Organizational Behavior At First Alabama Bank - 2092 Words

Introduction The paper explores organizational behavior at First Tennessee Bank (FTB), which is under the First Horizon National Cooperation (FHNC). FHNC is a financial organization that is located in Tennessee in the US. The products and services offered by the organization include checking and savings accounts, financial planning, asset, management, trustee services, investment by stakeholders, insurance and credit services such as loans among others. FTB has been in business for at least a hundred and fifty years (First Tennessee, 2015). Therefore, it is a well-established community based financial service provider. Organizational behavior is an integral aspect of various successful businesses. â€Å"The study of organizational behavior is primarily concerned with psychological, interpersonal, and behavioral dynamics in organizations. However, organizational variables that affect human behavior at work are also relevant to the study of organizational behavior.† (Nelson, Quick, 2012) For a more precise understanding of the organizational behavior at FTB, it is important to identify certain norms and characteristics that determine the aspects of the regional bank. Some of these characteristics of organizational behavior include, firstly, attitudes and values of employees for example company culture, social responsibility and others. Secondly, motivation and performance, which encompass factors like, job security, bonuses, raises, and employee mentoring programs. Thirdly,Show MoreRelatedThe Scandal Of Healthsouth Corporation Scandal1391 Words   |  6 Pages Organizational misconduct is the chief cause behind corporate accounting scandals. The trusted executives of the corporation participation in actions during a scandal are corrupt and illegal. 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Invertebrate Questions True/False Indicate Free Essays

Invertebrate Questions True/False Indicate whether the statement is true or false. ____1. The acute senses of arthropods are the result of organs such as compound eyes and antennae. We will write a custom essay sample on Invertebrate Questions True/False Indicate or any similar topic only for you Order Now ____2. Arthropods have a well-developed excretory system consisting of nephridia. ____3. The well-developed arthropod nervous system consists of a double ventral nerve cord, an anterior brain, and several ganglia. ____4. Efficient gas exchange in arthropods is accomplished by tracheal tubes, book lungs, or gills. ____5. The exoskeleton is a protective adaptation that enables arthropods to move freely. ____6. Jointed appendages are advantageous because they are limited in their strength and functions. ____7. In arthropods, appendages are adapted for a variety of purposes including sensing, walking, feeding, and mating. ____8. The exoskeleton of arthropods is harder and provides more protection than the cuticle of annelids. Modified True/False Indicate whether the statement is true or false. If false, change the identified word or phrase to make the statement true. ____9. Roundworms are have one body opening. _________________________ ____10. All roundworms are parasites. _________________________ ____11. Trichinella can be ingested in raw or undercooked pork. _________________________ ____12. Pinworms are the most common parasites in children living in the United States. _________________________ ____13. Hookworms can be contracted by eating improperly cooked infected pork. _________________________ ____14. The most complex and most recently evolved mollusks are gastropods. _________________________ ____15. Earthworms are hermaphrodites because each worm produces both eggs and sperm. _________________________ ____16. The respiratory organs in aquatic gastropods are primitive lungs. _________________________ ____17. Gastropods have two shells. _________________________ ____18. The excretory structures in mollusks are called nephridia. _________________________ ____19. Bivalves obtain food by predation. _________________________ ____20. In shelled mollusks, the radula secretes the shell. _________________________ Multiple Choice Identify the choice that best completes the statement or answers the question. ____21. Animals with bilateral symmetry find food and mates and avoid predators more efficiently because they have _____. a. |body cavities|c. |tails| b. |more muscular control|d. |the ability to see in all directions| ____22. Which of these animals has bilateral symmetry? a. |sponge|c. |jellyfish| b. |hydra|d. |flatworm| ____23. What type of symmetry does a penny have? a. |bilateral symmetry|c. |no symmetry| b. |radial symmetry|d. |biaxial symmetry| ____24. Which of the following applies to a sponge? a. |intracellular digestion|c. |bilateral symmetry| b. |has a gastrula stage|d. |develops three embryonic layers| ____25. The animal’s digestive tract forms from the _____. a. |endoderm|c. |ectoderm| b. |mesoderm|d. |protostome| ____26. The embryo layer that forms the skin and nervous tissue is the _____. a. |endoderm|c. |ectoderm| b. |mesoderm|d. |protostome| Figure 25-2 ____27. In Figure 25-2, where is the ectoderm? a. |A|c. |C| b. |B|d. |D| ____28. In Figure 25-2, where is the endoderm? a. |A|c. |C| b. |B|d. |D| ____29. In Figure 25-2, where is the mesoderm? a. |A|c. |C| b. |B|d. |D| ____30. In Figure 25-2, where is the gastrula? a. |A|c. |C| b. |B|d. |D| ____31. In Figure 25-2, if part A develops into a mouth, this organism will be a _____. a. |protosome|c. |autosome| b. |deuterosome|d. |autotroph| Figure 25-3 ____32. Which of the organisms in Figure 25-3 is asymmetrical? a. |A|c. |C| b. |B|d. |D| ____33. Which of the organisms in Figure 25-3 probably has the most muscular control? . |A|c. |C| b. |B|d. |D| ____34. Which of the organisms in Figure 25-3 has the most complex systems developed from coelom? a. |A|c. |C| b. |B|d. |D| ____35. Which of the organisms in Figure 25-3 has bilateral symmetry but no endoskeleton? a. |A|c. |C| b. |B|d. |D| ____36. Nematocysts discharge when _____. a. |salt concentration in the ocean drops|c. |a cnida rian regenerates| b. |tentacles touch a source of food|d. |cnidarians reproduce| ____37. A Portuguese man-of-war is an example of _____. a. |an anthozoan|c. |a hydrozoan colony| b. |a large scyphozoan|d. |a sea anemone| ____38. Uncooked or undercooked pork may contain _____. . |trichina worms|c. |pinworms| b. |hookworms|d. |free-living roundworms| ____39. In a cnidarian, digestion occurs in the _____. a. |proglottids|c. |digestive tract| b. |gastrovascular cavity|d. |tentacles| ____40. A _____ has a muscular tube called the pharynx, which can be extended outside its body to suck in food. a. |jellyfish|c. |planarian| b. |sponge|d. |tapeworm| ____41. A group of cnidarians that provide food and shelter for many kinds of animals are the _____. a. |jellyfishes|c. |sea anemones| b. |hydras|d. |corals| ____42. Because sponges are sessile, they get their food through _____. a. |scavenging the seafloor|c. the spicules| b. |filter feeding|d. |tentacles| ____43. The collar cells of sponges are similar to _____. a. |flagellated protists|c. |ciliated paramecia| b. |amoebas|d. |sessile sporozoans| Figure 26-2 ____44. Which structure shown in Figure 26-2 analogous to an anus? a. |A|c. |C| b. |B|d. |D| ____45. In Figure 26-2, how did the structure labeled A develop? a. |fertilization by sperm|c. |asexually by budding| b. |fragmentation|d. |formation of gametes| Figure 26-3 ____46. How are the two organisms shown in Figure 26-3 different? a. |A is a cnidarian and B is not|c. |only B is poisonous| b. |A moves but B doesn’t|d. A is a medusa and B is a polyp colony| ____47. Which of the two organisms shown in Figure 26-3 releases gametes? a. |A|c. |both| b. |B|d. |neither| Figure 26-4 ____48. Which organism shown in Figure 26-4 does not have hooks and suckers on its mouth? a. |A|c. |C| b. |B|d. |D| ____49. Which organism shown in Figure 26-4 is a parasite that requires two hosts? a. |A|c. |C| b. |B|d. |D| ____50. Which organism shown in Figure 26-4 is of a phylum that can infect plants? a. |A|c. |C| b. |B|d. |D| ____51. What can be inferred from Figure 26-5? Roundworm Infections| Number of Cases|Low Temperature|Day| 300|60|1| 295|58|5| 290|55|10| 20|51|15| 303|55|20| 295|45|25| 15|25|30| Figure 26-5 a. |this species of roundworm cannot survive outside hosts at 25 degrees| b. |this species of roundworm is widespread| c. |this species of roundworm does not flourish in warm weather| d. |this species of roundworm becomes dormant in warm weather| Figure 27-2 ____52. Which shell shown in Figure 27-2 is from the most recently evolved organism? a. |A|c. |C| b. |B|d. |none of them| ____53. Which shell shown in Figure 27-2 is from a bivalve? a. |A|c. |C| b. |B|d. |none of them| ____54. Which shell shown in Figure 27-2 came from a stomach-footed mollusk? a. |A|c. |C| b. B|d. |none of them| ____55. Which shell shown in Figure 27-2 came from a mollusk that uses jellyfish nematocysts for protection? a. |A|c. |C| b. |B|d. |none of them| Figure 27-3 ____56. Which pa rt of the squid shown in Figure 27-3 is analogous to a snail’s shell? a. |A|c. |C| b. |B|d. |D| ____57. Which part of the squid shown in Figure 27-3 is the foot? a. |A|c. |C| b. |B|d. |D| . Figure 27-4 ____58. In the earthworm shown in Figure 27-4, what part is analogous to the stomach in humans? a. |A|c. |C| b. |B|d. |D| ____59. In the earthworm shown in Figure 27-4, what part is analagous to the central nervous system in humans? . |A|c. |C| b. |B|d. |D| ____60. In the earthworm shown in Figure 27-4, what part is analagous to the throat in humans? a. |A|c. |C| b. |B|d. |D| ____61. In the earthworm shown in Figure 27-4, what part is analogous to the kidneys in humans? a. |A|c. |C| b. |B|d. |D| Figure 27-5 ____62. According to Figure 27-5, which phylum evolved first? a. |annelids|c. |nematodes| b. |bivalves|d. |planaria| ____63. According to Figure 27-5, which phylum are annelids closest to on an evolutionary scale? a. |bivalves|c. |nematodes| b. |gastropods|d. |cestodes| ____ 64. Grasshoppers have _____. a. |two compound eyes and three simple eyes| . |three compound eyes and two simple eyes| c. |two compound eyes and two simple eyes| d. |none of these| ____65. The stages of incomplete metamorphosis are _____. a. |egg, larva, pupa, adult|c. |egg, larva, adult| b. |larva, pupa, adult|d. |egg, nymph, adult| ____66. Crabs, lobsters, shrimps, and pill bugs are members of the class _____. a. |Insecta|c. |Crustacea| b. |Chilopoda|d. |Arachnida| ____67. The typical tick body consists of _____ segment(s). a. |one|c. |three| b. |two|d. |four| ____68. Most insects have one pair of _____ that are used to sense vibrations, food, and pheromones in the environment. a. pedipalps|c. |antennae| b. |wings|d. |eyes| ____69. In spiders, the exchange of gases takes place in _____. a. |book lungs|c. |gills| b. |lungs|d. |spiracles| ____70. When a spider bites, it uses its _____. a. |chelicerae|c. |pedipalps| b. |mandibles|d. |silk glands| ____71. How many pairs of jointed appe ndages do arachnids have? a. |two|c. |three| b. |four|d. |six| ____72. Aquatic arthropods exchange gases through _____. a. |tracheal tubes|c. |their exoskeleton| b. |gills|d. |book lungs| ____73. Before an arthropod molts, a new exoskeleton _____. a. |grows on top of its old one|c. |cannot grow| b. |must be found|d. grows beneath its old one| ____74. The characteristic that most distinguishes arthropods from other invertebrates is _____. a. |the coelom|c. |jointed appendages| b. |the endoskeleton|d. |bilateral symmetry| ____75. What clue tells you immediately that the organism shown in Figure 28-2 is not an arthropod? Figure 28-2 a. |it has no jointed appendages|c. |it has no open circulation system| b. |it has no exoskeleton|d. |it is warm blooded| ____76. What clue tells you immediately that the organism shown in Figure 28-3 is not an arthropod? Figure 28-3 a. |it has no jointed appendages|c. |it doesn’t molt| b. |it has more than 6 legs|d. it cannot fly| ____77. What clue tells you immediately that the organism shown in Figure 28-4 is not an arthropod? Figure 28-4 a. |its gas exchange is inefficient|c. |it has no endoskeleton| b. |there are too many segments|d. |it has no jointed appendages| ____78. No one has ever seen a living trilobite. From this fossil picture in Figure 28-5, how can you tell it was an arthropod? Figure 28-5 a. |it molted|c. |it had segments| b. |it produced asexually|d. |it had Malpighian tubules| Figure 28-6 ____79. What type of metamorphosis is shown in Figure 28-6? a. |partial|c. |incomplete| b. |complete|d. |nymph| ____80. What stages of metamorphosis shown in Figure 28-6 have no exoskeleton? a. |A and B|c. |C and D| b. |B and C|d. |A and C| ____81. What stage of metamorphosis shown in Figure 28-6 does the most eating take place? a. |A|c. |C| b. |B|d. |D| ____82. What stage of metamorphosis shown in Figure 28-6 contains the youngest organism? a. |A|c. |C| b. |B|d. |D| ____83. In what stage of metamorphosis shown in Figure 28-6 does the organism have recognizable insect characteristics like three segments and jointed appendages? a. |A|c. |C| b. |B|d. |D| ____84. What stage of metamorphosis shown in Figure 28-6 has characteristics of chilopoda and diplopoda? . |A|c. |C| b. |B|d. |D| ____85. The type of symmetry found in all adult echinoderms is _____. a. |horizontal|c. |bilateral| b. |radial|d. |regional| ____86. An animal that retains its chordate features throughout life is the _____. a. |seastar|c. |sea squirt| b. |sand dollar|d. |lancelet| ____87. A seastar can hold tightly to the surface it is touch ing because of the _____. a. |sieve in the madreporite|c. |suction in the tube feet| b. |endoskeleton|d. |eyespots| Figure 29-3 ____88. Identify the notochord in Figure 29-3. a. |A|c. |C| b. |B|d. |D| ____89. The notochord shown in Figure 29-3 is surrounded on two sides by what? a. endoderm|c. |exoderm| b. |ectoderm|d. |mesoderm| ____90. Which structure in Figure 29-4 is a characteristic only chordates have? Figure 29-4 a. |A|c. |C| b. |B|d. |D| Figure 29-5 ____91. Where is the dorsal nerve cord in Figure 29-5? a. |within the tunic|c. |along the heart and circulatory system| b. |surrounding the pharynx|d. |it disappeared after the larval stage| ____92. What structure shown in the adult sea squirt in Figure 29-5 indicates it’s a chordate? a. |gill slits|c. |heart| b. |anus|d. |ciliated grooves| Completion Complete each statement. 93. A tapeworm has its reproductive organs in segments called ____________________. 4. A(n) ____________________ is the sexual form of a cnidarian th at has a body form like an umbrella with tentacles hanging down. 95. A(n) ____________________ is the tube-shaped body form with a mouth surrounded by tentacles, which serves as the asexual stage in some cnidarians. 96. Sponges are considered ____________________ because an individual sponge can produce both eggs and sperm. 97. In ____________________, eggs remain inside the animal’s body and sperm are carried to the eggs. 98. In ____________________, fertilization occurs outside the animal’s body after eggs and sperm are released. 99. A parasitic tapeworm has a knob-shaped head, called a(n) ____________________, by which the worm attaches itself to the host’s intestinal wall. 100. During feeding, planarians extend a tubelike, muscular organ, called the ____________________, out of their mouths. 101. Digestion in cnidarians takes place in the _________________________. 102. Cnidarians capture prey by means of ____________________, which are coiled, threadlike tubes that are sticky or barbed or that contain toxins. 103. Sponges get their food by ____________________, in which small particles of food are removed from the water during passage through a part of their body. 04. An animal whose blood moves throughout its body within blood vessels has a(n) _________________________. 105. The ____________________ is a tongue-like organ with rows of teeth that is used by gastropods to scrape, grate, or cut food. 106. You dissect an animal and observe pools of blood surrounding its internal organs. This animal has a(n ) _________________________. 107. The excretory structures that remove metabolic wastes from the bodies of animals such as mollusks and annelids are called ____________________. 108. In bivalves, the ____________________ expels large particles, sediment, and anything esle rejected through the excurrent siphon. 109. Annelids have a digestive organ called a(n) ____________________ that grinds organic matter, or food, into small pieces so that it can be absorbed as it passes through the animal’s intestine. 110. Jawlike appendages called ____________________ are modified spines found on seastars. 111. In chordates, the _________________________ is a bundle of nerves housed in a fluid-filled canal that lies above the notochord. 112. The ____________________ is a semirigid, rodlike structure in chordates that becomes a backbone in vertebrates. 113. The _________________________ regulates locomotion, gas exchange, food capture, and excretion for an echinoderm. 114. The long, spine-covered, tapered arms of seastars are called ____________________. 115. The ____________________ is a round, muscular structure that is located on the opposite end from the suction cup on the tube feet. 116. The ____________________, paired openings located in the pharynx behind the mouth, are present only during embryonic development in some chordates. 117. The sievelike, disc-shaped opening in an echinoderm’s body through which water enters and leaves is called the ____________________. 118. Echinoderms have ____________________, which are hollow, thin-walled structures that each have a suction cup on the end. 119. The heart of the sea squirt is unusual because it pumps blood in one direction for several minutes and then ____________________. 120. Adult sea squirts retain only their ____________________ as indicators of their chordate relationship. 121. ____________________ are small, baglike filter feeders that are covered with a tough layer of tissue called a tunic. 22. ____________________ can swim freely in the water, but these filter feeders spend most of their time buried in the sand with only their heads sticking out. 123. The paired openings located in the throat behind the mouth in chordates are known as ____________________. 124. The earliest echinoderms in the fossil record had ____________________ symmetry. 125. Some chordate adults are sessile, while all the larvae are ____________________. 126. Larval forms of tunicates have ____________________ symmetry. Matching Match each item with the correct statement below. a. |deuterostome|h. |protostome| . |coelom|i. |acoelomate| c. |ectoderm|j. |endoderm| d. |mesoderm|k. |blastula| e. |sessile|l. |pseudocoelom| f. |gastrula|m. |bilateral symmetry| g. |radial symmetry| ____127. animal with a mouth that develops from the opening in the gastrula ____128. embryonic structure of an animal that consists of two cell layers ____129. describes organisms that don’t move from place to place ____130. body cavity partly lined with mesoderm, such as found in roundworms ____131. layer of cells lining the inner surface of the gastrula ____132. a fluid-filled body cavity completely surrounded by mesoderm ____133. ody plan of an organism that can be divided down its length into right and left halves that form mirror images ____134. layer of cells on the outer s urface of the gastrula ____135. animal in which the mouth does not develop from the gastrula’s opening ____136. single layer of cells surrounding a fluid-filled space that forms during early development ____137. animal that has three cell layers, with a digestive tract but no body cavities ____138. body plan of an organism that can be divided along any plane, through a central axis, into roughly equal halves ____139. third cell layer formed in the developing embryo Match each item with the correct statement below. a. |bilateral symmetry| b. |radial symmetry| c. |one opening in digestive tract| d. |openings at either end of digestive tract| e. |filtering| f. |tentacles| g. |swimming| ____140. used for obtaining food in fishes ____141. used to obtain food in sponges ____142. used for obtaining food in corals ____143. digestive tract of flatworms ____144. digestive tract of earthworms ____145. body plan of starfishes ____146. body plan of a fish Match each item with the correct statement(s) below. a. |leech|c. |mollusk| b. |fan worm|d. |earthworm| ____147. gizzard grinds organic matter ___148. may eat only once every few months ____149. traps food in the mucus on its â€Å"fans† ____150. burrows through soil providing aeration and fertilizer ____151. external parasite ____152. disturbances in water causes organism to withdraw inside tube ____153. muscular foot ____154. mantle Match each item with the correct statement below. a. |mandible|g. |parthenogenesis| b. |appendage|h. |spiracles| c. |spinneret|i. |book lung| d. |pheromone|j. |cephalothorax| e. |tracheal tubes|k. |molting| f. |Malpighian tubule| ____155. movable structure used by a spider to turn silk into thread ____156. jaw of an arthropod ___157. shedding of the old exoskeleton ____158. chamber that contains leaflike plates that serve for gas exchange ____159. excretory organ of terrestrial arthropods ____160. fused head and thorax region in some arthropods ____161. any structure, such as a leg, that grows out of the body of an animal ____162. openings through which air enters and leaves the tracheal tubes ____163. form of asexual reproduction in which an organism develops from an unfertilized egg ____164. chemical odor signal given off by an animal ____165. branching networks of hollow passages that carry air throughout the body Short Answer 166. Identify each location on the drawing of the flatworm in Figure 25-1. Figure 25-1 167. What types of body plans do flatworms, roundworms, and earthworms have? Compare the efficiency of locomotion of the three groups of worms and describe how their movement is dependent on their body plans. 168. How is a pseudocoelom different from a coelom? 169. Why are acoelomate animals so small? 170. Animals with coeloms have more complex organ systems and behavior than animals without coeloms. Explain how a coelom enables more complex organ systems and behavior to develop. 171. Briefly identify the three cell layers formed during embryonic development, and give examples of the body organs and tissues that each layer gives rise to. 172. What are the early stages of development from zygote to gastrula? 173. How do the structures of the digestive tracts of a flatworm and an earthworm differ? 174. In what way does a sponge qualify as a heterotroph? 175. What are the main characteristics of an animal? Animal|Body Mass Moved|mL O2 Required per1 g of Body Mass| Mouse|10 g|4. 00 mL| Kangaroo rat|45 g|2. 00 mL| Ground squirrel|140 g|0. 80 mL| Dog|13 kg|0. 40 mL| Horse|500 kg|0. 04 mL| Table 25-1 176. Where in Table 25-1 do you think a 90-kg human adult would fall? Estimate about how many mL of O2 the human would require per 1 g of body mass. 177. After studying Table 25-1, what generalization can you make about the amount of oxygen used by animals of different body mass? 178. How many mL of O2 would a mouse require in all? Refer to Table 25-1. 179. How many mL of O2 does a kangaroo rat require per 1 g of body mass? Refer to Table 25-1. The scientific team you are working with wishes to demonstrate that animals become more efficient in interacting with their external environment when the body plan that evolved included bilateral symmetry. You have chosen to work with mealworms, the larvae of grain beetles (Tenebrio molitor). 180. Hypothesize what would happen if you were to provide the mealworm with a vertical pane or wall on both its left and right sides. 181. How could you prove that mealworms are equally sensitive on both the right and left sides of their body? 182. Plan an experiment to prove your hypothesis. 183. You watch the mealworms moving along the sides of the box in which they are housed. State which factors other than the body plan of the mealworms might affect their behavior. 184. Put the following terms in order to show the structures through which water enters and passes through a sponge: collar cells, osculum, pore cells. 185. What tapeworm adaptations enable them to live in intestines? 186. Imagine that you are presented with a cnidarian. The animal is small, lives in freshwater, and appears to have tentacles around a columnar body. As you watch, the animal catches a daphnia. Into which cnidarian class would you place this animal? 187. If you were to go snorkeling, would you be able to find all the classes of cnidarians in one place? Why or why not? 188. Make a list of simple things people could do to prevent infection by parasitic worms. 189. How do parasitic roundworms keep from being digested by their host organisms? 190. The body of the planarian is an advance over the cnidarian body. Explain. 191. How is the jellyfish’s reproductive cycle an example of alternation of generations? 192. How is a sponge’s food-gathering technique adapted to its sessile lifestyle? 193. Hypothesize why medusae that live in the midwaters where bioluminescent prey are abundant have dark pigmentation. 194. What advantage is there to the extracellular digestion of cnidarians over the intracellular digestion of sponges? 195. When you see a sponge passed through a sieve and separated into cells, you may think a sponge is simply a colony of individual cells. What makes you realize that it is more than this? 196. A biologist places a single, live sponge in a saltwater tank. After several weeks, the biologist observes other, smaller sponges living in the tank. Because the biologist is certain that no other sponge was introduced into the tank, what other explanation could you provide to explain the observation? In an experiment about possible factors that cause the differentiation and growth of cells in hydra larvae, a proportion-altering factor (PAF) was discovered and isolated in a specific colonial cnidarian known as Eudendrium sp. In the experiment, hydra larvae were placed in solutions: one with 10 drops of PAF/mL of water, one with 15 drops, one with 20 drops, one with 30 drops, and a control solution. The experiment showed that PAF factor caused parts of the hydra to grow out of normal proportions. Table 26-2 and Figure 26-1 show the differences in tentacle development that result from varying concentrations of PAF. Study the illustration and the table and answer the questions that follow. Amount of PAF|Number of Hydras| (drops/10 mLof water)|tentaclesnear mouth|tentaclesnear base|no tentaclesformed| 0|197|0|0| 10|90|119|0| 15|74|130|5| 20|30|145|26| 30|0|160|44| Table 26-2 Figure 26-1 197. What conclusions can you draw from the results shown in Table 26-2? 198. Refer to Figure 26-1. After 48 hours, most of the hydras treated with 30 drops of PAF/10 mL of water looked like polyp B, but some looked like polyp C. Describe the hydras that looked like polyp C. 199. After 48 hours, hydras from the control group in Figure 26-1 looked like polyp A in the figure; most hydras from the 15-drop solution looked like polyp B. How does polyp A differ from polyp B? 200. What was the control in the experiment? Refer to Figure 26-1. 201. Identify each numbered part of the earthworm shown in the diagram in Figure 27-1, using the letter of each appropriate term: A. ventral nerve cord, B. setae, C. simple brain, D. hearts, E. blood vessels, F. gizzard. Figure 27-1 202. Explain how the various segmented worms obtain food. 203. Describe the body of a leech. In what way do the leech’s adaptations make it suited for its niche? 204. List and give examples of the three major classes of segmented worms. 205. How do sea slugs improve their survival opportunities by feeding on jellyfishes? 206. What is the role of the radula? 207. What are some of the functions of the mantle in mollusks? 208. What adaptations help the octopus and the squid escape their predators? 209. Suppose you are given an unknown mollusk to identify. The specimen does not have a shell. How could you decide whether the mollusk is an unshelled gastropod or a cephalopod? 10. The Greek philosopher Aristotle called worms â€Å"the intestines of the soil. † What did he mean? 211. An oyster produces a natural pearl when a parasite or a bit of sand lodges between the shell and the mantle. The oyster then grows layers of pearl around the foreign body. What is the advantage of pearl making to the oyster? 212. Most cephalopods have eyes that are remarkably like vertebra te eyes and fully capable of forming a good image. However, the cephalopod eye develops wholly from the surface ectoderm, whereas the vertebrate eye develops from the neural tube. What does this information indicate about whether or not the vertebrate eye evolved from the cephalopod eye? Alvin, a submersible vehicle used by oceanographers to study the ocean floor, has also proved invaluable in studying populations of deep-sea mollusks and segmented tube worms. The invertebrates in question live where hot seawater circulates through cracks in the ocean floor called deep-sea vents. Suppose that you are an invertebrate biologist studying these animals. Your studies show that clams that live near the vents may grow as much as 3. 8 cm per year—far more rapidly than other deep-water clams. 213. Some researchers have hypothesized that life may have begun at deep-sea vents. Why might this be? 214. Segmented tube worms that live near the vents grow to lengths of 1. 5 m in contrast to the growth of related tube worms living in other environments, whose growth is measured only in centimeters at most. You hypothesize that the food that the worms eat is more abundant at the vents. When you collect samples of the worms, you discover that they have no mouth or other means of taking in food. Hypothesize how the tube worms are obtaining nutrients. 215. Suppose your data show that the temperature is the same in samples aken close to the vents and some distance away from the vents. However, the size of the clams is smaller the farther they are from the vents. What would this indicate? 216. Plan an experiment to prove your hypothesis. 217. Compare and contrast chelicerae and pedipalps. 218. Compare and contrast simple eye and compound eye. 219. When natural disasters strike natural areas , often the only animals to survive are the insects. Explain why this might happen. 220. How does living in colonies contribute to the survival of bees? 221. Describe an insect that has adapted to a windy, dry climate. Explain its adaptations. 222. It is believed that arthropods evolved from the annelids. What differences, present in the arthropod structure, make arthropods better adapted to their environment? 223. How do web-spinning spiders create their webs? 224. How do compound eyes aid arthropods? 225. What are four uses of the jointed appendages of arthropods? Give examples. 226. How are insects adapted to living on land? 227. Suppose a new species of insect is introduced into an area as a natural control to rid the area of other insect pests. What are some possible advantages and disadvantages of doing this? 228. Many barnacles live on rocks in the ocean and strain plankton from the water. Other barnacles that also feed on plankton live on the backs of gray whales. Which group do you think has better feeding opportunities, those on rocks or those on whales? 229. Why do arthropods lack muscle strength after molting? 230. How are their different modes of feeding reflected in the mouthparts of insects? 231. Fossils reveal that the horseshoe crab has remained almost unchanged for 500 million years. Why would an arthropod such as the horseshoe crab fail to evolve? What can you infer about the rate of change of its seaside environment? Many invertebrates, from hydrozoans to mollusks and arthropods, have specialized sense organs for monitoring gravity. This sensitivity is related to their sense of equilibrium. Arthropods can sense when they are upright and when they are turned over. The organ that senses changes with respect to gravity is the statocyst, located at the base of each antennule of the crayfish. A statocyst is a chamber that contains sensory neurons with hairlike fibers and a solid mass of sand grains or hardened calcium salts, shown in Figure 28-1. These grains push against the hair cells, which then trigger signals in associated sensory neurons. Figure 28-1 232. Hypothesize how the statocyst functions to keep a crayfish upright. Refer to Figure 28-1. 233. What could scientists do if their hypothesis were not supported by the data? Refer to Figure 28-1. 234. Referring to Figure 28-1, what would be the control in the experiment? 235. Write the names of the structures that make up the water vascular system in the order in which water passes through them. 236. Figure 29-1 shows the labeled parts of the water vascular system of a seastar. Match each of the following terms with the labels: tube foot, ring canal, radial canal, madreporite, ampulla. Figure 29-1 237. If you found a small animal on the beach and noted that it had gill slits, muscle blocks, and a dorsal nerve cord, what else would you need to know to distinguish whether it was an invertebrate chordate or a vertebrate? 238. The larval stage of echinoderms is bilateral, even though the adult is radial. How do scientists know that adult echinoderms were once bilaterally symmetrical? How is this important? 239. Describe the process whereby a seastar feeds on a clam. 240. Why are echinoderms thought to be related to chordates? 241. Describe the nervous system of echinoderms. 242. What are the functions of the water vascular system? 243. Describe two characteristics that set echinoderms apart from other organisms in the animal kingdom. Problem 244. Complete Table 26-1. |Coelom|Body Shape|Movement|# Body Openings| Flatworm||||| Roundworm||||| Table 26-1 Sand dollars have a system of food grooves on their ventral surface. When a thin veneer of food-containing sediment passes over their dorsal surface, fine particles of food in the sediment drop between the spines on the surface and are carried to the ventral surface. Once on the ventral surface, the fine matter passes to the food grooves. There, choice bits of detritus are captured by the tube feet, which border the grooves, and are helped along to the mouth. Suppose that you are a taxonomist confronted with the task of determining the relationship among several families of the order Clypeasteroida, to which the sand dollars belong. You have many fossil sand dollars and are studying the differences in the arrangement of their food grooves. Refer to the diagrams in Figure 29-2. Figure 29-2 245. Which characteristic of the food grooves seems to have survived variations in the sand dollars’ environment? Refer to Figure 29-2. 246. Why would taxonomists use food grooves to trace the evolution of sand dollars? See Figure 29-2. 247. Hypothesize about the advantage of food grooves on the ventral side of sand dollars. Refer to Figure 29-2. 248. Using Figure 29-2, explain which families were easiest to place in side branches that did not further evolve. 249. What characteristic did you use to establish where to place the Mellitidae? Use Figure 29-2. 250. Which families in Figure 29-2 were most difficult to place? Explain. How to cite Invertebrate Questions True/False Indicate, Essay examples

Transgender Sex Worker free essay sample

Culture of transgender as sex worker: a world inside a world Introduction: Gender is often confused with sex. Sex generally refers to anatomy and biology whereas gender refers to qualities and behaviours society expects from a female or a male. These roles are learned, change over time and vary enormously across and within cultures[1]. There are not too many people in the world who can say they’ve been both a mother  and a father. But Jennifer Finney Boylan, nee James Boylan, can (Beth Greenfield 2012)[2]. What this is called a matter of sex and gender which based on biological and social role division. However, one who wants to change their sex or role took step towards notion of transgender. Transgendered people are individuals of any age or sex whose appearance, personal characteristics, or behaviors differ from stereotypes about how men and women are â€Å"supposed† to be (Jamison Green)[3]. While people self-identify as transgender, the transgender identity umbrella includes sometimes-overlapping categories. These include  transsexual;  transvestite or cross dresser;  gender queer; androgyne; and  bigender[4]. In most of the part of the world we have not much statistical data which indicates accurate or estimated population of the transgender. However, an estimated 3. 5% of adults in the United States identify as lesbian, gay, or bisexual and an estimated 0. 3% of adults are transgender (Gary J. Gates, Williams April 2011)[5]. While, it is estimated that . 2 to . 4 percent of the world population can be transsexual or transgender. Since two to three decades researcher have been focusing on transgender lives with reference to the various aspects. Most of the places around the world transgender have not faced normal attitude from the society and they have less space with in their culture. They really face challenges to form their self-identity against that identity which they have since their birth and acquired in society on the basis of gender roles. Transgendered people bear the brunt of societys homophobia, even though many identify as heterosexual. Indeed, it could be said that homophobia is really transphobia, the sphere of the stereotype, the limp wrist, feminine male. Because of the social factors, many transgendered women turn to prostitution and other types of sex work to survive (Christine Beatty, 1994)[6]. Background: In our culture transgendered people face numerous obstacles to employment, housing, health care and schooling, because of societal prejudice against them. Doctors, operate on the brain, heart, or any other organ, and people do not blink an eye, but if one operates on the genitals people suddenly become very upset (Christine Beatty, 1994)[7]. Nizamani, whose US-based organization is actively engaged in promoting safer sex practices among homosexuals and male sex workers in Pakistan, they reported about 50,000 male prostitutes (Eliezer F. Wangulu ), 136,000 female sex workers (NCPA 2009) and estimated numbers of Hijras were reported 14  725 from mapping of 12 cities in Pakistan, 2007 ( F. Emmanuel et al ). In the Pakistan, men who engage in these activities may not think of themselves as homosexual or even MSM, and would choose to have sex with a woman in many other situations. Different behaviors and identities need to be taken into consideration when developing and implementing sexual and reproductive health for MSM (Eliezer F. Wangulu 2009) same was found for the khusras as most of MSM goes ‘home’ regularly, where they take on expected male gender roles as provider, son, husband and father. In addition to this sexual identity and life style of transgender make them vulnerable to violence and abuse from society, clients and police (M. Collumbien et al). Rational Transgender are one of the deprive group of the society which is neglected at the social sphere. They have faced situation of isolation stigma and hatred due to their identity crisis and role which push them to adopt sex work profession. Being in same profession of sex work among other transgender they form a community with the help of Hijras. Most of the researchers have studied transgender with reference to the HIV/ AIDS. However, very few of the researchers had focused their attention on the lives of transgender. So, this research study will be sharing cultural life of the transgender and about the world which they have created in already existing world. Research design This research study is based on the exploratory research design. The purpose behind the adaptation of descriptive research design was the belief that this type of research design will provide rich descriptive details about the culture of the transgender and other associated phenomena. In addition to this descriptive research design help us to answer what is happening? How is something happening? And why something happening? We know target group of this research and we are interested to capture this specific target group life in their community. So, descriptive research design will help us to bring their culture insight. Research Question: What is cultural life of the transgender and how they interact with each other being part of the transgender community? Operationalization of the concept: Under the direction of the research question following research object have developed to capture cultural life of the transgender. However, before documenting objective of the study we have to talk about the culture. Culture is broad term and has multiple definitions. Each discipline of the social science domain defined culture with their own point of reference. However, for the understanding research has documented E. W tylor definition of the culture: â€Å"Culture is that complex whole which includes knowledge, belief, art, morals, law, customs and other capabilities and habits acquired by man as a member of society†. However, this definition will provide limitation and strict boundaries for the data collection. So, researcher have operationalized culture definition with simple concept that Culture is a word for peoples way of life, meaning the way they do things. Objectives: 1. To find out the way they (transgender) are in their social life 2. To know the rituals, custom, norms perform by the transgender in their community 3. To know their lives as sex worker Methodology Target Population: This research study conducted with the transgender having various age group of 18 to 45 years. Duration For this research data was collected September to December 2004. Purpose behind data collection was to fulfillment M. Sc Anthropology degree requirement and writing of M. Sc these for award of degree. Locale: This research study was conducted in Karachi at Mari pur truck ada. In addition to this researcher also had visited adjacent resdiditinal area of the Machor colony and Agra taj to meet transgender who had been working as sex that time. Results: Demographic profile: Table mentioned below is sharing information about the age of the transgender. After conducting interviews with 30 respondents researcher reached at the stage of saturation of the data and later information started to overlap. So, for this researcher study sample size was 30. Majority of the transgender were belonging with age group of 19-24 years. They belong to different part of the Pakistan. However, majority of the respondents of this research study came from Punjab. Being their appearance and style they look like Khusras. However, most of them were transgender. Here by saying transgender mean that they have changes their gender identity and portraying themselves as female. While, by mean of biological division they were male. Along with these transgender other major group belongs to the Khusra community. By using word Khusra I mean those sexually neither they fall under the domain of male division nor among female group. I also find some of the male who have been working as sex worker and living among transgender but they have dual role. When they stay with transgender they have their feminine names, they adopt conversation style like females, perform and act all those activities which were usually perform by the transgender. However, other hand they have their families as well like wives, children and they use to visit them at back to their native area. Usually these types of sex work came to the truck ada as massager and not only provide services to their clients for massage but also serve them as sex worker. The distribution of people of a society in groups on the basis of this status is called stratification. This stratification may be on the basis of occupations, caste, and education source of income, prestige and political power. The people attain these sources and get into a class. In this way the whole society is divided into a few classes, generally high, middle, lower middle and lower. While with stratification with reference to this domain of research i. e transgender culture was found very interesting. Transgender as sex worker were categorized on the following patterns. 1. Kachay (Those who were less then 18 year of age or look younger like child known as Kachay) 2. Pakkay (Those who were above age of 18 years knwn as Pakkay) While some of the other groups exists among transgender. The divison of those groups are as under: a) Khusras (These were less in number but had prominent position among sex worker community. Most of the Gurrus among sex worker community were found Khusras) b) Pimp (These were also less in number and perform role as protection shield among sex worker. They work as agent and sex worker as well. Some time they also transport sex worker from one place to other place and taking their booking ) Kachay: These were less in number and mostly have not any other skills other then earn their livelihood through sex work profession. During field stay and data collection I came to know that most of the time these kind of transgender lives with one or two partner but not in big groups. The totally control by their elder partner and direction of elder partner influence her social and economic life. One of the reasons found behind their living with one partner was the notion of protection. They faced difficulty to respond their social surroundings with confidence. Among the transgender community and in their cultures who were living separately or with one to partner coded as that: Un ki pakki nhi howi abhi tak or one of my respondent shared that un ki abhi tak kachi hay It means that they are transgender and have profession of sex work but still today they have not started sex work profession openly. Usually they have not faced trouble from the police side as most of their clients were fixed and they did not capture client openly and elder partner also support them. Power Structure among Kachay: Kachay transgender were earned more income in compare to other transgender who were working as sex worker. They have higher demand among clients. However, to approach kachay (transgender-sex worker) were difficult in compare to access other transgender (sex worker). They had specific and regular clients, so their incomes were higher. On the other hand, as already have been shared, majority of the Kachay were living among their elder partner. This elder partner most often found working as pimp or sex worker. All the income earned by the Kachay goes to the elder partner. Pimp later gave pocket money to the kachay. In their set up some times a younger partner Kacha became popular among clients due to her beauty and smartness, than elder partner became extra caring and considers to weightage her choice. Furthermore, during research it was found as Kacha got popularity with in the transgender/ sex worker community, she demands more power and autonomy with reference to her mobility, development of friendship, extra share from the income, and started to attract clients through her. However, in all the snario elder partner exercise all the means and ways to control Kacha (sex worker) and tries to keep mostly maters in his hand. Packay (Sex worker having age more than 18 years) Division of these sex workers were based on age category. These transgender (sex worker) mostly earn their livelihood through sex trade. However, life history of some of sex worker indicated that in the past they earn their livelihood through other occupations as well. In their appearance, some of them Packay had dominant masculine characteristics with male identity. Other had dominant feminine characteristics in their personality. Most of the transgender in the profession of sex work had belonged to this category. They lived in shape of groups and one of them lead them and known as Gurru. For some of the cases group this type of transgender includes Khusras as well. Those groups who had Khusras among them known as more reputable and respected. In majority of the cases Gurru selected from the Khusra community. However, notion of Packa were not associated with the Khusras. This term specifically referred to the transgender those were working as sex worker and having age group more than eighteen years. They were difference from Kachay sex worker in many terms. In contrast to the Kachay sex worker, Packay were not hiding themselves. People living in their surroundings mostly known to them even they visit to the public places in search of client as well. This openness was also referred as demarcation line among kacha and packa transgender/ sex worker. As, one of the respondents shared that: jin ki pakki ho jati hay wo hei kholay aam public mian a ker appna dhanda kerty hain or yeh tab hei hoti hay jab tajrba hota hay. Power Structure among Packay: Already this was discussed that most of time packay live in groups and their group live control by the Gurru. They place where they live were known as Dera. Groups of packay based on different number but most of time these kinds of groups consist 3-6 transgender-sex worker and sometime Khusras as well. They live under defined rule and regulation of the Gurru. Gurru consider as head of the family and influence lives of the sex workers. Gurru aslo had some share from the income of the sex worker. He runs all affairs of the group life and even control visits of the guest as well. Mostly sex worker calls their clients or guest with permission of the Gurru. One of the sex workers Dilshad had given me time for the visit. However, later he refused because his Gurru had not allowed me to visit their Dera. He shared that: Gurru ji kehty hain kissi ko bahir say lanay ki zaroorat nhi hay. I further inquired about the reasons why guru refused. He shared that guru jo kehty hain theak kehty hain, guru tasali kay bagir kissi ko anay nhi detay. In their group life guru also responsible for the arrangement of the various rituals performed in their community. Those Gurru who had performed these rituals at alrge scale and invite maximum member of their community known as big guru and earn good reputation. Time of the rituals, participants, dress patterns and place always finalize by the guru. Unfortunately I have not attended any rituals of the transgender community as its need long time to earn their confidence and permission to attend their rituals. Even they were very not open to discuss place and time of the rituals which they called Jalsa. One of the respondents said: Hum ko ijazat nhi hoti kay appni community say abhir kay logo ko Jalsay ki jaga ka batain Yar making ritual. (marriage) One of the ritual perform among transgender is Yar making ritual. This ritual is similar to marriage ceremony. Most commonly marriage considers as union of two opposite sex people which socially legitimate sexual relation. However, among transgender community Yar making ritual is performe between people of two same sexes but different genders. Firstly I would like to discuss about concept of Yar as this was perceived among transgender sex worker community. One of the respondents had shared that: Yar wo hota hay jo zada tar appnay garriya (sex worker) kay sath rehy or us say sab say zada pyar keray. Other respondent shared Jo hum ko sab say zada pyar keray or hamari zaroorto ko pora keray wo Yar hota hay Initially yar appears in the life of sex worker as client. Ultimately relations of intimacy, affectation, closeness brings both of the parties (sex worker and client)close to each other. They started to look together most of the times. Sex worker community started to recognize as couple having close relation. In this regard one of the respondents had shared: Yar to wo hota hay jo har waqat sath ho or logo ko pata ho Yar also started to exercise his influence on the sex worker and became only and only client. Most of the time he prohibit sex worker by taking other clients. He solely bears expenditure of the sex worker. Than sex worker demands her yar to perform Yar making ritual front of her community. Some of the time yar became agrees to performe ritual and sometime denies. As, one of the respondents had shared: Yar to har koi bana chata hay magar yar banay ka Jalsa wo hei kerta hay jo sacha hota hay As already have discussed all the rituals performed among transgender sex worker were known as Jalsa and these Jalsas were controlled by Gurru. Generally meaning taken among the sex worker community was the gathering of people. Therefore, Yar making rituals also controlled by Gurru. However, most of the time Yar bears expenditure made on the Yar making rituals. Expenditure on the Jalsa was directly proportional to the love and closeness of the relation between sex worker and yar. If the yar loves more to the sex worker (commonly known as garria) than he will done maximum expenditure. One of the respondent had shared that jeetna zada yar pyar kerta ho ga woo otna zada khurcha keray ga Other respondents had shared that: Yeh yar ki zamadari hoti hay kay wo hamaray Gurru ki izat keray or un ko tohfa day Gurru invites sex worker community member. However, before calling he asked from Cheela (sex worker) about the number of guest and it based on the amount given for the Jalsa by Yar for lunch or dinner which known as valima. This advice to yar must present gifts to the Gurru and Garria at the occation of Yar making rituals. He also presents feminine cloths to the Yar for the occasion. Garria prepare like bride and use cosmetics for her preparation. If garria do not wears ladies dress than she must wear Dupata on her head. Among sex worker community all these kind of preparation have raised prestige of the sex worker and her guru. os din ka maza hei Koch or hota hay jeetna acha jalsa hota hay otna hei hum khoob tyari kertay hain. Rituals is completed after exchange of rings in the fingurs of Garria and Yar. After doing this all the present guest cheers, present gifts to garria and yar. After performing Yar making ritual, Garria treated as wife of Yar. While, in some cases Garria starts to love some specific client and even do not charge services amount from him. Unconditionally and without any ritual they started to live with him and bear all the expenditure of the yar. She only demands love, care, affectation from her Yar. She always remain prepare for any type of sacrifice for her yar. But on other hand she he also demands faithfulness of her yar. She has great hate and jealous when her yar made sexual relation with other sex worker or when her yar do not gives attentions to her. One of the cases reported that garrie tried to kill her yar because he was not paying attention on her. One of the respondents had shared: Agar yar tmara na ho to us ko kissi or ka bhe nhi hona chay. One of the respondents shared her case study: Main appnay yar kay sab kharchay bardasht kerta tha, main nay appnay dera per guru kay sath us kay rehnay ka bandobast kia hay. Os kay ly main khana banata tha, kapray dhota tha. Koch time kay bad os nay muj say Rs 100000 managay karobar kay ly jomain nay day diy. Bad main os nay or paisay mangay wo bhe main nay day diy. Eik dafa meray pass paisay nhi thay to os nay muj ko marna shoro ker dia. Main nay bardasht kia kyun kay wo hei sab Koch tha meray mery ly. Main nay os say keha kay muj say pyar kero muj ko maro mat. Lakin bad main pher os nay appnay dost kay sath mil ker muj ko mara jo muj ko bhot bora laga. Main nay badla lenay ka soch lia or os kay dost hei ko paisay day ker razi kia kay woo s ko maray. Pher asa hei howa os ko khoob mar pari jis say muj ko khushi howi. Bad main hum nay os ko appnay dera say nikal dia. Guru Making Ritual: Guru is most important person of sex worker community. In my locale I found that most of the guru is made on the basis of age, their experience as sex worker and their relation with other community member (sex worker community). All of the gurus in my locale were above 35 year of education and some of them had primary level educational background as well. Two of them also had other skills and initially they started work as skill labour and later they started work as sex worker. Two of them also had families in their native villages. I came to know initially they started work as male sex worker and later they shifted their identity as transgender. So, at this stage they had multifaceted manifestation of gender identity. One hand they were father, brother, and sone, while other hand they were transgender who were wearing ladies cloth, have had feminine name among transgender sex worker community and behave like female. However, apart from their identity we would discuss ritual performs for the making of Guru. Cheela (sex worker) is the person who gives identity to other sex worker as Guru through acceptance of her existence as experienced sex worker who can support her life. One of the respondents shared: Guru Hay to hum hain Other said: Guru to hamari ankhain hota hay Garru ki zindagi hei zamany dhekty howay guzarti hay jo wo janta hay main nhi janta For this purpose cheela organized a ceremony which known as Jalsa. In this ceremony Cheela and Guru calls all other community member and perform ritual. In this ritual Guru makes whole in the ear of the cheela. After performing this ritual a person who makes whole in the ear recognize as guru and a person to whom whole is made known as Cheela. Through this ritual Guru takes status as father/mother of the Cheela and Cheela like son/daughter. During this ritual guest and Cheela present gifts to the Guru and sometime Guru also present gifts to the Cheela as well. The value of the gift is determined by its price and preciousness. If gift presents to the Guru is valuable and expensive than it raises prestige of Guru and Cheela and consider symbol of strong relation, respect between each other. Jeetna jalsa acha ho ga otni hei humari izat ho gi Meray guru kay jalsay main to tufo ki barish ho gye thi Discussion.

Satire in Great Expectations Essay Example

Satire in Great Expectations Paper â€Å"When you satirize something, it’s usually through feelings and behavior. Satire is exercised through the use of humor, irony, exaggeration, or ridicule to expose and criticize people’s stupidity or vices, particularly in the context of contemporary politics and other topical issues.† In the novel, Great Expectations, Charles Dickens shows readers how he satires human feelings and behavior through Pip’s character. One of the ways Dickens demonstrates this is when Pip turns his back on the ones that love and care about him. First of all, Pip thinks that he is better than Joe and Biddy and is ashamed of them. He ends up turning his back on them when they are basically the only people that love and care for him. For instance, Joe visits Pip in London and apologizes to him for embarrassing him, â€Å"If there’s been any fault at all today, it’s mine. You and me is not two figures to be together in London, nor yet anywheres else but what is privateand understand among friends† (Dickens 257). Even though Pip is embarrassed of Joe and goes to London and abandons him, Joe still visits him and apologizes even though it’s Pip’s problem. Another example is when Pip and Biddy have an argument about Pip’s treatment of Joe. Pip tries to explain to Biddy why he does not want to come visit Joe, â€Å"Well! Joe is a dear good fellow- in fact, I think he is the dearest fellow that ever lived-but he is rather backward in some things. For instance, Biddy, in his learning and his manners† (Dickens 158). It surprises the reader that Pip would say this about Joe since, Pip is full of flaws as well and Biddy and Joe do not turn their backs on him. The final example is when Pip abandons Joe and Biddy for Magwitch. However, he soon comes to the realization for his rejection; â€Å"I would not have gone back to Joe now, I would not have gone back to Biddy now, for any condition-simply, I suppose, because my sense of my own worthless conduct to the We will write a custom essay sample on Satire in Great Expectations specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Satire in Great Expectations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Satire in Great Expectations specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Godiva Chocolatier and Godiva Gems Essays

Godiva Chocolatier and Godiva Gems Essays Godiva Chocolatier and Godiva Gems Paper Godiva Chocolatier and Godiva Gems Paper Godiva Chocolatier and Godiva Gems 1) Define the product offered by Godiva. Identify the different levels of the product. Discuss the attempts made by the management to come up with augmented product. Godiva brand works very hard, trying to present to their customers all the best, the highest and premium quality in Belgium chocolates, and also is important to know that all this chocolates are handcrafted. Looking to achieve all their goals the company makes and sells lots of delights like for example bonbons, truffles, flavored coffee, cocoa mixes, cookies, ice creams, and liqueurs. Godiva is well known in nearly all over the world and has always been an admired brand by its golden boxes. These golden boxes are the best of the company, but sometimes its price could be so expensive and not everybody could enjoy with the Godiva chocolate, so that were the main reason for Godiva in 2009 to go mass market and introduce a lower-priced line named Godiva gems, a new line of chocolate more affordable or accessible. 2) Do you think that the Godiva brand could be damaged after the introduction of the new product to the lower end of the market? Do you see any risk of annibalization of this line extension for the existing product line? Why or why not? Discuss. : We dont think that the new line of chocolates introduced by the company, Godiva Gems, could be damaged, because, how we can read in the text, Godiva is not abandoning the high-end market, we think that the new line isnt cannibalization case we can understand that this position is the best way to be a good known brand, and by this way everybody can known the name of GODIVA and the quality of its product, its the best thing to achieve, almost everybody who like chocolate, the most ccessible product, try and enjoy this chocolates and if these customers like Godiva gems, for sure they are going to continue buying Godiva gems, and later the possible option could be start trying the other highest lines of the brand. For us, the strategy of extend the brand isnt risky, its a new challenge and opportunity to be good know. The key to be successful could be maintain the highest lines, the main reason why Godiva is well known, at the same time that it is trying to approach to the mass market an d dont lose the quality of the chocolate. ) Is Godiva Gems an international or a global product/brand? Discuss whether the brand holds global brand characteristics. Like we read in this case the company aims to position its brand image through an international name in the regional and global markets. The company already dominates the Turkish market and exports its products internationally to more than 95 countries and we also can say that nowadays the company is taking serious step global brand, could be for example because presently Godiva s products are available worldwide in over 80 countries around the world, at 450 exclusive Godiva tores as well as at finer department and specialty stores. The company also issues mail-order catalogs in North America and accepts phone and internet orders. 4) What are the possible impacts of the country-of-origin and packaging in motivating consumers to purchase Godiva chocolates? At first we think that Godiva s country-or-origin is a very motivating factor for the company, because everybody knows about the quality of the Belgiums chocolates, knows, in general, maybe as the best in Europe, so this increase the value of Godiva hocolate, and in another hand, the packaging also is a good contribution for customers to purchase Godiva s chocolates case this brand uses to have very attractive ones, but they also may take care because the packaging could increase a lot the price of the chocolate, it may be in the right measure. 5) Godiva is entering new markets like China and Turkey. What strategy would you offer to the company in its global product planning decisions in terms of standardization versus adaptation? We think that the company shouldnt change it strategy, because with the strategy hat they follow in the rest of the countries it has lot of successful, so that why isnt necessary a change, if this strategy works all over the word why it is not going to do the same in these countries?. In the other hand we thing that the company should focus the strategy in adaptation, because is the best way to have customers for sure, if people like Godiva and they entrust with the brand, they are not going to be worried about looking for other chocolates brand. We dont believe in the standardization of Godiva products because maybe if we do that, our chocolates could stopped and dont be specials.

Comparing Japanese and European Serfdom

Comparing Japanese and European Serfdom Although Japan and Europe did not have any direct contact with one another during the medieval and early modern periods, they independently developed very similar class systems, known as feudalism. Feudalism was more than gallant knights and heroic samurai, it was a way of life of extreme inequality, poverty, and violence. What Is Feudalism? The great French historian Marc Bloch defined feudalism as: A subject peasantry; widespread use of the service tenement (i.e. the fief) instead of a salary...; supremacy of a class of specialized warriors; ties of obedience and protection which bind man to man...; [and] fragmentation of authority- leading inevitably to disorder. In other words, peasants or serfs are tied to the land and work for the protection afforded by the landlord plus a portion of the harvest, rather than for money. Warriors dominate society and are bound by codes of obedience and ethics. There is no strong central government; instead, lords of smaller units of land control the warriors and peasants, but these lords owe obedience (at least in theory)  to a distant and relatively weak duke, king or emperor. The Feudal Eras in Japan and Europe Feudalism was well established in Europe by the 800s CE but appeared in Japan only in the 1100s as the Heian period drew to a close and the Kamakura Shogunate rose to power. European feudalism died out with the growth of stronger political states in the 16th century, but Japanese feudalism held on until the  Meiji Restoration  of 1868. Class Hierarchy Feudal Japanese and European societies were built on a system of hereditary classes. The nobles were at the top, followed by warriors, with tenant farmers or serfs below. There was very little social mobility; the children of peasants became peasants, while the children of lords became lords and ladies. (One prominent exception to this rule in Japan was Toyotomi Hideyoshi, born a farmers son, who rose to rule over the country.) In both feudal Japan and Europe, constant warfare made warriors the most important class. Called knights  in Europe and samurai  in Japan, the warriors served local lords. In both cases, the warriors were bound by a code of ethics. Knights were supposed to conform to the concept of chivalry, while samurai were bound by the precepts of bushido, the way of the warrior. Warfare  and Weaponry Both knights and samurai rode horses into battle, used swords, and wore armor. European armor was usually all-metal, made of chain mail or plate metal. Japanese armor included lacquered leather or metal plates with silk or metal bindings. European knights were almost immobilized by their armor, needing help up on to their horses, from where they would simply try to knock their opponents off their mounts. Samurai, in contrast, wore light-weight armor that allowed for quickness and maneuverability, at the cost of providing much less protection. Feudal lords in Europe built stone castles to protect themselves and their vassals in case of attack. Japanese lords, known as  daimyo, also built castles, although Japans castles were made of wood rather than stone. Moral and Legal Frameworks Japanese feudalism was based on the ideas of the Chinese philosopher Kong Qiu or Confucius (551–479 BCE). Confucius stressed morality and filial piety, or respect for elders and other superiors. In Japan, it was the moral duty of the daimyo and samurai to protect the peasants and villagers in their region. In return, the peasants and villagers were duty-bound to honor the warriors and pay taxes to them. European feudalism was based instead on Roman imperial laws and customs, supplemented by Germanic traditions and supported by the authority of the Catholic Church. The relationship between a lord and his vassals was seen as contractual; lords offered payment and protection, in return for which vassals offered complete loyalty. Land Ownership and Economics A key distinguishing factor between the two systems was land ownership. European knights gained land from their lords as payment for their military service; they had direct control of the serfs who worked that land. In contrast, Japanese samurai did not own any land. Instead, the daimyo used a portion of their income from taxing the peasants to provide the samurai a salary, usually paid in rice. Role of Gender   Samurai and knights differed in several other ways, including their gender interactions. Samurai women, for example, were expected to be strong like the men  and to face death without flinching. European women were considered fragile flowers who had to be protected by chivalrous knights. In addition, samurai were supposed to be cultured and artistic, able to compose poetry or write in beautiful calligraphy. Knights were usually illiterate, and would likely have scorned such past-times in favor of hunting or jousting. Philosophy of Death Knights and samurai had very different approaches to death. Knights were bound by Catholic Christian law against suicide  and strove to avoid death. Samurai, on the other hand, had no religious reason to avoid death and would commit suicide in the face of defeat in order to maintain their honor. This ritual suicide is known as seppuku (or harakiri). Conclusion Although feudalism in Japan and Europe has vanished, a few traces remain. Monarchies remain in both Japan and some European nations, though in constitutional or ceremonial forms. Knights and samurai have been relegated to social roles or honorific titles. And socio-economic class divisions remain, though nowhere nearly as extreme.

Summary of the article Assignment Example | Topics and Well Written Essays - 250 words

Summary of the article - Assignment Example Few years after 1612, tobacco sale in the London market competed with imported Spanish leaf and commanded steep prices. Virginia discovered tobacco production to be profitable. The tobacco shipment registered a drastic increase between the years 1680 and 1627 despite an Indian attack that killed nearly 400 of Virginia’s colonists (DeFord 1). According to Robert’s history, tobacco culture dominated the region between the southern boundary of Pennsylvania and the northern tidewater area of North Carolina. Seek for a more productive and fertile land steered America’s westward expansion. Human resource became an essential requirement in Maryland and Virginia with increasing hard work in the fields. In 1660, legal slavery appeared for the first time in Maryland and Virginia. Tobacco production continued to rise despite the fluctuating prices. Farmers of Tidewater incurred enormous debts to the British tobacco merchants. After 1750, financial crises abroad forced English merchants to demand payment from the planters. After the revolutionary war, negotiators calculated Virginians to account for millions of pounds of the

CCC project Essay Example | Topics and Well Written Essays - 750 words

CCC project - Essay Example I could have written down my ideas at the same time writing down the suggestions the other group members were voicing out. This way, I could have listened efficiently to what others were saying while keeping track of my own ideas. I want to effectively confront people when they make mistakes without causing them to be offended. I would like to accomplish this with people whom I know personally and those who I don’t know well. In this way, I can point out their mistakes to help them improve in turn, I can learn from their mistakes as well. These people include those who I already know and those who I will be acquainted with in the future. I would like to perform this skill only when it is under the appropriate and necessary situations. 1. I would not always confront others immediately after they made a mistake instead I will tell others about their mistakes in the most appropriate time or situation. This will give time for me to think of the approach I will use on the person and to give time for the person to think over what he or she has done wrong. 2. In dealing with new acquaintances or other people I don’t know well, I will take time to observe them to determine their behavior and attitude before confronting them with their mistakes. Learning how they react and interact will give me an idea on how to tell them their mistakes in the most suitable way that will not offend them. 3. For people that are older than me and whom I don’t know well, I will try my best to relate and befriend these people to easily tell them about their mistakes. Befriending these people will cause them to value my opinion and not treat me as a critic nor an enemy but a friend who cares and wants them to improve. 5. I will learn how to speak to other people about their mistakes in the best way and most appropriate way in accordance to their attitude or character. This way I

Miracles provide great hope for a hurting world Essay Example for Free

Miracles provide great hope for a hurting world Essay Miracles can provide great hope for a hurting world because they can be a last resort when all else fails. If someone has been diagnosed with terminal cancer and doctors have given up on them, the hope for a miracle can be the only thing that keeps them from total despair. When nature seems insufferably cruel, believing that God can overcome nature is infinitely reassuring. Miracles also reaffirm the believer’s faith, thus providing hope. Miracles by their very nature are sign that reveal God’s great nature. For example, the Bible records that when Jesus was crucified a great darkness covered the land. This miracle has been historically verified by contemporary middle-Eastern historians Thallus and Africanus. Miracles such as this can be used to convert people to God and give them a sense that he cares for them, thus providing hope. Theologians such as Dr Michael Brown assert that miracles are proof of God’s continued presence in this world through the Holy Spirit, and if we pray earnestly we may be able to experience a miracle. Jesus himself said, â€Å"ask and it shall be given unto you. † Finally, miracles point to an eternal hope beyond this world. They suggest that this world is not all there is; there is another much greater world that we catch glimpses of through miracles. The miracle central to Christianity – Christ’s resurrection – can give a hurting person hope. Christ said that, â€Å"In my father’s house there are many rooms, I will go to prepare a place for you. † Even if they are not healed in this world, the miracle of the crucifixion gives them the hope that they can experience heaven. On the other hand, miracles may not provide hope and happiness because they are so sporadic and seemingly random. Wiles said that miracles were the work of, â€Å"a capricious and arbitrary God. † By this he was referring to the fact that God heals some and not others. Why doesn’t God heal all sick children, instead of a select few? This calls God’s traits into question. If he was omnibenevolent he would want to heal everyone, and if he was omnipotent he would have the power to do so. But he doesn’t, so this calls his very existence into question. Therefore miracles do not provide hope. Dawkins also disagrees with the premise that miracles could provide hope. He claimed that miracles were simply events that fell towards the end of the probability spectrum, and if they do occur they are immense luck. He believes that there is no point in raising people’s hopes for an event that statistically will never occur to them. Many believers, particularly more conservative ones, would believe that miracles and wonders have mostly ceased in our time and what the hurting world really needs for hope is faith. Scholars such as Dr James White believe that modern churches that place far too much emphasis on needing miracles for hope are pushing people away from true, saving faith in Christ. Jesus himself chastised the people for only wanting to see signs and wonders rather than having true faith. Furthermore, miracles are not what is needed to provide hope for a hurting world. Science is. Instead of wasting time praying for individual healings, we should pour out time and energy into discovering cures and vaccines instead. Atheists such as Hawking use smallpox as an example. The human race was able to eradicate this disease through effort, intelligence and science. There was no need for divine intervention to cause hope. Overall, even if miracles are not real, what is wrong with giving desperate people a bit of hope? Nearly all nations have their own accounts of miracles which bring their people hope, it is unlikely they are all wrong.

Personal Success Essay -- American Dream Essays Papers

Success   Ã‚  Ã‚  Ã‚  Ã‚  Everyone’s vision of success differs. Wealth, happiness, and fame are all the stereotypical aspirations of the common person’s so-called â€Å"American Dream.† My American dream encompasses more of the first two aspects than anything else. Happiness is the most important; without happiness, wealth and fame are useless. Without happiness, success cannot exist; it is your own personal gauge of accomplishment. If you cannot look at yourself in the mirror and evaluate your own life a success, then why should anyone else consider you successful? Wealth can attribute to happiness. No matter what anyone says, having more material goods makes your standard of living better, which normally is a direct correlate of happiness. It helps you experience the luxurious joys in life that, otherwise, you couldn’t carry out. Fame, to me, isn’t needed but rather acquired through the life of the successful person. A legacy is more honorable than a na tional fame, because after death fame is a more humble characteristic. Changing others lives, after they examined your life in retrospect, makes fame an irreplaceable cog in the machine of success.   Ã‚  Ã‚  Ã‚  Ã‚  Admiration and aspirations of a person can help determine how successful they will be. Role models help blaze a path of success in the minds of their protà ©gà ©. If someone looks up to a person who themselves are successful, they have better odds of being successful themselves. On the other hand, looking up to a failure of a human being, t...

Effect of Education on the Development of China Essay

Education has had powerful effects on the development in many aspects during the past centuries. This trend, has begun to manifest that education is playing a significant role in economics, societies and environment around the world. Education can promote economic growth and global movement. It can influence the population in fertility and mortality, stimulate the development of the poor segments and promote peace and stability of the society. As for environment, the development of education can solve environmental problems by raising individual awareness, but could also lead to a threat to the environment. A large amount of researches have shown that the increase of the number of girls benefited from education has led to a country’s per capita economic growth (Smith, 1999). Also, according to Brown (2008), a loss of education will lead to a wider gap between the rich and the poor that may increase instability sources in societies. This essay will analyze how education has influenced countries’ development in economics, societies and environment more specifically. In addition, some suggestions will also be conducted to encourage more progress in the development of countries. As seen in a large amount of researches, education has a prominent positive effect on promoting economic growth. For instance, according to Goujon (2008), tertiary education for younger people can lead to more powerful effects than that on old people. However, an inverse case happens in secondary education. That means government should focus on completing the universal primary education and decide which kind of education can strictly prove country’s economic growth. Although the effects of the productivity are not always positive, education, especially for women, is going to be a vital part in achieving a sustainable development (Goujon, 2008). UNESCO (2006) states that education can have positive effects on agricultural productivity, the status of women and controlling the population. In developing countries, the economic development always depends on the agriculture. Similarity, the productivity of agriculture always depends on the farmers’ education level. In conclusion, education could lead to great improvement in workforce which promotes a country’s economic. Not only in China but in other countries, the development of education plays a significant role in countries’ economic movement. That means a great change of relationship between economy and education is promoted around the world due to the trends of global economic development. According to Goh and Gopinathan (2008), in Singapore, the transformation of education system is a strong fundamental to improve its competitiveness in South Asia. Children can choose different kinds of schools to obtain education in Singapore, such as English-speaking schools and Chinese-speaking schools. Students have the opportunity to study in different cultures and learn different skills. As a result, Singapore has a great increase in economy because of a large number of skilled and high-educated workforces. Similarly, in China, the government has used major tertiary transformation in education (Li, Whalley, Zhan, Zhao, 2008). This change leads to a huge impact on economy and also the education structure all over the world. The Chinese government is aiming at upgrading the quality of skilled labour and pulling up the productive ability. In fact, after China’s higher education transformation, other countries begin to look for an appropriate structure for their local education. This exactly illustrates that a closer relationship between economy and education is promoted by the governments worldwide. However, not all the countries are willing to invest in reforming the local education. Different attitudes towards education have resulted in countries’ economics development becoming depolarized. Some countries do not take notice of their education systems, most of which are developing countries. Their governments have not recognized the significance of education and the effects that education could have on their economic development. For example, Mauritius is a small island which is much smaller than Tanzania. However, the GDP in Mauritius was $ 12,800 while in Tanzania was $ 700 in 2006 (Bloom, Canning, Chan, 2006). The main reason why this great gap exists is that the attitudes to higher education are very different. While Mauritius was focusing on the quality and quantity of higher education, Tanzania was still facing the low student-to-staff ratios because of its needless high costs in higher education. In fact, this was a vicious circle in Tanzania. Bloom (2006) shows that although the government has invested a  lot of money to build universities, such as UDSM, the social economic problems were aggravated. Due to the economic problems, government had to reduce the investment to universities. In that case, fixing the relationship between education and economy is so difficult for Tanzania government. In contrast, Mauritius government has already built an optimum circle and the country’s economy is rapidly growing. Education has also had significant impacts on the development of many countries in population in several ways. On the one hand, it could reduce fertility, that is to say, as levels of female education rise, fertility will fall. Brown (2008) states that for reaching substantial reductions in fertility, the single best lever may be the expansion of women’s secondary education. Education and careers have become important factors for women marrying later and having fewer children because education provides females with more employment prospects and opportunities. A good illustration of this is that many girls have been drawn and benefited by the school lunch program in the US since 1946. On the other hand, it can promote children’s health and reduce mortality due to mothers’ better education. It has been reported by UNICEF (2008) that there is an essential connection between under-5 mortality rates and mothers’ education attainment. For example, the stimulation of education has brought about considerable variation in Islamic World that Organization of the Islamic Conference countries account for 11 of the 16 highest rates of under-five mortality in the world. Also, attending schools helps children fight back with various diseases, for instance, AIDS. Schools inform and educate students before they are infected with the disease about the lifestyles that accelerate its propagation. All of this explains that education actually affects the development of a country by reducing the mortality of its population. Table 1: Average annual reduction rates in OIC countries on The popularity of basic education is playing a vital part in fostering popularity of the approach to the hardest to-reach segments of society. Universal primary education is available to more children in poor families nowadays via several ways. Firstly, through the efforts of implementing educational plans, some progress has been made, especially to the poorest  segments of society. For example, Education for All plan, has aimed to promote education by providing financial support to countries which have meaningful plans for universal primary education. This plan was developed by the World Bank which is an important source of financial and other kinds of assistance to developing countries around the world. Owing to this plan, the figure of children’s accomplishment of primary school has risen from 78% in 2000 to 83% by 2005. Furthermore, according to Brown (2008), some third world countries have established Girls Advisory Committees, such as Ethiopia, which largely encourages the registration rates rising in the rural areas. These groups sent representatives to persuade parents in impoverishment to keep their children in school and some countries like Bangladesh and Brazil, provide scholarships or stipends to the parents and help the poor obtain a basic education. Therefore, universal education is stimulating the development of the poor segments by both applying educational plans and founding relevant committees. Also, education can promote peace and stability in a country. As the Nobel Prize-winning economist Amartya Sen who encourages education popularity focuses, â€Å"Illiteracy and innumeracy are a greater threat to humanity than terrorism.† That means a loss of education widens the gap between the rich and the poor and then leads to the integrated world staying in an unstable position eventually. Evidence has shown that education contributes to narrowing the gap that helps build a more stable and harmonious society. An example of this is that with fast increasing number of enrolments since 1999 in China, the gap in access between urban and rural areas is gradually diminishing (Li, Whalley. Zhan and Zhao, 2008). The admission rates of universities in rural China have increased a lot and graduates in poor families have the opportunities to attain hopeful prospects. Plan (2008) has reported that education benefits people’s employment and makes more resources available to them. This avoids hunger, illness and other unequal factors increasing the danger of the destruction of world’s structure. Education no doubt reduces the social burden and promotes stability in the development of countries. Education definitely can help solve environmental problems, and this can be  demonstrated in the aspect of improving individual awareness of the environmental affairs. For instance, through being educated, people will know that their surroundings can be dangerous for living if there aren’t enough steps to be done for a better environment and then they will have a sense of responsibility for the health of their common hometown in their own. According to Dobson (2003), education for sustainable development make great effects on the quality, structure and health of environment by teaching and encouraging pupils to take active parts in democratic and other decision-making processes that can be seen as the commitment of the citizens. So by raising individual sense of responsibility, it proves the effects of education on the environment. In addition, education passes on scientific ways to deal with the environmental problems, which can help produce most environmental efficiency of individuals. The macro environmental achievement needs every citizen’s efforts, so emphasizing environmental education, especially the education for sustainable development, can be a key factor for a better prospect of the environment. However, education sometimes can make a threat to environment. Sustainable development, which is defined as â€Å"the development that meets the needs of the present without compromising the ability of future generations to meet their own needs† (World Commission on Environment and Development, 1987), logically, can be promoted by education. From what has been said above, education can cause a lower fertility and a slower population growth and the resistance to the overpopulation can facilitate the progress of sustainability. Therefore, most people believe that education can certainly become an essential tool for sustainable development. Actually, the truth is dramatically the opposite that greater threat to sustainability will be done with the higher education people obtain. It could be caused by the reason: â€Å"Unfortunately, the most educated nations leave the deepest ecological footprints, meaning they have the highest per-capita rates of consumption. This consumption drives resource extraction and manufacturing around the world.† ( McKeown, 2006: pp12) When people receive more education, they may just have the capability to change the nature and not develop the earth appropriately. The United States, known as its high level of education, is also known as the biggest threat to the environment, which is a typical case  that demonstrates the relationship between education and sustainability. This can be a very controversial point and create challenges to make sure that there is no growing demand for goods and resources while raising the level of the education. In conclusion, to analyze how education could affect the development of countries, this essay obtains the key ideas in mainly three aspects. Education can promote the economic growth and movement globally. Then it can help control the population, stimulate the development of the poor segments and promote peace and stability of the society. As for environment, developing education can help solve environmental problems by raising individual awareness, but may also cause a threat to the environment somehow. Furthermore, the essay advocates raising the level of education among the poor segment of the society, because a loss of which may be origin of threats to the stability of societies. It’s also expected for the developing countries to find a suitable structure of the education system instead of the radical one that just for the needs ahead. Another prediction is that countries could increase the public needs for more sustainable production and consumption patterns through a higher-level education. Although we can see that some progress has been made, there’s still a long way to go. Governments should pay more attention both on basic education and tertiary education in order to provide us a necessary study environment. The government ought to develop more powerful policies to ensure more enrolment so that the quality of a country’s development can be improved. Overall, education has had great effects on the development of countries and will continue influence the economics, societies and environment in a long term. Therefore maturer educational steps ought to be taken in order to conduct much more progress. (Words: 2095) Reference Bloom, D. Canning, D. Chan, K. (2006) Higher Education and Economic Development in Africa. Washington D.C. Harvard University. Brown, L. (2008) Plan B 3.0: Mobilizing to Save Civilization. New York: W. W. Norton and Company, Earth Policy Institute. Dobson,A.P.(2003) ‘Citizenship, Education and the Environment’. In Citizenship and the Environment. Oxford University Press:2003+p.174-207 Goh, C.H., Gopinathan, S. (2008) ‘The Development of Education in Singapore since 1965’. In Lee, Sing Kong Goh, Choor Boon Fredrikson, and Birger (ed) Toward a Better Future: Education and Training for Economic Development in Singapore since 1965. The World Bank: 2008. p. 12-38 Li, Y. Whalley, J. Zhan, S, and Zhao, X. (2008) China’s Higher Education Transformation and Its Global Implications NBER Working Paper No. W13849 [online]. Available form: http://www.voxeu.org/index.php?q=node/1066 [06/12/10] Lutz W, Goujon, A & KC S (2008). Education: The Key to Development. Options (Summer 2008): 12 – 15. [online] Available form: www.iiasa.ac.at/Admin/INF/OPT/Summer08/opt-08sum.pdf.[06/12/10] Plan (2008) Paying the Price [online], Available from: http:// www.plan.org.au/mediacentre/publications/ research/ paying_the_price [07/12/2010] UNESCO (2006) Education for Sustainable Development Toolkit. Paris: UNESCO Publishing, pp. 12 – 14 UNICEF (2005) Investing in the Children in the Islamic World, http://www.unicef.org/publications/files/Investing_Children_Islamic_World_full_E.Pdf [07/12/2010] Yu-Shu Peng,Shing-Shiun Lin(2009)’National Culture, Economic Development, Population Growth and Environmental performance: The Mediating Role of education’.Journal of Business Ethics.Dordrecht: Dec 2009.Vol. 90,iss.2:p.203-216