The Impact of Wach Tv Children

Title: -The Impact of watchingTelevision for Children The Case of Children watching Television in Ethiopia Chapter One 1. Introduction 1. 1 Back Ground Television (TV) has its good side. It can be entertaining and educational, and can open up new worlds for kids, giving them a chance to travel the globe, learn about different cultures, and gain exposure to ideas they may never encounter in their own community. Shows with a prosaically message can have a positive effect on kids' behavior; programs with positive role models can influence viewers to make positive lifestyle changes.However, the reverse can also be true:   Kids are likely to learn things from TV that parents don't want them to learn. TV can affect kids' health, behavior and family life in negative ways. Whether good or bad, television has found its way into the lives of people all over the world and it an important part of life for many. Some consider it to be a great invention while others say that it harms people and society. Here is a summary of those thoughts. Television is often the main or only source of information about current events and biased or inadequate reporting can deliver inaccurate or misleading information and opinion.Ethiopian Television was established in 1964 with assistance from the British firm, Thomson. It was created to highlight the Organization of African Unity (OAU) meeting that took place in Addis Ababa that same year. Color television broadcast began in 1982 in commemoration of the founding of Workers' Party of Ethiopia (WPE). The current structure and goals of ETV were established 1987 with Proclamation This research may see general and specific area of in Addis Ababa, children see television that its impact.The television and channel clients are increasing every day around the city so, we need to the advantage and disadvantages in the children see tv. 1. 2 Statement of the Problem In recent years, TV, video and DVD programs have come on the market—and now ev en a cable channel for children. We don't know yet what effect TV-viewing by children may have on their development. We do know that time spent watching TV replaces time spent interacting with caregivers and other children. Social interaction is critical to a child's healthy affected.A great deal is known about children and television, because there have been thousands of studies on the subject. Research has studied how TV affects kids' sleep, weight, grades, behavior, and more. Spending time watching TV can take time away from healthy activities like active play outside with friends, eating dinner together as a family, or reading. TV time also takes away from participating in sports, music, art or other activities that require practice to become skillful. Children can be exposed to programming that is not appropriate for their age.Adult themes of sex and violence are far too easily accessed and they destroy the innocence of children. Adults frequently spend many hours each day watc hing television to the detriment of work or family life. 1. 3 Objectives This research goal to show the impact of watching TV children among the cultural, society and school life in Addis Ababa. To show the problem and recommend the way of protecting and minimizing the problem through awareness of the research. How big a presence is TV in kids' lives? * TV viewing among kids is at an eight-year high.On average, children ages 2-5 spend 32 hours a week in front of a TV—watching television, DVDs, DVR and videos, and using a game console. Kids ages 6-11 spend about 28 hours a week in front of the TV. The vast majority of this viewing (97%) is of live TV [1]. * 71% of 8- to 18-year-olds have a TV in their bedroom [1a]; 54% have a DVD/VCR player, 37% have cable/satellite TV, and 20% have premium channels [2]. * Media technology now offers more ways to access TV content, such as on the Internet, cell phones and iPods.This has led to an increase in time spent viewing TV, even as TV-s et viewing has declined. 41% of TV-viewing is now online, time-shifted, DVD or mobile [2a]. * In about two-thirds of households, the TV is â€Å"usually† on during meals [3]. * In 53% of households of 7th- to 12th-graders, there are no rules about TV watching [4]. * In 51% of households, the TV is on â€Å"most† of the time [5]. * Kids with a TV in their bedroom spend an average of almost 1. 5 hours more per day watching TV than kids without a TV in the bedroom. * Many parents encourage their toddlers to watch television. Find out more about TV in the lives of children ages zero to six. * Find out more about media in the lives of 8- to 18-year olds. As you can see, if your child is typical, TV is playing a very big role in their life. Here are some key research findings to keep in mind as you decide what kind of role you want TV to play in your family: * TV viewing is probably replacing activities in your child' s life that you would rather have them do (things like pl aying with friends [6] , being physically active, getting fresh air, reading, playing imaginatively, doing homework [7], doing chores). Kids who spend more time watching TV (both with and without parents and siblings present) spend less time interacting with family members. [8] * Excessive TV viewing can contribute to poor grades [8a], sleep problems, behavior problems, obesity, and risky behavior. * Most children’s programming does not teach what parents say they want their children to learn; many shows are filled with stereotypes, violent solutions to problems, and mean behavior. * Advertisers target kids, and on average, children see tens of thousands of TV commercials each year [9]. This includes many ads for unhealthy snack foods and drinks.Children and youth see, on average, about 2,000 beer and wine ads on TV each year [10]. * Kids see favorite characters smoking, drinking, and involved in sexual situations and other risky behaviors in the shows and movies they watch o n TV. * More on how television viewing affects children. * For more detailed information on these and other issues, read on. Does TV affect children's brain development? With television programs—and even a cable channel—designed and marketed specifically for babies, whether kids under two years of age should be watching becomes an important question.While we are learning more all the time about early brain development, we do not yet have a clear idea how television may affect it. Some studies link early TV viewing with later attention problems, such as ADHD. However, other experts disagree with these results. One study found that TV viewing before age three slightly hurt several measures of later cognitive development, but that between ages three and five it slightly helped reading scores [11]. The American Academy of Pediatrics takes a â€Å"better-safe-than-sorry† stance on TV for young children [12]. It may be tempting to put your infant or toddler in front o f the television, especially to watch shows created just for children under age two. But the American Academy of Pediatrics says: Don't do it! These early years are crucial in a child's development. The Academy is concerned about the impact of television programming intended for children younger than age two and how it could affect your child's development. Pediatricians strongly oppose targeted programming, especially when it's used to market toys, games, dolls, unhealthy food and other products to toddlers.Any positive effect of television on infants and toddlers is still open to question, but the benefits of parent-child interactions are proven. Under age two, talking, singing, reading, listening to music or playing are far more important to a child's development than any TV show. † In addition, TV can discourage and replace reading. Reading requires much more thinking than television, and we know that reading fosters young people's healthy brain development. Kids from fami lies that have the TV on a lot spend less time reading and being read to, and are less likely to be able to read [13].What about TV and aggressive or violent behavior? Literally thousands of studies since the 1950s have asked whether there is a link between exposure to media violence and violent behavior. All but 18 have answered, â€Å"Yes. †Ã‚  Ã‚   The evidence from the research is overwhelming. According to the AAP, â€Å"Extensive research evidence indicates that media violence can contribute to aggressive behavior, desensitization to violence, nightmares, and fear of being harmed. † [14]   Watching violent shows is also linked with having less empathy toward others [14a]. An average American child will see 200,000 violent acts and 16,000 murders on TV by age 18 [15]. * Two-thirds of all programming contains violence [16]. * Programs designed for children more often contain violence than adult TV [17]. * Most violent acts go unpunished on TV and are often accomp anied by humor. The consequences of human suffering and loss are rarely depicted. * Many shows glamorize violence. TV often promotes violent acts as a fun and effective way to get what you want, without consequences [18]. Even in G-rated, animated movies and DVDs, violence is common—often as a way for the good characters to solve their problems. Every single U. S. animated feature film produced between 1937  and 1999 contained violence, and the amount of violence with intent to injure has increased over the years [19]. * Even â€Å"good guys† beating up â€Å"bad guys† gives a message that violence is normal and okay. Many children will try to be like their â€Å"good guy† heroes in their play. * Children imitate the violence they see on TV.Children under age eight cannot tell the difference between reality and fantasy, making them more vulnerable to learning from and adopting as reality the violence they see on TV [20]. * Repeated exposure to TV violen ce makes children less sensitive toward its effects on victims and the human suffering it causes. * A University of Michigan researcher demonstrated that watching violent media can affect willingness to help others in need [20a]. Read about the study here: Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others. Viewing TV violence reduces inhibitions and leads to more aggressive behavior. * Watching television violence can have long-term effects:   * A 15-year-long study by University of Michigan researchers found that the link between childhood TV-violence viewing and aggressive and violent behavior persists into adulthood [21]. * A 17-year-long study found that teenaged boys who grew up watching more TV each day are more likely to commit acts of violence than those who watched less [22]. * Even having the TV on in the home is linked to more aggressive behavior in 3-year-olds.This was regardless of the type of programming and regardless of whether the child wa s actually watching the TV [23]. What parents can do: * According to the American Academy of Pediatrics, media education can help kids become less susceptible to the bad effects of watching violent TV. Some studies have shown that kids who received media education had less violent behavior after watching violent programs. Teach your kids to be media savvy. Find out more about media literacy. * Watch with your kids, so if the programming turns violent, you can discuss what happened to put it in a context you want your kids to learn. Know what your kids are watching. Decide what programs are appropriate for their age and personality, and stick to your rules. * To minimize peer pressure to watch violent shows, you may want to talk to the parents of your child's friends and agree to similar rules. * Visit YourChild:   Managing Television:   Tips for Your Family for more ideas. For more on TV violence and kids: * Key Facts: TV Violence—a report from the Kaiser Family Foundatio n. * A 1993 summary of some of the research on TV violence and behavior. * Television Violence:   Content, Context, and Consequences. The National Television Violence Study (NTVS). * Television Violence:   A Review of the Effects on Children of Different Ages—a 1995 70-page report and review of the literature. * Violence in the Media–Psychologists Help Protect Children from Harmful Effects: Decades of psychological research confirms that media violence can increase aggression. * Comfortably Numb: Desensitizing Effects of Violent Media on Helping Others—This study by a University of Michigan researcher demonstrates that watching violent media can affect willingness to help others in need. Joint Statement on the Impact of Entertainment Violence on Children:   Congressional Public Health Summit—a statement of the American Academy of Pediatrics, American. Academy of Child & Adolescent Psychiatry, American Psychological Association, American Medical Asso ciation, American Academy of Family Physicians, American Psychiatric Association. Can TV scare or traumatize kids? Children can come to view the world as a mean and scary place when they take violence and other disturbing themes on TV to be accurate in real life. Symptoms of being frightened or upset by TV stories can include bad dreams, anxious feelings, being afraid of being alone, withdrawing from friends, and missing school. * Fears caused by TV can cause sleep problems in children [24]. * Scary-looking things like grotesque monsters especially frighten children aged two to seven. Telling them that the images aren't real does not help because kids under age eight can't always tell the difference between fantasy and reality. * Many children exposed to scary movies regret that they watched because of the intensity of their fright reactions. Children ages 8-12 years who view violence are often frightened that they may be a victim of violence or a natural disaster. * Violent threats shown on TV can cause school-aged kids (8-12) to feel fright and worry. When the threat is shown as news it creates stronger fears than when it is shown as fictional [25]. How does watching television affect performance in school? * TV viewing may replace activities that we know help with school performance, such as reading, doing homework, pursuing hobbies, and getting enough sleep. * One research study found that TV's effects on education were long term.The study found that watching TV as a child affected educational achievement at age 26. Watching more TV in childhood increased chances of dropping out of school and decreased chances of getting a college degree, even after controlling for confounding factors [26]. * Watching TV at age four was one factor found to be associated with bullying in grade school [27]. Can TV influence children's attitudes toward themselves and others? Let's take a look at what kids see on TV, and how it can affect their beliefs about race and gender: * Children learn to accept the stereotypes represented on television.After all, they see them over and over. * When non-whites are shown on TV, they tend to be stereotyped. * A review of the research on gender bias shows that the gender-biased and gender-stereotyped behaviors and attitudes that kids see on television do affect how they see male and female roles in our society. * Television and movies do not often show Asians or Asian Americans, and when they do, they fail to show the diversity in Asian American culture [28]. * Thin women are disproportionately represented on TV.The heavier a female character, the more negative comments were made about her [29]. * In 1990's commercials, white men more often were depicted as strong, while white women were shown as sex objects. African American men more often were portrayed as aggressive and African American women, as inconsequential [30]. * Ads for household items, like cleaning products, usually feature women [31]. * G-rated movies ar e commonly viewed by younger children—often over and over on DVD, and perceived by parents as safe for little kids.However, in these movies, whether live action or animated, males are shown more than females, by three to one, they are not often shown in relationships, and do not solve problems peacefully [32]. * In G-movies, characters of color are under-represented, and are usually shown as sidekicks, comic relief, or bad guys. Male characters of color are more aggressive and isolated [33]. * Music videos over-represent black males as aggressors, and white females as victims, compared to actual demographic data [34]. To learn more, visit the Center for Media Literacy's page on Stereotyping and Representation How are children portrayed on TV? A study by a group called Children NOW of how children are shown on local TV news, found that [35]: * Almost half of all stories about children focus on crime (45%). * Children account for over a quarter of the U. S. population but only 10% of all local news stories. * African American children account for more than half of all stories (61%) involving children of color, followed by Latino children (32%).Asian Pacific American and Native American children are virtually invisible on local news. * African American boys are more likely than any other group to be portrayed as perpetrators of crime and violence whereas Caucasian girls are most likely to be shown as victims. Can TV affect my child's health? Yes, TV is a public health issue in several different ways. First of all, kids get lots of information about health from TV, much of it from ads. Ads do not generally give true or balanced information about healthy lifestyles and food choices.The majority of children who watch health-related commercials believe what the ads say. Second, watching lots of television can lead to childhood obesity and overweight. Finally, TV can promote risky behavior, such as trying dangerous stunts, substance use and abuse, and irrespons ible sexual behavior. Children who watch more TV are more likely to be overweight * University of Michigan researchers found that just being awake and in the room with the TV on more than two hours a day was a risk factor for being overweight at ages three and four-and-a-half. [34]   * The effects can carry on into adult weight problems.Weekend TV viewing in early childhood affects body mass index (BMI), or overweight in adulthood. [35] * University of Michigan researchers and their colleagues who investigated whether diet, physical activity, sedentary behavior or television viewing predicted body mass index (BMI) among 3- to 7-year-old children, found that physical activity and TV viewing are most associated with overweight risk. TV was a bigger factor than diet. Inactivity and TV became stronger predictors as the children aged [36]. * Children who watch TV are more likely to be inactive and tend to snack while watching TV. Many TV ads encourage unhealthy eating habits. Two-third s of the 20,000 TV ads an average child sees each year are for food and most are for high-sugar foods. After-school TV ads target children with ads for unhealthy foods and beverages, like fast food and sugary drinks [37, 38]. * All television shows, even educational non-commercial shows, replace physical activity in your child's life. * While watching TV, the metabolic rate seems to go even lower than during rest [39]. This means that a person would burn fewer calories while watching TV than when just sitting quietly, doing nothing. The food and beverage industry targets children with their television marketing, which may include commercials, product placement, and character licensing. Most of the products pushed on kids are high in total calories, sugars, salt, and fat, and low in nutrients [40]. * Children watching Spanish-language TV after school and in the evening see lots of ads for food and drink. Much of it targets kids and most of the ads are for unhealthy foods like sugared drinks and fast food. This advertising may play a role in the high risk of overweight in Latino kids [40a]. Results from recent studies have reported success in reducing excess weight gain in preadolescents by restricting TV viewing [41]. Childhood TV habits are a risk factor for many adult health problems * One study looked at adults at age 26, and how much TV they had watched as children. Researchers found that â€Å"17% of overweight, 15% of raised serum cholesterol, 17% of smoking, and 15% of poor fitness can be attributed to watching television for more than 2 hours a day during childhood and adolescence. †Ã‚   This was after controlling for confounding variables [42]. Children may attempt to mimic stunts seen on TV Injuries are the leading cause of death in children, and watching unsafe behavior on TV may increase children's risk-taking behavior. * Kids have been injured trying to repeat dangerous stunts they have seen on television shows. * Many kids watch TV sporting events. Researchers surveyed TV sports event ads to assess what kids might be seeing. Almost half of all commercial breaks during sporting events contained at least one ad that showed unsafe behavior or violence [43]. Watching TV can cause sleep problems * Television viewing is associated with altered sleep patterns and sleep disorders among children and adolescents. Regular sleep schedules are an important part of healthy sleep. A recent study found that infants and toddlers who watch TV have more irregular sleep schedules. More research is needed to find out whether the TV viewing is the cause [44]. * Those sleep disturbances may persist. Teens who watched three or more hours of TV per day had higher risk of sleep problems by early adulthood [45]. * Find out more in this research brief from the Kaiser Family Foundation: Children’s Media Use and Sleep Problems: Issues and Unanswered Questions. TV viewing may promote alcohol use The presence of alcohol on TV runs the gamut f rom drinking or talking about drinking on prime-time shows, to beer ads, to logos displayed at sporting events. * Many studies have shown that alcoholic drinks are the most common beverage portrayed on TV, and that they are almost never shown in a negative light. * Recent studies have shown that exposure to drinking in movies increases the likelihood that viewers themselves will have positive thoughts about drinking [45a]. * Alcohol has damaging effects on young people’s developing brains—and the damage can be permanent.TV ads are a major factor in normalizing alcohol use in the minds of children, adolescents and college students [46]. * Ads for alcohol portray people as being happier, sexier, and more successful when they drink. Alcohol advertising, including TV ads, contributes to an increase in drinking among youth [47]. * Television ads for alcohol, such as â€Å"alcopop,† which combine the sweet taste of soda pop in a liquor-branded malt beverage, may targe t youth, especially girls and Hispanic and African American kids [47a]. The Center on Alcohol Marketing and Youth (CAMY) at Georgetown University found that in 2003, the top 15 prime time programs most popular with teens all had alcohol ads [48]. * Alcohol is increasingly advertised during programs that young people are more likely to watch than people of legal drinking age [49]. Kids who watch TV are more likely to smoke * Even though tobacco ads are banned on TV, young people still see people smoking on programs and movies shown on television. The tobacco industry uses product placement in films.Smoking in movies increased throughout the 1990s [50] . * Internal tobacco industry documents show that the tobacco industry purposefully markets their product to youth. The industry uses subtle strategies like logos at sporting events, product placement, and celebrities smoking to get around the ban on TV advertising for their products [51] . * Kids who watch more TV start smoking at an e arlier age. The relationship between television viewing and age of starting smoking was stronger than that of peer smoking, parental smoking, and gender [52]. Recent research has shown that exposure to smoking in movie characters increases the likelihood that viewers will associate themselves with smoking [52a]. * Find out more about kids and tobacco. Kids get lots of information about sexuality from television * Most parents don't talk to their kids about sex and relationships, birth control and sexually transmitted diseases (STDs). Most schools do not offer complete sex education programs. So kids get much of their information about sex from TV. * Kids are probably not learning what their parents would like them to learn about sex from TV. * Sexual content is a real presence on TV.Soap operas, music videos, prime time shows and advertisements all contain lots of sexual content, but usually nothing about contraception or safer sex. * The number of sex scenes on TV has nearly double d since 1998, with 70% of the top 20 most-watched shows by teens including sexual content [53]. Fifteen percent of scenes with sexual intercourse depict characters that have just met having sex. Of the shows with sexual content, an average of five scenes per hour involves sex. * Watching sex on TV increases the chances a teen will have sex, and may cause teens to start having sex at younger ages.Even viewing shows with characters talking about sex increases the likelihood of sexual initiation [54]. (Read more about this study. ) * Watching sexual content on TV is linked to becoming pregnant or being responsible for a pregnancy. Researchers found that even after controlling for other risk factors, the chance of teen pregnancy went up with more exposure to sex on television [55]. * On the flip side, TV has the potential to both educate teens, and foster discussion with parents. Watch with your kids, and use the sexual content on TV as a jumping-off point to talk with your teen about s ex, responsible behavior and safety. To find out more, read: * The American Academy of Pediatrics' (AAP) Parent Page on Sex, the Media and Your Child * The AAP' s policy statement on Sexuality, Contraception and the Media How can I find out more about kids and TV? Here are some websites with helpful information: * The Smart Parent's Guide to Kid's TV—from the AAP. * Guia para Ver la Television en Familia, a Spanish publication from the Educational Resources Information Center (ERIC). * Guidelines for Rating Children’s Television, a guideline from PBS Ready To Learn. * Pautas para la evaluacion de los programas de television para ninos, the above guideline, in Spanish. Special issues for young children (2-11 years) and Special issues for teens address some developmental issues. * Talking with kids about the news—10 tips for parents. * The Federal Communication Commission's (FCC) page on children's educational TV. Visit these related topics on YourChild: * Managin g Television: Tips for Your Family * Media and Media Literacy * Video Games * The Internet * Obesity * Sleep Problems * Reading What are some organizations that work on issues around kids and TV? * The Center for Media Literacy believes in empowerment through education—that kids need to learn how to think critically about TV and other media. Media Awareness Network is a Canadian group with a wealth of information for parents. * The Center for Screentime Awareness sponsors National TV Turn-Off Week each year. Future TV Turn-Off Weeks are in Spring and Fall: April 19-25, 2010 & September 19-25, 2010. TV-Turnoff Week is supported by over 70 national organizations including the American Medical Association, American Academy of Pediatrics, National Education Association, and President's Council on Physical Fitness and Sports. References Written and compiled by Kyla Boyse, RN. Reviewed by Brad Bushman, PhD

Improving Math and Science Scores in Middle School Essay

Math and Science are two subjects which most students at any level approach with trepidation and intense dislike, however, both subjects are integral to cognitive thinking. Not only will these subjects provide skills that will help students think more clearly, but students will be academically successful throughout their school career, enjoy wider career choices and earn more money after graduation. Therefore, establishing a strong foundation in these subjects is integral to future academic and career success. However, studying these subjects in middle school is even more difficult. Studies have shown that the transition for a student from elementary school to middle school is academically and psychologically difficult. According to Maurice Elias in an article entitled, â€Å"Middle School Transition: It’s Harder Than You Think†, many former elementary school students are not well prepared for the demands of middle school. They need explicit instruction, coaching, and support with regard to organizing time and resources for homework; responding to work that is more challenging and requires more effort; understanding and addressing the varying expectations of teachers in different subject areas; and accomplishing such basic tasks as taking notes and taking tests (Elias, 2001). Unfortunately, this same sentiment resonates today with the New York City Public School system, specifically, middle schools located in low income areas. The New York City Public School System is struggling with mathematics achievement in the grades beyond elementary school. Over 30% of the city’s elementary and middle school students score at the lowest level of the state mathematics test and only 34% of all students pass that test. The mathematics â€Å"problem† seems connected to the third major trend in the data, the low performance of middle and junior high schools in the city. In both Mathematics and English Language Arts, the city’s middle and junior high schools seem to be the weakest link in the system (Domanico, 2002). Recently, the math state scores were released further underscoring the middle school â€Å"math problem† that exists. Results showed that while 75. 3% of students at the elementary level passed successfully only 38. 9% of grade eight students passed (Andreatta, 2006, 11). As such, the intent of this study, based on the aforementioned information, is to evaluate and make recommendations with regard to middle school students in a particular school who have been struggling with both subjects. This study will focus on a middle school, IS 166- George Gershwin School—located in East New York. The decision to choose IS 166 was dependent on a few factors among which included the fact that the district within which it is located is considered a â€Å"virtual educational dead zone† by a Civic Report drafted by the Manhattan Institute for Policy Research (Domanico, 2002). Additionally, after reviewing the New York City Department of Education’s website—which provides an overwhelming amount of information on every public school in the city as well as their progress over recent years in the core subjects—it was found that of the schools within the 19th School District—primarily East New York, IS 166 is one of the worst performing schools. The school’s poor academic performance is further exacerbated by the outstanding grades displayed by another school in the 19th School District such as IS 409—East New York Family Academy and outside of the district another school MS 114, located in District 2 (Manhattan), whose grades superseded the city’s level as well as the state’s level. The graphs below illustrate how IS 166 performed poorly in the last 2 years on the state Math and Science exams comparatively to other schools, specifically IS 409 in the same district as well other schools in other districts. The last two graphs will show the difference with a higher performing school such as IS 409 and therefore will confirm why this study is going to be conducted. IS 166- George Gershwin School Math and Science Grades Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). Definition of the Levels on which the scores for both subjects are based: Level 4—These students exceed the standards and are moving toward high performance on the Regents examination. Level 3—These students meet the standards and, with continued steady growth, should pass the Regents examination. Level 2—These students need extra help to meet the standards and pass the Regents examination. Level 1—These students have serious academic deficiencies. Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). The aforementioned graphs showed how poorly IS 166 has performed in the last two years in both Math and Science. In Math, the number of students performing at Levels 3 and 4 has decreased from 22. 2% in 2004 and 17. 5% in 2005. The number of students tested for Level 3 was only 60 and for Level 4 only 3 of 361 total students. The remaining students, as displayed on the right hand side of the graph, are still at a Level 1 which as noted by the above definition means that they are in grave need of assistance. Therefore, for the purposes of the study, the target population will be defined as â€Å"in need† students. Although there has been a slight increase in Science, the results are still less than desirable when compared with other schools in the district and the City. As seen in the graph, only 14% of the students passed at Levels 3 and 4 in 2004 and by 2005, only 18% were able to pass at the same levels. Therefore, if IS 166 continues on this trajectory, it will continue to be labeled an underperforming school that graduates below average students incapable of performing the basic tasks in both subjects. The goal of the evaluation study is to thoroughly review the problems that exist and hopefully get the school to achieve grades similar to IS 409-East New York Family Academy sometime in the near future as is reflected in the following graphs. IS 409- East New York Family Academy Math and Science Grades Source: New York Department of Education (Division of Assessment and Accountability—School Report Cards 2005). As noted in the above graphs, IS 409 is performing extremely well at Levels 3 and 4 and has outperformed schools in both math and science in the district (which is truly exceptional given the neighborhood and its history) as well as other City schools. Very few students if any are far below the standard in both subjects. Moreover, as noted before, other schools such as MS 114 and IS 289 located in District 2 have maintained exceptional scores over the two year period. For 2004 and 2005, MS 114 scored 88% and 81% consecutively in Math and 97% and 91% in Science. IS 289 also scored high grades-for both years in Math, the school displayed 83% and 73% when compared to other schools in the district and city and in Science, they scored 87% and 82%. Other schools in other districts from Queens and Staten Island have also demonstrated solid scores. This makes designing a program even more of a priority in light of the above referenced comparisons. The study will not focus on the students at all levels in the middle schools but specifically, the eighth grade students destined for high school who have yet to grasp the necessary skills needed to succeed and have been the center of test score analysis over the years. These eighth grade students will be approximately 14 years old but depending on factors such as repeating a grade or special needs, the age may vary from 14-16 years old. As noted before, they will be identified as â€Å"in need† students and the study will attempt to identify the worst performing students by looking not only at grades but possibly contributing factors such as income, special needs, and possible crime involvement. The improvement of Math and Science scores is a gargantuan task which requires a major overall of the school at all levels, however, to begin the following services are needed and they are but not limited to: ?Offering training sessions for the math and science teachers. The difference between not only IS 409 and other schools in District 2 is that the teachers have more experience, education, and are less likely to be absent more than average. The training sessions will be implemented on weekends or after-school whichever is more convenient for the teachers and will be done prior to establishing an after-school program for the students. The training sessions will allow teachers from higher performing schools an opportunity to impart their techniques for achieving higher grades. ?Offering a separate informative session for the Principal, Maria Ortega, so that she is more knowledgeable on what is needed to succeed in both areas. In most cases, the principal of a school has a general idea of what is needed in most subject areas, however, if the principal is more involved, informed, and fully comprehends the nuances of the subject matter, then she will be able to make better choices in hiring and understanding the teaching of the curriculum. This is an idea which originated out of reading the case of MS 114 in District 2 which showcases a principal that has not only taught but has written Math books for children. Also, in IS 289, the principal knows each student individually and is fully acquainted with their needs. ?Offering additional services for children that may range from an after-school program to extending class hours to offering classes on the weekend. One of the schools in District 2 actually has classes that last at least 50 minutes giving students a better opportunity to absorb the material thereby performing better in exams. ?Offering programs that will incorporate the parents as well. Perhaps this will be in conjunction with the after-school program. As noted, most of the students in this district are from low income families and perhaps some of the parents are in low paying jobs or living on welfare. The parents can take advantage of the program by refreshing themselves with the basic concepts of each subject so that they may assist their children and perhaps help themselves. PROGRAM THEORY In order to address the dire academic situation at IS 166-George Gershwin School, and before implementing an after-school program, it is important to address the issue at the higher levels which means analyzing teaching techniques and more importantly, principal participation. At the Center for Civic Innovation Luncheon featuring Chancellor Joel Klein held on Thursday, October 5th at the Harvard Club, Chancellor Klein began his speech with an analogy of the leaky roof and the squeaky floor. He stated that there was a school located in uptown Harlem that had a leaky roof and a squeaky floor. One day a repair man came to repair the floor and the custodian stated that the floor cannot be fixed prior to the roof being fixed to which the repairman replied â€Å"That’s not my concern, I am just here for the floor†. The Chancellor began his speech with that story to underscore the problems with the NYC Education system. He believes that everyone wants to fix the underlying problems without addressing the issues at the surface. The Chancellor’s story may be applied to the case of IS 166 and any other school in need of improvement. Many observers and parents are often led to believe that their children are primarily the problem in achieving higher scores and possibly that their children lack the intellect to truly analyze or process the information given to them. However, it is just as important for the heads of the respective schools to be cognizant of what is needed to improve these scores and the principal is just the person to ensure this. Therefore, before implementing a program, we have recommended that Principal Maria Ortega participate in a briefing session lasting approximately one month in the summer—right after the end of the school year and before the hiring season begins—for at least 4 hours a day, three days a week. According to reports of comprehensive school reforms in Chicago and Louisiana, the schools’ academic success was primarily attributed to the principals in charge and the contributions they made throughout the reforms. In one report, it stated that â€Å"highly effective schools communicated expectations for teachers. The principal was active in working to improve teacher skills; ineffective teachers were let go. † Moreover, the principals played an important role in four areas a) selection and replacement of teachers; b) classroom monitoring and feedback; c) support for improvement of individual teachers; and d) allocating and protecting academic time (Good et al, 2005, 2207). Therefore, implementing a program or briefing session solely for Principal Ortega would help her improve in all these areas. Principals, under Chancellor Klein’s tenure, have been given more empowerment opportunities and have more responsibilities to ensure the success of their schools. IS 166 has been categorized as a Title I School In Need of Improvement (SINI) under the No Child Left Behind Act (NCLB) and as such, Principal Ortega has to work harder than ever to improve the english, math, and science scores—subjects that are integral to a student’s academic success. The program we have suggested will illustrate to Principal Ortega that math, in particular, cannot be taught in the traditional manner, that is, using rote. In fact, the National Council of Teachers of Mathematics (NCTM) advocates the development of an inquiry-based mathematics tradition. Students taught using this tradition are encouraged to explore, develop conjectures, prove, and problem solve (Manswell Butty, 2001, 20). Students are best able to absorb the material in not only math and science but other subjects if the teachers are able to present it in an interesting manner that entails connections to the outside world. Principal Ortega should also be familiarized with the requirements for the exams and then know exactly how the staff should approach student preparation. She should also ensure that with respect to math, she adheres to the recommendations Lyle V. Jones reiterated in his article entitled â€Å"Achievement Trends in Math and Science† in which it was stated: ? Only teachers who like mathematics should teach mathematics ? The chief objective of school mathematics should be to instill confidence ? Mathematics teaching must be based on both contemporary mathematics and modern pedagogy (Jones, 1988, 333). After completion of this program, and hopefully with a better understanding of what is needed to improve the scores at IS 166, the next step would be to address the teaching staff. As noted, the methodology used is integral to ensuring that the students comprehend, absorb, and analyze the information being disseminated. If they fail to process the information then they will ultimately perform poorly in the state exams and possibly continue to do so throughout high school. We recommend prior to the beginning of the academic year, and the implementation of the after-school program, that teachers, specifically, the math teachers enroll in a summer institute similar to one reported in an article entitled, â€Å"Toward a Constructivist Perspective: The Impact of a Math Teacher InService Program on Students†. The reason being is that the teaching of math more so than science requires certain techniques that are far from the traditional methods that most teachers employ. The summer institute in the report offered participating teachers intensive two-week summer institutes and weekly classroom follow-up during one academic year. Moreover, they received an opportunity to reexamine their ideas about the teaching and learning of mathematics. During the summer institutes, these teachers experienced mathematics classes in which they were encouraged to construct solutions and ideas and to communicate them to a group. They analyzed student understandings as revealed in interviews and they planned lessons which reflected their evolving ideas about mathematics learning and teaching (Simon and Schifter, 1993, 331). Teachers need to plan their lessons in such a manner as to engage the students so that they may effectively communicate their thoughts or problems with a particular issue. In fact, after completion of the summer institute, and after the teachers began using their newfound techniques, the results were noteworthy and ranged from students stating that â€Å"it’s fun to work math problems† to â€Å"I’d rather do math than any other kind of homework† to â€Å"I like to explain how I solved a problem†(Simon and Schifter, 1993, 333). Therefore, using the above referenced example, the summer institute that we propose for the math teachers will last approximately three weeks in the summer and it would begin approximately mid-August prior to the beginning of the academic year. This program would be mandated by the principal and would include veteran staff members as well new ones brought on board. Another factor that teachers have to take into consideration is the population they cater to during the academic year. IS 166 consists of predominantly black and Hispanic students residing in East New York and its surrounding environs, thereby, making them not only an â€Å"in need† group in terms of grades but an â€Å"at risk† group in terms of their backgrounds and predisposition to engage in illicit activities. Many believe teaching techniques are generic and if they are employed in one school then they may be applicable in another. However, studies have shown that minority children in low income neighborhoods require a different set of techniques employed. According to Manswell Butty, African-American children have further been identified as favoring four learning styles a) person-centered, b) affective, c) expressive, and movement oriented (Butty, 2001, 23). Therefore, teachers need to use laboratory or group exercises, discussion sessions, or instructional uses of music and the visual and dramatic arts, especially when those pedagogical techniques promote Black students’ greater academic involvement, interest, and performances (Butty, 2001, 23). However, this is not a generalization implying that all minority children respond to this technique but most will probably respond positively. Therefore, teachers must be made aware of the group of children that they are dealing with and ensure that they employ the above referenced techniques to garner success. In fact, there are Learning through Teaching in an After-School Pedagogical Laboratories (L-TAPL) in California and New Jersey, which not only offer a program for elementary students but also serves as a practice-rich professional development for urban teachers. The program aims to improve the achievement of urban students and the competence of their teachers (Foster et al, 2005, 28). According to the Foster article, numerous studies, policies, and programs have addressed the persistent problem of underachievement among poor urban students and its array of possible causes. The NCLB links teacher quality to improved student achievement, especially among low-income urban children of color. Consequently, improving teacher quality has become one of the hallmarks of current reform efforts (Foster et al, 2005, 28). These laboratories groom future urban teachers to deal with students similar to the target population at IS 166. And as such, as an alternative to our summer institute, the teachers are free to enroll in the program offered by this lab in New Jersey. Therefore, taking into account the above referenced studies, improving teacher quality is of utmost importance when taking into consideration the improvement of math and science scores. All of the above has brought us to the most important element of the study establishing an after-school program. Establishing an After-school Program-Resources Funding Under the NCLB Act, Title I schools, such as IS 166 that are listed as Schools In Need of Improvement, have failed to reach student achievement targets that have been set for every school. This means the school has failed to meet state proficiency level for all students in English Language Arts, Mathematics, Science and/or high schools graduation rate. Schools falling in the above referenced category may be eligible for Supplemental Educational Services (SES). SES include free after-school/weekend remedial help or tutoring services. The SES provision offers providers an opportunity to offer low-income children, who may be struggling in school, extra academic help and individual instruction. Through SES, innovative leaders and educators can start a new tutoring program or expand an existing one to serve more students (New York City Department of Education). However, instead of using an SES provider—which in some cases the DOE will offer contracts of over a million dollars to provide services to various schools—we will request additional funding that would have been used to acquire an SES provider to establish the after-school program by ourselves with the assistance of The After-school Corporation (TASC). TASC is renowned for establishing successful after-school programs and have no contract with the DOE and thus, are not labeled SES Providers. In addition to wanting to establish a program using solely school staff, it is important to note, that there have been several complaints about SES providers and most are being investigated either by the Special Commissioner of Investigation for the New York City School District or the Office of Special Investigation and in the best interest of the target population, we have decided to forego those providers. Therefore, the funding used from SES will be used to offer per session rates for the teachers participating in the program as well as pay for the consultant from TASC. The funding will also be used to acquire additional supplies such as the KidzMath program which is highly popular and is used around the country to get students interested in math and to improve scores. Funding will also be used to secure additional bus transportation from the Office of Pupil Transportation as well as food and refreshments for the children. Staffing and Facilities The program will be housed in the school recreation room and so there will be no need to rent a facility to do so. The program will be supervised by the TASC consultant who will preferably be someone from the community who is familiar with the target population and can easily relate to their situation. The principal and assistant principal will take turns observing the classes and ensuring that the teachers and participants are abiding by the rules. The teachers will be eighth grade math and science teachers who deal with the target population on a daily basis and who are familiar with the problems they are experiencing. Additionally, the teachers will be assisted by high school students who are well versed in the subject areas, who have been recruited from neighboring high schools and would like to add an after-school tutoring activity to their resume. Therefore, these students will not be paid but will use the after-school program as a learning experience. Participants The students participating in the program will be chosen based on their past academic performance in grades six and seven and failure to show any signs of improvement. To reiterate, this program is geared specifically for eighth grade students, ages 14-16 years old, and will begin a month into the beginning of the academic year towards the end of September early October after the students and teachers have settled in the new semester. Letters will be sent to the parents at the beginning of the academic year notifying them of their child’s progress and advising them that the program is mandatory if they are to improve and move on to high school (the letters will be followed up by phone calls). While the school has no recourse if a student fails to attend even though it has been marked mandatory, offering a voluntary program usually encourages those that are really not in need of it to participate and those that do need it usually don’t. The parents will be informed of the structure of the program and the fact that transportation will be provided so that their children will be taken home safely after the program. In fact, parents who may not be working full time or at all will be encouraged to observe or participate in another session that will help them to understand what their child needs to improve. The session, which will last as long as the tutoring session, will more than likely be conducted by the assistant principal or a math/science staff member and will give the parent an opportunity to be truly acquainted with the activities being conducted. This program may also be helpful to them as well as some of these parents lack the basic educational skills that are necessary to obtain a job. Activities and Schedule Based on successful programs in Arkansas, the after-school program we will establish will mirror these successful programs and therefore, the program will entail classes of one and a half hours each day, Monday through Thursday between the hours of 3pm and 4:30pm. Mondays and Wednesdays will be dedicated to math and Tuesdays and Thursdays will be dedicated to science. The sessions will be divided into 40 minute periods during which the first period will be dedicated to the teacher illustrating the subject material and the second period will be dedicated to the students participating in groups and working together to complete the work presented in the first period. The students will get a ten-minute break during which they will receive refreshments. In the Camden School District in Arkansas, school officials credited the success of the after-school programs to the schools being released from the â€Å"Adequate Yearly Progress† (AYP) status under the NCLB Act (Arkansas Advocates for Children & Families, 2006). Throughout the course of the program, teachers will be encouraged not to utilize the same material or techniques used on a daily basis. The teachers will be reminded that the program is geared towards individuals who have a negative attitude toward the subjects which may be as a result of not only failure to comprehend the material but also the teacher’s emphasis on traditional methods. Therefore, the program will forego any emphasis on memorization, computation, and equation and will focus on modeling and real world problem solving. Engaging in group work, especially in math, has proven to be successful and will be the focus of the program. According to Jones, group work differs from cooperative learning in its lesser emphasis on the teacher as instructor and its greater dependence on students teaching other students. Moreover, cooperative learning procedures as dependent first on instruction by the teacher, then on practice engaged in actively by members of an established student team (often of four team members), has evidence that supports the efficacy of the approach to elevate not only achievement but also self-esteem, interpersonal effectiveness and interracial harmony (Jones, 1988, 328). Therefore, the students will work together in groups over the period of the academic year and will be exposed to hands-on experiences, games, and projects. KidzMath should really be a good stimulant and with the assistance of the teachers, the students should be motivated. Teachers will also be encouraged to maintain a weekly progress report which will ultimately be used to assess the program’s progress. Another aspect of the program would entail having the Principal establishing stronger ties with the community and getting more community leaders involved by dropping by the after-school program to give advice and encouragement to the students. Students are not only stimulated by various activities that are outside of the norm of the regular classroom but are also stimulated by role models or individuals they deem to be successful from their part of the neighborhood. According to a report done on the Chicago School Reform, the schools that experienced major changes and improvements were led by principals who were strong veteran leaders with good relationships with their local school councils and the community (Hess, Jr. , 1999, 79). Additionally, incentives can also be offered for the students in the program which will encourage their continued participation and potential success and can range from visits to museums or amusement parks if they have showed slight improvements. While these children who performed poorly are from low income families, and a reduction in poverty rates might have a salutary effect on measured school achievement, according to Lyle V. Jones, the influence of poverty on educational achievement may be ameliorated by introducing school-parent programs to improve academic conditions in the home. After reviewing nearly 3,000 investigations of productive factors in learning concludes that such programs have an outstanding record of success in promoting achievement (Jones, 1988, 327). Explanation of Logic Model. Inputs: consist of the fundamental resources—human and capital—that the program needs in order for it to achieve its goals. These resources consist of funding for per session rates for the teachers, payment for the TASC Consultant, supplies such as KidzMath, transportation, and refreshments. The most important resources needed are the children to whom the program is directed. Activities: Once the fundamental resources are in place, the schedule has been established and the techniques for teaching have been agreed upon, then the after-school program will proceed as planned throughout the academic year. The sessions will be conducted four days a week, Mondays and Wednesdays, for math and Tuesdays and Thursdays for science lasting 1. 5 hrs each period. The sessions will entail a great deal of group work and collaboration along with potential visits from community leaders and role models. Outputs: Upon implementation of the program, it is important to ascertain if the program is reaching its target population, if the services provided are being done in the manner discussed and if the population are benefiting or if they have any concerns those will be noted throughout the assessment. This will be done by conducting site visits, performing observations and conducting surveys. Outcomes: If the program is successful in achieving its goals, then the immediate goals will see the students passing their in-class tests and ultimately the state exams—which has been the focal issue with the school and the reason for the Title I status under the NCLB Act. The long-term goals include the participants of the program actually going on to high school and possibly even college. From that point onward, if students succeed in college, they may even pursue challenging careers thereby improving their socio-economic status. The reason the logic diagram is done in a cyclical manner is to demonstrate that if the program is successful and the students do improve significantly, then the school may be eligible for the same amount or a higher amount of funding which they can use to increase their resources for the input phase for the upcoming academic year. PROGRAM PROCESS Once the program has been implemented, it is important to ascertain if the services are in fact being delivered as planned and if the participants are learning with the teachers employing the new techniques as discussed. In order to do this, we will conduct an observational study as fashioned from the TASC’s site visit procedures in addition to teacher and parental surveys to see if they have noted any differences in the children participating in the program. This assessment will be done halfway throughout the semester at approximately the end of January which will also coincide with the first set of state exams (students also take these exams towards the end of the academic year-approximately June). The assessment will begin with a two-person team (my colleague and I) visiting the after-school’s program for two days a week, for a total of two weeks—one day for math and the other for science. The visit will include an interview with the principal and assistant principal (who, as noted before, would have taken turns monitoring the program).

High School Diferences Essay

There are four different grades in high school; freshman, sophomore, junior, and senior. From when you are a freshman you always want to meet new friends, and get good grades. No matter what your grade is, you are still a student. So in a way, all the students are the same, but they do have tons of differences. Freshmen, first of all are still learning where L-Hall is, but they are trying to make new friends too. Freshmen are not bad people, they don’t hurt anyone, and that’s one of the good sides. The main problem about them is that they are stuck too much in middle school. Their body is in high school, but their brain was left over at Mountain View. To be honest, some freshman are great, they are nice, and respectful. The other three-fourths are immature and laugh at any â€Å"Your mom† joke still. Seniors are the â€Å"All Powerful†. Everyone (besides teachers) look up to them. Freshman try and talk to them, and juniors try to act like them. I believe that seniors are the role models of the school, and are treated much better than other underclassmen. Seniors are usually skipping class, and procrastinating. The other seniors are trying to keep their grades up while frantically looking for Financial Aid and planning on what they will do next. Seniors are much better than freshmen, and everyone knows it. Seniors are the laid-back, I-don’t-want-to-be-at-school kind of people. They usually show up late to class while the freshmen get there ten minutes early. Seniors are usually driving over to Taco Bell for lunch, while freshmen stare at the nasty school food waiting for it to move. Yes, they do have all these differences, but seniors were once freshmen. In conclusion, seniors are much more mature, but lazy people. While the freshmen are trying to fit in, and find L-Hall, They all have their differences, but they are all students. They are all just kids, going to school day to day, thinking about their future.

DCF Modelling methods Essay Example | Topics and Well Written Essays - 4250 words

DCF Modelling methods - Essay Example One finance model used to assess an investment's attractiveness based on these two factors is the Capital Asset Pricing Model or CAPM. CAPM equates the expected return with the market return, the risk free rate, and the relative behaviour - defined as beta (of the price of a security relative to the behaviour of the market. CAPM's basic criterion is straightforward: an investment is attractive if its risk premium (the additional return over the risk-free rate) is equal to or higher than the risk of the market. If the risk premium is the difference between the expected return r and the risk-free rate rf, or (r - rf), and the market risk is the difference between the market's rate of return rm and the risk-free rate rf multiplied by the of the stock (Sharpe, 1964 and Lintner, 1965), then the CAPM formula can be shown as follows: The risk premium of the security (7%) is greater than the risk premium of the market (6%). Put another way, the security's 12% anticipated return is above the expected return of 11% that makes the security attractive to an investor given its or price behaviour. According to CAPM, this security is attractive. Empirical evidence from Sharpe and Lintner showed that the expected return of a security d... The two sides of the CAPM equation reflect two aspects of risk, a non-diversifiable market risk and a diversifiable risk that can be minimized by holding a portfolio of securities. Beta measures risk and provides the investor with a method to assess whether the investment conforms to his/her risk appetite; a beta higher than 1 indicates that the investment is riskier than the market portfolio. Risk appetite is one issue that affects the investment decision. Another is whether the company's share price is under- or over-valued. If analysis of the company shows that the market price of the security is under-valued relative to its intrinsic value, or that the market will continue going up over time, then an investor would willingly take on the added risk in exchange for a higher upside potential and buy the security even if CAPM shows otherwise. As Graham (p. 88) argued, the "rate of return of any investment will depend on the amount of intelligent effort the investor is willing to put into the task". CAPM is one model used to value the attractiveness of a security by relating risk to beta. The Arbitrage Pricing Theory of Ross (1976) is another alternative to estimate a security's return based on macroeconomic factors (like inflation, interest rates, etc.) and market "noise" (rumours, news about the company, etc.). Another is the use of Discounted Cash Flow (DCF) valuation that we discuss in the next number. Beta. Investopedia.com. Available from: http://www.investopedia.com/terms/b/beta.asp Graham, B. (2003). The intelligent investor. New York: Harper Business. Capital Asset Pricing Model (CAPM). Investopedia.com. Available from: http://www.investopedia.com/terms/c/capm.asp Question 5 Outline the ways risk is analysed in the various DCF

Business Communication Methods in Warwickshire College Essay

Business Communication Methods in Warwickshire College - Essay Example This discussion highlights that  the college is contacting the students with a more convenient way. It is observed that the students use social media to a large extent to search colleges available to them. College has also taken further approaches by using the social media to interact with them. Exploring further the preferred communication methods between prospective students and admissions counselors is particularly relevant with millennial students, at each stage of the process. Disseminating information to the millennial generation is a one chance opportunity, which admissions counselors can take advantage of when recruiting.This paper outlines that the information is recorded in the database for analyzing and modifying the marketing, financial and human resource approaches. Recorded information is carefully studied to monitor the internal activities going on in the college. The college follows some standard information guidelines and the monitored information can be used to me asure any necessary change. Information is disclosed in a proper manner for confidentiality of personal interest.  Any individual, whether from the College or from the general public, has the right to ask any specific information that the college has and they have a right to receive a copy of that data, irrespective of their relation with the information itself.  College has full authority to deny the disclosure of commercially sensitive or personal information.

Non-Employment Conflict Management Essay Example | Topics and Well Written Essays - 2500 words

Non-Employment Conflict Management - Essay Example Constructing a dam entails the preliminary flooding for the formation of the reservoir and additional structures for instance: floodgates check dams and spillway, in the proximity of the original dam (Bartle, 2004). These constructions negatively influence the hydrology of the rivers and the movement pattern of fish by generating obstacles to their normal movement. This leads to decline in biodiversity and stocks of the fish population due to the modification of downstream and upstream of the aquatic environment. It also affects the fish species and a raise in the catch endeavour due to huge areas of arid periodical open water. In addition, the building of the dam may cause the crumple of fisheries owing to the loss of the floodplain habitation (Guariso and Werthner, 1989).Secondly, building of dams affects the livelihood of the communities found in the area where they are being constructed. Most of the indigenous communities’ practice farming and flooding reduce the land unde r agriculture. It also leads to the loss of wood gathering and fishing as a source of livelihood. In addition, it amplifies pressure on communal resources shared by pastoralists and farmers. For pastoralists, it leads to reduction in riverbank pasture while for fish farmers and fishermen; it leads to reduction in fish stocks and fisheries. This causes the decline in the economic value in the wetland that is higher compared to after the dam is put in place.Thirdly, there is loss of natural resources present in the ecosystem.

Supply chain Essay Example | Topics and Well Written Essays - 1000 words - 1

Supply chain - Essay Example The concept of standardization applies to multiple industries, and the cost savings can be significant; estimates by governmental leaders and industry analysts project that the auto manufacturing industry alone could save as much as $1 Billion annually (6). With a focus upon cost savings, there are several ways in which standardization assists a company or industry in improving its SCM processes to achieve the desired end. These include the enhancement of SCM planning, the enabling of SCM transparency, as well as the increase of cooperation and efficiency between the components. In terms of planning, the process of standardizing practices across the entirety of the supply chain requires management to consider each element in the system and how those elements interact. To standardize a process means that each component is reviewed with an eye toward streamlining the interactions so that the ultimate process works better; a concept that applies to virtually any supply chain. For example, in the healthcare industry, one author notes that considering all the criteria which directly link to â€Å"product selection, product use, product disposal, and environmental and community health impacts† should be incorporated into the SCM so that a â€Å"holistic perspective† is maintained (Eagan, Kaiser, and Shaner 207). It makes sense that a non-compartmentalized view of the supply chain would contribute to efficiency in planning, resulting in cost savings. Accordingly, the first improvement standardization brings to SCM is that of forcing management to und erstand the entire process so that it all works together in an organized fashion. Another improvement gained through standardization is found in the principle of transparency. Published and recognized standards allow each component within the chain to understand the processes of the other elements and work in cooperation with them. As discussed in other research, the linear

Assignment 5 Case Study Example | Topics and Well Written Essays - 750 words - 1

Assignment 5 - Case Study Example More certainly, the noise was intense between the walls separating these two companies despite the absent of activities in my client premises. Notably, your machines were still running at the time of my evaluation. This noise is highly disrupting the activities in my client’s offices thereby affecting productivity of her employees. Therefore, it is my humbly requesting for you to allow me to conduct these measurements, so that proper recommendation may be arrived at towards curbing this problem. I intend to conduct this survey at different times of the day particularly early in the morning before your machines start running and late in the evening (4: 00 and 4:30) when only your office is at work. Kindly allow me to conduct this activity in your organization at the stipulated hours. In the contemporary society, all workers or employees spend most of their daily time at workplaces or offices where the comfortable and health indoor environment must be acquired naturally (Olpin and Hesson 27). Additionally, for the management to heighten the efficiency and productivity of the company’s investment, it must provide conducive indoor or office environment to increase the intellectual productivity of its employees. Notably, the improvement of the economic effects of the quality of the indoor environment on the productivity of the employees is relatively greater compared to the buildings’ life cycle (Mital and Kumar 88). Therefore, it is vital for any management to improve the quality of the workplace environment to increase the productivity of their employees. There should be  noted that there are underlying differences between sound and noise. Sound is any sensory perception while noise compounds unwanted sound. Noise is never friendly to human production since is an enormous distractor (Mital and Kumar 120). Moreover, it often affects mood and emotions as well as thinking, actions, and

Tools of Organizational Change Essay Example | Topics and Well Written Essays - 250 words

Tools of Organizational Change - Essay Example It is most viable to formally advise the employees why shifting to biometrics would be more effective than their current system, of say, manual checking of IDs by security personnel. Through an organizational or departmental meeting, the advantages of the biometric system should be communicated, as well as potential resistance to this application should be solicited and addressed (motivating change). By creating a vision through emphasizing a more secure working environment and a security system that is more effective through biometric, employees would realize its benefits through the ease of identifying, verifying, and cross-checking the validity of people entering the organizational premises. Developing political support entails the full acknowledgement and support from senior management, as well as all security and administrative personnel who would orient employees during the transition. Managing the transition entails determining the progress of the biometrics application, including addressing problems and unforeseen issues. Finally, sustaining momentum requires monitoring effective acceptance of the biometric system by the employees as they proceed with their daily organizational activities; as it apparently becomes integrated as part of their organizational life. Only then would this particular organizational change be deemed effective and smoothly enforced by

Questions 11 and 12 Coursework Example | Topics and Well Written Essays - 500 words

Questions 11 and 12 - Coursework Example A price ceiling is not the equilibrium price. It is dictated by government and is below the equilibrium price. For any price that is below the market-determined price or what is also known as the equilibrium price, the quanity demanded is greater than the quantity supplied. It will then create a shortage. In a free market where government does not intervene, any shortage will result in an increase in price until it reaches market equilibrium. At the equilibrium price, the problem of shortage is eliminated because quantity demanded is equal to quantity supplied. If a price ceiling is imposed by government, the market forces are prevented from moving towards market equilibrium. Rationing coupons insure that consumers with the highest values get limited amount of a good supplied when price ceilings are imposed because the cost of the product is changed to the price in money plus the price in coupons (Schenk, n.d.). The cost of the coupon is equivalent to the ceiling price, which is below equilibrium price. This means that demand for the good or service will increase because of the lower price. However with rationing coupons, the buyers need to pay a higher price because they still need to pay an additional amount on top of the coupon price. This effectively weeds out consumers who cannot afford the additional premium over the coupon price; thus, decreasing quantity demanded and the shortage problem. The consumers who can afford the highest value or premium on top of coupon price will ultimately get the limited amount supplied because the suppliers will prefer to sell to them the good or service. An economic model, the expected utility theory helps both organizations and individuals in making decisions under risk (Thomas-Maurice, 2011). â€Å"The expected utility theory is a theory of decision-making under risk that accounts for a manager’s attitude toward

Product Standardization Strategy of Starbucks Case Study

Product Standardization Strategy of Starbucks - Case Study Example The rise of multinationals such as Starbucks came with the advent of globalization, where trade restrictions were eliminated. Doing businesses in most countries abroad became much easier than before. Government regulations are more relaxed and tariffs were reduced or totally eliminated. These developments have given chance to big companies in the developed countries to capture bigger markets including the Third World. This has given rise to the issue of how to standardize product internationally and at the same time adapt to the individual idiosyncrasies of each country. Multinational firms such as Starbucks face this type of dilemma.   Product standardization is the introduction of domestic products internationally with a little or no modification (International Product Decision). Product standardization is done in commodities such as shoes. Multinational shoe firms such as Nike, Adidas and Reebok release shoes that are sold across different countries. The other way of marketing product is through adaptation. If the firm spouses this marketing strategy, it adapts domestic product to suit the foreign market. Product modifications are done. They can be specifically designed for foreign markets.   It is believed that ‘global marketing of standardized products can, however, lower operating costs, and with effective coordination exploit a company best product and marketing ideas† (Powers). One of the benefits of standardization is it allows current technology to adapt products and services to the local needs and wants. â€Å"It is also possible to tailor standardized strategies for different worldwide segments that exist cross-nationally† (Powers).   

1984 by George Orwell Essay Example for Free

1984 by George Orwell Essay Winston made up his mind, he would defiantly come back to this place after a suitable interval. He would take the risk of visiting the shop again. He would look around more, find other interesting things from the mysterious past. He was even considering of renting that nice little room above the shop. And he would definitely drag the rest of that song out of Mr. Charringtons memory. Almost cheerfully and while humming the rhyme to an improvised tune, he left the shop. After reading through the extract I must come to the conclusion that Winston must have had a nice, if not great experience visiting the shop. The objects in the shop and especially in the living room upstairs made Winston long to the mysterious past, the very thing he desperately wants to discover more about. The atmosphere in the extract reflects this in the mysterious way that it is written by George Orwell. The reader can actually share the impression of the cozy room with its sweet fire place and go through the same emotions as Winston, due to the detailed description by the author. In this passage we deal with something that is called a time-delay. The actions in this passage are described more detailed than in the passage that comes before it. There is also a lot of thinking and reflection involved. To make an end to this essay I would like to discuss one more thing. In this extract Mr.Charrington appears as a nice old grandfather kind of man that obviously has experienced a lot during his live and fortunately is somehow preserved from the bad influence Big Brothers regime. We get the impression that Mr. Charrington could know things about the past of great value to Winston. We want to read ahead and find out if our impressions will be realized. We also want to know how Winston will develop through this obtained knowledge, what his opinion will be on the present government when he finds out the truth about the past.

Acid Leaching for Metallic Impurities

Acid Leaching for Metallic Impurities Acid Leaching for Metallic Impurities Evaluation of Some Mineral Ores in Nigeria *R.L. Tyohemba1 S. K. Emgba2 Abstract There is every need to access the impurity ratio of mineral ores in order to furnish investors and industrialists with information required to weigh the gains of venturing into their exploration. Metallic ores including; Zinc ore (Sphalerite), Iron ore (Magnetite), Iron ore (Heamatite), Copper ore (chalcocite), Lead ore (Galena) and gypsum were obtained from the National Geological Survey Kaduna. The ore samples were grounded and digested with aqua regia solution to leach their metallic constituents using standard method. The main metallic components of the ores viz: Zn, Fe, Cu, Pb and Ca were determined by the flame atomic absorption spectrophotometer (Biotech FAAS Phoenix 986) alongside their associated impurities. Galena (Lead ore) recorded the highest metallic impurity content of about 28.64 % and was followed by Sphalerite with about 6.31 % metallic impurities. The other ores recorded Zn>Mg>Ni>Pb. The impurity content of heamatite and magnetite were of the same trend in the orde r Mn>Cu>Zn>Ni>Pb. However, heamatite recorded higher Fe content than magnetite. Galena contained 534.50 mg/Kg (71.36 %) lead content with its associated impurities present in the order Zn>Mn>Cu>Cd. Sphalerite contained 8362.22 mg/Kg (93.69 %) as zinc while its associated impurities were present in the order of Cu>Fe>Ca>Mn>Pb. In gypsum, its Calcium content was (97.15 %) with its associated metallic impurities in the order Mg>Fe>K>Cr>Pb. The studied ores had a very high level of their major metallic constituents with only Galena which had a high level of impurities. Thus these ores could be good feedstock to mine their principal components. 1.1 INTRODUCTION Nigeria is richly endowed with a variety of mineral resources, fossil fuelsand solid minerals ranging from precious metals, various stones to industrial minerals such as Lead(Pb), Feldspar(xAl(Al,Si)3O8), ron magnetite(Fe3O4), iron hematite(Fe2O3), gypsum(CaSO4.2H2O),copper(Cu), Kaolinite(Al2O5(OH)4Si), Zinc(Zn), Limestone(caco3) e. t. c. Most of these are yet to be exploited. Statistically, the level of exploitation of these minerals is very low in relation to the extent of deposits found in the country. The presence of impurities in ores is inevitable due the nature of their occurrence. Impurities in minerals may be caused by simple admixtures or by crystal chemical substitutions [1]. Impurities are often responsible for colour changes. Natural impurities are common in minerals, as is the propensity for one element to slip into the crystalline structure in place of some other element. Exchanges of these forms do not cause a modification in mineral name as long as the replacements m ake up only a small proportion of the entire structure. Oxides nodules of Ni, Co and Cu have been found to occur in lattices of iron and manganese [2]. Associated impurities of zinc(II) such as lead, iron, Copper, Silver etc., contained in are said to be found present in Nigerian sphalerite mineral[3]. The high manganese content of the sphaleritesleave them incongruous for processing by conventional smeltingtechniques, facilitating the inevitability to design and construct an onsiterefinery that is specifically suited for Gamsberg ores and concentrates [4]. Naturally occurringsphalerite commonly incorporates variable concentrations ofimpurities (e.g. Fe, Cd, Mn, Cu, Co, Ni, Ge, In) that substitute zincin lattice sites. For example, FeS concentrations can range up to25 mol. %, while MnSseldom reaches up to 14 mol.%. Consequently,the high extent of stoichiometric inconsistency observedhas a marked effect on the processing, as high levels of theseimpurities in some zinc concentrates, i.e. Gamsberg, renders themunsuitable for processing by tr aditional operations.Copper is associated with basemetals such as nickel and cobalt. Studies have also been carried out on representative samples of Kà ¼re (Turkey) where massive rich copper ore were leached in acidic ferric sulfate solutions in order to recover copper and its associated metals (Zn, Co, Ni) present in the ore[5].The minerals of lead and zinc are naturally associated with eachOther.In many parts of the world, significant deposits of these mixedsulphide–oxide lead and zinc ores are found with the main sulphideand/or oxidised ore bodies. Because of their complex mineralogy,these ores are very difficult to deal with from a mineral processingpoint of view and they are very often left untreated as a result of themetallurgical difficulties encountered in extracting lead and zincfrom them. Although the primary sources of the metals are leadand zinc concentrates from sulphide and oxidised ores, as suppliesof these deplete, the processing of mixed ores must be considered[6]. Also, the lead-zinc ore from a mine is featured by complicated copper-lead-zin c intergrowth and uneven dissemination size. Besides, the minerals containing copper activate by nature the mineral containing zinc, causing difficulty of separation of copper, lead and zinc minerals [7].There also published data on the presence of metallic impurities including; Fe, Se, Mg, Al, Si, Cu, Zn, Pb, Cr, La, Ce, Nd and Y which were removed from desulpurized gypsum [8]. Hayward and Quincy [9] developed a method for the treatment of iron ores containing impurities such as aluminium, silicon, chromium, nickel and cobalt from iron ores of the type which contain nickel in excess of 0.25% and chromium in excess of 0.5%, such as for example those ores found in Cuba known as Mayari ores. The impurities which are present in all iron ores such as sulphur, phosphorus, manganese and silicon appear in iron and steel made there from. Such impurities are generally undesirable in iron alloys, but it has not been possible to remove them completely, and only high grade iron ores are used at present in the production of iron. For this reason, various low grade iron ores have been wholly rejected, either because of their high contents of the impurities mentioned or because they contain varying amounts of base metals [10]. These bulks of impurities mentioned in the essay have obvious unattractive characteristics that will increase the cost of mineral processing. There exist speculations that mineral ores in Nigeria are characterized by high levels of impurities. It then becomes imperative to access these mineral ores and their impurity ratios to furnish investors and industrialists with information that will help to estimate cost of production as well as to find suitable methods applicable for their purification. 2.1 METHODOLOGY 2.1.1 Sample Collection and Preparation Mineral ores including; Zinc ore (Sphalerite ZnS), Iron ore (Magnetite – Fe3O4), Iron ore (Heamatite (Fe2O3)), Copper ore (chalcocite Cu2S)), and Lead (Galena-PbS) were obtained from the National Geological Survey Kaduna. The samples were stored in the laboratory for the study. The ore samples were grounded using a porcelain mortar and pistol sieved and digested to leach their metallic constituents using the procedure described below. 2.1.2 Acid leaching of ore samples for metallic content determination. This was carried out as described by the ISO (1998)procedure [11]. 1g of the grounded air dried ore sample was transferred into a 250 ml reaction vessel (Teflon digestion bomb). 10ml of the mixture of nitric acid and hydrochloric acid in a ration of 1:3 (aqua regia) was added unto the reaction vessel containing 1g of dried sample and heated using hot plate inside a fume hood until white fume was observed and allowed to cool. The reaction vessel was allowed to stand so that most of any insoluble residue settles out of suspension. The relatively sediment-free extract was decanted carefully onto a filter paper, collecting the filtrate in a 100 ml volumetric flask. All the initial filtrate was allowed to pass through the filter paper, and the insoluble residue was washed onto the filter paper with a minimum amount of nitric acid (0.5 mol/l). The filtrate so collected was collected alongside the initial filtrate and the volume of the flask was made up to mark with deionized water. The extract thus prepared was ready for the determination of the studied metals, by an atomic absorption spectrometer (Biotech FAAS Phoenix 986). 3.1 RESULTS AND DISCUSSION 3.1.1 Metallic Content of Copper Ore (Chalcocite). The result of metallic content of copper ore is presented in table 1. The concentration of copper in the ore was found to be 10341.73 (mgkg-1) representing about 97.7% of its metallic content covered by this work. Other metallic constituents which are considered to be impurities were also found present. Hence, Ca (99.65 (mgkg-1), Mg (63.89 mgkg-1), Ni (9.38 mgkg-1), Pb (1.99 mgkg-1) and Zn (73.26 mgkg-1) in the order Ca>Zn>Mg>Ni>Pb. These metallic ions exists in their +2 oxidation states as copper and could replace the Cu2+ in its lattice sites. In a similar work by [5], massive rich copper ore was leached in acidic ferric sulphate solutions and was able to recover copper and its associated metals (Zn, Co and Ni). Table 1 Metallic content of Copper ore (mg/Kg) 3.1. 2. Metallic content of the studied Iron ores (Heamatite and Magnetite) Presented in table 2 are the available metallic contents of the studied iron ores. The mount of iron in the heamatite ore was found to be 6488.19 mgkg-1, representing (97.3) % of the total metallic content evaluated in the study. The iron content of magnetite was 5571.81 mgkg-1, representing 96.99%. However, an interesting trend was observed in the variation in the amount of metallic impurities which were found present in these iron ores. Both heamatite and magnetite varied in their level of impurities in the order Mn>Cu>Zn>Ni>Pb. Oxides nodules of Ni, Co and Cu have been found elsewhere to occur in lattices of iron and manganese ores [2]. Hayward and Quincy [9] had already identified impurities such as Aluminium, Silicon, Chromium, Nickel and cobalt from iron ores of the type which contained nickel in excess of 0.25%. The values reported in this study for both iron ores are lower in nickel content than those recorded above (0.21 and 0.18) % nickel for heamatite and magnetite respect ively. As earlier stated in literature, iron alloys are generally undesirable but it has not been possible to remove them completely, and only high grade iron ores are used at present in the production of iron. For this reason, various low grade iron ores have been wholly rejected, either because of their high contents of the impurities mentioned or because they contain varying amounts of base metals [10]. From the results presented in this study, Nigerian iron ores are of high iron content with very minimal impurity content in the ratio of (1:35 and 1:32) iron to metallic impurities content of heamatite and magnetite. Table 2 Metallic content of iron ores (HeamatiteMagnetite) (mg/Kg) **H: Heamatite **M: Magnetite 3.1. 3 Metallic Content of Lead Ore (Galena) The recorded amount of Pb in the galena ore was 534.50 mgkg-1, representing (71.36) % Pb content of the studied metallic components. Also, other metallic components considered to be impurities including; Cadmium, Copper, Manganese and Zinc were found present in the ore as presented in table 4 in the order Zn>Mn>Cu>Cd. The metallic impurities of Zn and Mn were present in relatively large amounts. (i.e. 14.21 and 12.85) %. The minerals of Lead and zinc are naturally associated with each other. In many parts of the world, significant deposits of these mixed sulphide-oxide lead and zinc ores are found with the main sulphide and/or oxidized ore bodies. Because of their complex mineralogy, these are very difficult to deal with from mineral processing point of view and they are very often left untreated as a result of the metallurgical difficulties encountered in extracting lead and zinc from them [6]. Table 4. Metallic content of Lead ore (mg/Kg) 3.1.4 Metallic Content of Zinc ore(Sphalerite) The results are found in table 5. Zinc content was determined to be 8362.22 mgkg-1 (93.69) % of the ore’s metallic content studied. Other metallic components which are considered to be common impurities associated with zinc ores were also found present in the other Cu>Fe>Ca>Mn>Pb. The occurrence of zinc with such impurities has earlier been reported in the previous session. Table 5. Metallic content of Zinc ore (mg/Kg) 3.1.5 Metallic content of gypsum Heiska (2011) have reported the presence of metallic impurities including; Fe, Se, Mg, Al, Si, Cu, Zn, Pb, Cr, La, Ce, Nd and Y in gypsum. As presented in table 6, the main metallic component of gypsum which is calcium was evaluated to be 9921.03 mgkg-1, representing 97.15 % of the total metallic content of the studied metals. Other metals such as Cr, Fe, Mg, K and Pb were found present in the acid leached mineral in the order Mg>Fe>K>Cr>Pb. The dominance of Mg as an impurity in this ore is much expected as the metal ion (Mg2+) is known to occur in areas where there calcium deposits exchanging at its lattice and together causing water hardness. Table 6. Metallic content of Gypsum ore (mg/Kg) 3.1.6 Main metal component and impurities ratios of studied ores In table 7 and fig. 2, the summary of these ratios are presented. Lead ore had the highest level of total metallic impurities recording about 28.69 % as impurities in its ore. Others had low metallic impurities in them. Zinc ore recorded less than 10 % as metallic impurities. On the other hand, metallic impurities in copper, heamatite, magnetite and gypsum were less than 5 %. Table 7.Metal/metallic impurity ratios of studied ores. Fig.2 Metal/metallic impurity ratios of studied ores 4.1. Conclusion The analysis of metallic content of some of the Nigerian mineral ores presented from the result indicates that the studied metallic ores are rich in their principal metallic constituent. The only exception observed is the high impurity content of galena (Lead ore). All the other mineral ores had a little percentage of metallic impurities in them. It is gain saying that these raw materials could serve as very rich industrial feedstock that will require little processing and thus serve cost. The high Zinc and Manganese content of the galena is disadvantageous in terms of the metallurgical process that will be required to recover the major metallic content as well as the appreciable contents of the other metals which are equally of industrial importance. REFERENCES [1] Smykatz-kloss, W. Determination of impurities in minerals by means of Standard Differential Thermal Analysis, â€Å" Purity Determination by Thermal Methods, ASTM STP 838, R.L Blaines C.K. Schoff, Eds., American society for Test and Materials, 1984, 121-137. [2] Zhang, W and Cheng, C. Y. (2007). Manganese metallurgy review. Part I: Leaching of ores/secondarymaterials and recovery of electrolytic/chemical manganese dioxide. Hydrometallurgy 89 (2007) 137–159. [3] Alafara,A. B and Folahan, A. A (2011).Beneficiation of a Nigerian sphalerite mineral: Solvent extraction of zinc byCyanex ®272 in hydrochloric acid. Hydrometallurgy, Hydrometallurgy 109 (2011):187–193. [4] McClung, C. R. and Viljoen, F (2011). A detailed mineralogical assessment of sphalerites from the Gamsberg zincdeposit, South Africa: The manganese conundrumMinerals Engineering 24 (2011) 930–938. [5] Arslan, F, Bulut, M. Olgaà §Kangal, K. TahsinPerek, AlimGà ¼lSebahattinGà ¼rmen (2004). Studies on leaching of massive rich copper ore in acidic ferric sulfate solutions. Scandinavian Journal of Metallurgy 33(1):6-14. [6] Olubambi, P.A., Ndlovu, S., Potgieter, J.H. and Borode, J.O. (2008).Mineralogical characterization of Ishiagu (Nigeria) complex sulphide ore.Int. J. Miner. Process. 87 (2008) 83–89. [7]Ma, J., Ren, J. and Yuan, L (2008). Flotation experimental research of multi-metal sulphide ore. Northwest Geological Research Institute of Non-ferrous metallic ores, Xian 710054, China. [8] Heiska, P (2011). Methods of purifying gypsum. US Patent 20110044883. [9] Hayward, C.R. and Quincy, M (1948). Treatment of iron ore containing impurities including nickel and chromium. US patent. No.45862. New York. [10] Meyer, R. (1931). Process of Beneficiating iron ores. US Patent. Series No.527367. New York. [11] ISO 11047. 1998. Soil Quality – Determination of cadmium, chromium, cobalt, copper, lead, manganese nickel and zinc. Flame and electrothermal atomic absorption spectrometric methods.International Organization for Standardization. Geneva, Switzerland. 6 p. (available at www.iso.ch).

The Introduction And History Of Istanbul Tourism Essay

The Introduction And History Of Istanbul Tourism Essay Istanbul is the largest city of Turkey. It is the financial capital of Turkey, making it the busiest city in Turkey. It is located in the northwestern side of Turkey. In the Marmara region having a total area of 5,343 square kilometers (2,063 sq mi). The Sea of Marmara is connected to the Black Sea by the Bosphorus strait, which divides Istanbul into European that is the Thracian side, which is the economic and historic side, and Antolian side that is the Asian side. It has a population of 13.5 million due to which it is listed in one of the largest cities in the world for population in city limits. In the year 2008 in the terms of gross domestic product Istanbul was ranked 34th because of its GDP being US$182 Billion. 27 percent of Turkeys GDP is contributed by Istanbul. Two- fifths of the Turkish economy of the nations tax revenue, is contributed by Istanbul. INTRODUCTION TO THE DESTINATION The university of California, Berkley in the year 2008, September said that Istanbul is the Cultural capital of Europe. In the year 2010, The New York Times rated Istanbul on number 19th for the list of The 31 places to go in 2010. In the year 2010 around 7 million foreign tourists visited Istanbul, which made it worlds tenth- most visited city in the world. Istanbul itself has 17 palaces, 49 churches and 64 mosques, which makes it the most ideal place for cultural tourism. Istanbul is the city of history, culture and diversity. It is now being considered even as a place for educational tourism, as it has one of the worlds oldest universities. The administrative capital of Turkey has always been Istanbul. The worlds busiest waterway is Bosphorous, which is in Istanbul. It is located between the Sea of Marmara and the Black Sea. Sarayburnu had found Istanbul around 600 BC. Istanbul is a muslim dominated country. After the end of Ottoman Empire this city has become for cosmopolitan. A fter muslims this city is dominated by orthodox Christians. This city has always been considered as the cultural hub. In the 19th century it was considered the artistic center for regional purposes. Istanbul has a lot of shopping centers from the modern period as well as the historic period. The city has a Mediterranean climate. The northern part of the city has a lot of humidity due to the water bodies and the sea. Fog is a common site in the city. Winters are very cold. During winters black sea faces lake effect snow.Exhibition conducted in Tate Modern in the city of London on Global Cities on 27th August 2007 had Istanbul featured along with London, Cairo, Shanghai and Los Angeles. In which it was compared to all these cities for their size, speed, form density and diversity. The slogan that the Tourism board of Turkey uses to promote Istanbul is also Historically Dynamic. Making it the most apt city for foreigners to feel close to the culture and history. EXECUTIVE SUMMARY In the entire world, cultural and historical heritage and tourism have had many links throughout. According to the economic justification given by people tourism is a tool used for the preservation of heritages, artifacts and the folk life of the destination (Hall, 1994). This report summarizes and focuses on the kind of tourism in Istanbul. It is known for its cultural tourism, since the government of Turkey also promotes Istanbul as the most historically sound city. LITERATURE REVIEW OF ISTANBUL John Cleave in the year 2008 described Istanbul as the city of two continents. The mayor of Istanbul Kadir Topbas explains that Istanbul is a country not a city. In the year 1980 Istanbul did not even have enough electricity supply for the famous skyline. Few years back Istanbul had midnight curfews and even the supply of Turkish coffee had gone down. Today Istanbul is not just an immigrant city, it is much more than that, says Murat Guvenc, city planner and curator of Istanbul 1910- 2012. Kirsten Stamn in his online blog carry on in the year 2011 describes that, when some one thinks of Istanbul, people only think of the mosques, the bazaars and the architecture. But he discloses a fact that Turks love jazz. The biggest Jazz Festival every year is held in Istanbul. It is Istanbul where 15 million people come and visit the Grand Bazaar every year (Appleton. K, 2012). Istanbul has always had an East meets west history, due to the Bosphorous strait. The main selling point of Istanbul h as always been bridge between Asia and Europe. According to a survey done in April 2012 by PortTurkey.com the nationalities that visit this city the most re Germans. They took the top spot with 10.4 percent. According to Istanbuls Culture and Tourism Director Ahmet Emre Bilgili, Istanbul is a city, which has a very old history, culture and art, which a lot of people want to experience. It has a very diversified tourism, which makes it the most visited city by the tourists. PART 2 MAIN FORM OF TOURISM Tourism in Turkey mainly focuses on the various historical sites that the city has. In 2011 Istanbuls mainly attracted form of tourism was for culture, spa and health care, which helped it rank the 6th most popular tourist destination in the world. Istanbul just does not have vacationers tourist but even visiting professional literates, for its cultural grounds on literature. Istanbul even caters to the leisure travellers. The shopaholics can have a feast in this city, as Cevahir mall is the biggest mall in Europe and the seventh largest shopping center in the world. Peter Sommer describes that while describing Istanbul it is very hard for people not to speak in superlatives. Istanbul has one of the most finest architectural and art around the world. Istanbul is Turkeys commercial hub, which is also the social, and art capital. In the year 1970 the population of this city was 3 million, which has grown to around 11 million today. The head of Cultural and Social Affairs Department, Nu man Guzey shares that Istanbul has been the capital for three empires in the past that is Roman, Byzantine and Ottoman, which makes it a center of history and culture having a history that is 3,000 years old. The mission statement of Istanbul Metropolitan Municipalitys Directorate of Tourism is that it is the city that has a lot of vibrancy, since a lot of cultures here have crossed and encountered in the centuries that have passed by. Their mission is to promote Istanbul more as a cultural destination known for its heritage making it the most visited and vibrant tourist destinations in the world. CHARACTERISTICS OF TOURISTS In the year 2012 the number of tourists that visited Istanbul increased at a very large scale. Istanbul Culture and Tourism Directorate released the figures of tourists visiting the city has increased by 18 percent compared to the year 2011. Around 4.2 million tourists visited Istanbul. Around 4 million tourists visited Istanbul by plane and the rest by ferries or ships. Wizard Istanbul is a travel guide developed by the Ministry of Culture and tourism is an online website which is available 24 hours to help the foreign tourists. Istanbul had a whooping number of 4,231,000 tourists. Around 26.8 percent of the tourists that entered Turkey visited Istanbul. 4,052,908 tourists arrived by plane and the rest 178,511 came by sea. The majority of tourists who visited Istanbul were from Germany, which was then followed by Russia, America, France, England and Iran. This year there was a decline in the tourists form Israel. Since the year 2007 Spaniards have visited Istanbul a lot more frequen tly. Istanbul has made Turkey the top 10 biggest revenue generators in the world due to tourism. Spending Capacity The Turkish Lira was not stable for quiet some years; euros and dollars are a common currency in most of the hotels and tour operators. Earlier it was a bargain destination, it still has a god value for money when it comes to travelling. A room for two people in three star hotels would cost around $80 per night in Sultanahmet. A decent meal would cost around TL20 to TL25. Public transportation is very cheap and efficient and some of the citys historical places people can visit for free. If the non-residents buy any expensive item from Istanbul they can participate in the national Global Refund. This means that at the time of departure the tourist can present the refund receipt at the airport tax return. This way the tourists get their tax back. DURATION OF STAY Tourists, who generally visit Istanbul, prefer staying there for 5 to 6 days. Tourists, which travel to Istanbul even travel to Cappadocia, which is not very far from Istanbul. The cultural tourists travel for 10 days since they visit the blue mosque. TIME AND SPACE Specific type of Tourist In the year 2004, the maximum people who visited Istanbul were travelling only for cultural perspective. Hence Istanbul had a very high amount of cultural tourism. In more recent years the cultural tourism in this city has increased to 30 percent. 40 percent of the tourists visit the museums and the mosques. The major target markets for Istanbul are cultural tourists. The total amount of visitors every year to the Istanbul museum is 3,932,852 (Ministry of Culture and Tourism, 2008). Lot of tourists visit this city for the festivals as well. After the year 2000 the government has taken important steps to celebrate festivals publically, so that not only the residents can take part but also the tourists can be a part of it. The European Union supports the cultural tourism, making this city more convenient for the culturally inclined tourists. The cultural tourists are generally rich and highly educated. The cultural tourists are generally known as upper level tourists. Cultural tourists who travel to Istanbul are dived into two groups according to the attractions they visit. The first groups of attractions are monuments, museums. Theme parks, architectural and sculptures. The second group of attractions is music and dance, events, theatre language, festivals. CONTRIBUTION TO GDP Turkey has become the 15th greatest economy of the world in the year 2012. Having a GDP of $729 billion. Istanbul has always been the economic center for Turkey, contributing a GDP of $174 billion. It generates 22 percent of the GDP just through tourism and 40 percent is generated through the travel and tourism tax. Istanbul has made carved a niche for itself and is now listed in the Global cities of the world. Due to the high GDP in Istanbul, it has started creating more jobs, further improving the countrys balance overall. THE GLOBAL CONTEXT OF CONTEMPORARY TOURISM Travelling is something that everyone enjoys. Travelling makes life interesting, and can bring a new view of living life. The purpose of everyones travelling can be different like some people travel for rich culture, history and some to meet and come across interesting people. A lot of people travel and yet they would not be able to travel the whole world, as they might not have the correct resources. Travelling around the world gives people a better understanding of what is going around in the different parts of the world, and how different is every countries culture and heritage. Traveling even changes a persons perspective towards life. Travelling broadens a persons mind and soul. In basic words it has always been a human desire to travel to different places. Travelling changes a person inside out. Travel for people will always be an invaluable asset. Most of the common reasons why people travel is to try out new things. Different places have different things to see and try, and t his is the motivation which most of the people have. GLOBALIZATION- EFFECT ON TOURISM