are pertinent to students experiences and current world fusss. In Clementi T witness Secondary School (CTSS), shake off Work was utilise as a platform for students to transfer their learning and apply in authentic applications. However, teachers who had conducted Project Work for Science at Secondary 2 observ ed that students projects lacked prescience in the limited content area, and the skills needed for scientific investigations. This spurred the need to cover content knowledge pertinent to the projects assigned. It also raised the consult that Science exercise skills, as stipulated in the MOE Lower Secondary Science (LSS) Syllabus, were not sufficiently emphasised compared to acquiring scientific knowledge. Teachers also indicated that students were un commensurate to appreciate the relevance of Science in solving problems in their lives after past Project Work tasks.Science litigate Skills Science process skills is commonly utilise to describe a set of broadly transferable abilitiesthat are reflective of what scientists do. These skills are conclaveed into two types staple and integrated. Basic process skills provide a foundation for learning the integrated skills, which are to a greater extent complex skills for solving problems or doing Science experiments. In this study, reflecting is listed as a process skill to be investigated, though it is usually considered part of thinking skills which is a broader category that subsumes process skills. close to Science educators have argued that teaching students Science facts is not as definitive as discontinueing their Science process skills so that they can learn this knowledge on their own (Young, 1995). Studies in the United States have shown that elementary school students who are taught process skills, not only learn to use those processes, but also retain them for future use. In Singapore, the MOE Primary Science syllabus also emphasises the teaching of basic process skills and some integrated skills, while the LSS syllabus emphasises the use of process skills for planning investigations and creative problem solving, and other thinking skills.Curriculum design plays an important role in the acquisition of Science process skills. The MOE sound judgement Guidelines for LSS recommends an explicit teac hing of the process skills, followed by the integration of these skills by students in experimenting or carrying forbidden investigative projects. Padilla (1990) pointed out that when Science process skills are a specific planned outcome of a Science programme, those skills can be learned by students Teachers need to select curricula which emphasise Science process skills.These basic skills are learnt more effectively if they are considered an important object of instruction and if proven teaching methods are used. There must be a mensurable effort to focus on teaching process skills by a modified LSS curriculum. Young (1995) recommended that if teachers have the freedom to select their own topics, they should choose topics of air interest to themselves and which would excite students. Science knowledge serves asbackground for lessons but should not take up the whole lesson. Instead, more time should be fatigued on activities that enhance the understanding of Science concepts an d improve Science skills. Some studies have shown that instead of development the didactic approach, teaching Science finished the use of activity-based approaches significantly improved students achievement in Science process skills (Beaumont-Walters, 2001).Berry et al (1999) suggested a few crucial factors that influence the acquisition of process skills used in research laboratory work. Firstly, students need the relevant content knowledge that is assumed by the task to be mentally affianced. For example, a more knowledgeable student would be able to explain an observation, which in turn validates his knowledge and gives him a certain amount of intellectual satisfaction. The doing of Science has to be coupled with learning about(predicate) Science, if students are to appreciate the value of scientific inquiry (Haigh et al, 2005). A second factor suggested by Berry et al (1999) is students ownership of laboratory tasks.Ownership would be more apparent in open laboratory tasks, where the student has to design his own experiment than in closed laboratory tasks, where the correct experimental surgical process is written out in a cookbook style and the student is likely to carry out the tasks unthinkingly. Another effective strategy to enhance students process skills would be to let students keep a scientific journal (Tomkins & Tunnicliffe, 2001). It was observed that diary writers tend to build more confidence in their own interpretations, engage in intellectual debates with themselves over the plausibility of their explanations and ask questions that are more quantifiable.Relevance of Science in everyday life Research studies conducted in youthful decades on students perception of school Science have consistently shown that they perceive Science as not relevant (Bennett, 2001). Similarfindings have raised a serious concern in several countries. For instance, a report by the Dutch Ministry of Education in 2002 observed that secondary school students did n ot throw a connection betwixt what they learnt in alchemy lessons and the chemistry happening around them (Van Aalsvoort, 2004a). A subsequent report recommended teaching Science in context. However, a study carried out on a contextualised Science curriculum introduced to Swaziland students highlighted some shortcomings (Campbell et al, 2000). The findings showed that less than half of the sample students could draw on Science concepts to explain everyday experiences or solve everyday problems. It was suggested that contextualised learning could be made more effective through student-initiated project work on everyday problems.Van Aalsvoort (2004b) suggested victimisation activity theory to address the issue of the relevance of interpersonal chemistry in chemical education, where reflection plays a key role in evaluating and developing an activity. reflection factor could be carried out through writing reflection journals, which also military serviceed enhance the acquisition of process skills, as mentioned earlier (Tomkins & Tunnicliffe, 2001). According to Van Aalsvoort (2004a), relevance can be defined in four aspects (i) personal relevance Science education makes connections to students lives (ii) overlord relevance Science education offers students a picture of realizable professions (iii) social relevance Science education clarifies the purpose of Science in human and social issues and (iv) personal/social relevance Science education helps students develop into responsible citizens. This study considers relevance in tercet aspects personal, professional and social.INTERVENTIONProject Work aims for students to transfer the learning of concepts into applications in authentic settings. To address the areas of concern raised by teachers teaching Project Work, the Science ALIVE programme was conceived to integrate Project Work and the LSS syllabus. This 13-hebdomad programme was conducted during Semester 2 of the Secondary 2 Express Science curr iculum and used alternative assessment to replace the traditional end-ofyear examination. In this programme, a team of teachers crafted four modules which covered a variety of topics from Biology, interpersonal chemistry and Physics. As a motivating factor, students could choose from one of the four modules offered olfaction Chemistry, Biodiversity, Life Science and Water Rockets.In each Science ALIVE module, specific content knowledge was taught use hands-on strategies such as laboratory work, field trips, journal writing and group discussions. These strategies were intended to promote student engagement. nigh importantly, the programme addressed the three key issues of concern in the following ways 1. Content knowledge covered was specific to each module and relevant to the projects that students were assigned. This enabled students to better transfer the concepts to the projects. 2. Science process skills could be applied by students through journal writing, laboratory work an d investigative project work.Science process skills were used as criteria for assessment to emphasise their importance and focus. 3. To enhance the relevance of Science, students were given a choice of the elective module to study, and to decide on the problem to work on for their projects. Contextualised learning, which draws on scientific understanding to explain everyday situations, was consciously knock upd into the curriculum design for each module. Reflection journals were written after selected activities, which check to activity theory helped students respect their learning (Van Aalsvoort, 2004b).RESEARCH QUESTIONSThe two research questions are (1) How does the Science ALIVE programme help students to apply their Science process skills? And (2) How can theScience ALIVE programme enhance the relevance of Science in students lives?METHODOLOGYParticipants 147 students from all four Secondary 2 Express classes attended the Science ALIVE programme and participated in the study . Pre- and post-course perception surveys were conducted for all students to measure their perception of their skill competency and their awareness of the relevance of Science in their lives through the programme. In addition, five students were selected from each module to give written feedback in week 8 (mid-course) and write a journal in week 13 (at the end of the course). To provide maximum variation, the five students from each module were selected based on their Science grade in Semester 1 and their reasons for selecting the module which reflected their motivational level.Instruments In the pre- and post-course surveys, students were asked to rate their perception of their Science process skills using a four-point Likert scale. The post-course survey involve an position to measure students perception of increased awareness of the relevance of Science in their lives.Data Analysis For survey items on Science process skills, the mean value of each skill was calculated for the i ndividual module ( evade 2) as well as across all modules (Table 1). Skills with places of less than 3 (out of 4) were identified and analysed. The differences in mean values for pre- and post-course surveys were compared. The differences were considered significant if in that respect was an increase or cliff of at least 0.3 in value (or 10% of the range of scale used). Journals and mid-course written feedback of the 20 selected students were used to surface possible reasons for these perceptions. The data was triangulated with teachers feedback, which was used to provide insight of the factors that affect the acquisition of the process skills.For the survey item on the relevance of Science, the total percentage of students who indicated an Agree or Strongly Agree was computed for each module. Content analysis of the journals and written feedback from the selected students were carried out. Frequency counts of the responses werebased on three categories personal, professional and social relevance. Teachers feedback was used to provide depth to the findings.RESULTS Acquisition of Science process skills The perception of all students on the level of their skill competency before and after the Science ALIVE programme was measured through surveys. The survey results were compared using the mean values for each process skill, as shown in Table 1.Table 1 Comparison of students perception of skills before and after Science ALIVE Mean value (scale 1 4) Pre-Course Post-Course 3.1 3.2 2.4 2.5 2.6 2.7 3.1 2.8 2.6 3.0 3.0 2.7 3.1 3.2Process Skill (a) Elabo rate (Research) (b) Conducting scientific investigations (Planning investigations) (c) Conducting scientific investigations (Using scientific apparatus) (d) Conducting scientific investigations (Analysing data) (e) Communicating (Writing scientific reports) (f) Reflecting (g) Questioning (Learning by asking questions)In the pre-course survey, the items which scored less than 3 are the skills of planning investigatio ns, using scientific apparatus, analysing data, writing scientific reports and learning by asking questions. Students perception rank increased in the following skills using scientific apparatus, analysing data and learning by asking questions suggesting that the Science ALIVE programme had benefited them in these areas, with the ejection of planning investigations and writing scientific reports where there was marginal increase or no change between the pre- and post-course rating. This revealed that in general, students still did not have a good deal confidence in these skills and suggests that more could be done in the next cycle to guide students in these aspects.The changes in the rating for items (b), (c) and (d) in the pre- and post-course surveys suggest that students perceptions that their skills in handling apparatus and equipment have improved. This could be attributed to the fact that students were introduced to non-homogeneous young apparatus or equipment during pro ject experiments in all modules. For example, the Biodiversity module used dataloggers which was equipment new to students.Skills in items (b), (c) and (d) are all part of the process of conducting scientific investigations. However, there was only a marginal increase in the rating for (b) planning investigations after the programme. This could be because planning investigations is a higher order process skill which encompasses fashioning hypothesis, identifying variables and writing the experimental procedures.Analysis of Science process skills by skill category The results were advertise categorised to compare and study the changes in students perception of skill competency for the individual modules, as shown in Table 2.Table 2 Comparison of perception of skill competency by module Mean value (Scale 1 4) BioLife diversity Science Pre Post Pre Post 2.9 3.2 3.0 3.3 2.3 2.4 2.6 2.9 3.3 2.9 2.4 2.9 2.8 2.4 3.3 3.3 2.4 2.9 2.7 2.5 3.1 2.9 2.8 3.0 3.1 2.9 3.2 3.0module Process Skill (a) Elaborating (Research) (b) Conducting investigations (Planning investigations) (c) Conducting investigations (Using scientific apparatus) (d) Conducting investigations (Analysing data) (e) Communicating (Writing scientific report) (f) Reflecting (g) Questioning (Learning by asking questions) ElaboratingAroma Chemistry Pre Post 3.3 3.2 2.6 2.4 2.6 2.7 3.1 3.0 2.7 3.1 2.9 2.7 2.8 3.2Water Rockets Pre Post 3.1 3.1 2.3 2.4 2.6 2.5 2.9 2.6 2.5 3.0 2.9 2.7 3.0 3.2The results of item (a) in the pre- and post-surveys showed an increase in rating for this skill for the Biodiversity and Life Science modules. This could be because these modules are more content-based topics, which require greater use of such skills. It should, however, be noted that for Aroma Chemistry module, the pre-course survey score was already high and it might be difficult to make further significant improvement.From the written feedback of selected students in the 8th week of the programme, half indicated that the y had learnt to research to look for more information. All five students from the Biodiversity module wrote that they had learnt to assess how reliable the sources are. For example, one student from the module wrote in her journal that before creating our ecosystem, we need to do research on the organisms that we choose, on what they feed on and their suitable habitat (Student S8).Teachers conducting the programme snarl that most students were still at the developmentalstage of doing research, as they could not extract relevant information from sources. They also observed that some students lacked the initiative and discipline to do research work, though teachers had provided a list of resources. This could be seen in project reports, where the evidence of research is lacking. A likely explanation for this observation is the past practice of didactic teaching, resulting in students so used to being given all materials and information by teachers that they do not know how to get st arted (Teacher T3). Teacher T1 recommended the need to balance between providing students with information and allowing them to be independent in their learning.Conducting Scientific Investigations For item (b) on planning investigations, the Life Science module had the largest increase in perception rating (more than 10%). Here the Life Science teacher explained that students were taught how to design experiments step-by-step with given examples. The importance of planning in investigations is say by one of the students in the module When we need to choose something, we need to think about all its aspects. After everything is ok, we can start work (Student S14). However, Teacher T2 commented that students still needed a lot of hand-holding and practice to be competent. A student from another(prenominal) module echoed this I am not sure how to design an experiment on my own.Item (c) on the practical skill of using scientific apparatus or equipment had the largest increase for all m odules, except Life Science where the initial pre-course rating was already high (mean 2.9). All modules were designed to include more hands-on activities, which required the use of apparatus and equipment. One student wrote about the importance of using the right procedures as he learnt how to use steam distillation by setting up the apparatus correctly and doing the extraction properly (Student S2), while another studentshared her new skill of using dataloggers to measure the different abiotic factors from the forests (Student S7). Teachers observed that the students were excited and enjoyed themselves when using new apparatus. On their part, teachers also sought to infuse rigour by ensuring that students perform the experimental procedures accurately. The enjoyment of Science through hands-on activities, particularly laboratory work, was a motivating factor in learning Science.The rating for the skill of analysing or inferring from experimental data in item (d) increased more for three modules than for the Biodiversity module. This could be the result of students being given more opportunities to handle experimental data in their projects and make conclusions for the Aroma Chemistry, Life Science and Water Rockets modules. On the other hand, the investigative project for Biodiversity was of a small scale, and students main form of project assessment was a conservation proposal. One factor which attributed to the increase in perception rating was group collaboration. As students did their projects in groups, they could discuss how to analyse the data obtained from the investigations.Students analysed their data in various ways depending on the type of data collected in each module. For example, Student S11 commented I got a chance to compare and compile the results of surveys, test the reliability of our product, put into tables and identify the similarities and differences present. Others learnt to analyse the cause of problems in their projects, as noted by Student S16 our rocket failed in launching and we realise that the problem is due to the leaking of our rocket. Teachers however concurred in their observations that though students could comment on their data, their analysis lacked depth. anyways these investigative skills, many students also reflected in their journals that they haddeveloped observation skills during practical work and investigations. One student wrote In the past, I would have just used my eyes. Now I have learnt to use all of my five senses to know more about the subject I am observing (Student S10).Communicating In item (e), writing scientific reports was the focus in the skill of communicating. Though there was no change in overall student perception (see Table 1), Table 2 showed a significant drop in the rating for Biodiversity module compared to an increase in Life Science module. The Biodiversity teacher attributed the drop in rating to students realisation and shock in receiving feedback on their first report draft, as they did not anticipate scientific reports to be of slightly different temper and demands though they were briefed.But she noted that the provision of formative feedback and the re-drafting of reports helped students in this skill. The Life Science teacher linked the increased rating to having provided illustrative examples and templates for students, but she felt that they were still lacking in the skill and could be given more practice. Students journals hardly mentioned this skill, except Student S10 who wrote that he learnt to sieve through the report for important points to put in the abstract.Reflecting Generally, students felt that they were able to reflect on their lessons. Item (f) in Table 2 showed an initial high rating which was idempotent after the programme. Students saw their journals as an opportunity to clarify and reflect upon their learning (Student S3). At the end of the programme, a few students said that the reflections helped to monitor the ir understanding of lessons, and one student mentioned that she would research on the internet to address questions she had (Student S1). Teachers believed that journal writing and providing consistent formative feedback help(ed) the students develop reflection skills(Teacher T1). However, specific journal prompts are incumbent to guide students so that they do not simply give a detailed account of the activities and concepts covered without reflecting on the learning points (Teacher T2).Questioning The survey results of item (g) showed more significant increase in the Biodiversity and Water Rockets modules. For each module, students acquired this skill through reflecting on their lessons in their journals and then asking relevant questions to find out more. One student reflected that she dared to ask more questions in class after learning to ask questions through journals (Student S6). Students had opportunities to generate questions when they were verifying the reliability of inf ormation. They also hypothesize questions prior to industrial visits and field trips, and posed them to the experts.At the mid-course feedback, a few students mentioned that they learnt to raise questions in class through ways such as being a questioner in group discussions (Student S13). The Biodiversity teacher attributed this improvement to conducive lesson environment and delivery (that) promotes questioning. Such lesson delivery may include directional questions in class activities and journal prompts that encouraged further questioning, and peer evaluation where students critiqued the projects of other groups. The Water Rockets teacher reflected that in comparison to traditional Science lessons, there was more chance for students to ask questions as things are now less predictable as in most real world situations.The post-course survey included an item which required students to state whether Science ALIVE lessons have made them more aware of the relevance of Science in thei r lives. Table 3 shows the percentage of students who agreed or strongly agreed with the statement.Table 3 Percentage of students who indicated that the programme had made them more aware of the relevance of Science in their lives Module Aroma Chemistry Biodiversity Life Science Water Rockets % Agree 73.5 47.2 64.1 73.0 % Strongly Agree 17.7 50.0 23.1 10.8 % (Agree + Strongly Agree) 91.297.2 87.2 83.8The results in Table 3 show a very high concurrence with the statement for all modules. This is consistent with the programme objective of enhancing the relevance of Science in students lives.Students journals were analysed for indications of the relevance of Science in three areas personal, professional and social. A frequency count of the responses showed 82% for personal relevance, 24% for professional relevance and 65% for social relevance. This revealed that students perceived the relevance of Science as broadly speaking related to their personal lives. Only a handful of students could relate the relevance to their future career prospects.Further probing into students definition of personal relevance showed an big range of interpretation depending on the modules taken. Enhancing ones quality of life is frequently mentioned in terms of personal relaxation and cure for illnesses. Students from the Aroma Chemistry module stated that they could use essential oils to calm a person if he feels nervous (Student S2). Life Science students surfaced the use of medicines when they fall sick and the suppuration of genetically modified food (GMF) for convenience (Student S15). Students also stated the importance of process skills in their lives, such as questioning the reliability of information sources.The majority of students could not appreciate Science as having professional relevance.Those who were able to see career possibilities were students who had gone for field trips, where they were introduced to experts in the related field. They saw the knowledge and ski lls gained through the programme as relevant to their future education and working career (Student S11). Others used the knowledge gained to better understand the requirements of various jobs. A student stated that she could understand how people designing furniture, buildings and other things require this knowledge (of centre of gravity) (Student S16).Three out of five students could relate Science to social relevance, which included how Science affected interaction between people and the environment. One Biodiversity student wrote This also taught me that in school or at work, we have to depend on one another for a living (Student S10), while another could understand nature better and learnt not to pollute the environment (Student S7). Life Science students pointed out various applications in social and ethical issues, such as the use of forensic Science by police to solve crime (Student S11), knowledge of DNA in cloning (Student S15), and even checking via blood tests whether a c hild is biologically conceived or adopted (Student S12).Teachers feedback indicated that students were generally able to connect Science to reality and in explaining happenings in their lives (Teacher T2). These observations were made through students group discussions and written journals. Examples quoted by the teachers were mostly related to personal and social relevance. It showed that students had an increased awareness of scientific discovery (e.g. antibiotics, genetics) and technology (e.g. making of soap and sweets) that were directly related to their lives and the lives of those around them. The main catalyst that enhanced their awareness was personal experiences through engaging them in experiments that relate to real life and exposing them to more field trips (e.g. Yakult factory, flavour and fragrance industry, nature reserve).DISCUSSION Key features in Science ALIVE that have helped students acquire Science process skills include scaffolding, group collaboration and jo urnal writing. Scaffolding guides students in learning new or complex skills. Nelson (2004) pointed out that more scaffolding is required for students to be able to do research independently. To illustrate this, the increase in rating for skills on planning investigations and writing of scientific report in the Life Science module was attributed to a lot of hand-holding and exemplars provided by the teacher. Scaffolding in the form of specific journal prompts can also be adopted to ensure greater depth in student reflection. Teachers, however, will need to balance between providing students support and allowing them to be independent learners.Group collaboration is deployed extensively in the programme, where students worked in groups of three on projects, laboratory work and group assignments. This concurs with findings of a study conducted by Hofstein et al (2004), where cooperative learning in laboratory work helped students construct knowledge. Hofstein et al argued for more tim e to be spent on laboratory tasks, so that students could reflect on findings and also discuss with their peers. This would be one way to further improve students analytical skills, which they are still lacking.Journal writing in Science ALIVE proves to be very useful in informing teachers of students abstract understanding, acquisition of skills such as reflecting and questioning, and how students relate Science to their everyday life. It allows teachers to give regular feedback as part of assessment for learning. It is also of considerable value to students as it promotes greater ownership to their learning (Tomkins and Tunnicliffe, 2001). This leads toindependent learning and moves students to a higher level of thinking, according to the principle on Experience of learning in the Principles of assiduous Learning (MOE, 2005).Science ALIVE lessons are different from the didactic traditional Science lessons, as they focus largely on the application of Science process skills. Hence there is a need to prepare students for the change, for example, from structured experiments to partially open investigations (Haigh et al, 2005). The need for such preparation was evident in the Biodiversity module as students were surprised to learn that scientific reports were different from other project reports, but they managed to overcome it after a few rounds of re-drafting.After the pilot run of Science ALIVE programme, the teachers recommended that process skills be explicitly taught first followed by opportunities created on purpose for students to practise the skills. This is consistent with Padilla (1990) who suggested the need to provide students with multiple opportunities to work with these skills in different content areas and contexts. To enhance students investigative skills, Haigh et al (2005) proposed that teachers provide refresher courses to cue students in the planning and conducting of their investigations .On completion of the investigation, students shoul d be given the opportunity to evaluate their work so as to make it more meaningful. In Aroma Chemistry, students were asked to compare the quality of two batches of soap that they had made from different laboratory sessions and analyse the possible causes for the difference, while Biodiversity students had to reflect on the additional learning gained after a second trip to the nature reserve.Besides using appropriate strategies to help students adapt to the shift, it is also crucial to rectify students mindset on the importance and relevance of acquiring Science process skills. This is because students will be more cause if they consider process skills an importantobject of instruction (Padilla, 1990). Thus teachers need to make explicit the why of teaching process skills (Haigh et al, 2005).The deliberate infusion of relevant Science applications in the curriculum of each module has succeeded in enhancing students awareness of the usefulness of Science in everyday life. Personal a nd social relevance dominated students ideas of the relevance of Science, though exposure to related industries and appropriate working environments could further promote an awareness of professional relevance.CONCLUSIONGoing forward, the Science ALIVE programme would be refined in the next cycle to enhance students acquisition of Science process skills. Successful strategies such as the use of reflection journals, activity-based learning, group collaboration and contextualised learning will continue to be used. There would be more emphasis on the explicit teaching of process skills. In addition, more opportunities would be provided for the application of process skills in the core curriculum.RECOMMENDATIONFurther research on the Science ALIVE programme could focus on the process skills which students found more difficult to master. With explicit teaching of these skills in the core curriculum prior to Science ALIVE, the impact could be investigated. The usefulness of Science proce ss skills acquired through the programme could be studied in terms of its impact on top(prenominal) Secondary Science, for example, the sustainability of student motivation in Upper Secondary Science. The findings in these research areas will help to inform the effectiveness of future Science ALIVE programmes.REFERENCESBeaumont-Walters, Y. (2001). An analysis of high school students performance on five integrated Science process skills. Research in Science & Technological Education, 19(2), 133-145. Bennett, J. (2001). Science with attitude the perennial issue of pupils responses to Science. School Science Review, 82(300), 59-67. Berry, A., Mulhall, P., Gunstone, R., & Loughran, J. (1999). parcel students learn from laboratory work. Australian Science Teachers Journal, 45(1), 27-31. Campbell, B., Lubben, F., & Dlamini, Z. (2000). Learning Science through contexts helping pupils make sense of everyday situations. outside(a) Journal of Science Education, 22(3), 239-252. Haigh, M., F rance, B., & Forret, M. (2005). Is doing Science in New Zealand classrooms an expression of scientific inquiry? International Journal of Science Education, 27(2), 215-226. Hofstein, A., Shore, R., & Kipnis, M. (2004). Providing high school chemistry students with opportunities to develop learning skills in an inquiry-type laboratory a Case Study. International Journal of Science Education, 26(1), 47-62. Ministry of Education (2005). A toolkit for engaged teaching and learning. Curriculum Planning and Development Division, Ministry of Education, Singapore. Nelson, T.H. (2004). Helping students make connections. The Science Teacher, 71(3), 32-35. Padilla, M.J. (1990). The Science process skills. Research Matters to the Science Teacher, No. 9004. Retrieved December 1, 2006 from http//www.narst.org/publications/ research/skill.htm Tomkins, S.P., & Tunnicliffe, S.D. (2001). Looking for ideas observation, interpretation and hypothesis making by 12-year-old pupils undertaking Science inve stigations.International Journal of Science Education, 23(8), 791-813. Van Aalsvoort, J. (2004a). Logical positivism as a tool to analyse the problem of Chemistrys lack of relevance in secondary school chemical education. International Journal of Science Education, 26(9), 1151-1168. Van Aalsvoort, J. (2004b). Activity theory as a tool to address the problem of Chemistrys lack of relevance in secondary school chemical education. International Journal of Science Education, 26(13), 1635-1651. Young, R. M. (1995). Hands-on Science. Westminster, CA Teacher Created Materials, Inc.

Elizabeth Bishop

Personal Response to Texts Essay Format English Language humanistic discipline In a personal response to text essay the writer may choose to keep the formatting of the essay critical, in which the components of literature presented argon analyzed. The writer will alike relate their own experience as it relates to the material provided using emotional and sensory detail. The important thing to remember is that this format of an essay, unlike the critical/analytical response, each(prenominal)ows you to use personal pronouns (except the word you) I.INTRODUCTION a. GENERAL STATEMENT to introduce the topic in the question. b. FOCUS into answering the question you should also mention the literature and/or other materials and situations you will be referring to here. You may use a phrase such as In life, as in literature, passel . . . Follow this dictation with the introduction of the materials you will be discussing in your essay. Do not talk about yourself or your experience yet b ecause you loss to build a bridge of common knowledge with your readers first. . CONTROLLING IDEA/THESIS STATEMENT This is where you answer the question being asked. You answer what is conveyed about people and set up what you will explain/support/prove in your body paragraphs. (You can have one load supported by all paragraphs, or one for each paragraph the choice is yours look at your examples and what they will support before writing your thesis. ) II. BODY PARAGRAPHS (please note that c and d are reversible order does not matter, as long as both are present.Likewise, you may choose to have one paragraph raft with the text entirely and then your second paragraph would explain/develop your personal connection to the text) (Minimum 2 paragraphs) a. TOPIC SENTENCE a general statement the point from the thesis you will be addressing/supporting/proving in this paragraph. b. EXPLAIN more about the paragraph topic in your own words. c. PERSONAL narrative Give an example from your o wn life, or from reality, that proves your topic judgment of conviction true that is, the real example you give shows that people do the thing your topic sentence says they do.THIS IS THE ONLY PLACE IN YOUR PAPER THAT YOU MAY USE PERSONAL PRONOUNS I, MY, ME, ETC.. OTHERWISE IT IS A FORMAL PAPER AND SHOULD BE WRITTEN AS SUCH. d. circumstantial EXAMPLE from the Texts find an example you can explain and/or quote from the text or other materials youve been provided with, which supports the topic sentence and proves it true. State the situation from the piece of literature or describe the visual, what happens/how the situation is addressed, and what the outcome of the situation is to adequately prove your point. . III. CLINCHER SENTENCE Sum up your paragraphs point/argument in a general sentence restate your topic sentence more specifically. CONCLUSION a. SUMMARIZE your main points restate your thesis (look at your clincher sentences to help you). b. FINAL THOUGHTS End with a thought p rovoking statement that will leave your reader thinking about and with an impression of your boilersuit argument this should be a strong statement that sums up your overall argument. English Language Arts -1- George McDougall High School

The liberalization of the international financial system Essay

The age of globalization has ensured that businesses be focusing more(prenominal)(prenominal) and more on inter bailiwick trade as the primary means of enhancing their competitiveness. For example businesses en masse are moving their military operations offshore to China and India to take advantage of the low hail of operation in those countries. The liberalization of the international financial frame has also facilitated the growth of this trend for foreign direct investment. However this investment takes place in more than one form. It can be in the form of money or it can also be in the form of employees.When it comes to relocating employees, the human resource part of the comp each which is sending its employees abroad must take into account as to how they are acquittance away to determine the international compensation dodge. The scenario under analysis is of that an US national going to japan to work there as an expatriate. In order to determine what the compensation o f the US national should be, the parent confederation base in the US must take several issues into account. Of course there are some cost categories that will fetch go into the calculations such as allowances for goods and services, housing, income taxes and reserve.Under the heading of goods and services are the basic needs such as food, clothing, transportation, furniture, recreation etc. An all-important(a) part of the calculations is also the cost phratry associated with housing in the legions artless. There are differences between the income taxes in the parent state and those in the host kingdom and these differences the international have system will have to take into account. Last but non the least, the parent familiarity has to make significant contributions in the form of reserve such as pension funds, benefits schemes, education taxes, social security taxes etc.So these are the four major elements that will have to go into determining the establish for Robert Lords in Japan. The human resource department of Riordan Manufacturing does not have problems determining what the components of the international open system will be as they are all undertake in the company policy. Usually companies sending their employees abroad in the form of expatriates have to decide between the going identify shape up and the balance tabloid approach (http//www. rocw. raifoundation. org/management/bba/IHRM/lecture-notes/lecture-21. pdf).According to the going rate approach, the parent company conducts a survey in the host country and arrests a grasp of the cost of living in the host country. The approach is basically to match the kick in of the parent country national to the host country national. If Riordan Manufacturing were to follow the going rate approach, then it would probably have to hire an international consulting firm to conduct a survey in Japan that would determine what the salary of a Japanese national would be. This is a Japanese nationa l working in the same position with similar duties and responsibilities to those addressed by Robert Lords.However Riordan Manufacturing does not follow the going rate approach. The going rate approach has several disadvantages. For example, managerial salaries in the US are the highest in the human race. Therefore, according to the going rate approach, expatriates to China from the US would be given a much lower level of compensation. The nature of the assignment also varies from one country to another. The going rate approach would not take those differences into account but the employees are very sensitive to these differences.In such cases, the application of the going rate approach in structuring an international pay system can result in loss of employee morale. In fact, if the management of Riordan Manufacturing were to follow the going rate approach, it would have a hard time persuading any of its employees to take off to China because Chinese managerial salaries are much lo wer than they are in the US. The approach followed is the balance sheet approach. The result therefore is one of equity in the international pay system at Riordan.However this equity exists from the perspective of the employees of the company and not from the perspective of the host country nationals. As a result Robert Lords pay would not be equitable with the pay of a Japanese national. The balance sheet approach is the exact antagonist of the going rate approach in that the company does not have to undertake surveys in the host country to determine what the pay of nationals in that country in similar positions is. Under this system the pay that Lords is going to have in Japan is going to be exactly the one that he was receiving in the US.Of course there would be a few adjustments to take into account the differences of living in the host country. For example, if the cost of housing in the host country is higher than it is in the parent country, then Riordan Manufacturing would pay for the difference in the compensation to the parent country national. Under this approach therefore, the pay that Lords is going to receive will not be equitable with that of a Japanese national in a similar position. However when Lords comes back to the states, his salary will be readjusted back to its former level and the element of equity will be maintained.What determines equitable pay is a valid question in this respect. Maintaining purchasing big businessman of the expatriate is one measure of maintaining equity. The purchasing power that the expatriate used to enjoy in the parent country remains the same when he moves to the host country. Therefore, the employee enjoys the same level of compensation regardless of the national compensation system of the country he moves to. Managerial salaries in Japan are lower than they are in the US. As a result, Japanese nationals working in a position with duties and responsibilities similar to those relevant to Lords position will have lower pay.antecedently businesses used to perform within the confines of their own national boundaries. But now, because of globalization, they are operating across national borders. For example, Riordan Manufacturing performs overlapion activities in China. However strategicalal flexibility still remains the most important concept in achieving a sustainable competitive advantage. In fact it has grown in splendor inasmuch as different marketplaces internationally have different factors driving supply and inquire. Therefore, the organisational culture of a multinational company must develop oestrus for strategic flexibility.This is the duty of the human resource department. The human resource department is responsible for motivating employees to behave in a way that will post to overall agreemental effectiveness. The most effective means of doing that is to design a compensation system that determine employee behavior that think ofs strategic flexibility (http//digi talcommons. ilr. cornell. edu/cgi/viewcontent. cgi? term=1164&context=cahrswp). As mentioned before, strategic human resource management has the two options of the going rate approach and the balance sheet approach in intent an international pay system.However none of these approaches are appropriate for promoting strategic flexibility or, in other words, for promoting business practices tailored to the cultural and economic values of the country it is operating in. On the one hand, there is the going rate approach which in Lords case would simply calculate the pay of a Japanese national in a similar position and on the other hand there is the balance sheet approach which would simply calculate pay based on what Lords would earn in a similar position in his home country.Both follow national characteristics. The going rate approach follows the Japanese national system while the balance sheet approach follows the US national system. As a result neither of these approaches is geared towards promoting strategic flexibility. If the objective of the management is to develop the kind of compensation system that would emphasize certain characteristics of the national culture that are better aligned with the organizational strategic map, then it would have to develop different compensation systems for different countries.In this respect, the management of Riordan Manufacturing must study the social centre in the Japanese national system and design the international compensation system in a way that stimulates aspects of Japanese culture in employee behavior most suitable for organizational effectiveness. The age of globalization means that a multinational company like Riordan Manufacturing must take into account the different cultural attributes of the country it is operating in. This is because demand is greatly influenced by cultural expectations.Therefore the product that the multinational company is producing must conform to the cultural expectations of the coun try in which it is selling the product. If it is important for product development to conform to cultural expectations around the world, then it is vital for the compensation system to conform in the same manner. The compensation system lies at the cell nucleus of the employee motivation system. Previously, compensation consisted of solely financial gains. However financial gain can be easily matched by other companies.In a globalized system of free trade where money can flow from one country to another without friction, merely financial gains are no longer sufficient to do the employees to stay with the company. As a result, modern compensation systems emphasize the development of relationship between the employer and the employees. If Riordan Manufacturing is going to move to Japan with its operations, then it must develop that relationship between the employer and the employee and developing that relationship means that the management must carefully study the social contract th at governs the organizational culture in Japan. world-wide compensation systems have multiplied in complexities precisely because the measures of organizational effectiveness must inevitably vary from one country to another. The measures of organizational effectiveness have changed. In todays business world, availability of information is the most important competitive advantage that a company might have. An example of the value of information in enhancing organizational competitiveness is the process of internal benchmarking that has recently been gaining popular support.Internal benchmarking compares the different organizational procedures across operations around the world and prepares a lit of best practices which might be applicable organization wide. A critical aspect in successfully performing internal benchmarking is the implicit knowledge that lies hidden in employees. This is valuable intellectual capital that an organization would lose if the compensation system were to emphasize solely financial gains. In the interests of organizational effectiveness, the management of that organization must make sure that practices are undertaken so that there is minimal turnover in the company.As a result, particularly in developing an international pay system, the management in multinational companies has been introducing an element of choice in their compensation systems. The international pay systems have three levels of pay one is core which let ins cash and basic benefits. Then there are crafted choices such as training, flexible scheduling, base/bonus mix and stock options and ultimately there are the choices given employees such as assignments, tax deferrals, stock purchases etc.It is in the aspect of crafted choices that we must consider the role that the social contract plays in the Japanese national compensation system. Designing a compensation system in the US and in Japan must necessarily include differing challenges because the cultures in the US a nd in Japan are greatly different. The Japanese system values the collectivist approach more. Therefore the performance-based or the ability-based approach followed in the US emphasizing individual risk-taking is not very effective in Japan. Group based policies have greater value in Japan. Status is an important aspect of the social contract in Japan.Therefore if the element of strategic flexibility means motivating employees to think and act in the best interests of organizational effectiveness as applicable to the host country, then an American company must design the compensation system applicable to its operations in Japan in a way that maintains employees group status. This is an example of the role that the social contract in Japan plays in designing international pay systems. From the higher up it will be clear enough that designing an international pay system is no longer so simple as selecting between the going rate approach or the balance sheet approach.If Riordan Manufa cturing is moving to Japan with its operations then blindly following the balance sheet approach is no longer a feasible approach. The management of the company must do the additional homework of studying the social contract in Japan. An important romp of the social contract in Japan is the lifetime purpose contract in Japan where the management ensures job security for the employees. Any American company attempting to design a pay system that is in alignment with the strategic map in Japan must necessarily take the lifetime employment guarantee into consideration.The Japanese management system follows this system because it is an effective means of developing company loyalty. Both the employees and the management have a sense of possession in the long term performance of the company. As a result, the Japanese compensation system emphasizes the long term rather than the short term in offering bonuses. Rewarding systems in Japan are tied to the long term maximization of market shar e. The Japanese system also values bonuses more because they are not taxed to the same extent that regular salary is. Trade alliances have always had a strong effect on employee benefits.In the US, enter workers enjoy a greater level of employee benefits than non-unionized workers. However the trade union system in Japan is different because unlike the US, trade unions are organise not industry-wide but on the basis of organizations that the workers are tied to (http//japanhop. com/prosper/070-japanese-labor-unions. html). For example, Toyota employees will form a corporate trade union that is specific to the company itself. In the US, the employees from the auto manufacturers would form a trade union that represents the entire industry. In that respect the social contract in Japan is different.Because trade unions in Japan are company specific, there is a greater level of cooperation between the employees represented by the trade union and the management of that organization. Tr ade union strikes are rare in Japan and when they do occur, the management and the union cooperate on finding a solution that minimizes negative consequences to the company. Therefore pay systems are not adversely affected by the presence of trade unions formed along corporate lines. There is a minimum wage law in Japan that must be taken into account in structuring the international pay system.Mostly importantly, the management of an organization and the trade union of that organization collaborate in designing the salary system of that organization. Such a salary system emphasizes the role of overtime pay which in Japan represents a large percentage of the annual pay. Allowances also are a strong feature of the Japanese national compensation system. These are some of the example of the differences between the American compensation system and the Japanese compensation system that have arisen as a result of the different social contract prevalent in Japan.BIBILIOGRAPHYWorkforce (Ja n, 2001). Three ways to design international pay Headquarters, Home country, host country human resources employment abroad strategies. Retrieved January 12, 2008 from http//findarticles. com/p/articles/mi_m0FXS/is_1_80/ai_69294699. Executive Resources special (2002). Compensation, employee benefit, and organizational consultancy. Retrieved January 12, 2008 from http//www. erlimited. com/expatriate_services. php Rethinking International Compensation. Retrieved January 12, 2008 from http//instruct1. cit. cornell. edu/courses/ilrhr769/97_24. pdf Winston J.Brill & Associates (2006). Fundamentals of International Compensation.Retrieved January 12, 2008 from http//www. winstonbrill. com/bril001/html/article_index/articles/551-600/article557_body. html Tokyo Electron (2006). Review of the Dividend Policy and Executive Compensation System. Retrieved January 12, 2008 from http//www. tel. com/eng/news/2005/0419_001. htm Labor Unions in Japan. Retrieved January 12, 2008 from http//japanhop. com/prosper/070-japanese-labor-unions. html Japanese salary systems. Retrieved January 12, 2008 from http//japanhop. com/prosper/080-japanese-salary-systems.html Various approaches to international compensation.Retrieved January 12, 2008 from http//www. rocw. raifoundation. org/management/bba/IHRM/lecture-notes/lecture-21. pdf How Canadian companies are paying expatriates. Retrieved January 12, 2008 from http//www. orcinc. com/ics/download/orc_ics_molnar_cn_05q2. pdf Center for Advanced homophile Resource Studies. Rethinking International Compensation From Expatriates and National Cultures to Strategic Flexibility. Retrieved January 12, 2008 from http//digitalcommons. ilr. cornell. edu/cgi/viewcontent. cgi? article=1164&context=cahrswp.

“Pygmalion” by George Bernard Shaw and its film version “My fair lady” Essay

Pygmalion written by Bernard Shaw, was first performed on re-create with Rex Harrison as Henry Higgins. The reception of the audience during the pass was of utmost disappointment due to the non ro homotic shutd witness of the play, all the same though that was Shaws sign intentions. My fair Lady on the former(a) hand is a tuneful based on Pygmalion, and the movie was shot in 1964 by director George Cukor. Although there are numerous similarities betwixt musical and play much(prenominal) as the causa interactions or how both of them portray kind status, especi eithery in the conclusion, the musical displays several contradictions in comparison to the movie.Bernard Shaw wrote the play during an important moment in history, which was when women were starting to move in indep curiosityence in the beginning of the 20th century. It is produced in 1914 which is when WW1 broke out and contend time made it easier for women to find work, and soon after women got their independent vote in 1920. consequently Pygmalion has a strong sentiency of feminism and independence as angiotensin-converting enzyme of the leading estimates to guide the characters on, especially Eliza.Eliza end-to-end the play is striving to prove how women should be independent and non rely on men in order to lead a brio. Both movie and play shows us that when Higgins turns Eliza into a duchess, he didnt unwrap her just distinguish and status save he took her independence a sort because she is not fit to swop anything else. What happens now is that if Eliza doesnt marry she has no one to provide for her and Freddy is useless because he has no talent for do money. Thus Higgins indirectly limited Elizas opportunities making her dependent on men. And during the movie when she goes back to Higgins she loses power in her character. Even though it was of her own free will and not on necessity, she still loses the power she had before.Pygmalion comes from a Greek Myth, Ovids narrative where a human called Pygmalion makes a sculpture of a woman called Galatea. Ovids original persuasion is that Galatea would be a worshipping monument to Pygmalion with a woman who refuses to be bound to a man who says that he has created her. Shaw in a way is flouting with Ovids original purpose due to all the inferences evenin Pygmalion that Higgins perhaps has feelings for Eliza, supporting Shaws proposal of a woman within a low rank to dominate and gain the love of a middle class man. provided, whether Eliza loves him or not is a different matter.On the other hand, Shaw has an ironic endpoint of Eliza marrying Freddy. So her independence goes straight into the gutter when she goes from being the subject of one man to another, because that is the completely thing an upper class woman is supposed to do in her life, just uniform when Mr. Doolittle said I was free. He wants to return to the undeserving poverty instead of living as a rich man where everyone wants something fro m him, including his wife now wants to marry him.What happens is that as a working class woman, Eliza had her own independence and was used to assert her own rights I wont stay here if I dont kindred and I wont let nobody wallop me. Now, women in her position cannot tell on flowers and she must sell herself into marriage, giving up her rights and being dominate by men.As a second theme, Higgins is shown as a dangerous teacher to Eliza due to his mind broadening influence. Similar to the movie Dead poets Society, just give care the teacher Mr. Keating, Higgins exerts a subversive influence on Eliza, with an encouragement to such an extent that he fills her heads with dreams that life cant give. His destructive influence although with best intentions at heart, if Higgins had done nothing, Eliza would not subscribe to moved classes. moreover now that he has given her attributes changing her social class, he creates expectations, illusions and taste to a dream which she cannot fulf ill.The present moment is that his actions creates these ripples which can disrupt society, because he is firing against societys flow, just identical Socrates, who was popular among young men, he gave ideas going against cities principles. For any person, not just a fictional character within a play, when someone doesnt gain what they want, this creates frustration because there is no structure to support their dreams, and Higgins just like Mr Keating doesnt realize the consequence of his actions. So now Higgins created a situation where Eliza cant do anything else and is now only fit tosell myself.This theme is too connected to another theme in the play such as social class and language, because Higgins gives Eliza her language, but as shown in the first meeting that Eliza has with Mrs. Higgins, she has a flawless English however lacks a decent background, manners and taste. Thus social class is a combination of all of these and Pickering is the one who gives her the inhabit of her social class in addition to the language given by Higgins. So language also has an important role as shown in Higgins song why cant the English? where he says that Eliza is condemned by every syllable that she utters.In the year 300 b.c. Aristotle made it clear that a tragedy usually ends in death and a comedy ends in marriage. Throughout the play, Bernard Shaw leads the characters in believing that Eliza will end up marrying Higgins or someone with very great richness, when in fact, Shaw does not follow Aristotles rule and he breaks the safe and sound build up of expectations that the audience had while watching the play. In contrast the subscribe ends with Eliza entering Higgins way and his ending line is where the hell are my slippers so the film allows us to believe they dont get married, it only hints it, and that if they do, he will be a dominant person in their relationship. However when Shaw wrote the play, and the movie changes his initial reasons of writing the e nding the way he did, Shaw wanted to show that people who dont marry, such as Higgins, arent disintegrated from their parents because they draw up their parents in high pedestals, which is also known as Oedipus tragedy.Both endings in Pygmalion and My Fair Lady, seem to have an ending which is adapted to the main(prenominal) theme of the story, i.e. the film director and Shaw wanted to make different statements in their work. This leads to the assumption that the ending from Pygmalion is an ending that makes sense when seen that Shaws initial intention of having a play about feminism and independence, and at the same time the ending of My Fair Lady also makes sense because it is a Hollywood movie, like a Cinderella story with a romantic twist, shot in order to attract an audience.Thus although themovie and play are the same story the focus placed on each one is on different themes which is what causes the alteration of the ending. This means that if My Fair Lady had a different en ding, the addition of the songs such as rain in Spain and grown accustomed in the movie, which add a sense of romance, would be completely destroyed if both lovers werent able to conquer all of the issues between both of them.In addition, the film director also placed an emphasis on different characters and evens than Shaw. Whilst Shaws play is on social concern, criticizing the way social classes judge others based on their accent, the films message is of an individuals life that if one tries hard enough a development may be achieved. Or during the film when they say that she needs the services of a tooth doctor so that she can get used to live and speak like a lady, meaning that all that the film was concerned about was Elizas development and her climbing of steps on the social ladder. Not to bring up that for the movies ending, an idealized Eliza is portrayed in order to appeal to the public with a noble posture when dealings under pressure. Whilst in comparison to the play sh e does not show her sincere feelings as Shaw first wrote it.However, even though when Eliza leaves Higgins in Pygmalions ending, although it follows through with the feminist theme, it is completely understandable why the audience for this play end the play with a feeling of dissatisfaction because after reading a whole play with a character such as Higgins who is hilarious at every speech, and at some point in the play makes you feel compassion for him, it is extremely infuriating when the main character goes off without him after a man who is in the play mainly for tempting Eliza and has no other part in play. All Freddie feels for Eliza is a platonic love and he writes her three pages every day, when Higgins actually shows true feelings for Eliza in his own mantled way.In My fair Lady, when Eliza returns from the ball, she is crying and really afraid of what might happen to her in the future where am I to go, what am I to do which Higgins without any kind of respect throws her op tions like working in a florists shop or marrying someone. However none of theseoptions satisfy Eliza. Then on the next day, it seems like it dawns on Higgins because he says where will you go, in Heavens name?, giving a sense that he realized that he would miss Eliza as shown in the song grown accustomed.Even though she says quite firmly she would teach phonetics, it is obvious for the audience that teaching phonetics is not what she really wanted. So what the movie shows more clearly is that Eliza does indeed have options and that Higgins is afraid he will be without her. So what makes the ending of this movie such an attraction to the audience is that Eliza comes back to Higgins as a choice of her own and not as a need. Which is in fact exactly what Higgins likes a person who makes their decisions based on rational thinking and not on weakness.In conclusion the film has added and taken away certain characteristics of the play, but this does not mean that one is better than the ot her, it only means that the author and the director had different propositions in mind as to what they wanted to show their audience. One could say that the main obvious difference between the play and the movie are the songs.The songs entertain the public and thus they are more appealed because it follows a movies characteristics of those days, in addition it emphasizes Shaws initial ideas of what the characters felt leading to the main themes of the play. For example when Eliza is in the market and she wished for comfort, warmth and chocolate. However the disadvantage is that the main theme of the play which is a criticism to high classes is lost, thus songs lose the main themes and makes the story appear more Hollywood like instead of being based on a book.NOTES TAKEN FROM THE BOOK PYGMALION BY BERNARD SHAW AND FROM THE MOVIE MY FAIR LADY

The Importance of Tourism for the Malaysian Economy in a Recession

Given the relatively small size of our economy, Malaysia is a country heavily reliant on exports as a source of income. Manufacturing, our biggest foreign exchange un muddleer, currently accounts for the bulk (70%) of total exports led by electronic parts and components, followed by commodities such as oil and gas as well as palm oil. As long as this over-dependency remains, Malaysia will always be exposed to the risks of the cyclical record of global ICT product de creationd and the speculative prices of raw materials.Based on the growth experience of change economies, manufacturing has also already reached its optimum sh atomic number 18 of 30% contribution to the Malaysian GDP. In other words, tralatitious means of exports will continue to decline and diversification of our export earnings is imperative for us to flush for the resulting gaps. Dato Seri Najib Razaks recent announcement of further liberalization to the services vault of heaven couldnt have been more well-time d.Through this, we can expect to speed up our reduction of on imported services speckle boosting our exports (in various other categories) to register a healthier overall bank balance. Weve only just started see trade surplus for services since 2007. This would not have been possible without tourism, which contributes to almost 50% of the services sector and Malaysias 2nd largest foreign exchange earner. Besides having an incredible multiplier effect in ground of income and employment distribution due to far-off-reaching linkages to other sectors (construction, finance, insurance, manufacturing etc. tourism, unlike other goods or services, has no slender substitutes meaning demand for travel bys is more likely to grow rather than be traded with something else. Neither is it subjected to price fluctuations abnormal by speculative factors like commodities for example. If the index of average world(prenominal) tourist expenditure equals the price of the international product, prices received enjoy greater stability versus raw materials. In fact, prices have tended to increase in a stable manner due to among other things, demand for holidays and the rigidity of destination supply in the mindless and strong suit term.Tourism also has the capacity to recover foreign-currency investment in a shorter time a strong motivation for FDI inflows to the country. The UNWTO estimates that a medium-class beach hotel in a developing country will earn back in 1 year the entire foreign exchange required to build and accommodate it. In this bleak climate however, decline in international reachs is naturally expected. Unless enough measures are prepare in place to safeguard the industry the impact would overwhelming on not just travel per se, but on a massive chunk of businesses that rely on tourism as a demand stimulus.There are several get wind things we need to do. Firstly, we need to be extremely targeted in terms of our source markets. This recession is quic kly speeding up the shift of economic power to emerging economies the result of the contrast between the excess of savings in Asia and the debt burden of Europe and North America. man it is a global downturn, china, India, and MENA region are keep mum expected to post positive growth which is a far cry from the -3% growth forecasted for developed countries.Besides ASEAN, contribution of international arrivals from these countries will make up a substantial share of our prospects. What this also means, is that our ASEAN counterparts would be vying for the same piece of the pie. Even more problematic is the fact ASEAN destinations share their own equivalent of what Malaysia offers as a travel destination common key interests like cultural experiences, beaches and spas, historical monuments, shopping, local cuisine, sports etc.As witnessed from most communication efforts both regionally and globally, countries have more often than not packaged these attractions together in a be autifully crafted collage of pictures either on television or print advertising that spells out what a destination has to offer. During a time when such demonstrations become expected proof of value, how do we then break through the clutter and moderate the travelers attention? To do this, we need to create ideas that mean something to them, ideas they would want to elapse their time with. Value need not necessarily mean tangible or functional attractions to a traveler alone.Rather than starting with the multitude of things a destination has to offer, we need to look at our arrival prospects as lot kickoff and identify a fundamental need, that could be emotional or rational, in the lead tailoring our destination to resolve them. An example of how this approach has worked lies within Tourism Malaysias own communications targeting the South and West Asian markets by JWT-Sen Media Malaysia in 2008. In India, 2 large and rapidly ripening segments of travelers were identified hon eymooners and young, affluent working couples with kids.Surveys revealed an interesting discovery amongst newlyweds, the fact that a majority of marriages in India were still largely arranged, by choice. A honeymoon for them is akin to a couple on a first date, where an awkward tension exists between both parties. By tapping on this, we demonstrated the emotional value of a Malaysian holiday by telling a story of how a relatively unknown man called a husband becomes a close friend of a woman with each passing day, having bygone through unalike experiences in Malaysia together.As for young families the main motivation behind a holiday is to indulge in quality time with their family, as 55% feel they dont spend enough time with their children back home. To capture this segment, a story of a busy, successful boss who rediscovers the pop music in him was spun around a holiday experience in Malaysia. Similarly for West Asia, we tapped on a finding that the target looked forward to th e refreshing feeling of water when they go on a holiday, as its a transient form of escapism from their natural surroundings.We sought to bring this feeling to life story by weaving a tale about a little girl who comes to Malaysia with her parents, equipped with a tiny parasol, looking for cool hills and the excitement of rainand finds it. Through selling value based on fundamental people motivations instead of purely selling the destination, Malaysia affix a growth of arrivals from India by 28% within the months of October to December 2008 (when the campaigns ran) versus the same period during a recession-free 2007. In the largest West Asian markets Saudi Arabia and Iran posted an astonishing 47% and 64% growth in arrivals respectively.The question we need to ask ourselves now is what are travelers looking for in these times, and how do they want to feel? Once this has been identified its a issue of ensuring the most efficient way to reach them. While this sounds seemingly sim ple, the proliferation of melodys to reach ever-changing consumers is continue to evolve rapidly. Its no longer enough to assume threshold weight on traditional mediums like print or TV advertising alone to talk to different segments of travelers with incredibly different needs.The availability of broadband connections has expanded speedily in our target markets the number of Internet users in China has grown by over 40% YOY to 298 million in 2008, whereas in India, a growth of 33% was seen among urban users. Increasingly, travelers in the Asia Pacific region prefer to plan their travels online 75% of them in fact, as attest by the latest PATA/Visa Travel Intentions Survey strongly catalyzed by the growth in inexpensive airlines over the years, where most transactions happen online.Planning usually kicks off broad based, before honing into destinations that arrest their attention for more focused planning. The Internet allows travelers to find what interests them more easily an d connect with like-minded people in ways they never could before. Top sources for tuition are travel, hotel, airline websites, as well as word-of-mouth and recommendations. Where the latter stemmed mostly from family and friends in the past it has found its way to be readily available in the form of travel blogs, networking sites and various other forums.The Internet as an alternative media channel is unrivalled in its targeting and accountability, providing the capability to track what people search for and where they surf and allow communications and information to be tailored specifically to travelers presumed special interests. The on-going advancements of the infrastructure also give much fluidity to the medium allowing the creation of the destination experience digitally to make travelers feel a certain way which is far more powerful than asking people to think about the value. In the TV era, getting audition happened at the end of the marketing process now it can be the start.