Advantages and Disadvantages of Using Computer

Advantages of computers: Increases speed of computing and processing information in any other way. People can use sophisticated statistical and mathematical tools for decision making and further purposes without learning in details the algorithms used for computing. This way people can use much more sophisticated analytical tools that would have been possible with only manual information processing. Computers can store large volumes of information without occupying too much space, as is in the case of information stored in form of books and paper documents.Computer processing eliminates the human errors of computing and information processing. Information once entered in computer system can be easily accessed by the same person or other persons at different times for different persons. This reduces the work load of capturing same information multiple times for different purposes. It also makes it possible for different person to work with same information, avoiding the possibility of different persons using different versions of the same information.The work of entering and editing information is made mush more easy and simple by software that offer many powerful user friendly features for performing these tasks. Computer now offer sophisticated and powerful software for representing information in rich formats with visual and video facilities. Computers combined with communication technology offer very fast speed and rich communication facility at low cost. Computers, with all these features are now used for automating all kinds of equipments and processes. Disadvantage of Computers The cost of computer and associated equipments is falling steadily.Still these equipments are and continue to be much more costly as compared to manual processing equipments like pen and pencil. Also technological complexity of these equipment makes it more difficult to learn and maintain these equipments as compared to equipments of manual information processing. Use of computers require additional infrastructure, such as power supply and software back up. This increases the chances of problems due to failure of infrastructure. For example, a computer will not work where there is no electric power supply. Even a laptop with a battery will work without power supply only for a limited period.Failures of computer system can be more serious and difficult to correct. For example, one scratch on a hard disk can make the complete data on the disk inaccessible. In comparison, manual system faults have comparatively limited impact. One page torn from a cabinet full of documents has no impact on other documents. Computers generally reduces the errors of processing. However if there is an error in input data, it can result in major blunders in the processing which the computer system is unable to detect. In manual systems the chances of such blunders passing undetected and corrected is much less.

The fundamentals behind London’s current housing crisis and potential solution?

Introduction The assignment will consider the housing market within London, paying close attention to the housing policy and macro-economic conditions that have led to the current ‘crisis’ within the city’s housing market. It could be argued that a current shortage of housing developments, mainly in the more affordable range, coupled with a surge in international real-estate investment in the city has caused a major shortage, leading ultimately to price increases and so a divergence from housing markets within the North of the UK (Dyson, 2014) [Online]. This assignment will first touch upon the policies that have led to this problem before looking into the recent macro-economic trends which have aggravated the issue, pushing into the spotlight. The UK housing market has for some time been impacted by poor housing policy, with many arguing that levels of new construction have been unable to meet the surge in population growth and so demand for new houses. While this has become a more national problem, the south of England, most notably London has witnessed the greatest affect (Myers, 2012). Property Overview While the population of London has continued its growth given its rise in status as a ‘global business hub’, housing developments have been unable to supply the market with enough new properties, as well as properties which locals deem ‘affordable’. While it can be noted that there are currently some significant developments within London such as the Battersea Power Plant regeneration, many have commented that these ?Million properties are being built with the wealthy oversea investors in mind over local buyers given that the prices asked are far out of reach of many workers (Renshaw, 2013) [Online]. While local councils have attempted to resolve this issue by pushing all developers to include a percentage of ‘affordable’ homes in their plans to win planning permission, many of these new developments are still primarily geared at the high-end of the market; with many developers advertising their properties in international markets (London First, 2014). This, along with major regeneration plans in some area’s which has prioritised commercial/ retail space over residential, has seriously restricted the potential for new housing for the local market and supported the price increases seen over the years. Furthermore, the central boroughs of London are also restricted by the availability of land to develop new homes, with new developments pushing higher for greater floor space. While this has become a popular method in London with new skyscrapers such as The Shard, these developments have usually favoured office and retail space over residential (Ball et al, 2012). What could be considered here is the desire by boroughs within London to re-generate and effectively create local centre’s to compete with the main areas of London. There has been significant discussion over the years regarding the ‘downfall’ of the UK high-streets as out of town competition and online shopping reduces the demand for typica l bricks-and-mortar stores; in London the main issue for some could be the easy accessibility into the city centre and so the main shopping and entertainment districts. With this, local boroughs have prioritised the development on new commercial and office space in a bid to attract the private investment that would be needed to support larger regeneration plans and attract more people into the area, however as mentioned previously given the short supply of available land in some central boroughs this has led to an ‘opportunity cost’ between residential and commercial development. London Crisis The main issue for the market is a simply supply and demand crisis; essentially the market is severely under supplied, with prices been pushed up by the consumers willing to pay a higher price for the property. This has created a situation where the supply of affordable housing is quite inelastic and so any notable increase in demand will only result in the price moving higher. This has also led to another affect whereby prices have also increased strongly in the wider South-East area as commuters seek property in lower price areas with strong transport connections into London. The supply crisis has also been heightened by another issue; namely strong international demand for property in London as an investment opportunity and store of wealth (Tower Hamlet Citizens, 2014). In 2008, the financial crisis hit global economics and stock-markets. With this, investors sought for new ‘safe-havens’ for their wealth as global stock markets remained volatile and the value of other havens such as gold fell. Property or investments in brick-and-mortar have always been popular, especially in economies like the UK where the market has remained buoyant over a number of years (Berry et al, 2011). London especially appealed to investors given its stock of high-value properties, increasing population, global image as a destination for the wealthy, falling corporation tax as well as a weakening currency which made investment into UK property cheaper for international investors. The economics behind this move has largely been driven by the desire to reduce risk bu t maintain returns on investments; given that London house prices were increasing at above 10%p.a (ONS, 2014), investors who had once favoured holding their cash in stock markets and commodities such as gold quickly moved their money into property as a store of wealth. This movement has recently been reversed to some extent as a strengthening ?GBP and improving global outlook have decreased demand for high-end properties in London at a time when a wave of new supply is hitting the market (Titcomb, 2014) [Online]. Potential Solutions Moving forward, a number of factors have been put forward to help deal with the issue, focusing on new regulation and opportunities (London First, 2014). In terms of opportunity, London has been working to improve transport connections with wider area in a bid to open up more areas to potential commuters, essentially increasing the stock of housing that is available to anyone working within London, (Emmett, 2014). This would then lead to an increase in supply, which should help decrease prices. Notable projects include the Crossrail development, an ?18Billion transport project that will decrease commuter times into central London for a number of local boroughs (Crossrail, 2014) [Online]. The proposed HS2-HS3 (high-speed rail) projects could also been seen as a new opportunity; giving more businesses the chance to open offices, facilities in other major UK cities such as Birmingham, Manchester, Leeds etc. while still having access to London. The main benefit on this is that it would m ove some business away from London as so reduce demand for housing from workers. Furthermore this project has also been seen as a way to reduce the heavily debated North/South divide within the UK, which in turn may help better align house prices between the two. In terms of regulation, a number of London boroughs have sought to effectively force developers to include affordable housing within their plans to be granted planning permission (Besley, 2010). Given this, new developments such as the Battersea Power Plant have included some affordable housing within their plans, however as they only account for 15% of total home some have argued the measure doesn’t go far enough to solve the supply issues (Robertson, 2014) [Online]. In economic terms, local boroughs have identified the profitability that developments in London provide; by asking developers to include some affordable housing within their plans they have affected the Net Present Value (hereafter NPV) or potential pay back of the project, however given that projects are still being announced in the city it appears that developments still remain profitable for these companies. It could be argued by some that these new demands from the local authorities could be seen as interference within the free market, effectively using the private sector to provide a good (e.g. new homes) that the public sector has failed to provide. What this essay must also consider is that if that the public sector have done little themselves to attempt to resolve this issue, most probably down to a lack of capital and experience necessary to move forward with these large-scale developments and so requiring the need for the involvement of the private sector. As mentioned beforehand, the private sector will be driven by the eventual profitability or NPV of these projects and so local authorities must ensure that they still allow these profits to be made while also attempting to resolve the housing crisis. According to data f rom the ONS, home prices in London are up 31.6% above their 2008 peak, while those in the North remain under the 2008 level, (ONS, 2014). Closing Remarks To conclude the essay has shown that housing policy in London could have been seen as failing for a number of years as demand from a rising population has outgrown the level of new supply, pushing prices up much higher than the UK average (Savills, 2014). The issue has intensified recently as the global economic crisis increased the desire for international investors to hold their money in property, with London seen as a prime market given the weaker value of the ?GBP could with continuous price rises. While the essay has noted a number of initiatives underway to help increase supply and reduce demand, the potential impacts may be small and seen in a long-term scenario. While there is new infrastructure underway to improve the competitiveness and attractiveness of a wider London and also wider UK area; the Crossrail development will not come online until 2018, while the high-speed rail links are not current expected until after 2020. Furthermore, while local boroughs have attempted t o increase regulation and push more affordable housing into development plans, these are only small percentages, with some people disagreeing on what will be deemed affordable. Moving forward the main issue for London will be developing the land that it currently has spare in the best way possible to accommodate its rising population but also its rising status as a global business hub – in this case, higher residential housing prices may be needed for developers to justify their construction over commercial or office space. References Ball, M, Lizieri, C and MacGregor, B (2012): The Economics of Commercial Property Markets, London, Routledge. Berry, J, Deddis, N and McGreal, W (2011): Urban Regeneration, Property Investment and Development, London, Taylor & Francis. Besley, T and Ghatak, M (2010): Property Rights and Economic Development. In Dani Rodrik and Mark Rosenzweig, Ed: Handbook of development economics, London, Elsevier Publications. Crossrail, (2014) [Online]: A world class railway company, Available at http://www.crossrail.co.uk/benefits/, Accessed 29/10/2014. Dyson, R (2014) [Online]: House prices: gap between London and the rest of the UK is highest in 40 years, Available at http://www.telegraph.co.uk/finance/personalfinance/houseprices/10738540/House-prices-gap-between-London-and-the-rest-of-the-UK-widest-in-40-years.html, Accessed 29/10/2014. Emmett, S (2014): London Infrastructure: Outlook, London, Savills Research. London First (2014): 12 steps to solving London’s housing crisis, London, London First. Myers, D (2012): Economics and Property, London, Taylor & Francis. ONS (2014): Comparison of regional house price indices before and after the financial crisis, London, ONS Research. Renshaw, R (2013): Selling stampede at Battersea Power Station sets new record, Available at http://old.estateagenttoday.co.uk/news_features/Selling-stampede-at-Battersea-Power-Station-sets-new-records, Accessed 29/10/2014. Robertson, L (2014) [Online]: No affordable housing in Battersea power plant development, Available at http://www.insidehousing.co.uk/no-affordable-housing-in-gehrys-battersea-power-station-buildings/7003154.article, Accessed 29/10/2014. Savills (2014): Infrastructure and development must work together to accommodate London’s growing population, London, Savills Research. Titcomb, J (2014): London House prices tipped to fall, Available at: http://www.telegraph.co.uk/finance/economics/10976395/Warning-London-house-prices-tipped-to-fall.html, Accessed 29/10/2014. Tower Hamlet Citizens (2014): A report on the housing crisis in one of London’s most expensive boroughs, London, Tower Hamlet Citizens.

Mental state

1. Why is a defendant’s mental state at the time of the offense (MSO) important from a legal standpoint?From a legal standpoint, the relevance of the mental state of the defendant is important because it determines whether or not the act was done with any capability, aptitude, or ability.   These factors are relevant because they determine if the defendant acted with consciousness in the commission of the offense.   The commission of an offense without any knowledge of the gravity of the situation or under a state of insanity is an exempting circumstance that exonerates the defendant from any criminal liability.The mental state is also important during the custodial investigation wherein the defendant is read his Miranda Rights.   This is particularly important because the law provides that the accused has the right to know of the nature of the charges against him and the possible consequences of any answer which he may give during such questioning.   A mentally incapa ble or incompetent person will be unable to comprehend these matters and therefore it is important to determine his capacity.Another perspective is that the mental state of the defendant also determines his competency to stand trial (CST), Competency to refuse an insanity defense, Competency to confess, Competency to waive rights to silence, Competency to dismiss counsel, Competency to serve a sentence, and Competency to be executed.   Under the Constitutional requirement of due process, the defendant has a right to know the charges against him and also to cross examine any witnesses that will be presented as well as the right to defend himself in court.   Without a determination of the competency of the defendant, such rights of the defendant may be violated which is against the Constitutional guarantee of due process.2. What is the role of a forensic psychologist in such cases?The role of a forensic psychologist in such cases is to determine the mental competency of the defend ant.   The in-depth knowledge of human cognitive and emotional functioning that the forensic psychologist possesses enables him to arrive at a conclusion on whether or not the defendant is competent to stand trial.   The forensic psychologist can also conduct and insanity examination to determine whether or not the act was done with criminal intent (mens rea) by the defendant.The different forensic assessment instruments that the forensic psychologist utilizes in order to determine the competency of the defendant are the following, Competency Screening Test (CST), Competency Assessment Instrument (CAI), Interdisciplinary Fitness Interview (IFI) and the MacArthur Structured Assessment of the Competencies of Criminal Defendants (MacSAC-CD).3. What mistakes might a forensic psychologist make when conducting this type of evaluation?The most common error that a forensic psychologist might make during these types of evaluations involves the area of predicting the human behavior of the defendant.   While the different tests and evaluations that the forensic psychologists use may be relatively accurate in determining the competency of the defendant to stand trial and at the commission of the offense, the difficulty lies in determining how long the incompetency will last and whether or not the defendant is liable to commit future crimes in case the defendant is released or exonerated.At the present there is no way of determining whether or not the defendant may commit future crimes.   It must also be remembered that the forensic psychologist conducting the examination must also be well versed with the pertinent provisions of law applicable to the case.References:Adler, J. R. (Ed.). (2004). Forensic Psychology: Concepts, debates and practice. Cullompton: Willan.Ribner, N.G.(2002). California School of Professional Psychology Handbook of Juvenile Forensic Psychology. Jossey-Bass. ISBN 0-7879-5948-0

Marketing Plan for RedBull Chewing Gum Research Proposal

Marketing Plan for RedBull Chewing Gum - Research Proposal Example So the company will follow a strategic marketing plan for advertisement and to reach to the target audience. They will show the products in print and television advertisement. The detailed plan has covered everything like POS to competitive environment. If we talk about the brand awareness of Red Bull, then it is interesting to know that it is a very lucrative energy drink which is very famous all around the world. Red Bull is at number 2 in the market of energy drinks and is continuously trying to become the leader, that's the major reason behind introducing the Red Bull Chewing gum. As its really important to reach the target markets with appropriate levels of frequency and credibility. We will use both push or pull strategy or exclusive distribution in some conditions. Usually the well known brands are successful of developing a pull strategy with their loyal customers. So if we face any sort of constraint then we will ask our distributors to use exclusive distribution strategy to sell the chewing gum; so that the consumer might want to break the suspense, 'why is it only available in few outlets'. The product is placed in the outlet and the shop is using the brand equityto develop his reliability of the shop name and is also associating with an existing brand name to introduce a new product orproduct line will also attract the target audience. Red-Bull... Situation Analysis If we talk about the brand awareness of Red Bull, then it is interesting to know that it is a very lucrative energy drink which is very famous all around the world. Red Bull is at number 2 in the market of energy drinks and is continuously trying to become the leader, that's the major reason behind introducing the Red Bull Chewing gum. As its really important to reach the target markets with appropriate levels of frequency and credibility. We will use both push or pull strategy or exclusive distribution in some conditions. Usually the well known brands are successful of developing a pull strategy with their loyal customers. So if we face any sort of constraint then we will ask our distributors to use exclusive distribution strategy to sell the chewing gum; so that the consumer might want to break the suspense, 'why is it only available in few outlets'. The market of Red Bull drink is already has good stead so the chewing gum with the same effect will be a total suspense in the consumers of the drink, leaving no doubt that they will buy it. The product is placed in the outlet and the shop is using the brand equityto develop his reliability of the shop name and is also associating with an existing brand name to introduce a new product orproduct line will also attract the target audience. PESTLE Analysis Political: Red-Bull is a well known product in UK. There will be no political restriction against a really similar product. This product will be a really innovative product as there is no chewing gum with the energy boost. Economics: Red Bull chewing gum is a extension of lucrative red bull energy drink. There are no particular expends that will make this extensive project.New employees will be hiring for this product

What were the most important successes and failures in Catherine the Essay

What were the most important successes and failures in Catherine the Greats foreign policy - Essay Example Catherine II was one of these heroes. Born in 1729, she faced various challenges, which propelled to her, to pursue various aspirations. She got acknowledgment from her father due to her bright abilities such, as reading and being able to remember the ideas taught. As a qualification, she received formal education after, which she got married to the Grand Duke Peter of Holstein, an heir of Russian throne. This is because during the time women faced negativity to gain education with only few allowed. Catherine was successful in her foreign policies particularly the friendly relations with Prussia. (Madareaga 1998, pp. 44). It is in this regards that the paper attempts to analyze various achievements and failures Catherine demonstrated and experienced in the process of applying her foreign policy. Catherine the great reigned from 1762 to 1996 and during the period, her foreign policies made various changes to both Russia and other countries. Her reputation, which did not only make her earn the name, â€Å"enlightened despot† also made get the name of the, â€Å"great†.... This becomes one of Catherine’s most achievements in the application of foreign trade policies. Consequently, she was able to conduct two Turkish wars with the help of able diplomats and generals (Donnels 1997, pp. 79). This was a considerable considering her feminine nature as well as the economic depression the country faced by the time. Another foreign policy employed by Catherine was in Poland in conjunction with Austria and Prusia. During the time, of her ruling Poland lay midst of the three powers. The country suffered from many problems in the 18thcentury mainly connected to poor leadership. This is because they had an elected king rather than a hereditary king, which caused fractious nobility of the population. In addition, the country developed multinational and multi-confessional masses dividing the population into various groups that one could conquer easily. Settling on the weaknesses, Catherine employed her foreign policy teaming up with other stakeholders to cont rol a third of Poland’s population. She got this extraordinary achievement during the time by conquering Poland. Despite a constitution, arising which protected Poland as a state she did not relent dividing Poland out of existence in 1793 and 1791 (Madareaga 1998, pp. 24). When the Turks declared war on Russia, 25 September/6 October 1768, the Russian envoy refused to remove Russian troops from Poland and got locked in the Castle of the Seven Towers. Thus, Catherine’s policy in Poland led to a civil war that irritated was with Ottoman Turkey. Though Catherina articulated her surprise at the Turkish pronouncement of war, she was eager for soldierly glory against what she painstaking a feeble rival. In July

Author Case Study and an Application Case Study Essay

Author Case Study and an Application Case Study - Essay Example This was based on the understanding of economic development and how this was affected by the public administration which one was a part of. The different developments with public administration ultimately led to a large amount of differences with public administration and how it should be probed. The concepts that Lindblom was associated with were developed with public administration and the different arenas which it affected. Lindblom was interested in how the public administration could easily affect the structure and process of economics, social and cultural viewpoints. The concept of public administration became essential specifically by the need to control and develop the different structures which were associated with public administration. The first point which Lindblom shows is based on the social and organizational control structures. The belief is that any type of organization requires control structures to continue functioning and to balance out the social and economic order which one is a part of. Lindblom claims that the best way to do this is through unilateral controls, which consists of a hierarchy. He also states that it is possible to have effective controls with polyarchies and the market; however, these are limited based on the type of structure which one is in. The focus of each of these controls is based on maintaining, controlling and developing society under the leadership of a specific set of individuals. At the same time, there is the ability to control and monitor the public administration through the commands which are used by the administration (Fry, 264). The concept of controlling different social and cultural orders through social administration expands with the understanding that there has to be a balance between the rights and privileges of individuals while creating the necessary approach to different needs of those in society. This leads to Lindblom’s

9-4 Essay Example | Topics and Well Written Essays - 500 words

9-4 - Essay Example The most interesting thing I learned about Spain is the increased immigration rate. Government literally did nothing to restrict the immigration. But after 9/11 Spanish government is thinking in terms of restricting the immigration. â€Å"Up to the 1960s Spain had a highly traditional class structure that was dominated by agricultural workers: generally peasant farmers in the north and landless farm labourers in the south† (MSN Encarta) but, since 1960s agriculture has exhausted and the industrial development has started. Upper middle class has grown considerably during this period. Most of the women in the family remain as house wife till 1970. But the industrial revolution has affected their life also. Most of the educated women started to work and the family life concepts were changed since then. Spanish families have much more contact with their neighbours compared to other western countries. Spanish people normally eat lots of fish and meat. They usually take food 5 times a day. The country has a very long border with lots of fishing-harbours where you can buy fresh fish. (Eating habits in Spain) â€Å"The Spanish are formal by culture and the handshake is still the customary form of greeting but a kiss on both cheeks is normal reserved to those known well. When invited into a private home a small gift (but not flowers), is always is always appreciated. Flowers are reserved for very special occasions† (Spain-Barcelona-Entertainment) â€Å"In 2007, Spain imported goods valued at $370.1 billion and exported goods valued at $239.4 billion. (MSN Encarta) With the increased rate of import compared to export resulted in significant trade deficit. Motor vehicles, basic metals, fruits and vegetables are the major exported items. Agriculture is one of the significant contributors to the Spanish economy. In the 17th century, Spain’s painters and image makers would bring forth a golden age of art.  Religious imagery was a uniquely Spanish folk art form. Spain has

Self-Reliance of the Individuals Essay Example | Topics and Well Written Essays - 500 words

Self-Reliance of the Individuals - Essay Example Similar to what an artist does, inscribing the content of their minds into a surface and eventually producing a beautiful work of art, similarly people should let their inner drives move them so that the beauty of their minds and soul can be manifested to the world (). Further, even God’s intention when he created the world was that people would exploit their potentials, though doing what is their best in whatever they seek to engage in, considering that God’s work cannot be executed by cowards. Therefore, the essence of the soul and mind that we have been granted by God is to become self-reliant on our own, because what we have been granted is by itself very adequate to enable us to become the best there can be in whatever we set our minds on. As a matter of fact, man only finds peace in the things that he has done to his best (). Whatever else that man does out of the influence of others, he shall always feel ashamed and discontented. Similarly to what infants and sma ll babies are, that is what the life of humans is supposed to be. The life of infants and small babies does not conform to other people’s lives but rather influences others to emulate their lives (). In this respect, infants and small children have been able to live an authentic life, which is contrary to the life that adults live, the life of conforming to the external environment, rather than influencing the environment to conform to their lives.  

Answer the questions Essay Example | Topics and Well Written Essays - 500 words - 2

Answer the questions - Essay Example Total Quality Management refers to an effort that involves each organization in the industry in a bid to improve the overall performance of a firm. The feedback loop plays a fundamental role in quality control. It works on the principle that products are the upshot of the process, consequently concentrates on the process and authenticates its consistency through a sensor, which regularly measures the process and provides a feedback to the mechanism known as umpire. The Umpire’s work is to compare the standard objectives of performance (Bill, 21) 4. Imagine you just completed your undergraduate or graduate degree at ISU and you landed your dream job. Your immediate superior indicates that a needs analysis reveals employees are not using recently acquired competencies taught in expensive training programs. Approximately 4,500 employees were trained at six company locations throughout America. Your superior asks you to investigate the problem using research methodology you said you acquired in your HRD 468/568 Continuous Performance Improvement class. Describe how you would gather data, that is what method or methodology would you employ to determine the facts, and perhaps, analyze data and design a successful intervention. NOTE: Correct answers are valued at 10 points. An exploratory research will be the most appropriate in this situation. It will involve conducting a focus group interviews on the reasons that makes the employees avoid embracing the recently acquired competencies. Well-structured questionnaires should be used to get the employees’ views. The employees will be subdivided into focus groups, which will be based on the departmental levels. This research methodology will help in identifying the primary issues and variables and provide a foundation for more extensive subsequent researches. Upon gathering the data, a qualitative approach of analysis will be used to investigate the data. Then appropriate conclusions

Infringement Essay Example | Topics and Well Written Essays - 1000 words

Infringement - Essay Example Section 10 of the Trade Mark Act 1994 states. A person infringes a registered trade mark if he uses in the course of trade a sign where because – (a) the sign is identical with the trade mark and is used in relation to goods or services similar to those for which the trade mark is registered, or, in specifically addressing the question at hand concerning Adam, (b) the sign is similar to the trademark and is used in relation to goods or services identical with or similar to those for which the trade mark is registered, there exists a likelihood of confusion on the part of the public, which includes the likelihood of association with the trade mark. In English statute or case law, there is no definition for what is use as a mark. Use as a mark will depend on the facts of each case, in particular, the nature of the mark and the goods and services concerned. English case law indicates that the judges are looking for use which is taken by the public as a badge of origin, in other w ords as an indication that the goods and services are from a particular trader. This requirement is not the same as a requirement that the relevant public should know the identity of owner’s of trade marks, but nevertheless associate the marks of products with a particular trade origin. It will be more difficult for an applicant or proprietor to show use as a trade mark with very non-distinctive marks or where the use has been mainly in conjunction with another trade mark.

Example of an Compare and Contrast Essay Example for Free

Example of an Compare and Contrast Essay My grandmother and I are like dust and dawn, complete opposites. We have different points of views; we come from total different generations; we have different interest. My grandmother was born in Atlanta, GA and married at a young age. She and my grandfather later move up to Jersey City, New Jersey when she was pregnant with my eldest aunt. Life was a lot different in the 1940s than it is now. After sitting down with my grandmother, talking to her about different stuff made me see her in a new light. I spoke with her about how the music was then and now was different. She grew up in a Christian home, so all they listened to was Gospel. I asked her â€Å"what do you think of the Gospel music today?† She answered â€Å"I’m not a big fan of it but I only listen to Mary Mary before I would listen to anything else. They add too much into it and think that because you say God or Jesus it’s a Gospel song. Mary Mary are true Gospel singers.† So, I asked her about the Gospel music that she grew up with, and she had a twinkle in her eye as she explained it to me. She truly loved Gospel from the 1950s to the 1980s. she explained how they had a true meaning and how they had a true message. Technology from then and now is really different. My grandmother declared that their television’s looked like big boxes with a screen on them and cameras were huge. Now, in the 21th century, we have flat screen TV’s and small cameras that can fit in your pockets and can print wirelessly from the printer. Phones were all wired and you couldn’t really move around the house with it; presently, we have wireless cellular phone that you can contact someone from half way around the world without an issue. The environment was a lot safer than it is today; also, that prices were more affordable than they are, that’s why more people are depending on public assistants. My grandmother indicated that you could walk in the grocery store with $20 and leave out with about 35-40 items. As of now, you walk in the grocery store with $20 walk out with 3-5 items. During the 1960s the environments setting weren’t as bad as they are now. The crime rate isn’t as high as they are now. That’s why she chooses to leave out early in the morning to run arranges because she feels safer. The generations has changed and progressed in different ways. Things were easier than they are today. Before you don’t really worry about much, now some people fear to leave the comfort or their home. Maybe if I was alive during that time, I maybe would have gone through as much as I am today. If you had a chance to live in that time zone, would you?

Used Car vs. New Car Essay Example for Free

Used Car vs. New Car Essay Some people are fortunate enough for their first car to be a brand new car, no matter what make and model it is. Most likely, your first car is a used one. It may be a 99’ Corolla to a 06’ Altima, both with 100,000 mile on them, but they all serve the same purpose, to get you places. Used and new cars may be different, and some may be the same. Both cars have a stereo system with FM radio, seats, and space, but it’s the detail that makes things different. Used cars may only have a cassette player, which no one has now, while new cars have an auxiliary and USB port, and GPS. You might like a lot of space in a car for going on road trips, or you might like very little to no space at all for racing, depending on what kind of car you get, like a SUV or a sports car. All cars have engines ranging from a four cylinder to a V8 engine. Used cars are commonly known for having at least one thing wrong with them. It could be something wrong with the engine the previous owner didn’t know what to do about it, or it just doesn’t feel like the car is running smoothly. Owning a new car saves you the trouble, worries, and the stress, compared to owning a used car. You don’t worry about the car shutting down on you while you’re driving, or anything else that can put you, and somebody else, in danger. When I’m in a parking lot and see a â€Å"top of the line† car, I say to myself, â€Å"Wow, I wonder how much one of these cost? † Some new car owners might have the wealth to pay the new car off, while used car owners pay half or less for the price of a brand new car. The money you save could be used to repair, or even upgrade your used car so it can run like new. At least $600 are going to be spent on repairing and maintaining a used car. On the other hand, maintenance on a new car is little to $300 depending on what make and model the car is. You can have a huge Hummer, or a 2-door Chevy Cobalt, new or used, they both get you to your destination. It is up to you on what kind of a car you want. Eventually, a new car will get old and you will have to start the process of looking for another car again. As long as the car is maintained, everyone is going to win, and all you’re going to have to do is decide what color you want your car to be.

Likelihood of Inter-State War in Southeast Asia

Likelihood of Inter-State War in Southeast Asia Critically assess the likelihood of inter-state  war in Southeast Asia in the 21st Century. TAN SEOW LIM INTRODUCTION South East Asia – a region consisting of 11 countries scattered around the Indian Ocean and Pacific Ocean and carries great diversity in cultures, languages and religions with Islam being the dominant one in the region). With around 620 million habitants, it is also considered one of the most populated regions in the world. With very rich heritage, it also has its fair share of conflicts from the old days to current and thru the years, every nation are trying to rebuild despite some countries with political instability, and strengthen its own economy in order not to be left behind in the competitive world. The forming of Association of Southeast Asian Nations (ASEAN) is in a way aims to accelerate the economic growth, social progress, socio-cultural evolution among its members, protection of regional peace and stability, and opportunities for member countries to discuss differences peacefully[1] . This essay will attempt to discuss the likelihood of inter-state war in the region in the 21st century with consideration of impact due to global trends, the effect of economic interpendence and terrorism in the region which may pose a bigger threat to national security. THE ECONOMICAL AND POLITICAL ARENA OF SOUTH EAST ASIA The countries, being in a strategy location and access to plentiful of natural resources together with their diversity and increasing integration, are a magnet for not only China but also for Europe and US to invest in. Politically, the region provides stability in a part of the world that is rapidly reshaping the global balance of power. As a result, its continued development—which depends on investments in infrastructure and education, as well as improvements in business climate—is important for the rest of the world. The ten countries have a combined GDP of $1.9 trillion and an average per-capital income close to that of China. Being a consistent good performer, they would have been a ninth largest economy if they are a country[2]. Thanks to the loosening of control by the military junta n 2011, Myanmar has also gradually opened up their market for foreign investment in the past two years. And being an emerging economy with great potential, it cannot be neglected. Th e developing economies in Vietnam and Cambodia have also performed economically well since they open up its market few years back. [3] ASEAN, who has played a pivotal stabilizing role in both the region and the world, has also aim to create an economic community which is a single market for goods, services, investments, and skilled labor by 2015. With its determination and shows of economies usefulness, it has also drawn in partnership with various countries like China, South Korea, Japan, Australia, New Zealand and India in introducing various initiatives in boosting the economies in the region. United States commitment to the Trans-Pacific Partnership (TPP) will also determine the economy of the next century for S.E.A. Amidst its developing economic potential, the political arena among the S.E.A. countries poses another challenge which may jeopardizes the progress and worse, may derail and setback the efforts put in thus far. The political turmoil in Thailand – it’s all too familiar partisan politics has been playing out in the street wanting to unseat Yingluck Shinawatra, the sister of the controversial and now exiled ex-prime minister Thaksin Shinawatra. Only consolation is the military has yet to stage the 82nd coup thus far. The country has been without a proper government since December 13 and the election last done in February was considered void due to the protest causing some areas not able to conduct a proper election. The Thai economy was also badly hit and will deteriorating further if the turmoil continues with no end in sight. And as recent, the opposition has planned to boycott the July election yet again and called for Yingluck to resign. Myanmar also faces daunting cha llenges in its path to reform. The military junta’s refusal to remove clause 59(f) from the constitution, which bars from the presidency anyone whose spouse or children are foreign citizens. This effectively bars Miss Suu Kyi from standing for president. While Mr Thein Sein may be supportive of removing the clause, the internal resistance from the military junta has thus far been effective in blocking it. In the words of Mr Thein Sein â€Å"if the political demands made by the public are larger than the current political system can accommodate, we can all end up in political deadlock†¦.we could lose all the political freedom we have achieved so far. I would therefore like to urge all of you to handle such a situation with care and wisdom.†[4] This deadlock in political reform, a largely inscrutable bureaucracy, will definitely slow down the progress of development in the country. Cambodia, under the rule of authoritarian prime minister Hun Sen, has also seen tens of thousands of protestors going on the street recently to protest against flaw in election system which led to the win by Hun Sen’s party. With the instability in the political situation in the country, it is difficult to attract investment in the country. The situation is further stressed by the lack of skilled workers in the country. Indonesian will be having its presidential election this year and will decide the next President to lead this economy into the next century. Being the largest economy in S.E.A and world’s 3rd largest democracy, it will set the path and determine the progress in S.E.A. economy. With the colourful economic and political situations in the S.E.A, it is unimaginable to think that each and every country in this region would want to risk being in the last of the league in the developing economy. While ASEAN may have a known policy of not interfering in internal politics of member states, they have in the past shown to be able to come to some agreement amicably to settle their inter-state disputes as in the case of Thailand-Cambodia territory disputes which was the worse since the forming of ASEAN in 1967. It would also be disastrous if any country, having dealt with their internal politic turmoil, would want to get into another inter-states conflict instead of banding together to move together boost the region’s economy. ECONOMIC INTERDEPENDENCE IN SOUTH EAST ASIA Economic interdependence between inter-states has been known to prevent any conflicts or escalation in any conflicts. It is not restricted to just South East Asia countries. I am a believer in such advocacy. Evident over current quarrels between China and Japan over the islands – barren rocks known in China as the Diaoyu islands and in Japanese as the Senkaku islands, the conflict will not escalate mainly due to the continual reliance on the each economy. China is in need of Japanese products like machinery for its production and Japan in need of raw products from China likewise. Even in the tense atmosphere in July 2012, Japanese companies are still doing business in China e.g. a city in Chongqing hiring the Mitsui Group to develop an industrial park aimed at attracting foreign investment[5]. The leaders in both countries know very well how a deteriorating economy will damage its standing in the world. Both leaders also has a heavy responsibility to revive their economies and having been relying on each other’s economy for decades, re-strategizing and reduce or cut off reliance on each other is not an option. In South East Asia, the forming of ASEAN serves to ensure peace in the region by promoting trading in the regions as one of its aim. Along the way, member states have also came out with initiatives in propelling the economy in the region – in 1992, the integrating of its member economies by the establishment of the ASEAN Free Trade Area (AFTA) and later in 2003, the members further committed to forming an ASEAN Economic Community (AEC), a single production base and market, by 2020. Seeing the significant and importance of the AEC, the member states agreed to advance the formation to 2015 in 2007, though the progress is slow down due to political situation in some member countries. All these initiatives require the co-operation of the member states, every one of them, in order to form a strong magnet to attract investment to the region. Thus far, with its strategic location, abundant natural resources, quality human resources and growing economies, ASEAN has engaged economicall y, by way of trade and investments, with all the large economies of the world. Even with the region facing the Asian financial crisis which dented ASEANs economic credibility and standing, they were able to quickly recover from this crisis and individually, most of the ASEAN countries are now enjoying positive growth rates of 4%-7%. It has shown the robustness of the economy despite the fall. This economic standing, with its political and strategic weight, has encouraged the ASEAN to explore an enhanced geo-political role for itself in the Asia Pacific and the global community[6]. With this standing and development, no one state would want to be left behind and not play its role in pursuing and getting the fruits of the ever revolving flourishing economy. Even East Timor, the only nation in the region yet to join ASEAN, has officially applied to be a member of the association in 4 March 2011, hoping to reap the fruit and to take advantage of the opportunity. But as ASEAN members believe the group should focus on helping poorer nations which are already members of Asean like Myanmar, Cambodia and Laos – to prepare for the opening of the groups free trade zone in 2015 and that East Timor unable to meet some of the joining criteria, the approval has been put on hold. As can see, the economic interdependence among the nations is so strong and required that any inter-state conflicts is a near impossible, even in the next century. It has been decades and proven that the region has always been a very strong trading zone due to its vast natural resources. It i s undeniable. There may be occasions where conflicts happen but those were resolved amicably thought some disputes like the Spratly islands is still on the card involving Brunei, Malaysia, Philippines and Vietnams with China and Taiwan. Through the years, the association, with its founding aim to promote peace and stability, has also developed key mechanisms for dispute settlement e.g the 1976 Treaty of Amity and Cooperation (TAC), the 1996 Protocolon Dispute Settlement Mechanismand subsequentlythe2004 Protocol for Enhanced Dispute Settlement Mechanism (EDSM) for disputes relating to ASEAN economic agreements, and the provisions of the 2007ASEAN Charter that serve as an overarching framework for dispute settlement in ASEAN etc. All these and other agreement are meant to provide a channel for the members in settling disputes. As such, the likelihood of inter-state war in South East Asia is near impossible. TERRORISM THREAT IN THE S.E.A. REGION Terrorism poses a serious and real threat to the world and it knows no border, nationality and religion. It was probably taken for granted till the terrorist attack on the Twin Towers of United States in 11 September 2001. I was stationed in Peace Prairie Detachment in Dallas, Texas and received a call from a colleague that morning. He mentioned:†Switch on the TV. Two airplanes hit the tower!† I remember telling him to not joke as I was dead tired after having returned early in the morning from work. But after switching on the TV and seeing what happened, I then realised the ideology is a clear danger. That day changes the world. Everyone is fighting against terrorism till today; sometime I feel it has become an excuse for some countries to eradicate opposing factors in the country. In South East Asia, the terrorist attack on Bali on 12 October, 2002 was a wakeup call for Southeast Asian governments. It demonstrated the severity of terrorism. The horrified act was done by a terrorist group Jemaah Islamiyah (JI) whose cell in Indonesia has been blooming with sufficient support from Al Qaeda to infringe further damage in the later years. Though Indonesia has done very well in its fight against the terror cells situated in its territory, especially its counter terrorism tactical force, Detachment 88 who has killed and captured nearly 800 Indonesian terrorists and extremists, JI itself has transformed into an ideological organization and several new splinter groups emerged. They include a dozen operational groups of Al Qaeda in Indonesia such as Lashkar Hisbah, Tawhid Wal Jihad and Jamaah Ansharut Tauhid (JAT)[7]. All these development have been a worrying trends and the need for all S.E.A. countries to work together to fight or guard against them cannot be over-emphasized. Fortunately, these threats have not caused any conflicts among the countries in the region and have been quite successfully been contained in respective country. The arrest of 11 ter rorists, whom are suspected of having links to terrorists in other countries, in Malaysia lately does show the needs for every country in the region to not let their guard down. The co-operation of the states also resulted in the arrest of a number of terrorist figures, quashing more terrorist cells. All these co-operation further enhanced the cohesiveness of the countries in the region and more openness and solidarity, it does help in the lessening the possibility of conflict among states in the region. CONCLUSION Amidst the peace and stability in the region, Singapore continues to play its responsible and neutral role in fostering good relationship with the neighbouring countries and that, we have been doing an excellent job playing a good brother’s keeper. Occasionally, we may have some little argument with the neighbouring states but with good foreign and open relation, we were able to overcome amicably. The need to continue to maintain a strong defence to deter potential aggression must be a continual emphasis not only for its peace and stability but also to continue to attract investment to the country to maintain a robust economy and indirectly, contribute the region’s development. I am confident to say that possibility of inter-state war in the next century is highly unlikely. Bibliography Aseanweb – Asean Motto. Asean.org. Retrieved 8 August 2011. Vikram Nehru 7 July 2011 Southeast Asia: Crouching Tiger or Hidden Dragon? Available:http://carnegieendowment.org/ieb/2011/07/07/southeast-asia-crouching-tiger-or-hidden-dragon/fuzd Politics in Myanmar, Not so fast (2014) The Economist [Online] Available: http://www.economist.com/news/asia/21595920-aung-san-suu-kyis-road-presidency-grows-longer-and-more-winding-not-so-fast (8th Feb 2014) ERIA Policy Brief, No. 2012-01, January 2012 Rohan Gunaratna, After Bali: Southeast Asia Under Threat, 2012.  Available : http://www.pvtr.org/pdf/commentaries/RSIS1912012.pdf (10 October 2012) [1] Aseanweb – Asean Motto. Asean.org. Retrieved 8 August 2011. [2] Vikram Nehru 7 July 2011 Southeast Asia: Crouching Tiger or Hidden Dragon? Available: http://carnegieendowment.org/ieb/2011/07/07/southeast-asia-crouching-tiger-or-hidden-dragon/fuzd [3] Vikram Nehru 7 July 2011 Southeast Asia: Crouching Tiger or Hidden Dragon? Available: http://carnegieendowment.org/ieb/2011/07/07/southeast-asia-crouching-tiger-or-hidden-dragon/fuzd [4] Politics in Myanmar, Not so fast (2014) The Economist [Online] Available: http://www.economist.com/news/asia/21595920-aung-san-suu-kyis-road-presidency-grows-longer-and-more-winding-not-so-fast (8th Feb 2014) [5] Katz, Richard, Mutual Assured Production: Why Trade Will Limit Conflict Between Japan and China. Foreign Affairs 92(4): 18-22 [6] ERIA Policy Brief, No. 2012-01, January 2012 [7] Rohan Gunaratna, After Bali: Southeast Asia Under Threat, 2012. Available : http://www.pvtr.org/pdf/commentaries/RSIS1912012.pdf (10 October 2012)

Jack London :: essays papers

Jack London A Study of Jack London’s Belief in Darwinism Jack London has a strong belief in Darwinism, survival of the fittest, during the late 1800’s through the early 1900’s, when he wrote. Throughout his writings, many characters display London’s belief in Darwinism. In the novel, The Call of the Wild, Jack London’s belief in social darwinism is portrayed by animals interacting with humans, each other, and the environment. This can be shown through Buck, a house dog turned sled dog, interacting with his masters, other dogs, and the Yukon wilderness. As Buck travels from master to master throughout the course of the novel he learns, through trial and error, what behavior brings rewards, and that which brings punishment. [Buck] had never been struck by a club in his life, and did not understand. ...he was [now] aware that it was a club, but his madness knew no caution. A dozen times he charged, and as often the club broke the charge and smashed him down (London 18). Buck â€Å"...had learned the lesson, and in all his after life he never forgot it. That club was a revelation. ...the lesson was driven home to Buck: a man with a club was a lawgiver, a master to be obeyed...† (London 20). Buck learned to do as his masters say. â€Å"...he grew honestly to respect them. He speedily learned that Perrault and Francois were fair men...† (London 21). Buck also learned when and how to defend himself against man. London’s depiction of Buck’s struggle to learn how to survive in an unfamiliar environment has been compared to western society’s struggle with encroaching communism. â€Å"The study of Jack London’s work became a mirror of the turbulent McCarthy era...† (Veggian 2). Through these struggles, Buck was able to adapt and survive in a world controlled by man. Buck also had to learn when and how to fight other dogs. Eventually Buck Fought and killed Spitz to become lead dog. â€Å"Buck stood and looked on, the successful champion, the dominant primordial beast who had made his kill and found it good† (London 42). London often witnessed these dog fights and this influenced his writing. â€Å"...he found the first successful theme for his writing in a last frontier splurge...† (Walker 12). Although Buck had troubles with his new peers, he also had a great conflict with his new home.

Navy NCDU Teams Essay -- essays papers

Navy NCDU Teams On the beach invasions of Normandy, one of the marines commented, â€Å"Jesus, we don’t even have control of the beach yet and already the tourist are here!†. This is the normal response that the men of UDT get, during WWII in the pacific campaign. They would paint themselves with steaks of blue and white. They were the first ones on the beach and the last ones to leave. They carried no weapons except for a combat knife used for cutting, and crimping the fuses of their explosives. Some say that you would have to be â€Å"half nuts and half fish† to join the UDT. But, besides being courageous and saving the lives of many a thankful marine(although they will not admit it) the UDT did something historical that NO HISTORY BOOK for that matter has cared to mention. They launched the United States into a whole new type of warfare, consisting of underwater commando’s who could rise up out of the water and devastate an enemy, and disappear just as fast, or slip onto an enemy held beach, undetected, and bring back almost any type of information you needed. The latter probably saved hundred’s upon thousand’s of marines lives alone. My report will show you the mysterious, and secret world of the UDT. The first Naval Combat Demolition Unit started with thirteen volunteers who were near the end of their basic training in the Dynamiting and Demolition School at Camp Perry, Virginia. They were sent to the Naval Amphibious Training Base at Solomon Island, Maryland, in Chesapeake Bay where they were joined by other enlisted demolition men and eight officers. Lieutenant Fred Wise from the Sea Bees (Construction Battalions) was designated Officer in Charge. They were given a quick, intensive course in blowing channels through sandbars with explosive hose, and in working from rubber boats to place explosive charges on underwater obstacles which had been modeled by Army engineers. Then they sailed for the assault on Sicily. Twenty-one men under LT Wise debarked from three attack cargo ships off Scoglitti, Sicily, on the morning of July 10, 1943 and waited patiently for orders that never came. The landing waves either found enough water over the sandbars or used alternative beaches. For the next two days the demolition units did useful work salvaging stranded boats, buoying channels through the sandbars, and surveying the be... ...tion units received the only Navy Unit Commendation awarded for the Normandy landing. Navy Crosses were awarded to Ens. William R. Freeman, Gunner's Mate Robert W. Bass, Gunner's Mate John H. Line, Chief Jerry N. Markham, Chief Aviation Ordnanceman Loran E. Barbour, LTJG William M. Jenkins, and Ens. Lawrence S. Karnowski. There were also a number of Silver Stars and Bronze Stars to others who were especially outstanding in a day of widespread heroism. The NCDU regrouped and Lieutenant Commander Herbert Peterson, in charge of Naval Combat Demolition Force "U", with ten veteran UTAH units, embarked in a Mediterranean-bound convoy for Salerno. Here they trained for the upcoming invasion of Southern France. As these combat demolitioneers proved once again the need for and the success of underwater demolition, the newly organized Underwater Demolition Teams, UDT, were proving their worth in Saipan. Many NCDU men stayed in demolition and got to the Pacific in time for the occupation of Japan, but the end of World War II brought the end of Naval Combat Demolition Units. Many NCDU men brought their experience and expertise to the Underwater Demolition Teams.

Unexpected Influences in Great Expectations Essay -- Great Expectations

When one thinks of a strong, influential person, they most likely will first think of a world leader or president. These are examples of influential leaders, but in Charles Dickens' Great Expectations, the most influential characters on Pip are people who would appear to be minor female characters in the novel. One would assume since the time of Great Expectations was set the first half of the 19th Century, which was the time of the Victorian Era, that the men of the novel would have a greater influence on the women of the novel. However, Pip is impacted greatly by women throughout his life, even more so than men. Pip's greatest female influence in life was Estella, but the purpose of this paper is to discuss the influence of more minor characters on Pip, such as: Mrs. Joe, Miss Havisham, and Biddy. Their influences on him change as he grows and matures. The first real female influence Pip had was his sister, Mrs. Joe Gargery. Pip's parents had died long before and he had never known them. Mrs. Joe then stepped up and raised Pip. She is not what one would call a positive influence. Mrs. Joe was considered a mother figure to Pip and she was always proud to proclaim to neighbors and friends that she â€Å"brought him up by hand.† Pip did not know what that expression meant. He said: â€Å"Having at that time to find out for myself what the expression meant, and knowing her to have a hard and heavy hand, and to be much in the habit of laying it upon her husband as well as upon me, I supposed that Joe Gargery and I were both brought up by hand† (Dickens 6). Everyone in town thought Mrs. Joe was such a kind soul to take in her orphaned brother, but no one really understood how horribly she treated Pip and Joe. In chapter two, one can get an... .... Pip learned from Biddy that money and fame is not everything, and that the best things in life are often the things one already possesses. She also taught him patience and kindness through her own actions. All three females: Mrs. Joe, Miss Havisham, and Biddy, taught Pip many things, both good and bad. Mrs. Joe taught Pip things the wrong way through abuse, but she also unknowingly taught Pip how to care for people. Miss Havisham took advantage of Pip and taught Pip to be wary of trusting others, but at the same time, taught Pip how to forgive . Biddy was the wisest of Pip's influences and acted as a support to Pip who was always there for him. While Estella was one of the biggest influences in Pip's life, the smaller influential female characters also had huge impacts on Pip and helped shape him to the man he became.

The Lottery by Shirley Jackson

â€Å"The Lottery† by Shirley Jackson opens on a warm June day in a town of about three hundred people, and describes an annual event in the town, a tradition that is apparently widespread among surrounding villages as well. While the townspeople, more than 300, await the arrival of Mr. Summers, and the black wooden box from which everyone is to draw a folded slip of paper, adults chat while children play a game in which they gather stones. The event for which they gather is a lottery conducted by Mr. Summers, a neatly dressed, jovial business man with a wife, but no children. Although many traditional customs associated with the lottery seemed to have been lost over time, Mr. Summers still has †a great deal of fussing to be done† before he declares the lottery open. He has created lists of households, including the heads of households in each family, and members of each household in each family. Just as Mr. Summers turned to the assembled villagers, Mrs. Tessie Hutchinson, a house wife, arrives late just then, telling Mrs. Delacroix that she â€Å"Clean forgot what day it was† until she noticed that her children had left her house, and remembered it was the day of the lottery. Mrs. Tessie Hutchinson than makes her way through the crowd to her husband, while the villagers comment on her arrival. Mr. Summers begins the necessity of confirming everyone’s attendance, and clarifying whom will represent the family. When everything is finalized , each representative is called up one after another, and nervously draws a folded slip of paper from the black box. While people are called up, one of the villagers presents the idea of other towns giving up the lottery. Old Man Warner snorts in reply, â€Å"Pack of crazy fools, Listening to young folks, nothing's good enough for them. Next thing you know, they'll be wanting to go back to living in caves, nobody work anymore, live that way for awhile. Used to be a saying about ‘Lottery in June, corn be heavy soon.' First thing you know, we'd all be eating stewed chickweed and acorns. There's always been a lottery.† This statement sets the importance of this annual event, and the strong beliefs of the town. When the big moment arrives, everyone is silent until the name of Bill Hutchinson rapidly spreads throughout the crowd. Tessie Hutchinson, Bill’s wife, shouts out to Mr. Summers that he didn’t give Bill enough time, and that its not fair. Tessie is silenced, and Mr. summers recons for the family of Bill Hutchinson to come forward. Bill, Tessie, and their three children than proceed as every family of the lottery ever has, and draws a new folded piece of paper from the black box. One by one the family unfolds their piece of paper to determine the sacrificed. Tessie Hutchinson , the declared winner, was led to the center of a cleared space, and with her hands desperately held out in front of her she was hit with the first stone. Everyone then closed in on her, picked up the rocks, the â€Å"proceeds† of the lottery, and stones her to death. â€Å"Although the villagers had forgotten the ritual, and lost the original black box, they still remembered to use stones.à ¢â‚¬  The Lottery by Shirley Jackson There are many characters that are named in Shirley Jackson’s short story, â€Å"The Lottery†. Mr. Summers, a kindly man who runs a coal business, Mr. Martin and his sons, Baxter and Bobby. There is Mr. Graves, the man who helped Mr. Summers prepare the lottery, and Old Man Warner. There is Mr. Hutchinson, Mrs. Hutchinson, and their daughter Eva and son-in-law, Don—just to name a few. And although Jackson’s story has many characters, she is most interested in the social phenomenon of the lottery than she is in the characters, themselves. Instead, the characters serve as a means to depict â€Å"a graphic demonstration of the pointless violence and general inhumanity in people’s lives† (213). From the start of the story, throughout, and in the end, Jackson defines her view of society’s insouciant attitude toward violence with the villagers’ apathetic way of life. Every year on June 27th, the families of the village (and of other towns, too) gather in the center of town and participate in a lottery which culminates with the stoning death of a member of one of the families. This heinous tale takes place amid a pleasant setting, â€Å"The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day; the flowers were blossoming profusely and the grass was richly green† (213). She writes of the children playing and little boys gathering stones that are stockpiled and guarded and ready for the kill. Jackson stupefies the reader as she describes how the lottery is meticulously prepared by Mr. Summers and Mr. Graves, with such pomp and circumstance: â€Å"There was a great deal of fussing to be done before Mr. Summers declared the lottery open† (214). Then there’s poor Mrs. Hutchinson, who, in her ominous late arrival, is greeted by Mr. Summers, â€Å"Thought we were going to have to get on without you, Tessie†, and she jokingly replies, â€Å"Wouldn’t have me leave m’dishes in the sink, now would you, Joe? † (215). It is this kind of small-talk among the villagers that makes this incredulous social phenomenon more significant than the characters. As fate would have it, Mr. Hutchinson draws the slip of paper with the black dot on it. â€Å"You didn’t give him time enough to take any paper he wanted. I saw you. It wasn’t fair! † (217). Fair? Because her husband draws the paper with the black dot on it, it is inevitable that someone from her family or even herself, will be stoned to death. â€Å"Be a good sport, Tessie. All of us took the same chance† (217). Even the innocent children are included in the lottery. Do these people have any sense of right or wrong? Tessie Hutchinson draws the paper with the black dot on it. Her neighbors, her friends, â€Å"and someone gave little Davy Hutchinson a few pebbles† (218), with which to hurl upon his mother. This sick ritual spares no one. The mere thought of this annual lottery is mind-boggling. The matter-of-fact way in which the villagers carried themselves throughout the event as though they are conducting an election of some sort is unconscionable. Jackson’s writing is brimming with obdurate expressions. As the stoning begins, â€Å"All right, folks, let’s finish quickly†, (218). They want to â€Å"be through in time to allow the villagers to get home for noon dinner† (213). Unbelievable. Hello Lisa, I really enjoyed the insight you offered in your journal. You make very good use of the book by including a great number of citations in your essay and your vocabulary definitely adds to the reader’s understanding of your journal and the passage overall. While you have ample evidence to support your claims throughout your entry, I found a few grammatical and technical errors that I would like to point out: 1. ) â€Å"And although Jackson’s story has many characters, she is most interested in the social phenomenon of the lottery than she is in the characters, themselves. – You do not need a comma before â€Å"themselves†, as a comma separates the thoughts and almost prepares the reader for a new thought. 2. ) â€Å"She writes of the children playing and little boys gathering stones that are stockpiled and guarded and ready for the kill. † – A better way of writing this could be: â€Å"She writes of children playing and gathering stones to be stockpiled, guarded, and readied for the kill. † 3. ) â€Å"Jackson stupefies the reader as she describes how the lottery is meticulously prepared by Mr. Summers and Mr. Graves, with such pomp and circumstance†¦Ã¢â‚¬  – Again, you do not need a comma before â€Å"with such pomp and circumstance†, as you are not introducing a new thought. 4. ) Putting â€Å"unbelievable† at the end of your journal weakens it a little bit as you do not further the claim and give it some evidence. Overall, I think you did a really great job answering the question and giving solid evidence to your claims. From your journal essay, I was able to see that the social phenomenon that the writer is talking about is the desensitizing of our culture as a whole! Good work and good luck for the rest of the semester!

Challenges of Microfinance Banking in Nigeria

CHALLENGES OF MICROFINANCE BANKING IN NIGERIA-1 Nigerians, like many other Africans are generally known as their brother’s keepers in view of the extended family system. But when truly analyzed, there is a possibility that this may not be so? Perhaps a hypothetical deep may reveal that not up to 10% of Nigerians would invest in ventures or people that would yield them nothing in return and here I mean, â€Å"Returns in the short run or in the immediate†. The returns may be financial, emotional, spiritual, relational or social. But fact is, there is something the investors expect in return when they give and these could include being worshipped as personal heroes, fear of harassments, fear of being harmed, for family ties, religious ties, being perceived as a caring corporate organization with the intent of bigger business tickets etc. Hardly do the â€Å"Nigerian rich† set aside a portion of their riches for the â€Å"unknown poor† or for true charity except such gifts are meant to make them be seen by the Society or Divinity as good or circumvent some threatening harms etc. This anti-poor behavior is projected into organizations; corporate, social, religious and sometimes even Government and parastatals as people see only the short end of developments without heeding the social woes of economic imbalance and insecurity. Consequent upon my above beliefs, I may classify the challenges of Microfinance banking in Nigeria under five (5) main headings: 1. COMMUNICATION GAPS AND INADEQUATE AWARENESS As a background to the undeniable problem of communication for effective microfinance, listen to this quote by Stan Paris on his article on Microfinance As A Means of Reaching The People â€Å"Problems of communication are endemic in the industry, dating back to what could be considered the first micro-loan. In 1976, Muhammad Yunus, a young economics professor at Chittagong University, Bangladesh, took his students into a small village where he discovered a woman crafting beautiful stools out of bamboo. He inquired what the woman earned for her work after repaying the trader from hom she borrowed. She told him she earned the equivalent of 2 cents in net profit. Yunus was appalled. He wanted to help her find a means of financing that would allow her to make more net profit. But, first, Yunus had an enormous communication barrier to overcome. That was a time in Bangladesh when women didn't touch money and didn't talk to men, explains Sam Daley-Harris, director of the Microcredit Summi t Campaign, an important facilitator of dialogue in the industry. Yunus had to have a female student ask the woman a question, then return to tell him the answer. There were barriers of communication even in explaining the value proposition. † Truth is that today, communication barriers exists heavily in Nigeria particularly given that even within a State, there exist as many languages and dialects as exists ethnic groups. Also, high level of illiteracy even among the educated who fails to read important things that would enable them take positive steps towards personal, interpersonal and national development. I recall given many flyers of Elim Kit â€Å"n† Kin to a friend of mine who is well educated and is on a billion naira business locally and international. This guy was in a church service when a play-lets on Kit â€Å"n† Kin was delivered by a group of young people. But after the service, he approached me on how to go about empowering a friend he wants to help and when I suggested kit â€Å"n† Kin, he asked me what that was? Obviously, my educated friend neither read the flyer which is comprehensive and explanatory nor listened to the play†¦.. here lies the problem of many Nigerians of all classes, hence my concern for communication on micro financing. Lets now look at some of areas of specific communication challenges in Nigerian Microbanking In adequate awareness campaigns and supports by the regulators: The CBN and the NDIC as Federal Government’s engine of economic development need to do greater and continuous campaigns to all stake holders; investors, universal banks, the banking public, the micro targeted poor and low-medium scale entrepreneurs until the micro banking ideas sink in the society and gets well accepted. I hear and read the Governor of CBN assuring the public of safety of the Consolidated Banks. But the Similar truths and campaigns should also be carried for the microfinance industry Lack of trust by the oor themselves who believe that the microfinance banks are just like the unregulated community banks and unregulated finance houses. Going by the antecedents of the banking industry in general, no one would blame the people for lack of trust. Only effective and far-reaching campaigns and exhibited trust in the microfinance banks by the government and the regulators can achieve this desirable confi dence. An Uneducated Population: A critical ill of the populace in Nigeria is the bottom, bottom level of poor education of the people. A country where less than 10% of the populace pays attention to the print media, less than 20% listen or watch educative audio-visuals is a great challenge to information dissemination. Incidentally, the literally â€Å"very† educated people do not read handbills and communicative documents that deal with those things like microfinance banking since they have no interest in such activities. A survey of how many people would read this documentary would shock you even if the Guardian Newspapers circulate it free to just the middle and upper classers. This attitude is worse with the targeted microfinance clients. They are more interested in chasing their â€Å"kobos† than reading or listening to programs that would help them build up and improve on their standards of living The Active Poor’s Current Preference for Gifts Than Loans. Generally, a hindrance to economic development in Nigeria is the gift preference of the poor as a culture from political and religious biases. The politicians, the rich in religious circles, towns and villages all over Nigeria have cultured the poor to beggarliness and dependence rather than empowerment for productive and financial independence. Gifts are not usually regarded as re-investment treasures by the receivers. This is why givers ought to challenge the receivers to effectively put their gifts to work by rendering these helps through microfinance banks. Products such as ELIM Kit â€Å"n† Kin are meant for well intended givers to assist the poor live above perpetual begging. It is known internationally that micro-financing is not charity. Micro funds are meant for the productive activities of the beneficiaries. Consequently, only people who fall within the active poor or low income earners who are willing and able to utilize the loans for productive activities and repay both interest and capital are the bona-fide candidates for microfinance. 2. ANTI-POOR ATTITUDES OF NIGERIANS Dearth of quality investments in microfinance banks:. Most surplus spenders and investors in Nigeria, because of the lethargic attitudes to the poor, would not invest in Micro finance banks. They prefer to invest in the â€Å"billion naira profit making consolidated banks†. Again, Nigeria investors are coasted by the quick-return and trader-like attitudes which surely does not result in a meaningful development for the Nation. They are therefore unable to go through the gestation period required in the young microfinance industry for their investments to start yielding good dividends. The Grameen Bank of Mohammad Yunus did not start making profit in year one, but today, that bank is one of the most profitable financial institutions in Asia and yet, it is a financial institution with classic recognition for adding the greatest value to humanity. Snobbish and selfish attitudes by the financially well to do Nigerians. Hopefully, good campaigns and direct involvement by the who is who in Nigeria would solve the current snub by the rich on poverty alleviation programs and enable these categories of Nigerians see that Microfinance is both a good and rewarding investment and a good development project that directly and indirectly impact their lives. 3. INSUFFICIENT SUPPORT FROM THE REGULATORS AND GOVERNMENTS Poor buy-ins and competitive approaches by the State Governments and Local Governments. The policy direction towards the millennium development goals is that one percent of the annual votes of the State and Local Governments should be channeled to Microfinance banks for on-lending to the poor and low to medium scale entrepreneurs. So far, very few states have taken steps to get this started. Lagos state is a shinning example that has taken the lead to effectively and efficiently put microfinance banking into focus. Their microfinance institutionalization, the dept of involvement of the Ministry of Women Affairs and Poverty Alleviation in developmental activities at the grassroots is equaled by non I know in Nigeria of today. This Ministry is not just a moribund ministry; it is a ministry that is empowered and achieving evidential results. This ministry needs to be copied by every state in Nigeria. Today, some 800 microfinance banks are established in Nigeria, but some states rather than use the services of these banks licensed by the CBN, choose to find a round about way of dealing with mega banks or establishing their â€Å"owned† micro credit institutions. It is my candid opinion that government involvements in microfinance banking would be counterproductive as they should concern themselves with policy formulation and control rather than implementation. How can someone formulate policies, implement it and effectively control it? Nigerian Microfinance banks have what it takes to manage micro funds for states and international bodies and should be given the chance to do so under strict supervision and controls.

Euthanasia Legalization

Euthanasia Legalization By: Renee Rosenkilde Rosenkilde 1 Although the United States, and the rest of the world, have made astounding inventions and breakthroughs in technology, health care is still subject to criticism. Even in the twenty-first century, there are numerous terminal, chronic, and life threating diseases circling the world. Because of these circumstances, when a patient is diagnosed with a painful disease that will kill them in a short amount of time, they should be allowed to decide how they want to end their life: waiting for the disease to kill them, or instantly receiving assisted suicide and ending their pain immediately.Through the process of active euthanasia, a person diagnosed with a terminal illness can immediately die. Active euthanasia would allow a person with a terminal illness to be administered a lethal medication which will instantly kill them and release them from their suffering. Another form of assisted suicide, passive euthanasia, is eliminating an y medical assistance in keeping a patient alive, until their death.Active euthanasia should be legalized because it is legal according to the constitution, it is a less expensive alternative, certain religions partake in the act of active euthanasia, and overall it will allow a terminally ill and suffering patient to end their misery. Active euthanasia should be legalized throughout the United States because it is legal according to the Constitution. Currently, assisted suicide is only legal in the states of Washington, Oregon, and Montana (ND NA wrtl. org).Active euthanasia would allow a citizen of the United States a painless death, and an allotted time to say goodbye to their friends and family members. Once consent is given from either the patient themselves, or the family, active Rosenkilde 2 euthanasia should be a possibility for someone with a terminal chronic illness. Steven Ertlet comments, â€Å"The bereaved family and friends of cancer patients who died by euthanasia cop ed better with respect to grief symptoms and post-traumatic stress reactions than the bereaved of comparable cancer patients who died a natural death. (ND Ertlet paragraph 1). Whereas passive euthanasia would contribute to an extensive amount of pain and suffering, active euthanasia would allow for an immediate, accessible, and painless death. The Constitution of the United States says, â€Å"†¦certain unalienable rights, that among these are life, liberty and the pursuit of happiness. †¦whenever any form of government becomes destructive of these ends, it is the right of the people to alter or to abolish it. † The United States Constitution grants its citizens the right to pursue happiness, which in some cases may be through active euthanasia.The Constitution restates this idea in a more precise form in the Due Process Clause [first section of the fourteenth amendment]: â€Å"No state shall make or enforce any law which shall abridge the privileges or immunities o f citizens of the United States; nor shall any state deprive any person of†¦liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws. † The Constitution states that if it is a person’s desire to die through active euthanasia, it shall be provided to them through to the Due Process Law [first section of the fourteenth amendment].In the case that active euthanasia would be the best option for a United States citizen struggling with a terminal illness, active euthanasia should be considered. Euthanasia should be legalized in the United States, because it would allow for a citizen with a terminal illness a quick and painless death as well as abide to the Unites States Constitution. Rosenkilde 3 With the declining economy in the United States, saving money and cutting unnecessary spending is of great importance.With health spending accounting for over 17% GDP [how much a place produces in some amou nt of time] in the United States, it is the highest in the world (NA ND data. wordlbank. org). Cutting this percentage as much as possible would drastically improve the Untied State’s economy. The money spent in hospitals is used to cure patients with different illnesses. Although this is thoughtful on America’s part, in many cases it is unnecessary. If a patient is diagnosed with an incurable terminal illness, there is not much point in wasting money to keep them suffering for as long as possible.Mpoziemski, an online debater at euthanasia. procon. org comments, â€Å"Is it not more compassionate to end a human's suffering then to make them hold on only to die later after a long, drawn out pain filled battle? † (Mpoziemski 2012 paragraph 1). Keeping a patient suffering until they die of natural causes is irrational when it is possible through active euthanasia to end their suffering as soon as possible. As an added note, this would also help save money througho ut this country in drastic numbers. Once approval is given for active euthanasia to be administered, it is can easily save the patient and the hospital money.Certain cancer treatments can be as costly as $10,000, which is added to the accumulating bill for doctor visits, lab tests, room charges, imaging tests, radiation treatments, drugs and other medicines, nurse care, surgery, and homecare (NA ND cancer. org/treatment). Prolonging the life of a patient with an illness is costly for both the hospital and the patient. Instead of paying money to suffer for a longer amount of time, a person with a terminal illness can receive active euthanasia and avoid both the physical and financial pain.Rosenkilde 4 The United States was originally a British colony which British citizens fled to for religious freedom. America seemed as a place where everybody could freely practice their religion. Therefore, when the United States liberated themself from Great Britain, the basis of this country was based off of the freedom of religion. The first amendment of the United States Constitution says â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof†¦Ã¢â‚¬  (www. archieves. ov amendment 1). According toreligions. pewform. org, Judaism, a religion that over 2% of all American adults practice, accepts the idea of suicide in certain circumstances. A story in the Torah tells of a young man who was told by God to commit suicide in order to end his suffering. The story tells of a young man who was being burned alive by the Romans, and god tells him to end his suffering by breathing in large amount of smoke and flames to kill him more quickly. Also, Jewish people do not associate suicide as murder.Although the Torah explains breaking one of the Ten Commandments â€Å"thou shalt not kill† as a sin, suicide does not abide by this commandment, and therefore is not considered a sin. Another main religion in the Unite d States is Hinduism. Practiced mainly by Americans of Indian decent, this religion has ancient suicidal practices. One example of this is called â€Å"suttee†. This is a ritual practice throughout India in which a wife will commit suicide after her husband’s death so that he would have a partner in the afterlife. †¦[suttee] the Indian custom of a widow burning herself, either on the funeral pyre of her dead husband or in some other fashion, soon after his death. † (http://www. britannica. com/EBchecked/topic/575795/suttee). Another example of Hindu suicide is the practice of prayopavesa. Prayopavesa is when a Hindu will fast (not eat food) until their death. This practice is used under certain circumstances only for the religiously advanced. Rosenkilde 5 Prayopavesa is only used when a person has an incurable terminal illness. Not consuming any food or water will eventually kill the person, most likely faster than the illness would have.The Hindu religion b elieves in the concept of karma: good or bad luck generated by your actions. Some Hindus believe that â€Å"†¦a person who helps other end a painful life and thereby reduce suffering is doing a good deed and will gain good karma. † (http://www. religionfacts. com/euthanasia/hinduism. htm). In all, the United States was based off of freedom of religion, and this concept has been encoded in the first amendment of the constitution. Therefore, if a religion accepts and enforces the practice of assisted suicide (active euthanasia), then it should be legalized throughout the United States.Although active euthanasia is a politically and religiously controversial topic, research can conclude that euthanasia should be legalized across the United States. Due to the fact that the United States Constitution accepts the use of euthanasia, it cannot be ruled as illegal. As well, the United States Constitution, and the entire country, was based off of the freedom of religion. Therefore , if certain major religions accept, and encourage the use of active euthanasia, than the medical procedure should be legalized across the nation so that these religious practices may take place in a safe medical environment.As well, active euthanasia should be legalized because it can save a great deal of money across the United States. With over 17% of GDP used on hospitals and the medical world, taking a person out of their misery would be more effective and less costly. The costs for doctor visits, lab tests, room charges, imaging tests, radiation treatments, drugs and other medicines, nurse care, surgery, and homecare accumulate to increasingly high bills for both the patient and the hospital. Finally, and most importantly, the practice of active euthanasia can quickly, easily, and effectively take a patient with a terminal Rosenkilde 6 llness out of their pain and misery with an allotted time to say goodbye to their loved ones. With a patient dying due to a disease anyways, wo uldn’t it make more sense to end their life quickly and easily instead of keeping them alive to endure a life of pain? Active euthanasia should be legalized throughout the United States, and should be made an option for anyone with a miserable, chronic, long-term, terminal illness. Works Cited http://www. lifenews. com/2003/07/20/bio-21/ http://www. wrtl. org/assistedsuicide/assistedsuicide/whereitislegalus. aspx http://www. law. cornell. edu/constitution/amendmentxiv ttp://www. fed-soc. org/publications/detail/whether-there-is-a-constitutional-right-to-die http://www. ushistory. org/declaration/document/ http://euthanasia. procon. org/view. answers. php? questionID=000207 http://www. cancer. org/treatment/findingandpayingfortreatment/managinginsuranceissues/the-cost-of-cancer-treatment http://data. worldbank. org/indicator/SH. XPD. TOTL. ZS http://www. religionfacts. com/euthanasia/hinduism. htm http://www. archives. gov/exhibits/charters/bill_of_rights_transcript. html http ://www. britannica. com/EBchecked/topic/575795/suttee http://religions. pewforum. org/reports

Be given order description

Free riding can be avoided when group members and leaders ensure that all of them have their own tasks to accomplish toward the attainment of the group’s goal or completing a particular project. This argument is further explored in this essay in addition to previous empirical studies about the theory of social loafers.Free riding theory Free riding theory explains why there are individuals who may choose not to exert little or any effort since they are able to benefit form other members of the group where they belong after all.This theory suggests that an individual’s decision in participating in a group work compares the net expected benefits of exerting effort for the group and the net expected benefits of free riding (Albanese & Van Fleet, 1985). Free riders are individuals or students, in particular, who contribute little or nothing in attaining group goals or working on group projects (Delucchi, 2006). They exist because students differ in their own reasons and mot ivation when doing things, especially when others are involved.While others are trying their best to come up with outstanding projects output, others are simply satisfied with certain extent of accomplishment or results. This is the reason why some group members complain that others are not fulfilling their given responsibilities. Often free riders are seen as exploitative because they usually benefit from the effort of others even if they have not participated or only had little contribution to the attainment of group projects or goals. Advantages and disadvantages of group work The benefits of team or group work are undeniable for studies have proven its effectiveness in student’s learning.According to Eastman and Swift (2002), group work teaches students on how to collaboratively work to become more productive, more efficient, more competitive, and more creative. It also exposes them to different learning experiences and opportunities to improve their skills in organizing, communication, negotiation, problem solving, dealing with higher cognitive and technical aspects, setting goals, leadership, overcoming conflicts and difficulties, delegating work, and dealing effectively with others (Thorley & Gregory, 1994; Buckenmyer, 2000; Colbeck, Campbell, & Bjorklund, 2000).In addition, group work promotes collaborative or cooperative learning though appropriate and innovative learning methods with the use of information technology (Ravenscroft, 1997; Buckenmyer, 2000). Jones and Brickner (1996) stress the bebefits of group work in learning when students are encouraged to become actively involved and aim for development, better in class standing, higher test results, and improved attitudes towards instructor and other students. It does not hinder the students from becoming independent and autonomous learners for group work actually strengthens their capacity to perform better in school and practical situations.On the other hand, Gremler, Hoffman, Keaveney, a nd Wright (2000) found that group members often have difficulty in addressing the free riders for some students have to use words against other members when the teacher finds no proof in determining fair grades. Eastman and Swift (2002) also assert that one of the problems with group projects are the presence of free-riders, also called social loafers, hitchhikers or workhorses (Albanese & Van Fleet, 1985; Cottell & Millis, 1993).Another issue that has to be addressed when it comes to group problem includes the failure of group members to contribute ideas, exchange thoughts, share information and skills or work together effectively in order to accomplish complex tasks (Tullar, Kaiser, & Balthazard, 1998). The lack of coordination can lead to poor results when members are given specific responsibilities without working and consulting each other before a project is almost finished and to be submitted.Moreover, students’ grades could possibly suffer if assigned projects are not given enough time allocation for the students to work together and discuss the topics and management activities in the class to make their work more cohesive. Organizing face-to-face group meetings is difficult and teachers’ assistance is also crucial during the completion period of any group project so they need to allot more class hours for group projects to ensure quality and equal division of labor. Problems in group work, in which all members are assessed as a whole, can be avoided when they provide proof of participation.The free rider issue causes problems in group work for they usually depend on other member’s effort. Students can avoid resentment that free riders are getting the same grade even if they are not as responsible as others in a group by changing class policy or rules, like imposing peer evaluation, requiring checklists, and monitoring (Payne, Monk-Turner, Smith, & Sumter, 2006). Conclusion Albanese and Van Fleet (1985) found that individuals tend t o become free riders when they perceive satisfactory benefits even without contributing their fair share to the group.Free riders are the potential or rationally thinking members that may prefer not to exert great effort in helping others to achieve certain goals but still obtain benefits. When the cost of his effort exceeds the expected outcome of the group’s effort, the free rider is less likely to exert any more effort. In order to avoid such problems including other issues related to group work, changing of class policy can be an effective mitigating measure. References Albanese, R & Van Fleet, D. D. (1985). â€Å"Rational Behavior in Groups: The Free-Riding Tendency. † In Diamond, M. & O'Toole, A. (2004).â€Å"Leaders, Followers, and Free Riders: The Community Lawyer's Dilemma When Representing Non-Democratic Client Organizations. † Fordham Urban Law Journal, 31(2), 481+. Buckenmyer, J. A. (2000). â€Å"Using teams for class activities: Making course/class room teams work. † In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Colbeck, C. L. , Campbell, S. E. , & Bjorklund, S. A. (2000). â€Å"Grouping in the dark: What college students learn from group projects. † In Eastman, J. K. & Swift, C.O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Cottell, P. G. & Millis, B. (1993). â€Å"Cooperative learning structures in the instruction of accounting. † Issues in Accounting Education, 8 (Spring), 40-59. In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Delucchi, M. (2006). â€Å"The Efficacy of Collaborat ive Learning Groups in an Undergraduate Statistics Course.† College Teaching, 54(2), 244+. Diamond, M. & O'Toole, A. (2004). â€Å"Leaders, Followers, and Free Riders: The Community Lawyer's Dilemma When Representing Non-Democratic Client Organizations. † Fordham Urban Law Journal, 31(2), 481+. Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Gremler, D. D. , Hoffman, K. D. , Keaveney, S. M. , & Wright, L. K. (2000). â€Å"Experiential learning exercises in services marketing courses. † In Eastman, J. K. & Swift, C. O. (2002).â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Jones, J. D. & Brickner, D. (1996). â€Å"Implementation of cooperative learning in a large-enrollment basic mechanics class. † I n Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Payne, B. K. , Monk-Turner, E. , Smith, D. , & Sumter, M. (2006). â€Å"Improving Group Work: Voices of Students. † Education, 126(3), 441+.Ravenscroft, S. P. (1997). â€Å"In support of cooperative learning. † In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Thorley, L. & Gregory, R. (Eds. ) (1994). Using Group-based Learning in Higher Education. In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Tullar, W. L. , Kaiser, P. R. , & Balthazard, P. A. (1998).â€Å"Group work and electronic meeting systems: From boardroom to classroom. † In Eastman, J. K. & Swift, C. O. (2002). â€Å"Enhancing Collaborative Learning: Discussion Boards and Chat Rooms as Project Communication Tools. † Business Communication Quarterly, 65(3), 29+. Sources: Introduction For those who use group projects, the teaching strategy is particularly appealing because of its versatility. Group projects can be organized as short-term or long-term projects. Short-term group projects might have students work together for a class period or part of a class period in an effort to learn more about a particular topic.Long-term projects could be spread out over several class periods, or the entire semester. Regardless of how long the projects are designed to last, research shows a number of benefits of group work. Among others, those benefits that have been identified in the literature include the following: (1) students learn teamwork skills, (2) students improve their critical thin king skills, and (3) students gain more insight about a particular topic. As far as teamwork skills go, surveys of employers show that employers want college graduates to have developed teamwork skills (Blowers 2000).Advocates of group projects suggest that the pedagogical strategy affords students a firsthand experience to gain teamwork skills (Colbeck et al. 2000: Davis and Miller 1996: Young and Henquinet 2000). In this regard, it is believed that group projects â€Å"can effectively serve as a bridge between the academic community and the business world† (Lordan 1996: 43). Ideally, working with their peers, students will learn decision making skills and how to communicate with one another (Dudley, Davis, and McGrady 2001).In addition, the symbolic interactionist in many of us would likely not be surprised by research that shows that group work helps students develop social skills (Andrusyk and Andrusyk 2003). By working with others, students are able to assign meaning to the actions of their peers as well as their own actions. They also receive feedback–formal, informal, or both–from their peers. The feedback combined with their own interpretations of group work should foster growth in terms of students' social abilities.Under the right circum stances, the well designed and implemented group work should also help students develop their critical thinking skills (Colbeck et al. 2000; Dudley et al. 2001). While we are not aware of any studies that have examined how group projects foster the development of critical thinking skills, general findings about group work from past research tacitly suggest that the strategy could be successful in this regard. For instance, some research suggests that group projects help students to address ethical and societal considerations that arise when students work together (Roberts-Kirchoff and Caspers 2001).If the student group is diverse, students will learn about one another's backgrounds, values, and b eliefs. Indeed, others have also suggested that group projects can help students learn about multicultural issues they would otherwise not learn about (Doyle, Beatty, and Shaw 1997). Researchers also suggest that students may learn more about whatever topic is being considered if they work in groups. For example, Adams and Slater (2002) suggest that group work supplementing lectures helps make courses more interesting to students, and subsequently helps students learn more.Most instructors have stood in front of a class only to wonder if their only purpose on that day was to serve as a sedative for the majority of the class. Group work advocates argue that most any topic can be made interesting by actively involving students in the topic through some form of collaborative learning, of which group work is just one strategy. While a number of strengths for this form of teaching strategy have been noted in the literature, potential drawbacks have limited its use. In this study, we cons ider how students believe group projects should be changed in order improve their pedagogical success.METHODS Surveys were distributed to 145 students who had just recently completed a group project. The group project was a semester long group research project that students completed. A survey composed of both open-ended and close-ended questions was distributed to the students at the end of the semester. The results of the open-ended questions have been addressed elsewhere. In one of the close-ended questions, students were asked what they would change about future group projects. The results to this answer were content analyzed using standard rules of content analysis.FINDINGS The students had a number of recommendations for future group work. These recommendations were divided into student centered and faculty centered themes. Student centered themes were those recommendations in which respondents seemed to be offering advice to future students participating in similar projects. These included (1) communication as a value to improve group work, (2) leadership and teamwork, and (3) goal development. Faculty centered themes were those recommendations in which respondents were citing things faculty members could do to improve group work.The following four faculty centered themes were uncovered in the analysis: (1) oversight, (2) grades, (3) situational themes, and (4) anomic themes. Student Centered Themes Communication as a Strategy to Improve Group Work. Several students, recognizing the importance of interpersonal communication, recommended that fellow group project participants hone their communication skills. Students offered tips such as â€Å"Listen to everyone's idea–No matter what it is;† â€Å"Make sure everyone understands the information and the process;† and â€Å"Communication is key. When a group fails to communicate, the group as a whole suffers.† Another student recommended, â€Å"just bonding more† while ano ther cited â€Å"people keeping in touch† as a step to improve group work. Leadership and Teamwork. Students also provided advise suggesting the importance of leadership and teamwork in future group projects. In terms of leadership, students made comments such as the following: * Assigned leaders are needed. * Assign more specific roles. * Need to have defined task assignments for members. Some students provided a bit of detail describing the importance of leadership in group projects. For example, one student made the following comments:It was easier to get the project done by dividing up the work. We worked well together for the most part. One individual has considerable leadership talents and he kept our group on track. Others just deferred to his ideas and we did what he told us to do. He assigned our tasks and made sure they were completed. Another student who made the following comments also described this leadership process: [You need to] learn the habits of others and learning who has the qualities of taking charge of a group. I thought it was interesting to watch who would become the leader and which group would members would follow the leader.With regard to teamwork, students also suggested that, while groups may need a leader, members of the group must be willing to work together. Students made comments such as â€Å"Everyone has to do their part;† â€Å"Everyone working together and doing their part;† â€Å"Teamwork;† and â€Å"Spread around responsibility. † The need to work together appeared to be an especially salient recommendation in this sample. One student emphasized this need in the following manner: â€Å"Everyone has to work together!! † Indirectly indicative of the need to work together, students recognized the need to share all aspects of the project.As an illustration, according to one student, future students doing group projects must remember to â€Å"bring calculators to the restaurant or b ar to figure out a fair tip for the bartender divided five ways. † Goal Development. Some comments made by students also implied the importance of goal development for future group projects. For example, one student advised, â€Å"We all had the same motivation and ambition. † Other students made comments such as â€Å"clarity of goals† and â€Å"commitment to goal† as suggestions for future group. In considering their goals, some students seemed to define their grade as the goal.Said one student, â€Å"If everyone was equally dedicated to getting good grades, or if groups were assigned based no dedication. † Another student recommended that students â€Å"take their job seriously, not just for their grades, but for others' grades. † Faculty Centered Themes Oversight. In terms of faculty centered themes, some students suggested more faculty input in future group projects as a strategy to improve group work. Some students recommended more guid ance in the beginning of the project. One student, for example, said, â€Å"The instructor should assign the topic instead of letting the group pick a topic.† Another student said, â€Å"The teacher could have taught more in the beginning. † A third student called for â€Å"more direction from the instructor,† implying that direction would help in the beginning of the project. Other students recommended assistance in motivating group members. For instance, one student said, â€Å"Specific deadlines may help group members turn in their material in a timely manner. † Grades. Several students offered recommendations for how professors overseeing group projects should grade the projects. One student, for instance, recommended that professors use grades to â€Å"to force the students to participate.† Another student expanded on this recommendation: [You should have] mandatory meetings, groups should be graded on how often they come to the group when the y meet. It would make a person show up more to group meetings because a percentage of his or her grade would depend on it. Other students also resented the fact that â€Å"free riders† were getting the same grade they got and recommended changing this policy. One student said that â€Å"having some of the project reflect individuals so that everyone is not getting the same grade† would help group work.Another student said, â€Å"I didn't like relying on someone else and having it effect my grade point average. † A third student who made the following comments seemed even more concerned about â€Å"common grades† [You need] more accountability for individual work. When my grade depends on the intelligence and responsibility of other people, I get nervous, especially when some don't bother to come to class. Interestingly. when students talked about grades, they were not concerned with what they were learning or doing: rather, they were concerned with almost solely with their grade and whether it was fair.Situational Themes. Situational themes refer to comments that reflected specific dynamics of the group project that instructors could possibly influence. Three situational themes that arose included the number of meetings, time, and location. In terms of the number of meetings, one student recommended that â€Å"Members should meet as frequently as possible. † To be sure, faculty members could require a certain number of group meetings. With regard to time, a student said that â€Å"longer class periods† would improve group work. Another student suggested that â€Å"time †¦and less stress from other courses† would improve group work. While faculty cannot control the amount of stress students feel from their other courses, they can control the amount of class time devoted to a group project. In terms of location, students also made recommendations regarding where the group project work should be done. For exam ple, one student said the following: â€Å"I have trouble doing group work where there are many groups working on different projects in the same room. I like that we were able to meet at different locations outside of school.† Another student also said she had problems meeting in class and recommended â€Å"more discipline from other groups that are in the same vicinity. † Anomic Themes. Some students made comments which we characterized as â€Å"anomic themes† because the students were unable to suggest anything positive about group work, or improving group work. In effect, they seem to exhibit a sense of normlessness or an enormous aversion to group work. For example, when asked what could be done to improve group work, some students made the following comments: * Getting rid of it * Nothing can be done to improve group work.It is inevitable. * There's always going to be problems. Other students provided a little more detail describing their aversion to group work. One student, for instance, said that it is important to remember for future projects â€Å"that there are some people who will never be reliable and some that always have to be the bomb. † Perhaps the most pessimistic comment made was the following: I didn't like anything. We shouldn't have to do group projects or any kind of individual research projects. I don't think research projects will help us in our jobs in the future. Itisn't needed and is a waste of time. It is important to note that the vast majority of students had favorable impressions of the project. DISCUSSION Based on what our students learned, a number of suggestions can be made for future group projects. These recommendations include: (1) overcoming faculty resistance to group work, (2) overcoming student resistance to group work, (3) ensuring students realize the purpose of the project, (4) providing appropriate oversight for students, (5) scheduling the group work appropriately, and (6) helping groups set and attain goals of the project.These suggestions are addressed below. First, enough research has been done to show that group projects, in various forms, can be an important part of students† undergraduate curriculum. Faculty must come to appreciate and realize the importance of these group projects. Of course, group projects are not a panacea and some faculty hold these projects in complete disregard (Ashraf 2004). However, students have much to gain from group projects. Not only will they learn about the topic, but just as important, students will learn important skills, and they will learn about themselves.Certainly, group projects are not appropriate for all courses or all instructors. Still, group projects should be integrated into all majors' coursework in one form or another to ensure that majors are learning how to work together, how to learn from one another, and how to communicate with one another. Second, faculty who implement group projects in their courses w ill need to overcome student resistance to group efforts. This aversion likely stems from the fact that students are accustomed to traditional pedagogical strategies in which instructors lecture to students, who are tested on the lectures.Over one hundred years ago, in The Theory of the Leisure Class, Thorstein Veblin (1899) commented, The aversion to change is in large part an aversion to the bother of making the readjustment which any given change will necessitate †¦. A consequence of this increased reluctance, due to the solidarity of human institutions, is that any innovation calls for a greater expenditure of nervous energy in making the necessary readjustment than would otherwise be the case. Indeed, based on our experiences, we have seen many students expend â€Å"nervous energy in making the necessary readjustment† that makes the accustomed to group work.Imagine for a moment if group work were the traditional and customary teaching style for students. Then, what would happen if we pulled the group out from under them and asked them to do an individual project? Many students would likely have the same aversion that they now have to group work. They'd have to learn new strategies of doing things, and this is something many of us resist. In the end, it seems what is best is to find a blend of teaching strategies in which students are encouraged to work both individually and in groups.Third, and on a related point, faculty should stress to students what they have to gain from group projects. Typically one would expect that the goals of the group project are not just completing the project, but gaining the experience of working together. This aspect of group work should be included on the syllabus so that students realize that the faculty member empathizes with students' concerns. At a minimum, students should be told how group work improves their communication skills, enhances their critical thinking skills, allows for reciprocal learning, and teaches them to work together.From a symbolic interactionist perspective, communicating openly with students about the purpose of group projects will help to give meaning to the students' experiences. Assigning meaning to their experiences before the projects begin will also help better understand one another's actions. They will learn that conflict is possible and that they can overcome this conflict by working together. Moreover, their interactions with members of their groups will help to develop them as novice social scientists (See Berg 2004). Fourth, faculty members should provide appropriate oversight over the groups as needed.It's not just our students who noted the need for oversight Research by Livingstone and Lynch (2000) finds that the degree of faculty guidance will play a role in determining whether the students find value in team-based learning. Oversight is especially important in the beginning stages of the group project when group members are still in the process o f the defining their own roles and tasks as well as their peers' roles and tasks. Part of this direction should be instilling within students the importance of learning teamwork skills (Page and Donelan 2003).Direction may be needed to make sure that students are attending group sessions and working towards the ideals of the group. While group members may do things themselves to encourage participation by fellow group members, ultimately, the instructor has the greatest leverage over students. Describing the direction that faculty members should provide, Lordan (1996: 45) writes, â€Å"Like supervisors in the professional world, the teacher should strike a balance between letting students work out their own problems and stepping in to keep them on track.† As well, instructors need to provide oversight inasmuch as they are helping students find suitable places on campus to do their group work. (They may also want to remind students how to do division long hand so they are able to divide up the tip for the waiter or waitress at the bar or restaurant where they meet with their calculators). Fifth, instructors should make sure students are clear on how they will be graded on group projects. Here, as noted earlier, there is great disagreement among those using group projects as to the best way to assess group projects.Some instructors prefer to give all group members the same grade for the group project. Others see this process as inherently unfair (cites) and call for individual grades. Whatever grading method is used, it is important that students understand the grading process and its rationale. Finally, instructors should play a role in helping groups to define, and refine, their goals. Our experience has been that students tend to define their goals in three stages. First, they begin with aspirations of getting a good grade. The next stage replaces the goal of a good grade with the goal of completing the project successfully.This stage is ultimately rep laced with the goal of a good grade. Instructors can foster better goal attainment by encouraging students to focus more on learning and less on getting a good grade. If groups can define the group's goals, and the members' goals, in a way that they focus more on tasks (e. g. , developing a good research question, gathering literature, developing a methodology, doing the research, analyzing the research, and writing a final paper) and learning rather than getting a good grade, then the likelihood of a successful group project increases.Tying individual goals in with group goals is a central aim of collaborative learning (Johnson and Johnson 1994). Students in this study at least indirectly recognized the importance of meshing their own goals with those of the group. Our intent in this paper is not to be prescriptive but to simply generate thought and discussion about a common type of active learning strategy. We recognize that professors vary in their teaching strategy preferences. We do not expect all professors to want to use group projects in their courses, nor do we expect all courses to be amenable to group projects.Still, it is hoped that all undergraduates will participate in at least some group projects during their undergraduate years. While there are flaws with group projects, the benefits of getting students to work with one another are meaningful enough to rely at least somewhat on group projects in some courses. REFERENCES Adams, Jell and Tim Slater. 2002. â€Å"Learning through Sharing. † Journal of College Science Teaching 31: 384-386. Andrusyk, D. and S. Andrusyk. 2003. Improving Student Social Skills through the Use of Coop erative Learning Strategies. M. A. Research Project, Saint Xavier University, Abstract accessed from ERIC, July 5, 2004.Ashraf, Mohammad. 2004. â€Å"A Critical Look at the Use of Group Projects as a Pedagogical Tool. † Journal of Education for Business 79(4), 213-216. Blowers, Paul. 2003. â€Å"Using Student Skill Assessments to get Balanced Groups for Group Projects. † College Teaching 51(3): 106-110. Colbeck, Carol L.. Susan E. Campbell, and Stefani Bjorklund. 2000. â€Å"Grouping in the Dark. † Journal of Higher Education 71: 60-78. Davis. Barbara and Thomas Miller. 1996. â€Å"Job Preparation liar the 21st Century. † Journal of Education for Business 71 (5): 258-270. Doyle, Eva. Chris Beatty, and Mary Shaw. 1999.â€Å"Using Cooperative Learning Groups to Develop Healthy Cultural Awareness. † Journal of Social Health 69(2): 73-80. Dudley, Lola, Henry David, and David McGrady. 2001. â€Å"Using an Investment Project to Develop Professional Competencies in Introduction to Financial Accounting. † Journal of Education for Business 76(3): 125-131. Johnson, D. W. and R. T. Johnson. 1994. Learning Together and Alone. Boston, MA: Allyn and Bacon. Livingstone, David and Kenneth Lynch. 2000. â€Å"Group Project Work and Student Centered Active Learning. â₠¬  Studies in Higher Education 25(3): 325-345. Lordan, Edward. 1996.â€Å"‘Using Group Projects to Sharpen Students' PR Skills. † Public Relations Quarterly 41 (2): 43-47. Page, Diana and Joseph G. Donelan. 2003. â€Å"Team Building Tools for Students. † Journal of Education for Business 78(3): 125-128. Roberts-Kirchoff. Elizabeth and Mary Lou Caspers, 2001. â€Å"Dialogues as Teaching Tools. † Biochemistry and Molecular-Biology Education 29(6): 225-228. Young, Carol B. and Janet A. Henquinet. 2000. â€Å"A Conceptual Framework for Designing Group Projects. † Journal of Education for Business 76(1): 56-60. Brian K. Payne Elizabeth Monk-Turner Donald Smith Melvina Sumter Deportment of Sociology and Criminal JusticeOld Dominion University. Norfolk. Virginia Payne, Brian K. , Monk-Turner, Elizabeth, Smith, Donald, & Sumter, Melvina (2006). â€Å"Improving Group Work: Voices of Students. † Education, 126(3), 441+. COPYRIGHT 2006 Project Innovati on (Alabama); COPYRIGHT 2006 Gale Group Group projects are integral to the business curriculum and can be useful in developing students' skills and abilities as managers. However, faculty encounter several problems with group projects, including assessing students' efforts, aiding good communication and coordination among members, and making sure the project is a truly collaborative effort.Technology may aid in addressing these problems; electronic discussion boards and chat rooms, for example, can help faculty and students enhance collaboration and increase the accountability of group members. Keywords: Discussion boards, chat rooms, collaborative learning, student projects INCREASED GLOBAL COMPETITION and other changes in the business environment over the last several years have led organizations to restructure themselves. One aspect of that restructuring is a shifting of responsibility and decision making downward and a movement toward self-directed work teams (Cohen, 1993).To pr epare students to thrive in this environment, we obviously need to teach them effective teamwork and communication skills. This article describes two tools that can help accomplish this task, the electronic discussion board and the chat room. These can foster interdependence in group projects and deeper, active learning. First, we discuss the need for and benefits of collaborative projects, the problems of group work, and the role of technology in such projects. We then provide recommendations for incorporating these electronic tools in business communication classes.Need for Collaborative Projects in Business Courses As many researchers have noted, the structural shift towards teams occurring in many organizations should be reflected in the classroom (Bobbitt, Inks, Kemp, & Mayo, 2000). Using groups in class thus prepares students to work collaboratively in the business environment while promoting collaborative learning in the classroom itself. The first benefit of group work in th e classroom is that it teaches students how to work collaboratively in the business environment.Business organizations repeatedly indicate that the increased use of teams in the real world has increased students' need for exposure and experience with teams (Buckenmyer, 2000). Companies that use teams creatively spend many hours and dollars training individuals to work in teams and training managers to manage teams. Through working in groups, students can enhance their abilities in setting goals, delegating work, and dealing with conflict (Colbeck, Campbell, & Bjorklund, 2000). They can also improve their communication, leadership, problem solving, and technical skills.All of these skills are highly rated by recruiters and employers and will help graduates meet the demands and rigors of the workplace (McNally, 1994). The second benefit of group work is that these projects promote collaborative learning. University educators have embraced cooperative learning methods as ways to engage students and to foster cooperation (Ravenscroft, 1997). Researchers have found that the values of Generation X are highly individualistic, visually-oriented, and aligned with information technology, not with the sharing of information (Buckenmyer, 2000).Thus, group course projects, with proper guidance, can help these students learn to deal effectively with others. Group work learning can be an excellent way of encouraging the development of higher cognitive skills in students (Thorley & Gregory, 1994) and can be effective even for relatively quiet group members. When groups work well, students consistently fare better in class, on tests, and in attitudes towards the instructor and each other (Jones & Brickner, 1996).The quality of learning is improved by peer support, with students gaining experience in communication, negotiation, organization, and task management. Cooperative methods have been recognized as effective ways to motivate students to become actively involved in learni ng. The collaborative group project creates a forum that allows students to take an active approach towards their own education. The security of working within a group provides an excellent entree into the progression to independent and autonomous learning (Maguire & Edmondson, 2001).Problems with Group Projects The many benefits of collaborative projects, however, are often offset by problems. First, a common problem is the failure of the group to work together effectively. Students may exert an individual effort but are unable to coordinate their efforts effectively with their group members to achieve any kind of synergistic benefits (Tullar, Kaiser, & Balthazard, 1998). Group members need to be contributing their ideas, questioning and learning from each other, and building on the efforts of the other members.For collaborative learning to occur, students must coordinate the diverse skills and abilities of their group members to address a complex task (Tullar et al. , 1998). A sec ond problem is that often group members simply divide a project so that each individual writes a portion. Then, just before the project is due, the students bring in their disks and combine files without coordinating their efforts or talents effectively. Third, group work often leads to unequal contributions of members, resulting in â€Å"hitchhikers† and â€Å"workhorses† (Cottell & Millis, 1993).These â€Å"hitchhikers,† also called â€Å"free riders† and â€Å"social loafers,† can cause problems in the workflow of the group, as they do not do their fair share. Members of the group have difficulty addressing the free-rider problem and documenting the problem and their efforts to solve it (Gremler, Hoffman, Keaveney, & Wright, 2000). The issue becomes one student's word against another's as the teacher tries to determine fair individual grades. Finally, group projects are often assigned without the allocation of class time for groups to develop co operative skills or to become cohesive (Michaelsen, 1992).There is limited time in class to discuss both the needed topics and the mechanics of group management. In many cases, groups meet on evenings and weekends when faculty members are not available for assistance. Additionally, many group members are geographically and temporally dispersed, which makes organizing face-to-face group meetings difficult. The Role of Technology in Enhancing Collaborative Learning Active and cooperative learning approaches will be counterproductive unless they are thoughtfully implemented and well supported.Communication tools like discussion boards and chat rooms can be effective in inter-team collaboration as well as in faculty-student communication. These tools can help ease the problems discussed in the previous section. By solving these problems with technology, faculty can address three learning goals: empowering students, improving their communication skills, and developing their ability to wo rk collaboratively. Finally, these technological communication tools offer teaching opportunities by allowing faculty to be more accessible to students and to track students' efforts better.Addressing Group Project Problems Internet-based tools can be a tremendous help in coordinating team efforts, particularly when the team is geographically (whether by a few miles or a few thousand miles) or temporally dispersed (Kaiser, Tullar, & McKowen, 2000). With technology, groups can meet either synchronously, using chat rooms, or asynchronously, using threaded discussion boards, in which group members contribute to the group discussion at times convenient to their schedules over a defined time period.These tools enable everyone in the group to talk at the same time or at their convenience by typing their comments into the forum that instantly distributes their comments. Additionally, strong personalities have greater difficulty dominating the group as everyone has equal access to the †Å"floor. † Students may feel more comfortable presenting ideas this way than in a face-to-face meeting, and the quality and professionalism of their ideas may be higher, knowing that their participation is being monitored.The discussion forum also gives all students ample time for reflection so students' responses are often more thoughtful than those in face-to-face situations. Studies have illustrated this level of increased and more evenly distributed participation from students in computer-supported groups (Tullar et al. , 1998). Addressing Learning Goals Projects provide opportunities for experiential learning, that is, students apply what they have learned to real-world situations and thus develop decision-making skills. But in doing so, projects often produce anxiety as students struggle to determine what answer the instructor wants.However, with these projects, whether it be a case, a report of a business issue, or a business plan, faculty are typically not searching fo r one right answer, but rather are concerned with the process that students use in solving problems. Teaching students to ask the right questions is thought to be more important than giving students the right answers. In the real world, there is neither one right answer nor is there a â€Å"sage on a stage† that can direct students to the right answer. Students need to learn how to find and to support the answers for themselves.The use of electronic discussion boards and chat rooms can aid student learning in the struggle through the project process. Thus, three learning goals can be addressed through the use of electronic discussion boards and chat rooms with experiential group projects: (1) empowering students to become active participants in their learning, (2) increasing students' communication skills in describing and solving problems, and (3) enhancing students' abilities to collaborate and work with others in developing their own resources in solving problems.To achiev e these goals, education must involve interactivity among instructors, students, and the materials, and electronic discussion boards and chat rooms can enrich that interactivity. Providing Additional Teaching Opportunities Another advantage of these tools is the opportunity for faculty to participate in the discussions and e-mails. Faculty can use these tools to demonstrate concern for students and to provide additional accessibility and feedback.In fact, the transactional distance encourages faculty to maintain a facilitative role rather than an authoritative role (Moore, 1993). Finally, these tools make it easier for faculty and students to keep track of what everyone has said as there is a written record (Kaiser et al. , 2000). Students have the opportunity to reorganize and reshape their understanding of course content. The Web-based tools allow thoughts to be captured for future examination, elaboration, and extension. The end result is usually more robust and thoughtful discus sions.In fact, threaded discussions can extend the time that both instructors and students invest in the course (Bruce & Hwang, 2001). Recommendations for Using These Tools Many universities are starting to use various computer course tools or platforms to promote online learning. These platforms, such as BlackBoard or WebCT, can be used to design either Web-based or Web-assisted courses. For several years, we have used discussion groups and chat rooms in Web-based classes but have also found that communication can be enhanced in traditional classes through use of these tools.Since more business organizations are using electronic tools, such as Lotus Notes, to facilitate group meetings, using them in the classroom helps students further prepare for their careers. However, the wise faculty member will be advised that these tools should be used judiciously. Therefore, based on our experience, the following suggestions are made to faculty who are considering the use of Web-based tools. Discussion Boards Instructors and students can compose and post messages electronically on electronic discussion boards.Both public and private discussion forums can be implemented. With many computing platforms, such as WebCT, faculty can set up public forums to start threaded discussions for the class to which the students can respond electronically. Students can use these public forums to post questions to which the entire class can respond, such as for help in finding information for the project. A project normally seems easier when the instructor is discussing it in class and few questions arise. However, students' questions occasionally occur after class or on weekends.The discussion board allows the opportunity for students to post problems asynchronously and to receive input from the class. The burden is no longer on the instructor to solve every problem as it occurs but is on the students to work with each other as well as with the instructor in solving problems. This is a tremendous lesson for students to learn to deal with problem solving in the real world. When an employer gives an employee a project or task to do, he/she expects the employee to do it on his/her own and not ask for assistance from the employer every step of the way.Students have to learn to be problem solvers on their own, and the use of electronic discussion boards helps develop that skill. The professor's role is to help get the conversation started. For example, the instructor can post a question on the public project discussion board asking at which sites people are having success finding information for the project. The students can then respond. Those students who respond in a useful manner will be rewarded, such as with a participation grade. Those students or groups who do not respond can be asked on the discussion board for their input.When students see the progress other students are making, they may be spurred to work harder. Additionally, the faculty need to check the discussion board frequently to see if any misinformation is being spread, to ensure â€Å"netiquette† is being practiced, and to restart the conversation as needed. Finally, faculty can take questions that the students ask individually and request that the students post them on the discussion board. In that way the instructor only has to respond once, and similar inquiries can then be referred to that response.This will eve ntually build a culture in the class where the instructor is not seen as the sole source for information, and the students learn to work with each other in solving problems. Additionally, instructors can create private forums to be used to divide students into groups for class exercises or for the use of asynchronous coordination of group projects in which group members cannot all meet at the same time. The instructor can visit these public and private forums to track group progress, to encourage students to help each other to solve problems, and to provid e assistance as needed after the students have tried first on their own.In the private group forums, the students are encouraged to use the board to organize group meetings, to post their research findings, and to post drafts of their work for their group members to see and make comments. The professor can encourage individual group members to post their contributions to the paper to the private forum for the other members to see and post suggestions. This would increase group collaboration in a manner that can be documented. After the group has collaborated on a draft of the project, the instructor can offer suggestions.Finally, instructors should consider requiring the groups to post progress reports on their efforts periodically during the term. These progress reports describe what the group has accomplished, what the group's plans are, if there are any problems, and if there are, how they are being addressed. The instructor should provide guidelines as to what the groups should have accomplished by the progress report dates so the students can determine if they are on track. While these reports could be submitted on paper, doing it through the discussion board makes it easier for group m